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

3.5. Annex: World Building - Learning & Experience Design

The world building process is applicable when we build a Capability Academy, which is made up of a collection of modules organized in a specific way.

For example, the Where’d Everybody Go Capability Academy is made up of tracks, and each track is made up of several series, and within each series are several learning modules.

An example of a Capability Academy is Talespin and Pearson’s “Where'd Everybody Go?”. It is a first-of-its-kind immersive learning product, using a 3D story world to teach business leaders the key skills necessary for succeeding in an evolving, decentralized workplace — skills like building teams, managing people, and changing our mindset to be successful in our new reality.

The hierarchy of learning modules from the highest to lowest level:

1. Capability Academy
2. Track
3. Series
4. Module

This process is undertaken by both learning and narrative designs through a series of working sessions.

3.5.1. Defining Overarching Problem Statement & Learning Objectives

We begin with an overarching problem statement that represents why the Capability Academy as a solution is needed, and the learning objectives that aim to address the problem.

3.5.2. Defining Tracks’ Problem Statement & Learning Objectives

Once we have established the problem statement and learning objectives of the Capability Academy, we begin to deconstruct and operationalize them into tracks and define their respective problem statements and learning objectives.

3.5.3. Defining Series

The series serves as thematic categories that serve to organize collections of related modules.

3.5.4. Defining Modules

At the module level, while we do need to consider the problem statements and learning objectives of the modules, it’s not necessary to deep dive at this moment. We simply define the topics that would be included in the respective series.

The detailed development of modules will later follow the process of ‘1. Module Learning & Experience Design.

3.5.5. Developmental Editing & SME Review

The Producer will arrange for the 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 and Narrative Designers to implement the required modifications.

3.5.6. Stakeholder Approval

Once the Designers have 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.

Next, we proceed to design the world.

On this page:

• 3.5. Annex: World Building - Learning & Experience Design
• 3.5.1. Defining Overarching Problem Statement & Learning Objectives
• 3.5.2. Defining Tracks’ Problem Statement & Learning Objectives
• 3.5.3. Defining Series
• 3.5.4. Defining Modules
• 3.5.5. Developmental Editing & SME Review
• 3.5.6. Stakeholder Approval