Slowly, E-Learning Comes of Age
Education is not the filling of a pail, but the lighting of a fire.—William Butler Yeats
The function of education is to teach one to think intensively and to think critically. Intelligence plus character—that is the goal of true education.—Martin Luther King, Jr.
Making E-Learning Come Alive
I would rather entertain and hope that people learned something than educate people and hope they were entertained.—Walt Disney
In all aspects of life, we take on a part and an appearance to seem to be what we wish to be—and thus the world is merely composed of actors.—François de La Rochefoucauld
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Characters make explicit the social responses that are inevitable (in human-computer interaction).
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Interactive characters are perceived as real social actors.
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Interactivity increases the perceived realism and effectiveness of characters.
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Interactive characters increase trust in information sources.
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Characters have personalities that can represent brands.
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Characters can communicate social roles.
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Characters can effectively express and regulate emotions.
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Characters can effectively display important social manners.
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Characters can make interfaces easier to use.
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Characters are well liked.
Don’t lies eventually lead to the truth? And don’t all my stories, true or false, tend toward the same conclusion? Don’t they all have the same meaning? So what does it matter whether they are true or false if, in both cases, they are significant of what I have been and what I am? Sometimes it is easier to see clearly into the liar than into the man who tells the truth. Truth, like light, blinds. Falsehood, on the contrary, is a beautiful twilight that enhances every object.—Albert Camus
Designing Character-Based Simulations
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Create Life-Like Characters Be purposeful about seemingly trivial and noninstructional characteristics such as body language, clothing, hairstyle, speech and idiom, and, especially, voice.
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Plan the Scenes Before Development Plan scenes with storyboarding techniques and pace them for learners.
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Check for Understanding Ensure that characters interact with learners in common situations and verify with questions that learning objectives are being met.
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Focus on Learning Objectives Get to the point: character development can be distracting.
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Use Text to Speech before Recording the Final Script Draft the script first and use plain text on screen until it is finalized and recorded in audio with real voices.
Never in the history of cinema has a medium entertained an audience. It’s what you do with the medium.—John Lasseter
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Consider a Multi‐Skilled Team Engage a script writer to craft the storyboard and draft text; a graphic artist to draw the characters, backgrounds, and other artwork; and a web developer to integrate Flash, wave, graphic, and other files.
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Run a Pilot Pilot test to gather what normal questions learners may have, that should reasonably be addressed by the characters.
There have been great societies that did not use the wheel, but there have been no societies that did not tell stories.—Ursula K. Le Guin
Screenshot 1: Building trust in the workplace
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Screenshot 2: Conducting peer assists
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Learning Objective: High-performance organizations earn, develop, and retain trust for superior results |
Learning Objective: Peer assists let individuals share experiences, insights, and knowledge to promote collective learning |
Description: Workplace dynamics make a significant difference to people and the organizations they sustain. High-performance organizations earn, develop, and retain trust for superior results | Description: Peer assists are events that bring individuals together to share their experiences, insights, and knowledge on an identified challenge or problem. They also promote collective learning and develop networks among those invited |
Area of Competence: Collaboration Mechanisms | Area of Competence: Knowledge Sharing and Learning
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Uploaded on 14 November 2012. Duration: 4:57 mns | Uploaded on 14 November 2012. Duration: 4:15 mns |
Source: ADB. 2017. ADB Knowledge. In Facebook
| Source: ADB. 2017. ADB Knowledge. In Facebook
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Further Information: ADB. 2009. Building Trust in the Workplace Manila | Further Information: ADB. 2008. Conducting Peer Assists. Manila |
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Source Author |
Screenshot 3: Creating and running partnerships
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Screenshot 4: The critical incident technique
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Learning Objective: To create and run partnerships, one must understand the drivers of success and failure |
Learning Objective: The Critical Incident technique offers a starting point and a process to identify and resolve workplace problems |
