making effective adobe captivate elearning modules
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AsIbegantoproduceeLearningcontent,Iwasfortunateenoughtoworkwithacognitive
scientist amanwhodfocusedonearlybrainresearchforoneofmyveryfirstprojects.It
wastremendouslyhelpful.
Therearealotofpreconceptionsweallbringtothetablewhenitcomestolearning.
Someuniversalfeelingsofdissatisfaction anddisengagementwithconventionalmethods
ofinstructionaswellaswitheLearning soitwasreallygoodtogetstartedwithsome
andfeellike.
Sure,Ivetaughtformorethan20years,butjustbecauseyouvemanagedtohandlethose
facetofaceexperiencesdoesnotmeanthatyoureequippedtodesigninstructionthat
eventuallyislikelytobelearnedwithoutthepresenceoftheinstructor.Myquestionswere
likelythesameonesthatmanyofyoufaceeveryday.HowonearthdoesthiseLearning
stuffwork ormorecommonly,whyisntitworking? Isthereamoreefficientwayto
createit ordoesusingefficiencytoolstakeawaythevalidityofthelearning,andwhat
canIdotoensurethatthereissomekindofgaininthelearning orthattheresatleasta
documentableROIformycompany?
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NowIknowthatmostofthetimewhenfolks cometotheseseminars thehopeisthatIll
deliveramagicbulletthatwillcuretheproblemsandmakeitinstantlyeffortlesstousethe
software.ThistimeImlettingyouknowrightatthegate thatsourultimategoalwith
thisseries,butitsnotgoingtohappeninjustonehour.Itsgoingtotakesometime.
Todays sessioniswhatourtheoreticiansforthedaywouldcallanapplicationofthepre
trainingprinciple.Weregoingtogiveanoverviewofalotofbigfoundationalideasthatare
.
youunderstandwhyrapideLearningsoftwareisthewayitis,andhowtobegintoimagine
coursesthattakefulladvantageofthetoolsinsidethesoftware.Butwellstartwiththis
toplevelexaminationofthehistoricalbreakthroughsandtheoriesandtheninthecoming
weeksIlltakeoneoftheprinciplesweexamineheretodayandbreakitdowninto
examplesofhowspecificfeaturesinCaptivatecanbeusedtoimplementthatlearning
principleeffectively.
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Remembermyproblem?Allthisresearchintocognitivetheory goestoaddressthefirst
element Howdoesthisstuffwork.
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ThefirstthingIhad todotomovethatbigoldboulderwastomakeroomforachangein
thewayIthoughtaboutlearning.YouseeCognitivescientistswereinfluencingthewaywe
understoodthehumanmind,anditwasonlyamatteroftimebeforeeducatorslikeRichard
Mayerbegantoseethesignificanceofcognitiveresearchtowardthewayweimplement
learning.
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Foralongtimeweunderstoodlearningasadeliverymodel.Learnersweretheconsumers
andeducatorsweretheproducersorcreators. Thisinformationdeliverymodelcarries
withitalotofassumptionsaboutthewaycontentshouldbecreated,packagedand
delivered.Itsitsontheassumptionthatthemodeofdelivery,solongasitisefficient,is
irrelevanttoinstruction,becauseultimatelythejoboftheteacherisjusttoproduceitand
thestudentwillconsumeit.
,
moreandmoreavailableandaccepted,wesawachangeinmanyareas learningkey
amongthem.
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Turnsoutworkingmemorytheories withincognitivetheorysuggestthatwehaveacouple
ofmethodsforreceivinginformation butthatthosemethodsarelimitedbyaveryshort
retentionperiod.Wecantaketheinformationin,(andatleastasfarasClarkinitially
proposedbasedontheresearchatthetime)wetakeitinthroughtwomajorrecievers
whichmakessense.
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Nowthosereceivers areabletotakethethingsweseeintotheprefrontalareaofthebrain
andthenholdtheminthepartofworkingmemorythatcognitivescientistscallavisual
spatialsketchpadandaPhonologicalLoop.Thethingsweseecomeinthroughourvision
andareheldforaverybrieftimeinourvisualspatialsketchpad fromtheretheyare
analyzed,organized,sortedandassignedtolongtermmemoryaccordingtoourown
decisionsbasedonasortofmastercontrolpartofthemind.
