A story with no challenges is boring and won’t engage your learners. When we use stories for learning, the challenges should mimic the kinds of issues learners will face in their real workplace. You don’t need an evil villain in your story, but you do need obstacles to overcome.
Listen to the recording of my conversation about instructional design certificates and master’s degrees with Luis Malbas and the TLDC community.
I have several upcoming events scheduled where I will present on scenario-based learning, certifications, and lessons learned in freelancing.
Scenarios for learning should include several critical elements: a protagonist or main character, that character’s goal, and the challenges that character faces. The main character’s goal is what drives the scenario. All of the action and decisions in the scenario move you closer or further from that goal.
In stories for learning, the protagonist should be someone your learners identify with, a person with similar goals and challenges.
How many options do you need in a branching scenario for each decision point? What numbergives the best balance of realism and manageable complexity?
While elearning often focuses on the behavioral aspect of learner engagement, our designs also affect cognitive and affective engagement.
How do you get experience so you can get your first job in instructional design? Find out which nonprofits need help and how to build your portfolio.
Use one-question mini-scenarios to make your assessments more relevant and valuable. They’re fast, flexible, and can work in virtually any tool.
A good fit is important in instructional design roles. Ideally, you want a role doing satisfying work in an organization that values your skills.