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Immersive video on a global scale
The document discusses an immersive video training program for bartenders that was developed by Brightwave Group and supported by video partner Nice Media. The training uses immersive video to teach bartending skills like drink preparation techniques, customer service skills, and responsible alcohol serving. It aims to help bartenders further their careers through an engaging learning experience that provides frequent feedback as they work through interactive scenarios. The training incorporates storytelling, gaming elements, and decision-making to create an immersive style of learning shown to be more effective than traditional eLearning courses.
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Immersive video on a global scale
- 1. Spotlight session: Immersive video ona global scale 19th November 2015 #learnpersonal @colinwelch Supported by our video partner: Nice Media. Colin Welch, Brightwave
- 2. Who we are JennyBeltran Diageo Global Commercial Capability Specialist Colin Welch Brightwave Group Head of Production @colinwelch
- 5. Ian Huckabee CEO -Weejee Learning • It was completely immersive and contextual • Focussed on true behaviour change • The feedback was very authentic and fun, not just "good job, click next"
- 6. Objectives • Help bartendersfurther their careers • Tools and techniques • Customer service skills • Serving perfect drinks • Responsible serving
- 7. Bar Skills: • Speed& efficiency • Bar equipment • Techniques • Perfect serve • Cocktails • Signature serve • Customer service • Responsible serving The content Products: • Spirits • Vodka • Gin • Rum • Tequila • Cognac • Liqueurs • Whisky • Beer • Lager • Ale • Stout
- 8. ‘The future oftechnology driven learning is immersive… I am 'in' the learning experience and I am practicing doing the things that I need to do better. I am making decisions.’ - Koreen Pagano - Immersive Learning Immersive Learning
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- 10. • The oldestform of learning • You empathise with the characters • The structure of narrative reflects the way our brains work • It’s memorable Storytelling:
- 11. • You makedecisions • You see the impact of those decisions • You can fail safely and try again • It’s memorable Gaming:
- 12. ‘The average eLearningcourse gives you feedback every 5-10 minutes, the average game is 7-10 seconds.’ The importance of feedback - Julie Dirksen, 2010
- 13. Types of drama-based interactivefilm: Type Possible usage ‘Spot the mistakes’ Health and safety, information security Complex branching Leadership, soft-skills Simple response / reaction Customer service
- 14. Introduction Why you arethe hero of your bar Tutorial Techniques and tools Great service Challenges Cosmo collection Martini magic Vodka vibe Caipiroska celebration
- 15. The solution –instructional video
- 16. The solution –immersive video
- 17. Simple ‘string ofpearls’ structure
- 18. Online video is GREAT– but…
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- 22. Q&A 19th November 2015 #learnpersonal@colinwelch Supported by our video partner: Nice Media. Colin Welch, Brightwave
Editor's Notes
- #3 COLIN Intros We’re from Brightwave – a provider of custom online learning based in Brighton, England – operating worldwide Who’s ever been to Brighton?!
- #5 https://dba-staging.iuworkhorse.com/e-learning/1/ Username: colin.welch@brightwave.co.uk Password: Brightwave1
- #7 COLIN Colin – quick description of the project… The client we developed this for is a global alcoholic drinks company. They provide face to face training to bartenders all over the world, to: Improve their knowledge of bar tools and techniques Provide better customer service Make perfect drinks Make sure their brands are presented in the best light every time they serve a drink. Serve alcohol responsibly The face to face training only reaches a certain number of people – especially in developing countries where the infrastructure wasn’t good. In Africa, just getting to the training venue hard – busses don’t run etc… So they needed a way to train bar staff online – and the best way to do that was online film, and more specifically, Interactive online Film
- #8 COLIN Today we’re talking to you about Interactive Film We’re going to look at why Interactive Film is great – more specifically what it’s great FOR We’re going to show you how easy it can be to produce – even on a small budget We’re going to show you a case study of a solution using Interactive Film that we developed for a global drinks brand on a large budget, including some practical tips about design and implementation And we’re going to show you how we adapted that programme on an interactive DVD for use in Africa, where video online really doesn’t work. So – Caroline – why is interactive film good?
