Cultural AwarenessCultural AwarenessConvention Committee volunteers · e-learning counterpart of the live facilitator-led session
| Pages | 23 (4 of them offer two buildable variants) |
| Estimated learner time | 30 minutes |
| Prerequisite course | Digital Tools (enrolment key DTSAT) |
| Theme scripture | Philippians 2:4 |
| Document status | Generated specification. Copy is final; where a value is missing it is marked TODO and comes back to us. |
Every page below appears twice over: a mockup showing what the built Moodle page should look like, and a specification panel carrying what you build from.
Both are written out in full below — mockup and spec for each. They are not to be merged, and no replacement content should be authored; if neither can be built, come back to us.
slider — PREFERRED, builds as image-slider. Build it if: The two illustrations can be produced. Shot list in the note block below.contrast-cards — FALLBACK, builds as icon-cards. Build it if: Always available — no illustrations, no dependency.image-slider| Build it if (depends_on) | The two illustrations can be produced. Shot list in the note block below. |
| What changes (trade_off) | Shows the contrast rather than describing it. The learner sees the difference in posture and distance, which is the whole point of the page. |
INSTRUCTIONS:
slider · Activity — Image Sliderimage-slider| Page number | 1.3 |
| Page title | Warm Yet Dignified |
| Section | Section 1 — Knowing and Greeting Our Delegates |
| Design Guide template | Activity — Image Slider |
| Page type (spec key) | image-slider |
| Moodle activity | Page with embedded H5P |
| IDAC phase | Demonstrate |
| H5P content type | H5P.ImageJuxtaposition (Image Juxtaposition) |
| Scripture | 1 Peter 2:17 (key 1-peter-2-17, resolved from scriptures.yaml — NWT) |
| Optional block | ask-yourself |
| Path | Status |
|---|---|
assets/img/1.3-greeting-overly-casual.png | present in repo |
assets/img/1.3-greeting-warm-dignified.png | present in repo |
No answer key — this is a Demonstrate beat, not a question. The incorrect image goes left of the divider, the correct image right of it.
icon-cards| Build it if (depends_on) | Always available — no illustrations, no dependency. |
| What changes (trade_off) | Keeps the wrong/right contrast in words. The learner reads the difference instead of seeing it, which is weaker for something as physical as distance and posture, but the contrast structure survives. |
TWO GREETINGS OF THE SAME DELEGATE
OVERLY CASUAL
The delegate is left hurried and uncertain.
WARM AND DIGNIFIED
The delegate has room to answer.
contrast-cards · Regular Page #2 (Icon cards)icon-cards| Page number | 1.3 |
| Page title | Warm Yet Dignified |
| Section | Section 1 — Knowing and Greeting Our Delegates |
| Design Guide template | Regular Page #2 (Icon cards) |
| Page type (spec key) | icon-cards |
| Moodle activity | Page |
| IDAC phase | Instruct |
| Scripture | 1 Peter 2:17 (key 1-peter-2-17, resolved from scriptures.yaml — NWT) |
| Optional block | ask-yourself |
| Class | Glyph | Used for |
|---|---|---|
fa-times-circle | OVERLY CASUAL | |
fa-check-circle | WARM AND DIGNIFIED |
INSTRUCTIONS:
A delegate asks you for directions to the next session. She speaks quietly, looks down, and gives short answers. When you reply, she pauses for several seconds before responding. What should you do?
A delegate approaches and greets you in a language you do not speak, then tries again in hesitant English. What should you do?
Check| Page number | 1.7 |
| Page title | Review: Greeting and Speaking |
| Section | Section 1 — Knowing and Greeting Our Delegates |
| Design Guide template | Activity — Multiple Choice |
| Page type (spec key) | multiple-choice |
| Moodle activity | Page with embedded H5P |
| IDAC phase | Check |
| H5P content type | H5P.QuestionSet wrapping H5P.MultiChoice |
| Optional block | ask-yourself |
| Path | Status |
|---|---|
assets/img/1.7-reserved-delegate.png | present in repo |
Answer mode: radio — one answer. Configure feedback to display for every option, correct ones included — online, that feedback is the only correction the learner receives.
