patti shank, phd, cpt version 20010 0212 - elearning guild

© 2010, Learning Peaks, LLC. All rights reserved.

ARTICULATE, CAPTIVATE, AND OTHER RAPID AUTHORING TOOLS

Patti Shank, PhD, CPT

Version 20010_0212


Session Activities

Consider when rapid approaches make sense

Evaluate the differences between different “types” of rapid tools (and see some of them in action)


Some of the content in this handout is adapted from the eLearning Guild’s Getting Started in e-Learning: Rapid e-Learning (February 2010), authored by the presenter, with the permission of the publisher (http://www.elearningguild.com/research/archives/index.cfm?id=139&action=viewonly). A few of the screenshots are from Essential Articulate Studio ’09 (Jones and Bartlett, 2009), coauthored by the presenter, with the permission of the publisher.


Rapid versus Traditional e-Learning

“Rapid” e-learning refers to online information and instructional that can be built in a short amount of time by folks who do not have a lot of experience with instructional authoring. Traditional instructional design and development processes often require months or even years because they typically involve storyboards (that describe each screen, including what will be shown and what text or narration will appear) and multiple rounds of reviews (and changes to programming and content with each iteration).

The figure below shows two different approaches to building a specific e-Learning project1. On the left, you see the tasks to be completed for a rapid e-Learning project. On the right, you see the tasks to be completed for a more traditional (not rapid) e-Learning project. Quite a difference!

Rapid Traditional

1. Find existing content 1. Write blueprint for the project: interface and navigation, content, interactions, assessments, graphics, media

2. Find existing graphics and media

2. Work with a subject matter expert to build content

3. Write test questions, if needed 3. Design interface and navigation

4. Build content and assessments using authoring tool(s)

4. Design interactions

5. Add in graphics and media 5. Design assessments

6. Test 6. Design graphics

7. Deploy 7. Design media

8. Build interface and navigation

9. Build content using authoring tool(s)

10. Build graphics and media

11. Test

12. Deploy

Typical steps for a rapid and traditional (non-rapid) e-learning project

1 All projects vary so the steps shown may not be the exact same steps used in other e‐Learning projects,


When a Rapid Approach Makes the Most Sense

Rapid e-Learning makes the most sense in a variety of related circumstances, which will be described next.

Rapid Works Well for Lower Level Outcomes

Dr. Benjamin Bloom, an educational psychologist, helped to develop a learning outcomes classification system, a hierarchy of learning outcome levels associated with what they learner should be able to do at each level.

Level What the learner should be able to do

Evaluation Recommend, assess, choose...

Synthesis Design, plan, construct...

Analysis Compare, calculate, examine...

Application Complete, use, demonstrate...

Comprehension Describe, identify, give an example...

Knowledge List, define, label...

Learning outcomes hierarchy (Bloom’s Taxonomy), from least complex to most complex

Rapid approaches often work well for lower-level learning objectives. For example, List the benefits of a Roth IRA is a far easier learning outcome (for learners to accomplish) than determine what percentage of IRA funds to put into a traditional IRA and what percentage of IRA funds to put into a Roth IRA. The former is a lower-level (knowledge) learning objective and the latter is a higher-level (analysis, evaluation) learning objective. The former requires the ability to recall benefits but the latter involves analysis and evaluation of alternatives.

Rapid Works Well for “Disposable” Information and Instruction

A rapid approach is often used for information and instruction that is considered disposable. Disposable means that the information or instruction either doesn’t merit a more typical approach (which may be called for when we need to assure higher learning levels), or that the content is extremely time sensitive, changes rapidly, or goes out of date quickly.

Rapid Works Well When Content is Available and Usable

A major factor that impacts whether a project can be completed rapidly is the availability of existing, usable content. Content development often takes a great deal of time so a rapid approach works best when needed content is already available and adequate for the job at hand. Lack of adequate content is one of the single biggest risk factors associated with rapid e-learning projects! Even if a rapid

Lower level

Higher level


approach otherwise makes sense, lack of adequate content will automatically add on time to the process.

Rapid Often Works Well in a Hybrid Approach

After some analysis, you may discover that a rapid approach won’t work for all elements of an information or instruction project. But that doesn’t mean a rapid approach won’t work at all. But remember, whether a rapid approach can be used for part of a project, however, may depend on the availability of adequate content.

Rapid versus Complex Authoring

There is an overlap in the authoring tools that are typically used for rapid authoring and the authoring tools that can be used for more complex authoring. What this means is that many rapid authoring tools are flexible enough to be used for more complex authoring as well.

Category Use Commonly Used Tools

Rapid Authoring Tools

Tools that are typically used to create less complex electronic information and instruction in a short period of time and are easier to use for that purpose.

