Planning a Branching Scenario

After I have completed my analysis for a branching scenario, I spend time planning before I start actually writing the content.

My planning includes three components:

  • A scenario concept and summary
  • An outline
  • A list of mistakes

Planning a branching scenario

Scenario Concept and Summary

I create a summary of the scenario and the narrative. This is included in the design document and signed off by the client and SME before I start writing. I want everyone on the same page for the basic concept of the scenario.

The summary includes the name and role of the main character, plus any other critical characters. I describe the problem the main character faces and how it will be addressed. This is just a few sentences to give the overall feel of the scenario without getting into much detail.

Here’s an example:

Sophie is an instructional design consultant. She’s tired of spending hours and hours writing proposals for clients who don’t end up hiring her or really aren’t a good fit in the first place. She has been contacted by Robert about a potential project. Sophie will attempt to follow a new process for screening clients to see if this is actually a good fit for her skills and to establish a professional relationship with Robert.

Create an Outline

I start with a rough outline or checklist of steps in the ideal process. Let’s say I’m creating a course on screening potential consulting clients, and I have a process with 4 steps. Each of these steps will be a decision point in the scenario.

  1. Send client initial screening questions.
  2. Review client responses for fit and feasibility.
  3. Learn more about client needs during preliminary phone call.
  4. Propose a short road mapping engagement.

It’s possible that when I write the scenario that I’ll realize I need to add another choice in this process, but this gives me the basic flow.

Identify Mistakes

Based on my analysis (including conversations with SMEs, learners, and/or other stakeholders), I also create a list of mistakes or errors people could make. This list tends to be fairly fluid for me; I try to brainstorm more mistakes and problems that I’ll actually use in the scenario. Some mistakes might be critical for the learning objectives, while others might be possible options.

Continuing the previous example, here is a list of potential mistakes I might use.

  • Agreeing to a client request for a project before screening for fit (critical–must include)
  • Sending client screening questions without a budget question
  • Ignoring red flags in client responses (not enough money, unrealistic timeline, etc.)
  • Rejecting a client because they don’t know what they want (that’s what road mapping is for)
  • Jumping right into asking about project logistics without understanding goal/problem
  • Writing a big proposal for free

I try to include both major, critical errors and some errors that are partially correct or in the gray area. Sometimes this list of mistakes also includes notes on consequences, although usually I have that in my notes from the SME.

I find it helpful to include both the outline and list of mistakes in the design document if possible. I haven’t always done it that way, but it seems to help set clear expectations with SMEs and clients.

Start Writing

Once I have all of those pieces together and approved, I start writing. In my next post, I’ll explain my process for creating the first draft.

Geometric background image: Storyblocks (7-day free trial, unlimited downloads $149/year)

ID and eLearning Links (10/15/17)

Posted from Diigo. The rest of my favorite links are here.

Instructional Design and E-Learning Links

Book Review: Practice and Feedback for Deeper Learning

Patti Shank’s Practice and Feedback for Deeper Learning is a summary of tactics you can use to create memorable, relevant practice opportunities and provide constructive, beneficial feedback for learners. Everything in the book is backed by research and written to be immediately usable by instructional designers and trainers.

Cover: Practice and Feedback for Deeper Learning

This is the second installment in Patti’s “Make It Learnable” series, which is shaping up to be one of those sets of fundamental reading in the field of instructional design. The first book is Write and Organize for Deeper Learning; you can read my review of the first book. As with that book, this book gives you a shortcut to what really works based on evidence, without having to wade through complex (and often contradictory) research yourself. Specifically, this is based on training research, not research on K-12 or higher education learners.

Have you ever wondered…?

  • How do we create practice activities that will help transfer skills to the workplace?
  • Ho can we create practice activities that are more memorable?
  • How can we create more effective feedback than just “correct” and “incorrect”?
  • Do novice and experienced learners benefit from the same strategies?
  • How do we make sure learners are practicing the right skills and behaviors?
  • How can we help learners deal with errors and mistakes?
  • If we’re training a complex task, should we divide the task into small parts or train a simple version of the whole task?
  • Is it better to give feedback right away or to delay it?
  • What kinds of realism are important to training practice? Is it necessary to use lots of multimedia to make training look exactly like the work environment?
  • Is it better to set goals for specific performance levels or goals for making progress in learning?

