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Community of Practice SANDI Training Center: 7. Programs in a Box

  • Who Can Get a Loaner Set of VR Equipment From the Library?
    • Public and library patrons who are also students enrolled in programs of study that comport with Nevada's Community college training programs enhanced through virtual reality content.
    • Career and Technical Education (CTE) educators
    • Project SANDI Community Practice Members

 

  • When Can I get a Loaner Set of VR Headsets?
    • Community of practice members can pick up VR headsets 2 business days before your scheduled event. 

 

  • How Soon Should I Return VR Headsets to the Library?
    • Return VR headsets within 1 business day of your event.
    • Other community of practice members may be interested in checking out a set of VR headsets and waiting for a set to be returned.  

 

  • How Many VR Headsets can be Loaned out?
    • As many as needed or available at any given library

 

  • What Does the Librarian Need from me to get a Loaner Set of VR headsets? 
    • When checking in with a librarian inform them you are a Project SANDI COP member. The librarian will provide you with a form for your loaner set.
    • COP Loaner Set Form for Librarians - Coming Soon

 

  • What's Included in a VR Kit?

               Click to Enlarge

  • 1 VR Headset
  • 1 case 35X23 cm
  • 1 Quick Guide
  • 1 Lens Wipe
  • 2 Controllers with straps 
  • 2 USB Cables (total 3 USB C-ports)
  • User Manual

The goal for all Community of Practice members is to become well-versed to drive the use of SANDI tools and experiences in the career information/counseling ecosystem. Community of Practice members will hold educational workshops around different phases of an explorer's journey into a career.

As highlighted in the 10-Step Program Process, As explorers begin their Idividual Career Map (ICM) journey community of practice members can facilitate small group events to help individuals deepen their understanding of Nevada's Resilient industries, learn about the LEAP Framework, and explore virtual reality field trips that showcase Nevada's in-demand occupations.

What's the Goal of Showcasing the VR and Other Digital Tools to Nevadans?

  1. Increase citizens' ability to efficiently understand the local labor market and navigate to new opportunities with precision and ease. 
  2. Increase digital literacy
  3. Accelerate the training time of dislocated individuals dedicated to upskilling or reskilling from years to months through efficient sharing of uniform materials and programs.
  4. Using immersive 3D tools and virtual reality content boosts an individual's confidence in their ability to upskill into a new career regardless of how long ago they had been in school. 
  5. Increase understanding of requisite STEM concepts to complete for middle-wage, in-demand Nevada jobs. 
  6. Further, align strategies between formal and informal learning institutions to accelerate Nevada's workforce recovery.
  7. Increase access for underserved populations with synchronized efforts between Nevada's community colleges and public libraries. 

Introduction of the Activity

Greet participants and give them a general overview of the workshop. Share what they will learn and explain the equipment and workshop setup. Explain to them what you do. By briefly profiling your background and framing SANDI's tools with your work, you show yourself as a subject matter expert, inspiring participants to listen to you. 

As noted, you should talk about the learning outcomes of the session. What are you hoping individuals will learn during the workshop? What is the purpose? You might want to ask the participants what materials they generally use when conducting a job search. Where do they get information about jobs and careers? It is vital to help people remember why they are in the workshop and set up the expectation that they will participate, not just passively. 

Appeal to emotions by making personal connections. Ask people who speak to share their names and try to remember what they say. If someone mentions that they struggle with changing jobs and learning new things, call back to this when you show something in the Lifeliqe library that illustrates the ease of learning in 3D.  

Make sure you always positively engage people, never belittling them. If someone says, they don't want to use the SANDI tools and virtual reality experiences because YouTube is more accessible. Try framing that as a challenge to show them the wonders of SANDI resources: "Sure, YouTube is great. But not everything is in it, like this super amazing 3D model. Let's look at it and see if I can convince you it's cool!" If a person expresses resentment for being back for yet another training session, try to turn the person into a "voice of experience" for the entire group: "Hey, you mentioned you use YouTube a  lot. Before we keep going, what is it you like about it?" NOTE to SELF: when you do this, the other people in the workshop will likely perk up and listen. 

Title and Activity + Description

Each lesson will have a description of the title and a unique lesson plan for the workshop prepared. Give participants an overview of the activities. 

 

Click Map  

Having the background information complete for each educational workshop will provide necessary materials for activities. A  'Click Map' is the process you will go through to customize a 1:1 meeting with someone ready to decide about training. Map the 'clicks" you will follow to show the pathway of information in Nevada's resilient industries related to a client's interests (from what they provided in their NV Career Explorer profile). Will you see interest in healthcare? Skilled trades? IT? logistics? Advanced manufacturing? These are the 5 SANDI resilient industries. Like everything, finding information online takes place through clicking. A pre-made 'click-map' will help move the 1:1 meeting within the hour allotted and model the steps so later the person can do it easily themselves.  

