Adobe Captivate: Round-Trip Your Background Image Edits

by Kevin Siegel Follow us on Twitter View our profile on LinkedIn View our videos on YouTube

While Captivate is absolutely a great program for recording software demonstrations, simulations and creating soft skills eLearning, nobody is going to confuse Captivate's drawing capabilities with best-in-class tools like Adobe Illustrator or Adobe Photoshop.

But what if there's a problem with one of your slide backgrounds and you need an image editor to fix it? In the image below, I'd like to remove the box and text just to the right of the yellow folder. While I could create a mask using a white highlight box, what if the background problem was too complicated to simply cover with a box (or other object)?

Background that needs editing

Some of you might be thinking that recording additional slides would be in order (and this time ensure the box and the text aren't there). While I'm not keen on recording additional slides, that's a solution that might work. However, who knows what kind of other problems recording additional slides would introduce. No thanks!

It may or may not surprise you to learn that you can edit any Captivate slide background in a graphics program like Microsoft Paint. Here's how:

  1. Right-click the background you need to edit and choose Copy Background.
  2. Switch to Paint and Paste the background into a new Paint window.
  3. Use the Eraser tool to "fix" the graphic.

    Eraser tool

  4. Once you are done edting/enhancing the background image, press [ctrl] [a] on your keyboard to select the entire image.
  5. Press [ctrl] [c] to copy the image to the clipboard.
  6. Return to the Captivate slide and (this is the big one) choose Edit > Paste as Background.

    Bam!!! Your background problems are a thing of the past.

  7. Fixed background

If haven't tried the steps I've just outlined, I encourage you to give them a try… they truly work and will save you countless hours re-recording.

Of course, I have one more trick up my sleeve. The problem with the steps above is that there are just too many steps. None of the steps are difficult, but miss any one of them and your background simply won't get fixed. Read on for a nifty approach that will make even quicker work out of fixing your background images in an external image-editing program.

  1. Using Captivate, right-click the slide background you want to edit and choose Find Background in Library.
  2. Right-click the found (and selected) background image in the Library and choose Edit with mspaint (you could also elect to use a different program like Photoshop or Fireworks by choosing Edit with… and opening your favorite image editing tool).

    Adobe Captivate: Edit with MS Paint.

    Note: If mspaint isn't in the menu by default, and it probably won't be, choose Edit with… and manually open the Paint application. The default location for the paint application (mspaint.exe) is C:\Windows\System32.

    The image will quickly open in Paint. All you'd need to do now is edit the image, save your work and exit Paint.

    And double-BAM!!! The edited image would replace your Captivate slide background. No copying. No pasting. No manually switching between applications! Nothing. Now that's cool!

If you're a visual learner, check out the video I created of this process on IconLogic's YouTube channel.
***

Looking to learn Captivate quickly? IconLogic offers multiple live, online Adobe Captivate 6 classes each month including Introduction to Adobe Captivate and Advanced Adobe Captivate.

eLearning and Training: The Basics of Translation & Localization

by Jen Weaver View our profile on LinkedIn

For many training professionals, the translation of support materials is a fairly new task. If you're unfamiliar with it, translation can emerge as a large and daunting task. But it doesn't have to be! Understanding some common translation terminology and defining the basic scope for your project will equip you for success.

First, let's break down the terms relative to translation:

Translation: The rendering of written communication from one language into another.

Localization: The process of adapting a product (in the context of translation, usually software) to a specific locale, i.e., to the language, cultural norms, standards, laws and requirements of the target market. Includes, but is not limited to, translation of the screen texts and help files.

Source language: Language used in the original text file.

Target language: Language into which text is to be translated.

Source file: The original living document that is going to be translated. This is not a PDF of the file, but the actual file itself (i.e. Captivate, Storyline, Camtasia, Word, PowerPoint, XML, HTML, FrameMaker, InDesign, QuarkXPress, etc.) including any appropriate links, fonts and graphics.

