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Running&head:&Scenario&Analysis&
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Scenario&Analysis&
Yorel&L.&P.&Stephens,&MPA&
AET/500&
August&25,&2014&
Dr.&Deborah&Hornsby&
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2"Scenario&Analysis&
Overview'
ABC&Corporation&has&500&employees&who&require&training&on&XYZ&software.&The&
employees& range& in& age& from&17& to& 70.& In& consideration& of& the& diverse& backgrounds,&
ages&and&skill&level&of&employees&a&role&based&course&aligned&with&respective&business&
processes& and& procedures& is& recommended& to& teach& system& usage,& features& and&
functionality.&To&meet&the&wide&range&of&employees&and&decrease&disruption&to&company&
business&the&course&will&be&implemented&through&eLearning&with&an&option&to&attend&an&
instructorSled& workshop.& (See$ course$ wireframes$ pgs.$ 7313)& Resources& to& develop&
content& for& the& course& will& be& leveraged& from& company& personnel,& subject& matter&
experts,& and& technical& documentation& related& to& the& software.& Development& of& the&
program&will&begin&September&2014&with&a&target&completion&date&of&March&2015¬&to&
exceed&six&months.&&
Memory'and'Cognition''
the&stigma&that&memory&and&cognition&decrease&as&an&adult&ages&highlights&the&
crucial& difference& between&17& and& 70& yearSold& learners& completing& this& course.&While&
the&memory&and&cognition&of&a&17&year&old&is&generally&viewed&favorably,&the&perception&
that& they& lack& experience& and&maturity&may& influence& their& learning& process& to& some&
degree& [how& might& this& be& so?].& In& either& case,& this& course& will& require& meticulous&
instructional& design& and& integration& of& resources& that& support& both& types& of& learners.&
Research&proves&the&“more&types&of&support&adult&learners&have&the&more&likely&they&are&
3"Scenario&Analysis&
to& perform& at& high& levels& and& retain& learned& information”.& (Merriam,& Caffarella,& &&
Baumgartner2007,& chapter& 13& par.,& 10)&Consequently,& providing& support&will& enhance&
cognition&of&both& types&of& learners&as& the&aforementioned&research& is¬&exclusive& to&
any&age.&Differences&in&biological,&psychological&and&social&factors&represent&the&target&
variances& in& memory& and& cognition& between& 17& and& 70& year& old& learners.& Given&
adequate& support& and&meaningful& challenges& to& think&at& “higher& levels,”& retention&and&
comprehension&of&course&material&will&increase.&(Merriam,&2007,&chapter&13&par.,&10)&
Biological&
The& biological& differences& between& 17& and& 70& year& olds& are& generally& vasta&
however,& research& proves& that& an& aging& brain& can& “endure& functional& plasticity& and&
optimization&by&reorganization”&(Merriam,&et&al.,&2007,&chapter&12&par.,&18).&[the&period&
goes&after&the&citation,¬&before]&As&such,&biological&differences&in&aging&adults&do¬&
necessarily&mean&they&are&limited&in&what&they&can&remember&or&think.&However,&aging&
results&in&the&deterioration&of&senses&such&as&sight&and&hearing,&17&year&olds&are&more&
likely& to& use& these& faculties& without& special& considerations& while& a& 70& year& old& may&
require&technical&devices&to&aid& in&hearing&or& larger&print& to&view&information&displayed&
on& computer& screens& (Merriam,& 2007,& chapter& 12& par.,& 11).& In& addition,& research&
supports&the¬ion&that&“people&over&65&react&less&rapidly”&&than&younger&people&which&
may&cause&frustration&to&others&in&a&classroom&setting.&(Merriam,&2007,&chapter&12&par.,&
20)&To&eliminate&these&barriers&special&considerations&for&technical&devices&that&provide&
4"Scenario&Analysis&
options& to& adjust& audio& and& visual& cues& in& addition& to& asynchronous& learning& will& be&
incorporated&throughout&the&course&design.&
Psychological'
' The&psychological& differences& between17&and&70& year& olds& are& related& to& their&
“individual&internal&process&of&development”&(Merriam,&2007,&chapter&12&par.,&21).&Each&
learner’s&background&is&different,&therefore&contributing&a&variety&of&perceptions,&thought&
patterns,& logic& and& modes& of& rationalization.& In& general,& 17& year& olds& have& less& life&
experience&when&compared&those&who&are&70.&Consequently,&17&year&olds&may&be&less&
reflective& as& they& are&more& likely& to& ‘live& in& the&moment’& while& 70& year& olds& typically&
attempt& to& ‘relive& a& series& of& moments’.& In& fact,& Erikson’s& psychosocial& development&
model&theorizes&adults&revisit&prior&stages&in&their&lives&to&“resolve&or&reSresolve&conflicts&
from&earlier&periods& in&different&ways”& (Merriam,&2007,&chapter&12&par.,&24).&Ultimately&
the&motives&of&17&and&70&year&olds&are&driven&by&innate&internal&processes&that&may¬&
always&complement&one&another&resulting&in&different&approaches&to&cognitive&thinking.&
PreSevaluations& to& assess& individual& learners& cognitive& thought& process& will& be& used&
throughout&the&course&to&address&the&individual&needs&of&each&learner.&&&
Social'Cultural'
' The&social&cultural&differences&between&17&and&70&year&olds& involve& the& “social&
world’s&influence&on&development”.&(Merriam,&2007,&chapter&12&par.,&37)&The&manner&in&
which&17&and&70&year&olds&perceive& themselves& in& the&social&world&are&quite&different&
5"Scenario&Analysis&
presenting&respective&challenges.&For&instance,&a&17&year&old&may&be&transitioning&from&
high&school&to&college&or&the&workforce.&While&these&are&socially&accepted&and&expected&
the& 17& year& old& may& encounter& internal& struggles& to& follow& this& path& and& resist& the&
process& of& learning.& On& the& other& hand,& a& 70& year& old& may& be& reluctant& to& pursue&
additional&education&due&to&his&age&or¤t&social&status& in& life.&While&he&may&have&
the&motivation&to&pursue&additional&education,&he&may&encounter&external&struggles&with&
the&stigma&of&being&perceived&as&too&old.&Research&suggests&that&“every&society&is&ageS
graded”& and& ultimately& has& its& own& “system& of& social& expectations& regarding& ageS
appropriate& behavior.”& & (Merriam,& 2007,& chapter& 12& par.,& 40)& Based& on& these& social&
cultural&differences&the&course&design&will&incorporate&additional&resources&and&methods&
of&learning&content&to&support&learners&through&said&and&similar&challenges.'
