{"id":435,"date":"2021-05-29T14:15:01","date_gmt":"2021-05-29T21:15:01","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/?p=435"},"modified":"2021-05-29T14:15:01","modified_gmt":"2021-05-29T21:15:01","slug":"considerations-for-using-branching-scenario-simulations-in-h5p","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/considerations-for-using-branching-scenario-simulations-in-h5p\/","title":{"rendered":"Considerations for using Branching Scenario Simulations in H5P"},"content":{"rendered":"

In our course for LRNT526, our group (Shelley Dougan<\/a>, Wendy Grymaloski<\/a>, Sandra Norum<\/a> and I) has been asked to select a digital learning technology and to critically analyze it. <\/span>
\nWe looked at Branching Scenario Simulations.<\/span><\/p>\n

Branching scenario simulations use features such as still images or graphics, video, sound, and special effects (Bell et al., 2008), to give learners the opportunities to make choices, reflect, adjust, and therefore construct their own knowledge. They are a “Choose your own adventure” style game where students get to explore the right and wrong answers in a safe environment.<\/span><\/p>\n

Branching Scenario Simulations can be very engaging which makes them an effective tool for teaching in the right context and for the right audience. The downside is the time needed for instructional designers to create them. While H5P has a good interface for creating Branching Scenario Simulations, there is still significant amount of time required to create the videos, edit and finalize the videos, and plan the flow of the questions. There is also consideration needed on how long the project will last before needing to be updated. Maintaining a Branching Scenario Simulation may also be time consuming if many videos need to be updated to ensure a consistent look and feel. Its effectiveness will depend on how many students will see and benefit from it, relative to other teaching methods. This tech may need to be reserved for the more difficult to understand topics where students struggle and need more practice to reinforce the required learning.<\/span><\/p>\n

Another consideration is equity. Since Branching Scenario Simulations include multiple forms of media such as images and video, it is important to consider your class and students. Have an appropriate representation of gender, ethnicity, and social and cultural norms for your teaching context so your students can relate. If not, you may find you lose a connection with your students as they become disengaged due to an unrealistic and unbalanced representation of the community, making the experience less authentic and less effective.<\/span><\/p>\n

In conclusion, Branching Scenario Simulations can be very engaging and effective, but there might be better (less time consuming) ways to teach the content given the discipline and topic.<\/span><\/p>\n

References<\/span><\/p>\n

Bell, B. S., Kanar, A. M., & Kozlowski, S. W. J. (2008). Current issues and future directions in simulation-based training in North America. International Journal of Human Resource Management<\/em>, 19<\/em>(8), 1416\u20131434. https:\/\/doi.org\/10.1080\/09585190802200173<\/a><\/span><\/p>\n

Featured Image: “green trees on green grass field during daytime photo”<\/a> by Beth MacDonald<\/a> from Unsplash<\/a>.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

In our course for LRNT526, our group (Shelley Dougan, Wendy Grymaloski, Sandra Norum and I) has been asked to select a digital learning technology and to critically analyze it. We looked at Branching Scenario Simulations. Branching scenario simulations use features such as still images or graphics, video, sound, and special effects (Bell et al., 2008), […]<\/p>\n","protected":false},"author":187,"featured_media":442,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9],"tags":[81,84,91,83,23,48,85,86,87,82],"class_list":["post-435","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-lrnt526","tag-branching-scenario","tag-critical-analysis","tag-critical-inquiry","tag-e-learning","tag-ed-tech","tag-formative-assessment","tag-h5p","tag-interactive-learning","tag-problem-based-learning","tag-simulation"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/posts\/435","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/users\/187"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/comments?post=435"}],"version-history":[{"count":2,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/posts\/435\/revisions"}],"predecessor-version":[{"id":443,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/posts\/435\/revisions\/443"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/media\/442"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/media?parent=435"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/categories?post=435"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/tags?post=435"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}