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.
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.
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:
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.
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.
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.
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.
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.
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.
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:
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.
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Link met FC2015 project: Richtlijnen