LIST OF FIGURES AND TABLES

Figure 1.1. A Virtual Automotive Shop
Figure 1.2. Learner Actions (on Right) Compared with Expert Actions (on Left)
Figure 1.3. The Learner Can Access Virtual Advisors for Wedding Planning
Table 1.1. Scenario-Based e-Learning vs. Directive Training Environments
Figure 1.4. A Scenario-Based e-Learning Simulation of Treatment of a Dog for Blood Loss
Figure 1.5. A Branched Scenario Can Be Based on Links in Presentation Software
Table 2.1. Common Knowledge and Skills Required in Workplace Tasks Involving Critical Thinking
Figure 2.1. Unnecessary Causalities Result from Poor Leadership Decisions
Table 2.2. Eight Scenario Learning Domains in Workforce Training
Table 2.3. Scenario-Based e-Learning Interface-Navigation Options
Figure 2.2. There Is Time Only to Select a Single Action
Figure 2.3. A Menu-Driven Interface for Bank Loan Analysis
Figure 2.4. A Virtual World Sales Training Environment
Figure 3.1. A Design Model for Scenario-Based e-Learning Lessons
Table 3.1. Typical Learning Objectives by Domain
Figure 3.2. An Introductory Screen in a Bank Analysis Scenario-Based e-Learning Lists Anticipated Outcomes
Figure 3.3. Persistent Failure Symptoms Provide Intrinsic Feedback to Selection of an Incorrect Failure Cause
Figure 3.4. Questions (Upper Left) Promoting Review and Reflection on Interview Techniques in Lessons Learned Box (Lower Right)
Figure 4.1. Factors Influencing the Complexity of Multimedia Design
Figure 4.2. Multiple-Choice Response Options on Left Panel and Pull-Down Type in Response Fields on the Right Worksheet
Figure 4.3. In Bioworld the Learner Prioritizes Data Using Drag-and-Drop Interactions
Figure 4.4. Learners Indicate Confidence in Their Hypotheses with the Belief Meter Slider Bar (Upper Left Corner)
Table 4.1. Some Typical Objectives and Associated Response Options for Learning Domains
Table 4.2. Common Multimedia Response Options
Table 5.1. Some Settings and Trigger Events for Scenario-Based e-Learning Domains
Figure 5.1. The Upper Tabs and Left Menu Links Link to Scenario Data
Figure 5.2. To Interview Client Managers, the Learner Must Select Relevant Questions in a Limited Time Frame
Table 5.2. Examples of Case Data for Scenario-Based e-Learning Domains
Figure 5.3. Client Data Is Saved in the Worksheet on the Right, Including the Lower-Left Notes Field
Figure 6.1. A Customer Service Scenario-Based e-Lesson
Figure 6.2. An Automotive Troubleshooting Scenario-Based e-Lesson
Table 6.1. Techniques for Guidance in Scenario-Based e-Learning
Figure 6.3. Fade Support and Increase Complexity as Scenarios Progress
Figure 6.4. Following a Video Example of Responding to Objections, Questions Are Used to Promote Engagement with the Example
Figure 6.5. A Multiple-Choice Response Screen in Automotive Troubleshooting Lessons with Many Solution Options
Figure 6.6. The Album and Advisor Tabs (Upper Right) Link to Guidance in the Bridezilla Lesson
Table 6.2. Potential Advisors for Each Learning Domain
Figure 6.7. Selecting a Specific Advisor (See Figure 6.6) Leads to Topic-Specific Information
Table 7.1. Some Sample Terminal and Enabling Learning Objectives by Domain
Figure 7.1. Clicking on the Tutorial Button (Lower Right) Leads to a Short Demonstration on Completing the Form
Figure 7.2. The Computer in the Virtual Auto Shop Links to Technical References
Figure 7.3. A Wall Chart Provides a Reference for a Laboratory Procedure
Figure 7.4. A Cognitive Modeling Example Illustrates Not Only the How But Also the Why
Table 8.1. A Summary of Feedback Features
Figure 8.1. A Summary of the Learner’s Actions (on the Right) Is Displayed Next to an Expert Solution Process (on Left)
Figure 8.2. Response Windows (on the Right Side of the Screen) Encourage Learners to Reflect on Feedback
Table 8.2. Some Feedback Options by Scenario Domain
Figure 8.3. A Feedback Checklist for a Needs Assessment Interview Role Play
Figure 8.4. Instructional Feedback for the Automotive Repair Scenario
Figure 9.1. A Screen from Beyond the Front, Suicide Prevention Scenario-Based e-Learning
Table 9.1. Some Typical Evaluation Questions for Scenario-Based e-Learning Courses
Table 9.2. Sample Test Items to Measure Scenario-Based e-Learning Outcomes
Figure 9.2. A Sample Test Item with Rater Guidance
Figure 9.3. A Distribution of Competent and Non-Master Performer Scores on a Test
Figure 10.1. Learning from Directive Versus Scenario-Based Versions of an Excel Class
Figure 10.2. Learning from Direct Instruction First Versus Productive Failure First
Figure 10.3. Collaboration Improves Learning from More Difficult Problems
Figure 10.4. The Bioworld Interface Uses a Pull-Down Menu to Offer Hypotheses Options
Figure 10.5. The Coach Orients the Learner to the Bridezilla Scenario
Figure 10.6. Acceleration of Expertise Using Sherlock Troubleshooting Simulation Trainer
Table 11.1. Three Approaches to Knowledge Elicitation
Figure 11.1. Typical Directions for Concurrent Verbalization
Figure 11.2. Typical Directions to Initiate the Critical Decision Method
Figure 11.3. Sample Directions for Identifying Past Scenarios
Figure 11.4. Amount of Knowledge Elicited by Three Methods
Table 11.2. Six Types of Knowledge to Elicit
Figure 11.5. A Comparison of Problem-Solving Patterns Between Novices and Expert Mathematicians
Table 11.3. Sample Questions to Elicit Knowledge Types
Table 11.4. How to Use Knowledge Types in Scenario-Based e-Learning
Figure 11.6. Learners Compare Their Prioritized Evidence (Right) with Expert Priorities (Left)
Table 12.1. Time to Reach Automotive Troubleshooting Competency in Three Learning Environments
Table 12.2. Steps to Compare Training Delivery Alternatives
Table 12.3. Hours and Cost Comparisons for One Troubleshooting Scenario for Menu, Branched, and Whole-Screen Designs
Figure 12.1. A Sample Template for Whole-Screen Automotive Troubleshooting
Figure 12.2. A Sample Template for Menu Design of Automotive Troubleshooting
Figure 12.3. A Sample Template for Branched Scenario Design of Automotive Troubleshooting
Figure 12.4. Part of the Introduction to the Bridezilla Course
Figure A.1. A Virtual Automotive Shop
Figure A.2. The Learner Can Access Virtual Advisors for Wedding Planning
Figure A.3. A Branched Scenario Can Be Based on Links in Presentation Software
Figure A.4. The Learner Has the Opportunity to Make Better Decisions to Avoid This Failed Situation
Figure A.5. To Interview Client Managers, the Learner Must Select from a List of Questions in a Limited Time Frame
Figure A.6. Learners Indicate Confidence in Their Hypotheses with the Belief Meter Slider Bar (Upper Left Corner)
Figure A.7. Following a Video Example of Responding to Objections, Questions Are Used to Promote Engagement with the Example
Figure C.1. A Valid Test Links Test Questions to Job Knowledge and Skills via Learning Objectives
Figure C.2. A Sample Multiple-Choice Item to Measure Facts or Concepts
Figure C.3. A Knowledge Question for the Bridezilla Course
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