Twine (and similar systems) allow paths to merge, reducing the number of possibilities, but at the cost of making the scenario more like a narration and less like a game. 

Instead of only typical multiple choice questions, try mini-scenarios. Write a few sentences to set a scenario with a problem. A customer voices an objection, software displays an error message, or an employee asks a manager for help. Next, ask learners which action or response they would choose. Now you have a one-question decision-making scenario rather than just an abstract comprehension question. You can do this with any tool, and it creates a more interesting practice or assessment to engage learners.

<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.

The goal of a Captivate <b>theme</b>&nbsp;is to keep a consistent design throughout your project. It can be 'applied' to any project, even <b><u>after</u></b> creation.

A&nbsp;<b>template</b> in Captivate has to be chosen&nbsp;<b><u>before</u></b><u></u> you create a project.

The term is often wrongly used: most Captivate 'templates' that you can find on the web, are just cptx-projects, not templates in the Captivate language.&nbsp;

When would I use a template in Captivate 9? For courses that have several modules, where you want to have some slides in common, maybe have custom navigation/control buttons that cannot be put on the master slide, but need to be timed for the rest of the project. I would rarely use it to have placeholder slides, unless some team members need to have that assistance.

<p>Participants also indicated the types of assignment they feel are inappropriate for them. Most of the assignments refused could be characterized as “conventional.” Several participants specifically mentioned that they distance themselves from training about products and software to focus on more strategic projects.</p> <p>One participant avoids “order-taker projects.” </p>

Focus on better writing, not the bells and whistles

To “get” from a PLN you need to “give.”

I think that we are getting the idea of more interactivity, of more engaging real stuff, not just making it spin and zoom and move. And I think the authoring tools that have made that easier have certainly helped people understand that learners need to actually get their hands on the content in some way.

<p>You do not blame the hammer because the house fell down. It’s the person using the tool. It’s really about effective design. You can do fabulous stuff with PowerPoint. You can do dreadful stuff with PowerPoint. You can do dreadful stuff no matter the tool.</p> <p>In PowerPoint you can actually build nice little branching scenarios and reveals. You can make choices. You can do interactivity. There’s a lot of stuff that I think people just don’t take the time to learn.</p>

You may find something that surprises or unsettles you. Or you may find something that confirms what you believe with data and not just some anecdotes or gut feelings. Some time spent here will help you move past “I think” or “it feels right” to “evidence shows.”