Videofeedback in der Lehre – Ilka Nagel im Videointerview

Ich habe gerade noch ein paar Hausarbeiten Studierender vor mir liegen, und vielleicht probiere ich es einmal aus. Es braucht sicher einige Vorüberlegungen, denn die Kommentierung und Bewertung von Dokumenten verläuft ja in der Regel nicht linear: Man wirft einen Blick auf das Inhaltsverzeichnis, springt zur Literatur am Ende der Arbeit, startet mit dem ersten Kapitel, blättert irgendwann zurück, wenn man Wiederholungen oder Brüche vermutet oder Fragen hat, die ein früheres Kapitel betreffen. Oder man unterbricht die Lektüre mehrmals. Ilka Nagel von der Østfold University (Norwegen) ist jedenfalls von den Vorteilen des Videofeedbacks überzeugt. Alles nur eine Frage der Routine, meint sie. „Feedback Out Loud“.
Florian Hanke und Till Rückwart, Interview mit Ilka Nagel, Hochschulforum Digitalisierung, 8. August 2018

Bildquelle: Hochschulforum Digitalisierung

Problem: Feedback with input occurences in quiz


I use Captivate 7 and noticed that in some quiz question where there is an input occurence, where the user must enter an answer (drop-down list, Fill in the blank), the feedback associated to the question appears under the answer.  As you can see from the example below


I do not have this issue with the mulitple choice question.

Is there a way to make the feedback appear on top of the answers

The post Problem: Feedback with input occurences in quiz appeared first on eLearning.

How to solicit feedback after a course using Adobe Captivate Prime

I found a question in my inbox today and thought the answer might interest others. The question in a nutshell is, how can I get feedback from people after they take my course? This is a pretty simple task in Captivate Prime. I’ve outlined the steps below.

You can activate automatic triggers for the feedback to immediately follow the course in the admin section in Prime. Here’s how to find it.

Step 1: Change your role to Admin (upper right corner, click the arrow next to profile pic and select Administrator.


Step 2: Select Courses from the menu on the left.


Step 3: Find the course you want to set for immediate feedback and select View Course


Step 4: In the Left menu – select Instance Defaults under the Configure group.


Step 5: Enable L1 Reaction Feedback


Step 6: Select the toggle to enable immediate capture of feedback on course completion.


There are also pre-configured Likert questions that you can use: Here is how to enable those…

Step 1: In the Admin Role, select Settings From the menu on left


Step 2: Select Feedback under the Basics Group (Note that there are separate tabs at the top for L1 and L3 feedback.)


Step 3: Select Edit at top right. Enable or disable questions as desired. You may also edit / remove individual questions.


Step 4: Set the reminders at the bottom of the page to enable email and alert notification of the opportunity to complete the Likert responses. You may remind as often as you wish, and may include as many reminders as you wish.


Repairing/Editing Themes in CP2017

Why this short post?

If you have read my article about the 3 most important stumbling blocks for Captivate (newbie) users, you’ll know that Themes are amongst them.  The components of themes are described in What’s in a Theme/template. and in this post you’ll learn about he use of Theme colors. Almost daily I see questions, comments on the forums like “I don’t use a theme” which is  – sorry for the word – nonsense because every project is based on a theme. The theme with the least intrusive design is the Blank theme, which has no color palette and only offers the minimum set of 6 master slides.
The themes packaged with Captivate 2017 have some issues with the feedback messages:
  1. Hint shape is using the Success Shape Style, should use the existing Hint Shape Style
  2. Failure shape is using the Success Shape style, should use the existing Failure Shape Style
Shapes are set as default for feedback messages, not captions
The feedback captions use an appropriate style in the themes Easiest way to solve the problem would be to change Preferences, Defaults and choose for captions if that is not messing up your design.  Below you’ll read how to ecit the themes.

Where are default Themes stored?

The original themes can be found under the installation folder, in the GalleryLayouts for the language you used when installing. I am on Windows, installed the US version of Captivate and the path on my Win system is:
Crogram FilesAdobeAdobe Captivate 2017 x64GalleryLayouts10_0en_US. 
You’ll also find the ThemeColors folder in that location. The included themes are: (Blank), Blue, Clear, Clean, OldPaper, Poise, Suave, White (which is the default theme). All themes are responsive, but can be used for normal, blank projects.
However, while working with Captivate, you will use the themes from a copied folder. In Windows that copied folder can be found under
UsersPublicPublic DocumentsAdobeeLearning assetsLayouts. 
Reasons for this work flow are possibly:
  •  you cannot mess up the original themes
  •  the Public folder is accessible for developers which do not have administration rights.

If a theme seems corrupted or is too messed up, you can always restore it by copy/paste from the Gallery (need for administration rights). If you have both CP9 and CP2017 installed, you’ll see both Layouts in the copied folder. But the layouts folder for CP2017 has a subfolder ‘bpthemes’ containing all the CP9 themes on my system (not sure if that is the case when you only have a CP2017 install).

TIP: don’t put custom themes in the sames folder as the default themes (Public). If you have to restore all themes by deleting the Layouts folder you will not lose the custom themes. I store them mostly with the project(s) they are used for.

Editing default Themes

Restoring the correct object style for the Failure and Hint shapes is pretty easy: open the Object Style Manager (SHIFT-F7), and replace the Success style by the appropriate style (which does exist) as you can see in this screenshot

I suspect you will want to keep the correct object styles for the feedback messages for future projects as well. Use the menu Themes, option Save Theme.  The result will be that the theme is edited in the copied folder, in the Public documents To change the original theme in the Gallery, you’ll need to do it outside of Captivate, using Explorer and needing administration rights. However a user yesterday reported that the option ‘Save Theme‘ was dimmed(?).  Reason was that he was working in a blank, normal project. All default themes in CP2017 are responsive. To protect the responsiveness, you have to edit the theme from within a responsive project. The option ‘Save theme’ will be available in that case. You can always use a responsive theme in a normal project.