There are several key facets included in the scope of any successful translation or localization project. It's ok if you don't know exactly what you want upfront… your language vendor can help you identify exactly what is needed for your project. Here are some general guidelines to help you identify the project scope:

  • What flavor of the target language is needed? For example there can be translation in Spanish for Spain, Spanish for Mexico, Spanish for Latin America or a more Universal Spanish.
  • Who is the target audience? This includes any specific requirements for tone or literacy level as well as an awareness of the audience demographics.
  • Is the source file available? It is ideal to translate from the source file rather than a PDF or uneditable version. If the source file is not available, or no longer exists, vendors can work around this but it will likely result in additional time and cost for completion.
  • Are translators to adhere to the grammar and punctuation rules of the target language, or to keep the translation consistent with English rules? For example five thousand is written as 5,000 in the USA but 5.000 in most other countries.
  • What is your deadline? An average project is completed at a rate of 2,500 words per day, with a few additional days for formatting and final QA. If you need your project expedited it is helpful to identify this timeline upfront.

When broken down into its parts, translation can be a straightforward task completed with great ease and result in high levels of success for your target markets. Happy translating!

***

Looking for training on localizing your content? Check out our mini courses covering all things Localization!

Writing & Grammar: So Many Commas, So Little Time

by Jennie Ruby View our profile on LinkedIn

Are you guilty of overusing commas? If so, you're not alone. Consider the following sentence:

Fill in all the fields in the form, and, then, click the submit button to send it in.

The Gregg Reference Manual suggests that although you may feel like pausing before and after the word and, three commas are too many. It suggests omitting the one afterand. Thus we keep the comma before and, which is separating two independent clauses. We also keep the comma after then, which separates an introductory transition word from the rest of the sentence.

Too many grammar words in one sentence? Barge ahead and try punctuating these sentences. They need comma help.

  1. You can share folders with everyone in your office without setting file and folder permissions and what is more you can use the shared folders with external clients through a sealed link.
  2. Right-click the folder and when you see the shortcut menu choose Create Shortcut.
  3. You can ease desktop access to a networked drive by using the Map Network Drive feature and thus enable end users to type and click through much shorter path names.
  4. In the dialog box on the General tab click Settings and then access the Advanced group and click Delete Cookies.

Answers to Last week's Challenge

This week's answers are brought to you by Mark Rudden:

  1. Diners may choose from steak, lobster, chicken, and tofu. [removed the colon after from]
  2. The bundle includes a wireless router, cabling, backup power box, and installation. [removed the colon after includes]
  3. Our bird-watching trip was a success; we saw woodpeckers, finches, vereos, and juncos. [removed the colon after saw]
  4. The function displays the following: search results, formatting inconsistencies, and suggested corrections.[correct as is]
  5. In this lesson, you will learn to apply a cover page, add a contents page, and set up custom page numbering. [I would put a coma after lesson, but I'm not sure if it's technically required. It just sounds better to my reading ear.]
  6. New songs include Coins for the Canopy, Ice Room Graffiti, and The Figurine. [removed the colon after include]

Alternative answers are brought to you by David Zimmerle. Other respondents with all answers correct were Carol Ansorge, Howard Gold, Jay Herman, Carole Stull, and Vera Sytch.

  1. Diners may choose from the following entrees: steak, lobster, chicken, and tofu.
  2. The bundle includes everything you need for setup: a wireless router, cabling, backup power box, and installation.
  3. Our bird-watching trip was a success; we saw such a variety: woodpeckers, finches, vereos, and juncos.
  4. The function displays the following commands: search results, formatting inconsistencies, and suggested corrections.
  5. In this lesson you will learn to apply a cover page, add a contents page, and set up custom page numbering.
  6. New songs include the following tracks: "Coins for the Canopy", "Ice Room Graffiti", and "The Figurine".

Carol Ansorge also asked whether it is really okay to introduce a bullet list with no colon. The answer is yes. I edited scientific journals for years, and that style was the preferred style. But most people do prefer to see the colon. Therefore, the usual practice is to make sure to complete the introductory sentence and use a colon.

***

Looking for help with your writing technique? Jennie teaches two writing classes: Writing Effective eLearning Voiceover Scripts and eLearning: Writing Effective Scripts.

Already a writing wiz? Join Jennie to learn how to create effective quizzes and surveys.

