Scenario design can be a highly collaborative process. The relationship between the subject matter expert and learning designer is key to ensuring that learning takes place in a meaningful manner. In this session, participants will see how collaboration using a combination of learning design methods will enhance learner experience by designing for applied and authentic experiences.
This session will explore the different methods used to create engaging and interactive, branching scenarios for a wide range of learners. Participants will leave the session with a toolkit of design techniques (including “Action Mapping” techniques (Moore,2017)) and models (including CCAF (Allen, 2016)) and practical methods (“Short Sims” (Aldrich, 2016)) that have been implemented and used in the pharmacy workplace. I will propose a transparent process for writing scenarios that are highly focused, quick to develop and highly relevant to business and learning objectives.
Scenarios created using these methodologies have varied from Information Governance/GDPR Compliance (regarding the use of USB drives) to dealing with anaphylaxis in the pharmacy sector. While these techniques are platform independent, this work was developed in Articulate Storyline and delivered using Moodle. They proved to be a practical vehicle to engage over 4000 staff with critical workplace issues.
Session content: evaluation and reflection
Building on the work of Moore (2017), Allan (2016) and Aldrich (2016) this session will combine different methods for creating compelling and stimulating simulations for learning. The session will show how dry theory can be transformed into short, engaging, active eLearning experiences.
Using real training and education case-studies from a retail pharmacy company a practical demonstration will show how simulations built using these methods look and feel to the learner. Attendees will also gain highly useful tips for collaborating with colleagues to create focused learning experiences. Attendees will be challenged to create action maps, identify elements of CCAF they can use and look at how to engage learners with short but interesting scenario simulations.
User feedback data gained during implementation of these techniques show that staff enjoyed and engaged with the content. This data was collated post-simulation using a voluntary, anonymous online feedback form in Moodle garnering between 100-200 responses per simulation with an overwhelmingly positive range of feedback (<95%).
Aldrich C. (2016) Why Haven’t Simulations Become Mainstream?. (2016). Inside learning technologies and Skills, (60), pp.11-15
Allen M. (2016). “Michael Allen’s Guide to e-Learning”, 2nd Ed., Wiley.
Moore C. (2017). “Map It: The hands-on guide to strategic training design”, Montesa Press.