All of these questions are addressed in this book through 5 overall strategies divided into 26 tactics.

Go buy Practice and Feedback for Deeper Learning now. Read it, and then pick something relevant to apply to your own work. After all, the best way to improve your own learning design is to practice using these tactics yourself.

Adapting Resumes from Teaching to Instructional Design

Current teachers who are looking to make a career change often ask me for advice on how to adapt their resume for instructional design. Teachers already have many relevant skills for instructional design, but they don’t always know how to convey that to employers.

Principles for Adapting Teaching Resumes

    • List writing, lesson planning, and content creation first: Switch the order in which you talk about your skills and accomplishments. Instead of starting with teaching and training (even though those are the skills you use the most), put creating lesson plans and curriculum first. Emphasize all the points about writing over the ones about being in the classroom.
    • Say more about lesson planning and curriculum creation: You can probably reduce how much detail you spend on the actual teaching and focus more on the lesson plan creation. In many respects, it’s more important that you created curriculum and lesson plans to meet objectives and give students opportunities to practice skills. The fact that you then taught those lessons you created is secondary.
    • Use active verbs: Use active verbs to describe how you “designed,” “created,” or “wrote” lesson plans and “developed” curriculum, activities, and handouts.
    • Include objectives and assessment: You may want to include how you wrote objectives and assessed student performance in meeting those objectives.
    • Mention collaborative development: Talk about collaborative work. Committees are OK, but collaborative curriculum design is better if you have that kind of experience.
    • De-emphasize or eliminate course info: If your current resume talks about specific courses you taught, de-emphasize or remove that.
    • Remove or reduce standards: If your current resume mentions specific state or national standards that you are meeting, remove or reduce that. I would remove them for most corporate work, but those standards might be relevant for some highly regulated industries or for higher ed jobs where you need to meet accreditation standards.

 

Adapting Resumes from Teaching to Instructional Design

Example Revision

As an example, let’s look at how my resume evolved over the years. My summary for my first teaching job was pretty much just a list of what I taught, and therefore not very effective.

Original Version

Music and Band Teacher

  • General Music: Kindergarten, 1st, 3rd, and 5th grades
  • 5th grade Beginner Band and small group lessons
  • Junior High Band
  • High School Band, High School Music Appreciation and High School Pep Band

First, I summarized all of that teaching into a single bullet point.

Revision 1

  • Taught General Music, Band, and Music Appreciation for Kindergarten through High School

Next, I added a bullet point about content I created. The new bullet point comes first

Revision 2

  • Designed curriculum for a pilot high school Music Appreciation class, including readings, review worksheets, quizzes, tests, and group projects for engaged learning
  • Taught General Music, Band, and Music Appreciation for Kindergarten through High School

I followed a similar process for my second teaching position.

Revision 3

Music, Band, and Choir Teacher 2000-2002

  • Developed curriculum in collaboration with other teachers in the Specials team to ensure consistency and alignment with long-term goals
  • Measured student achievement of objectives
  • Revised plans in response to assessment of student understanding
  • Adapted instructional materials to meet varied needs, including learning disabilities
  • Provided technical assistance to fellow teachers using Excel, Word, and PowerPoint
  • Taught General Music, Band, and Chorus classes for 5th through 8th Grade

Music and Band Teacher 1999-2000

  • Designed curriculum for a pilot high school Music Appreciation class, including readings, review worksheets, quizzes, tests, and group projects for engaged learning
  • Taught General Music, Band, and Music Appreciation for Kindergarten through High School

Some of the old versions of my resume listed other skills and tasks performed. Phrases like this might be helpful in resumes as well.

Researched best practices in education to continually improve teaching.

Designed and implemented curriculum for multiple classes for varied age and ability levels.

Assessed student understanding and adapted instructional materials to meet varied needs.

Translated long-term goals into daily objectives

Looking for more info?

ID and eLearning Links (9/24/17)

Posted from Diigo. The rest of my favorite links are here.