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Resources for Global Virtual Training ASTD Infoline: Facilitating in the Global Virtual Classroom by DarleneChristopher on November 14, As the number of organizations with a global footprint continues to grow, the training function in an organization must keep pace with this trend by offering training solutions designed for global audiences. To reach global audiences efficiently, many organizations offer training delivered in a virtual classroom using web conferencing technology. Successfully delivering training in the global virtual classroom requires more than simply placing your slides from an in-person training into your virtual classroom tool, as many have learned the hard way. Both the course materials and facilitation techniques must be adjusted for delivery in the global virtual classroom. The importance of making adjustments applies to those who regularly facilitate in-person training with for global audiences and are asked to facilitate that same training in a virtual classroom, as well as those who regularly facilitate in a virtual classroom for national audiences and want to add international participants to that mix.

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With new scars and wisdom, her sacrifices have led to a resurrection. She is now transformed through self-reflection, battling, and teaming with others—she has attained the reward and is ready to conquer any circumstance. Return with the Elixir The hero returns to the ordinary world with new skills, tools, and lessons in wisdom. The movie actually encompasses three separate movies, a series of animated shorts, two collections of comic book stories, and multitude of video games.

Different media channels feed each other, and unlock secrets that add more depth and meaning to the parts of the overall story in the other platforms. The strength of each medium is used to tell an interconnected story that can be enjoyed both on its own and in context with the overarching story. And this is the basis of mapping story structure with the character, or learner in instructional structure.

Participants were divided into teams and charged with locating the posters and scanning the QR codes with smartphones or tablets. Employees also watched introductory videos of each character on their mobile devices to learn more about each of them. The scavenger hunt activity leveraged all five characteristics of the transmedia play that aids learning: The team needed to be resourceful to find the posters; social to discuss the issues each character is introduced; mobile through the use of smartphones and tablets; accessible to scan the QR codes in any order and join in from a variety of starting points of their stories; and finally re-playable on the mobile device throughout the day—so they could go back to earlier videos that make more sense later in the story.

After the introductory scavenger hunt, attendees watched a video that set up the storyline: An IT team is planning a large project where tremendous demands will be placed on them. Later in the day, the class watched scribe videos—animated shorts of artist sketches drawn on a whiteboard with audio narration. In one of these instructional videos about conducting a coaching conversation, the characters from the live-action video appear as cartoons.

The animated characters in the scribes are in narrative synchronization with the live-action video. An instructor voiceover talks about how to hold an effective coaching conversation and illustrates his points with the animated Annika and Dariush characters.

Each medium is used for its strengths: Live-action video drives the storyline forward. In one of the videos, Sara, an HR business partner, calls Annika to schedule a meeting.

Sara plays the role of the mentor, providing information that Annika uses to face up to her faulty assumptions about her team members, and to start coaching them. The scribe video explains particular skill sets, such as coaching skills, which the hero of the live-action video puts to use. The teams received a laminated card with their printed assignments and a QR code. By scanning the QR codes, each team could watch a video about one of the characters, which provided more detailed backstories to their barriers.

She knows she needs to speak to Annika, but is reluctant and unsure of how to approach her. Where she ends up from there—assuming she is heroically recognizing her journey—should be better than where she started. Most important, along the way the learners become acutely aware of their weaknesses or gaps, and determine how to address them and how to make changes stick. Ideally, this new knowledge becomes so ingrained that it is then a natural part of everyday life. In addition to reaching the audience through this engagement and through the best learning format for each individual learning, transmedia storytelling assists in learning because of five characteristics it contains.

Transmedia storytelling encourages resourcefulness, and is social, mobile, accessible, and re-playable. Must every course be a story? Must it follow a specific flow so the indexing has relevance and utility? As noted earlier in this Infoline, there are characteristics we suggest you follow as a foundation, and then decide on the best structure or storytelling.

Transmedia storytelling works best for strategic change management challenges where the investment can be justified. Because stories are both memorable and persuasive, a transmedia campaign can achieve the dual purpose of training people on the new skills and making a convincing case for the change.

The skills are frequently more conceptual, although hard skills training could be incorporated as part of the program.

The timeline for a transmedia learning campaign is frequently longer, counted in months and years rather than weeks and days. Which platforms are best used for which elements of the story parts and hence the training? Video dramatizations can drive a plot forward, providing a basis for the story so that participants have a common starting point.

Shorter videos accessible through QR codes or hidden on the intranet allow learners to immerse themselves in the story through bonus content, sneak peeks, and the backstory of the characters. As you see in the Microsoft case study, one use of the QR codes is to develop the individual characters more fully. Games and 3D immersive virtual worlds can be used to explore the world in the story and role play the characters.

Video Explosion McCain Foods used transmedia storytelling to launch a new leadership distinction message. A television drama series was developed that featured Bob, a plant manager who was visited by a consultant. The videos and podcasts were supported by optional 8 toolkits designed for small groups where a peernominated team member facilitated discussion around the topic to help ensure understanding of key messages.

