The Logical Blog by IconLogic

Adobe RoboHelp: Create Merged Help

by Willam van Weelden  

Merged help is the process of combining outputs from multiple RoboHelp projects into a single help system. While the content is created from multiple projects, your users see a single, integrated help system.

Over the next couple of weeks I will teach you how to create merged help for several output formats. Since RoboHelp's layouts work differently, I will go over each layout in turn. 

Why Merge Help?

Generally speaking, if any of the following items are true in your environment, merging may be for you:

• You have a very large project (thousands of topics). Splitting the project into smaller projects may make maintenance easier.
• Multiple writers work on separate parts of the documentation and you don't have source control. Without source control, only a single author can work in a project at the same time. Having multiple smaller projects makes collaboration without source control easier.
• You need to update parts of the help separately from other parts. If you have a single project, you create an output for the entire project. You can publish only changed files, but you can't update only a single part. With merged help, you can.
• You have modules that are reused in different products. With merged help you maintain a single version, and reuse that.

Which Outputs can I Merge?

You can merge the following outputs:

• Adobe AIR
• Microsoft HTML Help (CHM)
• FlashHelp
• Multiscreen HTML5
• Responsive HTML5
• WebHelp

Master Project and Child Projects

When you merge help, you always have one master project and any number of child projects. The master project is the glue that holds everything together. When you generate your output, the master project makes sure that your help system is shown as an integrated whole.

Your master project is a regular RoboHelp project. You can use any features you want in the master project.

Merged Microsoft HTML Help

Generate a CHM file for every child project. (Using the Single Source Layouts pod, generate Microsoft HTML Help.) Then open the project that is to be the master project.

Open the layout's table of contents and click New Merged Project.

 

On the HTML Help tab, click the browse button (the yellow folder) and open the CHM file of the child project you published.

 

Click Yes when prompted.

 

Click the OK button to merge the CHM file.

 

The child project will appear in the Master project's TOC. 

Save your project and generate the layout. 

  

All that's left to do is deliver both CHM files as your help system.Whenever the child project changes, generate the CHM from the child project. Replace the CHM in the master project directory and generate your master project. You can also replace the child project CHM in the output directly.

 

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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.

Adobe Captivate: Six Ways to Use Voiceover Scripts

by Jennie Ruby 

 

I often point out in my classes on writing eLearning voiceover scripts that a script is necessary so that when you record the audio you don't skip anything, don't stumble, and don't say "um." However, using a voiceover script for eLearning is way more useful than just that.

Let's say for example that your eLearning project will be developed in Adobe Captivate. Captivate allows you to type--or copy and paste--the script into Slide Notes, similar to the slide notes you might be familiar with in PowerPoint. From there, you can use the notes in several different ways.

 

First, just as in PowerPoint, you can create handouts that print the Slide Notes along with an image of each slide, like this:

 

Second, if you are going to record the voiceover yourself, you can display the notes in the recording dialog box, like a miniature teleprompter, for your ease in recording the audio. At the bottom of the recording window, click the Captions & Slide Notes button to display the notes.

 
 

Third, if you are hiring voiceover talent to record the audio, you can provide the script to that professional, slide by slide, so that he or she can record the audio for each slide separately.

 

Then, fourth, once you either record the audio yourself or import the recordings from your voiceover talent, you may need closed captioning. Once you have pasted the voiceover script phrase by phrase into the Slide Notes pane, you can create the closed captioning just by clicking a check box.

 

And if you have accurately divided the script into phrases as shown above, it will automatically be synchronized with the audio. Below, you can see the yellow markers indicating the closed caption that goes with each audio segment.

 

Fifth, suppose instead of hiring voiceover talent and instead of recording the audio yourself, you decide to go with Text to Speech. Since Captivate comes with several high-quality computerized voices from NeoSpeech, this is a viable option. Just as with the closed captioning, creating the Text to Speech from the Slide Notes is very easy. In the Slide Notes pane, you click the TTS check box.

Then you open the Speech Management dialog box, where the Slide Notes are automatically imported, click the Generate Text button at the bottom, and you've got your voiceover audio.

 

And as before, to get closed captions with that, you just click the Audio CC check box.

Sixth, and finally, if you are creating accessible eLearning that is 508 compliant, then the final thing you can do from that one voiceover script is automatically import the Slide Notes to the Slide Accessibility dialog box. This contains the text to be read by screen readers, for those accessing the training through audio only.

 

So, let me count them up--yep, that would be six (6) ways to use a voiceover script to help in the development of eLearning with Adobe Captivate. By starting with a good voiceover script, you not only create a clear and well-planned audio, but you also save tons of work by using the script to automatically generate any or all of these aspects of your eLearning project.

