Which Guideline From the Art of Conversation Is Not Being Followed in the Following Scenario
Summary: Using scenarios to create context for learning is an constructive strategy that can be used in blended also equally eLearning pattern. Relevant context makes learning meaningful and enjoyable. In this article, I share a few examples of scenarios which created context for learning.
How To Use Scenarios To Create Context For Learning: 4 Examples
Equally a Consultant Learning Strategist, I get approached past organizations to design a learning solution or to review their existing eLearning content and propose a strategy which will brand the learning feel enjoyable and meaningful.
While reviewing sample eLearning content, the following points ordinarily sally:
- eLearning content is presented with a direct instructional approach.
It starts with introductory videos which nowadays the objectives and an overview, followed by content which begins by defining concepts, followed past some examples, or explanations, and and then a quiz. - Content menses is not appropriate.
- Examples used are inappropriate for the target audience nether consideration.
- Video is used extensively.
Varied program formats like interviews, lectures, documentaries are used, but linkages to the learning are missing. - Well-nigh of the learning content is packed in PDFs.
Information technology is largely text based and does not utilise the power of the medium - Sometimes, the content is glamorous, the near happening tools are used to create it, but information technology may not be meaningful for learning.
Thus, in many cases the context for learning is totally missing, then is the understanding of the target audience profile under consideration. A simple strategy to create context for learning is using scenarios and real-life situations. Scenarios can be based on real life or can be imaginary. They can be used finer in blended learning as well every bit for an eLearning feel.
Here are some examples:
i. In A Composite Grade For Training Students To Be Hardware Engineers
Scenarios (eLearning content) were presented at the showtime of a class:
Ocean Advertising has given an social club to Future computers for seven PCs – 2 for their accounts department and five for their graphics section. Priti the Pb Support Engineer analyzes the requirement. There are two depression end machines and five loftier finish machines to be assembled. She creates a Bill of Materials (BOM) for both the configurations (Image of BOM). She must make a Build vs Purchase decision considering the customer requirements she has discussed with her supervisor…………
The scenario was then built using the processes Priti followed to complete the society and the learning components like 'Components of a PC'; 'Assembling a PC' got embedded into the content. At appropriate Checkpoints, the scenario was followed past a group and whole class give-and-take. The scenario was presented as a movie strip with narration and audio for the character dialogs. This approach gave significant and context to the learning with a existent-life job.
2. For Training Semi-Literate Pantry Service Personnel On Essentials Of Pantry Service
Video scenarios were built to draw awarding of knowledge in real life situations:
I of the video scenario showed a meeting which has just begun and the pantry staff coming in the meeting room to enquire the guests and staff for tea or coffee. The class discussion that followed the scenario focused on how the pantry staff entered the room; did he knock and enter, did he say anything or did he just walk in, how did he inquire the guests what they wanted to accept – tea, coffee, green tea, etc.? Participants observed how he was dressed. Later they discussed what they observed in the video when the pantry staff served tea and coffee. He served the ladies outset, then the men; how did he agree the tea and coffee cups, did he article of clothing gloves?
The video scenario which depicted a real-life example brought context to the learning. The Dos and Don'ts could be applied hands after going through the blended program.
3. For Training Teachers To Create Open Education Resources (OERs) In The Form Of eLearning Content
In this eLearning K12 project, the content was fabricated in PowerPoint with narration and saved as videos or mp4 files. All through scenarios were used to give context to the learning. In an OER for explaining the concept of Congruenfce of Triangles, the Math teacher created an imaginary scenario using a historical context – She first told the story:
The great warrior Male monarch Shivaji had to assemble his troops on Fort Pratapgad. The Mughals were a huge threat and would advance anytime to capture Pratapgad. Thus, it was important that all forces joined in at Fort Pratapgad. Withal, the troops were scattered in four different locations.
She then established the fact that the four locations were at the same altitude from the top / tip of the Fort where the troops were to meet the Rex. The King wanted all forces to come up at the same time. He dispatched four of his trustworthy soldiers to the 4 locations. At the given time and date, they instructed the troops to march towards the Fort. They began their journey from four different locations and reached the meridian of the Fort at the same time, simply as their King walked in to greet them. How did this happen?
She and so went onto explain the basics in relation to congruence and connected the scenario again and explained it by labeling the triangles and the distance that the troops had to walk to attain at the aforementioned time:
OER – Congruence of triangles – RGSM and MKCL OER Project. The labels are in an Indian regional language. Diagram depicts use of scenario to create the context for learning
The imaginary scenario / state of affairs fabricated the entire OER very interesting. Self-learning using the eLearning content (OERs) was not only an enjoyable experience for the students, but it also congenital concept agreement.
4. In A Blended Course For Grooming Forklift Operators
In addition to knowing the nuts of a Forklift and practicing the skill, a Forklift Operator also has some authoritative responsibilities, like doing a Pre-Inspection check, reporting safety issues, and understanding daily work for which interaction with supervisors and peers is a must. The eLearning content was in the course of real -life scenarios built as situations and conversations between the characters – Forklift drivers and their supervisors or peers. This helped to bring out the real-life intensity of the chore and the required stress on Safety and Prophylactic driving practices.
Concluding Word
Creating the scenarios / situations is a challenging job. Scenarios must bring in the context, create interest, link to the concept beingness learnt and above all they must be aligned to the target audience under consideration.
Understanding of 'Who is my learner?' and 'What context volition she relate to?' is the most important consideration.
Hither are some references on scenarios and the context that they can create:
- Using Existent Life Scenarios In eLearning: 5 Advantages
- 3 Tips To Provide Meaningful Context (Or, eLearning Under A Sea Pineapple)
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Source: https://elearningindustry.com/scenarios-to-create-context-for-learning-4-examples