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Themastercontrolelementofthebrain isespeciallyimportantforlearningbecauseit
ASSIGNSPRIORITIES chooseswhichthingtofocuson.
Nowhaveyounoticedthatsuddenlythefocushasshiftedfromasystemwheretheteacher
isdoingallthecontrollingandchoosingtoasystemwherethelearnerseemstohavethe
bulkofthecontrol?Infactthisisoneofthemajortenetsofcognitivelearningtheory,that
ultimatelythelearnerhastomakeactivedecisionstolearnandwhat/howtolearn.
Idontmeanthislike,itssomekindofsubversiveactivityandthelearnercanacceptor
rejectbasedonsheerstubbornness Imeanevenawellintentionedlearnerissubjecttoa
systemwhichrequiresthemtomakeactivechoices,focusongivenaspectsandsoon.
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Nowthesemodelsarelargelydependentontheworkofacognitivescientistnamed
Baddely,whoaddedathirdelementofworkingmemorytothecalculationin2000.Thisis
notablyafterClark&MayerandmanyothereLearningMultimediatheorycontributorshad
donetheirinitialinvestigationsandreports.Thepurposeoftheepisodicbuffer(also
referencedasapartoflongtermmemorybysomeothercognitivetheorists)istoassist
withtheorganizationandmetacognitive orderofthings.)
theroleofconstructednarrativesandscaffolds.Activelearnershavetobuildsystemsto
relateideastootherideas thatsthecoreofitall andunderstandingtheroleof
somethinglikeanepisodicbuffercouldhelpustoworkoutwhythereseemstobesomuch
powerinexplanationsasnarratives asstories.
ItalsomayhelpusunderstandwhyCONTEXTplayssuchanimportantroleinboththe
learningandtheRECALLofinformation whichofcourseisafundamentalpartofthe
process.
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Soforallofthistowork thebrainneedstodoafewthings,itneedstotakeinformation
in throughtheeyesandtheears.Thenithastoorganizethatinformation figuringout
whattofocuson andthenitneedstobothtransferthatinformationtolongterm
memory andindex/relatetheinformationtootherthings sothatthelearned
informationcanthenberecalledbythelearnereasily.
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MorerecentbrainresearchfromAllenPaivio suggests thattheremaybeanadditionalbit
ofworkgoingoninthevisualspatialandphonologicalareasofthebrain oratleast
somethingthatseemstocorrelatetothe2partmodel.Paivios dualcodingtheory says
thatwebreakinformationupintotwotypes(AnalogueandSymbolic) Thisisa
particularlyusefuldistinctionforfolksincognitivelearningtheory.
Analoguemapstothevisualsystem.Itscommonlyusedtoreferencethethingsthatwe
. ,
analoguereferenceofatree.
Symbolicmapstotheabstracteddefinitionsandcodesweusetorepresentthings.While
therecanbebothaudioandvisualexamplesofsymbolsandanalogueswecaneasilymap
symbolictothePhonologicalprocessingpartofthemodel
WhyisthishelpfulforeLearning?Becauseaswellseeinamomenttherearesome
distinctionsbetweenpresentingstuffthatissymbolic liketextandspokenlanguage,and
presentingstuffthatisanalogous likeimagesorvideosofactualthings,orevensounds
thatevokeunderstandingofrealthings.
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Mayer, alongwithClark&othersdefineseveralbasicprinciplesofmultimediaeLearning.
Whatisparticularlyusefulabouttheseprincipledefinitionsisthattheybothhelptomake
itclearerhowCognitiveTheoryisrelevanttothecreationanddeliveryofeLearning,and
theyhelptogiveguidelinesfortheactualcreationofeLearningcontent.
ItistheseguidepoststhatImgoingtofocuson.Soaswebegintolookatthem,Imgoing
tofirstimposemyownrulesontheprinciples,inordertofurtherbreakthemdownand
.
