As far as layers are concerned you would need to build this logic, you can set the navigation to restricted and locked to ensure they follow your speciifc route. because of the nature of Storyline ensuring they have viewed all your content is more a design issue than ticking a box in Storyline.
The other question is why? Users do not like being forced to view content and would always try not to restrict users in this way, a learner will learn better if they feel they are in control
Thanks, Phil. I'm not trying to restrict my learners to a linear route. However, to ensure they learn all that they need to learn, it would be good to know whether they have viewed all the content available. Some of the slide designs are such that important detail is embedded within layers (funnily enough to try to increase the activity rather than make it too linear). I can give myself a certain amount of assurance that this content has been learned through formative and summative assessment, but need to be sure that everyone has seen everything, particularly when it is safety-critical.
Bruce - feeling a little patronised by your post, to be honest. Seems like you're making a judgement rather than challenging constructively. You have no idea who my learners are or what the context is.
Firstly - not my intention to patronise, so apologies, however, pushing something to an absurd (?) limit is often a good way to (re)focus thought. (For more explanation see one of my favourite books "The 5 Faces of Genius" - the chapter called "The Fool").
I made an educated guess that this was to do with trains and driving safety in some way, based on your profile. This may have been incorrect for which, again, I apologize. I was thinking "Here's another linear, "they need it all, complaiance course".
You say "...I'm not trying to restrict my learners...", however, that is exactly what you seem to be suggesting.
I have no knowledge of your learners, or your content, but I do know that "learners" in general HATE feeling they are forced to do anything (which is what putting a course into lock-down does). Content becomes irrelevant - emotions and feelings come into play.
An email will, psychologically, get the same effect (IMHO) - for the learners, however, if you feel that you can inspire, motivate, challenge and be successful with a completely locked down "interactive" course then I salute you. I have yet to see this strategy succeed.
Learners need to understand WHY content is important, WANT to consume it, see PERSONAL AND/OR BUSINESS BENEFITS of consuming, and be driven from within - not from without.
I hope that is a little more useful - and apologize for the tone of my previous post.
Rather than restrict the user then build in logic to ensure the content is viewed, on slides with layers make sure all layers are viewed before they can progress, for other slides build a hub and spoke design that tracks their progress or unlocks sections as they progress (this way a linear course looks like it is actually a branching course).
The other option is to add a quiz and assess the user, design the assessment in a way that they can only pass if they know the content.
Storyline really allows for a different type of course design and if content must be viewed this logic needs building in.
Thanks, Bruce. Apology accepted and I agree about taking things to extremes sometimes being a good thought-provoker. It certainly raised my heckles, which always gets the creative juices flowing!
The important context here is that I am working within a very compliance-focussed environment. A true 'tick-box' culture. So while I'm trying to create something which is not trainer-led, stand-in-front-of-a-projector-with-PPT, I have to assure my business that content is being 'covered'. I am trying to persuade them that the best judge of when, how and even what to learn is the learner. However, they'll always come back with the 'Rumsfeld' argument - the learner doesn't know what they don't know.
I want the learner to be able to go through the content at their own pace. I want them to test their own understanding of it through formative assessment (quizzing). What will trip me up is if, even having passed various types of assessment, they have an safety incident and claim "I didn't see that in my training", because the crucial fact is hidden away in a slide layer.
Again, this is symptomatic of an environment where learners are spoon-fed; training is done rather than learning enabled, but it's the way things are and I have to be persuasive in the way I change that.
I guess I can do a couple of things:
1. Ensure the learners fully understand how to use the learning that's on offer, so that they can make informed choices about when, how and what they learn.
2. Ensure that other assurance mechanisms (like summative assessment) are watertight, so nothing can be said to have fallen through the net.
One other thing that might be of use is to know whether Articulate Online measures the percentage of content (including layers) viewed. When giving feedback on their overall progress, it might be a useful piece of data for the mentor to discuss with the learner.
Thanks for the discussion, chaps. Any other thoughts gratefully received.
p.s. Phil - just seen your post after writing this. Looks like we agree on some stuff. And really useful to know that you can require all layers within a slide to be viewed before moving on to the next. Thanks.
Rather than restrict the user then build in logic to ensure the content is viewed, on slides with layers make sure all layers are viewed before they can progress, for other slides build a hub and spoke design that tracks their progress or unlocks sections as they progress (this way a linear course looks like it is actually a branching course).
+100. Do this all the time. The illusion of freedom with control.
I, too, am sorry if this question is covered - and answered! - elsewhere... and I ask because I'm not completely familiar with Storyline yet.
I have a course (and separate quiz) that I built for a client in Studio. However, they recently commented that learners were exiting the course without having viewed all slides, and they wanted to build in a prompt that warned them they hadn't viewed all the content. So, this is not necessarily forcing them to view the content, merely alerting them to the fact.
A quick Twitter discussion with Jeanette suggested this was possible in Storyline using conditional triggers, and (call me lazy, if you will) I was hoping someone could help me work out how.
As I say, currently the quiz is separate, so I could bring it into the Storyline project if necessary, and if this helps.
