In the meantime, the eLearning Guild have just published an informative primer called Making a  Demonstration Video for E-Learning Use.

The article in  Learning Solutions e-Magazine discusses a favorite of mine: straight-forward ‘How-to’ video demonstrations.   The authors, Steve Haskin and Tim Martin describe this learning modality:

“How-to” instruction is an important training modality; in fact, “learning how to do things” is the cornerstone of being human. Our lives are spent learning how to do things, and this doesn’t stop simply because we “learn” in the workplace or even when we slip the “e-” in front of learning.

(p.2)

In this context then, tasks and activities can be elucidated using a number of video based approaches including:

• Sequenced still images
• Video
• 3-D animation

Video photography is basically light captured on a medium like film, video tape, or DVD. However, lighting a subject properly is something of a black art and if done poorly will undermine the learners’ ability to interact with the subject matter. The article’s authors discuss the basics of lighting in reasonably good detail, including key-, fill-, and back lighting, as well as color temperature, and new lighting technologies like fluorescent and LED light types.

They go on to describe the importance of a good tripod, and what you should look for in a video camera. I would agree with their assertion that HD cameras “are complete overkill” (p.7) and in fact that good old reliable MiniDV digital tape is still the best video media choice for e-learning practitioners – your content is captured as uncompressed DV-AVI video (so it can be edited and rendered in either NTSC or PAL as well as in various compressed formats), and MiniDV is a great archive format. 

The authors conclude by discussing the pros and cons of various video codecs, their benefits and disadvantages.

Video can seem technical, overly-involved, and even intimidating to the novice videographer: I suggest that you have a look at the article if you want a good introduction to video for e-learning and if you want to know your blondes from your redheads. (They’re types of light: I wasn’t being rude!) 

______________

References:

Haskin, S., Martin, T. (2009) Making a Demonstration Video for E-Learning Use. Learning Solutions e-Magazine [Internet] Available from: http://www.elearningguild.com/articles/abstracts/index.cfm?id=302&action=viewonly Accessed 30 March 2009

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Adobe Captivate is an e-learning tool (for Microsoft Windows) which can be used to author software demonstrations, software simulations, branched scenarios, and quizzes for distribution online or via CD-ROM.

Recording
Even before the term ‘Rapid E-Learning’ was coined (and Captivate was RoboDemo), this app was designed to be an e-learning authoring tool. As such, once opened, the author is presented with three recording modes (Software Simulation, Scenario Simulation, Other), depending on the activity you want to undertake. To capture content, the author carries out each step in the demonstration, in sequence. As with Camtasia, it’s possible to cycle between applications without interrupting the recording process. The author can pause or stop recording (at which point the software renders the media that has been captured) at any point. When the recording (or a section of a larger recording) is complete, Captivate opens in editing mode.

Post-production
Once the presentation has been captured, the content is displayed as a number of discrete slide, representing each interaction of the recording. A timeline is available to integrate audio, onscreen text, and other enhancements. Similar to Camtasia, the author can record audio while screen-capturing is in progress. In edit mode, the author can import, record and edit a voice-over narration and other audio elements into the presentation.

Deployment
Captivate saves files in a proprietary *.CP format, which is only readable by Captivate. Content is generated as ShockWave Flash (*>SWF), which can be played on most computers via a browser with the (nearly) ubiquitous Flash Player plug-in.

Uses
Once exported, content is easily distributed to a wide audience; as well a online delivery, content can also be distributed via CD-ROM or DVD, by e-mail, and on Adobe Connect. Learners can easily access Captivate content through learning management systems (LMSs) and content management systems (CMSs). Captivate is both AICC and SCORM conformant, facilitating learner usage tracking, as well as through scored quizzes and other interactions.

Instructional Uses
Captivate enables learning professionals to create new content and transform existing learning collateral in a (relatively) easy-to-use “one-stop” media creating environment. It’s unified API means that very little programming experience is needed to generate attractive, immersive e-learning content.

Criticisms
As well as the positives, Captivate has some deficiencies; integrating, editing audio can be tricky, as can estimating slide duration; it’s a bit of a memory hog on long presentations, or content containing a range of media assets; it can take a LONG time to generate content. In terms of rendered files, it’s reliance on the SWF format, rather than, say Flash Video *.FLV) can make download times quite long when compared to its competitors. Finally, in an increasingly mobile world, devices like the iPhone cannot be used for playback.

Tomorrow:

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Captivate vs. Camtasia – Head-to-head in a Fight for the Byte – It’s an E-Learning Authoring Tool Deathmatch!

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By The Way: I’m toying with the idea of using Articulate: any experiences / war stories / opinions?

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Ever wondered how to capture demos for delivery online ?

