What is Microlearning? Microlearning is content that is purposely shortened to enable the learner to fit learning within their work and personal lives.
Technology should enable people to do things that they could not do without technology.
What are some emerging technologies that could have a big impact on education?
Human Enhancement
Human is an information processor.
We can enhance this process, enhance our sensory input (to make our vision better, to make our hearing better, to make our knees better, etc.)
Our kids will grow up with the technology and thought that “We get better as we age, not worse.”
Internet of Things
Connecting devices (things), and people through the internet.
We generate more data than a doctor sees in a year. How do we use our data to define health and wellness?
Augmented Reality
Can view the physical and digital world, that they converge, and that we can interact with them in a 3-D way.
The technology has been around for a long time. But, now we can collaborate — using this technology.
The superpower of Gen Z is that they are going to be able to use these technologies. They will be enhanced with technology, they will be connected through the internet of things, and they will have a seamless understanding of the physical/digital convergence. They will be digital collaborators.
How will Gen Z’s use of technology change the future workforce? They will be experts in how to communicate in the digital and physical world. As educators, we need to leverage that and find a way for them to collaborate in more ways. Then, we can find ways to assess that collaboration and that skill.
Hosted by a SME or facilitated by someone that manages discussions with SMEs.
Usually, 1-2 topics, but allows time for deep conversation on those topics. These topics are best if they are heavily skills-based.
Usually, there are activities for the participants that allow for practice of a skill.
A recording of this event would not be valuable to a viewer. It would most likely be very boring. But, there may be elements of the content presentation or Q&A that is worth re-using in smaller snippets after the event.
Held over multiple sessions and can go as long as needed for the content.
Typically hosted by a facilitator and they invite SMEs or guest speakers into the conversation — the facilitator may not be that familiar with the content.
Live sessions are not for content presentation. They are for Q&A, thought-provoking discussion, and project sharing.
Present content between live sessions in an on-demand manner.
Assign either a single project that grows over the length of the program or smaller projects that build skills.
Should have a community that is part of the program, so students can teach each other.
Each day focuses on a family of topics that work together to create a single “story” with multiple perspectives.
You can drip the content on a daily basis and remove the previous day’s content, or allow content to remain available after the day is over. Your chosen approach can impact engagement you receive.
After the event, these recordings can be valuable as re-usable content in other programs, like bootcamps and cohorts.
You can use content from interview Discussions, Shack-N-Shares, and Masterclasses as content for this type of program.
Offer a bonus live session at the end to allow for Q&A with some of the SMEs.
Badges – Badges are a way to provide a sense of accomplishment. They should be more difficult to collect than points. Use them to show mastery of a skill, completion of a challenge, or for finishing a level.
Challenges – When including challenges in your training, make sure they align with the goal and learning objective of your course.
Collaboration – Collaboration is great to use to promote teamwork. It also provides a method for learners to benefit from the experience of others.
Competition – This can be used to create a level of stress, which can aid in learning, and we’ve all heard people exclaim “competition brings out the best in me!” competition can also let a learner know how they stand against others.
Feedback – Just like in knowledge checks, feedback in games lets the learners know how they did on a specific challenge. Feedback is also a great way to provide additional or supplemental information. However, don’t use feedback if you use a timer.
Leaderboards – Leaderboards are good to use for learner personas that are competitive, such as sales people. They show an overall progress in a game and often show how a learner measures against other learners. The progression in the leaderboard should align with the proficiency of the learning objectives.
Levels – Think of levels as the learning journey. Each level can build upon the previous to show an increase in proficiency, or a level can be used to divide topics and show mastery of a specific topic or skill.
Points/Scores – This is a good way to let learners know how they are doing and to provide a sense of accomplishment. Be careful with awarding points, though. If you provide points too easily, then they become less valuable to a learner.
Scenarios/Simulations – These are a great way to help learners practice critical thinking or to practice a new skill.
Timer – Using a timer in a gamified course creates a sense of urgency and helps a game maintain a quick pace. Also, there are studies that show people learn better when there is a measure of stress.
Design Your Game Mechanics
Gather and analyze your assets.
Determine the game mechanics by matching them to your behaviors/skills and learner persona.
Create the story to tie the game mechanics together and promote engagement.
Identify what success looks like.
It doesn’t have to be a game in the traditional sense to be effective gamification. How can this be considered gamification?
When training and game elements are appropriately designed, learners know what is expected of them and they are motivated to perform desired behaviors and complete required tasks.
