Portfolio
Go ahead, check us out! We built this section to demonstrate what Funderstanding does best. We invite you to explore these sample applications:
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Below you will find several samples of applications we’ve created for childhood learning. Please feel free to contact us to add your own samples.
Graphic by Curtis Sayers
This illustration is taken from an application Funderstanding designed to teach children about projectile motion. Quite simply, the kids learn by experimenting and seeing: They manipulate the parameters, then they watch what happens. In this particular sequence, children can change the underlying conditions (for instance, they move the cannon or adjust the angle), then they get to see the impact their changes have on the projectile.
In a more traditional curriculum, children would merely be given a formula to study and word problems to solve using the formula.
Graphic by VRI
This screen is taken from an application designed to teach children about conflict resolution. In this scene, the learner must help resolve a conflict with an angry girl over who owns a soccer ball. The students’ guide, Obie, appears in the background. This program is currently being designed and produced by Virtuous Reality Interactive (VRI).
VRI is a non-profit organization dedicated to helping other non-profit organizations with their interactive media needs. VRI is staffed solely by volunteers.
Graphic by VRIThe Lakota Teaching Project is an integrated, experiential, education project that combines classroom learning with website research. This educational tool was created for Lakota (Sioux) Middle School students to help them gain a better understanding of their culture. Working within the provided curriculum, students use the website to learn about their past and present. After they’ve done their research, the students then build their own home pages reflecting their interpretations of Lakota culture. This project was developed by VRI and Lakota educators.
Adults
Below you will find several demos of corporate applications Funderstanding has created. Please feel free to contact us to add your own samples.
Graphic by Leo Ayers, Delos
This screen shot is taken from an application Funderstanding developed that requires learners to prepare a factory for an FDA inspection. In this scene, learners are coached by their guide, who advises that they only have a limited amount of time to prepare for the pending inspection. To succeed, learners must explore the information on the floor. All relevant information is “chunked” into the appropriate category, offering learners easy access to the knowledge they need, on a just-in-time basis. Assessment is both immediate and integrated into the learning. In other words, there is no need for a separate “exam.” To download demos of this application, please visit the LearningPlus website.
Graphic by Leo Ayers, Delos
This graphic is taken from an award-winning corporate training application we developed that allows learners to explore a pharmaceutical facility in a hands-on manner. Rather than relying on a menu system, this application lets users learn by doing. Different objects in the room are active. Users find these objects by clicking and using a tool set, as well as by applying their knowledge of the industry.
A client was interested in redesigning an existing course on an existing topic. They rejected the initial design plan. A second plan was created and approved. Please read about this Curriculum Redesign case study.
Curriculum Redesign
A Case Study
Background
A client came to us looking for a more interactive way to present information. The client was especially concerned about the abundance of slides in their current presentation. This existing, overhead-based presentation called for a lot of lecturing. Funderstanding came up with two alternative presentation methods for the client: Proposal 1 created an interactive, live “simulation” that was designed to be a blend of chaos and order. Proposal 2 created a structured, instructor-led learning environment.
What a Typical Product Module Will Look Like: Proposal 1
Module Description
The first presentation was actually rejected by the client, a pharmacological firm. The client instead chose Proposal 2, which we’ll describe momentarily.
Proposal 1 begins with a discussion of the plan for the next two days. The presenter reviews the key topics that the “class” should have learned during their in-field training and introduces them to the use of clinical studies. The trainees have the opportunity to watch an experienced colleague handle a typical sales call. The facilitator then asks the trainees if the demonstration looked “easy” and encourages them to try the technique on their own. Next, the trainees form teams of two (class size permitting), and the teams schedule appointments with three doctors.
Each of the doctors the trainees meet with represents a different segment of the marketplace. Each doctor has a prefabricated agenda and throws tough questions at the trainees. If the trainees cannot answer the questions, the doctor dismisses them and sends them to the training program’s resource center.
