The After Master’s

The immediate haze that follows the completion of a Master’s degree can be bewildering. One moment you are high with adrenaline and anxiety attempting to complete a project for submission. The next moment you have no idea where you are, what just happened, or what you are supposed to do now.
In this post, I attempt to orientate my thoughts and plans for life after a Master’s.

Ten Months

The past ten months have been a blur.

September 2020 to July 2021 was spent in my spare room attending online lectures and working on projects and assignments.

But in mid-July, with a dazzling anticlimax, I submitted the final MA project and rejoined civilisation. Just in time for the country to reopen from the most severe lockdown we have seen (so far) in this pandemic.

In the midst of ‘summer holidays’ with a lack of a normal routine, I am attempting to remember what I used to do instead of study?

What now?

Thankfully, I have work lined up with a past Web design client looking to create an eLearning course.

I am looking forward to using what I have learned in practice. Implementing ADDIE and completing needs assessments in the real world should be more enjoyable than the hypothetical situations presented in college assignments.

I also hope to create online training for my Web design clients to help them use their Web site. In time the training will become part of the service.

Additionally, I will be throwing CVs at job postings like ninja stars.

Open for Business

I haven’t been able to take any extra Web clients since last September. But with college over, just like Ireland, I am once again open for business!

Reflections of Technical Communications

In my first blog post, I wrote about my circumstances when beginning this MA in Technical Communication and E-Learning. In this post, I write about what led me to this MA, what skills I have learned, and how it has moulded my future career plans.

How Did I Get Here?

My primary degree is a BA in History and Heritage, which I graduated from during the height of the (last) recession. At that time, job prospects from my degree were (and still are) poor, so I took a job in a MedTech company here in Galway and there I stayed. I always planned on returning to study, and my initial plan was to pursue an MA in Education, which is the most common postgraduate route from my BA, but I wanted to explore my options.

I decided to reflect on my undergraduate degree and attempt to break down what I had learned from that course. Other than my love of natural heritage and cultural anthropology (you can visit my alter-ego here), I realised I had acquired two practical skills,

1. Writing skills
   • A BA in History and Heritage does not emphasise conciseness, grammar or punctuation, but you write a LOT of essays.
2. Multimedia design skills
   • In the final year, I completed the module, ‘Information Management and Multimedia’. It transpired that I not only enjoyed this module, but it provided me with my highest grade from the degree (83%!).

Because of these learned skills, I was intrigued by the MA in Technical Communication and E-Learning. It incorporated both skills and my interest in education. I was elated to be accepted into the course; elated and terrified; terrified as I was now very much out of my comfort zone.

What I Have Learned?

Most people progress to postgraduate study in a subject with which they are already familiar. Besides writing a lot in my undergrad and taking one multimedia module, I had no experience in any of the prospective topics.

Thankfully, the modules are well designed, and the subjects are taught with the presumption that the learner has no previous knowledge of the subject. Something I was very grateful to realise. This course has provided me with many new skills and provided me with the knowledge and understanding to use these skills in the future.

Below is a selection of the various skills I developed during this MA.  

Writing Style

If this MA has taught me anything, it is the importance of using the active voice. I didn’t realise how often I used the passive voice before beginning this MA. I likely adopted a passive style to pad out my undergrad essays. Additionally, I have learned the importance of clarity and conciseness in writing and now understand the need for proper nouns and concrete language.

Information Design

I believe I have an eye for design. However, I now realise that sometimes there can be too-much design; I have created some colourful PowerPoint presentations in my time. I now understand the importance of Gestalt principles in document design and appreciate the value of white space and minimalism.

Learning Theories

As a history graduate, I enjoy learning about theories and methodologies. However, I was initially overwhelmed by the vastness of learning theories. When working full-time, I couldn’t learn as much of each theory as I would have preferred. However, I now understand the goal is not to know the theory in-depth. Instead, the key is to know when and how to implement the theories into course development.

Writing Objectives

As a learner, I had previously dismissed objectives and never gave them any thought or consideration. However, now I realise that objectives are a significant part of course design. They are essential for course development to help instructors direct their teaching and are equally crucial for learners to focus their study.

Time Management

I worked full-time in semester one, and my grades suffered. By semester two, I was working part-time, and my grades improved. By semester three, I think I had nailed the work-life balance and my grades improved yet again. I mentioned in a previous post how I had gained the invaluable lesson of ‘switching-off’, an essential factor that allows one to balance life and work to make both that little bit better.

Student of the Pandemic

I have generally been lucky regarding Covid. My husband and I still go to work every day, and our daughter is still in childcare. Compared to those whose lives were turned upside down by the closure of schools and working from home, we have been fortunate.
The past 12 months have been tough for many people. The lack of social contact and the continuous uncertainty that the pandemic brought has been detrimental to everyone’s mental health, and people are struggling. However, I am sure many will agree that throwing oneself into a Masters has been a perfect distraction.
Additionally, as a small silver lining, the lack of social occasions has been a positive factor for my study. Pre-Covid, I barely had a weekend where I didn’t have an obligatory social event. Now, the lack of social gatherings has given me the time I needed to study and work on my assignments that I may not have had otherwise.

