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Scenario-based-learning.pdf
Scenario-based-learning.pdf

"Scenario-based learning is based on the principles of situated learning theory (Lave & Wenger, 1991), which argues that learning best takes place in the context in which it is going to be used, and situated cognition, the idea that knowledge is best acquired and more fully understood when situated within its context (Kindley, 2002)."

"SBL usually works best when applied to tasks requiring decision-making and critical thinking in complex situations. Tasks that are routine to the students will require little critical thinking or decision-making, and may be better assessed using other methods. "

"Checklist: Is SBL the right option? (Clark, 2009)

  • Are the outcomes based on skills development or problem-solving?
  • Is it difficult or unsafe to provide real-world experience of the skills?
  • Do your students already have some relevant knowledge to aid decision-making?
  • Do you have time and resources to design, develop, and test an SBL approach?
  • Will the content and skills remain relevant for long enough to justify the development of SBL?"
#learning#theory#research#scenario
·quality4digitallearning.org·
Scenario-based-learning.pdf
Accelerating Expertise with Scenario-Based e-Learning - The Watercooler Newsletter : The Watercooler Newsletter
Accelerating Expertise with Scenario-Based e-Learning - The Watercooler Newsletter : The Watercooler Newsletter
Ruth Clark on how scenario-based elearning accelerates expertise and when to use it
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.
#learning#research#elearning#scenario
·watercoolernewsletter.com·
Accelerating Expertise with Scenario-Based e-Learning - The Watercooler Newsletter : The Watercooler Newsletter
A Learning Science Alternative to Bloom's Taxonomy by Brenda Sugrue : Learning Solutions Magazine
A Learning Science Alternative to Bloom's Taxonomy by Brenda Sugrue : Learning Solutions Magazine
Bloom's taxonomy sometimes creates unclear verb categorization and connection to assessments. This framework is focused on performance objectives and ties the type of knowledge to verbs, instructional strategies, and types of practice or assessment. This is partially drawn from Merrill's work. Procedural knowledge and declarative knowledge are handled differently.
#bloom#instructionaldesign#theory#learning
·learningsolutionsmag.com·
A Learning Science Alternative to Bloom's Taxonomy by Brenda Sugrue : Learning Solutions Magazine
Can You Teach Diversity and Inclusion? — Chief Learning Officer - CLO Media
Can You Teach Diversity and Inclusion? — Chief Learning Officer - CLO Media
Yes, you can, but training alone isn't enough
For diversity and inclusion training to stick, it needs support, reinforcement and a firm foundation in a broader talent management strategy that includes culture, leadership and learning and development.
Ask these questions: Does our culture embrace diversity and inclusion? Do our leaders understand their value to the business and the workforce? Do the organization’s talent management strategies and systems support and enable diversity and inclusion? If not, training would be precipitous because the right support for this type of development is not there.
#diversity#learning#training#equity
·clomedia.com·
Can You Teach Diversity and Inclusion? — Chief Learning Officer - CLO Media
The Backfire Effect is NOT Prevalent: Good News for Debunkers, Humans, and Learning Professionals! – Work-Learning Research
The Backfire Effect is NOT Prevalent: Good News for Debunkers, Humans, and Learning Professionals! – Work-Learning Research
The "backfire effect" is when sharing facts to correct misconceptions results in people holding onto that belief more strongly, rather than changing their opinion. Newer research, summarized here, finds that the backfire effect is uncommon and mostly related to attitudes which are strongly tied to the person's identity.
#research#learning
·worklearning.com·
The Backfire Effect is NOT Prevalent: Good News for Debunkers, Humans, and Learning Professionals! – Work-Learning Research
Does Humor Enhance Learning?
Does Humor Enhance Learning?
A summary of research on humor in learning. Most of the research seems to be in academic environments rather than workplace ones. Non-aggressive humor can be effective in some instances.
#learning#research#cognition
·theelearningcoach.com·
Does Humor Enhance Learning?
Does Gamification Actually Work? Yes, and Here's Why | BLP
Does Gamification Actually Work? Yes, and Here's Why | BLP
Gamification works when it's designed thoughtfully and stays focused on learning goals. Sharon Boller shares guidelines and picks apart some questionable research.
1. Keep game complexity simple, particularly when you are using a game to support relatively short lessons.
<strong>2. Reward players for performance, not completion</strong>.
<strong>3. Be cautious with leaderboards</strong>.
