Kapp Notes
MAY 27, 2010
A 3D Virtual World role play provides a realistic environment in which two or more people act out a scenario. Role playing is valuable for immersing a trainee in a job she would actually be doing. In a virtual immersive environment, some of the traditional obstacles and barriers of conducting face-to-face role plays are eliminated.
Kapp Notes
AUGUST 1, 2011
A trainer careful explains each item and what it means and then the learners are given a case study or role-play. For example, we traditionally teach problem-solving, leadership, decision making and other critical higher order thinking skills by providing learners a list all the elements that need to be learned.
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Kapp Notes
JULY 15, 2010
Staff from the ATE Evaluation Resource Center will provide guidance about how to focus an ATE evaluation, develop a plan for data collection and analysis, describe the evaluation in a proposal, and work with an evaluator. The webinar will feature NSF-ATE program officer Linnea Fletcher, who will provide NSF’s perspective on these topics.
Kapp Notes
NOVEMBER 28, 2007
while talking about the development process and how it was designed to give specific feedback based on learner interactions with the simulation and how the simulation dealt with "failure." Phil showed a simulation, which you can view here.
Kapp Notes
AUGUST 27, 2012
Interview training developed with the Thinking Worlds Tool. Gamification can play a key role in how organizations train employees because it does two key things. Gamification can be done at a reduced cost and within the same relative time frame as the development of traditional instruction.
Kapp Notes
APRIL 20, 2009
This is a critical role in the development of a virtual learning space. This team member is responsible for developing the instructional framework and the pedagogy to make the learning effective within the 3D space. Context Developer/Builder. Project Manager. Instructional Designer. Subject Matter Expert.
Kapp Notes
OCTOBER 16, 2012
A definition that includes using elements like challenge, story, role-play, feedback–what I call “deeper” game elements. The traditional design of instruction is based around the content, game development is based around the activity…big difference.
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