Does my SCORM package contains Flash?

I need to make sure my Captivate SCORM packages (.zip files) are HTML5 and not Flash.  Is there a way to tell just by extracting the files from the Zip file and looking at those?  I am not sure exactly when we switched to all HTML publishing and really hope I don’t need to republish all of our courses just to make sure Flash is eliminated.

Can I just search for .swf in the extracted folders?  Would that be a good indicator?

I know someone has probably already asked this, but I couldn’t find it.  Sorry if this is a duplicate and thanks for your help.

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Please help me remove play button when publishing course for iPad use only

Hello all,

I have been having some issues which hopefully one of you will be able to help me with. I am currently building a quick eLearning course for people to use via iPad only, however I am having some issues with the published file. It works exactly the way that I want it to, however there is a ‘Play’ icon in the middle of the screen that doesn’t seem to be any logical way to switch it off. I understand that there is a white screen that appears but I want to have my course run without the ‘Play’ button as it is confusing my students.

Can anyone help me at all? I’m thinking I may have just forgotten to un-tick an option or is this a problem that can’t be sorted?

I am using Captivate 8.

Thanks in advance and look forward to hearing from someone soon.

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How can I display my own image avatar when posting to this community forum?

How can I display my image icon when posting to this community forum?

I added an image to my profile which you can see on my page and I’ve set that page to public, however when I post or respond to questions in the community you can only see the default avatar. On the main Adobe community page I can see where you change the avatars to basketballs, wrenches and even upload your own, however changing them there hasn’t changed what my avatar looks like when I post here. 

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Should You Work for Less Than Your Normal Fee?

I recently saw an article on LinkedIn by a fellow instructional designer Ralonda Simmons. She posed the question to the community about whether we should work for free when we start in the learning and design industry. I guess I’m not surprised that organisations are doing this, but I’ve also had time to reflect on this discussion, and I thought I would share my thoughts here as well.

When I was starting as a freelance elearning designer, developer, I would get requests from what I thought were potential clients asking for me to work for less or even in some cases work for free. They argued that the experience I would gain from the project they wanted me to work on would be valuable when seeking other work in the future. Another tactic I’ve run into is the false promise of additional future work for the organisation. For example, if I reduce my usual rates, it could lead to more profitable work after the project concludes.

Upon further reflection though, I realised it isn’t so cut and dry. The best example in my world is my YouTube channel. I think that some people assume that because there are so many YouTube millionaires that I must be doing well from the ad revenue from my Adobe Captivate YouTube tutorials. I decided to work out what ad revenue I receive from my videos. I’m sorry to report that it’s about $12 per video for the entire lifetime of my YouTube channel. I typically spend anywhere from an hour to about three hours creating these videos.

I also speak at the Adobe conferences each year. Adobe is very generous in that they pay my expenses to speak at the conference. However, my business isn’t earning while I’m away for these events.

While it doesn’t cost me to speak at a conference or cost me very much to make a YouTube video, the return on the investment is from the influx of potential clients I get from these activities. For example, one of the most significant projects I worked on last year came from a stakeholder watching one of my videos on YouTube. They told me later on that seeing my videos was what convinced them to reach out to me and eventually hire me for a job that represented about 50% of my earnings last year.

So my advice when someone asks me if they should consider working for less than their standard rate, think what the return on investment might be. I enjoy coming to conferences and making my YouTube videos. I probably wouldn’t do these activities if I didn’t enjoy the creative process. I could say with confidence that I wouldn’t be earning as much in other areas of my business if I didn’t do these activities. That said, don’t get sucked into the belief that the experience you gain working for free will be worth it, but consider how you can turn something you love to do into a way to earn some extra income.

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Captivate video (distributed across multiple slides) not playing on mini iPad

I really need to figure this out and get a solution quick!  Reading information on web is really old and not of any use.  Anyone have a resolution?  I have a @10 minute video distributed across multiple slides (great for bookmarking and play on other hardware) that will not play on a mini iPad with Safari or Chrome (updated to current OS). Plays through on other hardware and browsers

The ‘slide’ displays (like a preview or screenshot) but the video will not play.  I can scrub the playbar to various ‘slides’ and the view does change.  Any ideas?  I de-selected the ‘Scalable HTML content’ publish option (as a suggestion) but did not help.