Through her theatrical and hands-on approach to teaching, Dr. Biberdorf is breaking down the image of the stereotypical scientist, while reaching students that might otherwise be intimidated by science. Students’ emotional responses, rather than rote memorization of facts, is key to Biberdorf ’s dynamic approach to her program, as well as science in general. Her exciting and engaging program leaves audiences with a positive, memorable impression of science – all while diminishing the stigma around women in science.
Reminder from Kate the Chemist – Do something that creates a memory today.
Remember William James’ theory of emotional memory. (If a person has an emotional response to something, he or she is more likely to remember it.) Biberdorf says, “What I try to do is act insane by doing some crazy demonstration — lighting my hand on fire, breathing fire, doing something — and then I’ve learned I have about 60 seconds to force the science behind that crazy thing I’ve done and just shove that knowledge into their heads.”
Look into your community.“Just come here and learn how to make the world a better place!”
Consider your image.“What you do speaks so loud,” said Emerson, “that I cannot hear what you say.”
Be a good mentor. Biberdorf says, “Everyone likes to see themselves represented. So, for younger people to watch and say, ‘Hey, I can do that, too,’ is fantastic.“
Breathe fire.“Getting kids excited enough about STEM fields to remain engaged and enter those careers has nothing to do about worksheets. It has nothing to do about standardized tests. It has nothing to do about any of the rubrics that we currently have in place. It has everything to do about communication, collaboration, critical thinking and creativity. Those four Cs are the pillars of what we’re doing now.”
One idea is to flip the training (the perspective). For example, training bedbugs how to pick a mattress or training how to be a shoplifter. See Judy Nollet’s webinar.
Change only on layers & keep basics on base slide.
Naming things is so important (ease of problem solving if ask for help in community, too)
Don’t have to share whole course — just slide having trouble with. Take out proprietary information.
Watch out for trigger order.
Check if variable is working — insert reference.
If variable already changed (on condition that)… won’t change again.
Can ignore normal state and just deal with other states.
User variables instead of states with tabs b/c more control (and not mess with properties, etc). when not remembering visited states.
1. Create project list of assets and why good to use/why you’d rather not use it. Then, you’ll have demo in Review 360 to show stakeholders.
2. Create project of sample buttons, backgrounds, floors, walls, so you have your own Content Library to choose from.
3. Clean up Master Slide areas.
4. Try all exercise files, and contact source w/ any questions.
5. Watch for Lawless pdf file re: colors and functions.
6. Integrate practice and troubleshooting into each week.
7. Quote – “You wouldn’t use forceps to do what the scalpel can do, and wouldn’t use the scalpel to do what the clamp does. We here (in the new learning ecosystem) need small, sharp tools.”
eLearning Guild will be posting the best of the best on their eLearning Guild website in the next few days. Some of the winners were — a training for Crane sales reps for The Home Depot (first person branching); Escape Room (training lesson), and others!
Building Point-and-Click Learning Games in Storyline – Daniel Powers
So many fantastic ideas. Most instructional designers keep PowerPoint open on desktop just for playground purposes.
Slide Masters
Customize Your Ribbons
Quick Access Toolbar
Selection Pane
Embed Fonts to Share PPT
Photos – Remove Backgrounds
Photos – Corrections
Photos – Color Correction
Photos – Artistic Effects & The Rest
Vector Graphics – Importing EMF
Vector Graphics – Creating & Combining Shapes
Vector Graphics – Editing Points
Draw
Adding Animated GIFs
Transitions
Morph Transition
Morph Shape
Animation – Animation Ribbon
Animation – Timing
Animation – Combining Animations
Video Output
Design – Break Up Smart Art
Screen Recording
Audio Recording
Resize Slides for Print Projects
Compress Pictures
Design Ideas
Templates
Translations
Duplicate
Bonus Items!
There’s so many tools I haven’t played with — Randy emailed slides (see presentation below), but he covered over 30 tips in less than 1 hour. Everything from morphing, taking out background, customizing for ease of use, compress, translations, etc. etc. Important to embed fonts, so that whoever views — can see finished results regardless of if they have font installed on their computer.
Keynote: Augmented Human: How Technology is Shaping the New Reality – Helen Papagiannis
“As technology becomes more embedded and invisible, it calms our lives by removing annoyances while keeping us connected with what is truly important.” – Mark D. Weiser, 1999
Google glasses shouldn’t have been a failure- it was good but culturally it wasn’t accepted. How do we get past the culture? Google glass was too exclusive at the time (had to have personal invite).
