The Art of Effective Training Unity

carl@unity3d.com

@CarlUnity Lead Evangelist Unity

Teacher + Game Developers

BUTTONOLOGY

Image of games : goal

Image of games : goal

Schools, books, curriculum, learn, in house trainers

Image of games : goal

Objective - Benefit

After this presentation you will be able:

- Write effective curriculum, books, movie files

- Define what is a good class with the use of LC

- Able to transfer your Unity knowledge from a goal driven aspects

- Engage students to participate in the classroom with the use of some technique such as good introduction

Topics

1 Buttonology versus Workflow

2 Writing curriculum

3 Teaching, movie files, book

4 Your Audience

5 Instructor Characteristics

Buttonology versus Workflow

Buttonology versus workflow

What is buttonology? • Occurs when the instructor starts on 1 side of the interface or

at the top of a rollout, and begins to explain every slider, radio button, icon, setting, etc. whether it is relevant or not.

What is workflow? • Occurs when the instructor is able to extract the necessary

components of the dialog, rollout, tool, etc. and deliver those components in a cohesive lesson at the right level.

Image click buttons

Image click buttons

Particles!!!!!

Particles!!!!!

FAQ

• How can I stay away from teaching Buttonology?

• Is Buttonology ever beneficial?

• Can I learn to teach Workflow?

Prepare your class! => Lesson plan (curriculum)

Lesson plan

• Creating a lesson plan is beneficial to all instructors.

• Lesson plans require instructors to think about the outcome to be achieved, the method in which this result will be achieved, as well as the evaluation processes that can be implemented during a lesson before it is taught

Lesson planning… Who needs it?

Lesson plans are:

- Written to structure the learning for both the instructor and for the students. - to organize content, materials, and a method.

- Written to structure the lesson and to help with the flow of the class and, most importantly, assist in the transfer of knowledge.

- NOT developed for instructors to read to the class.

The Planning Process

Example lesson plan – show breakdown

What is the goal?

What is the goal?

What is the objective?

The objectives for the daily lesson plan are drawn from the broader aims of the course plan.

• What will students be able to do during this lesson?

• How will students demonstrate that they have learned and understood the objectives of the lesson?

What are the Prerequisites?

• What must students already be able to do before this lesson to meet the lesson objectives?

• What concepts have to be mastered in advance to accomplish the lesson objectives?

• Don’t let them create a cube if they know this already –> give prepared scenes

What kind of Materials?

• How much preparation time, resources, and management will be involved in carrying out this plan?

• What materials, books, equipment, and resources they will need to have ready?

- A complete list of materials, including textbooks, worksheets, and any other special considerations are most useful.

What needs to be prepared in advance?

What is the Lesson Description?

• What is unique about this lesson?

• What level of learning is covered by this lesson plan?

• Knowledge, comprehension, application, analysis, synthesis, or evaluation.

Activity Cycles

• Breakdown of the activity cycles in the classroom, movie file, chapters in your book

• KISS

When the class start, book, movie file…(objective: do it)

Lesson Content – Activity Cycles

• Introduction

• Main Section

• Conclusion

Introduction

• How will you introduce the ideas and objectives of this lesson? (image, movie, hands-on)

• How will you get students' attention and motivate them in order to hold their attention?

• How can you tie lesson objectives with student interests and past classroom activities?

• Review any prerequisite knowledge. What the students entering the lesson already (should) know (prerequisites).

• What will be expected of students? • Broaden in concept • Not every students is happy to be there

Introduction

• Goal : Image – movie – files – games (Broaden in)

• Objectives

• Description

Improving the X- Gab

• visuals, humor, stories, sounds, actions, etc

• most important trait of good introductions is preparation

Written Objectives

• Well stated Objectives will:

– provide your audience a proper guide to understand and relate to your presentation

– demonstrate several instructional performance indicators. For example, it will identify one’s ability to organize a lesson logically and manage their time effectively, etc.

