UA – Page 2 – The Logical Blog

February 24, 2015

Adobe Captivate: The Cure for Blurry Zoom Destinations

by Kevin Siegel

Zoom Areas are typically used to emphasize an important area of a slide background. They are especially useful if you want your learner to automatically get closer to a specific area of the screen.

To insert a Zoom Area, click Objects on the Main Toolbar and choose Zoom Area.

Zoom Areas consist of two parts: the area of a background that you want to highlight (Zoom Source) and where the zoomed area of the background will appear (Zoom Destination).

In the image below, I have positioned and resized the Zoom Source over the area of the slide background that I want to get larger.

Then I positioned and resized the Zoom Destination on the slide. Remember, the Zoom Source won't move or resize when the lesson is viewed by the learner… that's the job of the Zoom Destination.

Right away you can see that there is a problem with the image in the Zoom Destination. Because a Zoom Area simply enlarges the Zoom Source, and I've resized the Zoom Destination quite a bit, the image in the Zoom Destination is blurry.

To fix the problem, you'll need a larger version of the image shown within the Zoom Source. In this case, I have the original photo of the handsome male model shown on the screen (in addition to being much larger, it has also been cropped similar to the image in the Zoom Source).

To swap out the blurry image in the Zoom Destination with the better image, double-click the Zoom Destination to open the Properties Inspector. On the Properties Inspector, click Add new image.

Click the Import button and open the larger version of the photo.

Compare the Zoom Destination below with the version above. The quality of the Zoom Destination image is much better.

If you would like to see a free demonstration of this concept, check out the IconLogic YouTube channel.

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If you'd like to learn more about eLearning, come hang out in my next eLearning basics mini course. And if you'd like to learn more Captivate, Presenter, or Storyline, we've got a great collection of live, online classes for you.

February 23, 2015

Designing Mobile Learning with Adobe Captivate (Free Online Adobe eLearning User Group Event)

Wednesday, February 25, 7:00-8:00 p.m., Eastern
Location: Live, Online… You Can Attend from Anywhere in the World!
Price: Free!

Presented by Joe Ganci

More and more people are using mobile devices to access content. You know this and realize that the mobile world is different than the desktop world. You're ready to take the plunge into designing and developing true mobile learning, but where do you start?

During this session, Joe will explain the pros and cons of including certain instructional design features and show how to design and develop alternatives for those elements that will not work on mobile devices. In addition, Joe will discuss features that you may find advantageous when implementing mobile learning. Joe will also make himself available for questions and answers and hopes you'll weigh in with your own observations and experience!

In this session, you will learn to:

Apply the correct features to a mobile learning design that will also work for desktop.
Avoid features that will cause you problems in your design.

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Joe Ganci is President of eLearningJoe, LLC, a consulting and training eLearning company located outside of Washington, D.C. Joe has been involved in every aspect of eLearning development since 1983.

February 18, 2015

Adobe RoboHelp: List Images

by Willam van Weelden

When you create a list, there are several list styles you can use in RoboHelp: bullets, squares, lowercase alphabet, and numbers. But RoboHelp brings one more great feature: you can use images instead of bullets.

Create a List Style with Custom Images

On the Project Manager pod, double-click your style sheet to open the Styles dialog box.
Right-click List and choose New.
Enter a name for the list style and press [enter].
Click the Create a bulleted list button.
Select the list images option.
Click the browse button to open the Image dialog box.
Select the image you want to use as a bullet and click OK.
Then click the OK button to save your changes.

Apply an Image List Style

Open or create a topic, and then create a regular bulleted list.
Select the list.
Right-click and choose Bullets and Numbering.
Go to the Custom tab and select your list style in the left section.
Click the OK button to apply your list.

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Looking to learn RoboHelp? We offer a live, two-day online RoboHelp class once a month. Feel free to contact us to learn other ways to meet your RoboHelp training requirements.

February 12, 2015

Articulate Storyline: Recolor Art

by Sally Cox

One of my favorite hidden gems in Storyline 2 is an obscure feature called Recolor Art. It allows you to alter the color of an object within Storyline-not affecting the original art, but merely "recoloring" it within the project.

In my workflow as an Instructional Designer, I create my own artwork in Adobe Illustrator and export as transparent PNGs. This works out nicely, but there are times when I need to create rollovers from icons or buttons. I want to avoid returning to Illustrator to create separate versions. Enter "Recolor Art."

In the image below there are a few examples of icons you might use in your eLearning project. I'll demonstrate how to use Storyline's Recolor Art feature to alter the Hover state, creating a rollover.

To begin, select your artwork (remember, transparent PNGs work best) and open the States panel by selecting the word "States" at the bottom of the Storyline window.

Click Edit States, click New State, choose Hover from the drop-down menu, and then click Add.