All the materials are available on a dedicated web portal designed to match the look and feel of the videos. Transmedia storytelling such as this leverages an explosion of screens and devices to connect deeper with a new generation of networked learners. Cisco expects that by , two-thirds of worldwide mobile data traffic will be video content.

Xbox users spend more time watching video than playing games on the device. The epicenter of the video explosion is YouTube, with a whopping one billion visitors per month, according to YouTube statistics. A new generation has grown up with online games. They thrive on the sense of engagement, storytelling, character identification, immersion, problem solving, and feeling of accomplishment offered by games.

But gaming cuts across ages. In fact, 26 percent of gamers are over 50 years old, according to the Entertainment Software Association—an increase from just 9 percent in Games employ a number of storytelling formats. Live-action videos break up the game play to advance the plot and provide additional information. Games taking place in a 3D-immersive virtual world take storytelling another step.

Participants move their avatars, or digital alter egos, around a 3D world, interacting with other people or with non-player avatars controlled by a game engine. The immersive environment keeps participants completely focused on the task at hand.

Virtual worlds can provide virtual rehearsals for role play communication skills. Loyalist College in Ontario, Canada, found that virtual world role playing increased the number of border agent students who passed a final evaluation from 56 to 93 percent in comparison to taking an exam in the classroom.

These 3D immersive environments allow learners to step into the characters and create their own stories. Users can interact with the Internet through voice commands and watch information hands-free. These augmented and virtual reality displays continue to revolutionize storytelling. Imagine emergency response workers being able to practice scenarios and see stories unfold while being completely immersed in the simulation. Learners can experience lasting and memorable stories through multiple senses.

While the concepts are not new, they are now becoming affordable, mass-market products. Are virtual reality and augmented reality becoming an inevitable part of storytelling, or will they go the way of the Segway—over-hyped products that are now used my mall cops and tourists? Time will tell. Viral Power of Transmedia Storytelling Successful transmedia stories can go viral in an organization, with the characters becoming part of the culture.

The skills ranged from strategic account planning to sales call preparation, and from presentation skills to product knowledge. The responsibility to assess primary sales skills fell to Rhonda Duesterberg, global sales enablement senior manager.

The story is told through live-action video with actors, produced by a professional video crew. Each decision point offers a teachable moment where the player has to make the call. The sales rep playing the game becomes part of the unfolding storyline rather than simply a passive audience member.

Meanwhile, the narrative from the 2D video-based game was also told in a 3D virtual world campus where sales reps meet for office hours and coaching sessions. Sales reps will soon be able to teleport their avatars from a meeting or coaching session in the immersive world to the helicopter and then to the games. The virtual campus also features the affable non-player character guide Professor Q, a not so subtle James Bond reference that ties back to the spy theme of the games.

The storyline was launched with a trailer on the screen at a sales meeting, and relayed using television-style videos and audio podcasts every week during a three-month period. Each medium made its own contribution to the development of a coherent transmedia story about a new approach to selling, creating wider reach and deeper engagement.

Over sales staff members completed all 12 parts of the transmedia story campaign, nearly reaching percent of the target audience. It weaved its story across many devices rather than one main screen. As you investigate new story structures for your learning events, a tool that may influence your role and skills is SAMR. SAMR was developed by Dr. Ruben Puentedura. It is essentially a guide for when and how to use a specific technology or transmedia for learning.

For example, if you want to simply have students perform the same task, but using technology, substitution is your first logical consideration. An example here includes learners submitting responses using a Word or Google Apps document rather than paper or a spoken summary.

How this affects your role as a trainer is that you must understand the various submission or collaboration features of a device or technology. In addition, selecting the right technique requires more technical depth and deeper multimedia proficiency. The SAMR model next progresses to augmentation. Here the technology serves as a more effective tool for the same task.

Google Forms may be used for exams, or a shared Google Doc can be populated in real time, and viewed by the class physical or virtual as part of an open book exam. Finally with redefinition, technology is used as an exclusive new means fully replacing a standard learning practice.

Gamification is a current trend that completely redefines traditional events such as competitive team-based learning. What does change is the requirement to learn new skills that look outside of the standard learning event or box—both in the breadth of a course—where does the learning actually start or end—and also the depth of the learning—allowing learners to discover, branch out, and go deeper on their own.

This frequently requires the coordination of a number of different creative talents and vendors. Trainers frequently have to turn to outside resources for these services. Transmedia storytelling offers 11 Learning Through Transmedia Storytelling new approaches to test breadth and depth, as well as a new challenge to identify, adapt, and remove standard boundaries of learning.

Most companies have a story. These stories define Disney, Apple, Starbucks, and Tesla. They are used to sell the brand and inspire its employees.

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