I’ve written a lot about how to write scenarios and I’ve written about when not to use them. So why use scenarios? What are they good for? From your learner’s point of view, a good scenario will speak to their curiosity. It will show a situation they have been in or can imagine themselves being … Read moreSo why use scenarios?
If you’ve been reading this blog at all, you’ll know I like scenarios. I think they can be an engaging and, more important, an effective form of elearning. That doesn’t mean I advocate them for everything, all the time. Years ago, a Tom Kuhlmann post, lost now, stuck in my mind. It pictured a learner … Read morePleeease! Not a scenario!
I’ve written about all the steps in the Designing Predicaments job aid in detail now, with a video talk about each. I just want to remind you of how I recommend using Designing Predicaments. It works best, I think, in a small group or pair – maybe a designer and an SME – who’ve already made the … Read moreDesigning Predicaments – the full series
I’ve taken a break from the Designing Predicaments series to attend LT2016 and travel to a client meeting. But this seems like a good time to link to a great post by Donald Clark on this very subject last month. In case you didn’t see it, here are some of his main points: Always consider … Read moreDonald Clark on scenarios
Today in our series about elearning scenarios, we look at the reason why the right choice is the right choice. You need to define that in Step 1, and be aware of it throughout. It’s important that it’s not just applicable in this situation but in a range of situations – in other words, it’s … Read moreDesigning Predicaments Step 6: the right reason
Here’s another videoscribe on Step 5. If you prefer text, it’s below the video. This is part of a series expanding on the free job aid Designing Predicaments. Want to catch up on the previous steps? Step 1 Step 2 Step 3 Step 4