Cets 2015 weller creating cheap and easy e learning characters
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The document discusses the use of instructional characters in eLearning courses. It defines instructional characters as fictional characters that provide instructional guidance to support learning. The document provides tips on creating effective instructional characters, such as making them realistic and ensuring they resonate with learners. Examples are given of different types of instructional characters and how they can be used, such as to introduce a course, provide guidance throughout, or explain concepts. Considerations for effective character creation like knowing the audience and providing realistic scenarios and feedback are also outlined.
Cets 2015 weller creating cheap and easy e learning characters
- 1. 1 Instructional Characters for eLearning CHEAP AND EASY Sue Weller, CPLP, SPHR Learning Solutions Manager, Caveo Learning August 18, 2015
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- 10. 10 Have ever created a course like this? Have ever created a course like this? Have had to take a course like this? Have had to take a course like this? Know someone who’s created a course like this? Know someone who’s created a course like this? How Many of You…
- 11. 11 Makes You Wanna Go…
- 12. 12 Discuss examples Provide tips and tricks on the effective usage Define instructional characters Today’s Agenda Create some characters
- 13. 13 Please Think…
- 14. 14 Poll: Have You Used Instructional Characters 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?
- 15. 15 All About Good First Impressions You have minutes to impress
- 16. 16 The Problem With Current Design Not engaging Not relevant Don’t allow for practice 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.
- 17. 17 Why Don’t We Do Better?
- 18. 18 Why Don’t We Do Better? My courses are technical! My courses are technical! I don’t have the time! I don’t have the time! You need fancy software for that! You need fancy software for that! My learners don’t have the time! My learners don’t have the time! My company’s culture doesn’t go for that! My company’s culture doesn’t go for that!
- 19. 19 Why Don’t We Do Better? My courses are technical! My courses are technical! I don’t have the time! I don’t have the time! You need fancy software for that! You need fancy software for that! My learners don’t have the time! My learners don’t have the time! My company’s culture doesn’t go for that! My company’s culture doesn’t go for that!
- 20. 20 Why Don’t We Do Better? My courses are technical! My courses are technical! I don’t have the time! I don’t have the time! You need fancy software for that! You need fancy software for that! My learners don’t have the time! My learners don’t have the time! My company’s culture doesn’t go for that! My company’s culture doesn’t go for that!
- 22. 22 “Instructional agents” who provide instructional advice and guidance to support the learning “Instructional agents” who provide instructional advice and guidance to support the learning Various types Various purposes They are designed into the course Instructional Characters
- 23. 23 A story or situation used to engage the learnerA story or situation used to engage the learner A good story uses instructional characters Situational simulations or learning experiences Allow the learner to make decisions Scenarios
- 24. 24 A series of decision pointsA series of decision points Learn the basics first, then try branching Can be complicated with a series of decision points that build off each other Can involve multiple paths the learner can take Branching
- 25. 25 Talking head Cartoon or avatar Stick figure Static image Types of Instructional Characters Video Blah, blah, blah
- 27. 27 Creating Your Characters • Think: What resonates with my learners? • Age (How old should my character be? What resonates with my learners?) • Sex (Male? Female?) • Race (Watch that your character aren’t always white. If multiple, does the “mentor” always have to be white and the “trainee” or “less experienced” are people of color?) • Background (Is my character a newbie? A manager? A mentor?
- 28. 28 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
- 29. 29 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
- 30. 30 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
- 31. 31 Example #1: GIS (Global Information Systems)
- 32. 32 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
- 33. 33 Example #3: Data Quality Course
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- 43. 43 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
- 44. 44 Example #2: Project Management
- 45. 45 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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- 56. 56 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
- 57. 57 Example #4: Healthcare Practitioner Training
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- 70. 70 Scenario Activity #1 – Let’s Design! You have been tasked with creating a one-hour CBT for Cable Plus, a provider of digital cable and home entertainment. This course will focus on improving customer service skills including making the customer feel valued, 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?
- 71. Really Exciting Customer Service Course Meet Sandra Hi, I’m Sandra. I’m one of the customers you could be speaking with and, as such, I want it to be a good experience for everyone. Throughout this course, I’ll be Helping to critique your interactions Providing some additional tips and tricks Module 1: Making a Good First Impression
- 72. Really Exciting Customer Service Course Tip #1Module 1: Making a Good First Impression Tip #1: If you smile when you great the customer, we can hear the smile in your voice.
- 73. 73 Which Picture Draws You In? - A
- 74. 74 Which Picture Draws You In? - B
- 75. 75 Which Picture Draws You In? A B
- 76. 76 Which Picture Draws You In? - A
- 77. 77 Which Picture Draws You In? - B
- 78. 78 Which Picture Draws You In? A B
- 79. 79 Scenario Activity #2 – Let’s Design! Spend 30 seconds with your partner and decide whose course you’ll use for this activity Create the opening scenario/introduction of your character. Describe what’s going on and what will your character say/do. Using what you’ve learned in today’s session, along with the ideas that you’ve heard from others, create a character that you could use in your course. 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?
- 80. 80 Five Considerations When Creating Your Characters Five Considerations When Creating Your Characters
- 81. 81 • How old are they? • What gender is most prevalent? • What ethnic groups are covered? • What characters will resonate with them? KNOW your audience! KNOW your audience! Consideration #1
- 82. 82 • What situations might they realistically be in? • What decisions might they realistically need to make? • What are some other plausible options? • What are the consequences of getting something right versus wrong? Create REALISTIC ScenariosCreate REALISTIC Scenarios Consideration #2
- 83. 83 • 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
- 84. 84 • Are you providing realistic, meaningful and helpful feedback? • Are you giving the learner more than one opportunity? • Is there a more complicated branching option (which then means making sure all options are realistic)? Provide FEEDBACKProvide FEEDBACK Consideration #4
- 85. 85 • How can you use a little creativity, ingenuity or perhaps even humor within your course? • What does the learner expect to see and how can you change it up a bit? Consideration #5 Be UNEXPECTEDBe UNEXPECTED
- 86. 86 • 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
- 87. 87 Thank you! Sue Weller Learning Solutions Manager Caveo Learning sweller@caveo.com 312-651-4000 x3057 Sue Weller Learning Solutions Manager Caveo Learning sweller@caveo.com 312-651-4000 x3057 Contact the Presenter Contact the Presenter Questions?????
- 88. 88 Strategic Learning Consulting • Learning strategy and project planning • Organizational development • Capabilities maturity assessment • Learning organization transformation 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 About Caveo Learning