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'''Suggested strategies or pedagogical approaches for Spoken Tutorials'''

=='''Scenario based learning'''==
Scenario based learning is a methodology which aims to promote deep learning and awareness. In this method, the
learner is exposed to the given situation outlines in the scenario. The advantage of this approach is that it is
very engaging and holds the attention of the viewers. This approach will be suitable for ‘Beginners’,
‘Intermediate’ as well as ‘Advanced’ difficulty level users.

=='''Dialogue form'''==
In this approach, the content is explained through a conversation between two individuals (dialogue form). So for
preparing this Spoken Tutorial, the script will be written in the form of a dialogue between two people. This
approach will be suitable for ‘Beginner’ and ‘Intermediate’ difficulty level users.

The 2 possible dialogue strategies that can be used while writing a script are :
''Conversation:'' A conversation is a conventional but informal dialogue between two persons on equal terms, both talking
and listening to each other.
So while writing the script, a conversation type of dialogue can be used by adding characters who will have a conversation and
through the course of this casual conversation, explain the concept in the tutorial. It can be a conversation between friends,
colleagues etc.
''Expert consultation dialogue:'' In this kind of dialogue, a non-expert in a domain of skill or specialized knowledge consults
an expert in order to get the expert's opinion or advice. It is given in a form he can use for his purposes, to solve a problem
or go ahead with a course of action in an informed and intelligent way.
In this case, two/more characters can be included where an expert explains the concept to a non-expert in a formal manner.

=='''Example Rule Method'''==
In this method, the example related to the content is given before actually starting with the content. This given
example is very simple and easy to understand. The user is then given time to think upon that example. The content
is then presented to the user. Giving example first will stimulate the user to think on the similar lines of the
content. This will help the user to understand the content in a much better way. This approach will be suitable
for ‘Beginner’, ‘Intermediate’ and ‘Advanced’ difficulty levels users.

=='''Gagne’s Nine Events of Instruction'''==

''Gain attention (Stimuli activates receptors)''
- For effective learning, you must first capture the attention of the student. A multimedia program that begins
with an animated title screen sequence accompanied by sound effects or music startles the senses with auditory
or visual stimuli. An even better way to capture students' attention is to start each lesson with a thought-
provoking question or interesting fact. Curiosity motivates students to learn.

- Inform learners of objectives (Creates level of expectation for learning)
Listing objectives at the stat of the session initiates the internal process of expectancy and helps motivate
the learner to complete the lesson. These objectives should form the basis for assessment and possible
certification as well.

- Stimulate recall of prior learning (Retrieval and activation of short-term memory)
Associating new information with prior knowledge can facilitate the learning process. It is easier for learners
to encode and store information in long-term memory when there are links to personal experience and knowledge. A
simple way to stimulate recall is to ask questions about previous experiences, an understanding of previous
concepts, or a body of content.

- Present the content (Selective perception of content)
This event of instruction is where the new content is actually presented to the learner. Content should be
chunked and organized meaningfully, and typically is explained and then demonstrated. To appeal to different
learning modalities, a variety of media should be used if possible, including text, graphics, audio narration,
and video.

- Provide "learning guidance" (Semantic encoding for storage long-term memory)
To help learners encode information for long-term storage, additional guidance should be provided along with the
presentation of new content. Guidance strategies include the use of examples, non-examples, case studies,
graphical representations, mnemonics, and analogies.

- Elicit performance (practice) (Responds to questions to enhance encoding and verification)
In this event of instruction, the learner is required to practice the new skill or behavior. Eliciting
performance provides an opportunity for learners to confirm their correct understanding, and the repetition
further increases the likelihood of retention.

- Provide feedback (Reinforcement and assessment of correct performance)
As learners practice new behavior it is important to provide specific and immediate feedback of their
performance. Unlike questions in a post-test, exercises within tutorials should be used for comprehension and
encoding purposes, not for formal scoring. Additional guidance and answers provided at this stage are called
formative feedback.

- Assess performance (Retrieval and reinforcement of content as final evaluation)
Upon completing instructional modules, students should be given the opportunity to take (or be required to take)
a post-test or final assessment. This assessment should be completed without the ability to receive additional
coaching, feedback, or hints. Mastery of material, or certification, is typically granted after achieving a
certain score or percent correct. A commonly accepted level of mastery is 80% to 90% correct.

- Enhance retention and transfer to the job (Retrieval and generalization of learned skill to new situation)
Determining whether or not the skills learned from a training program are ever applied back on the job often
remains a mystery to training managers and a source of consternation for senior executives. Effective training
programs have a "performance" focus, incorporating design and media that facilitate retention and transfer to
the job. The repetition of learned concepts is a tried and true means of aiding retention, although often
disliked by students. (There was a reason for writing spelling words ten times as grade school student).
Creating electronic or online job-aids, references, templates, and wizards are other ways of aiding performance.

This approach is applicable for beginners, intermediate and advanced learners.

=='''Mentorship'''==
In this approach, a guide just explains the content step by step. So the Spoken Tutorial is prepared such that a
person directly narrates the content step by step. This approach is suitable for students who would be of ‘Advanced’
difficulty level users.

Appendix - Revision history

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