It is obvious that with new education technologie s, massive open and online courses (MOOCs), and the widespread availability of open educational resources , eLearning is occupying a significant share of the workplace learning for both pre

service training such as employee inductions and for the continuous professional development of staff. Proponents of workplace eLearning highlight a number of key advantages of eLearning such as connection to the actual work, responsibilities and engagement of the employee . Others have stressed on characteristics of eLearning such as self

paced instruction, flexibility and adaptability of course content leading to increased satisfaction . Workplace learning is often linked to the acquisition of practical knowledge in the form of skills and competenci es that would in turn be applied in real world settings by the staff concerned. The classic eLearning model that relies extensively on content dissemination and assimilation by the employee may not bring the desired outcomes . On the other hand, scenario

ba sed eLearning can cater for this gap through the use of activity

based learning designs. In this paper we describe the learning design process for scenario

based eLearning using the rapid development methodology in an authentic case

study within the workpl ace. The main phases of scenario

based eLearning lifecycle is based on the following five phases namely (i) select a specific skillset, (ii) identify and describe a contextual relevant scenario, (iii) develop a storyboard (iv) implement the storyboard into interactive scenes, and (v) publish the scenario and implement in eLearning e nvironments // Paper ID 11