Last year the sale of smartphones exceeded the sale of traditional phones; the sale of tablets exceeded those of desktop computers. This trend has led to a need for eLearning developers to create courses that can be accessed from both mobile and desktop devices.
The size of the screen that learners use to access eLearning lessons can vary widely. Consider the size of a typical mobile phone compared to the various shapes and sizes of tablets such as the iPad, Microsoft Surface, and Amazon Kindle Fire. You could develop several Captivate projects that contain the same content, but are sized to work on specific devices; however, the problem is that you’d have to edit and update several projects! Who wants to do that? Additionally, who could possibly consider every screen size for every device? Even if you could build lessons for every screen size known today… what about the screen sizes for devices that have yet to be invented?
As an alternative to managing multiple Captivate projects, with Adobe Captivate 8, you can now create a single, responsive project that provides optimal viewing, and an effective learning experience, across a wide range of devices and screen sizes.
Responsive design is an approach to development that allows for flexible layouts and flexible images and assets. While the word responsive was traditionally used for building web pages, now with Adobe Captivate 8, responsive design can be used to develop online courses that detect the learner’s screen size and orientation, and automatically change what the learner sees.
This class covers how Adobe Captivate 8 uses responsive design features. You’ll learn how to navigate the new Captivate interface, how to create responsive projects from scratch, and how to incorporate responsive training demos, simulations, and question slides into your eLearning courses. Additionally, you’ll learn about multi-device previewing and publishing methods.
Who Should Attend This Course?
- eLearning developers
- Instructional designers
- Content creators
More information.
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