Scenario-based E-learning design

Iverson, Kathleen; Colkey, Deborah

doi:10.1002/pfi.4140430105

Cited by 17 publications

(14 citation statements)

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“…Also, the proposed approach can be utilized within the scenario-based model. For example in Iverson and Colky (2004), the authors present a five stages e-learning design process. The fourth stage is "deliver and facilitate" which follows the "creating scenarios" stage.…”

Section: Discussion Of the Design Processmentioning

confidence: 99%

“…The collaboration weight is based on the socio-constructivist theory, which encourages collaborative and cooperative learning process (Ally 2008). Iverson and Colky (2004) have adopted similar weights in their scenario-based e-learning design model for adult learning. Iverson and Colky base their design model on four practices: collaborative, constructive, contextual and meta cognitive.…”

Section: Discussion Of the Evaluation Processmentioning

confidence: 99%

“…Branon et al (2001) utilize this approach to emphasize the importance of having student feedback at early stages of the development process. Iverson and Colky (2004) implement the scenario-based design approach, which provides initial user requirements for the e-course as scenarios taken from users. Also, Chiang recognizes the need to identify the learning objectives of online material and to perform audience analysis.…”

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confidence: 99%

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An approach to designing and evaluating blended courses

El-Ghalayini

El-Khalili

2011

Educ Inf Technol

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Recently, there has been an increased interest in producing electronic courses. However, literature shows that adopting E-learning does not guarantee improved learning. This is because mixing technology and content does not necessarily yield effective learning. This paper presents a systematic design process for developing blended courses. The instructional design process is based on Bloom Taxonomy, Redeker Taxonomy and Guerra scale. A mapping model is proposed and embedded in the design process to develop a blended course from the objectives and content of a traditional course. This paper also presents an evaluation process that measures the effectiveness of the selected designed blended course. This effectiveness is evaluated in terms of course content formats, interaction and collaboration. A case study is presented to demonstrate the proposed design approach on a System Analysis and Design blended course under development.

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Section: Discussion Of the Design Processmentioning

confidence: 99%

Section: Discussion Of the Evaluation Processmentioning

confidence: 99%

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confidence: 99%

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An approach to designing and evaluating blended courses

El-Ghalayini

El-Khalili

2011

Educ Inf Technol

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“…It requires learning method that emphasizes analytical skills and problem solving, but not detail of the techniques and methodologies (Kelly & Bell, 2000). The main essence is to identify the issues, which are the key strategies in solving the problem, and encouraging the learners to apply the settlement in real life actively (Iverson & Colky, 2004). In line of them, the features are required, such as (1) information lesson, notes the announcement and schedule, (2) map curriculum, (3) teaching materials such as slides, handouts, animation, audio, video, (4) communication via email and forums, (5) formative and summative assessment, (6) the student management tools (records, statistics, student tracking), (7) links to related sites internally and externally useful, such as libraries, online databases, and journals (Chinthaka, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Scenario Based E-Learning in Electrical Engineering Education

Tambunan¹,

Dalimunte²,

Silitonga³

2017

IES

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The scenario based e-learning in Electrical Engineering Education Learning (EEEL) was developed by covering the scope and characteristics of all subjects and the competence unit of graduates in the field of pedagogy, professional, social and personality, with url addresed http://jpte-ft-unimed.edu20.org. The scenario incorporates the concept of Problem Based Learning (PBL) and Contextual Teaching Learning (CTL), by supporting of Information Communication Technology (ICT) to establish the competence of the students, from beginners to become proficient, as the teachers of electrical engineering, and the electrical technicians. Based on the analysis, it obtained the students' learning motivation, the lecturers' attitude in teaching, and the students' learning outcome are tend to be high, and the competence of the students who used the model are better than not use.

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“…These design models included Ruth Clark's SBL model ( 2013 ), which prescribes six design elements needed for SBL; Iverson and Colky's ( 2004 ) 5-step scenario-based learning design model with constructivist and collaborative learning themes; and Keller's 2010 model, which somewhat parallels other well-established instructional design models but requires the designer to identify motivational goals and objectives along with course goals and objectives, tying them into the ARCS model. A summary of these models appears in Table 2 . Veteran CSRs have been doing the same transactions for the past seven-plus years; when a mistake is made, they fail to realize the impact of their performance on the rest of the company.…”

Section: Training Designmentioning

confidence: 99%

Changing Behaviors and Intrinsic Motivation Through Scenario-Based Learning: A Case Study

Czeropski¹,

Pembrook²

2015

Perf. Improv.

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ABC COMPANY has 300 employees located across the southwestern United States. The organization has a traditional structure, with functional groups and managers. Goals are set at the functional level with little interaction between functions. Rummler and Brache ( 1995 ) used the term "silos" to label this type of structure. They noted that the culture created from the compartmentalization of the structure forces managers to resolve lower-level issues while taking time away from higher-priority customer and competitor concerns.ABC Company customer service representatives (CSRs) utilize an in-house enterprise resource planning system, Prophet 21, to process customer orders, quotes, and billing transactions. The new hires and current CSRs complete most of their training via on-the-job training (OJT), which is primarily informal and based on tribal knowledge. Current processes are under review, but both the ill-defined OJT and the CSRs are lacking in the critical knowledge of the cause and effect of their impact on other business processes and divisions, and this has led to inconsistent service. The needs assessment and analysis performed by the business process improvement team documented common errors and their impact and determined that a training intervention was needed.The cost analysis showed the company loses a total of $147,644 of combined capacity and revenue cost per year resulting from CSR skill deficiencies, broken down as follows:• A total of $35,000 revenue per year due to CSRs not addressing freight changes when shipping instructions are not on a purchase order• An average of $6,200 in lost productivity due to contact ID not being added to the order-entry screen• A total of $106,444 in lost productivity due to missing line order notes that specify a customer lead time CSRs apparently are inconsistently or not performing the following tasks:• Addressing freight charges when shipping instructions do not show on a purchase order• Populating a contact ID in the order-entry screen and production screen• Adding an order line note that indicates customer order lead times Additionally, the performance improvement team identified numerous constraints in the current CSR process and procedures. Some of the costs relate to insufficient training and lack of or inadequate skills. In fact 40% of all problems identified by the process improvement team were described as training-related errors. Because of this, a training intervention was selected as the first action to take. Other non-instructional performance interventions, such as upgrading the Prophet 21 system, would be addressed at the next budget cycle.When training occurs on the job over time, the collective wisdom of the organization becomes the norm. This knowledge or way of doing things is not always the best way and may cause problems elsewhere in the system. This article is a case study that looks at the order entry process of a midsized company and describes the motivational aspects of the performance intervention, as well as the systematic design and devel...

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Scenario-based E-learning design

Cited by 17 publications

References 14 publications

An approach to designing and evaluating blended courses

An approach to designing and evaluating blended courses

Scenario Based E-Learning in Electrical Engineering Education

Changing Behaviors and Intrinsic Motivation Through Scenario-Based Learning: A Case Study

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