Derivation of Effective Resuspension Factors in Scenarios ...
Building Effective Scenarios
description
Transcript of Building Effective Scenarios
building effective scenarios
updates
• Curriculum Development Resources on www.HITeducation.org
• Activity templates
• Upcoming deadlines – – HeW Infusion Primary Health Program Overview
Dissemination Template– HeW Infusion HIT Modules Dissemination Template
questions?
Clark and Mayer (2008)
you can teach by…
1. show & tell (receptive)
2. show & do (directive)
3. guided discovery SCENARIOS!
what is a scenario?
why use scenarios?
• improves job skills significantly more than traditional
face-to-face training (Clark &Mayer 2008)
• apply knowledge in realistic situations
• encourages analytical thinking (not just retrieving information)
• creates long-term memory (Cathy Moore)
• engages & motivates learners
“3C” Model – Tom Kuhlman
challenge what situations require the learner to know this information?
choice what choices could they be expected to make in that circumstance?
consequence what are the consequences of those choices?
“3C” Model ScenarioBob wants to work on the salary data at home. He has a long commute on a train. How should he carry the data with him?
A. On his laptop
B. On a USB drive chained to his wrist
C. On a CD titled “The Chipmunks Sing Disco Duck”
Consequence for A: Bob falls asleep during the commute, and a thief steals his laptop and sells the data. Try again.
Consequence for B: Bob falls asleep during the commute. A thief sits next to him, plugs his USB drive into his laptop while Bob is unconscious, and later sells the data. Try again.
Consequence for C: Bob falls asleep during the commute, and a thief steals all his belongings. The thief breaks the CD into pieces in disgust and no one ever sees the data. This is the best choice.
branching scenarios
Instructional Video – How to create a scenario template
what do branch scenarios look like?
patient management scenario
medical fraud
connect with Haji Kamal
Cathy Moore’s site
tips from Tom Kuhlman…
• ask industry experts the 3C questions
• focus on desired results
• tap into learners’ motivation – make it relevant
• make it accurate and realistic
…and more tips
• have learners discover information
• have learners do something with the information
• include useful resources throughout
• keep it simple
• keep it interesting – balancing learner’s skills with challenge (Csikszentmihalyi’s “flow channel”)
Csikszentmihalyi’s “flow channel”
resources
Tom Kuhlman’s Blog http://www.articulate.com/rapid-elearning/
Cathy Moore’s Blog http://blog.cathy-moore.com/
Clark, R. & Mayer, R. (2008). e-Learning and the Science of Instruction.
Csikszentmihalyi, Mihaly & Nakamura, Jeanne (2002). “The Concept of Flow.” The Handbook of Positive Psychology. Oxford University Press.
activity templates
• branching scenario
• drag and drop
• short/open answer