Where am I Going?

Future Study

I mentioned in a previous post that if I were to pursue further study, I would pay significant attention to the course learning objectives and outcomes and ensure the course was facilitating Community of Inquiry. Not all courses are created equally, and now I am qualified enough to know the difference.
I would also allow myself the time to have a healthy work-life balance. Studying doesn’t have to be all-nighters and late-night cramming, not if you provide yourself with a realistic schedule.

Future Career

One of the most valuable aspects of this MA was alumni guest speakers. Listening to previous course members speak about their jobs and career paths have provided an invaluable insight into the ‘real-world’. These talks have moulded my plans and how I intend on moving forward with my career. This MA, as a whole, has provided me with invaluable knowledge and skills that have paved the way for a potentially exciting and diverse career path in E-Learning and Educational Technology. A career I never imagined just a couple of years ago.

Virtual Collaboration

In a recent lecture, we discussed the topic of virtual teams. A virtual team is a team that is remote from one another and uses digital communications to collaborate.

In this post, I outline the features and challenges of a virtual team. I also revisit a previous collaborative assignment to assess how effective we were as a virtual team.

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Virtual Teams

Virtual teams are,

“Teams whose members use technology to varying degrees in working across locational, temporal, and relational boundaries to accomplish an interdependent task.”

Martins et al., 2004, p. 808

However, virtual teams must adhere to certain behaviours and qualities and be aware of potential challenges to ensure project success.

Features of Virtual Teams

The main objective of using a virtual team is to use team members with various skillsets to contribute to the project’s success. However, there are certain behaviours of teams and qualities of team members that lead to a successful virtual team.

Flammina et al. (2016) cite’s Jarvenpaa, Knoll and Leidner (1998), who identified the behaviours of successful student teams:

• Adopting a proactive rather than a reactive style of action
• Having an optimistic team spirit.
• Dynamic leadership
• Task goals being the responsibility of the whole team
• Roles emerging and interdependent, rather than assigned and independent
  (Flammina 2016, p20).

The specific qualities that create effective virtual team members include:

• The ability to work independently and interdependently
• The ability to communicate effectively
• Decision-making capabilities
• The ability to give and receive constructive feedback
• Adequate technical proficiency
• Highly organised 

A team that exhibits these behaviours and qualities are more likely to have a successful project outcome. Ultimately, the more experience an individual has in virtual teams; the more effective they are as a virtual team member.

Challenges in Virtual Teams

Virtual and collocation teams face similar challenges. However, when team members are remote from one another, challenges become heightened. We can break down these challenges into four categories, communication, technology, management, and culture. All virtual team members must be aware of these challenges to avoid conflict and potential project failure.

Below is an outline of how to address the challenges:

1. Communication
   • To participate in a virtual team, members must be effective communicators. The team must create a communication strategy to ensure the team communicates effectively and allows for the development of Swift Trust.
2. Technology
   • It is important to choose technology carefully and to consider every team member in the decision. It is also essential to consider each team member’s digital literacy and their access to particular software.
3. Management
   • Most virtual teams will have a ‘leader’, be it a Team Leader or a Project Manager. The leader must monitor the performance of the individual members and the team as a whole as well as develop a team identity to create a feeling of group cohesion.
4. Culture
   • In virtual teams, all members need to be aware of cultural differences within the team and ensure a mindful communication approach to avoid offending or excluding anyone.

The team should address these challenges at project conception to reduce conflict and increase project success potential.

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Collaborating Virtually

In semester two, I participated in an assignment to create an Open Educational Resource (OER). For this assignment, we had the option to collaborate with one other person. I decided to collaborate on this project as it would allow me to get to know one of my classmates and, not to mention, share the workload.

Nicola and I both reached out to our lecturer, looking for another student willing to collaborate. After a few initial emails, we began conversing via Whatsapp. Nicola and I both had a background in history, and she was currently working within a company promoting STEM to school children. It was a perfect fit that we decided to create a resource on teaching junior certificate students ‘The History of Women in STEM’. The main objective of which was to encourage girls to consider STEM subject’s at Leaving Certificate.

Dividing tasks

From the outset, we split the tasks as per our skill sets. For the proposal and storyboard, I focussed on researching the literature for our proposal rational. Nicola had graphic design experience and developed the storyboard. We both collaborated on the final design and content of the course.

For the course development, we split our tasks yet again. Because Nicola was the Subject Matter Expert, she created the course content. And I focused on developing the course in Articulate Storyline 360. Regardless of my lack of experience with the authoring tool, this was my preferred task. I enjoy development design and am interested in different authoring tools (as I have covered in previous blog posts).

Constructive Feedback

As the development continued Nicola, and I both provided input to design and content decisions. We provided each other with feedback, and all comments were considered beneficial and constructive for the project. We both had the same goal and appreciated each other’s input.

The End Result

The main objective of any assignment is to learn from it. Now that I have had the opportunity to revisit the assignment with a fresh perspective, I can identify several things that I would improve. Nevertheless, since this was our first attempt at creating an e-learning course, I can say for both of us that we were pleased with the outcome. 