- #9 CAROLINE This quote is taken from a great book on Immersive learning by Koreen Pagano and captures the essence of what’s needed to create those opportunities for practice. Giving the learner opportunities to make decisions that
- #10 CAROLINE So lets go back to storytelling and gaming and look at each in a bit more detail. How can they be used within interactive film to create effective learning?
- #11 CAROLINE
- #12 CAROLINE
- #13 CAROLINE Feedback is critical to the engagement of a game, whenever you act, there is an outcome that tells you whether you are successful – sometimes this is a score, sometimes it’s a reward, visual or audio and sometimes you are competing against others. The feedback lets you know how are you doing, it gives you the satisfaction of progression, of improvement and achievement.
- #14 CAROLINE Within drama based interactive film there are three types. Spot the mistakes in which you watch a scene and have to click when you see a breach or a risk – could be health and safety, could be information security. You get scored on how many mistakes you spot, so this is really the same structure as a first person shooter Then there are the two types of brnaching narrtive – complex branching where your decisions change the route of a story and what I’m calling a simple repsonse/reaction structure. This is the one we’re going to demo today
- #15 COLIN We worked collaboratively with the client and came up with a solution that started from the beginning, and became increasingly more challenging. Intro – Setting the scene – why bartenders are so important – how you set the tone of the evening for your customers, and will keep them loyal to the best brands Tutorials – the basics of running a bar – glassware, tools & techniques Challenges – A GAME! Putting the knowledge to the test in well acted, real world customer scenarios. This could be used as a refresher for people who’ve attended one of the classroom sessions, but also works as a standalone solution for those that haven’t – it’s about x hours in length, and can be self paced. LETS HAVE A LOOK…
- #16 COLIN DRIVE / CAROLINE TALK Use the Techniques and Tools module. Intro Topic – FIRST 20 secs of intro - Explain the importance of the host / guide in the design – make the learner feel supported / helped at the start Click through Serving Techniques and Cocktail techniques – short instructional videos on the basics to give the learner a good grounding – note the responsive design – the whole course can be used on a mobile. Show straining clip – show comedy sequence at the end. Glasses – briefly show quiz and that tips are being earned. Say something about gamification. This could be a good time to highlight the quality of the video – mention that this was a three day shoot with a x person crew using x actors and x extras
- #17 COLIN DRIVE / CAROLINE TALK Now the learner knows the basics, we put them in to a real world scenario It’s a game It tells a story It allows the learner to practise and fail in a real environment SHOW SETUP SHOW INCORRECT GLASS OPTION SHOW CORRECT GLASS OPTION Click quicky through Spirits, Techniques – show correct technique for Cosmo – stop before boring fact – show tip being earned. Show incorrect option for the Garnish – pick Olive Go through to signature serve – show not full drink & reaction CAROLINE TO SUM UP: Each of the four challenges follows the same structure and asks the learner to put the skills they’ve learned in to practice in a
- #18 CAROLINE Most used structure in games, you complete challenges in one level in order to move onto another. In our example each level just has one challenge. If you get the wrong answer you are taken back to the decision point It works well with a punchline – heighten the drama
- #19 COLIN Explain the challenges deploying online video in Africa: Use some of the anecdotal info from Mark Barrett here – people only top up their credit when they need to etc…
- #20 COLIN Whilst most of our audience wouldn’t have access to a PC with a reliable internet connection, they would all have access to one of THESE!
- #21 COLIN So we played a load of these – took the same video we shot for the online version, and came up with this: Show DVD
- #23 CAROLINE If you’re going to do this in your organisation – here are some of the things you’ll need to think about. We used Cathy Moore’s action mapping approach as the very start of the design process. This means you focus on the behavioural outcomes. What do the learners need to be able to do? In this case, it was easy to list a series of skills, from choosing the right glasses, to knowing what techniques are required in a particular cocktail. Once you’ve idenitified the skills, you devise the challenges that will match the decisions they need to make.
- #24 COLIN
- #25 Caroline the fact of interaction means you can break the rules and not throw the player out of the universe , you can combine these with text screens and it works - Branching - short scenes work best use whatever medium you need to keep the pace up
- #26 COLIN the fact of interaction means you can break the rules and not throw the player out of the universe , you can combine these with text screens and it works - Branching - short scenes work best use whatever medium you need to keep the pace up