Some interesting uses would be for giving autistic students opportunity to practice interview skills.
Survey in Session – Having watched The Office CPR Episode made participants much more likely to know how fast to do CPR — among people who have never had CPR training. Think Preposition Song and 13 Colonies.
Fun vs. boring; forms connection and mutual understanding/respect between teacher and learner. Even UN recognizes value in incorporating pop culture!
This is an example of how Virtual Reality could be used in the workplace. Fascinating! It makes so much more sense, in cases like these, where 1) employee needs to ramp up quickly; and 2) cost of mistakes to the equipment would be huge. See Workplace Just-In-Time Support: https://vimeo.com/284754518
As people are always “busy,” whether managers or whatever level, we could bring learning into their jobs, just in time.
What will it take for us to really use workflow learning? Leaders need training, but don’t know their moments of need.
We could have just in time support about top 5 things to touch on in an evaluation.
We could address how to communicate with different personalities and issues in the workplace.
We could build checks into the training, such as “Where did you go from here?” so we can suggest next step in learning process.
Many different industries were in this Morning Buzz. They are even trying Virtual coaching-type trainings. For example, many team leads, different shifts. They need just in time support for if an employee comes to work intoxicated. If in general training, ignored b/c “that will never happen on my team.” But, they need training when/if it *does* happen.
Carla brought up call center as an example of having job aids/cheat sheets at the moment. But, it took training call center employees to direct learners to the existing job aids. The impulse (and what they would like to do) is to help people on the spot. But, the job aids were curated, vetted, and comprehensive.
Many employees are overloaded with training, and forget much of what they learn during training. Having just in time training for soft skills or technical skills can accelerate time to proficiency and help make things second nature. They don’t pay attention initially because they may not think they will ever make that particular mistake. Good to have quick training with links to more info.
Workflow training should not be more than 2 clicks away or 10 seconds to consume. It can free up time for innovation and higher level thinking.
Opening General Session – AI and Learning – Robot’s Point of View David Kelly & Sophia the Robot
Learning Stages – Ready for the Workforce of the Future? Shift Your Learning. -Anna Kuehl
We have 5 generations in the workforce now. Boomers are looking less into retiring completely (so won’t “exit right” as quickly as previous generations).
Millennials are over 50% of the workforce; they don’t as a whole think there should be different access, depending on different hierarchy in organization.
We can tailor learning to all age groups, and they can help each other (older help younger with soft skills; younger help older with tech skills, for example)
Creativity went up (creativity as in viewpoint may not be the same; consider multiple paths, etc). Also, Emotional Intelligence and Cognitive Flexibility went up.
Two fell off between 2015-2020: quality control and active listening
Traditionally, teachers wanted learners to go through each slide, get certificate at end.
Now, we need to be continuous learners ourselves to be in this profession.
Interesting — Cengage & McGraw Hill have a potential merger going on.
Hype or Home Run? Microlearning Demystified – Carla Torgerson
Microlearning should be 1 topic, 1 objective, less than 10 min., just in time
Microlearning should be using time *better* for users. We will always be #2 priority, so microlearning should be “just enough.” A 5-min training that doesn’t accomplish its goal is a waste of 5 minutes. We are always self-assessing how our time is used.
4 Uses of Microlearning:
Preparation – prework; prepare for longer form of instruction (“If you can just do this small, less-than 10 min training before meet, the training will go much quicker.”) Note – reminds me of flipped classroom.
Follow-up – after training; boost learning, reinforcement and repetition. Can do email, job aid, etc.
Standalone – small nugget of training
Support – while doing job, just in time training. Think about job aid 1st, then provide comments/support to get there.
Key question is: How will I improve performance? That’s more important that the answer of which use (above) you are in.
5 formats of Microlearning
video/animation
infographic
podcasts
text
elearning
Change Management
can start small, give it a shot
AMP model (attitude – motivation – performance?)
One company studied: learners’ times and whether completed —
5 min. learning – 100% completed
8 min. learning – 80% completed
12 min. learning – 20% completed
Torgerson has new book coming out in December! I have her previous book – The Microlearning Guide to Microlearning.
Use Visual Design to Create Engaging eLearning – Tim Slade
If you’re not prepared to be wrong, you’ll never come up with anything original. Sir Ken Robinson TEDTalk. (Frank sent this) Our education system teaches children out of their creativity.
Visual design is hard b/c risk is involved. We do stigmatize mistakes, and what are the ramifications if we make mistakes?
