The Development of Scenario-Based Simulation Modules for Online Field-Based Experiences

Purpose & objective

Described is the purpose and the objectives of our project that we will describe during our presentation. Participants will be able to interact with our online modules, ask questions, and will leave with a process and storyboarding tool to be able to create their own simulation or scenario-based modules for personalized learning experiences.

Project and Presentation Rationale:
Due to the COVID-19 pandemic Field-Based instructional content is needed in a scenario-based and simulated online delivery format. The goal of this pilot was to assist the online learning life-cycle (pre-admission, enrolled, & alumni) for field-based experience student cohorts to prepare for deeper, practical engagement within a remote learning experience and facilitate greater content to application preparation to enhance online teaching and content application.

Objectives:
1. Prepare preK-12 teachers / field-based students for deeper, practical engagement within their remote learning experience time;
2. Provide distance students greater content to application preparation at their remote settings;
3. Enhance teaching presence by moving professors from content remediation to active and flipped-classroom engagement with online students.
4. Co-Create modules with undergraduate students in the field-based experience as subject matter experts in collaboration with instructional designers in their graduate program.

Fundamental Issues:
Knowledge: Existing FBE learning activities are conducted in person.
Skills: FBE students need practical simulated practice within their remote learning experience time.
Actual Performance: Learner entering the FBE program may have some experience with classroom management, however, student experiences vary.
Feelings: FBE faculty would like to increase learner engagement and emphasize the important role that flipped classroom simulations play in classroom management.
Causes: The previous face-to-face instructor led lecture paradigm does not support an authentic online learning environment. A live classroom setting is very different from the actual classroom environment learners will be engaged in and face-to-face lecturing as an instructional strategy does not allow learners to simulate what they’ve experienced in a scenario-based learning environment.
Solutions: The use of an immersive scenario-based environment creates an authentic learning environment and supports learner engagement. Students will have the opportunity to complete an online ‘role play’ within their remote learning experience time, learn the design process, and co-create new simulation modules based on their knowledge of content and collaboration with graduate level instructional designers.

Adobe Captivate was utilized as a development tool due it is Immersive Learning affordances, responsive mobile exporting features, and Virtual Reality publishing capability. Captivate was selected as a development platform because it supports immersive scenario building and allows project files to be exported as Shareable Content Object Reference Module (SCORM) packages. SCORM and experience application programming interface (xAPI) tracking allows for the collection of users analytics, and can be uploaded to any SCORM compliant Learning Management System such as Blackboard Learn.

Link to Data Collection: https://tamucc.co1.qualtrics.com/jfe/form/SV_7VA9xhHvKRhu01T

Badging/Micro Credential: https://tamucc.co1.qualtrics.com/jfe/form/SV_b3C9v5Alp8vbJJ3

Outline

The presentation will include the link to the Scenario-Based Simulation Modules for Online Field-Based Experiences where the audience will be encouraged to interact and engage with our content as we present: fbe.tamucc.edu

5 minutes - Background and Rationale
10 minutes - Development, Design, and Data Collection Process
5 minutes - Next Steps and Future Implications

There will be time for questions at the end.

Supporting research

Gordon, L. (2017). Students as Co-Designers: Peer and Instructional Resources for Novice Users of ePortfolio. International Journal of ePortfolio.
York, C. S., & Ertmer, P. A. (2016). Examining Instructional Design Principles Applied by Experienced Designers in Practice. Performance Improvement Quarterly, 29(2), 169-192. doi:10.1002/piq.21220
Clark, R. C., & Mayer, R. E. (2016). e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. Hoboken, NJ: Wiley.
Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design.(5th ed.). Belmont, CA: Thomson Wadsworth.
Göksu, I., Özcan, K. V., Çakir, R., & Göktas, Y. (2017). Content Analysis of Research Trends in Instructional Design Models: 1999-2014. Journal Of Learning Design, 10(2), 85-109.
Gustafson, K. L., & Branch, R. (2002). Survey of instructional development models, (4th ed.). Syracuse, NY: Syracuse University.
Hokanson, B., Miller, C., & Hooper, S. R. (2008). Role-Based Design: A Contemporary Perspective for Innovation in Instructional Design. Techtrends: Linking Research & Practice To Improve Learning, 52(6), 36-43. doi:10.1007/s11528-008-0215-0
Magliaro, S. G., & Shambaugh, N. (2006). Student Models of Instructional Design. Educational Technology Research & Development, 54(1), 83-106