Adobe RoboHelp: Edit a Multiscreen HTML5 Layout

by Willam Van Weelden

 

Multiscreen HTML5 is a new Single Source Layout found in Adobe RoboHelp 10. Multiscreen HTML5 is an output that is accessible on just about any kind of device including desktop and laptop computers running Windows or the Macintosh operating systems, iPhones, iPads and other mobile devices.

 

If you want to control the appearance of Multiscreen HTML5 layouts, there are Screen Layouts, which are often compared to WebHelp Skins. If you've ever used a WebHelp Skin, you know that it is pretty easy to customize the look and feel of the skin via RoboHelp's Skin Editor. Screen Layouts differ from WebHelp skins in that there is no Skin Editor. Instead, there's a Screen Layout Editor, which isn't nearly as intuitive as the Skin Editor, making customizing a Screen Layout a challenge. For instance, if you want to control something as simple as the search results highlight color, you'll need to edit from within the Screen Layout Editor, which is essentially an HTML page.

 

In the image below, notice the default highlight color in the Desktop_Layout Screen Layout.

 

Adobe RoboHelp: Default Search Colors  

 

If you want to change the highlight color you need to determine which colors you want to use. You need a background color and a font color for highlighted text, for example light blue and black.

 

The Screen Layout needs these colors in a hexadecimal format, which is a way to represent color using letters and numbers. For example, #000000 is the hexadecimal format you would use in HTML coding to create the color black. You can find the hexadecimal value of your colors with the free color calculator by Peter Jones.

 

Here is how you change the highlight color for a layout:

  1. With a RoboHelp project open, go to the Project Set-up pod.
  2. Open Screen Layouts > Desktop_Layout > Search results page.
    Adobe RoboHelp: Search Results Page  
  3. On the Search results page, scroll down and click the checkbox before the text Highlight Search Results.
    Adobe RoboHelp: Highlight Search Results Option  
  4. Right-click the checkbox and choose Screen Layout Properties. (The Properties will appear at the right side of the RoboHelp window by default.)
    Adobe RoboHelp: Search Properties  
  5. Type the hexadecimal value for the Highlight Color you would like to use. (For example: #EAEFF3 is a light blue color.)
    Adobe RoboHelp: Edited Search Properties  
  6. Type the hexadecimal value for the Font Color. (For example: #000000 is black.)
  7. Save the project and generate.

The search highlight will now use your specified colors.

 

Adobe RoboHelp: Edited Search Results Colors  

 

***

Looking to learn RoboHelp? We offer a live, two-day online RoboHelp class once each month.

eLearning: The Use of Bold and Other Styles

by Kevin Siegel Follow us on Twitter View our profile on LinkedIn View our videos on YouTube

I've was recently asked to share my thoughts on the proper use of bold text in eLearning. Many organizations struggle with the choice between using bold text in training materials, including written documentation, eLearning lessons and PowerPoint presentations.

When it comes to my step-by-step workbooks, I'm a big fan of using bold text to call attention to important steps. But there's a fine line between emphasizing something and over-emphasizing. For instance, consider the following phrase: Select the File menu. I'd bold the word File, but nothing else. The phrase would look like this: 

  • Select the File menu. 

When it comes to eLearning, I'm very conservative when it comes to styling text. Since it's typically harder to read text on the screen than it is on a printed sheet of paper, I tend to avoid making text bold unless the style is going to add something to the page. The best rule of thumb when it comes to screen readability is less is more. The more you format text, the less readable the text will become.

While I do use bold text in my books, and occasionally in my eLearning lessons, I try to avoid using the italic and underline styles altogether. In my experience, italicized text is harder to read than either plain or bold text. With eLearning, as with websites, underlined text implies a clickable hyperlink. If you underline screen text in your eLearning lessons, you'll likely cause confusion for learners who may attempt to click the text (assuming it will take them someplace on the web).

What is your opinion on using text styles such as bold, italic and underline in documentation and eLearning? I look forward to seeing your comments below.

 
***

Looking to learn Adobe Captivate quickly? IconLogic offers multiple live, online Adobe Captivate 6 classes each month including Introduction to Adobe Captivate and Advanced Adobe Captivate.

