Example completed - Basic Scenario Template

This work by the OLDSMOOC Week 2 team is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

1) Brainstorm components of your scenarios


Actors (who is involved?)

- Jon, currently doing some part time work. Father of three, some free time but largely at night. Can only really make use of that time if highly motivated.

- Course facilitators

Goals (why?)

He is interested in learning design and wants to know what it is all about. Doesn’t know what he might learn but imagines that it could be useful and also might look good on his CV. He might also meet interesting people online and make useful contacts.

We want him to have a positive learning experience and help him find out about learning design...

Settings (where & when?)

Well, he’s largely going to be engaging through a laptop at home and after 9 or 10pm but he might occasionally get a chance to do something quick during the day, maybe 15 to 30 minute slots. Certainly he can think about stuff during the day and maybe do some things if they are easy to access on portable devices (e.g. listen to some audio, possible watch some slides/a talk while commuting, follow a twitter feed, tweet, read and respond to e-mails, make notes).

Objects (what things are involved?)

Laptop, phone, tablet, course platform, social media, email

Actions (what happens to actors?)

Sees an email advertising the course, signs up to be notified when it starts, visits the course web page, sees a task that he likes the sound of and that gets him thinking, does the task, displays his output, disengages, re-engages, looks at stuff produced by others, comments on that

Events (what do actors do?)

Gets the course starting email, has other stuff going on - misses the start, live discussion, stuff happens, gets email aggregating feedback on his product

Results (what is achieved?)

Jon produces something he thinks is good, gets some feedback on it, improves it, adds it to his portfolio, adds a couple of contacts on LinkedIn

Your design: (what role does your design play?)

Our design helps him: find his way into the topic of learning design, manage his MOOC experience, make useful connections and display what he learns.


2) Develop a narrative scenario/s (in whatever form you prefer).

Introduce actors and goals, describe the settings, put the events in order...

Jon is working at home one day, he’s a semi-employed designer of TEL. He takes a tea break and has a look at twitter, notices an ad for an open course on Learning Design. He clicks the link, has a quick look at the course intro and thinks it sounds interesting and potentially useful. He has no idea whether he will have time to follow the course when it starts but signs up to receive and email alert when it starts.

Sometime later he gets an email saying the course is starting. He’s got a lot going on so he ignores it. A week later he gets another one, this time with a short intro for week 2 of the course and a link to the intro video. He’s got a few minutes so he clicks the link and watches the 2 minute video. This introduces what’s the week is going to cover but it is the task that really grabs him. It is to develop a scenario for your own design challenge. He’s got some things he has been thinking about recently and it might be useful to work through and share some scenarios. It takes him 3 or 4 minutes to look through the task 1 slides.

In the evening, he reckons he can spend about 30 or 40 minutes developing a scenario. He has been thinking about his scenario from time to time during the day anyway. He looks back at the task instructions and follows the link to the Google Doc template. He copies the template and starts filling ideas for actors, objects etc. It takes him about 5 minutes to do that and another 15 minutes to write his initial scenario down. He had hoped to make a multimedia presentation or something but decides that would take too long - anyway wasn’t the idea to do a ‘rough initial’ scenario and then share and revise? In the end he spends just over an hour on this. More than he had wanted to but he feels he produced something worthwhile. He is interested to see what others think of his scenario.

He isn’t sure who to share with or how. He looks back at the course web pages and sees that in week 1 groups formed to share projects. He looks at the project Cloudscape and can’t see one that relates clearly to what he has written about, so he starts a new project cloud gives it a title and embeds his scenario. He then tweets a link to his scenario using the #OLDSweek2 tag.

He’s busy the next day and forgets about the course. About a week later he gets a personalised course email which aggregates and highlights comments on his scenario. This draws him back in. Some of the comments link to the ‘context’ mind map. He has a look at that and notices some aspects of context people have identified as important for learning design that he hadn’t really considered before. Some of these link to tasks and worked examples of approaches for analysing and using context in design. He scans and skims through those. He decides to spend some more time working through one of the week 2 tasks some time in the future. He also makes some revisions to his original scenario. He’s also a bit annoyed at himself for having missed the end of week discussion but there is a recording of that and some ongoing asynchronous chat so he joins in. Eventually this leads to him making a couple of new contacts, who connects to on LinkedIn. He also decides to display his revised scenario on his blog with a reflective post on what he got out of week 2. It is nearly a year later when he realises that he has started to incorporate consideration of some of the contextual factors discussed on the course in his own design practice.

3) Scrutinize your scenarios.


What claims are you making for your designs, about context, people, etc? Do they hold up?

I’m claiming:

- the intro for the course will interest people with an interest in Learning Design.

- the intro for week 2 will communicate a task that may motivate people who practise learning design to make time to engage - at least to try to complete the task.

- the task of developing an initial scenario will be sufficiently interesting and perceived as useful enough for people to spend 40 or more minutes producing a scenario.

- finding out that others have commented on your design will be engaging enough to draw back in people who have disengaged.

- a shared MindMap of aspects of context that are important for learning design will increase awareness of and ability to consider context for learning design.

I’m not sure whether the claims I am making hold up. I don’t have enough data. They vaguely resonate with my own experiences. This is why I am sharing them.

Do they resonate with your experiences? How? How not? Commenting is open on this document!

Revise scenarios as necessary.

4) Invite others to comment on your scenarios


You don’t need to share this whole document but you do need to share and get feedback on your scenarios.

You may want to: extract just the scenario, publish it somewhere and invite comments on it, print it out and discuss it with people who know about the setting, act it out, speak about it in a video, represent and share it in some other more accessible way...

Remember to give your scenario a title (something that encapsulates the essence of what is going on)

TITLE: Engagement & re-engagement in a MOOC through personalised email feedback

Time to complete first version: less than 40 mins.


Notes

- It is useful to keep old versions of your scenarios so you can see how they evolve. This may help you asses the utility of different methods you use to get participation and feedback, and to find out more about the context of your design.

- If you are completing this as part of OLDSMOOC Week 2 please complete the feedback on this activity to let us know how it worked for you and when and where you publish your scenario.

- It would be useful if you can say something about how long it took.