 

Instructional Materials / Equipment List and Prep  

Materials and technology are needed to aid in the two different workshops and the 1:1 meeting. The following is a complete list of what is necessary for both workshop types (larger and small groups) and the 1:1 session.

 

Note: not everything is needed in each session type. But familiarize yourself with all of these requirements.  

  1. Access to computers
  2. Smartphones- Remind patrons to be prepared to use their phones and to bring them adequately charged
    • If a person does not have access to a smartphone, that's not a problem; they can still participate. 
  3. Check out your "loaner set" of VR headsets from your local library system
  4. Large poster paper and markers
  5. Prepared printed agenda for patrons as takeaways with the proper QR codes and instructions on how to access the Computational Thinking Assessment. Patrons will be able to take this home with a list of the next steps will be listed as a helpful reminder list (template attached on the upper right-hand corner of this screen)
  6. A presenting space with a computer, projector with sound capabilities or speakers and screen
  7. An instructor created PowerPoint with 5 – 10 slides that show 10 jobs in Nevada that have been impacted by automation – meaning the job requires working with a machine now or the job is not coming back
    • Examples: 
      • Cashiers
      • Fast-food workers
      • Ranchers (they use drones to monitor water levels)
      • News anchors,
      • Teachers (everyone knows how to teach from computers at a distance learning now)
      • Healthcare workers (telehealth and forced interface via patient portals) 
      • use these and add your last two or have fun creating your deck! 

  8. Instructor cheat sheet attached on the upper right-hand corner of this page: 
    • Links with all instructional videos
    • Nevada Career Explorer page
    • Computational thinking page

Time Frame/Group Size

 You might consider all kinds of groups for the small group and general programs to promote inclusion. The amount of time for all three workshop models is 1 hour. We recommend that 5 VR headsets be checked out for the small group programs. This will allow each participant to have enough time to experience VR within a one-hour program.

Large group gatherings will be up to you, and demonstrating the virtual reality should be done at a ratio of space to headsets. You should ensure that when participants use VR in the same room, there should be at least 10 inches between people, and demonstrating should be done facing a wall.

Important Note: If too many goggles are running too close to each other, there will be digital interference between one person and the next.

 

For a group of more than ten people. Gather everyone together to explain the educational workshop, expectations, etc. Be sure to keep tabs on timing to move the agenda forward.

What are we learning about? Automation and how that impacts the world 

Did you know between 38% and 65% of jobs in Southern Nevada are at risk of being automated — either in part or in full — during the next 10 to 15 years. This means new jobs will be created, but most of us do not have the basic science, technology, engineering, and math (or STEM) skills necessary to work with machines. STEM literacy is linked to better jobs, higher pay, and greater resiliency in the labor market. While state and local partners have long worked to boost STEM literacy for people of all ages and stages, more work is needed now in the wake of job losses due to the pandemic and automation. This workshop will share STEM resources and emerging models for getting smart about how to keep pace in the new reality of lifelong learning. Leave the workshop with the current context and the opportunity to join a second small group workshop as an essential next step.

How will we Learn it?

Through our one hour together learning and discussing. After this workshop, participants will be able to:

  • Better understand the connection between STEM literacy and workforce development services,
  • Identify STEM training programs and opportunities to access tuition support
  • If you are interested, you can sign up for a small group workshop to learn more

Sample Step-by-Step Script: 

