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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Living with the Lightbox

Ah, my Disney obsession continues. This week’s e-learning challenge was to create an interaction using Storyline’s Lightbox feature. Designers like to use lightboxes when they want learners to be able to look at an outside reference without leaving the slide they’re on. The reference might be talking about how to use the navigation features on the course or perhaps to define key terms used throughout the course. Lightboxes are great because they can be accessed from anywhere in the course and don’t have to be included in the Menu.

LWTL_Intro.png

Living with the Land
Being a lover of exotic fruit trees and gardening, I have always enjoyed EPCOT’s Living with the Land ride at Disney Orlando. LWTL takes you on a boat ride starting you off in a life-size diorama (or what I’d call biorama) taking you through various climatic regions from rainforests to deserts to prairies.

LWTL_Diorama.png

Geodesic Dome
After that short ecological history, the boat emerges from the dark diorama into the bright sunlight of its dome-enclosed orchard & garden area. Here you can see a multitude of exotic plantlife: vanilla, dragon fruit, Carolina reaper (one of the hottest peppers in the world), Buddha’s hand, jack fruit, and bananas growing all around you.

LWTL_Exotic_Fruits.png

You’ll also see experiments in hydroponic and self-sustaining ecosystems. After you exit the ride, you will find a little booth selling starter plants created in their labs. I bought a couple dragon fruit plants which are thriving to this day (although I have to keep them in pots so I can wheel them into our garage when temps get too low. You can also arrange a behind-the-scenes tour of the LWTL gardens and lab to learn more. It’s actually quite inexpensive and we learned a lot.

LWTL_Hydroponics.png

The Build
I didn’t do anything fancy here, just concentrated on getting some beautiful images and embedded one video from YouTube. These were all put onto separate slides and then I added triggers to the oval-shaped navigation saying to open those slides as lightboxes when the user clicks on them. Finally, in case you were wondering, I used a piece of original music I wrote for the introduction slide that seemed to fit the mood. Check it out here and let me know what you think.

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.

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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!

Video Interaction with Closed Captions

This week’s Articulate E-learning Challenge was to create an interaction in Storyline using only shades of grey or in other words, black and white. As it turned out, I already had created a video for my band’s song “629” and it was about 90% in black and white. Being that the tune was based on a very interesting person from US history, I thought it would be fun to create a guessing game called Name that Scoundrel to determine who this person was, what he did for a living, and what organization he’s associated with.

Closed Captions
Recently, one of my clients needed CCs (or closed captions) for a piece of software training I was creating for them. And since the interaction for the e-learning challenge was going to be based on song lyrics, I thought it would be a great idea to use CCs so people could more easily make out the words.

There are a couple things you typically need to do to add CCs to a Storyline interaction.
1. You’ll probably want a button to turn them on and off. I didn’t need or want this in my
e-learning challenge, but it WAS a requirement for the software training piece I created for my client.
2. The words in the CCs need to appear as they are spoken. Because of this, you can’t just use the Notes tab in the Storyline Player.

NameThatScoundrelStillShot2

Turning CCs On and Off Using Layers
Tom Kuhlmann from Articulate shows how to add CCs you can turn on and off by putting them on a layer. Tom’s video also explains how to make the words appear in the CCs as they are spoken on the audio. After watching this video I realized that when you get to the next slide, they disappear. Fortunately, Brian Batt (also from Articulate) shows how to get CCs to continue from one slide to the next.

Turning CCs On and Off Without Using Layers
But what if you can’t or don’t want to use layers? Thankfully, Articulate Super Hero Steve Flowers thought of a way to add CCs without using layers.

NameThatScoundrelStillShot3

Conclusion
I know this blog has just focused on the CC aspect of this game. So please use the comments section below if you have any questions about how I created any of the other elements in Name that Scoundrel. And definitely, let me know what you think!

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