Description: Partnerships have a crucial role to play in the development agenda. To reach the critical mass required to reduce poverty, there must be more concerted effort, greater collaboration, alignment of inputs, and a leveraging of resources and effort. Understanding the drivers of success and the drivers of failure helps efforts to create and run them | Description: Organizations are often challenged to identify and resolve workplace problems. The Critical Incident technique gives them a starting point and a process for advancing organizational development through learning experiences. It helps them study “what people do” in various situations |
Area of Competence: Strategy Development | Area of Competence: Knowledge Capture and Storage |
Uploaded on 15 November 2012. Duration: 6:58 mns | Uploaded on 14 November 2012. Duration: 5:27 mns |
Source: ADB. 2017. ADB Knowledge. In Facebook
| Source: ADB. 2017. ADB Knowledge. In Facebook
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Further Information: ADB. 2008. Creating and Running Partnerships. Manila | Further Information: ADB. 2010. The Critical Incident Technique. Manila |
Source Author |
Source Author |
Screenshot 5: Distributing leadership
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Screenshot 6: The five whys technique
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Learning Objective: Leadership is best considered as an outcome. It is defined by what one does, not who one is |
Learning Objective: The Five Whys is a question-asking technique that explores the cause-and-effect relationships underlying problems |
Description: The prevailing view of leadership is that it is concentrated or focused. In organizations, this makes it an input to business processes and performance—dependent on the attributes, behaviors, experience, knowledge, skills, and potential of the individuals chosen to impact these. The theory of distributed leadership thinks it best considered as an outcome. Leadership is defined by what one does, not who one is. Leadership at all levels matters and must be drawn from, not just be added to, individuals and groups in organizations | Description: When confronted with a problem, have you ever stopped and asked “why” five times? If you do not ask the right question, you will not get the right answer. The Five Whys is a simple question-asking technique that explores the cause-and-effect relationships underlying problems |
Area of Competence: Collaboration Mechanisms | Area of Competence: Management Techniques |
Uploaded on 14 November 2012. Duration: 4:26 mns | Uploaded on 14 November 2012. Duration: 4:58 mns |
Source: ADB. 2017. ADB Knowledge. In Facebook
| Source: ADB. 2017. ADB Knowledge. In Facebook
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Further Information: ADB. 2009. Distributing Leadership. Manila | Further Information: ADB. 2009. The Five Whys Technique. Manila |
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Source Author |
Screenshot 7: Harvesting knowledge
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Screenshot 8: The reframing matrix
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Learning Objective: Knowledge harvesting can enrich group know-how, build organizational capacity, and preserve institutional memory |
Learning Objective: The reframing matrix enables different views to be generated and used to solve problems |
Description: If 80% of knowledge is unwritten and largely unspoken, we first need to elicit that before we can articulate, share, and make wider use of it. Knowledge harvesting is one way to draw out and package tacit knowledge to help others adapt, personalize, and apply it; build organizational capacity; and preserve institutional memory | Description: Everyone sees things differently—knowledge often lies in the eye of the beholder. The reframing matrix enables different perspectives to be generated and used in management processes. It expands the number of options for solving a problem |
Area of Competence: Knowledge Capture and Storage | Area of Competence: Management Techniques |
Uploaded on 14 November 2012. Duration: 4:25 mns | Uploaded on 15 November 2012. Duration: 3:17 mns |
Source: ADB. 2017. ADB Knowledge. In Facebook
| Source: ADB. 2017. ADB Knowledge. In Facebook
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Further Information: ADB. 2010. Harvesting Knowledge. Manila | Further Information: ADB. 2008. The Reframing Matrix. Manila |
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Source Author |
Screenshot 9: Showcasing knowledge
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Screenshot 10: Working in teams
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Learning Objective: Information overload has less to do with quantity than with the qualities by which knowledge is presented |
Learning Objective: Cooperative work by a team can produce remarkable results |
Description: Information has become ubiquitous because producing, manipulating, and disseminating it is now cheap and easy. But perceptions of information overload have less to do with quantity than with the qualities by which knowledge is presented | Description: Cooperative work by a team can produce remarkable results. The challenge is to move from the realm of the possible to the realm of practice |
Area of Competence: Knowledge Capture and Storage | Area of Competence: Collaboration Mechanisms |
Uploaded on 14 November 2012. Duration: 5:18 mns | Uploaded on 15 November 2012. Duration: 4:04 mns |
Source: ADB. 2017. ADB Knowledge. In Facebook
| Source: ADB. 2017. ADB Knowledge. In Facebook
|
Further Reading: ADB. 2010. Showcasing Knowledge. Manila | Further Reading: ADB. 2009. Working in Teams. Manila |
Source Author |
Source Author |