Many also have features that allow them to be used for more complex authoring.

Articulate Studio (Presenter, Engage, Quizmaker)

TechSmith Camtasia Studio

Adobe Captivate

Adobe Connect

Complex Authoring Tools

Tools that are typically used to create more complex electronic information and instruction. When used in this way, they typically have a steeper learning curve.

Many also have features that allow them to be used for more rapid authoring.

Adobe Captivate

Adobe Connect

Articulate Studio (Presenter, Engage, Quizmaker)

Trivantis Lectora

Adobe Flash

Categorization of rapid and complex authoring tools


To take this a step further, let’s look at how four popular e-Learning authoring tools might be used to build rapid information and instruction as well as more complex information and instruction.

Rapid project example More complex project example

Captivate Web application demo Interactive web application simulation with branching

Articulate Presenter Narrated PowerPoint slides Narrated PowerPoint slides with interactive scenarios, audio feedback, and print resources

Adobe Connect One-hour webinar on mobile learning

Online conference on mobile learning

Lectora Content on changes to the company health plan added to a template

Content on changes to company health plan with interactive decision tools and games

Example of rapid and more complex projects using four popular authoring tools

Although Lectora is generally considered to be a authoring tool that is used to build complex instruction, it is quite possible to take simple content and rapidly add it to one of the templates that come with the product for a rapidly created project. And, in case this isn’t obvious, if you already know how to use a specific e-Learning authoring tool, even if it is a tool that is typically used for complex authoring, it can certainly be used to build rapid e-learning!


Types of Rapid Authoring Tools

Rapid authoring tools come in a variety of “flavors.” The following table describes five commonly used types of rapid authoring tools, what they typically create, and a few examples of commonly used rapid authoring tools in that category.

Tool Type Typically Creates Examples of Commonly Used Tools

Screencast Digital recording of what is happening on a computer screen, window, or application. Tool may also allow narration, links, graphics and media, and interactions to be added and edited. (The more capabilities that are used, the more complex and less rapid the project.)

Captivate

Camtasia Studio

PowerPoint to Flash

Flash content out of PowerPoint slides, typically with narration. Tool may also allow links, graphics and media, and interactions to be added and edited. (The more capabilities that are used, the more complex and less rapid the project.)

Adobe Presenter

Articulate Presenter

Forms to Flash

Flash content such as pages or rollover graphics from content placed into forms. Tool may also allow narration, links, graphics and media, and interactions to be added and edited. (The more capabilities that are used, the more complex and less rapid the project.)

Raptivity

Engage

Other to Flash

Flash content such as pages, games, or scenarios, from content placed onto screens or imported. Tool may also allow narration, links, graphics and media, and interactions to be added and edited. (The more capabilities that are used, the more complex and less rapid the project.)

Articulate Presenter

Captivate

Webinar Live presentation with slides over the Internet using a virtual classroom application. Tool may also allow presenter to share his or desktop, poll participants, and incorporate other presentation and participant interaction tools. Many record the presentation as it is happening so it can be made available later, non-live. (The more capabilities that are used, the more complex and less rapid the project.)

Connect

WebEx

Types of rapid authoring tools

ARTICULATE, CAPTIVATE, AND OTHERRAPID TOOLS

Pa t t i Shank , PhD , CPTL ea r n i n g Pea k s


pa t t i@ l e a r n i n gpea k s . c om

Session Activities1. Consider when rapid approaches make sense2. Evaluate the differences between different “types”

of rapid tools (and see some of them in action)


Page 2

Work • Principal, Learning Peaks, LLC, Centennial, Colorado

• Instructional analyst/designer Books • Making Sense of Online

Learning• The Online Learning Idea

Book

© 2009, Learning Peaks, LLC. All rights reserved. 2010, Learning Peaks, LLC All Rights Reserved

oo• The e-Learning Handbook• Essential Articulate Studio ‘09

Work passions

• Pragmatic instructional design• Designing for results• Learning activities and

assessmentsPatti Shank, PhD, CPT

SynchronousSame Time Different Place

AsynchronousDifferent Time Different Place


Examples

1

2


Page

3

4

5

Example URLs1. http://www.adobe.com/products/captivate/productinfo/product-

demos/screen-recording-software/

2. http://www.raptivity.com/index.html/

3. http://www.adobe.com/products/captivate/productinfo/product-demos/simulation-software/

4 http://www articulate com/community/showcase/?page id=21


4. http://www.articulate.com/community/showcase/?page_id=21

5: http://www.articulate.com/community/showcase/?page_id=115

Rapid vs. Traditional e-Learning


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Rapid Makes Sense for...• “Lower level” information and instruction• “Disposable” content• When content is readily available and

usable


• Hybrid approach

Pages 5-6

New Product Training-HybridTraining Needs Level of Skill ApproachProduct features and benefits

Lower level (basic product knowledge)

Rapid

How product fits into company product offerings

Middle level (more extensive product knowledge)

Rapid


Sell to different markets

Middle level+ (more extensive product knowledge and market knowledge)

Rapid with classroom follow-up

Sell against similar competitors’ products

Higher level (morecomplex, practice,

Classroom

Rapid Authoring Requires...