Based on their interactions with the doctors, the trainees see what information they still need to learn and are motivated to seek out answers. Basically, the trainees visit the resource center with a definite agenda: to learn enough information so they can effectively field all the doctors’ questions. When this role playing and research stage is over, the entire class reconvenes so the trainees can share their experiences with each other. The facilitator offers information on topics the group found particularly challenging. All in all, the learning experience is greatly enhanced by group projects, games, and role playing.
After this powwow, the trainees return to the doctors and the cycle repeats. This gives the trainees another chance to apply what they’ve learned and receive additional feedback. By the time they’ve completed the class, the trainees have had ample opportunity to apply their newfound knowledge and sales skills, better preparing them for their new jobs.
Resource Center
The resource center provides convenient, easy-to-use materials, including books, magazines, clinical studies, sales materials, short videos on specific topics, people, and, in the future, computer-based training. By challenging the trainees with specific, practical questions, the role-playing doctors prompt them to seek out and learn the appropriate information.
The Presentation Database
Funderstanding provides the training facilitators with a series of stand-alone presentation modules, offering a flexible means of responding to the specific needs of the class. Each module address a specific topic, with the visual aid of computer graphics.
What a Typical Product Module Will Look Like: Proposal 2
Module Description
Benchmark
Proposal 2–which the client chose over Proposal 1–begins by assessing what the trainees already know. The trainees are ushered into a room filled with posters proclaiming typical customer objections to their product. The facilitator asks the trainees how they would overcome these objections and sends them off to discuss their answers in groups. Following the group brainstorming sessions, the trainees present their conclusions to the entire “class.” The facilitator explains that during the next two days, he or she will work with the class to ensure that they learn all the information they need to overcome these objections and sell their product with confidence.
Core Learning
The facilitator then presents core material, reinforced with video when available. He or she covers the information in segments small enough for easy retention. Funderstanding works with each program facilitator to determine the exact number of segments, their content, and their order. The program might be structured something like this:
Topic 1 — 3 hours
Topic 2 — 3 hours
Topic 3 — 3 hours
Topic 4 — 3 hours
The specific content of each segment varies, depending on the product the trainees are gearing up to sell. For example, Topic 1 could begin with the marketing strategy during the morning session, then in the afternoon, present the physiology of the circulatory system, plus a discussion of CHF and hypertension. Topic 2, on the other hand, could begin with the anatomy and physiology.
The facilitator continually reminds trainees that their newly acquired knowledge will help them overcome their customer’s objections, applying a real-world context to the class. The emphasis is on creating an environment that allows trainees to utilize what they have learned.
Activities
The facilitator gets the class as involved in the learning process as possible. For example, if a trainee has a strong background in one particular topic, the facilitator will encourage him or her to lead discussions and share his or her experiences. Plus, trainees participate in activities enabling them to apply what they’ve learned, from preparing presentations to completing crossword puzzles.
Each day, closing activities give trainees the opportunity to articulate the major lessons learned. For example, on the first day, trainees might report to their classmates about specific topics from the package insert. The facilitator might then relate the technical information learned to a hypothetical sales call, making the application of the material covered more tangible.
Trainees increase their knowledge and confidence throughout the learning segment, and by the end of the second day, can meet the challenge of making a solo sales call to a doctor (played by a trainer other than the class facilitator). Each trainee and role-playing doctor fills out an evaluation form indicating the trainee’s strengths and areas for improvement.
Module Conclusion
At the end of the first day, the facilitator recaps the day’s events and assigns the trainees a case study to review for the next day. The case study could deal with competitive products and the advantages and disadvantages of each. For example, the case study might introduce a doctor who objects that the product being sold is no different from its competitors. The trainees would need to both recall what they’ve learned and understand the competitive products to present their case the next day.
At the end of the second day, the facilitator will lead a discussion linking real world scenarios with the topics covered. During this time, they will reinforce the connections between the trainees’ newfound knowledge and their job of selling the product. An experienced sales representative might even participate in this conversation.
Summary
Each learning segment consists of some combination of presentation, visual support, and activities. The segments are flexible enough so they can accommodate the discussion of different products. This customizability ensures that all key messages are addressed, while engaging the learners through interactivity and variety. By the end of the second day, trainees can apply all the information they need to effectively sell their company’s product.
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