A Scenario to Make You Shiver

Whether or not you properly deice and anti-ice an airplane can mean the difference between life and death for the passengers and crew. I had the opportunity to create several eLearning courses for a client in the aeronautics industry and in this lesson, they had me to create this scenario to bring home the importance of the deicing/anti-icing process.

DeIceScenario1

This week’s eLearning challenge was to create a Branching Scenario following Tom Kuhlmann’s three Cs of Challenge, Choices, and Consequences. Branching scenarios give the learner an opportunity to practice what you’ve been teaching them in a real life situation where there are numerous actions to choose from.

DeIceScenario2.png

For each incorrect and correct decision, you can give the learner feedback including telling them what could/would happen as a consequence of their decision. And you can give them the opportunity to retry as many times as it takes for them to get it right.

DeIceScenario3

These scenarios are really very simple interactions to build. Each choice links up to a different branch where you can give them feedback. Branching scenarios can also get more complicated if you decide to branch more than once. For example, if you had a scenario with more than one decision that had to be made along the way. Like a tree, each time you branch off, you exponentially increase the number of feedback paths you need to create, and some of those paths can even take the learner back to a previous slide in the scenario.

I suggest if at all possible keeping to just two or three options each time they have to make a choice, and to keep the number of decision points to the minimum you can get away with. These scenarios should also be brief as possible. You’ll notice I set up this scenario with a minimum of background information to get right to the point. So, check it out here and let me know what you think.

DeIceScenario4

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Getting a Rise out of Epcot’s Flower and Garden Festival

Do you love to graze on a variety of delectable foods from all over the globe? Are you a garden and topiary lover? Do you jump at the chance to play unusual and exotic musical instruments in outdoor environments? If any of these things get a rise out of you, you’re going to love this Articulate Rise course.

EpcotFlowerGardenFrontPageShot

Articulate 360 includes Storyline and Studio which I’ve already worked with for years, but I have never built a course in Rise. So after watching a few instructional videos presented by Tom Kuhlmann, I decided to just dive in and start creating my first Rise course.

Image Options
There are a LOT of ways you can present images in Rise, and being that this course is about one of the most visually-stunning topics, the Flower and Garden Festival at Epcot, I explored a couple of them –  the carousel and the flip card interaction.

Epcot_Carousel.png

Carousel Interaction

One very nice time-saver I learned about from Tom Kuhlmann was how to use PowerPoint to set the aspect ratio / dimensions of the pictures and export them all as PNGs so you end up with nice, consistent images. For the carousel above, I used the standard 16×9 aspect ratio and for the flip card interaction, the 1×1 was a perfect fit.

Epcot_Flipcard.png

Flipcard Interaction with 3rd Image flipped to reveal Bread Pudding, mmmm!!!

Video Options
You can also both import and embed videos into Rise. So I grabbed a video shot by e-learning hero Jackie Van Nice of yours truly playing a marimba type instrument in one of the outdoor garden interactions at the festival. Man, was that a blast.

Epcot_video.png

Imported Video of me in my silly cowboy hat playing the ??? (open course to play video)

For the butterfly garden section, I found a wonderful YouTube video describing the exhibit and embedded it into the course.

So I have to admit, there are no new, earth-shattering, thinking-outside-of-the-box ideas here on how to present images and video in Rise, it’s my first course after all, but it really is a fun interactive course which I think you’ll enjoy. Maybe I’ll run into you at the next festival. Check the course out here.

 

The Revealing Science of E-learning

If you’ve ever witnessed a plague of lighthouse keepers or traversed the topographic oceans only to find yourself in the court of the crimson king, you may appreciate what I created for this week’s Articulate e-learning challenge.

PROGressBarFront

Our MC, David Anderson asked us to create an e-learning interaction that used awards and/or progress bars in a creative way to reward learners and show them how far they’ve gotten in a lesson. Well, I thought this challenge being about progress bars, I should create the ultimate PROGress bar (ie: progressive rock, get it?).

So many times when I’ve seen documentaries about popular music or the 1970s in particular, all they ever talk about is punk and disco and totally miss the fact that the major progressive rock bands were selling millions of records and packing the hugest stadiums in the world. It was what Bill Martin aptly labelled a “popular avant garde.”

