<p>There is no linear path into what they are subjected. The situations are complex. They often fail and they learn by reflection, becoming much better at the judgements they make next time, even though next time the environment and the scenarios presented are different.</p> <p>After completing a few exercises, they build their own view of the patterns that are evident and are able to move into a new scenario with confidence even if the environment and scenario is radically different.</p>

<p>Learning on reflection before plunging into the next scenario helps to build the patterns in the participants’ minds that are the evidence that they have learnt.</p> <p>Quizzes based on scenarios with a, “What would you do next?”, question builds quick and fun repetition into the training programme, helping transfer from short term memory to long term memory.</p>

What is Scenario-Based e-Learning?

<em>A. The learner assumes the role of an actor responding to a job realistic situation.</em>&nbsp;

<em>B. The learning environment is preplanned</em>.&nbsp;

<em>C. Learning is inductive rather than instructive.</em>&nbsp;

<em>D. The instruction is guided</em>.&nbsp;

<em>E. Scenario lessons incorporate instructional resources.</em>&nbsp;

<em>F. The goal is to accelerate workplace expertise.</em>&nbsp;

As you consider incorporating scenario-based e-Learning into your instructional mix, consider whether the acceleration of expertise will give you a return on investment.&nbsp; For example, interviews with subject matter experts indicated that automotive technicians must complete about 100 work orders to reach a reasonable competency level in any given troubleshooting domain.&nbsp; Comparing delivery alternatives, OJT would require around 200+ hours, instructor-led training would require around 100 hours, and scenario-based e-Learning simulations require approximately 33–66 hours.

Finally, many learners find scenario-based e-Learning more motivating than traditional instructional formats.&nbsp; Solving a work-related problem makes the instruction immediately relevant.

Scenario-based design of information technology addresses five technical challenges: scenarios evoke reflection in the content of design work, helping developers coordinate design action and reflection. Scenarios are at once concrete and flexible, helping developers manage the fluidity of design situations. Scenarios afford multiple views of an interaction, diverse kinds and amounts of detailing, helping developers manage the many consequences entailed by any given design move. Scenarios can also be abstracted and categorized, helping designers to recognize, capture and reuse generalizations and to address the challenge that technical knowledge often lags the needs of technical design. Finally, scenarios promote work-oriented communication among stakeholders, helping to make design activities more accessible to the great variety of expertise that can contribute to design, and addressing the challenge that external constraints designers and clients face often distract attention from the needs and concerns of the people who will use the technology.

Stories are effective tools for learning due to their ability to facilitate the following cognitive processes: i) concretizing, ii) assimilation, and iii) structurizing (Evans and Evans 1989).

“Men’s voices are associated with neutrality, with authoritative, factual information,” explains <a href="http://arthur-chu.com/" target="_blank" rel="nofollow">Arthur Chu</a>, a Cleveland-based artist who’s done voice over work for brands like Safeway and Intel. “The voiceover you want for some kind of authoritative instructional video, or something asserting dry historical fact, is going to be that baritone, somewhat monotone, slightly stern voice.”

“Because females tend to be the more nurturing gender by nature, their voices are often perceived as a helper, more compassionate, understanding, and non-threatening,” says <a href="http://www.debbiegrattan.com/" target="_blank" rel="nofollow">Debbie Grattan</a>, a veteran voice over artist for brands like Apple, Samsung, and Wal-Mart. “This can be important in instructional videos, (sense of patience and compassion in teaching a new skill), corporate/web narration, as well as commercial spots (conveying a less aggressive, more persuasive approach.)”

There was a marginal difference in percentage of extrinsic words recalled in female vs. male narrator. There was no difference in number of extrinsic words recalled in male-visual, male-no visual, female-visual, female-no visual.

However, when percentage of extrinsic words recalled was analyzed between male and female voice conditions, there was marginal significance, where subjects in the male voice condition recalled a greater percentage of extrinsic words than subjects in the female voice condition. This marginal significance is not enough to definitively conclude that there is a relationship between gender of narrator and recall of extrinsic words.

But most <a href="http://www.mtholyoke.edu/courses/lablouin/psych200/project_fall01/narrator.htm">studies</a> that I have seen indicate no statistically significant difference between retention by an audience of one gender of content delivered by a voice of another, or the same, gender. <br> <br>In my experience there are characteristics other than gender that play a much bigger role in engaging a learner audience. Things like dynamism, clarity, 'emotional bonding' with the content, enthusiasm, and perceived subject matter expertise are more important than whether it is a male or a female voice.

The first question is obvious: What is the problem? However, answers will almost always be symptoms and not causes.

Continue the conversation by asking, “Which metrics are you trying to positively affect?”

You can accelerate right past symptoms by asking, “What are employees doing that they shouldn’t be doing?” or “What are employees not doing that they should be doing?”

Gain valuable insight regarding the timing of the problem by asking, “When did it first begin?” and “When does it occur?”

Get a clear picture of the location by asking, “Where does the problem occur?”

A simple way to initially assess the scope is by asking, “How big is the problem in measurable terms?” The measurable terms should be linked to the metrics that matter question.

“What questions should I have asked that I haven’t?” This question triggers the client to share any last minute details that are relevant to finding a solution.