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WAVES: A needs analysis of Scenario-Based Learning and MOOCs

Explore the outcomes of a needs analysis for Scenario-Based Learning (SBL) and Massive Open Online Courses (MOOCs), including feedback from learners, educators, and technologists to improve educational experiences. Discover top user stories identified and essential feedback for enhancing SBL and MOOCs. Gain insights and recommendations to make virtual learning scenarios more effective and accessible.

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WAVES: A needs analysis of Scenario-Based Learning and MOOCs

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  1. WAVES: A needs analysis of Scenario-Based Learning and MOOCs SheetalKavia St George’s, University of London, United Kingdom

  2. Widening Access to Virtual Educational Scenarios (WAVES) • WAVES is a Knowledge Alliance, Erasmus+ funded project • Project aims to make SBL more accessible by providing exemplar implementations of Virtual Scenarios (VS) with different platforms and sharing good practise of authoring Virtual Scenarios (VS) • The project will bring together a network of people currently working on and interested in using VS for teaching and training – both in HEI and Business sectors.

  3. Needs Analysis • The needs analysis was carried out by completing a number of • mini interviews • focus groups • Both were carefully structured with clear instructions for the interviewers and interviewees • online survey • 44 item survey divided into 4 sections; General, Learner, Educator and Technologist • Shared online via email, social media, and newsletters • Carried out over two months (March – May 2016) • Survey is still open for feedback however only results form the two months above were used for the needs analysis

  4. Responses from…

  5. Matrix of responses received Learners: Those who have used eLearning tools as part of training or learning within education or training in the workplace Educators: Those who have developed, authored, or designed content for teaching, learning or training online. Technologists: Those who have developed or implemented eLearning tools from a technological perspective with an educational objective Feedback gathered from Higher Education Institutes and Business Sector

  6. Interview and Focus Group findings • The feedback from Interviews and Focus Groups was used to create “user stories” such as: • Example: As aneducator,I want the SBL platform to be integrated with the institutional LMS, so that resource fragmentation is prevented • In total 78 user stories were extracted from all the feedback and classified into the following 6 categories:

  7. Top User Stories for Learners and Educators in SBL and MOOCs: • SBL-Learner: As a learner, I would like scenario based learning to be based upon realistic cases, in order to learn effectively • SBL-Educator: As an educator I would like scenario based learning to be integrated with other existing systems, so that I can build complex eLearning environment • MOOC-Learner: As a learner I want to be able to complete the MOOC in my own time outside any set dates for the program, so that I can work through a MOOC in my given schedule • MOOC-Educator: As an educator I would like to see a range of different tools used in a MOOC (text, video, images, etc.) D. Schwarz, S. Kavia, User stories can help you shape the design of an educational project: experiences from WAVES, MEFANET, 2016; 4(2): 65-70 http://mj.mefanet.cz/mj-20170126

  8. Online Survey: Learner’s feedback • The main favoured educational aspects of learning with SBL were reported as: • Seeing and reflecting upon the consequences (75.2%) • Being able to make decisions (74.4%) • Being able to relate my learning to real life (74.4%) • Students still don’t feel there is sufficient content for learning through SBL (58.3%) • Just under half of the learners reported having used MOOCs before (44.8%) and those who hadn’t used MOOCs reported, not having enough time or the opportunity, and not finding their subject area • Learners reported to like MOOCs, • as they can be completed in their own time (57%), • their ease of use (43.8%)

  9. Online Survey: Educator’s SBL feedback • Educators mostly reported they create SBL teaching activities for Improving knowledge (45.6%) however a large portion of educators still don’t create scenarios (37.9%) • The features they reported as most important when designing SBL are: • Developing decisions and options (68.6%) • Applying consequences for actions (59.8%) • Creating standardised and repeatable training (39.2%) • Educators reported development time (62.5%), lack of guidance in SBL design (56.3%) and understand of SBL concept (44.8%) as the main barrier to widespread use of SBL

  10. Online Survey: Educator’s MOOC feedback • Over 51% Educators have not designed a MOOCs • Mainly as they haven’t had opportunity, • their organisation don’t allow them, • they don’t know the benefits over the potential, • They don’t have the time above their normal duties • Top recommended courses are on • Coursera (31%) • Khan Academy (23%) • EdX(20%) • FutureLearn(17%) • I haven’t recommended any (38%)

  11. Online Survey:Technologist’s SBL feedback • Technologists reported their organisation do not use a VS system (33.3.%) • Technologist reported the main barrier to widespread use of SBL is: • Lack of organisational support (70.3%) • Lack of available SBL software (48.6%)

  12. Conclusion • From the needs analysis we know that those who know about VS and MOOCs are using them • There is still need to disseminate VS and MOOCs • More guidance on how to use VS and author VS is required for a wider understanding • Providing an “off the shelf” product for educators to use would increase the uptake of VS • MOOCs have become very popular however time invested to make them is very intensive

  13. Thank You SheetalKavia skavia@sgul.ac.uk http://wavesnetwork.eu/

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