| # | Option | Correct | Feedback shown |
|---|---|---|---|
| 1 | Repeat your directions more loudly and finish her sentences to save her the effort. | no | Raising your volume treats a reserved manner as a hearing problem. It usually causes the delegate to withdraw further. Keep the same volume and allow the pause to run. |
| 1 | Slow your pace, ask one clear question at a time, and let the silence run until she answers. | YES | Correct. A pause is often the delegate choosing her words. Allowing it to finish is a form of respect, and it usually produces a fuller answer than filling the silence would. |
| 1 | Point toward the general direction and move on so that she is not delayed. | no | A quick gesture may seem efficient, but a delegate who is already hesitant is unlikely to ask a second time. Staying a few moments longer costs little and settles the matter. |
| 2 | Ask a nearby volunteer to take over so the delegate gets a fluent speaker. | no | Handing the delegate to someone else can feel like being passed along. Try first with simple words; call for help only if it is genuinely needed. |
| 2 | Reply in simple English, speak slowly, and use an open-hand gesture to support your words. | YES | Correct. Most first contacts are handled with plain words, a steady pace, and a clear gesture. The delegate has already made an effort to reach you, and a patient reply meets it. |
| 2 | Speak your usual English at normal speed, since the delegate has chosen to use English. | no | Hesitant English is an effort, not fluency. Slowing slightly and choosing plain words makes that effort succeed. |
Both are written out in full below — mockup and spec for each. They are not to be merged, and no replacement content should be authored; if neither can be built, come back to us.
slider — PREFERRED, builds as image-slider. Build it if: The two illustrations can be produced. Shot list in the note block below.contrast-cards — FALLBACK, builds as icon-cards. Build it if: Always available — no illustrations, no dependency.image-slider| Build it if (depends_on) | The two illustrations can be produced. Shot list in the note block below. |
| What changes (trade_off) | Distance is a visual matter. Showing the two postures side by side teaches it in a way a written description cannot. |
INSTRUCTIONS:
slider · Activity — Image Sliderimage-slider| Page number | 2.2 |
| Page title | Personal Space |
| Section | Section 2 — Conduct That Shows Respect |
| Design Guide template | Activity — Image Slider |
| Page type (spec key) | image-slider |
| Moodle activity | Page with embedded H5P |
| IDAC phase | Demonstrate |
| H5P content type | H5P.ImageJuxtaposition (Image Juxtaposition) |
| Scripture | 1 Timothy 5:13 (key 1-timothy-5-13, resolved from scriptures.yaml — NWT) |
| Optional block | did-you-know |
| Path | Status |
|---|---|
assets/img/2.2-space-too-close.png | present in repo |
assets/img/2.2-space-comfortable.png | present in repo |
No answer key — this is a Demonstrate beat, not a question. The incorrect image goes left of the divider, the correct image right of it.
icon-cards| Build it if (depends_on) | Always available — no illustrations, no dependency. |
| What changes (trade_off) | Describes the contrast rather than showing it. Weakest of the fallbacks, because distance and posture are exactly what words convey least well. Prefer the slider for this page if only one set of illustrations can be commissioned. |
TWO VOLUNTEERS GIVING THE SAME DIRECTIONS
TOO CLOSE
The delegate leans back, and the volunteer does not notice.
COMFORTABLE
The delegate is settled and follows where the volunteer points.
contrast-cards · Regular Page #2 (Icon cards)icon-cards| Page number | 2.2 |
| Page title | Personal Space |
| Section | Section 2 — Conduct That Shows Respect |
| Design Guide template | Regular Page #2 (Icon cards) |
| Page type (spec key) | icon-cards |
| Moodle activity | Page |
| IDAC phase | Instruct |
| Scripture | 1 Timothy 5:13 (key 1-timothy-5-13, resolved from scriptures.yaml — NWT) |
| Optional block | did-you-know |
| Class | Glyph | Used for |
|---|---|---|
fa-times-circle | TOO CLOSE | |
fa-check-circle | COMFORTABLE |
Both are written out in full below — mockup and spec for each. They are not to be merged, and no replacement content should be authored; if neither can be built, come back to us.
branching — PREFERRED, builds as branching-scenario. Build it if: H5P.BranchingScenario is enabled on the Moodle instance, AND the team is willing to author it. See BRANCHING-SCENARIO-BRIEF.md for how to check.flat — FALLBACK, builds as multiple-choice. Build it if: Always available — H5P Question Set, already used elsewhere in this course.branching-scenario| Build it if (depends_on) | H5P.BranchingScenario is enabled on the Moodle instance, AND the team is willing to author it. See BRANCHING-SCENARIO-BRIEF.md for how to check. |
| What changes (trade_off) | The only true Apply beat in the course. The learner meets one delegate across several moments, and each choice changes what happens next — a delegate left unapproached stops searching and gives up. Costs the most authoring effort of any page here. |
INSTRUCTIONS:
A delegate has been standing near the entrance for several minutes. He looks at his program, glances around, and does not move toward anyone. He has not asked for help. What do you do?
