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22st Annual OLC International Conference
November 16-18, 2016 | Orlando, Florida | Walt Disney World Swan/Dolphin Resort

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April 20-22, 2016 | New Orleans, LA | Sheraton New Orleans Hotel

Authentic eLearning Scenarios That Engage, Teach, and Assess Student Learning

#Twitter: 
#sbl
Presenter(s)
Janet M Syed (Southern New Hampshire University, USA)
Bruce Flower (Southern New Hampshire University, USA)
Session Information
October 15, 2015 - 9:15am
Track: 
Technology and Emerging Learning Environments
Major Emphasis of Presentation: 
Practical Application
Major Emphasis of Presentation: 
Theory/Conceptual Framework
Institutional Level: 
Universities and Four Year Institutions
Audience Level: 
All
Session Type: 
Information Session
Location: 
Oceanic 4
Session Duration: 
45 Minutes
Session: 
Concurrent Session 5
Abstract

Leverage technology utilizing animation/audio to create scenarios that engage students. Scenario-based Learning is used to present authentic situations which help students complete their final project.

Extended Abstract

Scenario-based learning (SBL) can be a powerful learning approach. SBL is based on the principle of situated learning theory (Lave & Wenger, 1981), which argues that learning takes place in the context in which it is going to be used. Situated cognition is the idea that knowledge is best acquired and more fully understood when situated within its context (Kindley, 2002). Collaboration between graphics, instructional design, and production teams created an all-hands-on-deck approach to add lasting impact to a challenging summative assessment in a first-year course. Using instructional design strategies anchored in the ARCS (Attention, Relevance, Confidence, and Satisfaction) model, scenario-based learning prods student motivation enough to produce artifacts that demonstrate mastery of course learning outcomes. Opportunities for scaffolding learning throughout the course follow principles of COI (Community of Inquiry), where educational experiences happen when students encounter a cognitive presence, social presence, and teaching presence (Garrison et al., 2001). Presenters explain and demonstrate how creating an animated digital story helped students complete a rigorous final project, aligned with course outcomes.

Bridging the content-driven design work is the storyboard. The storyboard becomes the script for animation and technology design. Innovative technologies like vector characters, flash animation, professional voiceovers, and Adobe Captivate transformed a traditional online asynchronous classroom assignment into an engaging, active online learning experience.

Presenters will explain Southern New Hampshire University's successful implementation of asynchronous scenario-based learning in an Introduction to Marketing course, discussing how they crafted an authentic situation that mirrors the skills students are to apply in their final project. Chunking strategies were used with the scenarios and content throughout to make this first-year course particularly accessible (Lehman, 2013). Students engage in several drag-and-drop activities to reinforce learning, marketing terminology, and concepts.

In this session, participants will learn:

- The definition and description of scenario-based learning (SBL) and an overview of the process
- How to leverage technology to engage students with animation and audio
- Learner-centric workflow analysis, storyboarding, character development, and interactions

Lead Presenter

Janet Syed, Instructional Designer/Product Manager for Southern New Hampshire University focuses on designing and developing high quality pedagogically sound content that employs current learning design principles and the universities curriculum framework to challenge learners. She creates multi-media rich opportunities to support learning and works with a variety of learning resources and adaptive platforms that offer students a personalized experience.