Gagne's 9 Events Lesson

Articulate Rise 360 Lesson

I created an engaging eLearning experience that was over the scenario:

You are about to provide a brief introduction of the origin of money to someone who do not know much about this topic using a series of short videos. In this particular video, you want them to understand that people started to use commodity money due to the inconveniences of bartering (e.g. Lack of double coincidence of wants and so on). You would like to engage your audience, get them interested in the topic, and understand the key idea.

If you do not know much about commodity money or the bartering system, please research the topic and get to know more about them. One important task for instructional designers is the ability to develop an in-depth understanding of unfamiliar content, which is the prerequisite to design effective instruction/training to teach it.

Magic Key #1 Build on anticipated outcomes

The learner can identify the learning objective while interacting throughout the presentation by maneuvering through the information and then answering comprehension questions that allow the learner to determine their current level of understanding. 

Magic Key #4 Use an appealing content

I incorporated videos and images to draw the learner into the lesson. Using Articulate allowed me to incorporate content for the learner to learn content through visual text and images and auditory content through video.

When creating my project, I included Keller's ARCS Model for motivation and the techniques from the article, How To Motivate Learners Before, During, and After an eLearning Course. When brainstorming on designing the course, I knew I wanted to create attention and relevance, the A and R in the ARCS Model, by incorporating technique #1: Begin by laying the groundwork and building anticipation for the course. It was important that I "figure[d] a way to hook the learners before they ever begin the course. (How To Motivate Learners Before, During, and After an eLearning Course, 2019). By doing this, I used a question they could relate to within the Introduction page so readers would click continue. The goal of the question was to get the "learner's attention [because it] is required before any learning can take place" (West, 2018). From there, they would read about the three identified goals of the lesson. The second technique, identified in the article, "communicate expectations and goals before the course starts" (How To Motivate Learners Before, During, and After an eLearning Course, 2019), incorporates the first magic key of building anticipation. 

To incorporate my second magic key, I needed to include active participation (During the Course, Technique #1) to engage the learners more deeply. The learner was able to stay engaged with the content through multiple mediums. While they advanced in the lesson, I also provided points for the learner to gain confidence, the C in the ARCS Model, by answering comprehension questions about the content. According to the author, "the feeling of competence is one of the basic human needs" (West, 2018). Upon answering the questions, I included feedback, no matter if their answer was correct or incorrect. My reasoning was to include the last letter S in the ARCS model for satisfaction. If they answered incorrectly, I provided explanatory feedback; if they answered correctly, I included additional explanatory feedback to support their correct answer. "[There is] strong empirical evidence to support [the] recommendation to provide explanatory feedback (Clark & Mayer, 2016, p. 278). With each question, the learner could answer it again to be satisfied that they had met the overall learning goals.

Resources Used

Clark, R. C. & Mayer, R. E. (2016). Chapter 13. Does Practice Make Perfect. e-Learning and the Science of Instruction (4th Ed.) San Francisco, CA: Pfeiffer.

How To Motivate Learners Before, During and After an eLearning Course. (2019). Retrieved from https://www.shiftelearning.com/blog/bid/238814/how-to-motivate-learners-before-during-and-after-an-elearning-course

West, R. E. (2018) Motivation theories and instructional design. In R. West (Ed.), Foundations of Learning and Instructional Design Technology (1st ed.). Available at https://lidtfoundations.pressbooks.com/chapter/motivation-in-lidt-by-seungwon-park/

Scenario Based Learning Flow Chart & Experience 

Learning Objective

Students will implement the multi-step process they must complete when they are absent from field experience.

SBL Explanation

Scenario Based Learning is an instructional environment in which participants solve carefully constructed authentic job tasks or problems” (Clark, 2009, p. 84). The key word here is authentic. Due to SBL placing learners into real-world scenes where they must make decisions, it allows learners to advance their learning over the content. For my case, I incorporated SBL because students regularly forget the steps that they must complete.  As a school, we are legally responsible to appropriately report their attendance.  However, I want the students to also understand the professional courtesy that should be afforded to their mentor teacher since they likely have a plan in place for the pre-service teacher. According to the article, Accelerate Expertise with Scenario-Based E-Learning, “scenario-based learning can lead to better transfer to tasks different from those used in training and to greater long-term retention” (Clark, 2016, p. 55). Due to this process occurring irregularly, it’s important that I use a strategy that helps with retention. Also, using SBL creates a safe environment for them to make the mistake. Every year, students report their absences incorrectly, with some of them turning into disciplinary referrals. I look forward to implementing this into the classroom in the fall to see if I see an improvement.

The scenario starts off with a student being reminded by her mother that she has a doctor’s appointment, so she is unable to attend her field experience. From this, she has a decision to make. 

Choice 1: I don’t need to worry about reporting my absence. 

Choice 2: I need to report my absence. 

If the learner selects Choice 1: They will receive a message that indicates that they have an unexcused absence and I have completed an office referral for the administration to determine if disciplinary action needs to be enforced. They need to go back and try again.

If the learner selects Choice 2 they will then will click on Continue.

This moves them to the next option: who do they need to contact? 

If they select Choice 1, contacting Mrs. Nissen, they will then click on Continue.

If they select Choice 2 to contact their mentor teacher, they will receive a neutral message that it's considered a professional courtesy to report their absence to their mentor, but it's not their first point of contact. They will be prompted to click on Try Again. 

The last section helps them to identify how they will know they handled it correctly in the real setting. 

If they select Choice 1: Awesome, I just got an email from Mrs. Nissen reminding me to get a doctor's note and to email my mentor teacher now; they will get the Scenario Complete message. 

If they select Choice 2: I hope I don't get in trouble, they will receive feedback that they don't need to stress because they have completed the steps correctly and to click Try Again. 

Resources Used

Kolinski, H. (2022, January 22). Scenario-Based Learning 101: What, Why and When. iSpring Solutions. Retrieved June 8, 2023, from https://www.ispringsolutions.com/blog/scenario-based-learning

Clark, R. C. (2016). Accelerate expertise with scenario-based e-learning: This design approach enhances critical thinking and problem-solving skills, research reveals. TD Magazine, 70Clark, R. (2009). Accelerating expertise with scenario-based learning. T+ D, 63(1), 84-85.

Clark, R. (2009). Accelerating expertise with scenario-based learning. T+ D, 63(1), 84-85.