Reducing cognitive load, b/c taking learners along with you (e.g., showing transition of random post-its, then grouped into colors; bringing learners along w/ showing how slides are made up of background – objects – interactions)
5 tips
Don’t have to be artistic to be visual designer
Use visual design to help
Sketch ideas on paper b/f building slides
Look for inspiration from others and borrow their ideas
Use resources
Books – Slide-ology, by Duarte
Google – visual design; use Pinterest
For every fat elearning course, there is a skinny job aid waiting to get out. ~ Tim Slade
Pexels.com is a great, free photo resource, per Tim Slade.
Rockstar Microlearning: Designing an Engaging Mobile Learning Experience – Chris Willis
Maximizing Accessibility with eLearning Authoring Tools – Douglas Harriman
Storyline-specific detail (key differences noted between versions)
This is tangible way we can improve equity.
With time, you learn to integrate more seamlessly.
NVDA – free and easy to use screenreader
tempshare on Articulate is good testing ground
Storyline – “hidden” skip navigation button?
Google – UC ecourse accessibility
Keynote – Using Data to Inform Learning and Work – Talithia Williams
NOVA Wonders – 6 part series (including can animals talk, can we build a brain); look for this “Can We Build a Brain” to see Talithia Williams more in depth.
Data is huge — 90% of today’s data was created in the last 2 years.
We use data every day
Pandora
Spotify
Netflix
Amazon
Social Media
Waze
43% of people use Facebook to get news info
21% of people use YouTube for news
How can we incorporate data into our work?
Info Continuum — data – info – knowledge – insight
Note: Amazon looks at all wishlists, browsing history, purchases, etc. 35% of all purchases is from suggestions! (This person who bought this dog toy also bought this other item for their dog. I should, too!)
Takeaways are to learn in save environment, with choices, personalized learning, adapting to capabilities of each learner. Learner ownership is important. Contemporary, current, and useful.
We need to move from data observation and reporting to integration and transformation.
How to Build High-Performing Teams and Successfully Transform a Failing Organizational Culture – Dr. Charles Camarda
NOTE: I requested slide deck be emailed to me, but Dr. Camarda was unable to send.
How do you create and sustain high-performing teams?
Looked at the Columbia accident. Arrogance and psychological safety played a part in engineers not asking experts or alerting people that the foam breaking off was a problem. They elected not even to tell the astronauts.
Charles Camarda went on the mission following Columbia.
We have to fail, in order to learn.
Team vs. group (team is focused on a mission)
Failure of imagination – what would happen if this piece of foam hit a vulnerable spot?
Google the following:
Aristotle project
Seamons PLM event
Camarda could tell which team would succeed with problem without even looking at their plans or product. He could tell by looking at the communication within the team and the reaching out for assistance/ being unafraid to bring in experts.
Design Inspiration is All Around Us – Tracy Parish
Design is all around us — our clothing, mugs, airport, etc. Touches our lives in all different ways. Here are some trends in media, marketing, etc. (and how they are influencing our lessons and learners):
Color – more subtle shading; Shutter Stock takes stock of what colors are most downloaded in every country! So, color and music are not universal. (Even see Spotify & Instagram — bold colors and monochrome)
Might use for buttons or hover states.
Have to think about accessibility, as well.
Stripe.com – designing accessibility color issues.
Natural images – we are tired of stock images. Find images that tell a story and evoke an image. See WOCInTech, Leanin.org (add more each month, work w/ Getty to put money back into Leanin.org) use your phone! Take pictures around the office.
Hero images – travel sites are amazing, but they crop and send message to users. **Google ZEEF TRACY PARISH, for huge list of resources. (Here it is!)
Character images
Keep it Interesting – e.g., turn slider on the side and make a menu; use hover states and transitions to surprise learners. Use accordian, color shading, etc. Sit down and do deliberate practice — is there a way to make this work.
See Nicole Legault – seamless-scrolling-effect download.
See HUGE website — black, then hover to red to keep user going.
See awwwards.com
Motion – purposeful, meaningful context, and give user control.
See beer brewing 101 – markers, cards come up, and animation INSIDE cards.
See SlideSugar — parallex effect, (bear safety w/ Sarah Hodge)
Typography – are they legible, easy to read, but still pull in fonts that are big and bold, as well. Tell diff. messages on diff. screens. (word broken/trailing off side of screen is popular in marketing now, but wouldn’t work for eLearning, as well)
5-Minute Makeovers in Storyline 360 – David Anderson
Talked w/ David Anderson! Thanked him for his help w/ Storyline in the past and told him I would be joining eLearning Challenges soon. I mentioned Jodi and Tracy being rockstars, and he encouraged me about that they have only been working w/ Articulate for 1.5 years. He encouraged me to check back over past and see how *their* work has grown over time. We learn and grow, as we join in the eLearning Challenges!
