Captivate and Articulate Storyline

Editor's Notes

• #3: The Rapid E-Learning category is defined by the following criteria… * Courseware which can be developed in less than three weeks * Subject Matter Experts (SMEs) act as the primary resource for development * A well-known tool (e.g. PowerPoint) or user-friendly templates form the starting point for courseware * Simple assessment, feedback and tracking are usually provided * Media elements which enhance learning but do not create technology barriers may be included (e.g. voice) * Learning modules can be taken in one hour or less, often in less than 30 minutes. Synchronous (scheduled or live) and asynchronous (self-paced) models may be utilized. Jennifer De Vries http://www.bluestreaklearning.com/
• #6: You’ll find a card by your side “ Write down the one biggest thing you would like to understand by the end of today” Take a minute or two to complete
• #7: "Reference" is static content - meaning no interaction other than allowing the user to link from page-to-page and to search. It is asynchronous. It is normally a series of web pages, but can be PDF or other document types. It can be created using Wiki software, a content management system, web editing software or even Microsoft Word stored as HTML. It's designed to provide either real-time support for work tasks or near real-time support for look up. Often they are designed based around particular job functions and tasks to provide good on-the-job support. Reference includes "job aids" or "online support" or "online help" or various other things. Each of these other terms in slightly more specific than "reference" as they generally imply a bit more about the specific structure of the content. Thus, "reference" to me is a good umbrella term. Courseware implies pages of course content (information, multimedia) broken up with quizzes, case studies or scenarios. Usually takes a neutral tone."Rapid Content Creation" or "Just-in-Time.” Workplace – we are either given a role in a workplace scenario and led through case studies by a workplace mentor or supervisor either passively or actively engaged in workplace scenarios or decision making trees.) http://elearningtech.blogspot.com.au/2006/05/shift-in-eLearning-from-pure.html Information Demonstration Case Study Scenario Decision Making Tree Knowledge checking Problem based Learning
• #8: "Reference" is static content - meaning no interaction other than allowing the user to link from page-to-page and to search. It is asynchronous. It is normally a series of web pages, but can be PDF or other document types. It can be created using Wiki software, a content management system, web editing software or even Microsoft Word stored as HTML. It's designed to provide either real-time support for work tasks or near real-time support for look up. Often they are designed based around particular job functions and tasks to provide good on-the-job support. Reference includes "job aids" or "online support" or "online help" or various other things. Each of these other terms in slightly more specific than "reference" as they generally imply a bit more about the specific structure of the content. Thus, "reference" to me is a good umbrella term. Courseware implies pages of course content (information, multimedia) broken up with quizzes, case studies or scenarios. Usually takes a neutral tone."Rapid Content Creation" or "Just-in-Time.” Workplace – we are either given a role in a workplace scenario and led through case studies by a workplace mentor or supervisor either passively or actively engaged in workplace scenarios or decision making trees.) http://elearningtech.blogspot.com.au/2006/05/shift-in-eLearning-from-pure.html Information Demonstration Case Study Scenario Decision Making Tree Knowledge checking Problem based Learning
• #10: You’ll find a card by your side “ Write down the one biggest thing you would like to understand by the end of today” Take a minute or two to complete
• #115: What is the biggest challenge in creating content?
• #116: Keeping content brief, visual and relatable
• #117: Keeping content brief, visual and relatable
• #130: Quizzes may be scored, enabling direct marking automatically into the Learner Management System’s grading.
• #134: http://tincanapi.com/scorm-vs-the-tin-can-api/
• #135: Previous specifications were difficult and had limitations (see Tin Can vs SCORM), but the Tin Can API is simple and flexible. It lifts many of the older restrictions. Mobile learning, simulations, virtual worlds, serious games, real-world activities, experiential learning, social learning, offline learning, and collaborative learning are just some of the things that can now be recognized and communicated well with the Tin Can API. It’s important to know that we don’t own the Tin Can API. ADL is the steward of the specification. We just know this space so well that ADL asked us to help develop it. The Tin Can API is community-driven, and free to implement. How does the Tin Can API work? People learn from interactions with other people, content, and beyond. These actions can happen anywhere and signal an event where learning could occur. All of these can be recorded with the Tin Can API. When an activity needs to be recorded, the application sends secure statements in the form of “Noun, verb, object” or “I did this” to a Learning Record Store (LRS.) Learning Record Stores record all of the statements made. An LRS can share these statements with other LRSs. An LRS can exist on its own, or inside an LMS. The freedoms of the Tin Can API Statement freedom: the structure of “statements” using nouns, verbs and objects lets you us record almost any activity. Think: “I did this.” History freedom: the Tin Can API allows LRSs to talk to each other. LRSs can share data and transcripts with one another, and your experiences can follow you from one LRS (or organization) to another. Learners can even have their own “personal data lockers” with their personal learning information inside them. Device freedom: any enabled device can send Tin Can API statements (mobile phones, simulations, games, a CPR dummy, the list goes on). A constant network connection isn’t necessary — occasional connectivity is fine. Workflow freedom: tracking learning events doesn’t have to start or end in an LMS, it can start wherever the learner is and on whatever device they choose to use. Your content isn’t tied to an LMS.
