Sample branching scenario + cool tool

Branching scenarios can be a pain to design. Happily, you can use a simple tool called Twine to easily draft the scenario and produce it. In this post we’ll look at a scenario that I wrote to demonstrate Twine’s basic features and to make a point about teaching through stories.

In the scenario, you’re a journalist in a hurry to get to a hot story in Zekostan, and your “guide” can’t speak English or drive. You have to quickly learn the necessary Zeko terms to navigate the roads and respond to events along the way. The scenario was inspired by a language-learning activity designed by Kinection.

Try the activity, keeping in mind that it’s a casual, unfinished experiment. Then come back here for more about Twine and my design decisions.

Twine

Twine works in Windows and on the Mac, it’s free, and it publishes scenarios in easily customized, accessible HTML. It’s based on TiddlyWiki, a lightweight information management tool.

Each scene in a scenario is really a small record in a wiki database. The links you create determine the path that the learner takes through the records. Thanks, Steve Flowers, for pointing out Twine in the Articulate forum.

Here’s the flowchart view, which Twine automatically creates as you link your scenes (click for a bigger image):

Screenshot of Twine flowchart view

Twine offers some advantages over other ways to write scenarios. You can:

  • Quickly switch between flowchart view and story-editing mode
  • Link scenes using simple text
  • Add images and sound files and otherwise use HTML
  • Export the story in text format for review and proofing
  • Publish the finished story in HTML
  • Use simple codes to keep track of variables or limit learners’ choices (not shown in the sample scenario)

[Read more...]

The anti-course: An instructional job aid

Here’s a short video that shows how we can break our addiction to the course and move training closer to the job. It shows how we can use an instructional reference to help people learn by doing at work.

Click the video once it’s playing to see it bigger on YouTube, or watch a Flash version.

My point: If you’re teaching a process or other practical action, consider creating an instructional job aid that helps learners apply the new process immediately to a real-world task. The mega job aid:

  • Provides the how-to information typical to a job aid
  • Includes the kind of thought-provoking questions and motivational messages often found in a course
  • Emphasizes immediate application of the new process to the real world
  • Takes as long as the real world task requires—it’s not a 30-minute insta-cure

Obviously, you could include this sort of tool in a larger solution that also includes a classroom or online course, mentoring, more extensive social networking, and any other combination of approaches.

The video uses the Elearning Blueprint as an example and references this survey by Chapman Associates.

Upcoming presentations

You an also see recordings of past presentations in the new workshop calendar, and you can get a daily instructional design idea if you follow me on Twitter.

Elearning example: Branching scenario

You’re a US Army sergeant in Afghanistan. Can you help a young lieutenant overcome cultural differences and make a good impression on a Pashtun leader?

That’s the challenge behind “Connect with Haji Kamal,” a decision-making scenario that my cool client Kinection and I developed for the US Army. The online scenario is the homework part of a lesson plan that includes in-class discussion about how to build rapport across cultures. It’s part of a much larger effort in the Army to strengthen soldiers’ cross-cultural and peacekeeping skills.

Turn on your speakers and give it a spin, and then come back here if you’re interested in the design decisions behind the activity.

Connect with Haji Kamal

The goals

The activity is designed to be completed as homework before a culture class, and it includes a facilitator guide with debrief questions. Our goals were to model specific rapport-building behaviors and inspire class discussion.

To follow the “good” paths, you need to see things from Haji Kamal’s point of view, show respect and patience, and otherwise apply cross-cultural skills that will be discussed in class. You end up on less successful branches by making more ethnocentric choices. [Read more...]

How the IRS learned to find you online

When employees of the US Internal Revenue Service need to find out what taxpayers are doing, they look online. How would you train them to dig deep into the web without violating privacy laws?

David Anderson has linked to the script of an online course that the IRS uses to train its employees. It was released during a Freedom of Information Act case and posted by the Electronic Frontier Foundation (EFF). As David points out, the script uses the common tell-then-test approach.

What could they have done differently?

Here’s the script, thanks to the EFF. You’ll see that it’s clearly written and organized, which is great.

Like most elearning, it presents a lot of information and then quickly tests our understanding of that info. It also uses some interesting examples from real life.

The course is a perfectly capable information presentation. But since my tax dollars helped pay for it, I can’t help wishing they had done it differently. So let’s give the IRS some friendly suggestions.

What would happen if we changed the objectives?

The IRS course has these objectives: [Read more...]

Prove it with a prototype

Are you dreaming of an immersive simulation while your team members plan yet another Jeopardy game? If you want stakeholders to expand their horizons, a working prototype is your best friend.

A working prototype has simple placeholder graphics, but the clicking and dragging work as they will in the final activity. Build a quick-and-dirty version of the activity of your dreams, and use it to convert everyone on your team.

Here’s a two-part video that shows what I mean. Leif Cederblom of SmartBuilder compares two prototypes of the same activity and highlights the goals and benefits of prototyping.

Part 1: The conventional drag-and-drop: busywork that’s easy to forget

Part 2: A more realistic activity that’s more likely to change behavior

Try both prototypes yourself and see how the contrast between the two underscores the power of the more realistic activity. No amount of polish would make the drag-and-drop more than a rote activity, while the “leave the lab” prototype is effective even in its raw, prototype form.

How to steer your client away from an information dump

For a quick overview of the Action Mapping process described in this interaction, see Be an elearning action hero. For in-depth help with applying this process to your own materials, check out the Elearning Blueprint.

How I designed and built the scenario

Some people avoid creating branching scenarios because they seem too complex. In case it’s helpful, here’s the approach I took. [Read more...]

Makeover: Teen body parts at risk!

Makeover logoHere’s the first in a sporadic series of makeovers. I’ll grab some elearning that might need perking up, add some perk, and put it here for you to critique.

The first sample comes from the US government, which published Teen Worker Safety in Restaurants. There’s a lot to the site, but I’ll focus on just one aspect.

Like many instructors, the authors tell, and then they show. I think it can be more powerful to reverse those steps and show, then tell–especially when you’re talking about possible amputation. [Read more...]

Elearning examples are here!

Business man showing offLooking for ideas? Check the new elearning samples page. It links to more than 35 online interactions that could give you good ideas for your own materials.

The list includes everything from interactive infographics to full-blown, movie-like simulations.

I’ve included only materials that I think have good ideas to emulate, and I’ll keep adding to the list.

Know of something good? Please add it to the comments on the samples page or send it to me using the email address in the about page.

For more examples, see the responses to the Learning Circuits Blog Big Question for June.

Visual menus: structure with style

Course using only Next and Back buttons

We expect learners to make complex decisions on the job. Then why don’t we let them decide how to use a simple course?

Novices need structure. But how should we show it?

[Read more...]