  1. Introduce yourself and what you do
  2. We will be going over high-level concepts about automation so that you are aware of this shift in Nevada's workforce and become curious about pursuing a STEM career.
  3. First, tell me how you've experienced a technological advancement at work that created more efficiency or was brought in so fewer people were needed to run the organization?
    • SCENARIO: It's similar to what we have long seen at the grocery stores and banks with self-checkout. Give the group time to share thoughts.
  4. Show your PowerPoint with your ten slides and talk through them with the group.
  5. Let's break into groups and take 10 minutes to get feedback and share it. I've provided three guiding questions at the front of the room. Each table has paper and a pencil. Please ask each question of the whole group allowing everyone to share. Appoint a note-taker / speaker to share out thoughts when we come back together. There is a method to these questions; please HAVE FUN! ​​
    • Question 1: Besides a mountain, what else could you make out of mashed potatoes? 
    • Question 2: What would happen if humans could start living in outer space? Would you want to live in outer space? Why or Why not?
    • Question 3: 100 years from now, what do you hope has been invented?
  6. Gather back the entire group and ask the group reader to share comments and answers to the questions. Write some of them down under the following categories:
    • Question 1 answers and feedback should be noted under this heading: Building and Measuring.
    • Questions 2 answers and feedback should be noted under this heading: Understanding the World Around Us
    • Question 3 answers and feedback should be noted under this heading: Inventive Thinking
      • Remind everyone in the audience they HAVE STEM curiosity. We all do. We can learn this stuff!
  7. Now let everyone know it's time to experience the virtual reality content in the headset, and see how the '2nd teacher' works
    • Play the Project SANDI video guide for students- video for the group
    • Guide the group to the table, where the headsets have been placed. Ask each person to take a headset back to their chair and ensure there are at least 10 inches between one person and the next.
      • Rotate throughout the room and help anyone who needs it. You may have to restart their headsets, it's normal to get lost the first time mainly from clicking the thumbstick as a reaction before really knowing what a 'click' will do.
      • Typically folks spend 5 or 10 minutes looking around.
  8. Review the basic concepts covered:
    • We've learned about automation.
    • We learned about STEM.
    • We were able to use virtual reality technology and experience a 'second teacher'
  9. Next Step – Attend a small group workshop where they will go further to:
    • Explore with precision through SANDI's focused information and conduct career research on a Nevada resilient STEM industry!
    • Get access to the Computational Thinking Assessment 
  10. Thank them for participating, and ask them to fill out the survey

For a group of participants of 10 or fewer people, set up a learning circle and a separate table with VR headsets set out.

Prior to this make sure to have completed the following: 

This will help keep everyone engaged and excited to see the virtual reality equipment.

Gather everyone together to explain the educational workshop, expectations, etc. Be sure to keep tabs on timing to move the agenda forward.

What are we Learning About? Nevada’s Resilient Industries

How will we Learn it? On a computer, getting started with the Nevada Career Explorer, with QR codes used by participants' own smartphones or tablets to look at 3D STEM models related to skills necessary for an in-demand STEM job in Nevada and through group discussions/group research activities.

Learning Outcomes:

  • Compare Nevada Career Explorer Individual Career Map (ICM) with other labor market research experiences to gain confidence that the SANDI tools help users navigate the labor market with precision and efficiently make their own best decision about their next step.
  • Refine research skills and share at least one answer to how a Nevada resilient industry business is solving real-world problems with the.
  • Identify SANDI tools as friendly, helpful, accessible resources to promote ease in learning about what it will take to upskill, where to find help getting there, and feel confident and excited about making a decision.

Sample Step-by-Step Script:

  1. Introduce yourself and what you do
  2. Goals: We will be going over tools from SANDI compared to traditional research resources to gain confidence in learning about what it will take to upskill and where to find help to move ahead in your decision-making process.
  3. First, tell me about how you typically research new jobs?
    • Scenario: Let's suppose you are trying to figure out what factors influence your career opportunities and next steps. You feel like you have to have some idea because you’ve been in the world of work for 15 years. So, do you think about things like what my skills are, how much money I can earn, what I want to do, who is hiring, what additional training I might need, and how I can protect myself from automation? What skills are marketable? You know you need accurate information. What sources of information would you typically use? (Give the group time to share thoughts)
  4. Let’s start conducting some research using SANDI tools: The Nevada Career Explorer, 3D interactive objects, short field trips, and job shadowing in virtual reality.
    • Step 1: Showcase the NV resilient industries and explain STEM jobs – and underscore how jobs in STEM industries solve real-world problems. Have the list of resilient industries (Healthcare, Skilled Trades, Information, Technology (IT), Logistics,  Advanced Manufacturing) written on poster paper. This will be helpful for the “Google off.”
    • Step 2: Have a “Google off” and challenge group to see who can find an example of how one NV resilient business is contributing to solving a problem – members ‘shout out’ Nevada company name, the jobs that are solving a problem – you write them down on a clean sheet of poster paper.
      • EXAMPLES:
        • Virgin HyperLoop at carbon reduction
        • DaVita Dialysis Clinic at helping people live longer.
    • Step 3: Have participants use the QR code with their smartphone on their agenda and find a 3D object. Share what they learn about a STEM skill that might be useful in one of the examples of resilient industry jobs.
      • Discuss the following: Share with the person next to you what you found and think of one way this might be helpful when doing homework for a training program needed to upskill.
  5. Now let everyone know it’s time to experience the virtual reality content in the headset and see how the ‘2nd teacher’ works
    • Play the Project SANDI video guide for students- video for the group
    • Guide the group to the table where the headsets have been placed. Ask each person to take a headset back to their chair and ensure at least 10 inches between one person and the next.
      •  Rotate throughout the room and help anyone who needs it. You may have to restart their headsets; it's normal to get lost the first time, mainly from clicking the thumbstick as a reaction before really knowing what a ‘click’ will do.
      • Typically folks spend 5 or 10 minutes looking around.
  6. Review the basic concepts covered:
    • We’ve navigated a new kind of research collection using the Nevada Career Explorer and virtual reality tools and content from SANDI.
    • Remind people that they could explore with precision through SANDI’s focused information, and they conducted thorough research in a Nevada resilient STEM industry!
  7. Participants' Next Steps Before Scheduling their 1:1 Meeting (as noted on the agenda)
    • Direct participants to go back to the Nevada Career Explorer and take all the assessments:
      • Interest profiler
      • Work importance profiler
      • Budget your life
      • Skills Decoder
    • Encourage them to explore what seems interesting – especially the in-demand jobs from employers within Nevada’s resilient industries.
    • Instruct the explorer to complete the Computational Thinking Assessment.
      • EMAIL your career navigator (you since you are conducting this workshop) and let them know what you learned about yourself by reporting the findings from each Nevada Career Explorer profiler and scheduling their 1:1 meeting with their navigator.
      • Remind explorers
        •  The purpose of the 1:1 meeting: You are ready to commit to upskilling, and you are spending one more hour on getting an individual coaching session about a new NV resilient career; how much time/effort is required and available help to pay for it.
  8. Thank them for participating, and ask them to fill out the survey