The PROGress Bar
For my progress bar, I decided to have seven levels of achievement with an illustrious title for each; ranging from Prog Novice to Prog God. I used the sun from the cover of King Crimson’s Larks’ Tongues in Aspic to denote where the learner was in the different levels. So the suns go along the bottom in a row with all of them grayed out except for the current level the learner is on.

PROGressBarMuirQuestion.png

Hint, Hint
Knowing that a deep knowledge of progressive rock is generally not the forte’ of most people and that my audience was going to be mostly other e-learning designers, I didn’t want them to get discouraged and opt out of the lesson right away. To remedy this, I added obvious hints to the feedback layer of the questions and gave them two tries to get the right answer.

PROGressBarQuestionFeedbackHint.png

Being the serious prog-nerd that I am, I had too many questions. Anyone who knows me personally knows I can go on and on about this topic. When I was done, I realized that I HAD to have at least one extra question. So it made sense that to get all the way to Prog God, that the learner should have to answer an additional question to get that ultimate title. To represent where they were at in the lesson, I highlighted one half of the final sun on the PROGress bar.

PROGressBarHalfSunHighlighted.png

Original Music
For anyone who’s interested, the music on the introductory slide is a piece I wrote and recorded called “Satisfaction.” It was supposed to be one of those epic 20 minute tunes, but is yet to be completed. At any rate, enjoy the lesson and definitely let me know what you think!

Lakes of Methane You Say?

As Sun Ra used to say, “Space is the place” and I wholeheartedly agree. Thanks to some adventurous souls who conceived of, built and operated the numerous successful spacecraft which have revealed to us Titan’s, Io’s and Europa’s secrets, we not only have some beautiful images of our celestial neighbors, but have added immensely to our knowledge and understanding of these remarkable and exotic worlds.

Moons_Solar_System_Main_Screen.png

Adaptive Learning Paths
When creating e-learning lessons, you always want to think about your audience and their needs. Often learners have different levels of knowledge and experience. How can you create a lesson that adapts to their different skill levels, so you don’t waste the more-experienced learners’ time going over a bunch of information they already know?

E-learning designers have created adaptive learning paths (or ALPs) to accommodate these different learners’ needs. In this week’s e-learning challenge, David Anderson from Articulate asked us to create an example of an ALP.

Asking Questions First
First you have to assess where the learner’s knowledge level is at. The most common approach is to simply ask them a series of questions, and then based on their answers, only direct them to the parts of the lesson where they need help. In my example, I asked them three questions.

Moons_Solar_System_Titan_Question.png

Confidence Levels
Sometimes learners will answer a question correctly by chance without really knowing the answer. I noticed one of my fellow designers, Jackie Van Nice had added confidence levels into her submission. So I added that feature, but to keep mine simpler, I only gave them two confidence-level options to choose from, either they’re certain they know the answer or they aren’t.

Under the Hood
So how did I make it work? I used a combination of states, variables and triggers.

Each question had three possible answers. Each answer had two states; Normal and Selected. The Selected state had an outline around it so learners would know they had it selected. Also, each of the two confidence levels had Normal and Selected states.

Secondly, I created three variables, each named after the moon being talked about in the questions; Europa, Titan and Io. All three variables were True/False variables with the initial state set to False.

Finally, I created simple check marks on the summary slide that would appear on top of each section of the lesson. All three check marks had two states: Hidden and Normal. If the learner needed to review the section, the check mark would appear (Normal), but if they already knew the material and did NOT need to review the section, the check mark would be Hidden.

Moons_Solar_System_Summary.png

I then added triggers to each of the three check marks. So the Europa check mark for example, would have a trigger set to hide it if the correct answer on the Europa question was selected AND the “I got this” confidence-level was selected. Because in that instance, the learner both got the question right and was sure of their answer, and thus didn’t need to review the Europa section.

Moons_Solar_System_Europa_Selected.png

After I set the triggers for the three check marks, I thought I better add a fourth trigger for those learners who didn’t need to review any of the lesson because they already had it all mastered. In that instance a box would appear telling them so. That box had two states; Normal and an initial Hidden state. I then set a trigger so that the box would only appear (change to Normal) if all three of the variables were set to True.

