Level 1 - Lesson 3: Intro Basics

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Level 1 - Lesson 4: Intro Needs Analysis

Lesson information:

As you watch the video, look out for these learning points:

Consult with stakeholders to identify the problem and work with subject-matter experts to identify target behaviors
Ensure characters, storyline, and dialogue are realistic
Learning objectives are directly aligned with the decisions learners make in the conversation
Evaluate whether the interactive learning conversation produced promising outcomes

ADDIE = for Analysis, Design, Development, Implementation, and Evaluation.

The general process for creating interactive learning conversations follows the ADDIE model. This iterative process involves validation and data collection within each phase to inform design decisions.

Analysis phase

→ the goal is to understand the need for training by consulting with stakeholders, identifying the target behaviors, and defining learning objectives.

Design phase

→ the learning experience requirements are translated into an interactive learning conversation, ensuring that the content is engaging, interesting, and realistic.

Development phase

→ brings the experience to life, incorporating learning objectives and learner personas into the interactive conversation. Characters are designed to challenge learners and help them practice their skills. The output of this phase is a fully written interactive learning conversation that facilitates the acquisition of learning objectives.

Implementation phase

→ involves releasing the interactive learning conversation for consumption, depending on the integration preferences of learning and development teams.

Evaluation phase

→ involves collecting feedback to inform future designs. Both qualitative and quantitative data are used to assess learner engagement, outcomes, and experiences, and these findings can be used to improve the next iteration of the learning conversation or applied to future projects.

‣

Video Transcript

Basics. We discuss the general process for creating interactive learning conversations. The general process for designing interactive learning conversations follows a typical ADDIE model, which stands for analysis, design, development, implementation, and evaluation.
This process is iterative where, you know, within each phase we're doing some sort of validation or data collection to inform and iterate on our design decisions.
The first phase of our process is the analysis phase. And during this phase, our goal is to really understand why training is needed.
We consult with stakeholders to identify the problem we need to solve, and then work with subject matter experts to identify the target behaviors, what success looks like, what some common mistakes or misconceptions might be, and emotional or motivational barriers that might interfere with learning.
As an output of this phase, we identify who the learners are, define learning objectives dig into key learning points, and identify the competencies and skills to target.
During the design phase is where we translate the learning experience requirements that we outline in the analysis phase into an interactive learning conversation.
Now to set the parameters, we design for fulfillment of the learning objectives within the context of the interactive conversation. And it's during this phase where we design content that will resonate with the target audience and fulfill the learning needs in a really effective and impactful way.
At this stage, we're also concerned with ensuring that the experience is balanced and fair and so that the learner feels appropriately challenged.
Of course we try to make it fun and engaging. The interactive learning conversation needs to be interesting and realistic to capture and sustain focus, attention and motivate learners to continue the learning experience.
This includes ensuring that design elements such as the characters in the interactive learning conversation, the storyline and the dialogue look and feel authentic.
During the development phase is where we bring this experience to life. It's where the narrative evolves and the interactive conversation starts to come alive.
In this phase, we begin to see learning objectives and learner personas be represented in the types of decisions learners are required to make.
Here we also see characters that we design used as mechanisms for challenging the learner, helping them to practice and hone their skills.
The output of this phase is a fully written interactive learning conversation that facilitates learner's acquisition of the learning objectives. Next implementation.
This is where the interactive learning conversation is released for consumption, making them avail available to learners. Implementation is really dependent on learning and development teams and how they wish to integrate the interactive learning conversation into their programming.
Lastly, the evaluation phase. And this is where we collect feedback that informs our designs moving forward. So we investigate what do learners think of the interactive learning conversation?
How engaged were they? Did the interactive learning conversation produce promising outcomes? Now both qualitative and quantitative data can help shed light about learner's experiences with the interactive learning conversation.
Now we can use these findings to determine changes for improvement for our next iteration, and then carry these learnings forward to future projects.