branching · Activity — Branching Scenariobranching-scenario| Page number | 2.5 |
| Page title | Recognizing Signs of Discomfort |
| Section | Section 2 — Conduct That Shows Respect |
| Design Guide template | Activity — Branching Scenario |
| Page type (spec key) | branching-scenario |
| Moodle activity | Page with embedded H5P |
| IDAC phase | Apply |
| H5P content type | H5P.BranchingScenario |
| Scripture | 1 Corinthians 10:24 (key 1-corinthians-10-24, resolved from scriptures.yaml — NWT) |
| Path | Status |
|---|---|
assets/img/2.5-a-delegate-uncertain.png | present in repo |
assets/img/2.5-b-explaining-directions.png | present in repo |
| Node | H5P content type | Content | Routes to |
|---|---|---|---|
| 1 | H5P.BranchingQuestionassets/img/2.5-a-delegate-uncertain.png | A delegate has been standing near the entrance for several minutes. He looks at his program, glances around, and does not move toward anyone. He has not asked for help. What do you do?
| 4, 2, 2 |
| 2 | H5P.AdvancedText | A little later You see the same delegate again, further along the concourse. He is now holding his program folded shut, and he is no longer looking around. He has stopped near a wall, apart from the flow of people. | 3 |
| 3 | H5P.BranchingQuestion | He has not asked anyone for help, and he now looks settled in place rather than searching. What do you do?
| 7, -1 |
| 4 | H5P.BranchingQuestionassets/img/2.5-b-explaining-directions.png | You explain the way to his hall. He gives a hesitant smile and does not move. What do you do?
| 6, 5, 6 |
| 5 | H5P.AdvancedText | He stops at the junction A few steps on, he stops where two corridors meet and looks back toward you. The directions were clear, but they were not what he needed. | 6 |
| 6 | H5P.BranchingQuestion | He mentions he was delayed two hours in traffic and apologizes twice for arriving late. He seems embarrassed to walk in during the program. What do you do?
| -2, -3, -3 |
| 7 | H5P.AdvancedText | On the way He tells you he has been in the building nearly twenty minutes. He had not wanted to interrupt anyone. As you walk, he mentions he was delayed two hours in traffic, and he apologizes twice for arriving late. | 8 |
| 8 | H5P.BranchingQuestion | He seems embarrassed to walk in during the program. What do you do?
| -4, -3, -3 |
| id | Title | Body | Score |
|---|---|---|---|
| -1 | He waited alone | A delegate who is hesitant to ask may stand in one place for a long time and grow more uncertain. Hesitation, glancing about, and an unsure expression are the signs to watch for — and they are an invitation to offer help. | 0 |
| -2 | He reached his seat settled | You noticed him before he asked, checked that your directions had landed, and answered his apology before seating him. That is what the course means by recognizing signs of discomfort. | 3 |
| -3 | He reached his seat, still uneasy | You helped him get where he was going. What was missed was the moment he needed reassurance more than he needed speed. Delegates remember how a volunteer made them feel. | 1 |
| -4 | He reached his seat — after a long wait | You handled the conversation well once it began. He had been standing uncertain for nearly twenty minutes first, because the earlier signs went unanswered. Noticing early is part of the help. | 2 |
Every route through the scenario, with the score each ending awards. Check that every arrow lands and that no ending is unreachable before you start authoring — this is the whole of the branching structure.