8 Replies
As far as layers are concerned you would need to build this logic, you can set the navigation to restricted and locked to ensure they follow your speciifc route. because of the nature of Storyline ensuring they have viewed all your content is more a design issue than ticking a box in Storyline.
The other question is why? Users do not like being forced to view content and would always try not to restrict users in this way, a learner will learn better if they feel they are in control
Why?
+100
Might just want to send an email with an MS-Word attachment instead?
OK - being a little extreme here, but psychologically it might just have the same effect...
Bruce
Thanks, Phil. I'm not trying to restrict my learners to a linear route. However, to ensure they learn all that they need to learn, it would be good to know whether they have viewed all the content available. Some of the slide designs are such that important detail is embedded within layers (funnily enough to try to increase the activity rather than make it too linear). I can give myself a certain amount of assurance that this content has been learned through formative and summative assessment, but need to be sure that everyone has seen everything, particularly when it is safety-critical.
Bruce - feeling a little patronised by your post, to be honest. Seems like you're making a judgement rather than challenging constructively. You have no idea who my learners are or what the context is.
Andrew,
Firstly - not my intention to patronise, so apologies, however, pushing something to an absurd (?) limit is often a good way to (re)focus thought. (For more explanation see one of my favourite books "The 5 Faces of Genius" - the chapter called "The Fool").
I made an educated guess that this was to do with trains and driving safety in some way, based on your profile. This may have been incorrect for which, again, I apologize. I was thinking "Here's another linear, "they need it all, complaiance course".
You say "...I'm not trying to restrict my learners...", however, that is exactly what you seem to be suggesting.
I have no knowledge of your learners, or your content, but I do know that "learners" in general HATE feeling they are forced to do anything (which is what putting a course into lock-down does). Content becomes irrelevant - emotions and feelings come into play.
An email will, psychologically, get the same effect (IMHO) - for the learners, however, if you feel that you can inspire, motivate, challenge and be successful with a completely locked down "interactive" course then I salute you. I have yet to see this strategy succeed.
Learners need to understand WHY content is important, WANT to consume it, see PERSONAL AND/OR BUSINESS BENEFITS of consuming, and be driven from within - not from without.
I hope that is a little more useful - and apologize for the tone of my previous post.
Bruce
Rather than restrict the user then build in logic to ensure the content is viewed, on slides with layers make sure all layers are viewed before they can progress, for other slides build a hub and spoke design that tracks their progress or unlocks sections as they progress (this way a linear course looks like it is actually a branching course).
The other option is to add a quiz and assess the user, design the assessment in a way that they can only pass if they know the content.
Storyline really allows for a different type of course design and if content must be viewed this logic needs building in.
Hope this helps
Thanks, Bruce. Apology accepted and I agree about taking things to extremes sometimes being a good thought-provoker. It certainly raised my heckles, which always gets the creative juices flowing!
The important context here is that I am working within a very compliance-focussed environment. A true 'tick-box' culture. So while I'm trying to create something which is not trainer-led, stand-in-front-of-a-projector-with-PPT, I have to assure my business that content is being 'covered'. I am trying to persuade them that the best judge of when, how and even what to learn is the learner. However, they'll always come back with the 'Rumsfeld' argument - the learner doesn't know what they don't know.
I want the learner to be able to go through the content at their own pace. I want them to test their own understanding of it through formative assessment (quizzing). What will trip me up is if, even having passed various types of assessment, they have an safety incident and claim "I didn't see that in my training", because the crucial fact is hidden away in a slide layer.
Again, this is symptomatic of an environment where learners are spoon-fed; training is done rather than learning enabled, but it's the way things are and I have to be persuasive in the way I change that.
I guess I can do a couple of things:
1. Ensure the learners fully understand how to use the learning that's on offer, so that they can make informed choices about when, how and what they learn.
2. Ensure that other assurance mechanisms (like summative assessment) are watertight, so nothing can be said to have fallen through the net.
One other thing that might be of use is to know whether Articulate Online measures the percentage of content (including layers) viewed. When giving feedback on their overall progress, it might be a useful piece of data for the mentor to discuss with the learner.
Thanks for the discussion, chaps. Any other thoughts gratefully received.
p.s. Phil - just seen your post after writing this. Looks like we agree on some stuff. And really useful to know that you can require all layers within a slide to be viewed before moving on to the next. Thanks.
Hello everyone
I, too, am sorry if this question is covered - and answered! - elsewhere... and I ask because I'm not completely familiar with Storyline yet.
I have a course (and separate quiz) that I built for a client in Studio. However, they recently commented that learners were exiting the course without having viewed all slides, and they wanted to build in a prompt that warned them they hadn't viewed all the content. So, this is not necessarily forcing them to view the content, merely alerting them to the fact.
A quick Twitter discussion with Jeanette suggested this was possible in Storyline using conditional triggers, and (call me lazy, if you will) I was hoping someone could help me work out how.
As I say, currently the quiz is separate, so I could bring it into the Storyline project if necessary, and if this helps.
Thanks in anticipation.
Anne
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