Common Issues that we can’t completely revamp projects (no time). But, what if we improved *one* thing — marginally improve and allow us to practice skills. So, then when stakeholders are ready for a change, you’ll have a bank of new skills to insert.
Gamify Content Library
Personalization (easy and can do it through rest of course) Use Input button on ribbon, text entry field; Storyline automatically creates project variable; can use variable reference just to doublecheck (textbox, don’t click away, reference)
Animated Timers (we don’t have timers; have timers for quizzes). So, here’s a way you can insert timer (David’s more of a fade animation person; doesn’t use others. We need to know tools, so we know why we do/do not want to use them.) We can find different uses for our tools.
Make a project with all the bells and whistles we DON’T use and why. This way, if a client wants something, we can tell them, “this is what it would look like,” and show in a visual way why it’s not the best choice.
NOTES: When have more than 1 attempt, the counter auto goes down. Variables are 3 step process – create, adjust, use. Triggers are 2 step process – what do you want to do; when do you want to do it. Only have to put Attempts on base layer (not each layer)
Escape Room – see challenge Discovery Ideas
Click-Reveal
Counter (click 3, reveals secret key)
Dial
Slider
Badges and Progress
Track number of attempts (mini trophies) in upper right. Used true/false variables. Want to make it as efficient as possible. Because if client likes it and asks for additional, you don’t want to make adding a “hard thing” or back to drawing board.
Easy to troubleshoot on layers, but could do it on Slide Master instead.
Customizing Drag and Drop
For example drag-n-drop file cabinet & trashcan. **See editing states, and you can choose drag-n-drop correct or incorrect.
Doubleclick format painter and duplicate states on all other notes!
Key: pull down drag-n-drop options and UNCHECK the delay until submit. This way, learner has visual of correct/incorrect before submit (less of gotcha).
Animated effects on Drag and Drop states (again see notes shrinking into trashcan) — can use cue points instead of triggers — when timeline reaches cue point. Hidden when object is *dropped on* trash, for example.
Select correct trigger, copy, select all other objects and paste trigger onto it.
For example, when you introduce a new function, it will break others. So, each time introduce, be prepared to troubleshoot other unexpected results. (e.g., have to add hot spot to reset to normal — so you can move notes around top w/o having it reflected as incorrect).
Force learner to get one “ordered” step correct before progressing to next. Can do this by limiting number of correct targets. Many viable targets, but only one has availability. Change viable correct target each time. — rest are set to none (see Complete Steps in Sequence.story)
Show Hint After Number of times.story — try again layer fires each time. Instead of minus, we are adding to drag tries. Then, show layer “hint” if number of tries is over ____. Great way to enhance existing project.
Contact David with any questions, after looking at resource slides.
community.articulate.com/articles/userconf
Common Mistakes in Storyline – Stefanie Lawless
Label slides (will reflect in player)
Check for updates (Articulate updates every 6 weeks)
Work on Slide Masters
Story Size (Design tab)
Modern player is scalable (can open side panel, but responsive to size — 16:9)
iPad is more 4:3 scaling.
Make decisions before inserting type/content. Branding is key here.
Check out pdfs in Community — [email protected] — and see what each color does (hover state, font colors, etc).
Can edit feedback on questions (hover states — correct, incorrect, try again).
**See player, Aa Text Labels (and can change default text from “incorrect” to “think about this.”) Change it in that one place; changes it for entire course!
States
slides, states, layers, and triggers (building blocks of Storyline).
Can “overprogram a slide” visited = clicks and lets go. So, people sometimes create triggers to do something that Storyline already does. Don’t have to tell it to hover, it already happens.
Where you have to change a state … is when it’s disabled, then available. Need to trigger state change. If you give something a different name, need a trigger.
Ctrl-Shift-Drag to copy buttons.
Button sets – create multiple choice functionality. By default, nothing is in a set. Select Button Set 1. So deselect others when a choice is made. Also works for anything clickable in Storyline — not just buttons. Just a few — like hotspots and videos don’t have states. When put an object into a set, you automatically now have selected states (characters, etc) Again, use format painter and toggle so it stays in the copy cue until you unselect it.
