ABOUT THE PROJECT:
The purpose of this project was to create a 1.5 hour scenario-based, self-paced online course. The client was the Medical Library Association (MLA). The course consisted of self-paced, scenario-basesd eLearning module(s) in which the learner is an actor responding to a job-realistic situation. The learner will observe a familiar work situation and periodically respond to questions regarding a choice of action based on what she has heard and seen.
Job Aids will be integrated into the scenario so that the learner may refer to the job aids to decisions about what action to pursue during the scenario. The librarian/learner is encouraged to print out the job aids (as PDF files) to take with her while assisting patrons with research on-the-job.
The lesson begins with the situation, rather than direct instruction. The situation serves as a context for the learning. Knowledge and skill components will be integrated into the scenario. The scenario presents tasks that require judgment, rather than simple recall of information. The learner is presented with two or three alternative response, which may result in limited branching. The learner has access to guidance and instruction within the scenario. The guidance may include any of the following:
- A virtual coach or advisor, who can give to the learner hints or feedback.
- Embedded job aids, which the learner can access to guide in a decision.
- Intrinsic feedback, which indicates the consequences of a choice of action, implies how effective a given choice of action has been.
The learner experiences the consequences of decisions made. All decisions entail positive and negative consequences. Mistakes are seen as learning opportunities. Sometimes the most memorable lessons learned are those born from errors. However, in order to optimize learning, the scenario will not allow a learner to go too far down an incorrect path.
The setting for the initial scenario is an information table setup in a public lobby, located in the patron’s space, and scheduled 1 day/ week. Patrons who are walking by in this public space may approach the table with a research question. A cross-section of patrons is available, including faculty, staff and students. Instruction in this location would be individualized based on the needs of a particular patron. For example, a student may require more basic instruction, such as how to write a research question or help with understanding the research process in general. Whereas, with a full-time researcher or a faculty member, the librarian may be helping them to fine-tune their research, refine their survey, and responding at a higher level.
I worked with Medical staff subject matter experts, and served as the instructional designer and eLearning developer for the project.
Articulate Storyline, Adobe Photoshop, Microsoft PowerPoint and Word.