Creating elearning Content using Articulate Studio What is Articulate Studio 09? Articulate Studio 09 is a set of e-learning software tools which can empower anyone to quickly and easily create engaging courses, presentations, quizzes, and surveys using multimedia content. Articulate online tutorials, examples and resources Local Articulate Showcase (links to online tutorials and examples) http://elearn.itcarlow.ie/artic/index.htm Rapid e-learning Blog -Tom Kuhlmann http://www.articulate.com/rapid-elearning/rapid-e-learning-101/ Word of Mouth Articulate Blog Gabe Anderson http://www.articulate.com/blog/publish-to-lms-with-studio-09/ Daveperso s Articulate elearning Blog http://daveperso.mediaenglishonline.com/ Essential Articulate Studio '09 by Patti Shank and Jennifer Bircher (useful reference book, in the T&LC collection) Examples from the academic community at the University of Leeds http://www.leeds.ac.uk/articulate/uol_examples.html Original Workbook Compiled by Miriam Allen, local adaption by Damien Raftery CC BY
Why Articulate? 1. Articulate can serve a growing demand in the third level education sector to create more online content to support blended and online learning. 2. Articulate is a cost effective and complete elearning development tool. 3. Articulate is easy to use and non technical people can be quickly trained to create engaging Reusable Learning Objects (RLOs). 4. Articulate is fully SCORM compliant. 5. Articulate empowers the educators who are keen to create RLOs 6. Development time using Articulate is quick. 7. The features in Articulate produce quality and professional results in presentations, assessments and interactions. 8. Empowering the content provider allows for updates and changes to made easily and without excessive expenses. 9. Articulate is ideally suited to the NDLR community by making it possible to create RLOs quickly and inexpensively. 10. The repository will advance qualitatively and quantitatively through the use of Articulate in the NDLR project. 1
Development of your elearning Content: 10 Points for Success * 1. Use a 'pedagogy first, technology second' approach 2. Map out a storyboard of the learning object 3. Use consistent language and terminology within a topic area 4. Present information in easily accessible and comprehensible formats 5. Present information for onscreen consumption 6. Create information/content that is free-standing and easily adaptable to multiple contexts 7. Apply keywords to allow easy retrieval of learning objects 8. Ensure that all materials are copyright cleared 9. Conform with W3C AAA (Web Content Accessibility) Guidelines 1.0 10.Start simply... * from Developing Reusable Learning Resources (RLRs) and Activities, Workbook 2009 by D.Jennings and D. Cashman 2
Articulate Presenter Tasks Office 2007 Menu Presenter Task 1 Create 2 Slides in Powerpoint, Slide 1: Title Slide Slide 2: Insert a picture from the media folder Save as myrlo.ppt Go to Articulate menu and preview your Articulate learning module. Presenter Task 2 Go to slide 2 of myrlo.ppt Go to Articulate menu and record narration Go to Articulate menu and Add Annotations Save and preview myrlo Presenter Task 3 Go to Articulate menu and explore Player Templates options Go to Articulate menu and explore Presentation options 3
Presenter Task 4 Go to Articulate menu and Publish your myrlo file. Articulate Quizmaker Tasks Quizmaker Task 1 Create a new slide in your myrlo file. Go to Articulate menu and select Quizmaker Quiz Insert 2 questions from different question types Save and Publish your file Do the quiz Articulate Engage Tasks Engage Task 1 Create a new slide in your myrlo file. Go to Articulate menu and select Engage interaction Apply one of the interactions using. Save and Publish your file 4
APPENDIX 1 Introduction to Metadata and Copyright What is Metadata and why is it important? Meta-data is defined as data about data. In data processing, meta-data is definitional data that provides information about or documentation of other data managed within an application or environment. Using the analogy of a book one can easily identify a series of data entries e.g. Author, Publisher, Date published, Subject classification, ISBN etc In the real world context it allows one to describe and locate information, to be able to form a judgement as to the relevance of said information and consequently promote good information management processes for future interactions. The latter provides the fundamental hook, in allowing individuals the realisation that the data they input will serve to benefit the categorisation and classification of each item (RLR). Common Copyright Issues Often seen as a grey area, nothing can be further from the truth, a grave misconception and at times reckless regard for copyright law 1 may lead one to violate / break copyright on numerous fronts. Although copyright issues are often to the fore when discussing online initiatives there are a number of other acts that one must be aware of in their use of ICT services: Data Protection Act, Computer Misuse Act, Intellectual Property Rights, and SENDA (Special Educational Needs and Disability Act). Copyright simply put protects creative or artistic works, and one should not use such work without first gaining the permission of the owner. Within education we have the fair dealing exemption that allows for certain exact usage: - In the course of instruction or in preparation 1 Ireland: Copyright and Related Rights Act 2000 http://www.irishstatutebook.ie/2000_28.html 5
