Forum Discussion
How do you make e-learning engaging and not just engaging?
In addition to branching scenarios (which are the best option for some skills, but not for everything), you can look for other ways to have people practice skills that aren't necessarily a full branching scenario.
For example, a lot of my projects include one-question mini-scenarios. These are easy to write and build, but they still require a bit more thinking (i.e., cognitive engagement) than just clicking (i.e., behavioral engagement).
Open-ended text questions for reflection can be useful too, even if you're not scoring them. There's value in having people generate their own answers and reflect on how the learning connects to their own experiences.
What are the actions people need to take on the job? What decisions do they need to make? If you can identify those, it's easier to come up with ideas to replicate those actions and decisions through more meaningful activities.
That was a nice link, and thank you for your help. It gave me something to work with and think about. I am sitting here with pen and paper, trying to think through one of our scenarios.
I feel it is kind of like teaching orbital mechanics to the rocket sales guy and the guy responsible for preparing the rockets. It doesn't hurt, but at the end of their work day, it isn't important for them: Rockets are sold and go up (or bang), no matter what they were taught in physics class. Decisions are made on basis of the products, and any calculations are based on already drawn tables.
Here is the topic, unrelated to rocket science but still science:
Flow cytometry is an analytical method for cell counting.
It was invented by the famous Mr. Flowson in the past.
Today, it is used for blood cell count in laboratories and healthcare.
In our company, flow cytometry is used to count bacteria in raw milk
Flow cytometry uses a laminar flow, characterised by the lack of any turbulence.
Turbulence mixes liquids; laminar flowing liquids travel next to each other and do not mix.
In the instrument, the outer flow layer is a sheath layer that prevents the cells from leaving the core flow.
The core flows carry the objects of interest through the flow cell.
To be counted, the cells are stained with a fluorescent dye in a clear solution first.
The dye-stained cells are lighted up with a laser as they pass the flow cell.
When illuminated by the laser at a low wavelength, the cells emit light at a higher wavelength.
An optical sensor measures the light, and cell count is calculated.
The MC at the end of this asks,
"What characterises a laminar flow?"
"What is the object of interest in the flowcell?"
"What does fluorescence mean?"
"How are cells counted?"
Why does my learner need to know about this?
The first group must talk to clients about their cell counting analysis needs. These people will probably never operate one since they mostly talk to lab managers or people entirely outside of the laboratory.
They will probably not be asked detailed questions by the client on the method, as this is actually irrelevant for both. As long as the required results arrive, none of them really cares.
The second group needs to both operate and service instruments once it has been purchased. Neither of these are scientists, chemists, bioanalysts or lab technicians, so all this information is definitely not actionable.
I post this and go back to my drawing board to see what I can come up with.