4. As much as possible, align the game element choices you use to the learner’s actual job context.
<strong>5. Make the in-game goal align with the learning goal in a reasonable way that “makes sense” for the learners who will play your game or complete your gamified lesson</strong>.
6. Stop thinking you have to make the game super “fun.”
#gamification#research#learning
·bottomlineperformance.com·
Does Gamification Actually Work? Yes, and Here's Why | BLP
Different Types of Learning Theories – Understanding the Basics | My Love for Learning
Different Types of Learning Theories – Understanding the Basics | My Love for Learning
An overview of learning theories: behaviorism, cognitivism, constructivism, social learning, connectivism, and adult learning. The connectivism description is questionable (or at least it's not Stephen Downes's version of connectivism, which I'm familiar with).
#learningtheories#constructivism#sociallearning#connectivism#adultlearning#learning#newid
·mylove4learning.com·
Different Types of Learning Theories – Understanding the Basics | My Love for Learning
Retrieval Practice & Bloom’s Taxonomy: Do Students Need Fact Knowledge Before Higher Order Learning?
Retrieval Practice & Bloom’s Taxonomy: Do Students Need Fact Knowledge Before Higher Order Learning?
The title is a little misleading. This isn't about needing knowledge per se, but about what kinds of retrieval practice are more helpful for supporting higher order learning. Factual questions helped increase factual knowledge, but they didn't help higher order reasoning. Higher order retrieval practice (on its own or mixed with factual questions) resulted in better performance on the higher order reasoning. If we view this as practicing in context, then it makes sense that practicing skills of similar difficulty would produce better results. However, this is contrary to some of the research that factual knowledge has to be mastered first.
Although fact quizzes were beneficial for fact learning, they did not facilitate higher order learning, contrary to popular intuition based on Bloom’s taxonomy.
Contrary to popular intuition, building a foundation of factual knowledge via retrieval practice did not enhance students’ higher order learning. Instead, students’ final fact test and higher order test performance was greatest following retrieval practice that matched in cognitive complexity based on Bloom’s taxonomy: fact quizzes enhanced final fact test performance and higher order quizzes enhanced final higher order test performance. Retrieval practice increased learning by 20–30% under laboratory conditions with college students and also in an authentic K-12 classroom.
Why didn’t fact quizzes improve higher order learning in the present study, as many cognitive scientists and educators contend? First, students may have been unaware that information on fact quizzes was related to final higher order tests, thus they did not transfer their knowledge without explicit instructions to do so.
Mixed quizzes, comprising both fact and higher order questions, increased higher order test performance more than fact quizzes (in Experiment 2) and slightly more than higher order quizzes (in Experiment
If we want to reach the top of Bloom’s taxonomy, building a foundation of knowledge via fact-based retrieval practice may be less potent than engaging in higher order retrieval practice at the outset, a key finding for future research and classroom application.
#research#learning#bloom
·diigo.com·
Retrieval Practice & Bloom’s Taxonomy: Do Students Need Fact Knowledge Before Higher Order Learning?
Factual Knowledge Must (Not?) Precede Higher Order Thinking |Education & Teacher Conferences
Factual Knowledge Must (Not?) Precede Higher Order Thinking |Education & Teacher Conferences
Summary of Pooja Agarwal's research on retrieval practice for higher order thinking
That is: when students <span style="color: #000000;"><b>didn’t&nbsp;</b></span>review a particular set of facts, they could still reason with them — as long as they <strong>had practiced</strong> doing that kind of reasoning.
#research#learning#bloom#education
·learningandthebrain.com·
Factual Knowledge Must (Not?) Precede Higher Order Thinking |Education & Teacher Conferences
Generalist versus specialist? How about a misshapen comb
Generalist versus specialist? How about a misshapen comb
This is an expanded view of the T-shaped skills explained in Cammy Bean's "Accidental Instructional Designer." It's not a binary of generalist vs. specialist. Many of us have T-shaped skills; we have a broad base (the top of the T) with one set of deeper skills (the vertical in the T). If you have several deeper skills, a map of your skills looks more like a misshapen, uneven comb.
#learning#career
·uxdesign.cc·
Generalist versus specialist? How about a misshapen comb
Book — The Learning Scientists
Book — The Learning Scientists
Quick summaries of key points from each chapter in a book on learning science and effective strategies (spacing, elaboration, concrete examples, visuals, and retrieval practice). I wish the graphics were easier to read though. Medium blue italicized serif text on a lighter blue background isn't enough contrast. I don't think low contrast counts as desirable difficulty, just bad accessibility.