I’ve done enough talking, check out the lesson here and let me know what you think! I’d also like to thank Jackie Van Nice for sharing with me her transparent Storyline player to create this lesson, that was real time-saver!

Am I in Sync?: Using Video in E-learning

One of my clients provides fuel and services to the exciting aeronautics industry. They LOVE video and use it extensively in their training courses. In designing a number of courses for them, I had the opportunity to do a lot of video editing. As much as I enjoy working with video, I always want it to support and not detract from the message being conveyed in each scene.

This week’s Articulate e-learning challenge is all about how to sync video up to your content. So in this article, I will share three different ways to do just that!

Back and Forth

In this first example, I had a picture and text layout that I really liked. So, I brought out each bullet with the picture and then faded in the video to support the more detailed explanation of each bullet, going back and forth between the still shot and the video.

No Bullets, Just Video

For this one, I didn’t use any bullets, but just edited the video so it would be in sync to the audio content. So when she’s talking about smiling or shaking hands, that’s what you see on the screen. I also edited the video so that the actual sound from the video comes in for just a couple seconds so you can hear the CSR saying “Hello, Mr. Smith…”

I used Pinnacle Studio video editing software which allows you to have video on separate tracks, just like in a music recording studio soundboard. I clipped out that little bit of video with the CSR greeting the customer and put it on a separate track from the rest of the video which was on a muted track. Then, for the voiceover audio track, I added a couple seconds of silence, so the narrator would pause while the CSR was talking. It’s a neat effect, and it also gets the learner’s attention!

You can add silence to any track either in your video editing software or after importing it into Articulate Storyline (which is my favorite e-learning design and development tool).

Bullets on Top of Video

In this final example, I added a semi-transparent rectangle on top of the video and animated in the bullets in sync to the voiceover. This is my most common approach.

Whatever media you are using, always strive to make it support the content. Yes, using advanced animations and creative visual effects CAN effectively keep the learner engaged in the course, but don’t get too carried away and end up distracting the learner. Let me know what you think. Do you have any other ideas or approaches to using video you’d like to share?

Redundancy and Coherence

Two principles of good e-learning design are to avoid redundancy and to keep things coherent and uncluttered. This week’s e-learning challenge was to present these good instructional design principles in a piece of e-learning. I decided to create before and after examples of two of the principles David Anderson outlined.

Redundancy
Although this may seem like an obvious thing to avoid, I see it in A LOT of e-learning courses. Back in my college days, we had a biology professor who had these extremely wordy PowerPoint slides and then he proceeded to read every word on them verbatim. It drove the whole class nuts, a lot of students scored poorly on his tests, and he seemed completely dumbfounded as to why. Instead of reinforcing the information, redundancy distracts from it. Here’s the redundant “before” version.

Click to view redundancy example

Click to view redundancy example

And here’s the much-improved “after” version.

Click here to view the solution

Click here to view the solution

Coherence
I’ve seen this principle violated most when IDs try to incorporate storytelling or branching scenarios for the first time. In e-learning, the stories only exist to reinforce the learning experience, not to detract from it. Strip the story down to its essentials, removing any extraneous details. Here’s the cluttered, long-winded “before” version.

Click to view It's Not a Novel

Click to view It’s Not a Novel

And here’s the elegant, much-improved “after” version.

Click to view the solution

Click to view the solution

 

Presenting Dos and Don’ts

The good old “Dos and Don’ts” list is a quick and easy way to teach people how to perform their jobs. This week’s e-learning challenge was to create a novel way of presenting these lists. So, I decided to make mine about the restaurant business, directed towards those on the front lines, the servers.

DosDonts

I recently saw a graphic image of two faces facing each other in b/w and I thought I could employ similar imagery to create this simple little interaction. The learner is presented with a scenario and then selects either the “Do” face or the “Don’t” face to see an example of each.

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This could very easily be adapted to give actual lists of Dos and Don’ts for each scenario even though I only offered one example for each.

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Rather than using the Next and Previous buttons, I gave learners the option to “Try Again” to see the other option for the current scenario or to go on to the “Next Scenario”. Try it out yourself and let me know what you think!