Welcome to SOP Guides

1. Introduction

2. Team Structure

3. Process Flow

3.1. Module Learning & Experience Design

3.2. Individual Flow Design

3.3. Narrative Design & Skills Mapping

3.4. New Assets Creation

3.5. Annex: World Building - Learning & Experience Design

3.6. Annex: World Building - Story Design

3.7. Process Flow Conclusion

4. Caveats

4. Caveats

5. LLM Prompt Engineering Techniques

5.1. Use The Latest Model

5.2. Zero-shot Prompting

5.3. Few-shot Prompting

5.4. Chain-Of-Thought Prompting

5.5. Structuring Prompts

5.6. Describing Prompts

5.7. Editing Prompts

5.8. Extending Responses

5.9. Multiple Users Collaborating

6. Text-to-Image Prompting Engineering Techniques

6.1. General Techniques

6.2. Photography

6.3. Architecture

6.4. Various Aesthetic Styles

6.5. Product & Material

3.2. Individual Flow Design

The learning designer will work on the process of individual flow design.

3.2.1. Character & Environment Identification

Once we have designed the overall module structure, we begin to design individual flows. In each flow, we begin by identifying the characters and environments involved.

If we are using existing virtual character and environment assets:

In this case, the character has to match the physical appearance of the existing virtual character assets.

Prompt: Describe the character [Insert character name and role], including

1/ Name

2/ Age

3/ Race

4/ Occupation

5/ Personality

6/ Background Stories - upbringing, childhood, educational history, career progress, hobbies and interests, and current state of life.

7/ Empathy Map - Includes what they say, think, do, and feel

8/ Relationship between the learner and the character - how does the learner know the character? What’s the interpersonal dynamic between the learner and the character?

For the environment, we select a suitable environment from CPD.

If we are creating new virtual characters and environment assets, refer to process 3.4. New Assets Creation.

For example, we would like to have a character who is a young 18-year-old American dressed in casual clothes and in a museum, and we do not have a matching virtual character and environment available in CPD.

3.2.2. Narrative Description / Flow Overview

We would have obtained the necessary information thus far to provide detail of the context of the individual flow conversation. Use the following prompt to summarize the specifics.

Prompt: Describe in one paragraph a conversation with [insert context].

If the scope of the module has not yet been separated into individual flows use this prompt:

Analyze this module description: ### [Insert Module Description] ###

Suggest how this module should be segmented into individual conversations.

Follow-up Prompt:

Elaborate on [insert segment] and detail the conversation in 3-5 sentences.

3.2.3. Conversational Goal

The conversational goal is a short sentence (Metadata: 75 chars max).

Prompt:

Summarize the conversational goal in one sentence.

The narrative description is summarized as: ###

[Insert Narrative Description]

###

3.2.4. Flow Learning Objectives

We shortlist relevant learning objectives from the module-level learning objectives.

3.2.5. Flow Learning Points

We shortlist relevant learning points from the module-level learning points.

3.2.6. Skills

We shortlist relevant skills from the module-level skills.

3.2.7. Learner’s Character / Role

Prompt:

Describe the learner’s character’s role in this scenario.

Scenario: ###

[Insert relevant flow information]

###.

3.2.8. Learner’s Arc

Prompt:

Describe in 3-5 sentences each of the learner’s emotional arc throughout the conversation.

Follow-On Prompt:

How does the learner feel at the beginning, middle, and end of the conversation?

3.2.9. Character’s Role / Relationship to Learner

Prompt:

Describe the relationship between the learner and the character - how does the learner know the character? What’s the interpersonal dynamic between the learner and the character?

3.2.10. Character’s Arc

We would repeat the following prompt for each individual character participating in the conversation.

Prompt:

Describe in 3-5 sentences [insert character name]’s emotional arc throughout the conversation.

Follow-On Prompt:

How does [insert character name] feel at the beginning, middle, and end of the session?

3.2.11. Narrative Designer, Development & SME Review

The Producer will arrange for the Learning Designer, Developmental Editing Lead, and relevant Subject Matter Experts (SMEs) to review the material simultaneously.

These reviewers will have a 48-hour window to offer their feedback. Should they fail to do so, the Producer reserves the right to move forward without their input.

After receiving the reviewers' feedback, the Producer will instruct the Learning Designer to implement the required modifications.

3.2.12. Stakeholder Approval

Once the Learning Designer has made the necessary changes, the Producer will arrange for the final review by the final stakeholder who is usually one of the Learning Experience Leads.

The Narrative Designer will be responsible for the process of designing dialogue and skills mapping while the Learning Designer will finalize the score.

Refer to the section ‘Multiple Users Collaborating’ on how the Narrative Designer can get ChatGPT up to speed by sharing sufficient and relevant information that the Learning Designer has developed thus far. The Narrative Designer would then be able to start developing the dialogue.

The Narrative Designer uses the CPD to design the dialogues.

On this page:

• 3.2. Individual Flow Design
• 3.2.1. Character & Environment Identification
• 3.2.2. Narrative Description / Flow Overview
• 3.2.3. Conversational Goal
• 3.2.4. Flow Learning Objectives
• 3.2.5. Flow Learning Points
• 3.2.6. Skills
• 3.2.7. Learner’s Character / Role
• 3.2.8. Learner’s Arc
• 3.2.9. Character’s Role / Relationship to Learner
• 3.2.10. Character’s Arc
• 3.2.11. Narrative Designer, Development & SME Review
• 3.2.12. Stakeholder Approval