You've created the Hover state; now you'll alter the appearance. With the Hover state still open, select the object on your slide. Then right-click and choose Format Picture.

Choose Picture from the menu at the left and then click the arrow next to Preset.

You'll find a number of options for recoloring your art, and you'll see the categories listed above the icons. No Recolor means you see your original image. Color Modes and Dark Variations are the ones that give the best result, for me. Experiment with Brightness, Contrast, and Transparency for different effects.

These are limiting however, so if you want more, go to Blend.

Choose a Color from the Blend section and apply a Blend Mode. These behave just like Photoshop Blend Modes and give you a variety of effects based on the color you choose.

If you don't like what you've done, you can click Reset Picture, or use Storyline's Undo command.

When you're done with Recolor, click Close. Lastly, and most importantly, click Done Editing States in the States panel to save the changes.

Here are examples of before (left) and after (right) applying the Recolor feature to an icon. It can always be removed later, and edited as needed. Any way you cut it, it's a real timesaver!

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Looking for training on Articulate Storyline? Check out our live, online instructor-led Storyline classes.

February 4, 2015

Learning and Development: What Makes Videos Effective?

by Matthew Pierce

When you think of what a trainer or instructional designer (ID) does, the first thing that comes to mind is probably not video communication. Nevertheless, video is becoming a larger and more important piece of their workload. While it is still not so common that they will need to work with video daily, it is beginning to have more impact on their daily lives; ID's and trainers will now need to be ready to create videos for their work.

Because video is growing in usage for the learning and development space, TechSmith Corporation wanted to better understand what makes a great video. If you can determine the attributes that make a video great, perhaps you can reverse engineer those pieces and apply them to your own videos. TechSmith's Viewer Research Study comprised 1900 participants from a variety of roles and industries including financial services, education, government, healthcare, manufacturing, software design and development, and more. The majority of participants fell within the age range of 25 to 64.

Techsmith: Age breakdown of survey participants.

Because there are different purposes for videos, questions were asked to help determine what type of video they were thinking of during the research. The types of video were narrowed down to three: Entertainment, Informational, and Instructional. For our purpose, we focused our research on learning from those who were considering informational and instructional video.

Let the Experiments Begin

Among the key learning of the research, there are lessons that everyone who is considering creating a video should consider, which when applied will help guide us to creating better and more effective visual content. Like all research, I invite you to run your own experiments and validate the research in your environment and for your particular audience.

Video Viewership

With the rise of YouTube, Vimeo, and other video sharing sites, the amount of video being consumed on the web is increasing. According to a report from Cisco, online video users are expected to double to 1.5 billion in 2016. While a lot of video viewership will be focused on entertainment and its increasing ubiquity, not all of it will be. Some portion will be focused on information delivery and instruction. As video viewing increases, there are points you should understand about how to create better videos, which will allow for better engagement and enable you to achieve your end goals.

Some of the results of the study give insight into viewer habits, which may help you make sure you shape the learner experience. For instance, instructional and information videos are watched most in the morning and the evening. This could indicate that viewers are watching when they feel they have time. This leads to asking, what does the information delivery need that will allow the viewer to get the most from the information?

Importance of video length

For a number of years, I have taught people that videos need to be short, concise, and probably no more than three minutes in length. I have found that while this is still the case, it didn't take into consideration what viewers wanted.

The data from the research indicates that for instructional and informational videos a higher percentage of viewers actually prefer longer videos (with the range varying between four to fifteen minutes in length). When looking at those that were flagged as good or great videos, the length of instructional and informational videos can sometimes be up to 10 minutes in length.

Techsmith: Video Length

The length of the video may seem surprising; but with more context, it is understandable why a viewer would prefer a longer video. Think about the information you might want to deliver or something you would want to teach; it can be often difficult to condense that information down to a one to three minute video. In addition, other data points indicate that viewers want the right information that will guide and direct them. If the video has too little or too much, they aren't going to want to view it. While it's a difficult balance to achieve, you can solve the problem by asking appropriate questions. You need to understand the problem, and what information or instruction will help to provide the solution.

A number of survey participants indicated that they stopped watching a video because it was not the expected information, the wrong topic, boring, or uninteresting content.

Techsmith: Why people stop watching videos

As you start creating videos, remember you have flexibility in the length; but if you provide too much information that is not directly helpful or relevant, the video will be less effective.

Next week: Keeping viewers interested, and the best information to present.

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If you'd like to learn more about eLearning, check out IconLogic's eLearning basics mini course. And if you'd like to learn TechSmith Camtasia Studio, Adobe Captivate, Adobe Presenter, or Articulate Storyline, we've got a great collection of live, online classes for you.

December 18, 2014

eLearning: More Reflection

by Kevin Siegel

Last week I wrote about how you can use Reflector to create software simulations and demonstrations from your mobile device.