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Letsfirstbreak downthebasicideasMayerpresentsintothreebuckets.
MessageamplificationisatermborrowedfromCommunicationtheory.Mypointhereis
thattheseprinciplesareonesthatwillhelpustomakeourmessagemoreeffective.They
willbethingsweshoulddoinordertoensurethemessagegetsthroughinthemost
effectivemanner.
.
fundamentallyidentifyingnoiseproblems thenoiseisinternal,andhastodointhiscase
withthefailureofmessageencodingduetolimitedcapacityintheworkingmemoryetc.
FinallyMetaOrganizationwillbetheareawhereweplaceMayersideasaboutthingsthat
helpthelearnerorganizetheinformation.
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Dontworryifyouhavenocluewhatthesetermsmean Illdefinetheminthefollowing
section.Fornowill giveyoujustashortdefinitionofeach.
Withinmessageamplificationwewillfindthemultimediaprinciple(thenotionthatwe
shouldusemorethanonekindofmediaatonce),thecontiguityprinciple,whichbasically
saysthatweshouldputrelatedimagesandtextcaptionstogetherincloseproximity,the
modalityprinciple whicharguesthatweshouldgenerallyuseaudiooverprintedtext,and
.
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Multimediaprinciple(usewordsandgraphicstogether)
Atthecoreofcognitivetheory(asopposedtoinformationdeliverytheory)isthenotionthatpeoplemustactively
participateinlearning andinfactchoosewhatandwhentolearn,thereforeinCognitivetheorylearningismorelikelyto
occurwhenwords(languageinanyformat symboliccodes)andimages(analoguecodes)arepresentedatthesametime.Inthe
earliermodelofinformationdeliverytheory words(analoguecodes)alonewouldbesufficient.Makingananalogue symbolicconnectionisanimportantpartofactivatinglearninginthe
cognitivetheorymodel.Mostlikelytolearnwhenimageandsymbolsalign.
notepeoplecanimagineeitherone(butitsmorework)peoplecanbedistractedwhentheydon'taligniftoomanyarepresentedatonetime peoplewillchoosea'focus'indicatingorsuggestingafocus/orderforthefocuswillreducecognitive
loadandincreaselikelihoodof
learning(roomforthebicyclepumphere?)
How?Illustrationstoreinforcefact,concept,process,procedure,principletopicorganizers(esp.wrt selectionoffocus)
Interface(aformofCONTEXTforthelearning)
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Contiguity . .
Why?Rootedincognitivetheory,peopleare'sensemakers' andcontiguityinpresentation
makesiteasiertodrawanalogue
/symbolicrelationships.(likewise,whencontiguityisabsent,cognitiveloadisincreased.)
How?Captions(symbols)directlynexttoimages(analogues)Feedback sameproximitykeepallelementsofagivenconcepttogetherkeepitallvisible
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ModalityUsingspo enau io e ivere wor s sym o sgenera ytrumpswrittentextMitigatedbycasesofoverload toomuchdata,toocomplexdata
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Ifyoulookattheproblem thisway youarepouringdoubleinformationintoasinglec anne ,an comp ete yignoring eaving ormantt eot erc anne .
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Why?Cognitivet eorysaysour rains aveau ioinputc anne vi eoinput
channel.Usingaudioforsymbolicinputsandvideochannelforanalogic inputsyieldsbetterlearningoutcomes.
How?ingeneralbyusingaudiotosupplementimage butwiththecaveatthat
coordinationofaudiotoimagemayrequireanimationtoexpresscorrelation.Likewiseif , ,
beinglearned(thechunk)istoolargeforthenormalworkingmemorybuffers.Inthatcasesupplementingwithtextorusingtextinordertoenablethelearnerrepeatedorlongertermaccessmaybebetter.
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Persona ization
Useconversationalstyleandonscreencoaches
Why?sensemakingversusinformationconsumption.Peopleworkharderto
understandwhentheyfeeltheyareinaconversation thisechoesthenotionthatlearning .
derivativeofinformationdeliverytheory whichsaysthatpeoplewillconsumeformalinformationbetterbecauseitismoreefficient.