Are your scripts up to the task? Join me for my afternoon mini course on how to write a good voiceover script.

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Need more help with your script? Look for our hourly consulting service. We'll help you evaluate, substantively edit, or rewrite your voiceover script to make sure it is up to par.

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.

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. 

Sign up for this live, online session here.

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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.

Localization: Training and Development in Poland

by Jen Weaver  

As we continue our journey around the world, let's explore some common cultural facts about Poles and their expectations when it comes to training and development.

Test Your Knowledge of Polish Culture

1. The name "Poland" is a descriptor of the country's geography. Does it mean:
1. The borderlands?
2. The hill country?
3. The flatlands?
2. True or False? Polish businesspeople often speak German.
3. True or False? Prussian is also a common language in Poland.

Quick Tips for Training & Development in Poland¹:

• Poland is a male-dominated society. Female trainers may find it hard to be taken seriously, even though women have been advancing into more predominant roles in recent years.
• Polish is the official language, but many businesspeople speak German as well as English. Clarify language preferences before beginning your class. Just because most Poles can understand English does not mean it's the preferred language for training.
• Catholicism is a highly predominant religion, with less than two percent of the population identifying with another religion. Approximately ten percent of Poles describe themselves as "nonreligious."
• Security is a high priority for Poles, and they are determined to maintain their freedom after a difficult history with both Russia and Germany. As such, Poles tend to prize individualism and the contributions a person can make in larger groups as a whole.
• Poland is a hierarchical society, and there is a tendency for decisions to be made at a higher level or by consensus of "privileged" individuals.
• Truth is a combination of facts along with subjective feelings and personal relationships. An individual's religious ideologies also often come into play when making decisions.
• Business appointments start and end on time.
• Many Poles opt to not take a lunch break and to work straight through the day. "Work lunches" are often scheduled for around 4 or 5 p.m., and employees do not go back to work after taking lunch. Keep this in mind and clarify time expectations when determining your class schedule.
• A local Polish advocate will go far when establishing new business relationships. Try to identify a champion of your initiative within the company or someone closely associated and respected through corporate connections.
• Poles tend to be more soft-spoken than North Americans, and business attire is conservative professional.

Knowledge Answer from Above: 

1. (c) Poland is mostly flat.
2. True. Not much of a surprise, considering Poland's location along the German border.
3. False. While once used, Prussian became extinct in the 1700's.
    

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.

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

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

Apply an Image List Style

1. Open or create a topic, and then create a regular bulleted list.
2. Select the list.
3. Right-click and choose Bullets and Numbering.
4. Go to the Custom tab and select your list style in the left section.
   
5. 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.

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.



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.



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.



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.

See also: What Makes Videos Effective, Part 2

Adobe RoboHelp: Embed a Vimeo Video

by Willam van Weelden  

 

I have previously taught you how to embed YouTube videos in a RoboHelp project. While immensely popular, YouTube is not the only video site. This week, let's focus on embedding videos located on the Vimeo website.

First, access the Vimeo site, locate the video you'd like to use, and then click the Share button located on the video. 

Next, go to the Embed field and copy the embed code. 

Now that you've got the embed code copied, the rest of the work occurs in RoboHelp. Go ahead and open a RoboHelp topic, switch to HTML mode, and then paste the embed code in the topic as shown below. 

Lastly, you'll need to edit the HTML just a bit. In the src attribute, type http: in front of the url. 

Save the topic, generate the layout, and open the topic in your browser to see the embedded video.

Note: Vimeo includes a hyperlink with a description below the video. Retain this link unless you have the correct license for removing it.

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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.

Articulate Storyline: Trim Videos

by Kevin Siegel   

 

You can easily insert videos into Storyline from just about any video format. All you need to do is click the Insert tab on the Ribbon. From the Media group, click Video drop-down menu and choose Video From File.

I was working on a project recently and inserted a video onto one of my Storyline slides using the step above. Upon previewing the slide, I saw that a portion of the video needed to be trimmed. Fortunately, trimming a portion of a video is just as easy as inserting a video... and you don't have to leave the Storyline application.

First, select the video on the slide. Next, click the Video Tools Options tab on the Ribbon.

At the left of the Ribbon, click Edit Video to open the Articulate Video Editor. 

  

Once you're in the Video Editor, click Trim.

  

By default, the first and last half-second of the video is selected for Trimming. All that you need to do now is extend or reduce the Trim Start and/or Trim End markers as needed to specify the areas of the video that need to be trimmed.

When you're done, click Save & Close and the video is trimmed. It can't get much easier than that. 

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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 Adobe Captivate, Adobe Presenter, or Articulate Storyline, we've got a great collection of live, online classes for you. 

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.