#research#learning#education#spacedlearning#retrievalpractice#images
·learningscientists.org·
Book — The Learning Scientists
Learning Technology Mystery Series Presents “The Case of the Disengaged Learner” with Cara North - The Training, Learning, and Development Community
Learning Technology Mystery Series Presents “The Case of the Disengaged Learner” with Cara North - The Training, Learning, and Development Community
Cara North's recorded presentation on engagement in learning. Engagement can be cognitive, behavioral, or emotional. Additional resources at go.osu.edu/disengaged
#research#learning#education#training#engagement#elearning
·tldc.us·
Learning Technology Mystery Series Presents “The Case of the Disengaged Learner” with Cara North - The Training, Learning, and Development Community
The Mindset Controversy: Carol Dweck Speaks... |Education & Teacher Conferences
The Mindset Controversy: Carol Dweck Speaks... |Education & Teacher Conferences
A summary of Dweck's response to recent unsuccessful research on growth mindset. It's probably less important to teach the concept of mindset than to adjust methods of teaching and providing feedback.
<p>Dweck emphasizes that mindset interventions should not be one-time events.</p> <p>Anything that happens just once — “a chart at the front of the room, a lecture where you define the two mindsets” — isn’t likely to work.</p> <p>Instead, we should focus on “the policies and practices in the classroom. <em>It is not about teaching the concept alone</em>, it is much more about implementing practices that focus on growth and learning.” [emphasis added] </p>
#growthmindset#research#learning#education
·learningandthebrain.com·
The Mindset Controversy: Carol Dweck Speaks... |Education & Teacher Conferences
Brain Science: Enable Your Brain to Remember Almost Everything | Learning Solutions Magazine
Brain Science: Enable Your Brain to Remember Almost Everything | Learning Solutions Magazine
Use memory boosters to reduce how much people forget after training.
So how often should information be boostered? We recommend that you send boosters out in three phases. You can keep this in mind by remembering 2+2+2. Send out boosters after two days, two weeks, and two months.
This first set of boosters should be “recognition boosters.” The strategy here is just to get people to try to recognize the right answer from a list of options.
The second phase of boosters should be sent about two weeks after the training and at this time you should send out “generative boosters.” In a generative booster, the learner does not just recognize the right answer from a list. Instead, they have to think about the topic and then create an answer out of their head.
The third phase of boosters should be sent about two months after the training, and at this time you should send out “integrative boosters.” An integrative booster again prompts the learner to retrieve the information, but this question specifically asks them to provide concrete examples of how they have made use of this information in their job.
#memory#cognition#research#spacedlearning#elearning#learning
·learningsolutionsmag.com·
Brain Science: Enable Your Brain to Remember Almost Everything | Learning Solutions Magazine
The State and Future of Learning & Development in 2021: See What the Experts Think!
The State and Future of Learning & Development in 2021: See What the Experts Think!
Jeffrey Dalto collected responses from a number of L&D professionals for insights on how COVID-19 has affected L&D and how this affects the future trends for the field.
We’d like to thank all of the contributors for sharing their time, knowledge, and insight. They include Connie Malamed, Arun Pradhan, Patti Shank, Cara North, Clark Quinn, Stella Lee, Zsolt Olah, Julie Dirksen, Mike Taylor, Jacinta Penn, Guy Wallace, Emily Wood, Kassy Laborie, Alexander Salas, Michelle Ockers, Shannon Tipton, Christy Tucker, Linda Berberich, and Richard (Dick) Clark.
#learning#elearning
·convergencetraining.com·
The State and Future of Learning & Development in 2021: See What the Experts Think!
Learning Objectives: GOAL!?! – 3-Star learning experiences
Learning Objectives: GOAL!?! – 3-Star learning experiences
Summary of research on the value of telling learners the objectives at the beginning of training. The research supports giving learners specific "focusing objectives" to help them recognize what's important. However, that doesn't mean those objectives need to be the same formal learning objectives we use as IDs. In fact, using objectives as multiple choice questions to show people what they don't know yet may be effective.
As instructors and designers, we need to keep in mind that there can be other reasons to use objectives <em>and </em>we need to clearly distinguish between objectives that we use as instructional/learning designers versus the ones we might use for learners.
#instructionaldesign#learning#objectives#research
·3starlearningexperiences.wordpress.com·
Learning Objectives: GOAL!?! – 3-Star learning experiences