Draft a Branching Scenario in 6 Steps

Article Title: Draft a Branching Scenario in 6 Steps

Publication: Integrated Learnings: eLearning

Summary:  Scenario-based training prompts learners to solve problems they encounter on the job, helping to ensure they are prepared to perform their jobs successfully. This article describes six simple steps for designing a branching scenario.

In a branching scenario, an eLearning slide might only provide the start of a situation. Perhaps the first segment of a conversation or an initial glimpse into a problem. Based on the information available, learners choose their next step from a few options provided. And instead of giving them feedback like “correct” or “incorrect,” their choice takes them to a slide that describes the next segment of the scenario…a segment that’s a direct consequence of the option they chose. The scenario continues like this, over a series of a few slides, until learners reach an outcome.

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Designing eLearning for Cognitive Ease

Article Title: Designing eLearning for Cognitive Ease

Publication: Integrated Learnings: eLearning

Summary: Daniel Kahneman dedicates a chapter to the topic of cognitive ease in his book, Thinking, Fast and Slow. This article suggests how some of the findings Kahneman presents can benefit eLearning design.

The amount of time spent on eLearning may influence mood, too. Long lessons may leave learners wondering if they’ll ever end, while a series of short lessons can help create a sense of progress. Shorter lessons can also help prompt learners take a brief break and re-energize if they’re feeling mentally fatigued.

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Personify eLearning

Article Title: Personify eLearning

Publication: Integrated Learnings: eLearning

Summary: Numerous studies suggest that learners retain more from eLearning when its design creates a sense of human touch. From collaborating characters to conversational language, this article offers ideas for creating that human touch in eLearning.

The main character within an eLearning lesson could be someone who needs to learn along with the learner. Perhaps a fellow new employee or other acquaintance.

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Turn These Slides into eLearning

Article Title: Turn These Slides into eLearning

Publication: Integrated Learnings: eLearning

Summary: Ever been handed a PowerPoint slideshow by a client, and then asked to convert it into eLearning? Me too. This article offers advice for producing effective training for requests like this, even with tight deadlines.

If a lack of time or familiarity with the content makes you question your ability to draft decent scenarios, perhaps the client knows someone who can do that part for you. Depending on the complexity of the training, a subject matter expert might be able to draft a few scenarios relatively quickly and easily.

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Practice Early and Coach the Details Later

Article Title: Practice Early and Coach the Details Later

Publication: Integrated Learnings: eLearning

Summary: A typical approach to training begins by telling learners everything they ought to know about a topic, followed by practice activities that apply that new knowledge. This article suggests providing learners with practice activities much sooner, and then presenting information as post-activity coaching.

Research on cognitive load tells us that people can only absorb a limited amount of information in a single sitting. So, if an eLearning lesson begins with several pages of new information, learners will likely forget a portion of that. Why would we spend time presenting information that will likely be forgotten? If we limit the amount of information a lesson initially presents, we increase the likelihood that learners will recall it. Prompting them to apply that new information as soon as possible further helps promote long-term recall. And, it helps ensure that we use training time productively.

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Accomplish Spaced Learning with eLearning

Article Title: Accomplish Spaced Learning with eLearning

Publication: Integrated Learnings: eLearning

Summary: Most of us know that cramming is not an effective path to long-term learning. Yet, many workplace training initiatives attempt to cram as much content into a single training session as possible, with little reinforcement later. This article proposes spaced learning as more effective training approach. It also describes the theoretical foundations of spaced learning.

It just suggests that we retain newly learned knowledge longer when taught repeatedly over a period of time. But simply repeating the exact same learning activity several times isn’t the way to go. After all, even an attentive learner may accidentally zone out when listening to a lecture or reading a passage for a second (or third, or fourth) time. So the trick is to ensure there are variations.

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Is Your eLearning Effective for Dummies?

Article Title: Is Your eLearning Effective for Dummies?

Publication: Integrated Learnings: eLearning

Summary: This article describes a few instructional tactics used in the For Dummies book series. It then suggests how instructional designers can apply those same tactics to improve eLearning.

This flexibility can work well with scenario-based eLearning. Imagine opening a lesson with a scenario or case study. Learners who like to tinker can dive in immediately, perhaps clicking “hint” buttons or accessing job aids as needed. Having the option to work the scenario right away keeps them engaged and helps avoid the zoning out that can come with being forced to read introductory information first. Learners who prefer more guidance could opt to review a job aid or a demo first. Having this route available can benefit learners who become overwhelmed when pushed into something too quickly. Everyone wins.

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Teach Learners to Use Job Aids

Article Title: Teach Learners to Use Job Aids

Publication: Integrated Learnings: eLearning

Summary: Many organizations have job aids available in a company intranet or performance support system to help employees perform job tasks. This article makes a case for designing eLearning that trains learners on how to use job aids rather than solely focusing on the tasks themselves.

It’s consistent with how we learn. The January/February issue of Scientific American Mind described the Google effect of how people learn. In short, research suggests that the internet has changed the way our brains store information – instead of remembering the information itself, we’ve become programmed to remember how to access information for future reference.

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Designing eLearning for Schema Theory

Article Title: Designing eLearning for Schema Theory

Publication: Integrated Learnings: eLearning

Summary: Many have seen news stories about someone with phenomenal memory or have been invited to workshops promising to improve memory. The method used in these examples is based on schema theory, which is one of the foundational models of learning psychology. This article describes schema theory and how it can help inform the design of eLearning.

That’s why recall is so important. Regardless of which instructional design model is your favorite – Gagne’s nine events of instruction, Merrill’s first principles, or something else – stimulating recall is likely an important component of it. Many interpret this recall step as a review from a previous lesson, reading, or training session. While it certainly can be a review of recent learning, it doesn’t have to be.

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Let Learners Sleep on It

Article Title: Let Learners Sleep on It

Publication: Integrated Learnings: eLearning

Summary: As kids, many of us resisted bedtime. As adults, many of us wish we could get more sleep. For those in the midst of learning something new, a good night’s sleep can be especially beneficial. This article describes the neuroscience of how sleep helps learners form new memories and applies its implications to eLearning.

If learners must complete an eight-hour training session, consider spreading the training out over two days (maybe more) rather than making a full day of it. This can benefit attention spans, too. If all or part of the training is eLearning, you may have the ability to accomplish this more flexibly.

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