I received emails from several people who, having read the article, downloaded Reflector and attempted to create a simulation using Adobe Captivate or Articulate Storyline. While most folks were successful in reflecting the mobile device onto the computer, several people reported that none of the actions they took on the mobile device were captured by the eLearning tool.

As I mentioned in last week's article, the reflection of the mobile device you see on the computer is passive; you cannot control the reflection with the computer. Instead, you can simply see what's happening on the mobile device through your computer.

During the simulation recording process, if you're creating a software simulation, programs like Captivate and Storyline only capture the screen if you click your mouse (or manually create a screen capture by pressing the appropriate keyboard shortcut). Since you're not clicking anything on your computer (remember, the computer is simply showing you a reflection of the mobile device), neither Captivate nor Storyline will capture anything.Unless…

On your computer, start the recording process using Captivate or Storyline. Just prior to performing an action on your mobile device, click the reflection on your computer to create a screen capture. Next, on the mobile device, perform the action. Back on the computer, click the reflection again to create a second screen shot that shows the result of whatever it is you did on the mobile device. Continue this process over and over until you have completed all of the processes you wish to simulate on the mobile device.

If clicking over and over again to create a simulation sounds too difficult, all three of the top eLearning development tools (Camtasia Studio, Captivate, and Storyline) excel at creating videos. If you create a video of the reflected mobile device, everything you do on the mobile device is captured because the video isn't creating individual screen shots, it's capturing everything you do without discrimination.

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If you'd like to learn more about eLearning, come hang out in my next eLearning basics mini course. And if you'd like to learn more Captivate, Presenter, or Storyline, we've got a great collection of live, online classes for you.

December 7, 2014

Technical Communication: Applying Lean Principles to Documentation

by Megan Pitkin

While I was working as a bedside nurse, my organization decided to adopt a new way of approaching patient care and improve workflow: Lean. As described in this article about Lean in health care, "Lean is an industrial managerial system that aims to eliminate process waste in the forms of transportation, inventory, motion, waiting, overproduction, over-processing, and defects."

While Lean was originally intended for industrial applications, the article describes the efforts of Dr. M. Peggy Hays, associate professor in the UAH College of Nursing, to bring industrial Lean practices in healthcare.

"Nursing staff today have more and more duties," said Dr. Hays. "How can they make their job more efficient so they can focus on patient care, which is why they got into the profession in the first place?"

According to the article, Dr. Hays said that "healthcare applications [for Lean] include unearthing greater efficiencies in emergency room waiting times, operating room use, use of nursing rounds, medication rounds, processing patient paperwork in administrative offices, and workflow of the staff."

The planning and assessment phase for my unit started with the team receiving Lean education and concluded with a list of probable projects and action items needed for the week. Because the main action item was patient wait times, data was collected for the time it took for call lights to be answered.

An initial assessment found that we walked over five miles each shift between patient rooms for medication delivery, gathering of supplies, locating equipment, and patient care needs. After streamlining workflows, reorganization of the medication rooms, and standardizing equipment processes, my walking was reduced by a mile for my first shift of the implementation week. With the improved processes and reduction in the amount of walking required for the nurses to complete their tasks, there was a significant decrease in call light wait times.

Seeing how successful Lean was in my unit and throughout the organization, I began to question if the Lean principals could be applied to the materials I used in my Electronic Medical Records (EMR) training classes. While adopting an industrial process in the creation of training materials may sound like a stretch, I'd like to illustrate one simple way that I applied the Lean principles to a PowerPoint presentation I use in my classes.

Since standardization is a key Lean component, I used my organization's approved fonts and colors on my first slide.

Applying Lean to technical documents.

I also organized my lesson plan sections and agenda using approved colors, and I used the colors in a very deliberate way. For example, in the image below notice that "Locating the Patient" is a dark purple on my agenda slide.

Applying Lean to technical documents (agenda slide colors).

I used that same dark purple banner on all of the slides in the "Locating a Patient" segment of the course. (One of those slides is shown below.)

Applying Lean to technical documents. More color coding.

Lastly, I color-coordinated the supporting training materials, like pocket guides, so that they match the colors used in the presentation.

Applying Lean to technical documents. Pocket guides.

As a nurse, it is encouraging for me to see more hospitals doing an excellent job of implementing Lean tools that manufacturing has been evolving for more than half a century. As an Instructional Designer, I have been pleased with the overwhelming positive feedback I have received by adopting these Lean philosophies into the creation of materials for EMR classes.

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If you like Megan's articles, you'll love her live, online classes such as Train the EMR Trainer.

December 5, 2014

Adobe Captivate: System Time Variables

by Lori Smith

Last week I showed you Captivate's date variables. This week, let's take a look at the Time variables, the System Information variables, and a handy little variable called cpInfoMobileOS.

