I understand that scenario-based problem-solving in eLearning, and other methods of teaching, is an important approach, but I am faced with the question of “why does it work so well”. Its seems to all tie directly back to fundamental memory and information-processing theories. Considering your coffee pot example, just having students read the words on the screen about where to best place a heavy pot on a serving tray is not enough. Simply seeing and reading the words is one of the lowest and least meaningful ways of encoding information (Ormrod, Schunk, & Gredler, 2009), and all students are likely to do is route rehearse the data so they can recite the facts back in a text-only quiz. Instead, your approach of reading text, showing pictures, and having meaningful animation the learner can manipulate is key to successful understanding of the information. The simple act of reading text is augmented by the more advanced memory technique of showing visual cues, which is further built upon by having learners directly interact with the content. Not only are you prompting encoding through imagery, which Ormrod (Laureate Education, 2009) says is one of the most effective ways to learn, but you are also appealing to various learning preferences (audio, visual, and kinesthetic) to further make encoding more personally meaningful to the students (Bostrom & Lassen, 2006). The tell, show, do model is key to success in scenarios here.

I was further impressed that the instruction did not stop there, but took a step further in the quiz section to question the learner as to why they choose a certain answer, regardless of whether it was correct. This was truly a learning point for me because it presented an excellent teaching strategy to promote metacognition in students (Ormrod, Schunk, & Gredler, 2009). Having learners think about their thinking and question their decision-making and problem-solving techniques based on content they have learning is an extremely meaningful way to have them encode information.

Overall, I also have to comment about your “it’s the design, not the technology” approach. Learning modules should not be judged on their use of new-fangled graphics and computer animation, but instead on how well they help the student learn and how much knowledge and skill is transferred to the job to make true difference in the learner’s behavior at work.

References

Boström, L. & Lassen, L.M. (2006). Unraveling learning, learning styles, learning strategies and meta-cognition. Education and Training, Vol. 48(2-3). pp.178 – 189.

Laureate Education, Inc. (Producer). (2009). Information processing and the brain. [Narr. by Dr. Jeanne Ormrod]. United States.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

Sometimes my clients will resist, telling me that the audiences’ roles and responsibilities are too varied. Even in those cases, I think using scenarios from a few of the groups is still helpful.
Best,
Connie