✅

Mark Actions as ‘Completed’ in the Actions Checklist

✅

Action: Watch video on Intro to Immersive Content + ADDIE Model

Tip: Use the ADDIE Model to inspire an initial brainstorm for your immersive content! You will revisit these fundamentals in Level 2 where you’ll complete the ERD - Experience Requirements Document.

Completed

📘

Mark this Lesson as ‘Completed’ in the Progress Tracker

Level 1 - Lesson 3: Intro Basics

Completed

…and then go to the next Lesson! 💪

Level 1 - Lesson 4: Intro Needs Analysis

Completed

Lesson information:

As you watch the video, look out for these learning points:

Consult with stakeholders to identify the problem and work with subject-matter experts to identify target behaviors
Ensure characters, storyline, and dialogue are realistic
Learning objectives are directly aligned with the decisions learners make in the conversation
Evaluate whether the interactive learning conversation produced promising outcomes

ADDIE = for Analysis, Design, Development, Implementation, and Evaluation.

Analysis phase

→ the goal is to understand the need for training by consulting with stakeholders, identifying the target behaviors, and defining learning objectives.

Design phase

→ the learning experience requirements are translated into an interactive learning conversation, ensuring that the content is engaging, interesting, and realistic.

Development phase

Implementation phase

→ involves releasing the interactive learning conversation for consumption, depending on the integration preferences of learning and development teams.

Evaluation phase

‣

Video Transcript

Basics. We discuss the general process for creating interactive learning conversations. The general process for designing interactive learning conversations follows a typical ADDIE model, which stands for analysis, design, development, implementation, and evaluation.
This process is iterative where, you know, within each phase we're doing some sort of validation or data collection to inform and iterate on our design decisions.
The first phase of our process is the analysis phase. And during this phase, our goal is to really understand why training is needed.
We consult with stakeholders to identify the problem we need to solve, and then work with subject matter experts to identify the target behaviors, what success looks like, what some common mistakes or misconceptions might be, and emotional or motivational barriers that might interfere with learning.
As an output of this phase, we identify who the learners are, define learning objectives dig into key learning points, and identify the competencies and skills to target.
During the design phase is where we translate the learning experience requirements that we outline in the analysis phase into an interactive learning conversation.
Now to set the parameters, we design for fulfillment of the learning objectives within the context of the interactive conversation. And it's during this phase where we design content that will resonate with the target audience and fulfill the learning needs in a really effective and impactful way.
At this stage, we're also concerned with ensuring that the experience is balanced and fair and so that the learner feels appropriately challenged.
Of course we try to make it fun and engaging. The interactive learning conversation needs to be interesting and realistic to capture and sustain focus, attention and motivate learners to continue the learning experience.
This includes ensuring that design elements such as the characters in the interactive learning conversation, the storyline and the dialogue look and feel authentic.
During the development phase is where we bring this experience to life. It's where the narrative evolves and the interactive conversation starts to come alive.
In this phase, we begin to see learning objectives and learner personas be represented in the types of decisions learners are required to make.
Here we also see characters that we design used as mechanisms for challenging the learner, helping them to practice and hone their skills.
The output of this phase is a fully written interactive learning conversation that facilitates learner's acquisition of the learning objectives. Next implementation.
This is where the interactive learning conversation is released for consumption, making them avail available to learners. Implementation is really dependent on learning and development teams and how they wish to integrate the interactive learning conversation into their programming.
Lastly, the evaluation phase. And this is where we collect feedback that informs our designs moving forward. So we investigate what do learners think of the interactive learning conversation?
How engaged were they? Did the interactive learning conversation produce promising outcomes? Now both qualitative and quantitative data can help shed light about learner's experiences with the interactive learning conversation.
Now we can use these findings to determine changes for improvement for our next iteration, and then carry these learnings forward to future projects.

✅

Mark Actions as ‘Completed’ in the Actions Checklist

✅

Action: Watch video on Intro to Immersive Content + ADDIE Model

Completed

📘

Mark this Lesson as ‘Completed’ in the Progress Tracker

Level 1 - Lesson 3: Intro Basics

Completed

…and then go to the next Lesson! 💪

Level 1 - Lesson 4: Intro Needs Analysis

Completed