Adobe Captivate: Pause the Recording Process

by Kevin Siegel Follow us on Twitter View our profile on LinkedIn View our videos on YouTube

You're recording a complex series of steps on the computer using Adobe Captivate. As you near the mid-point of the recording process, the phone rings. It's your boss and he is demanding that you immediately stop what you're doing and check your email for some reason or other.

If you check your email now, without stopping the Captivate recording process, the act of checking your email is going to be recorded by Captivate. Do you ignore the demands of your boss and continue with the recording? Or do you stop the recording process and re-record everything later? What is a developer to do?

Stop a second and pause…

Prior to recording the lesson in Captivate, display Captivate's Preferences dialog box (Edit > Preferences on Windows; Adobe Captivate > Preferences on a Mac).

Under the Recording category, select Keys-(Global)

 
Adobe Captivate: Keys Global
 
There is an option available in the General area that you might not have noticed before: To Pause/Resume Recording. Set the keyboard shortcut to any key you'd like (you can click in the field and press a key or keyboard combination) and then click the OK button.
 
Adobe Captivate: Setting a Pause Recording Key  
 
Let's rewind the scenario mentioned above. You are nearing the mid-point of your recording process when the phone rings… it's your demanding boss and the email request. No worries! Press the Pause key you set up earlier and Captivate will take a break from recording until you press the same key a second time. You can tell that the recording process is paused by observing the Captivate icon on the System Tray (Windows) or the Dock (Mac). When the recording process is paused, you will see a small gray circle just above and to the right of the icon. Pressing the Pause key a second time removes the gray circle, and the recording commences.
 
So go ahead, record a lesson, check that email… take your break… tweet away… all without having to redo your valuable recording. It's okay! Captivate will wait.
 
If you'd like to watch a video of the Pause Recording process, check out the video demonstration on the IconLogic YouTube channel.
 
***

Looking to learn Captivate quickly? IconLogic offers multiple live, online Adobe Captivate 6 classes each month including Introduction to Adobe Captivate and Advanced Adobe Captivate.

Writing & Grammar: Use of Colons with Complete Sentences

by Jennie Ruby View our profile on LinkedIn

A very common error I see at all levels of writing is failure to use a complete sentence before a colon. I see this most often in text after words such as including, are and such as, in sentences like this:

*Our new monitoring centers have many advanced features, including: multiple server backups, high-speed fiber-optic cabling, and 48-hour backup power systems. [no punctuation needed after including]

The other main place I see this error is in the introduction to a bulleted or numbered list. The introduction does look better with the colon, but it has to be a complete sentence. Here is an example of this error:

*Our main objectives are: [no colon needed, or more words needed to complete the introductory sentence]

  • Meet or beat the deadline
  • Come in under budget
  • Exceed the stated quality standards

Here are two ways to correct this error:

Our main objectives are as follows:

We seek to meet these objectives:

 Challenge: Correct these sentences. Be careful! Some are correct as they are.

  1. Diners may choose from: steak, lobster, chicken, and tofu.
  2. The bundle includes: a wireless router, cabling, backup power box, and installation.
  3. Our bird-watching trip was a success; we saw: woodpeckers, finches, vereos, and juncos.
  4. The function displays the following: search results, formatting inconsistencies, and suggested corrections.
  5. In this lesson you will learn to apply a cover page, add a contents page, and set up custom page numbering.
  6. New songs include: Coins for the Canopy, Ice Room Graffiti, and The Figurine.

When ready, send your answers right to me.

***

Answers to my last challenge are brought to you by Vera Sytch, who also voiced this opinion for many of us: "Glad I'm not in the field of economics!" I am happy to report that everyone who submitted answers won this week: all punctuation of these compound sentences was done correctly. Many of you injected transition words or changed transition words in an attempt to make this writing clearer. All of them were an improvement.

  1. Perfect markets are not at all proxies for real markets; they suppose an institutional form opposed to the idea of a market.
  2. Preference orderings and endowments are a good abstraction of consumers' production sets; hence, and they give an idea of the level of technology use within a firm.
  3. There is no relation, let alone identity, between individual and collective behavior; this has been philosophically acknowledged since ancient times.
  4. The methodological implications of differing definitions of economic processes are quite drastic; however, long-term investment cannot be determined in an acceptably meaningful manner because the system is subjected neither to the rules of competition nor to the optimizing behavior of cooperative arrangements.
  5. The moment a macro-system is broken up into subsectors it no longer holds together; nor can itcannot be built from the bottom up either.
***

Looking for help with your writing technique? Jennie teaches two writing classes: Writing Effective eLearning Voiceover Scripts and eLearning: Writing Effective Scripts.

