articulate, captivate, and other rapid authoring tools

ARTICULATE, CAPTIVATE, AND OTHER RAPID
AUTHORING TOOLS
Patti Shank, PhD, CPT
Version 20010_0212
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Session Activities

Consider when rapid approaches make sense

Evaluate the differences between different “types” of rapid tools (and see some of them in
action)
© 2010, Learning Peaks, LLC. All rights reserved.
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Some of the content in this handout is adapted from the eLearning Guild’s Getting Started in eLearning: Rapid e-Learning (February 2010), authored by the presenter, with the permission of the
publisher (http://www.elearningguild.com/research/archives/index.cfm?id=139&action=viewonly). A
few of the screenshots are from Essential Articulate Studio ’09 (Jones and Bartlett, 2009), coauthored
by the presenter, with the permission of the publisher.
© 2010, Learning Peaks, LLC. All rights reserved.
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Rapid versus Traditional e-Learning
“Rapid” e-learning refers to online information and instructional that can be built in a short amount of
time by folks who do not have a lot of experience with instructional authoring. Traditional instructional
design and development processes often require months or even years because they typically involve
storyboards (that describe each screen, including what will be shown and what text or narration will
appear) and multiple rounds of reviews (and changes to programming and content with each
iteration).
The figure below shows two different approaches to building a specific e-Learning project1. On the left,
you see the tasks to be completed for a rapid e-Learning project. On the right, you see the tasks to be
completed for a more traditional (not rapid) e-Learning project. Quite a difference!
Rapid Traditional
1. Find existing content
1. Write blueprint for the project: interface and navigation,
content, interactions, assessments, graphics, media
2. Find existing graphics and
media
2. Work with a subject matter expert to build content
3. Write test questions, if needed
3. Design interface and navigation
4. Build content and assessments
using authoring tool(s)
4. Design interactions
5. Add in graphics and media
5. Design assessments
6. Test
6. Design graphics
7. Deploy
7. Design media
8. Build interface and navigation
9. Build content using authoring tool(s)
10. Build graphics and media
11. Test
12. Deploy
Typical steps for a rapid and traditional (non-rapid) e-learning project
1
All projects vary so the steps shown may not be the exact same steps used in other e‐Learning projects, © 2010, Learning Peaks, LLC. All rights reserved.
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When a Rapid Approach Makes the Most Sense
Rapid e-Learning makes the most sense in a variety of related circumstances, which will be described
next.
Rapid Works Well for Lower Level Outcomes
Dr. Benjamin Bloom, an educational psychologist, helped to develop a learning outcomes classification
system, a hierarchy of learning outcome levels associated with what they learner should be able to do
at each level.
Higher level
Lower level
Level
What the learner should be able to do
Evaluation
Recommend, assess, choose...
Synthesis
Design, plan, construct...
Analysis
Compare, calculate, examine...
Application
Complete, use, demonstrate...
Comprehension
Describe, identify, give an example...
Knowledge
List, define, label...
Learning outcomes hierarchy (Bloom’s Taxonomy), from least complex to most
complex
Rapid approaches often work well for lower-level learning objectives. For example, List the benefits of
a Roth IRA is a far easier learning outcome (for learners to accomplish) than determine what
percentage of IRA funds to put into a traditional IRA and what percentage of IRA funds to put into a
Roth IRA. The former is a lower-level (knowledge) learning objective and the latter is a higher-level
(analysis, evaluation) learning objective. The former requires the ability to recall benefits but the latter
involves analysis and evaluation of alternatives.
Rapid Works Well for “Disposable” Information and Instruction
A rapid approach is often used for information and instruction that is considered disposable.
Disposable means that the information or instruction either doesn’t merit a more typical approach
(which may be called for when we need to assure higher learning levels), or that the content is
extremely time sensitive, changes rapidly, or goes out of date quickly.
Rapid Works Well When Content is Available and Usable
A major factor that impacts whether a project can be completed rapidly is the availability of existing,
usable content. Content development often takes a great deal of time so a rapid approach works best
when needed content is already available and adequate for the job at hand. Lack of adequate content
is one of the single biggest risk factors associated with rapid e-learning projects! Even if a rapid
© 2010, Learning Peaks, LLC. All rights reserved.
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approach otherwise makes sense, lack of adequate content will automatically add on time to the
process.
Rapid Often Works Well in a Hybrid Approach
After some analysis, you may discover that a rapid approach won’t work for all elements of an
information or instruction project. But that doesn’t mean a rapid approach won’t work at all. But
remember, whether a rapid approach can be used for part of a project, however, may depend on the
availability of adequate content.
Rapid versus Complex Authoring
There is an overlap in the authoring tools that are typically used for rapid authoring and the authoring
tools that can be used for more complex authoring. What this means is that many rapid authoring
tools are flexible enough to be used for more complex authoring as well.
Category
Use
Commonly Used Tools
Rapid
Authoring
Tools
Tools that are typically used to create less
complex electronic information and
instruction in a short period of time and are
easier to use for that purpose.
Articulate Studio (Presenter, Engage,
Quizmaker)
Many also have features that allow them to
be used for more complex authoring.
Adobe Captivate
Tools that are typically used to create more
complex electronic information and
instruction. When used in this way, they
typically have a steeper learning curve.
Adobe Captivate
Complex
Authoring
Tools
Many also have features that allow them to
be used for more rapid authoring.
TechSmith Camtasia Studio
Adobe Connect
Adobe Connect
Articulate Studio (Presenter, Engage,
Quizmaker)
Trivantis Lectora
Adobe Flash
Categorization of rapid and complex authoring tools
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To take this a step further, let’s look at how four popular e-Learning authoring tools might be used to
build rapid information and instruction as well as more complex information and instruction.
Rapid project example
More complex project example
Captivate
Web application demo
Interactive web application simulation
