This page gives information on how you can tweak a script to reach a set of learning objectives. Other pages describe the technicalities of script configuration and how set up a training.
Script - tailor to learning objectives
The script is defined in an XML format. XML files can best be edited using an XML editor, such as XMLSpy or one of the many other available programs.
The script consists of a timeline in which all (historical) events such as e-mails and phone calls are described. This can be done with simple text message or by referring to files such as jpg or pdf. The script can be made more interactive by use of the communication buttons and conditions. The script can be adjusted for students of different experience levels. The objective of the Water Coach is to make a forecast. The student does not receive a score based on this forecast, but the forecast can be used for after action review with a (more experienced) colleague.
Several scripts can be generated for one scenario, by tailoring scripts to different learning objectives.
- "Button course" or how does the GUI work?
- focus on development of skill set
- use the script to lead the student to all relevant parts of the GUI
- Get experienced with extreme situations
- focus on content
- use the script to let the student come to a proper forecast
- how well does the model function under these circumstances
- do you understand the meteorological and hydrodynamic developments? (see feedback)
- Get experienced with extreme situations
- focus on the process
- use the script to train aspects of the procedures that only are relevant in extreme situations
- in extreme situations the stakes are higher
- distraction by the media
- high management that wants to get involved
- with more extreme forecasts there is more to do, how do you deal with the time pressure
- Communication
- focus on process
- use the script to train the student to consult all relevant partners (see communication buttons)
- meteorological forecasters
- senior colleague
- partner forecast agencies
- use the Water Coach to experience the process from the "other side". Let the meteorological forecaster play the role of hydrodynamic forecasters and vs.
- Communication
- focus on content
- use the script to train the students knowledge of terminology (see dictionary)
Collecting material
Messages used in scripts can be based on actual data. For this it would be convenient to determine a list of relevant data, and define methods or procedures to save the relevant data that is not part of the FEWS local datastore or archive. Examples of additional data sources are:
- Faxes
- Phone calls
- Discussion within the team
- Forecasts
- Evaluation of the team afterwards
- After event analysis, including comments on model performance in the specific situation
Meteorological ensemble runs can be used to adapt the scenario, but they can be used to create multiple scripts as well. The information delivered by the meteorological partner can be based on any of the ensemble runs, some of which will be pretty extreme (and also quite different than the "actual" outcome.
Stories / communication buttons
The stories or communication buttons can be used in many ways. One example is to use them in a training focusing on the process of communication. The content of the communication buttons can change during the script. If the student contacts the proper contact in the right time window, she will receive additional information.
You can also focus on procedures that don't frequently are needed, like questions for the forecaster that she is not allowed to answer or should redirect to someone else.
Experience levels
Based on the experience level selected by the student, different message will appear. A beginning student can be helped, while a more experienced player can be hindered.
- Beginner
- Hints and tips (as if a senior colleague is advising her)
- When the scenario has been adapted based on the meteo ensemble forecast, the information of the meteorological forecasters could be based on the actual ensemble member that was
used to tune the scenario.
- Average
- No hints, but also no obstacles
- Experienced
- less precise or clear (meteorological) information
- increase time pressure by
- additional (time consuming) requests
- delay the information from the meteorological forecasters
To create more involvement, these obstacles can be dramatized. By exaggeration it becomes identifiable and subtleties are easier to spot. An example is to create different characters, such as helpful, distracted or grumpy. The beginning student can be helped by the more easy going character while the expert student can learn to deal with a less precise and timely counterpart.
Forecast table
The object of the Water Coach is to create a forecast using the forecast table. However, it is not so much the exact value that is interesting, but the reasoning behind it. What data did the student take into account, how did she weigh the different aspects. Who did she consult to reach this forecast? Therefore, the student is encouraged to include her motivation with the forecast. This argumentation can be used in the after action review.
Feedback
The Water Coach does not use a scoring principle to give feedback on the performance of the student. Instead all actions of the student within the Water Coach are logged, including the eventual (motivation of the) forecast made. This log forms the basis of the after action review with a (senior) colleague or with another student / team. These logs can be stored to compare students / teams, to keep track of which scripts have been played by whom and to keep taps on the progress of a student.
Conditions
Another way to make the script more interactive is by adding conditions. This way, the actions of the student affects the course of the script. For now, conditions can only be coupled to aspects of the forecast table. However, this could be extended in the future. Based on the value of the forecast or the timeliness of the forecast, the student can receive additional information, such as:
- Hurry up, you're late
- Well done, the forecast is very close
- The forecast exceeds the warning level, follow the appropriate procedures
Dictionary / reference manual
Does the student understand all (meteorological) terminology? How does a student react when a non-existing (but plausible) phrase is used?
A reference manual can be created in which the student can look up terms and definitions. Every entry that is looked up is logged, for after action review. The student has to decide whether to look-up a word (costs time, action is logged) or not. Non-existing words can be used to demonstrate that you can (should?) always ask if you don't completely understand what is being said.
Other ideas / possible developments
- Time management - mini game
Trainee makes visual timeline, placing all important actions and moments in this timeline.
The water coach training could enforce this planning
Mistakes with daylight saving time. Do all partners incorporate this in the same way? (Dutch example: KNMI doesn't use "zomertijd", SVSD does)
If this game is successful, it could form the basis for an actual tool that could be used in operational setting
- Depending on the selected experience level (or progression) more or less additional messages (or obstacles) can be send to the student.
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Link met FC2015 project: Richtlijnen