- or for examination - by or on behalf of instructor - 1 copy only - with sufficient acknowledgement - not available for reprography Text Copyright Although it is relatively easy to cut and paste from multiple different electronic resources, more than likely each of these is protected by copyright therefore you are not allowed to use full, part or extracts of text from sources such as books, journals and websites without first gaining permission. Fair dealing does allow one to hold materials on your local PC (for personal research), but does not allow these to be republished or distributed via an virtual learning environment. As in any referenced paper, you may cite or quote extracts from other sources, so long as they are appropriately referenced. Using Web links (URIs) You may freely link to any place on the web, however some sites do have restrictions e.g. requiring you to link to the HomePage first. Contact the owner and ask for relevant permissions, give an undertaking that if you do not receive a response in x days you assume it will be ok to proceed. Image Copyright You may use any photographic image that you have taken and own. You are not allowed to use images from other sources (books, magazines, websites etc) without first gaining written permission. You may also not use images derived from other original sources e.g. tracings of OS maps, copies of book illustrations APPENDICES 1-4 incl. from From Developing Reusable Learning Resources (RLRs) and Activities, Workbook Created by UCD, 2008 6
APPENDIX 2 Definitions of RLR/Os A learning object may be "...any digital resource that can be reused to support learning. "The main idea of 'learning objects' is to break educational content down into small chunks that can be reused in various learning environments" (Wiley, D. A. 2004) Learning Objects are defined here as any entity, digital or non-digital, which can be used, re-used or referenced during technology supported learning. (Standard for Information Technology - Education and Training Systems - Learning Objects and Metadata http://ltsc.ieee.org/wg12/index.html) A learning object is any grouping of materials that is structured in a meaningful way and is tied to an educational objective. Johnson, L. (June 2003). Elusive Vision: Challenges Impeding the Learning Object Economy [a white paper]. San Francisco: Macromedia Inc. http://www.nmc.org/pdf/elusive_vision.pdf A RLO is a media asset + Activity + Assessment + links based on a single learning objective. Leeder, D. (June 2005). RLO Production life-cycle: benefits & Challenges (Workshop Presentation). APPENDICES 1-4 incl. from From Developing Reusable Learning Resources (RLRs) and Activities, Workbook Created by UCD, 2008 7
APPENDIX 3 Pre Digitisation Checklist (Based on work by by Alan Rae) 1. Separate the materials which are self-written from those which have third party materials in them. 2. Are the third party materials licensed by a blanket licence e.g. ICLA? If not, does written permission to copy the materials exist? 3. Does the licensed material allow for change of media there may be a licence for photocopying materials but does it say anything about digitising and electronic storage of the materials? If there is no agreement, permission may have to be sought. 4. If you have materials which are not covered by a licence nor by written permission and therefore you have no permission to digitise Permission must be sought from the rights-holders. 5. Can the rights-holders be identified from the materials? Is it easy to contact the rights-holders? 6. If existing digitised material (e.g. CD-ROM) forms part of the materials and is to be further copied by placement on a VLE, for example, it is unlikely that this transfer would be allowed Check the terms and conditions that come with the CD-ROM or other such materials. 7. Is the material still under a copyright term? 70 years after the death of the author Or 25 years from the date of the publication of the edition you want to use? Understand copyright duration (see final slide) 8. Are there any exceptions you can call upon? Personal (e.g. private use), Purpose driven (e.g. educational), Institutional (e.g. library), Licence to use (e.g. Government) etc. Be clear before proceeding 9. If you are unable to digitise because there is no licence and / or it is difficult to contact the rights-holders Consider directing students to other digital resources e.g. Education Media Online etc Check with your local library/resource unit to determine which resources they have and which can be accessed by you and your students 10. Ensure that any materials which can be legitimately digitised are accompanied at all times by an acknowledgement or source. APPENDICES 1-4 incl. from From Developing Reusable Learning Resources (RLRs) and Activities, Workbook Created by UCD, 2008 8
APPENDIX 4 Authoring Guidelines For On Screen Content Presentation (By Sarah Horton, 2000) Writing style 1. Summarise First 2. Be concise 3. Write for scanning If you have lengthy text you should provide a printable version. Readers prefer to read in hardcopy rather than online. Chunking 1. Chunk information easer to read and scan online 2. Page Length keep it short, reduce page scrolling if possible 4. Printing Offer print version for long text sections 5. Fragmentation Do not over divide your content Design 1. Colours not sure what to use? Use a free online colour palette generator (www.colorblender.com) 2. Remove any irrelevant graphics and lengthy audio, which is not directly linked to the subject material (Clarke, 2003) 3. Keep it simple!! APPENDICES 1-4 incl. from From Developing Reusable Learning Resources (RLRs) and Activities, Workbook Created by UCD, 2008 9