How?ConversationalNOTformalwritingstyle.YouwilldoblankandIwilldoblank
buildsametacognative mapforlearning.On screen coaches use on screen animations or ima es au mented b
conversationalnarrationtoemphasizeorassistwith
thelearning(nottoentertain.)
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NextIclassifytheelementsofMayerstheorythatarefundamentallywhatnottodo.You
caneasilythinkoftheamplificationcolumnasgoodrulestofollowwhilecreating
eLearning andthiscolumn,thenoisecolumn,asthingsNOTtodo.
Itsdividedintotwoparts,redundancy&Coherence. Redundancyisessentiallyawarning
nottorepeatthesamemessageonmorethanonechannelatthesametime.The
coherenceprinciplesuggestsavoidingunnecessarydistractions.
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Redundancy
one
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Redundancy
one
Why?People(especiallypeoplewhohavebeenwellinculcatedintotheprinciplesofinformation
deliverytheory)strugglewiththisprinciple.ThebasicnotionofInformationdeliveryisthatwedeliverinformationwhichisconsumedanditdoesn'tmattermuchhowitisdelivered(whatformitsin.)Thisleadstonotionsaboutalternativelearningstyles(whichseemsensibleonfirstpass butwhichareperhapsoverlysimplistic) thatsuggestthatthemorewayswedeliverthecontent(text,image,audio)thebetter.BUTincognitivelearningtheorytheworkingmemoryofthebrainsuggeststhatonlytwoinputavenuesexist.andif
.Thereforereducedefficacyismorelikelyfromtheredundantsymbolicrepresentationsinbothtextandaudio.
How?UseaudioforwordswhenpossibleandinformationisnottoocomplexOkaytousebothifassuredaslowpace(notethisdoesnotaccountforcognitivescience
basednotionrelatedto appropriatestimulus couldtalkbarneyvs.phillip glasshere.)okaytousebothifnocompetingimage
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Coherence
Why?Contrarytoarousaltheorywhichpredictsthatlearnerswhoarearousedbyexcitingbitsof
media,cognitivetheory
suggeststhatwithonlylimitedbandwidthinworkingmemory,distracting elements(eveniftheyareseductive)standtoimpede
learning.MayercallstheseDistraction,disruptionandseduction andsuggeststhateachelement(image, ,
audio)canhavenegativeimpactwhenthecontentisnotdirectlyrelevanttothelearningorguidingthelearning.(itsprobably
worthnotingherethatMayerseemstoignoreboththeepisodicworkingmemory whichi thinkcanbelinkedtotheefficacyof
narrativeandsituationalawareness)Itseemsthatoverlookingtheseelementsmayexplainwhywehavecommonsensehunchesthat
someemotionalstimulationinconjunctionwithdeliverycanincreasetheefficacy(spoonfulofsugar.)Thoughlogicallyensuring
thatanycontributorisontopicmustbemorelikelytoinvokelearning.
How?Makesureanypotentialarousalelementsarepertinenttothelearning.Lookforthe
intrinsicmotivatorsinthecontent
rat ert animposingt em.
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SegmentingprincipleBrea itupinto itesize c un s
Why?workingmemorylimitsnumberof/depthofoperations
How?Breakitbyconcepts whichlogicallycanbebrokenintopagesorslidesor
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SegmentingprincipleBrea itupinto itesize c un s
Why?workingmemorylimitsnumberof/depthofoperations
How?Breakitbyconcepts whichlogicallycanbebrokenintopagesorslidesor
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Pretrainingprinciple
Buildbasicinformationaboutessentialelementwhichareprerequisitestounderstandingthelargerconcepts
Why?Sometimesnecessarytodefinetermsorconditionstoremovethataspect
fromtheactuallearning removinga
potentiallydistractingsecondarylearningfromtheoveralllesson
How?Teachtheunderlyingorfoundationalprinciplesfirstandseparately.
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Nexttimewellbegin thediscussionwithpracticalapplicationsoftheseguidingprinciples
usingAdobeCaptivate.
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