 

Already a writing wiz? Join Jennie to learn how to create effective quizzes and surveys.

eLearning and Training: How Does Language Impact Learning?

by Jen Weaver View our profile on LinkedIn

Let's be frank, most people know at least some English.  It is one of the most common languages in the World, and many countries outside of the U.S. teach English in schools as standard curriculum.  Given these facts, it can be difficult to justify the expense of translation for training materials, especially when your learners are able to communicate in English with marginal clarity. So the question remains: what benefit does translation bring to your students?

It is not a stretch to assume that it is easier for students to learn when materials are provided in their first language; however, research indicates that the consequences of monolingual education for bilingual students may be harsher than previously realized.

Difficulties Second Language Learners May Experience

  • Learners may lack knowledge of English grammar and syntax. In this case, they will read text word-by-word, resulting in lower overall comprehension.
  • There may be challenges for learners when reading idiomatic expressions and unfamiliar grammatical construction, especially with more complex sentence structures.
  • There may be too much unfamiliar vocabulary to grasp the overall concept.  Learners may also lack appropriate "repair strategies" to use when meaning is lost or misinterpretations occur.
  • Connectives may be overlooked or misunderstood, resulting in a loss of the relationships between concepts and ideas.
  • Learners may not be familiar with a specific genre, story "grammar" or the literary devices used in text.
  • Symbols may differ.

From a Cultural Standpoint, These Factors May Come Into Play

  • Different conceptual frameworks may misguide the learner's reading.
  • Cause and consequence chains can differ and/or be more emotional, evoking strong reactions in the reader.
  • Second language readers often use strategies that are applicable to the orthographic system and the grammatical and syntactic patterns of their first language. These may or may not transfer into the second language text.

These challenges, together with the finding of other published research, support the view that educational materials provided in the student's second language are not as effective as those given in the student's first language. Additionally, second language readers consistently fail to realize how much of what they think they understand is, in fact, wrong. Translation voids these learning obstacles by making materials available in the first language of learners, thereby increasing comprehension, retention and application; thus adding a substantial return on investment for translation. Indirectly, this benefits your rapport and customer satisfaction as a training professional as you enable clients to better educate second language learners.

What is your experience with the impact of language on training? We'd love to see your comments below. 

*** 

If you would like to learn best practices for managing translation projects, contact Jen at Carmazzi Global Solutions.

Adobe Captivate: URLs to New Windows

by Kevin Siegel Follow us on Twitter View our profile on LinkedIn View our videos on YouTube

When selecting an Action for an object (i.e. Click Boxes, Buttons), you can select from several options available in the On Success drop-down menu including, but not limited to: ContinueGo to the previous slideGo to the next slideJump to slideOpen URL or fileOpen another project, and Execute Advanced Actions.

If you choose Open URL or file and target a website, learners will be taken to the website you specify should they click the object. That makes perfect sense. But after a learner clicks the object, the Captivate lesson will disappear when the target website opens. That's not such a good thing. Besides losing contact with the lesson, learners will have to click the "Back" button on their browser to return to the lesson. Of course, if the learner clicks around the website, it's going to potentially take several clicks to return to the lesson. Possibly worse, I've seen learners close the website, thinking they'd return to the lesson… only to realize the lesson was nowhere to be seen.

If you are like many Captivate developers, and plan to utilize the Open URL or File action, I have a simple option you can use to ensure that learners easily return to your lesson when they are finished browsing the website.

  1. In the image below, I've set the Action for a click box to Open URL or file. The URL is the Super Simplistic Solutions website.

    Adobe Captivate: Open URL or File action  

  2. To ensure that the URL opens in a new browser window, I clicked the drop-down menu just to the right of the URL and selected New
     
    Adobe Captivate: Targeting a New window.

It's as simple as that. If you preview the lesson in a web browser and click the object, a new browser window (or tab) will open. If you close the new browser window, the lesson will still be available, in its own window.

