Imported from Diigo

In First Principles of Instruction, Merrill identifies five core instructional design principles which he has synthesised from his review of all of these theories, frameworks, and models. He then sets out ways in which these principles can be systematically used to inform the design and development of learning activities, (both online and in a face-to-face context). Merrill then makes a case that following these principles should lead to effective, efficient and engaging learning experiences.

<h2>Problem-centred</h2> <p><strong>Learning is promoted when learners acquire knowledge and skill in the context of real-world problems or tasks.</strong></p>

<h2>Activation</h2> <p><strong>Learning is promoted when learners recall or apply existing knowledge and skill as a foundation for new skills.</strong></p>

<h2>Demonstration</h2> <p><strong>Learning is promoted when learners observe a demonstration of the knowledge and skill to be learned.</strong></p>

<h2>Application</h2> <p><strong>Learning is promoted when learners use their newly acquired knowledge and skill to solve new problems or carry out tasks.</strong></p>

<h2>Integration</h2> <p><strong>Learning is promoted when learners reflect on, discuss and defend their newly acquired skill or integrate the skill into a real-world activity.</strong></p>

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.

Using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) organizational framework as our method of reviewing job postings, we found that instructional design, talent delivery and facilitation, technology application, communication, and collaboration and leadership capabilities appeared the most frequently.

For corporate settings, more jobs than expected require bachelor’s degrees and fewer jobs than expected require a master’s degree or higher. On the contrary, for higher education settings, more jobs than expected required master’s degrees or higher and fewer jobs than expected required bachelor’s degrees. While this may not be surprising to some job seekers, it does indicate that job applicants with bachelor’s degrees already possess the educational requirements for a corporate role.

Scenario-based learning (SBL) uses interactive scenarios to support active learning strategies such as problem-based or case-based learning. It normally involves students working their way through a storyline, usually based around an ill-structured or complex problem, which they are required to solve.

Scenario-based learning is based on the principles of situated learning theory (Lave &amp; 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)

Ultimately, adult learners and their organizations expect learning experiences to establish behaviors that make their lives or work more efficient and effective.

While the e-learning SBL was not better than the classroom experience, it was comparable. The lack of significance tells us that the online learning students view their engagement, enjoyment, and learning similarly.

<strong>Key Takeaway:</strong> Scenario-based learning is beneficial, both online and in-person. Thus, implementing SBL into e-learning settings, particularly when preparing learners for real-world settings, is an effective way to engage learners.

The student teachers were randomly assigned to one of three experimental conditions:control group (online scenario-based learning activity), intervention group 1 (online scenario-based learning activity and feedback), and intervention group 2 (online scenario-based learning, feedback, and reflection). The findings indicated that, compared to the control group, both intervention conditions had a significant positive effect on cognitive classroom readiness. A significant positive effect on self-efficacy was found for intervention group 2. Overall, our research demonstrates the potential of an easy-to-implement online intervention in enhancing self-efficacy and classroom readiness and points towards the importance of combining feedback and reflection within online scenario-based learning activities.

Although Twine is a tool for creating “games”, this project goes beyond games and gamification to think creatively about how the functions of Twine can be used to create activities that allow students to more directly engage with learning content in a hands-on experiential format that may not be possible in a traditional classroom learning space.