CP Design size is 1024 x 576

video is also 1024 x 576

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Digitization, individualization and self-determined learning belong together

Digitizing at school is much more than just putting a few computers in the classroom, putting a cell phone, tablet or laptop in each student’s hand, but continuing teaching as before. Digitization is a completely different way of teaching and learning, because when individualization and self-determined learning do not belong together, you don’t use 90% of the benefits of digital technology. In several previous articles (see below) I already discussed how digital education might look like, but instead of seeing the enormous opportunities, I am repeatedly confronted with various prejudices. That’s why I start with the most common and try to refute them as good as possible. The prejudices actually only confirm what digitization is certainly not:

1. Prejudice: The digital classroom is full of electronic devices

Even if no smartboard hangs in front, you can teach digitally. The amount of electronic aids says nothing about how digital the classroom is already. In an emergency, a handful of smartphones, a laptop, and the Internet are enough to produce digital content. Devices are like tools that you have to master, but if they don’t serve, then they have nothing to do in the classroom.

2. Prejudice: The computer replaces real encounters

A major criticism is always that students have no or less real encounters when using the computer. But if that is true, we wouldn’t be able to teach in a classroom anymore. Securely 90% of our teaching is not real, it’s abstract! With digitization we would even have the chance to make more real encounters because individualized digital exercises take less time and are more efficient.

3. Prejudice: The students only sit in front of the screen the entire day

The computer is a tool and not the content. The learners will do exercises on the computer, but most of the time they will spend designing and producing their own exercises. They create, dialogues, texts, audios, videos, texts with gaps, etc., which are only digitized in the last step.

4. Prejudice: Digitization in school is traditional instruction with a computer

Exactly not, the opportunities offered by digitization can only be exploited if we make the teaching individual and self-determined. With traditional teaching we have reached a deadlock: the good students are bored and the weaker ones are overwhelmed.

5. Prejudice: In digitized lessons everyone does what he wants

At first glance, it may be true to see students working in different groups on different projects. It is also desirable for learners to be able to focus in part on their own interests. However, there are always individual goals for each student that the teachers coach, control and review.

Self-determined learning

In alternative learning models such as those of Maria Montessori, Rudolf Steiner and others, self-determined learning has always been important for school success, therefor it’s nothing new. Today, however, this ability is more important than ever, because we are facing a fundamental change in the world of work: the classic career from a simple employee to a department head to CEO is becoming increasingly rare. The reality today is that companies emerge and disappear, as employees you sometimes work in different companies, sometimes perhaps in two places at the same time, perhaps even as a founder of a start-up. Skills are required where official training is not existing yet, flexibility and creativity are necessary. These qualities don’t fall from the sky, if we don’t promote and develop them at school, today’s students will have difficulty finding their way in the world of work. Of course, there is a need for common standards, such as good expression and comprehension in your own language, numerical comprehension, a basic understanding of countries, cultures and religions, foreign languages, etc. However, learners should gain more and more autonomy to reach those standards. In the future, AI will help students to improve low results and show what they already know well. However, as teachers we won’t run out of work in the future: in addition to our job as a knowledge transmitter, we become a consultant and coach for each individual. We need to know and promote the potential of each student, and hopefully soon assess them individually, let’s prepare learners for a rapidly changing work life!

Individual learning

Individualization isn’t a new topic, since I started my teacher career more than twenty years ago, they already talked about it. But individualization is very difficult to implement in daily school life: It does not mean that you just make a few groups and say, “Well, the fast ones do that, the others finish the exercise and those who have not understood it yet, will come to me”. While this example distinguishes between different abilities, it is not real individualization, this would be true if each child really had a program tailored to his needs. With 20-30 students probably a project of impossibility. Thanks to digitization, we can compile individual programs, evaluate the results automatically and discuss them with the students. Individualization also means more efficient learning: I am convinced that the exercise phases will be decisively shortened because everyone can work on their own weaknesses. The gained time, we can use to allow real encounters, to devote to personal interests or simply to play more again.

This article was first published on LinkedIn under:

What do you think? Which prejudices of digital education are you confronted with? I look forward to your comments.

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Learning Thursday #2: Project-Based Learning

Earlier this month, I started the Learning Thursday blog series, which features a new learning and development article every other week that has a unique perspective.  I’ll also post some discussion points for those who would like to reflect on the article.  If you’d like to participate, please follow me here on the Adobe eLearning blog and comment on this week’s article:

Krajcik, J., & Blumenfeld, P. (2006). Project-based learning. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 317–334). New York, NY: Cambridge University Press. Google Scholar

(The Google Scholar link will take you to a free PDF of the article.)