I generally use two pieces of software to capture high-quality, post-produced demos. In this blog entry, I’ll give you a bit of background on Camtasia Studio, and in the next blog post I’ll discuss Adobe Captivate.

Camtasia Studio is a screen video capture program for Microsoft Windows, published by TechSmith. It is a screen-recording application that allows users to record almost anything on a computer screen, including application demonstrations and PowerPoint presentations. Users are able to use their own computers to demonstrate some aspect of motion-based content.

The presenter defines the area of the screen or the window to be captured before recording begins; it is also possible to capture the entire screen area.

Recording
Once Camtasia’s recording mode is activated, the presenter carries out all steps of the demonstration, in sequence. It is possible to move between applications without interrupting the recording process. The presenter can pause or stop recording at any time – at which point the software renders the input that has been captured – as well as apply user-defined settings, such as when and how to display the cursor.

Post-production
Once the presentation has been captured, the presenter is able to revise it by integrating multiple recordings, if required (and this is typically the case on longer-form demos and course learning objects). In addition, the presenter can dub in a voice-over narration, sound effects, as well as music onto the presentation. Camtasia also allows audio recording while screen-capturing is in progress, so the presenter can narrate the demonstration as it is carried out. Most presenters, however, prefer to wait until they have finished the screen capture, and then record the narration from a script as the application is playing back the recorded capture.

Deployment
The application allows files to be stored in its own proprietary *.CAMREC format, which is only readable by Camtasia itself; this format allows for quite small file sizes, even for longer presentations. Much more useful is that Camtasia also allows the generated video stream to be exported to common video formats which can be read by most computers, even if the Camtasia software is not installed, such as Flash FLV & SWF, Windows WMV and MPEG-4. MP3 audio and podcast files may also be generated.

Uses
Once exported, content is easily distributed to a wide audience; highly compressed files, such as files encoded in the FLV format are especially suitable for distribution online via platforms like Adobe Connect.

Instructional Uses

Camtasia is popular among instructors and learners because presentations are easy to produce and distribute, saving instructors the time to repeat presentations many times, especially in courses that teach a certain application or computing environment. Many learners appreciate the ease with which Camtasia-produced presentations can be viewed, especially presentations that are embedded into a web page and are shown in the client browser window.

Criticisms
One of Camtasia’s primary shortcomings is its long rendering times and excessive consumption of system resources during production. Output file generation times can be improved by using newer hardware, such as a dual processor system, as well as an increased amount of RAM.

Next Time: Captivate

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Now read on…

In yesterday’s post, and based on the work of Michael Molena, I suggested that the epitome of the Systems Approach, ADDIE, was less a development process and more a set of heuristics to facilitate instructional designers’ efforts to develop e-learning content. I also outlined M. David Merrill’s work to identify fundamental invariant principles of “good” instructional design, regardless of pedagogy. Merrill asserts that there is a core of consistent “Principles of Instruction” that we may use as the basis for content development regardless of the actual methodology used.

Merrill’s primary and central principle of instruction is task-centered learning. A task is an activity that represents a problem that may be encountered in a real-world situation. Learning objectives or samples of the types of problems learners will be able to solve at the end of the learning sequence may also substitute for a task. A progression through problems of increasing difficulty are used to scaffold the learning process into manageable tiers of difficulty. The courseware should relate to real world problems.

Learner guidance helps focus the learner’s attention on critical elements of the information and relate these critical elements to the portrayal. The learner guidance that enhances the demonstration is indicated by bullets.

(2006a, p.4)

Merrill recognizes three categories of classification that provide information and can be portrayed:

1. Kinds-of
2. How-to
3. What-happens

Kinds-of category

Concept classification occurs when learners must discriminate among members of two or more related categories of objects or events. An effective presentation/demonstration for concept classification (kinds-of) requires the following instructional activities.

1. Tell learners the name of each category or alternative procedure.
2. Show learners an example of each category.
3. Provide learners a definition for each category.
4. Show learners examples of each category.

How-to category
Procedure learning occurs when learners must carry out a series of steps. A presentation/demonstration for a procedure (how-to) involves the following instructional
activities:

1. Show learners a specific instance of the whole task.
2. Demonstrate each of the steps required to complete the whole task.
3. Show the consequence of each step.
4. Summarize the steps in the procedure and their sequence.

What-happens category
Process learning occurs when learners understand how some device works or the process underlying some phenomenon. A presentation/demonstration for a process (what-happens) involves the following instructional activities.

1. Demonstrate the process in a specific, real or simulated situation.
2. Repeat the demonstration for several increasingly complex scenarios.

In tomorrow’s post we shall examine principles for the effective use of media in this learning environment.

