cets 2015 weller creating cheap and easy e learning characters

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1 Instructional Characters for eLearning CHEAP AND EASY Sue Weller, CPLP, SPHR Learning Solutions Manager, Caveo Learning August 18, 2015

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Instructional Charactersfor eLearning

CHEAP AND EASY

Sue Weller, CPLP, SPHRLearning Solutions Manager, Caveo Learning

August 18, 2015

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Have ever createda course like this?Have ever createda course like this?

Have had to takea course like this?Have had to takea course like this?

Know someonewho’s created acourse like this?

Know someonewho’s created acourse like this?

How Many of You…

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Makes You Wanna Go…

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Discuss examples

Provide tips and tricks on theeffective usage

Define instructional characters

Today’s Agenda

Create some characters

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Please Think…

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Poll: Have You Used InstructionalCharacters in YOUR courses?

A. Yes, I’ve use them a lot

B. Yes, but my experience is limited

C. No, not yet, but I can’t wait to get started

D. Huh? What?

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All About Good First Impressions

You have

minutes to impress

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The Problem With Current Design

Notengaging

Notrelevant

Don’tallow forpractice

Boring

Boring

Boring Information isn’t important.

It’s the application of information by the learner that’s important.

Information isn’t important.

It’s the application of information by the learner that’s important.

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Why Don’t We Do Better?

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Why Don’t We Do Better?

My courses aretechnical!

My courses aretechnical!

I don’t havethe time!

I don’t havethe time!

You needfancy

software forthat!

You needfancy

software forthat!

My learnersdon’t havethe time!

My learnersdon’t havethe time!

My company’s culturedoesn’t go for that!

My company’s culturedoesn’t go for that!

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Why Don’t We Do Better?

My courses aretechnical!

My courses aretechnical!

I don’t havethe time!

I don’t havethe time!

You needfancy

software forthat!

You needfancy

software forthat!

My learnersdon’t havethe time!

My learnersdon’t havethe time!

My company’s culturedoesn’t go for that!

My company’s culturedoesn’t go for that!

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Why Don’t We Do Better?

My courses aretechnical!

My courses aretechnical!

I don’t havethe time!

I don’t havethe time!

You needfancy

software forthat!

You needfancy

software forthat!

My learnersdon’t havethe time!

My learnersdon’t havethe time!

My company’s culturedoesn’t go for that!

My company’s culturedoesn’t go for that!

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InstructionalCharacters

Scenarios

Key Definitions

Branching

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“Instructional agents” who provide instructionaladvice and guidance to support the learning

“Instructional agents” who provide instructionaladvice and guidance to support the learning

Various types

Various purposes

They are designed into the course

Instructional Characters

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A story or situation used to engage the learnerA story or situation used to engage the learner

A good story usesinstructional characters

Situational simulations orlearning experiences

Allow the learner tomake decisions

Scenarios

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A series of decision pointsA series of decision points

Learn the basics first, then trybranching

Can be complicated with aseries of decision points thatbuild off each other

Can involve multiple pathsthe learner can take

Branching

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Talking head

Cartoon or avatar

Stick figure

Static image

Types of Instructional Characters

Video

Blah,blah,blah

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Creating Your Characters

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Creating Your Characters

• Think: What resonates with my learners?

• Age (How old should my character be? What resonateswith my learners?)

• Sex (Male? Female?)

• Race (Watch that your character aren’t always white. Ifmultiple, does the “mentor” always have to be white andthe “trainee” or “less experienced” are people of color?)

• Background (Is my character a newbie? A manager? Amentor?

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Creating Dialogue

• Realistic

• Make it a dialogue

• People talk in contractions• “Hi, I’m Sue”• “Hi, I am Sue”

• People start sentences with “so”, “and” “but”

• Most importantly, read your dialogue out loud

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Five Ways To Use Your Characters

• To Open Your Course

• As a Guide or Mentor Throughout the Course

• To Conduct Wrap-Ups (Module/Units or Course)

• In a Quiz

• To Explain a Specific Concept

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Five Ways To Use Your Characters

• To Open Your Course

• As a Guide or Mentor Throughout the Course

• To Conduct Wrap-Ups (Module/Units or Course)

• In a Quiz

• To Explain a Specific Concept

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Example #1: GIS (Global Information Systems)

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Five Ways To Use Your Characters

• To Open Your Course

• As a Guide or Mentor Throughout the Course

• To Conduct Wrap-Ups (Module/Units or Course)

• In a Quiz

• To Explain a Specific Concept

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Example #3: Data Quality Course

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Five Ways To Use Your Characters

• To Open Your Course

• As a Guide or Mentor Throughout the Course

• To Conduct Wrap-Ups (Module/Units or Course)

• In a Quiz

• To Explain a Specific Concept

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Example #2: Project Management

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Five Ways To Use Your Characters

• To Open Your Course

• As a Guide or Mentor Throughout the Course

• To Conduct Wrap-Ups (Module/Units or Course)

• In a Quiz

• To Explain a Specific Concept

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Five Ways To Use Your Characters

• To Open Your Course

• As a Guide or Mentor Throughout the Course

• To Conduct Wrap-Ups (Module/Units or Course)

• In a Quiz

• To Explain a Specific Concept

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Example #4: Healthcare Practitioner Training

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Scenario Activity #1 – Let’s Design!