 

For a 1:1 counseling session, invite the individual to our counseling space. The client is ready to commit to upskilling, and you are spending time to give them a better perspective on a new NV resilient career, how much time/effort is required, and discuss available assistance. 

Meeting Activity:

The client reviews with you their progress to date:

  • Results of the Nevada Career Explorer Assessments 
    • Interest profiler
    • Work importance profiler
    • Budget your life
    • Skills Decoder
  • Computational Thinking Assessment Results

Community of Practice Navigators will explain credentials of value through the 3 click maps you prepared in advance.

Follow the 3 "click maps" you created that match their STEM interest from what they shared with you about their profiles and what you learned from the "mini-course" results

Explorers will navigate 3 career pathways with precision:

  • Using the 3D interactive objects from the QR code 
  • Watches the ‘short field trip
  • Uses the goggles to job shadow 

Explorers will have a better perspective on the time, effort, and help available to upskill. You show them the training opportunity and ask them to think about enrolling. This then completes a three-step express effort to help people do the research and decide on a quality training program. If an individual decides to enroll help them right then, if they are thinking about it make a note of when you’ll follow up.  

Sample Step-by-Step Script

  1.  Thank you for coming today. Goals are customized to your preferences and assessment results. This is a big step in determining your interest in upskilling in a SANDI program of study, which provides tuition assistance. 
  2. First, tell me how you’re feeling about what you’ve discovered about yourself from The Nevada Career Explorer assessments and the Computational Thinking Assessment. Give the person time to share thoughts.
  3. All that makes sense based on my look at your Computational Thinking Assessment and what you sent me about your profiler results. I’ve prepared 3 different Nevada Career Explorer ‘click maps’ to expedite some research using the SANDI tools. I have the VR headset so you can try that again if you’d like
    • Click through the 1st map. Evaluate interest and engagement in a SANDI priority industry.  Use the QR code to find an interactive 3D object that demonstrates a connected STEM  concept 
    • Click through the 2nd map. Evaluate interest and engagement in a SANDI priority industry. Use the QR code to find an interactive 3D object that demonstrates a connected  STEM concept 
    • Click through the 3rd map. Evaluate interest and engagement in a SANDI priority industry. d. Use the QR code to find an interactive 3D object that demonstrates a connected STEM  concept 
  4. Now review the training programs that are associated with the credentials necessary for the individual to be competitive in one of the three industries.
    • Be sure to explain all the pertinent info about the training program
    • Be sure to explain all the pertinent information about tuition reimbursement  
  5. Review the 1:1 concepts covered:
    • The assessment the person completed and what the research suggests they might like.
    • The credentials of value they could earn through a SANDI program
    • Let them know you’re ready to get them signed up or they may want to continue exploring, ask them when would be a good time to follow up? 
  6. Thank them for coming and asking them to fill out the survey.

 

The Power of Persuasion

Dr. Robert Cialdini, Professor Emeritus of Psychology and Marketing, Arizona State University has spent his entire career researching the science of influence earning him a worldwide reputation as an expert in the fields of persuasion, compliance, and negotiation. Dr. Cialdini’s books, including Influence: Science & Practice and Influence: The Psychology of Persuasion, are the result of decades of peer-reviewed published research on why people comply with requests.

Watch the 11-minute video below to be introduced to the 6 key shortcuts of persuasion.

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