1. WAVES: A needs analysis of Scenario-Based Learning and MOOCs
Sheetal Kavia
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 , 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
No identified as Learner
No identified as Educator
No identified as Technologist
Total No of Participants
Survey
169
154 65
188
Interview 4 7 2 9
Focus group
Total
180
165 67
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 an educator, 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:
User’s Role
Category
Number
Learner
SBL-Learner 19
Educator
SBL-Educator 24
Technologist
SBL- Technologist 12
MOOC-Learner
MOOC-Educator 8
MOOC-Technologist 3

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):
User Stories were sorted into three groups:
Top priority
Nice to have
Not required
Sorting was done by a group of 15 experts in the field of technology-enhanced learning and medical education divided into three working groups.
Number of hits for each story was counted up and used to compute the relevance score as a weighted average.

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. Sheetal Kavia skavia@sgul.ac.uk http://wavesnetwork.eu/
Thank You
Sheetal Kavia