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How to Copy Text from Flash Courses When You Don't have the Original File | The Rapid E-Learning Blog
How to Copy Text from Flash Courses When You Don't have the Original File | The Rapid E-Learning Blog
Images and audio files are relatively easy to recover from a published SCORM package, but text is hard to get from courses if they were published in Flash only. This shows two methods for using OCR to get text from Flash images.
·blogs.articulate.com·
How to Copy Text from Flash Courses When You Don't have the Original File | The Rapid E-Learning Blog
Extract content from SCORM package - Building Better Courses Discussions - E-Learning Heroes
Extract content from SCORM package - Building Better Courses Discussions - E-Learning Heroes
I'm bookmarking this for Matthew Bibby's reply. If you have only the published SCORM files for a course published in Storyline 3 or 360, you can use this Javascript code snippet to select the onscreen text. That at least lets you copy and paste rather than retyping everything.
<p>If the course was published with SL3 or SL360 then dropping this code in the JS console will allow you to select the text onscreen (so it can be copied):</p> <pre>document.querySelectorAll('text').forEach(node =&gt; {<br> node.style.pointerEvents = 'all';<br> node.style.userSelect = 'all'<br>});</pre> <p><a href="https://blogs.articulate.com/rapid-elearning/how-to-copy-text-from-flash-e-learning-courses-html5/" target="_blank">This article</a>&nbsp;may also be helpful.</p>
·community.articulate.com·
Extract content from SCORM package - Building Better Courses Discussions - E-Learning Heroes
How to Update an Old Course Without the Source Files
How to Update an Old Course Without the Source Files
With the impending demise of Flash, organizations will need to upgrade their libraries of old Flash elearning to HTML5. If you can't recreate them from scratch, Tom Kuhlmann shares this method using screen captures to quickly convert old courses. You still have to manually add interactions, but you can bring in a lot of content as screen capture images.
·blogs.articulate.com·
How to Update an Old Course Without the Source Files
Three Answer Options Are All You Need on Multiple-Choice Tests!
Three Answer Options Are All You Need on Multiple-Choice Tests!
While we are used to providing 4 options in multiple choice questions, using 3 is just effective. Writing good distractors is the hardest part of writing multiple choice questions. If you only have to write 2 distractors instead of 3, you can create questions faster. While it's not mentioned in this post, reducing the number of options also immensely reduces the complexity of branching scenarios.
So here’s the main finding:&nbsp;<u>no significant differences were found in terms of item difficulty</u>.&nbsp;There were also <u>no differences found in terms of test reliability</u>. Thus, Baghaei and Amrahi (2011) concluded that three answer options are all you need.&nbsp;If the test characteristics are essentially the same, there doesn’t seem to be any reason to spend our time developing additional answer options.
&nbsp;Rodriguez (2005) argues that shifting to three answer options also increases the amount of content that can be tested.&nbsp;Because students don’t have to spend as much time reading four or five answer options, there will be more time during the test for students to read additional questions on different course content.&nbsp;Instead of spending your time on identifying more answer options, spend your time developing additional test questions.
·blog.cengage.com·
Three Answer Options Are All You Need on Multiple-Choice Tests!
Part 1 Bloom's Taxonomy Lorin Anderson Part 1 Off-the-Cuff Episode #022 - YouTube
Part 1 Bloom's Taxonomy Lorin Anderson Part 1 Off-the-Cuff Episode #022 - YouTube
Alexander Salas interviewed Dr. Lorin Anderson, author of the 2001 revision of Bloom's Taxonomy. They discussed how the taxonomy was intended for writing test items in higher education, not helping performance in workplace learning. It wasn't designed for writing learning objectives.
·youtube.com·
Part 1 Bloom's Taxonomy Lorin Anderson Part 1 Off-the-Cuff Episode #022 - YouTube
How to Be a Knowledge Worker - The Startup - Medium
How to Be a Knowledge Worker - The Startup - Medium
That is, cast the net wide and try to gather information in whatever format it comes, but when you give out information, make sure it’s in a much better, more consistent and useful format than it came to you.