OBJECTIVES CRITERIA

Objectives should tell the class what you will cover, providing multiple points of detail. Each Objective statement you prepare should meet the following criteria:

- Brief, Clear, and Concise

- Goal / Task Oriented

- Measureable

ACTION VERBS

The Action Verb is the key component. Action Verbs, also referred to as ‘Action Words’, provide learners a clue to the goal and purpose in (i.e. what they will be able to do as a result of) the lesson to come. Each Objective statement should contain one Action Verb.

Action verbs

• Instructors should avoid using verbs such as the following:

Learn Understand Ensure Appreciate Know Accept Believe Be aware of… Be familiar with…

EFFECTIVE OBJECTIVES Examples

- “Build a prototype game play of 2D side scroller game like Zombie Ville”

- “Control a character’s animation from idle to walk with the use of mecanim”

OBJECTIVES versus TOPICS

• Topics are not Objectives

• Topics are usually listed following an Objective statement and are often just words that give specific details about the content covered.

Topic versus Objective

For example, if an Objective is to:

“Build a prototype game play for a 2D side scroller like Zombie Ville”

The Topics for this Objective may be:

- Touch input

- Units Setup

- GUI

INEFFECTIVE OBJECTIVES

Below are examples of ineffective Objectives: - “Today we're going to talk about Lighting” - “Becoming a game developers” - “Occlusion Culling” - “Mecanim” - “You will understand optimization”

• Some of the ways to strengthen Objectives statements

are to write them on the board and show a visual representation of the end result the class will achieve during the lesson.

Main Section

• Lecture – Get the students engaged and involved • Demonstration – List in detail and sequence of

the steps to be performed. • Activity – Provide an activity based on the

demonstration. • Discussion – List of key questions to guide the

discussion

• Conclusion – Review and stress again all of the most important points of the lesson

Learning Cycles

Example

Example

6 – 7 steps Write on the board

What in a movie file, book?

Voice Do no interrupt Classroom space

What in a movie file, book?

Broaden out , Sell next class What in a movie file, book?

Next class: create character animation

Directional Phrasing

The different session of the LC needs to be very clear

Directional Phrasing

• LECTURE: “Now WE are going to discuss…”

• DEMONSTRATION: “Put down your mice and look at ME. I will begin a demonstration”

• ACTIVITY: “Now is time for YOU ALL to practice what I have just demonstrated”

Activity is the most important item

Conclusion – Y Gab

Conclusion

The Conclusion is the perfect time t:

- briefly review the content covered

- ask if there are any final questions, assign homework,

- mention objectives for the next class

Similar to the introduction, the Conclusion also offers the opportunity to re-capture the attention of the audience, this time enticing them to pay attention to a future class. A good conclusion started with a good goal and SMART objectives.

Check your presentations skills

Overview of subtopics:

- adult learning – 7 principles

- education discussion

- the art of questions 1

- the art of questions 2

- effective presentation skills

- dealing with conflict

- Preparation and evaluation

Adult Learning

• People learn in different ways, by different methods and at different rates. You are encouraged to reflect on these principles and practice applying them in your instruction.

Adult Learning

• 1. Experience

• 2. Self-Esteem

• 3. Relevance

• 4. Benefit

• 5. Participation

• 6. Self-Direction

Adult Learning

1. Experience

• Adults bring considerable experience with them. Therefore, they wish to speak, participate, and contribute to the proceedings. They dislike long lectures and one-way communication.

Adult Learning

2. Self-Esteem

• Adults have something to lose. They have a strong need to maintain their self-esteem. Therefore, they should be listened to and instructors should set up and facilitate the course so they will be successful.

Ex: don’t point out students by name

Adult Learning

3. Relevance

• Adults want courses that focus on real-life problems and tasks rather than academic material. A strong how-to focus is desired. They become restless if their time is being wasted.

Adult Learning

4. Benefit

• Adults see learning as a means to an end rather than an end in itself. They must know what there is to gain and they must see progress being made.

Adult Learning

5. Participation

• Adults are accustomed to being active. They should be given an opportunity for active participation whenever possible.

Adult Learning

6. Self-Direction

• Adults are accustomed to being self-directed. They have expectations and desires that need to be met. Instructors must consult and work with adults rather than be too directive.

