Preventing Learners from Forcing Completion/Score via Browser Developer Tools in Storyline 360
Hello Community, I’m an eLearning developer working with Articulate Storyline 360 and SCORM-based LMS tracking. Recently, we discovered that a learner was able to manipulate browser developer tools to artificially mark a course as completed/passed with a high score—without actually attempting the quiz or interacting with the content. I understand that SCORM communication happens client-side, so absolute prevention may not be possible. However, I’d like to learn from the community: What best-practice approaches do you recommend to harden Storyline courses against this type of manipulation? Are there recommended design patterns for gating completion so that it is only issued after legitimate quiz completion? Have you used centralized or conditional commit logic (for example, allowing LMS communication only after passing the final assessment)? Any experience with LMS-side configurations that significantly reduce this risk? Are there known strategies for detecting suspicious behavior (e.g., unrealistically fast completion)? My goal is to reduce risk, raise the technical barrier, and follow industry best practices—even if 100% prevention isn’t feasible. Thanks in advance for any guidance or examples you’re willing to share.Peer Pod Coming Soon: “New to Instructional Design” — Who’s Joining Us?
We’re kicking off a brand-new Peer Pod for anyone who’s new to instructional design and you’re invited! 🎉 Peer Pods are 4-week learning groups where community members explore a topic together through weekly prompts, curated resources, and shared discussion. Whether you’re a few days or several months into your role, this is your chance to connect with peers, reflect on key topics, and build confidence together. Here’s what we’ll explore: ✨ What to focus on as you get started 📦 Intro to Articulate 360 + course design best practices 🤝 Tips for working with SMEs 💻 Best practices for incorporating AI By the end, you’ll walk away with a stronger foundation and a group of peers cheering you on. 🗓 Start Date: Monday, January 12, 2026 Participants will be added to the private Peer Pod group about a week before we begin. 👉 Want to join? Fill out the registration form. 💬 Your turn: What Peer Pod topics do you want to see next? If you could join a focused 4-week learning group, what topic would you choose? Drop your ideas below so we can build pods around what you want most. 🙌What’s New in Articulate 360 🎉
If you joined today’s webinar, you saw DavidAnderson walk through some of the newest features in Articulate 360. Miss it? Or want to dig a little deeper? Here are a few easy ways to try things out and jump into ongoing conversations in the community. 👉 Missed the webinar? Catch up on what’s new here. 🧩 Rise 360: Updates to Custom Blocks Want to experiment with Custom Blocks or see how others are using them? Check out this past community challenge for ideas and inspiration. 🚀 Rise: Quick Share Curious how others are using one-click publishing for quick reviews and everyday learning? Join the discussion and see real-world use cases. 🤖 Storyline: AI JavaScript Entrance Animations Explore using AI Chat to create JavaScript-powered entrance animations in Storyline through this recent community challenge. 🌍 Localization: Text-to-Speech Translation Learn how the community is using localized text-to-speech in Rise and Storyline, and share your own tips or questions. The webinar also covered Enhanced AI Image Generation (Storyline & Rise), AI-generated captions in Rise, and Annotated Screenshots in Review 360. If something else caught your attention, we’d love to hear about it. 💬 Have questions? Tried one of these features? Drop a comment below, share what you’re experimenting with, or tell us what you’d love to see next. Let’s keep the conversation going!Memory Game Help
Hi, I created a memory game where when the user gets a match, a question pops up. My issue is that I cannot seem to get the variable correct for only having the user pick two card at a time. When there is an incorrect match, there is a layer that should appear where it resets the game board and flips the cards back over. I used this example from elearning heroes to help create my game board. What am I missing? Is it the order of the counter variable or do I have something else set up incorrectly? I'd appreciate another set of eyes.Corporate Trainer with No Degree
I worked as a trainer for a trucking company. I facilitated in-class training and managed continuous learning by creating PPTs, converting them to MP4 videos and uploading to an LMS. I then assigned them to office staff and drivers and communicated completion to leadership. I do not have formal training in instructional design or a college degree, but want to continue in this career with the goal to eventually freelance. I'm currently working on learning Articulate and upskilling with other multi-media and editing tools, and brushing up on learning methodologies. I do plan to get my ID professional certificate. My concern is the lack of the degree and no formal training in ID. I was a Quality & Security SME and was promoted to a trainer internally and have 6+ years experience. I've been getting mixed feedback on what's most important, a degree or a good portfolio to show I have the skills needed. I'm also seeing a mix of degree requirements and equivalent experience. I want to make sure I'm on the right track with just upskilling, the professional certificate, and working on a good portfolio or if I need to try to get a degree. Any advice?Share Your Production Tips for Working in Rise
One of the best ways to improve at working in Rise 360 is by learning from each other. After our Production Tips for Working in Rise 360 webinar, we wanted to open the conversation to the community. In this session, we covered some key tips and considerations for creating your Rise courses, including how to utilize the various blocks, customization options, and strategies for reusing content. If you missed the session, you can watch the on-demand recording and access all the resources mentioned here: Production Tips for Working in Rise 360. We’d love to hear from you! What tips do you have for working in Rise? Or if you’re new to Rise, what would you like to know more about?E-Team (C-Suite) training ideas
Hi all, I'm working on a project to take our standard Code of Business Conduct course (45 min) and turn it into microlearning for our E-team. From a compliance standpoint, they are required to take the training have many demands on their time so we are trying to figure out the best way to get them up-to-date on the content, with more bite-size learning. We also want to make the content more relatable to an executive, as opposed to the one-size-fits-all content we share with our general employee population. Wondering if anyone has dealt with this issue or has any creative ideas we could try? TIAJoin the Code Block Build-a-thon — Starting February 2!
There’s still time to join the Code Block Build-a-thon, happening next week (Feb 2–6) 🎉 👉 How to participate: Join the Code Block Group This is your home base for announcements, resources, prompts, and Q&A throughout the week. Register for the Kickoff Session Can’t make it live? No worries — we’ll share the recording afterward. Build your project (Feb 2–6) Create an interactive example using Code Block. Start from a prompt, remix an existing example, or try something totally new. Submit by Feb 6 Post your project to be included in community voting — and earn your participation badge 🏅 💬 Let us know: What’s one thing you’re hoping to learn or practice during the Build-a-thon?How does your organization support different ways of thinking and working?
For the neurodivergent folks in L&D… Lately I’ve been thinking about what it’s actually like to build learning experiences with a neurodivergent brain, ADHD in my case. Not just how it influences my design decisions (as mentioned in my previous post), but how it shapes the experience of doing this work inside a team. For me, neurodivergence shows up as a kind of heightened sensitivity to flow, clarity and cognitive load. It helps me spot moments where a learner might lose their place, or where a step needs more framing to feel safe and predictable. That part has become a real strength. But there’s another layer I don’t see discussed much in our field: How well do our teams understand the way our brains work? Not in a clinical sense, more in the everyday reality of collaboration, feedback, expectations, and creative problem-solving. Things like: having time to process before diving into solutions getting clear checkpoints instead of vague “keep going” feedback having tools and structure that reduce mental friction balancing flexibility with predictability For some of us, these aren’t preferences. They directly affect how well we can design. So I’m curious to hear from others who identify as neurodivergent, in whatever way that shows up for you: Do you feel like your strengths and challenges as a neurodivergent designer are understood in your team or workflow? And how does your neurodivergence influence the way you approach learning design itself? Share only if you feel comfortable. I know these conversations can be personal. But I also think they make our craft stronger, because the more we understand our own brains, the better we design for everyone else’s.
