PNNL-SA-41891 Interservice/Industry Training, Simulation, and Education Conference (I/ITSEC) 2004 Representing Instructional Material for Scenario-Based

The focus of this paper is to discuss paradigms for learning that are based on sound principles of human learning and cognition, and to discuss technical challenges that must be overcome in achieving this research goal through instructional system design (ISD) approaches that are cost-effective as well as conformant with today’s interactive multimedia instruction standards. Fundamental concepts are to: engage learners to solve real-world problems (progress from simple to complex); relate material to previous experience; demonstrate what is to be learned using interactive, problem-centered activities rather than passive exposure to material; require learners to use their new knowledge to solve problems that demonstrate their knowledge in a relevant applied setting; and guide the learner with feedback and coaching early, then gradually withdraw this support as learning progresses. Many of these principles have been put into practice by employing interactive learning objects as re-usable components of larger, more integrated exercises. A challenge is to make even more extensive use of interactive, scenario-based activities within a guided-discovery framework. Because the design and construction of interactive, scenario-based learning objects and more complex integrated exercises is labor-intensive, this paper explores the use of interactive learning objects and associated representation schema for instructional content to facilitate development of tools for creating scenario-based, guided-discovery courseware. ABOUT THE AUTHOR