You have been tasked with creating a one-hour CBT for Cable Plus, aprovider of digital cable and home entertainment. This course will focuson improving customer service skills including making the customer feelvalued, handling objections and professionally avoiding cancellations.

Directions:1. Work with your partner to create a character.2. Create the opening scenario/introduction of your character. Describe

what’s going on and what will your character say/do.3. Be prepared to share with the rest of the group.

Some things to think about: What’s your character’s name? What is his or her physical characteristics? (age, sex, race) What’s his or her background/experience? Why will this character help your course? How do you plan to use the character in your course? What emotions do you want your learners to have when interacting with your

character?

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Really Exciting Customer Service Course

Meet Sandra

Hi, I’m Sandra.

I’m one of the customers you couldbe speaking with and, as such, Iwant it to be a good experience foreveryone.

Throughout this course, I’ll be Helping to critique your

interactions Providing some additional tips

and tricks

Module 1: Making a Good FirstImpression

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Really Exciting Customer Service Course

Tip #1Module 1: Making a Good FirstImpression

Tip #1:

If you smile when yougreat the customer, wecan hear the smile inyour voice.

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Which Picture Draws You In? - A

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Which Picture Draws You In? - B

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Which Picture Draws You In?

A

B

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Which Picture Draws You In? - A

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Which Picture Draws You In? - B

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Which Picture Draws You In?

A

B

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Scenario Activity #2 – Let’s Design!

Spend 30 seconds with your partner and decide whose course you’ll usefor this activity

Create the opening scenario/introduction of your character. Describe what’sgoing on and what will your character say/do.

Using what you’ve learned in today’s session, along with the ideas thatyou’ve heard from others, create a character that you could use in yourcourse.

Some things to think about: What’s your character’s name? What is his or her physical characteristics? (age, sex, race) What’s his or her background/experience? Why will this character help your course? How do you plan to use the character in your course? What emotions do you want your learners to have when interacting with your

character?

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Five ConsiderationsWhen Creating Your Characters

Five ConsiderationsWhen Creating Your Characters

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• How old are they?• What gender is most prevalent?• What ethnic groups are covered?• What characters will resonate with

them?

KNOWyour audience!

KNOWyour audience!

Consideration #1

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• What situations might theyrealistically be in?

• What decisions might they realisticallyneed to make?

• What are some other plausibleoptions?

• What are the consequences of gettingsomething right versus wrong?

Create REALISTIC ScenariosCreate REALISTIC Scenarios

Consideration #2

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• How does your target audience speak?• What would they actually say?• How informal can you make the

dialogue?• How believable is it?

Create REALISTIC dialogueCreate REALISTIC dialogue

Consideration #3

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• Are you providing realistic, meaningfuland helpful feedback?

• Are you giving the learner more thanone opportunity?

• Is there a more complicated branchingoption (which then means making sureall options are realistic)?

Provide FEEDBACKProvide FEEDBACK

Consideration #4

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• How can you use a little creativity,ingenuity or perhaps even humor withinyour course?

• What does the learner expect to see andhow can you change it up a bit?

Consideration #5

Be UNEXPECTEDBe UNEXPECTED

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• www.elearningindustry.com

• http://blogs.articulate.com/rapid-elearning/

• http://blog.cathy-moore.com/

• Books:• Design for How People Learn: Julie Dirksen• Book: Made to Stick: Chip Heath/Dan Heath• Book: Superb eLearning Using Low-cost

Scenarios: Benjamin Pitman, Ph.D.

Resources

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Thank you!

Sue WellerLearning Solutions ManagerCaveo [email protected] x3057

Sue WellerLearning Solutions ManagerCaveo [email protected] x3057

Contact thePresenter

Contact thePresenter

Questions?????

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Learning and Performance Solutions• Instructional design• Curriculum architecture design• Business process redesign• Technical training• Organizational change management

Learning Technologies• eLearning (web-based training, mobile learning)• Virtual learning• Performance support solutions• LMS support

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