May not want buttons to start as Normal. May want to start as disabled. Not have access to something unless they satisfy some criteria. (Change to disabled when the timeline starts. BUT, here’s a shortcut — Pull down Initial State as disabled instead of creating trigger).
Can insert text bubble into selected state.
Miscellaneous –
Best practices to name objects (no “untitled”) b/c easier. Shows up in alpha order. Then, if you share work w/ other people, less difficult b/c they all know to look for names of objects. Name motion paths, all actionable objects.
Over program; variables are long-term memory. If you need to know in slide 20 whether they selected something on slide 5, then need variable. Otherwise, just use short-term memory (states). **Use error messages “Select each tab before continuing” as a separate layer. This is an alternative to hiding “next button.”
Workflow Tip with Copying Triggers – copy trigger, select other buttons, paste, and all have same trigger.
Sliders and Dials
Name slide variables.
Use reference to ensure is doing what should be doing.
Each slider point points to different layer. (1-1968; 2-1970; 3-1975, etc).
If slide has just audio and you let Storyline decide (resume saved, reset to initial, auto decide), Storyline will elect to reset to initial state. If other elements are involved, then Storyline will make best judgment.
Graphic Design and Image Editing Techniques in Storyline 360 – David Anderson
Backgrounds
Create sense of depth in lessons, using basic graphic design techniques.
Can be less strict about it (ruler baseboard for classroom, for example).
Can search for floor in Content Library.
Gradients can provide great backgrounds.
Crop tool.
Collect as baseboard, wall, floor, etc. and keep as a project.
NOTE: David only uses about 3-4 things his whole career, but in different ways.
USA Today Snapshots — check it out. Pulls you into the story. See lower left of front page. Focuses on the learner (not the client). Also, book on this.
Use graphs, tables, etc. For example, use entire receipt as background, w/ hotspots.
30 Second Template
Take a screenshot of a website and look and feel.
Make a background for this, by using crop tool, cropping sliver, stretching out.
15 Second Template
Can use eye dropper to use nice color schemes to make workflow quicker.
No way to automatically connect color palette to theme colors. (David will submit to Storyline for new update)
Tip – Space out tips; don’t use all tips at once. Use one, get comfortable, milk it, and then move to next one.
Blurred background
Can’t blur in Storyline, but *can* in PP (under Picture Effects). Bring in bunch of images, blur several, save all as pngs, and work into Storyline.
2. Characters in Circles
Tip – Insert new slide below, and contains all same formatting. (no need to choose basic layout, etc)
Use block art (using tools in ways other than meant). For example, half moon/arc. Do half/copy bottom half, insert character.
3. Silhouettes (removes emphasis on characters) – can picture and brightness down, instant!
4. Alignment and Guides
Be sure to insert gutters/vertical – horizontal.
Don’t want to use math.
Use simple shapes, and duplicate to align.
Come up w/ layouts for courses, then trade out the backgrounds (notice vertical lines below).
with bullet points, increase after paragraph.
5. Gradient Effect
6. Custom Drop Shadows
Loneliest tool is moon tool (great for curled pages).
“Hacking” Storyline for Learner Engagement – Tracy Parish
Take a look at her resource files (not yet on Articulate website).
bit.ly/DL-Articulate
bit.ly/printdemo
Survey
Survey Monkey embedded in screen (thru web object).
Tracy’s LMS doesn’t track all slides, so she didn’t want to buy more licenses. Did surveys instead.
Learner doesn’t know the question exists, but Tracy inserts question on last slide .(have you completed?) and that sends completed to tracking.
Typeform is another survey that can embed; a little slicker.
Using Google forms and sheets to create dynamic graphs in Storyline
Built with yes questions.
Negative – don’t get a lot of control over look and feel (e.g., font).
Next slide, showed pie chart with real-time results.
3 dots in upper right of chart, publish, check interactive box (so it gets updated each learner response).
Insert – input – data entry.
Check David Anderson’s instructions for connecting to Google sheet.
Can use the trigger to play java script to insert files that Tracy provided us in practice files (to capture and push results).
Using JavaScript to print anything out (bit.ly/printdemo).
short essay answer (how would you handle this case study?) then show recommended answer.
Contact Owen Holt in Storyline Community, if have questions about javascript.
Player – Features, can create your own tab, calling it “print button”. Can jump to resource page, to a certificate page, or in this case to javascript.
window.print(); will fire javascript
add custom link and make it look like a button.
job aid could be last page (where they can print), by showing custom link.
What’s Next in Articulate 360 – Megan Cleveland & Mike Olivieri
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