·medium.com·
How to Be a Knowledge Worker - The Startup - Medium
How to Become an Instructional Designer: The Definitive Guide - Devlin Peck - Performance Consultant for Corporate Training Teams
How to Become an Instructional Designer: The Definitive Guide - Devlin Peck - Performance Consultant for Corporate Training Teams
This 10,000-word guide starts at the very beginning, explaining what instructional designers are and what they do for different types of organizations. There's a quick summary of theories and different tools, tips for creating a portfolio, and info on ways to learn more.
·devlinpeck.com·
How to Become an Instructional Designer: The Definitive Guide - Devlin Peck - Performance Consultant for Corporate Training Teams
Now Even the New York Times Has It Wrong |Education & Teacher Conferences
Now Even the New York Times Has It Wrong |Education & Teacher Conferences

You've probably heard that taking handwritten notes results in better learning than taking notes on a laptop. That research has been oversimplified in the media reporting though. What the researchers found is that rewording and summarizing while taking notes is more effective. People taking handwritten notes are more likely to reword as they go because we write slower than we type. However, if people could be trained to take notes on a laptop while rewording and summarizing, taking digital notes would probably be MORE effective.

It's HOW you take notes that matters, not the media or technology--just as has been seen in numerous other studies about learning.

The correct way is: students should <span style="text-decoration: underline;">reword</span> the professor’s lecture, rather than simply copy the words down <span style="text-decoration: underline;">verbatim</span>.
<p>If students can learn to reword the professor’s lecture when taking notes on a laptop, then Mueller and Oppenheimer’s own data suggest&nbsp;that&nbsp;they’ll learn more. And yes, I do mean “learn more than people who take handwritten notes.”</p> <p>(Why? Because laptop note-takers can write <em>more words</em> than handwriters, and in M&amp;O’s research, more words lead to more learning.)</p>
·learningandthebrain.com·
Now Even the New York Times Has It Wrong |Education & Teacher Conferences
The Mindset Controversy: Carol Dweck Speaks... |Education & Teacher Conferences
The Mindset Controversy: Carol Dweck Speaks... |Education & Teacher Conferences
A summary of Dweck's response to recent unsuccessful research on growth mindset. It's probably less important to teach the concept of mindset than to adjust methods of teaching and providing feedback.
<p>Dweck emphasizes that mindset interventions should not be one-time events.</p> <p>Anything that happens just once — “a chart at the front of the room, a lecture where you define the two mindsets” — isn’t likely to work.</p> <p>Instead, we should focus on “the policies and practices in the classroom. <em>It is not about teaching the concept alone</em>, it is much more about implementing practices that focus on growth and learning.” [emphasis added] </p>
·learningandthebrain.com·
The Mindset Controversy: Carol Dweck Speaks... |Education & Teacher Conferences
Learning Technology Mystery Series Presents “The Case of the Disengaged Learner” with Cara North - The Training, Learning, and Development Community
Learning Technology Mystery Series Presents “The Case of the Disengaged Learner” with Cara North - The Training, Learning, and Development Community
Cara North's recorded presentation on engagement in learning. Engagement can be cognitive, behavioral, or emotional. Additional resources at go.osu.edu/disengaged
·tldc.us·
Learning Technology Mystery Series Presents “The Case of the Disengaged Learner” with Cara North - The Training, Learning, and Development Community
Book — The Learning Scientists
Book — The Learning Scientists
Quick summaries of key points from each chapter in a book on learning science and effective strategies (spacing, elaboration, concrete examples, visuals, and retrieval practice). I wish the graphics were easier to read though. Medium blue italicized serif text on a lighter blue background isn't enough contrast. I don't think low contrast counts as desirable difficulty, just bad accessibility.
·learningscientists.org·
Book — The Learning Scientists
The Science of the Job Search, Part VII: You Only Need 50% of Job “Requirements” – TalentWorks
The Science of the Job Search, Part VII: You Only Need 50% of Job “Requirements” – TalentWorks
Job listings are descriptions of what they imagine the ideal candidate should have. Don't be afraid to apply to jobs because you can't check every single box. You can get interviews while meeting only about half the requirements.