Introductory Paragraph: Any teacher or parent can tell you that many students are bored in school. But many of them tend to assume that boredom is not a problem with the best students, and that if students tried harder or learned better they wouldn’t be bored. In the 1980s and 1990s, education researchers increasingly realized that when students are bored and unengaged, they are less likely to learn (Blumenfeld et al., 1991). Studies of student experience found that almost all students are bored in school, even the ones who score well on standardized tests (Csikszentmihalyi, Rathunde, & Whalen, 1993). By about 1990, it became obvious to education researchers that the problem wasn’t the fault of the students; there was something wrong with the structure of schooling. If we could find a way to engage students in their learning, to restructure the classroom so that students would be motivated to learn, that would be a dramatic change.

After reading the article, please add a comment with your thoughts on one (or all) of these questions:

  1. Can you give an example of a project-based learning experience you’ve had?
  2. What is one topic you would like to deliver using a project-based learning approach?
  3. How can learning technology be used to support project-based learning?

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4 Steps to Selling Your eLearning

If you’re thinking of a career as a freelance instructional designer in elearning or instructional led training, or you’ve already made the leap to running your own ID business, you will need some sales skills. For me when I decided to go freelance, it was a return to the skills I already knew. After all, my career before training design was in retail sales. I just needed to blow the dust of these skills to become successful as a freelance instructional designer. to make things easy for you, I’ve broken the sales cycle down to a simple four-step process.

1. Building a Relationship

We’ve all got the email asking us to quote on a potential job. If you type up the quote and email it off, I promise you will never hear from 99% of these people ever again. That’s because you haven’t built a relationship with your potential client. I always set up a meeting whether it’s online or face to face to first of all discuss the potential client’s needs. Building that relationship is about many things, but an important aspect of it is trust. Think about it, do you trust an anonymous email, or do you trust someone who you’ve had a conversation with and listened to you speak.

2. Identify the Need

During that conversation, I do more listening than talking and allow the potential client to talk about their business needs. That’s right I said business needs. Companies don’t have training needs they have business needs. In fact, identifying the business goal is more important than any learning objective. For example, if Groot industries need to sell 100,000 planks in the upcoming year and they only sold 90,000 in the previous year, their business goal is to sell 10,000 more planks. Identifying the needs will mean lots of questions about the business. At first, you might think that the sales department has a performance gap in that they are not selling those 10,000 more planks. Once you do some more uncovering you might learn that the factory is not producing enough planks to cover that potential 100,000 planks. In either case, you need to ask lots of questions until you uncover the real need.

3. Demonstrate How You Can Satisfy That Need

One mistake I made in this area was in my speech patterns. I often would say things like “I think I can help you with this…” or “I’m pretty sure my training can solve your problems…”
A sales colleague of mine role played this out and he pointed it out to me. Since then I now say things like “My training solution will give you the results you’re looking for…” or “I can design an eLearning course that will address your needs and give you the results you’re after…”
Being confident in your skills and abilities will be contagious. People will also have that confidence. If you’re wishy-washy with your answers about your training solutions, they will likely hesitate.

4. Ask for the Contract

So often sale people forget to ask for the sale. Some people don’t ask for the sale because they are afraid of rejection. I think generally people want to buy things. Certainly, business managers want to get solutions to their business challenges. If you’ve done all the steps correctly up to this point, confidently ask for the sale. You can say things like “When would you like me to get started?” or “What email address can I use to send you the contract?”
You might be surprised that they will just take the next step without any objections.

If this article has helped you get started in your freelance business, I would love to hear from you. Also, if you have any other suggestions that could help others get started in freelance instructional design, feel free to put your story in the comments section below.

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What You Need to Know to Become a Freelance Instructional Designer

If you would prefer to watch this on the YouTube channel to get the live chat, here is the link:

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Learning Thursday #1: Mobile Technologies in Education

We’re almost to the new year, so I figure I’ll start a new blog post series.    I’m going to put out a new learning and development article every other week that has a unique perspective.  I’ll also post some discussion points for those who would like to reflect on the article.  If you’d like to participate, please follow me here on the Adobe eLearning blog and comment on our first article:

Vavoula, G., Sharples, M., Lonsdale, P., Rudman, P., & Meek, J. (2007). Learning bridges: Mobile technologies in education. Educational Technology, 47(3), 33–37. Google Scholar

(The Google Scholar link will take you to JSTOR, where you can read this article for free.)

Abstract: MyArtSpace is a service for children to spread their learning between schools and museums using mobile phones linked to a personal Web space. Using MyArtSpace as an example, the authors discuss the possibilities for mobile technology to form bridges between formal and informal learning. They also offer guidelines for designing such bridges.

Please add a comment with your thoughts on one (or both) of these questions:

  1. Have you seen a learning experience in the corporate world that is similar to the MyArtSpace experience discussed in the article?
  2. Can you think of an environment other than a museum where this sort of learning experience would be effective?

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