3. Outline
Why would I want to apply an immersive
learning environment (ILE)?
You’ve selected an ILE design—now what?
ILE Examples
Attention Getters
How do I fit an ILE into my budget?
Can you design an ILE in 5 minutes?
Q&A
4. Why would I want to apply an immersive learning
environment (ILE)?
What is an ILE?
Benefits of an ILE in comparison to other
instructional strategies
Experiential
Make choices
Practice skills in a safe and authentic
environment
Mock scenarios/real world
Get real-world feedback
5. Question
Can you think of any content where
ILE would not be an effective
approach?
6. You’ve selected an ILE design—now what?
Design Document elements
Program goals
Target audience
Performance objectives
Context
Challenge
Activity--proposed functionality
Feedback approach
Program outline, architecture
7. ILE Examples
Privacy Awareness
Adaptive Clinical Trials
Bloodborne Viruses and Chemical Safety Training
Navigating the Project Life Cycle
Customer simulations
20. How do I fit an ILE into my budget?
Budget and bandwidth issue
Minimize use of narration
Hand drawn versus custom photos/video
shoot
Simple Navigation via minimal branching
Overall message – way of thinking; keep it
simple but engaging
Reusable assets (3D backgrounds)
PowerPoint & Articulate
21. Designing an ILE
Scenario:
You are a Code Official
with the responsibility
of inspecting fire doors
in commercial
buildings.
Challenge:
You must follow an 11-
step inspections
process. You might get
fined if you miss
something in an
inspection.
22. Designing an ILE
Context Scenario:
You are a Code
What does your environment Official with the
look like? responsibility of
inspecting fire
doors in
commercial
buildings.
23. Designing an ILE
Describe the activity Scenario:
You are a Code
How do they learn what Official with the
constitutes a successful responsibility of
inspecting fire
outcome? doors in
What are people going to do? commercial
buildings.
How do you
navigate/advance through
activity?
24. Designing an ILE
How does the learner get Scenario:
You are a Code
feedback? Official with the
When they do something responsibility of
inspecting fire
right? doors in
When they do something commercial
buildings.
wrong?
How could it be scored?
25. Keys to success
Use professional talent
Make environment authentic
Intuitive navigation
Making learning FUN
Validation with target audience/SMEs
throughout design/development process
26. Q&A
I’d love to continue the discussion!
Tracy Bissette
WeejeeLearning
919-768-2512
www.weejeelearning.com
tracy@weejeelearning.com
Twitter: @tlbissette
Editor's Notes
Tell them about our work with Quintiles.
TBD
TracyAn immersive learning environment is an instructional strategy that allows you to simulate real-life decisions to provide a learner with practice.For the purposes of this session, we will use the term ILE interchangeably with simulations.We have probably all seen the National Training Labs learning pyramid that says that we remember 5-10% of what we see or hear after 3 days. We remember 75% of what we practice. We learn best by doing and since our goals are to change or enforce the correct behaviors, ILEs are beneficial.Mock scenarios allow the learner to practice making critical business decision and then receive feedback that imitates what might happen in the real world.
TracyNote: Apply knowledge in real environment, ex: software, onboarding ; Chat>all of the aboveILEs work especially well when there is a need to drive competence (apply the right skill) and commitment (how people behave when no one is watching) and learners gain comfort when they have achieved both.
TracyThe design document can be used to build support for the simulation.Program goals: different from the objectives – things like engaging, convenient, acceptable cost per student, time to launchTarget audience: who will be taking the course, who the course is designed forPerformance objectives: What you want the user to be able to do following the courseContext: the story, the set up—keep in mind that in an ILE you can visualize the invisible system, the flow of events that people can’t normally seeChallenge: What problem the learner is challenged to solve. In addition to the typical scenarios that learners encounter on a day-to-day basis, we want to put students into novel situations that require improvising. This will really help the learner progress from novice to expert (applying knowledge to new situations)Activity: what the learner actually does, step-by-step, proposed functionality. Allow the students to repeat the scenarios (can’t be too long or too linear).Feedback approach: include little feedback signs to teach learners signs in the real world that might indicate risky behavior. Also present tailored, after-action reviews/debriefings.Program outline/architecture: mapping out the branching treatment for the ILEs and the flow of the navigationNext, we are going to illustrate each of these elements by showing you some actual examples of ILEs that we’ve designed and built.
Claudia – first 3Tracy – last 2Don’t talk about humor yet.
Claudia
Claudia
Claudia
Claudia
Claudia
TracyThe project life cycle module is currently in development. It is comprised of five separate simulations that walk through each of the 20 events in the project lifecycle.Program Goals: immerse learners into the project life cycle to visualize the invisibleObjectives: explain the project life cycle, identify various project activity interdependencies, describe how different departments can contribute to a successful project outcome, and be aware of common obstacles to achieving our goalsAudience: all employees at Q involved in the clinical trial project life cycleContext: the story is that the learner is playing the role of a Quintiles customer. They are being guided through the five modules by the Quintiles Clinical Project Manager. The series is set within five business parks as shown on this map. Each building is representative of the event (rocket launchpad represents project kickoff)
TracyChallenge: In each business park, the learner is asked to solve challenges that demonstrate their understanding of the project life cycle in 5-6 mini games. An example of a gameActivity: The user enters a building, then interacts with avatars who represent various stakeholders. This is how they learn the pre-requisite knowledge.Game example: In site id and selection, we present case studies. They must correctly answer questions about where the site id or selection problems occurred and how to correct them. We present the case like a medical case graphics treatment on a manila folder. When they answer questions correctly, their patient pool is expanded at the site. Goal: have enough patients to conduct the trial. 100% score, 50 patients, 10 questions, every question = 5 patients. Goal 40 patients or more.Feedback: Each mini-game is scored and tailored feedback is provided. Also, the CPM guides the learner and gives them feedback along the way. An overall module score is also provided.Structure: There isn’t any branching and each module’s structure is similar to save on development time. Lots of reusable objects from one module to another.
TracyWe’ve used this treatment on a number of topics from coaching to interviewing skills to building customer rapport to sales.The learner interacts with an actor on screen and responds to their questions. This format may have a lot of branching. Feedback can be verbal and non-verbal, customer satisfaction meter, thought bubbles, score, coach, etc.So, this gives you a number of examples for what we’ve done. Next, we are going to talk about ways to enhance retention through the use of humor and how to develop ILEs in a budget conscious way.
Tracy Here are some examples of how we’ve incorporated humor into our programs.Situational humor – example – I’ll see you later. I need to go lock my computer.Sound effects – ow! Uh oh, clapping, water cooler, elevator ding, splash, squirtGraphics – can be more lighthearted
TracyDistracter choices – your zodiac signSurprises – personnel folderAnimated characters – actors who may say surprising things, characters with a sense of humor
TracyResearch shows that an average Flash-basedsim (45 min in duration) can take 6 months to develop from scratch and cost $100k. (Aldrich)However, there are a number of ways to slash this number drastically.I should mention that saving budget also typically saves bandwidth, which is important to Quintiles, being a global company.Minimize the use of narration – about half of the programs we’ve developed do not include narration.This makes translations very easy.Simple navigation – you can keep it simple on the back-end which still keeping the complexity of the content high.Overall – focus on keeping things simple and engagingReusable objects – particularly when you develop 3D assets, ideally create ones that can be reused by the client, including offices, backgrounds, etc.Single-user is definitely less expensive than multi-userUse an existing engine like SimWriter by NexLearn.Sims can be designed using PowerPoint and Articulate.