with branching
Articulate Presenter
Narrated PowerPoint slides
Narrated PowerPoint slides with
interactive scenarios, audio feedback, and
print resources
Adobe Connect
One-hour webinar on mobile
learning
Online conference on mobile learning
Lectora
Content on changes to the
company health plan added to a
template
Content on changes to company health
plan with interactive decision tools and
games
Example of rapid and more complex projects using four popular authoring tools
Although Lectora is generally considered to be a authoring tool that is used to build complex
instruction, it is quite possible to take simple content and rapidly add it to one of the templates that
come with the product for a rapidly created project. And, in case this isn’t obvious, if you already know
how to use a specific e-Learning authoring tool, even if it is a tool that is typically used for complex
authoring, it can certainly be used to build rapid e-learning!
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Types of Rapid Authoring Tools
Rapid authoring tools come in a variety of “flavors.” The following table describes five commonly used
types of rapid authoring tools, what they typically create, and a few examples of commonly used rapid
authoring tools in that category.
Tool Type
Typically Creates
Examples of Commonly Used Tools
Screencast
Digital recording of what is happening on a
computer screen, window, or application. Tool
may also allow narration, links, graphics and
media, and interactions to be added and edited.
(The more capabilities that are used, the more
complex and less rapid the project.)
Captivate
PowerPoint
to Flash
Flash content out of PowerPoint slides, typically
with narration. Tool may also allow links, graphics
and media, and interactions to be added and
edited. (The more capabilities that are used, the
more complex and less rapid the project.)
Adobe Presenter
Forms to
Flash
Flash content such as pages or rollover graphics
from content placed into forms. Tool may also
allow narration, links, graphics and media, and
interactions to be added and edited. (The more
capabilities that are used, the more complex and
less rapid the project.)
Raptivity
Other to
Flash
Flash content such as pages, games, or scenarios,
from content placed onto screens or imported.
Tool may also allow narration, links, graphics and
media, and interactions to be added and edited.
(The more capabilities that are used, the more
complex and less rapid the project.)
Articulate Presenter
Webinar
Live presentation with slides over the Internet
using a virtual classroom application. Tool may
also allow presenter to share his or desktop, poll
participants, and incorporate other presentation
and participant interaction tools. Many record the
presentation as it is happening so it can be made
available later, non-live. (The more capabilities
that are used, the more complex and less rapid
the project.)
Connect
Types of rapid authoring tools
© 2010, Learning Peaks, LLC. All rights reserved.
Camtasia Studio
Articulate Presenter
Engage
Captivate
WebEx
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ARTICULATE, CAPTIVATE, AND OTHER
RAPID TOOLS
Patti Shank, PhD, CPT
Learning Peaks
patti@learningpeaks.com
© 2009, Learning Peaks, LLC. All rights reserved.
Session Activities
1. Consider when rapid approaches make sense
2. Evaluate the differences between different “types”
of rapid tools (and see some of them in action)
Page 2
© 2009, Learning Peaks, LLC. All rights reserved.
Patti Shank, PhD, CPT
Work
• Principal, Learning Peaks,
LLC, Centennial, Colorado
• Instructional analyst/designer
Books
• Making Sense of Online
Learning
• The Online Learning Idea
oo
Book
• The e-Learning Handbook
• Essential Articulate Studio ‘09
Work
passions
• Pragmatic instructional design
• Designing for results
• Learning activities and
assessments
 2010,
Learning
Peaks,
All Rights
Reserved
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Learning
Peaks,
LLC.LLC
All rights
reserved.
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Synchronous
Asynchronous
Same Time Different Place
Different Time Different Place
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Examples
1
2
3
4
5
Page
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Example URLs
1. http://www.adobe.com/products/captivate/productinfo/productdemos/screen-recording-software/
2. http://www.raptivity.com/index.html/
3. http://www.adobe.com/products/captivate/productinfo/productdemos/simulation-software/
4 http://www.articulate.com/community/showcase/?page_id=21
4.
http://www articulate com/community/showcase/?page id=21
5: http://www.articulate.com/community/showcase/?page_id=115
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Rapid vs. Traditional e-Learning
Page 4
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Rapid Makes Sense for...
• “Lower level” information and instruction
• “Disposable” content
• When content is readily available and
usable
• Hybrid approach
Pages 5-6
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New Product Training-Hybrid
Training Needs
Level of Skill
Approach
Product features and
benefits
Lower level (basic
product knowledge)
Rapid
How product fits into
company product
offerings
Middle level (more
extensive product
knowledge)
Rapid
Sell to different
markets
Middle level+ (more
extensive product
knowledge and
market knowledge)
Rapid with classroom
follow-up
Sell against similar
competitors’ products
Higher level (more
complex, practice,
Classroom
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Rapid Authoring Requires...
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Rapid Authoring is Less Likely...
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Rapid vs. Complex Authoring
Page 6
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For Example...
Page 7
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Types of Rapid Tools
• Screencast
• PowerPoint 2 Flash
• Forms 2 Flash
• Other 2 Flash
• Webinar
Page 8
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Available :
Jbpub.com
Amazon.com
Available:
Wiley.com
Ama on com
Amazon.com
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THANKS!
Please fill out an evaluation…
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References and Resources
Recommended Books
1. Adobe Captivate 4: The Essentials by Kevin Siegel, IconLogic, 2009
2. E-learning Tools and Technologies: A consumer's guide for trainers, teachers, educators,
and instructional designers by William Horton and Katherine Horton, Wiley, 2003
3. Essential Articulate Studio ’09 by Patti Shank and Jennifer Bircher, Jones & Bartlett, 2009
4. The eLearning Guild's Handbook of e-Learning Strategy
http://www.elearningguild.com/content.cfm?selection=doc.817
5. Learning Web Design: A Beginner's Guide to (X)HTML, StyleSheets, and Web Graphics, by
Jennifer Niederst Robbins, O’Reilly, 2007
6. The Online Learning Idea Book: 95 Proven Ways to Enhance Technology-Based and Blended
Learning by Patti Shank, Pfeiffer, 2007
Websites
1. Commonly used rapid authoring tools (alphabetically):

