Regina Firpo-Triplett, MPH, CHES

The attached document is a template for developing a concept document, a document I use as the first deliverable after a scenario (read: simulation game) design project is started. This document, coupled with a storyboard, serve as the representations used to develop the design prior to the production process, as captured in this representation of the process.

The concept document is used to express the objectives, and associated decisions, as well as information about the audience, common misconceptions, and a possible setting. All but the last are part of the analysis phase, but it is pragmatic to capture initial thoughts on settings for signoff despite it technically belonging to the specification phase. The design process is described in Engaging Learning: Designing e- Learning Simulation Games (2005) from Pfeiffer See the associated QuinnovationStoryboard.doc. Note that this document is only a template, which will need amendments to meet particular needs. For instance, the audience questions may not be appropriate for your audience; your Subject Matter Expert

60 Cuesta Way  Walnut Creek CA 94597  (925) 200-0881  http://www.quinnovation.com (SME) may communicate the information in other, equally valuable ways; or you may find that you have better questions on your own. I’ve annotated it like this. You may freely use this document internal to your organization, but any use commercially or transmittal externally needs my prior permission. Besides, I like to hear what you are up to in this area! Sincerely,

Clark N. Quinn, Ph.D. Director [email protected]

60 Cuesta Way  Walnut Creek CA 94597  (925) 200-0881  http://www.quinnovation.com Concept Document © Quinnovation 2006

Big Picture

Objective(s)

Do What? The objective captures the initial learning goal. We want to make it as high-level as possible, but we can use the decision component to do that. The important thing is to try to establish what they will be able to do differently when this learning intervention is completed. So, for instance, “restate the customer’s needs in other words to confirm before moving on” in a sales process. SMEs often want to talk in terms of “they need to know this, and they need to know this…” and you need to move them to the decisions that that knowledge will enable. So, if you get knowledge instead of decisions or skills, ask them what they will do with that knowledge. Able to [], under [] context, with [] serving as evidence of successful acquisition. Repeat as necessary for all objectives.

Settings

Do When/Where? This is not the specific context as in Mager’s objectives, but instead a representation of the broader context in which this individual decision fits. The settings or ‘stories’ in which these decisions play out. So, for instance, at a low level it might be calibrating an instrument when an error message or alert has prompted it, and at a higher level it might be that it’s the ‘assessing the opponent’ step in the broader context of a negotiation.

Concept Particular decisions are typically derived from a model of how to perform. Too often we neglect this knowledge, yet it provides the most robust basis for supporting learning. To the extent that you can, try to find out and capture the underlying conceptual framework(s) that guide(s) this performance, ideally with multiple representations: prose, graphic, animation, what have you. So, for instance, the situational leadership model for coaching performance. [] Repeat as necessary for each concept.

Audience Here we want to capture not just what the learner knows, but also who they are.

Knowledge/Skills This should already be familiar to you. Already knows []. Already can do [].

60 Cuesta Way  Walnut Creek CA 94597  (925) 200-0881  http://www.quinnovation.com Repeat as necessary for all knowledge/skills.

Interests/Motivations This is going beyond what they know to find out what sorts of situations interest them, what sort of motivations drive their behavior, what sorts of people they are. This is important information in choosing the setting for the decisions. You’ll need to go below ‘wanting to help people’ which underpins most people’s activity, and find what’s unique. So, nurses might be motivated to help people but like interpersonal interaction, while civil engineers like designing solutions that get built. They may be detail-driven or big picture, competitive or cooperative, or any other unique differentiator. The more you know, the better you can target them. Is drawn to the field because []. Is proud to do this job because []. [] types of people are drawn to be in a position where this learning is relevant for them. Repeat as necessary for all interests/motivations/audience members.

Success Here we set the learning outcomes and the subjective metrics for success, so we know when we can stop tuning the experience. We may revise them, but it’s better to do so explicitly than to use the limits of time and money as our stopping point.

Learning Goals These can and should be your typical Magerian objectives. Learning outcome metric: [] Repeat as necessary for all knowledge/skills.

Engagement Goals These are entirely subjective, and are set to determine an acceptable experience. They can be relative, e.g. ‘would rather do than traditional elearning’, or absolute, such as ‘my preferred way to learn’. Formatively, you might break down the different elements: look and feel, audio, dialog, outcomes, pacing, etc. Experience metric: [] Repeat as necessary for all dimension of experience.

Specifics This is where we get the core information for the scenario.

Decision We want to characterize all the decisions that will go into the scenario. So, for each decision we will capture the following information about the context in which the decision happens, the correct answer and consequences thereof, misconception(s) and consequences thereof. We also want to capture the factors that influence the occurrence of this decision, probabilities of things that change it, etc.

60 Cuesta Way  Walnut Creek CA 94597  (925) 200-0881  http://www.quinnovation.com Context What is the context in which this decision happens? [] has already happened, and [] will come next.

Correct Answer This is the response that is the right response to this decision. The learner says/does [].

Consequence Here’s what happens when the right decision is made. [].

Concept Here’s why it’s the right decision, from the concept. [].

Misconception Learners don’t make mistakes randomly, they typically make patterns of mistakes based upon bringing in a set of sensible, but wrong, previous experience. Identify these misconceptions, and the associated consequences. Ideally, these will be empirical, that is observed common problems (“You know, no matter what I tell them, they still go out and do…”). However, in cases of new information, you may have to infer where the learner could go wrong. You will want to have several alternatives to the right choice. If not, you have to choose whether to only have a limited set of choices, or whether to create your own alternatives.

Consequence Here’s what happens when this mistake is made. [].

Concept Here’s where we capture what wrong information the learner’s bringing in to this misconception, or why it’s wrong. We want to capture this so we can help the learner recognize the mistake and then indicate how the correct concept (from above) indicates what they should do. []. Repeat as necessary for each misconception. Repeat as necessary for each decision.

Story While technically this is part of the specification phase, not the initial data collection, it is useful to put initial thought into a potential setting for the scenario that reflect the decisions and the audience. This is for the pragmatic reason of minimizing SME time and allowing progress after

60 Cuesta Way  Walnut Creek CA 94597  (925) 200-0881  http://www.quinnovation.com iterations on the document. Don’t prematurely limit yourself here, push the envelope and make the client(s)/stakeholder(s) rein you in, and fight back. []

About Quinnovation Quinnovation is the vehicle through which Clark Quinn delivers innovative thinking, with a track record of insightful strategic analysis and pragmatic and successful solutions covering games, mobile learning, performance support, content models, intelligent systems, and more. Combining a deep cognitive background and strong technology experience with sound business strategy and creativity, Quinnovation takes a broad perspective towards meeting real needs, including organizational, learning, performance, and knowledge perspectives. Recognized as a thought leader through presentation publication, and results, Quinnovation has delivered cutting-edge designs for Fortune 500 companies, business, government, education, and not-for-profits.

60 Cuesta Way  Walnut Creek CA 94597  (925) 200-0881  http://www.quinnovation.com