<strong>You’re as likely to get a job interview m</strong><strong>eeting 50% of job requirements as meeting 90% of them.</strong>
You may have seen stories before about how women in particular&nbsp;<a href="https://hbr.org/2014/08/why-women-dont-apply-for-jobs-unless-theyre-100-qualified">don’t apply for jobs unless they’re 100% qualified</a>. We wondered if they were on to something – maybe there’s gender discrimination at play and hiring managers look for women to meet more of the requirements. Turns out,&nbsp;<strong>our findings apply just as much to women as to men</strong>, and actually, <strong>for women, the chances of getting an interview start increasing as soon as you meet 30% of requirements</strong>.
·talent.works·
The Science of the Job Search, Part VII: You Only Need 50% of Job “Requirements” – TalentWorks
Products - Kognito
Products - Kognito
This vendor has a library of scenario-based courses using virtual coaches. One interesting note is how each decision has two parts. First, you choose which strategy to use. Second, you choose which sentence within that strategy to try in the conversation. You can ask for help from the virtual coach or undo your last action. While the 3D virtual characters are great, you could use that two-part technique in simulations built in other tools as well. Watch the trailers to get an idea of how the interactions work.
·kognito.com·
Products - Kognito
13 eLearning Scenario Tips that 60 Experts Agree On – eLearningArt
13 eLearning Scenario Tips that 60 Experts Agree On – eLearningArt
Bryan Jones asked 60 people for their #1 tip for creating scenarios. He noted the top trends and collected these tips all in a single post. My tip is #23 about aligning the scenario to the objectives.
<p>these are the 13 most important elements:</p> <ol> <li><a href="#real">Keep it real</a></li> <li><a href="#relevant">Make it relevant</a></li> <li><a href="#structure">Follow a structured approach</a></li> <li><a href="#plan">Plan and analyze before you build</a></li> <li><a href="#objectives">Keep the learning objectives and outcomes in mind</a></li> <li><a href="#story">Tell a story</a></li> <li><a href="#context">Provide accurate context</a></li> <li><a href="#nuance">Find nuance in the scenario</a></li> <li><a href="#choice">Consider scenario choices carefully</a></li> <li><a href="#sme">Collaborate with your subject matter experts</a></li> <li><a href="#learner">Collaborate with your actual learners</a></li> <li><a href="#challenge">Challenge your learners</a></li> <li><a href="#consequences">Let learners experience consequences</a></li></ol>
<h3>Use your objectives&nbsp;to drive the action in your scenarios</h3> <blockquote><p>Align your scenario with your objectives. An engaging scenario that doesn’t help learners practice relevant decisions tied to your objectives is a waste of time and resources. Use scenarios to provide learners with a realistic context where they can make choices. In a scenario, the main character’s goal often reflects achieving or demonstrating the learning objective. Use your objectives to drive the action in your scenarios.</p></blockquote> <p>— <span style="text-decoration: underline;"><a href="https://www.syniadlearning.com/">Christy Tucker</a></span></p>
·elearningart.com·
13 eLearning Scenario Tips that 60 Experts Agree On – eLearningArt
Constructivism is a theory of learning, not a theory of pedagogy. Neuroscience explains why this is important | npj Science of Learning Community
Constructivism is a theory of learning, not a theory of pedagogy. Neuroscience explains why this is important | npj Science of Learning Community
This is intended to be a controversial position, but it seems to align with research. We construct our understanding in context, building and elaborating schema over time. Our schema are only partial representations though. Learning is supported by creating multiple, overlapping partial representations of knowledge. Repeated exposure and practice in varied contexts is important.
·npjscilearncommunity.nature.com·
Constructivism is a theory of learning, not a theory of pedagogy. Neuroscience explains why this is important | npj Science of Learning Community
GUEST POST: The Emerging Consensus — The Learning Scientists
GUEST POST: The Emerging Consensus — The Learning Scientists
This is an interesting summary of research, compiling conclusions from multiple types of research. While I'm skeptical of most claims about neuroscience research directly informing learning design, this tries to avoid that. Neuroscience research is used to explain results from cognitive psychology research. They also try to connect cognitive research on the other side with classroom experience.
·learningscientists.org·
GUEST POST: The Emerging Consensus — The Learning Scientists