Course'Design''
' Due& to& the&vast&differences&between&17&and&70&year&old& learners,&and& the&vital&
need& to&address&challenges&associated& to&biological,&psychological,&and&social&cultural&
factors,&the&course&design&will& incorporate&Thorndike’s&Connectionism&theory.&&Each&of&
the& learning& laws&will&align&with&course& learning&and&performance&objectives& to&ensure&
there&are&opportunities&to&exercise& information&presented,& introduce&respective&content&
when& learners& are& ready,& and& provide& prompt& feedback& that& provides& learners& with&
opportunities& to& experience& associated& cause&and&effect& outcomes.& In& addition& to& this&
elemental&model,&a&holistic&approach&will&be&used& to&ensure& learning& “emphasizes& the&
significance& of& process”& associated& to& the& tech& system& and& “qualitative& change”& as&
6"Scenario&Analysis&
expected&in&the&organization&(Knowles&et&al.,&2012,&p.,&23)&A&virtual&environment&will&be&
used& to& decrease& scheduling& conflicts,& allow& learners& to& complete& the& course&
asynchronously,& and& provide& options& to& adjust& audio& visual& needs& as& desired.& This&
strategy&is&recommended&as&a&means&to&meet&learners&where&they&are&cognitively&and&
increase&probability&of&retaining&information.&See&course&wireframes&below&pages&7S13.&
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Running&head:&Scenario&Analysis&
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& &To&meet&the&wide&range&of&employees&and&accommodate&schedules&the&course&will&be&implemented&through&eLearning&with&an&option&to&attend&an&instructor<led&workshop.&&&Role<based&content&will&be&structured&to&address&diverse&backgrounds,&knowledge&and&skill&level&of&learners.&Associates.&&& &&&&
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&!!In#this#example,#the#learner#selected#course#content#specific#to#Associates#and#the#screen#will#advance#to#information#relevant#to#the#role.##!
8"Scenario&Analysis&
&The&option&to&complete&the&role&specific&assessment&is&presented&to&further&customize&the&learning&experience&based&on&cognitive&preferences.&&&Learners&who&opt&to&skip&the&assessment&will&continue&through&the&course&in&its&general&sequence.&&&&&&
&&&&&&&&&&&
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&!In#this#example,#the#assessment#for#Associates#is#presented.#The#learner#may#click#the#first#button#to#take#the#assessment#or#second#button#to#skip#the#assessment#and#complete#the#course#in#it#general#sequence.!& &&&
Pre<evaluations& &&
9"Scenario&Analysis&
to&assess&individual&learners&cognitive&thought&process&will&be&used&throughout&the&course&to&address&the&individual&needs&of&each&learner.&&&&&&&&&&&&&&&&&&&
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&&This#is#an#example#of#a#question#from#the#assessment.#Learning#resources#are#recommended#based#the#learner’s#response.&&&&&
10"Scenario&Analysis&
To&eliminate&physical&barriers&to&learning&preferences&are&presented&upfront&for&learners&to&adjust&according&to&their&needs.&Here&learners&may&adjust&volume,&visual&resolution&and&feature&to&display&captions.&
&&&This#screen#presents#learners#with#preferences#to#adjust.&&&&&&
11"Scenario&Analysis&
After&reviewing&objectives,&learners&may&accept&or&decline&recommendations&for&learning.&If&a&learner&declines&the&course&navigates&to&the&general&succession&of&tiers.&&
&&&This!is!an!example!of!the!recommendation!for!learning!screen.!!&&
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12"Scenario&Analysis&
Learners&complete&each&lesson&with&respective&practice&scenarios,&knowledge&checks&and&training&simulations&through&tech&system.&Images&and&graphics&are&used&to&with&respective&mnemonic&devices&to&increase&retention.&
&&&!This#screen#displays#a#screen#shot#of#the#tech#system#to#introduce#features,#functionality#and#usage.!&
13"Scenario&Analysis&
Upon&completion&of&the&course&learners&review&key&points&to&wrap&up.&&
&&&This#screen#concludes#the#course#navigation.##&
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Running&head:&Scenario&Analysis&
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References!
Knowles,&M.,&Holton,&E.,&&&Swanson,&R.A.&(2012).&The$adult$learner&(7th&ed.).&New&York,&NY:&Routledge.&
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Merriam,&S.,&Caffarella,&R.,&&&Baumgartner,&L.&(2007).&Learning$in$adulthood:$A$comprehensive$guide.&(3rd.&ed.).&San&Francisco,&CA:&Wiley&&&Sons&
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