• #136: VET practitioners are increasingly using: online quizzes, e-portfolios and simulations to gather assessment evidence management information systems to record assessment outcomes and track and monitor candidate progress online logs, wikis and blogs to provide and respond to assessment feedback mobile devices to support workplace assessment web conferencing to moderate assessment processes and outcomes.
• #137: VET practitioners are increasingly using: online quizzes, e-portfolios and simulations to gather assessment evidence management information systems to record assessment outcomes and track and monitor candidate progress online logs, wikis and blogs to provide and respond to assessment feedback mobile devices to support workplace assessment web conferencing to moderate assessment processes and outcomes.
• #138: VET practitioners are increasingly using: online quizzes, e-portfolios and simulations to gather assessment evidence management information systems to record assessment outcomes and track and monitor candidate progress online logs, wikis and blogs to provide and respond to assessment feedback mobile devices to support workplace assessment web conferencing to moderate assessment processes and outcomes.
• #139: VET practitioners are increasingly using: online quizzes, e-portfolios and simulations to gather assessment evidence management information systems to record assessment outcomes and track and monitor candidate progress online logs, wikis and blogs to provide and respond to assessment feedback mobile devices to support workplace assessment web conferencing to moderate assessment processes and outcomes.
• #141: 1. Writing On-Screen Text Summary: Most readers only skim online text so keep it lively and relative to the learner. Don’t kill the learner with continuous bullet points. Comment: True, learners don’t read all of the text. This is why it’s so important to add nice visual design to your course. You need to “draw” learners in and help them “want” to engage with your course. You should also think about chunking content. 2. Writing Audio Scripts Summary: Find that “hook” that sparks the learner’s imagination. The sounds of words and cadence of phrases in the script is important. Be sure to choose your voice talent carefully. Comment: You also need to find a balance between what content should be narrated and what content you should let the learner read. Also, there are many times when the learner can read faster than the audio narration. How will you handle this? Can a learner turn off the audio? Can they advance to the next section when the audio narration is still playing? 3. Writing Video Scripts Summary: Remember that video is for showing, not telling. Comment: Video should be used to demonstrate key concepts in the learning. Here is a sample video tutorial we have built to demonstrate how to add a Glossary to an Articulate Skin. 4. Technical Writing Summary: Technical writing can be dull and dry…so find a way to inject creativity into your course. Comment: Scenarios can be a great way to spice this up. Start off with a problem and then show the steps to fix it. 5. Writing Stories Summary: Storytelling incorporates facts and concepts learned, and should contain characters that the learners can identify with. Comment: When building a course with various stories to tie them all together. Always focus on the same characters throughout the entire course…this allows the learners to keep building on concepts already learned. 6. Writing Test Questions Summary: All test questions must correspond to the learning objectives in the course. Give yourself enough time to write effective test questions. Comment: Many instructional design models have you write the test question very early in your design process. The problem is that many of us build the entire course and then say “oops, I forgot to create the test.” Then we hurry and create some questions and throw them out there. 7. Writing Glossary Definitions Summary: The 4 tips for writing glossary definitions are: 1) every word counts, 2) remove extraneous words, 3) use a consistent style for every definition, and 4) let someone else edit them. 8. Writing Interactions Summary: Interactions can be a powerful learning tool…but they must be well written with good instructions. 9. Writing Microcopy Summary: Microcopy is the little instructions and phrases used in eLearning and should not be an afterthought. Comment: I like to add text to my image treatments as well. Any image can be combined with text. 10. Copywriting Summary: Copywriting is the use of persuasive language to entice someone to take your training. Most copywriters follow the AIDA formula when writing copy.