Adobe Captivate: Time Variables

Specifically, I am going to address the variables listed in the table below using 2:15 PM and 32 seconds as my example.

Adobe Captivate: Time Variables

Perhaps you do not like military time (24 hour) and instead you want to use 12 hour time. A little advanced action can easily convert military time to 12 hour time. I have also created two user variables to help out: am_or_pm and myHour.

Adobe Captivate: Variables in use.

When added to a text caption as shown below, the variables will display 2 PM.

Adobe Captivate: Variables added to caption.

Now let's talk about the cpInfoEpochMS variable. It can be used to determine the play time for a lesson (or part of a lesson). By subtracting the value of the variable at the beginning of the lesson from its value at the end of the lesson, you can calculate the lesson's play time down to the millisecond. In the image below I have created a couple of Advanced Actions that make use or CpInfoEpochMS and a few user variables that I created:startTime, endTime, and timeElapsed.

First, you need to capture the lesson's start time using this Advanced Action:

Adobe Captivate: Lesson start time Advanced Action

At the desired point in your project, capture the time and calculate the timeElapsed.

Adobe Captivate: Time elapsed Advanced Action.

Last but not least, let's cover the cpInfoMobileOS variable. It's only job is to indicate if the learner is using a desktop computer of a mobile device (iPhone, iPad, etc). If you have certain elements or slides in your project that you want to behave differently depending upon the learner's device, you can use this variable in a conditional Advanced Action to create the desired behavior.

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Looking to learn Adobe Captivate? We offer several Captivate classes. Feel free to contact us to learn other ways to meet your training requirements.

December 2, 2014

Localization: Training & Development in the Netherlands

by Jen Weaver

Ah, the Kingdom of the Netherlands. Today let's explore some common cultural facts about the Dutch and their expectations when it comes to training and development.

Test your Knowledge of Dutch Culture

True or False? Another name for the Netherlands is Holland.
True or False? The Netherlands ranks among the top 12 trading nations in the world.
True or False? The Netherlands is part of NATO.

Quick Tips for Training & Development in the Netherlands¹:

Guard your words carefully. The Dutch highly value honesty and will take your statements at face value. Avoid exaggeration or misinformation as well. Make sure every point is substantiated by real data.
While Dutch is the official language of the Netherlands, English is also widely understood. Find out from your in-country contacts if translation of your training materials is preferred.
Outside information is often perceived as risky and viewed with caution. Greater importance is given to facts over emotion. Subjective arguments are not accepted as valid reasoning for decision-making.
Decision-making is slow and involved, but resolutions are final.
While it's difficult as a perceived outsider to form relationships with the Dutch, you'll find friendship and mutual respect go a long way in gaining buy-in from your students and local contacts.
The Dutch favor hierarchy with clearly defined roles and structure.
Compliments and accolades are paid to the group as a whole, not to individual participants. In the same way, individuals are not singled-out for mistakes-rather, issues are attributed to a faulty system or failed oversight. If you must address an individual's achievements or shortcomings directly, do so in private.
Consistent with their structured culture, punctuality is of great importance to the Dutch. Planning is a key component of daily life, and time must be used efficiently. In fact, people who arrive late may be assumed to be incompetent or untrustworthy since they are apparently unable to manage their time.
Spontaneity is not a virtue.
Dutch communication is straightforward and professional, with preference given to efficiency over pleasantries.
In some industries, employees with higher rank may dress more casually than lower-level staff. Executives may dress in jeans and a button-up shirt while support staff are in suits.

Knowledge Answers from Above:

False. Holland, which includes Amsterdam, Rotterdam, and the Hague, is only a part of the Netherlands.
True.
True. It's also part of the European Community.

References:

¹Morrison, Terri, & Conaway, Wayne A. (2006). Kiss, bow, or shake hands (2nd ed.). Avon: Adams Media.

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Developing international training and development materials? Contact Jen at Carmazzi Global Solutions. And if you love Jen's articles, check out her new Localization mini courses.

November 20, 2014

Adobe RoboHelp: Embed a YouTube Video

by Willam Van Weelden

Last week, Kevin taught you how to embed YouTube videos in your eLearning projects. This week I'm going to keep with the YouTube theme and show you how you can embed YouTube content into your RoboHelp project.

Go to YouTube and locate the video you'd like to use.
Click the Share button below the video.
Go to the Embed tab and copy the embed code.
In RoboHelp, open a topic and switch to HTML mode.
Paste the embed code in the topic.
In the src attribute, type http: in front of the url.
Save your topic and generate your output.

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Looking to learn RoboHelp? We offer a live, two-day online RoboHelp class once a month. Feel free to contact us to learn other ways to meet your RoboHelp training requirements.