________________________

References:

Merrill, M. D. (2006a). First Principles of Instruction. In C. M. Reigeluth & A. Carr (Eds.), Instructional Design Theories and Models III (Vol. III). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.

Merrill, M. D. (2006b). First principles of instruction: a synthesis. In R. A. Reiser and J. V. Dempsey (Eds.) Trends and Issues in Instructional Design and Technology. Columbus: Ohio, Merrill Prentice Hall.

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Now read on…

In yesterday’s post, and based on the work of Michael Molena, I suggested that the epitome of the Systems Approach, ADDIE, was less a development process and more a set of heuristics to facilitate instructional designers’ efforts to develop e-learning content. I also outlined M. David Merrill’s work to identify fundamental invariant principles of “good” instructional design, regardless pedagogic strategy. Merrill asserts that there is a core of consistent “Principles of Instruction” that we may use as the basis for content development regardless of the actual methodology used.

Merrill’s primary and central principle of instruction is task-centered learning. A task is an activity that represents a problem that may be encountered in a real-world situation. Learning objectives or samples of the types of problems learners will be able to solve at the end of the learning sequence may also substitute for a task. A progression through problems of increasing difficulty are used to scaffold the learning process into manageable tiers of difficulty. The courseware should relate to real world problems.

Learner guidance helps focus the learner’s attention on critical elements of the information and relate these critical elements to the portrayal. The learner guidance that enhances the demonstration is indicated by bullets.

(2006a, p.4)

Merrill recognizes three categories of classification that provide information and can be portrayed:

1. Kinds-of
2. How-to
3. What-happens

Kinds-of category

Concept classification occurs when learners must discriminate among members of two or more related categories of objects or events. An effective presentation/demonstration for concept classification (kinds-of) requires the following instructional activities.

1. Tell learners the name of each category or alternative procedure.
2. Show learners an example of each category.
3. Provide learners a definition for each category.
4. Show learners examples of each category.

How-to category
Procedure learning occurs when learners must carry out a series of steps. A presentation/demonstration for a procedure (how-to) involves the following instructional
activities:

1. Show learners a specific instance of the whole task.
2. Demonstrate each of the steps required to complete the whole task.
3. Show the consequence of each step.
4. Summarize the steps in the procedure and their sequence.

What-happens category
Process learning occurs when learners understand how some device works or the process underlying some phenomenon. A presentation/demonstration for a process (what-happens) involves the following instructional activities.

1. Demonstrate the process in a specific, real or simulated situation.
2. Repeat the demonstration for several increasingly complex scenarios.

In tomorrow’s post we shall examine principles for the effective use of media in this learning environment.

________________________

References:

Merrill, M. D. (2006a). First Principles of Instruction. In C. M. Reigeluth & A. Carr (Eds.), Instructional Design Theories and Models III (Vol. III). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.

Merrill, M. D. (2006b). First principles of instruction: a synthesis. In R. A. Reiser and J. V. Dempsey (Eds.) Trends and Issues in Instructional Design and Technology. Columbus: Ohio, Merrill Prentice Hall.

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In his 2006 essay First Principles of Instruction, M. David Merrill reviewed a representative range of instructional design theories, models, and research, “from basic descriptive laws about learning to broad curriculum programs that concentrate on what is taught rather than on how to teach” (2006b, p.1). Based on his research, the author elicited and synthesized elements common to Instruction, and used these to assess the underlying principles of instruction. The author describes principles as “relationship[s] that [are] always true under appropriate conditions regardless of program or practice” (2006a, p.1).

To be considered by Merrill, the principles he studied had to be

• Included in most of the instructional design theories reviewed
• Promote more effective, efficient, or engaging learning
• Supported by research
• General so that it applied to any delivery system or any instructional architecture (Clark 2003)
• Design-oriented

From this set of criteria, the author identified five principles of instruction.

1. The demonstration principle: Learning is promoted when learners observe a demonstration.
2. The application principle: Learning is promoted when learners apply the new knowledge.
3. The task-centered principle: Learning is promoted when learners engage in a task centered instructional strategy.
4. The activation principle: Learning is promoted when learners activate relevant prior knowledge or experience.
5. The integration principle: Learning is promoted when learners integrate their new knowledge into their everyday world.

1. The Demonstration Principle

Merrill asserts that principles are most appropriate for generalizable skills. These are skills that can be applied to two or more different specific situations. He asserts that the demonstration principle is most appropriate for three types of generalizable skill:

1. concept classification (kinds-of)
2. carrying out a procedure (how-to)
3. predicting consequences or finding faulted conditions in the execution of a process (what-happens).