branching question · content node · end screen
flowchart TD
N1{"1. A delegate has been standing near the entrance for several…"}
N2["2. A little later"]
N3{"3. He has not asked anyone for help, and he now looks settled…"}
N4{"4. You explain the way to his hall…"}
N5["5. He stops at the junction"]
N6{"6. He mentions he was delayed two hours in traffic and apolog…"}
N7["7. On the way"]
N8{"8. He seems embarrassed to walk in during the program…"}
E1(["-1. He waited alone — score 0"])
E2(["-2. He reached his seat settled — score 3"])
E3(["-3. He reached his seat, still uneasy — score 1"])
E4(["-4. He reached his seat — after a long wait — score 2"])
N1 -->|"Approach him, greet him, and a…"| N4
N1 -->|"Point toward the information d…"| N2
N1 -->|"Wait until he approaches a vol…"| N2
N2 --> N3
N3 -->|"Approach him now, greet him, a…"| N7
N3 -->|"Leave him be; he has clearly d…"| E1
N4 -->|"Ask kindly, "Would you like me…"| N6
N4 -->|"Repeat the same directions usi…"| N5
N4 -->|"Walk him to the hall without a…"| N6
N5 --> N6
N6 -->|"Reassure him kindly, tell him …"| E2
N6 -->|"Move quickly to seat him befor…"| E3
N6 -->|"Tell him many delegates arrive…"| E3
N7 --> N8
N8 -->|"Reassure him kindly, tell him …"| E4
N8 -->|"Move quickly to seat him befor…"| E3
N8 -->|"Tell him many delegates arrive…"| E3multiple-choice| Build it if (depends_on) | Always available — H5P Question Set, already used elsewhere in this course. |
| What changes (trade_off) | Carries the same three teaching points and the same option feedback, so nothing instructional is lost. What is lost is consequence: the learner answers three independent questions instead of living with one delegate's situation. This makes 2.5 a Check rather than an Apply, and the course then has no Apply beat at all — see the note at the foot of this file. |
INSTRUCTIONS:
A delegate has been standing near the entrance for several minutes. He looks at his program, glances around, and does not move toward anyone. He has not asked for help. What should you do?
You have explained the way to a delegate, and she gives a hesitant smile and does not move. What should you do?
A delegate arrives late after a long delay in traffic. She is flustered, apologizes twice, and seems embarrassed to be walking in during the program. What should you do?
Checkflat · Activity — Multiple Choicemultiple-choice| Page number | 2.5 |
| Page title | Recognizing Signs of Discomfort |
| Section | Section 2 — Conduct That Shows Respect |
| Design Guide template | Activity — Multiple Choice |
| Page type (spec key) | multiple-choice |
| Moodle activity | Page with embedded H5P |
| IDAC phase | Check |
| H5P content type | H5P.QuestionSet wrapping H5P.MultiChoice |
| Scripture | 1 Corinthians 10:24 (key 1-corinthians-10-24, resolved from scriptures.yaml — NWT) |
| Path | Status |
|---|---|
assets/img/2.5-a-delegate-uncertain.png | present in repo |
assets/img/2.5-b-explaining-directions.png | present in repo |
Answer mode: radio — one answer. Configure feedback to display for every option, correct ones included — online, that feedback is the only correction the learner receives.
| # | Option | Correct | Feedback shown |
|---|---|---|---|
| 1 | Approach him, greet him, and ask whether you may help him find where he is going. | YES | Correct. Looking unsure, glancing about, and hesitating are the signs the course identifies. Offering first spares the delegate having to admit he is lost. |
| 1 | Wait until he approaches a volunteer, so that you do not intrude. | no | A delegate who is hesitant to ask may stand there a long time and grow more uncertain. Signs of confusion are themselves an invitation to offer help. |
| 1 | Point toward the information desk from where you are standing. | no | A gesture from a distance leaves the delegate to manage on his own. Walking over and asking costs a moment and settles the matter. |
| 2 | Ask kindly, "Would you like me to explain again?" | YES | Correct. This is the wording the course teaches. It puts no fault on the delegate and makes it easy for her to accept more help. |
| 2 | Repeat the same directions using the same words, more slowly. | no | Repeating identically may help if the pace was the difficulty, but a hesitant smile usually means part of the explanation did not carry. Offering to explain again invites her to say so. |
| 2 | Walk her to the destination without asking, since she clearly did not follow. | no | Walking with a delegate is often the right help, and it is better offered than assumed. Ask first, then accompany her if she would like. |
| 3 | Reassure her kindly, tell her there is no difficulty, and walk her to a seat without hurrying. | YES | Correct. Delegates may be stressed by travel or navigation difficulties, and kindness settles that faster than efficiency does. The apology needs answering before the seat does. |
| 3 | Move quickly to seat her before she draws attention, explaining the delay policy as you walk. | no | Speed communicates that she is a problem to be resolved. Delegates who arrive late are usually already anxious, and a calm pace helps more than a fast one. |
| 3 | Tell her that many delegates arrived late and that she is far from the only one. | no | This is meant to comfort, and it may. But it answers the delay rather than the person. A brief, warm reassurance directed at her does more. |