project mission: Convert FBI warning about deepfake scams to snack-sized learning in multiple languages.
Background
After a recent security advisory from the FBI, I approached a friend about developing bilingual training. She agreed, but with a globally distributed, industrial workforce, she required snack-sized eLearning that busy workers could quickly consume. The challenge here was multidimensional:
-
Help employees to quickly understand what a deepfake means.
-
Guide workers on how to avoid deepfake scams.
-
Provide content in both Spanish and English (and I don't speak Spanish!).
-
Complete the project quickly to get the information distributed to vulnerable populations.
The Project
Because I would be serving different learner personas, I decided that I would create a short video to explain a deepfake, which could be used for any learner. I could then shape the content for the learning module around the desired audience based on their goals.
Evidence-Based Practice
Learning Outcome (Mager, 1997)
An employee will have a fundamental understanding of deepfake technology, recognize the signs of a scam, and take appropriate steps to avoid the scam.
Adult Learning Theory (Gagné, 2005)
Continuing my enthusiasm for Gagné's Nine Events of Instruction, I once again leveraged video to hook their attention. I also emphasized that while deepfake scams can happen at work, they can also present personal dangers.
Mayer’s 12 Principles of Multimedia Learning (Mayer, 2017)
-
Multimedia Principle - People learn best from a combination of words and pictures. I combined words and visuals rather than just one channel.
-
Signaling Principle - People learn better when essential information is highlighted.
-
Modality Principle - People learn better from multimedia lessons when words are spoken rather than printed. I used just key terms that does not mirror exactly the narrated words.
-
Personalization Principle - Learning with multimedia works best when it’s personalized and focused on the user. A conversational, approachable tone was used to engage learners.
-
Voice Principle - People learn better from a human voice than a machine-like voice.
Development Process
Video Creation
-
I had the basic idea of using Elvis Presley and the Beatles singing a duet to demonstrate the concept of deepfake. I plugged this idea into InVideo and it generated a script.
-
I took the script from InVideo, gave it a few modifications to make it shorter and more relevant to the lesson, and then added it to Lumen5 to generate appropriate imagery.
-
Once I had finalized the Lumen5 content (choosing the narrator, modifying images/videos, and changing the music), I uploaded the video and transcript to YouTube to generate my closed captioning.
-
To generate a Spanish version of the video, I used eLevenLabs' dubbing functionality. I inserted the video into Happyscribe to get my Spanish captions and input those into YouTube. You can see the English and Spanish versions here.
eLearning Module
-
Then, to build the learning module, I plugged in my outline and desired content into Gamma for a clean, aesthetically pleasing output. I exported that to PowerPoint so that I could generate the slide-by-slide animations and narration.
-
Next I wrote the script for the module and uploaded it into eLeven Labs to generate the narration for the slide show. I then used Google Translate to generate the Spanish version and input that into eLeven Labs. I also used Canva to quickly convert the entire slide deck into Spanish. That was a great time saver!
-
Finally, I uploaded all the content to YouTube and added the full transcripts to get auto-generated closed captioning.
AI Content
The content for the lesson was created using the tools in the table below. Click on each box to take you to the site and check it out yourself!
References
Gagné, R. M., Wager, W., Golas, K. C., Keller, J. M., & Russell, J. D. (2005). Principles of instructional design, 5th edition. Performance Improvement, 44(2), 44–46. https://doi.org/10.1002/pfi.4140440211
Mager, R. (1997). Preparing instructional objectives: A critical tool in the development of
effective instruction (3rd ed.). Atlanta, GA: CEP Press.
Mayer, R. (2017). Using multimedia for e‐learning. Journal of Computer Assisted Learning, 33(5), 403–423. https://doi.org/10.1111/jcal.12197