Providing Feedback on Quiz Questions — Yes or No?

I was asked today the following question from a learning professional in a large company:

It will come as no surprise that we create a great deal of mandatory/regulatory required eLearning here. All of these eLearning interventions have a final assessment that the learner must pass at 80% to be marked as completed; in addition to viewing all the course content as well. The question is around feedback for those assessment questions. 

  • One faction says no feedback at all, just a score at the end and the opportunity to revisit any section of the course before retaking the assessment.

  • Another faction says to tell them correct or incorrect after they submit their answer for each question.

  • And a third faction argues that we should give them detailed feedback beyond just correct/incorrect for each question. 

Which approach do you recommend? 


Here is what I wrote in response:

It all depends on what you’re trying to accomplish…

If this is a high-stakes assessment you may want to protect the integrity of your questions. In such a case, you’d have a large pool of questions and you’d protect the answer choices by not divulging them. You may even have proctored assessments, for example, having the respondent turn on their web camera and submit their video image along with the test results. Also, you wouldn’t give feedback because you’d be concerned that students would share the questions and answers.

If this is largely a test to give feedback to the learners—and to support them in remembering and performance—you’d not only give them detailed feedback, but you’d retest them after a few days or more to reinforce their learning. You might even follow-up to see how well they’ve been able to apply what they’ve learned on the job.

We can imagine a continuum between these two points where you might seek a balance between a focus on learning and a focus on assessment.

This may be a question for the lawyers, not just for us as learning professionals. If these courses are being provided to meet certain legal requirements, it may be most important to consider what might happen in the legal domain. Personally, I think the law may be behind learning science. Based on talking with clients over many years, it seems that lawyers and regulators often recommend learning designs and assessments that do NOT make sense from a learning standpoint. For example, lawyers tell companies that teaching a compliance topic once a year will be sufficient -- when we know that people forget and may need to be reminded.

In the learning-assessment domain, lawyers and regulators may say that it is acceptable to provide a quiz with no feedback. They are focused on having a defensible assessment. This may be the advice you should follow given current laws and regulations. However, this seems ultimately indefensible from a learning standpoint. Couldn't a litigant argue that the organization did NOT do everything they could to support the employee in learning -- if the organization didn't provide feedback on quiz questions? This seems a pretty straightforward argument -- and one that I would testify to in a court of law (if I was asked).

By the way, how do you know 80% is the right cutoff point? Most people use an arbitrary cutoff point, but then you don’t really know what it means.

Also, are your questions good questions? Do they ask people to make decisions set in realistic scenarios? Do they provide plausible answer choices (even for incorrect choices)? Are they focused on high-priority information?

Do the questions and the cutoff point truly differentiate between competence and lack of competence?

Are the questions asked after a substantial delay -- so that you know you are measuring the learners' ability to remember?

Bottom line: Decision-making around learning assessments is more complicated than it looks.

Note: I am available to help organizations sort this out... yet, as one may ascertain from my answer here, there are no clear recipes. It comes down to judgment and goals.

If your goal is learning, you probably should provide feedback and provide a delayed follow-up test. You should also use realistic scenario-based questions, not low-level knowledge questions.

If your goal is assessment, you probably should create a large pool of questions, proctor the testing, and withhold feedback.


Uberizing Organizational Learning – Thinking Beyond Courses

Das ist jetzt schon der zweite Beitrag in dieser Woche (siehe auch: “From Courses to Campaigns: using the 70:20:10 approach”), in dem es um Bildung und Lernen jenseits klassischer Kurse und Seminare geht. Sahana Chattopadhyay geht sogar noch ein Stück weiter und bringt die notwendige Veränderung auf den Begriff “Uberization”. Er wird ja - mit einer Verbeugung vor Uber, dem “Online-Vermittlungsdienst für Fahrdienstleistungen” (Wikipedia) - in jüngster Zeit immer häufiger als Bild für Innovationen und ein radikales Umdenken genutzt.

Wenn Sahana Chattopadhyay jetzt meint, “we need to uberize organizational learning”, dann hat sie folgende Parallelen im Blick: “… however, it is worthwhile to remember in the L&D context that Uber owns no “assets”. Agility and pull lie at the heart of uberization. Users - with a single tap on the app - can get a ride. Uber taps into existing resources providing people - both the suppliers and the buyers - with a platform to connect.”

Diese Vorlage führt sie in diesem lesenswerten Aufschlag zum Jahresbeginn weiter aus und schreibt L&D folgende Aufgaben ins Stammbuch:
1. Take a mobile-first approach …
2. Build communities …
3. Curate from existing sources …
4. Build a culture of feedback …
5. Make it an ongoing effort …

Schließlich: “In summary, the world of L&D has dramatically changed. Just as the rules of business and leadership have changed in the networked era, so has the rules for how to enable employees to deliver with efficacy. The L&D department can no longer sit in an isolated bubble designing courses for skills that are fast becoming redundant. It is time to build an entirely new set of skills in oneself as well as in the workforce.”
Sahana Chattopadhyay, ID and Other Reflections, 7. Januar 2016

Planning an Online Course

Whilst searching for some resources on planning and designing online courses I came across this excellent brainstorming ‘sketchnote’ (I’ll write more about these another time) from Giulia Forsythe called ‘planning your online course’.

Planning Your Online Course

Take some time to look at this in detail, there’s a lot here for you (click to enlarge it).

Image source: Planning your online course (CC BY-NC-SA 2.0)