Rapid Authoring is Less Likely...


Rapid vs. Complex Authoring


Page 6

For Example...


Page 7

Types of Rapid Tools

• Screencast

• PowerPoint 2 Flash


• Forms 2 Flash

• Other 2 Flash

• Webinar Page 8

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Ama on com

Available :Jbpub.com

Amazon.com


Amazon.com


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References and Resources

Recommended Books

1. Adobe Captivate 4: The Essentials by Kevin Siegel, IconLogic, 2009

2. E-learning Tools and Technologies: A consumer's guide for trainers, teachers, educators, and instructional designers by William Horton and Katherine Horton, Wiley, 2003

3. Essential Articulate Studio ’09 by Patti Shank and Jennifer Bircher, Jones & Bartlett, 2009

4. The eLearning Guild's Handbook of e-Learning Strategy http://www.elearningguild.com/content.cfm?selection=doc.817

5. Learning Web Design: A Beginner's Guide to (X)HTML, StyleSheets, and Web Graphics, by Jennifer Niederst Robbins, O’Reilly, 2007

6. The Online Learning Idea Book: 95 Proven Ways to Enhance Technology-Based and Blended Learning by Patti Shank, Pfeiffer, 2007

Websites

1. Commonly used rapid authoring tools (alphabetically):

Adobe Captivate http://www.adobe.com/products/captivate

Adobe Connect: http://www.adobe.com/products/acrobatconnectpro/

Adobe Flash http://www.adobe.com/products/flash

Adobe Presenter: http://www.adobe.com/products/presenter/

Apple Keynote: http://www.apple.com/iwork/keynote/

Articulate Studio (Presenter, Engage, Quizmaker) http://www.articulate.com/products/studio.php

Cisco Web Ex: http://www.webex.com/

Rapid Intake ProForm Rapid eLearning Studio: http://www.rapidintake.com/proform/

Raptivity: http://www.raptivity.com/

TechSmith Camtasia: http://www.techsmith.com/camtasia.asp

2. Learning Peaks’ resource database: http://del.icio.us/learningpeaks

3. Jane Hart’s directory of learning tools: http://c4lpt.co.uk/Directory/index.html


4. Tom Kuhlmann’s Rapid E-Learning Blog: http://www.articulate.com/rapid-elearning

5. Training Media Reviews Authoring Tools Reviews: www.tmreview.com/Editorial.asp?ID=1718 (note that I have completed reviews for TMR)

Reports

1. The eLearning Guild's Getting Started Report: Rapid e-Learning (February 2010) http://www.elearningguild.com/research/archives/index.cfm?id=139&action=viewonly


About Patti Shank

Patti Shank, PhD, CPT, is the president of Learning Peaks, LLC, an internationally acclaimed instruction and information design consulting group best known for helping clients optimize information and instruction results. Clients include government, NGOs, corporations, nonprofits, higher education, content experts, and educational organizations, including Adobe, Oracle, Fidelity Information Systems, Morgan Stanley, Hunter Douglas, Kaiser Permanente, The University of Colorado, and California State University.

Patti is well known for her independent and systems-oriented approaches to training, learning, and technology and she is listed in Who's Who in Instructional Technology. She's an often-requested speaker at training and instructional technology conferences, is quoted frequently in training publications, and has contributed numerous chapters to training and instructional technology books. She was an award-winning contributing editor for Online Learning Magazine, coauthored Making Sense of Online Learning (Pfeiffer, 2004), edited The Online Learning Idea Book (Pfeiffer, 2007), co-edited The E-Learning Handbook: A Comprehensive Guide to Online Learning (Pfeiffer, 2008), and co-authored Essential Articulate Studio ’09 book (Jones and Bartlett, 2009). Patti’s articles are found in eLearning Guild publications, Adobe’s Resource Center, Training Magazine newsletters, Magna Publication’s The Online Classroom, and elsewhere.

Contact Information: Patti Shank, PhD, CPT Learning Peaks, LLC Aurora, CO 303.699.9377 [email protected] www.learningpeaks.com

jbpub.com

Amazon.com Wiley.com

Amazon.com Wiley.com

Amazon.com

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