Adobe Captivate http://www.adobe.com/products/captivate

Adobe Connect: http://www.adobe.com/products/acrobatconnectpro/

Adobe Flash http://www.adobe.com/products/flash

Adobe Presenter: http://www.adobe.com/products/presenter/

Apple Keynote: http://www.apple.com/iwork/keynote/

Articulate Studio (Presenter, Engage, Quizmaker)
http://www.articulate.com/products/studio.php

Cisco Web Ex: http://www.webex.com/

Rapid Intake ProForm Rapid eLearning Studio: http://www.rapidintake.com/proform/

Raptivity: http://www.raptivity.com/

TechSmith Camtasia: http://www.techsmith.com/camtasia.asp
2. Learning Peaks’ resource database: http://del.icio.us/learningpeaks
3. Jane Hart’s directory of learning tools: http://c4lpt.co.uk/Directory/index.html
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4. Tom Kuhlmann’s Rapid E-Learning Blog: http://www.articulate.com/rapid-elearning
5. Training Media Reviews Authoring Tools Reviews: www.tmreview.com/Editorial.asp?ID=1718
(note that I have completed reviews for TMR)
Reports
1. The eLearning Guild's Getting Started Report: Rapid e-Learning (February 2010)
http://www.elearningguild.com/research/archives/index.cfm?id=139&action=viewonly
© 2010, Learning Peaks, LLC. All rights reserved.
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About Patti Shank
Patti Shank, PhD, CPT, is the president of Learning Peaks, LLC, an internationally acclaimed instruction
and information design consulting group best known for helping clients optimize information and
instruction results. Clients include government, NGOs, corporations, nonprofits, higher education,
content experts, and educational organizations, including Adobe, Oracle, Fidelity Information Systems,
Morgan Stanley, Hunter Douglas, Kaiser Permanente, The University of Colorado, and California State
University.
Patti is well known for her independent and systems-oriented approaches to training, learning, and
technology and she is listed in Who's Who in Instructional Technology. She's an often-requested
speaker at training and instructional technology conferences, is quoted frequently in training
publications, and has contributed numerous chapters to training and instructional technology books.
She was an award-winning contributing editor for Online Learning Magazine, coauthored Making Sense
of Online Learning (Pfeiffer, 2004), edited The Online Learning Idea Book (Pfeiffer, 2007), co-edited
The E-Learning Handbook: A Comprehensive Guide to Online Learning (Pfeiffer, 2008), and coauthored Essential Articulate Studio ’09 book (Jones and Bartlett, 2009). Patti’s articles are found in
eLearning Guild publications, Adobe’s Resource Center, Training Magazine newsletters, Magna
Publication’s The Online Classroom, and elsewhere.
Contact Information:
Patti Shank, PhD, CPT
Learning Peaks, LLC
Aurora, CO
303.699.9377
patti@learningpeaks.com
www.learningpeaks.com
jbpub.com
Wiley.com
Wiley.com
Amazon.com
Amazon.com
Amazon.com
© 2010, Learning Peaks, LLC. All rights reserved.