• #142: Why is it important to create a course outline or storyboard before building an eLearning course? A course outline or storyboard will help you to organize both the course content and your thoughts on interactivity (audio, video, graphics, interactions, etc.). Here are a few things to consider when building your storyboard: On-Screen text What information is best presented as on-screen text? How much is too much? Remember, learners typically only scan the on-screen text. Audio Scripting Will or should you use audio in your course? If you decide to use it, be consistent throughout the course. If using audio, will you also include written scripting for the leaner to read? Can the learner advance through the course even if the audio is still playing? Do the learners have audio capabilities? Will they use headsets/earbuds? Do they have speakers for their computers? Interactions/Quizzes Will you add interactions/quizzes to your course? Interactions/quizzes should support the learning process and not distract from it. Use interactions to reinforce learning content. Graphics/Images Do not use gratuitous images. The images in your course must support the story you are telling. Most learners only scan over the text so your graphics need to help tell the story. Can the text be combined into the image? Video Is video a good delivery method for the content being presented? What information is best presented in video format? Do you have the time and budget for video? Can your network handle video? Course Test Is a course test required? If so, plan for the test in the storyboard process. This allows you to build test questions when you build the course objectives. The course test should not be an afterthought once the course is created. Printable Reference Materials Does the learner need printable reference materials to refer to while completing the training or after the training? Maybe offer a training recap. Website Links Can you link the learner off to a website to learn more about the topic? Development Notes Include additional development/design notes.
• #143: Why is it important to create a course outline or storyboard before building an eLearning course? A course outline or storyboard will help you to organize both the course content and your thoughts on interactivity (audio, video, graphics, interactions, etc.). Here are a few things to consider when building your storyboard: On-Screen text What information is best presented as on-screen text? How much is too much? Remember, learners typically only scan the on-screen text. Audio Scripting Will or should you use audio in your course? If you decide to use it, be consistent throughout the course. If using audio, will you also include written scripting for the leaner to read? Can the learner advance through the course even if the audio is still playing? Do the learners have audio capabilities? Will they use headsets/earbuds? Do they have speakers for their computers? Interactions/Quizzes Will you add interactions/quizzes to your course? Interactions/quizzes should support the learning process and not distract from it. Use interactions to reinforce learning content. Graphics/Images Do not use gratuitous images. The images in your course must support the story you are telling. Most learners only scan over the text so your graphics need to help tell the story. Can the text be combined into the image? Video Is video a good delivery method for the content being presented? What information is best presented in video format? Do you have the time and budget for video? Can your network handle video? Course Test Is a course test required? If so, plan for the test in the storyboard process. This allows you to build test questions when you build the course objectives. The course test should not be an afterthought once the course is created. Printable Reference Materials Does the learner need printable reference materials to refer to while completing the training or after the training? Maybe offer a training recap. Website Links Can you link the learner off to a website to learn more about the topic? Development Notes Include additional development/design notes.
• #144: Why is it important to create a course outline or storyboard before building an eLearning course? A course outline or storyboard will help you to organize both the course content and your thoughts on interactivity (audio, video, graphics, interactions, etc.). Here are a few things to consider when building your storyboard: On-Screen text What information is best presented as on-screen text? How much is too much? Remember, learners typically only scan the on-screen text. Audio Scripting Will or should you use audio in your course? If you decide to use it, be consistent throughout the course. If using audio, will you also include written scripting for the leaner to read? Can the learner advance through the course even if the audio is still playing? Do the learners have audio capabilities? Will they use headsets/earbuds? Do they have speakers for their computers? Interactions/Quizzes Will you add interactions/quizzes to your course? Interactions/quizzes should support the learning process and not distract from it. Use interactions to reinforce learning content. Graphics/Images Do not use gratuitous images. The images in your course must support the story you are telling. Most learners only scan over the text so your graphics need to help tell the story. Can the text be combined into the image? Video Is video a good delivery method for the content being presented? What information is best presented in video format? Do you have the time and budget for video? Can your network handle video? Course Test Is a course test required? If so, plan for the test in the storyboard process. This allows you to build test questions when you build the course objectives. The course test should not be an afterthought once the course is created. Printable Reference Materials Does the learner need printable reference materials to refer to while completing the training or after the training? Maybe offer a training recap. Website Links Can you link the learner off to a website to learn more about the topic? Development Notes Include additional development/design notes.
• #147: Quizzes may be scored, enabling
• #148: Also Sound Cloud for Music
• #156: Brainstorm Activity – What are some good principles of rapid eLearning: Suggested List