A generalizable skill is represented by both information and portrayal. Information is general, inclusive, and applicable to many specific situations. Portrayal is specific, limited, and applicable to one case or a single situation. Information can be presented (tell) and recalled (ask). A portrayal can be demonstrated (show) and submitted to application (do).

The demonstration principle emphasizes the use of specific cases (portrayal). Merrill considers that lack of sufficient demonstration is a “common problem” (p.3) in much instruction. While the demonstration principle is strongly biased towards portrayal, effective and efficient instruction involves both presentation of information and demonstration with portrayal. Table 1 shows information and portrayal modalities that are consistent for each of the three categories of generalizable skill. A presentation and demonstration must be consistent if they are to support effective, efficient and engaging learning.

Table 1 Consistent Information and Portrayal for Categories of Learning

[click to enlarge]

More…

__________________

References:

Clark, R. C. (2003). Building Expertise: Cognitive Methods for Training and Performance Improvement. Washington D.C., International Society for Performance Improvement.

Merrill, M. D. (1997). Instructional Strategies that Teach. CBT Solutions (Nov/Dec): 1-11. [Internet] Available from: http://cito.byuh.edu/merrill/text/papers/Consistency.PDF Accessed 24 May 2008.

Merrill, M. D. (2006a). First Principles of Instruction. In C. M. Reigeluth & A. Carr (Eds.), Instructional Design Theories and Models III (Vol. III). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.

Merrill, M. D. (2006b). First principles of instruction: a synthesis. In R. A. Reiser and J. V. Dempsey (Eds.) Trends and Issues in Instructional Design and Technology. Columbus: Ohio, Merrill Prentice Hall.

–

In his 2006 essay First Principles of Instruction, M. David Merrill reviewed a representative range of instructional design theories, models, and research, “from basic descriptive laws about learning to broad curriculum programs that concentrate on what is taught rather than on how to teach” (2006b, p.1). Based on his research, the author elicited and synthesized elements common to Instruction, and used these to assess the underlying principles of instruction. The author describes principles as “relationship[s] that [are] always true under appropriate conditions regardless of program or practice” (2006a, p.1).

To be considered by Merrill, the principles he studied had to be

• Included in most of the instructional design theories reviewed
• Promote more effective, efficient, or engaging learning
• Supported by research
• General so that it applied to any delivery system or any instructional architecture (Clark 2003)
• Design-oriented

From this set of criteria, the author identified five principles of instruction.

1. The demonstration principle: Learning is promoted when learners observe a demonstration.
2. The application principle: Learning is promoted when learners apply the new knowledge.
3. The task-centered principle: Learning is promoted when learners engage in a task centered instructional strategy.
4. The activation principle: Learning is promoted when learners activate relevant prior knowledge or experience.
5. The integration principle: Learning is promoted when learners integrate their new knowledge into their everyday world.

1. The Demonstration Principle

Merrill asserts that principles are most appropriate for generalizable skills. These are skills that can be applied to two or more different specific situations. He asserts that the demonstration principle is most appropriate for three types of generalizable skill:

1. concept classification (kinds-of)
2. carrying out a procedure (how-to)
3. predicting consequences or finding faulted conditions in the execution of a process (what-happens).

A generalizable skill is represented by both information and portrayal. Information is general, inclusive, and applicable to many specific situations. Portrayal is specific, limited, and applicable to one case or a single situation. Information can be presented (tell) and recalled (ask). A portrayal can be demonstrated (show) and submitted to application (do).

The demonstration principle emphasizes the use of specific cases (portrayal). Merrill considers that lack of sufficient demonstration is a “common problem” (p.3) in much instruction. While the demonstration principle is strongly biased towards portrayal, effective and efficient instruction involves both presentation of information and demonstration with portrayal. Table 1 shows information and portrayal modalities that are consistent for each of the three categories of generalizable skill. A presentation and demonstration must be consistent if they are to support effective, efficient and engaging learning.

Table 1 Consistent Information and Portrayal for Categories of Learning

More…

__________________

References:

Clark, R. C. (2003). Building Expertise: Cognitive Methods for Training and Performance Improvement. Washington D.C., International Society for Performance Improvement.

Merrill, M. D. (1997). Instructional Strategies that Teach. CBT Solutions (Nov/Dec): 1-11. [Internet] Available from: http://cito.byuh.edu/merrill/text/papers/Consistency.PDF Accessed 24 May 2008.

Merrill, M. D. (2006a). First Principles of Instruction. In C. M. Reigeluth & A. Carr (Eds.), Instructional Design Theories and Models III (Vol. III). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.

Merrill, M. D. (2006b). First principles of instruction: a synthesis. In R. A. Reiser and J. V. Dempsey (Eds.) Trends and Issues in Instructional Design and Technology. Columbus: Ohio, Merrill Prentice Hall.

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