The Art of Questioning 1

Questioning (techniques): - are a means of communicating ideas and gaining valuable feedback

on the learning process. - allows students to evaluate or confirm a theory or hypothesis they

have derived from the learning activity. - allows communication of unclear or undefined aspects of the

learning activity. - provides the instructor with a method of receiving feedback on how

well the material is being comprehended and retained. Note: In a learning situation, the responsibility for initializing and motivating the communication process rests with the instructor

Purposes of Different Types of Questions

Characteristics of Good Questions

• Challenge – Make the student think. They should make the student relate, compare, organize, evaluate, and draw inferences and conclusions. Good questions should challenge the student to apply their acquired knowledge rather than merely repeat facts.

• Easy – That the answers are obvious. • Brevity – Include only the words needed to express the problem, yet be

complete enough to eliminate the possibility of misunderstanding. • Clarity – Stated in simple, straightforward language and not be designed

to measure a student’s understanding of the English language. • Relevance – Asked with a definite purpose in mind. Avoid trick questions. • Emphasis on Major Points – Built around the fundamental material in the

lessons and should be asked at the proper place in the lesson to emphasize key points.

Handling student’s answers

• Discourage group answers unless you specifically want them. If more than one participant is speaking at one time, it leads to confusion and loss of interest on the part of other group members.

• Give credit for a good answer, especially from weak or shy participants.

• Do not repeat the answer. If it was not loud enough, have the student repeat the answer with increased volume.

• Occasionally have another student give his views or state whether the answer was right or wrong.

• Always confirm the correct answer to a factual question.

The Art of Questioning 2

Since we have seen that questions are an integral part of the learning process, as well as providing valuable feedback, the instructor should be sensitive when handling questions asked by the students.

The Art of Questioning 2

Never discourage a genuine question, however stupid it may seem to you. It is also important that you are aware and sensitive of your eye contact, facial expression, and body language when listening to a student. Any discouragement on your part may close off all questions from the group.

useful tips on handling questions from students

• Encourage good questions by thanking the participant who asked it by saying, “Thank you, that’s a good point.” or “Oh yes, I forgot to mention that.”

• If the question is not connected with your lesson plan but appears to be sincere, give a short answer or explain when that portion of the material will be covered. If the question is a “red herring”, smile and say you will discuss with this question with that person at the break.

• Most importantly, if you do not know the answer to a question, say so. Never bluff your way through an answer. Say you do not know the answer but will do your best to find out the answer before the end of the training course. As well, always find out the answer and get back to them. You might wish to write these questions down as they arise in the learning session.

• Have the students come up with a solution to a problem on their own, particularly if you feel they have acquired sufficient knowledge of the material.

useful tips on handling questions from students

Instructor Characteristics

Contact, Posture and Movement

• When speaking to your class, demonstrate your interest in the subject and their success with the material.

• Speak directly to them in a conversational manner that is neither indifferent nor condescending.

• Any body movement or gesture which attracts attention to itself distracts from your presentation and thereby hinders rather than aids you in expressing your idea.

• Leaning or hanging onto a piece of furniture, rocking from side to side, or speaking to your computer monitor rather than the class, will detract from the delivery of your message.

• Try to give the impression that you are physically and mentally alert.

Voice and Words

Your voice makes an important impression in terms of the delivery of your message. • The volume with which you speak should be suitable for

the group to which you are speaking. • Vary the pitch of your voice to break the monotony. • Be mindful of the rate at which you deliver your ideas and

words. • Give sufficient time for the students to grasp the concepts. • Think about what you are going to say before you say it. • Use terms that are within the students’ vocabulary. • Be careful of your use of common phrases like “you

know?”, “he?”, “sort of”, “Okay”, etc.

Conclusion

• Transfer effectively your knowledge so students can do it

• How to write curriculum, create teaching movie files

• Download examples at:

https://db.tt/9FWsK26c

Q&A

What are your questions

Carl@unity3d.com

Carl Callewaert

https://db.tt/9FWsK26c