I've created a video demo of the process and posted it to IconLogic's YouTube channel. The video demonstrates the URL action without the URL opening in a new window, and how it looks if you specify a new window. 

***

Looking to learn Captivate quickly? IconLogic offers multiple live, online Adobe Captivate 6 classes each month including Introduction to Adobe Captivate and Advanced Adobe Captivate.

Writing & Grammar: Compound Sentences and Run-Ons

by Jennie Ruby View our profile on LinkedIn

Putting two sentences together to form one larger sentence is a common way to express more complex thoughts. But I see even academic writers with MAs or PhDs get the punctuation wrong. Here's how it works. You put two complete sentences together.

Nothing is more central to neoclassical microeconomics than the concept of a market.

+

Textbooks leave its meaning up in the air.

=

Nothing is more central to neoclassical microeconomics than the concept of a market*textbooks leave its meaning up in the air.

The asterisk indicates where the two original sentences meet. The three most common ways to correctly negotiate this meeting spot are as follows:

Add a comma plus a conjunction (but, or, yet, for, and, nor, so)

Nothing is more central to neoclassical microeconomics than the concept of a market, yet textbooks leave its meaning up in the air.

Add a semicolon alone

Nothing is more central to neoclassical microeconomics than the concept of a markettextbooks leave its meaning up in the air.

Add a semicolon plus a transition word (however, therefore, hence, etc.) followed by a comma

Nothing is more central to neoclassical microeconomics than the concept of a market; nevertheless,textbooks leave its meaning up in the air.

Although there are some circumstances where a colon or a dash can work well, these three are the most frequent correct methods. Failure to use sufficient punctuation between two sentences combined into one creates an error called a "run-on sentence."

Challenge: Correct these run-on sentences from the technical field of economics using the three methods described above. Please send your answers to me when ready.

  1. Perfect markets are not at all proxies for real markets, they suppose an institutional form opposed to the idea of a market.
  2. Preference orderings and endowments are a good abstraction of consumers production sets and they give an idea of the level of technology use within a firm.
  3. There is no relation, let alone identity, between individual and collective behavior, this has been philosophically acknowledged since ancient times.
  4. The methodological implications of differing definitions of economic processes are quite drastic, long-term investment cannot be determined in an acceptably meaningful manner because the system is subjected neither to the rules of competition nor to the optimizing behavior of cooperative arrangments.
  5. The moment a macro-system is broken up into subsectors it no longer holds together it cannot be built from the bottom up either.
Note: Sentences are adapted from A Guide to What's Wrong With Economics edited by Edward Fullbrook. All of the punctuation errors were added.

Last Week Answers

The answers this week are brought to you by Phil Eschtruth Harrison.

  1. If you need to file a claim (even during nonbusiness hours, when we are not available), submit the form by fax or online. [Removed comma after "available".]
  2. Please verify your address (our database needs to be updated). [Moved comma outside closing parenthesis.] Or, another option would be to make it a separate sentence like this: Please verify your address. (Our database needs to be updated.)
  3. It is extremely important that all of your membership data is verified before the end of the month (when we finalize our billing). [Removed extra period after word "billing".]
  4. Use our paperless option (it's easy, we swear!), and we'll give you a credit to use in our online store.[Removed comma before the parentheses.]
  5. Choose the Internet speed that's perfect for your needs. (We offer four different speed and price options.) [Added a period after "needs" to make it two separate sentences.]
  6. Our network is 99.9% reliable (even during extreme weather events). [Moved period outside the closing parenthesis.]

By far the hardest item was number 4, with 25 percent of respondents getting something wrong–usually removing the comma after the parenthesis. This sentence is actually two complete independent clauses, so a comma is needed, along with the word and, to separate them. Although extremely short sentences can be combined with a conjunction alone, the parenthetical element adds enough complexity that I think the comma is required. One respondent removed the exclamation point, but that is not required.

***

Looking for help with your writing technique? Jennie teaches two writing classes: Writing Effective eLearning Voiceover Scripts and eLearning: Writing Effective Scripts.

Already a writing wiz? Join Jennie to learn how to create effective quizzes and surveys.