You can view the e-learning course we created here. 

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Team for Two

Most teams consist of more than two people. Yet Nicola and I both fulfilled Flammina et al. (2016) definition of a virtual team by working together “in geographical disperse locations … with a view to achieving a common goal” (p16). Additionally, Nicola and I demonstrated various student team behaviours, such as adopting a proactive style of action, we were optimistic and shared tasks equally. We also interacted frequently, and our feedback was predictable and constructive (Flammina et al. 2016). Additionally, we had the various qualities that make up effective team members, including communicating effectively, demonstrating decision-making capabilities, and providing (and receiving) constructive feedback.

Challenges

As a virtual team, we were likely to face challenges. Using the categories mentioned above, I explore how we met and avoided challenges during our assignment:

1. Communication
   • We communicated effectively and openly from the beginning. We developed Swift Trust and respected and trusted each other’s capabilities.
2. Technology
   • We migrated our conversations from email to WhatsApp as it was a more efficient form of communication. We also used OneDrive to share documents. Nicola and I had a similar digital literacy level, so we experienced no technology-related problems related to project completion.
3. Management
   • We did not assign a leader; however, we did take responsibility for our performance while keeping an eye on each other’s progress.
4. Culture
   • One slight cultural difference between Nicola and me was that I was born and raised in Scotland. When discussing secondary school exams, I had to stop Nicola and ask what age range she was discussing, as the Scottish school system is different from Ireland and distinct from the rest of the UK. This difference was minor and had no impact on the project itself.

Overall, Nicola and I were an effective virtual team. We communicated well and had a shared goal. We respected each other’s opinions and abilities and developed trust and respect between one another. As a team of two, I believe we were very effective.

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In Reflection

Before the lecture on virtual teams, I never considered the importance of technology choice, nor had I heard of Swift Trust. However, without realising it, I had already participated successfully in a (small) virtual team.
Today, as we continue to work from home, virtual teams have replaced traditional collocated team; this may be a trend that continues in post-Covid times. Therefore, faced with an abundance of virtual teams in the future workplace, it is essential to maintain an awareness of the key features and the potential challenges virtual teams face.

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References

Flammia, M., Cleary, Y., and Slattery, D. M. (2016) Virtual Teams in Higher Education: A Handbook for Students and Teachers, Charlotte, NC: Information Age Publishing

Martins, L. L., Gilson, L. L., and Maynard, M. T. (2004) ‘Virtual Teams: What Do We Know and Where Do We Go From Here?’, Journal of Management, vol. 30, no. 6, pp. 805–835.

Constructing a Scaffold

During this weeks lecture in E-Learning Theories and Practices (EL6052), we discussed Gilly Salmon’s 5 Stage Model. Salmon’s model provides a scaffold for instructors to create constructivist learning environments. The MA covered constructivism theory in the first semester, and as I mentioned in a previous post, I took a 12 month leave of absence after the first year. So, to refresh my memory and in the hope of developing a better understanding of constructivism, I revisited my notes from the first semester.

This post briefly discusses the concept of constructivism and the 5 Stage Model. The post continues with my reflections on how my understanding of learning theories has changed since semester one.

What is Constructivism?

Constructivism emerged in the 1990s as a learning theory that suggests learners ‘construct knowledge’ from what they already know. They do this by relating course content to their pre-existing knowledge and real-life experiences instead of other theories that infer that learners passively consume information.

Constructivist theory insists that learning occurs when learners engage in group dialogue and participate in collaborative problem-solving activities. In this approach, the instructor facilitates learning rather than instructs learners on what to learn. Therefore, the instructor’s job is to present the learner with new problems continuously. Furthermore, the instructor must design ‘authentic’ learning experiences and actively encourage collaboration to facilitate deep learning. In using authentic learning experiences, “learners engage in activities which present the same type of cognitive challenges as those in the real world” (Jonassen 1999, p217).

There are three method’s to creating a constructivist learning environment, these are,

• Modelling
  • The learner observes the instructor
• Coaching
  • The instructor observes the learner
• Scaffolding
  • A co-operative problem-solving effort

Modelling and coaching are both best used in onsite learning. However, scaffolding is preferred in the classroom and online learning, as it encourages independent learning.

Scaffolding the Constructivist Learning Environment

This week’s lecture discussed Gilly Salmon’s 5 Stage Model. Salmon’s model is a scaffolding framework that assists instructors (or E-Moderators) in developing an effective constructivist learning environment. In the model, the five stages are represented as stairs that the learner ascends until they become satisfied and successful learners who take responsibility for their learning.

Below is a diagram of Gilly Salmon’s 5 Stage Model.

Image Source: https://www.gillysalmon.com/five-stage-model.html

The 5 Stage Model assists the instructor in designing and planning each step of the learning process. One of the model’s main objectives is to provide a framework for the instructor to allow collaboration and discourse. As I mentioned in a previous post, providing learners with an opportunity to develop a community is critical for learners to develop deep learning and understanding of the topic. Using this framework allows learners to ‘construct knowledge’ and become contributors rather than mere consumers of knowledge.

Theories in Practice

I do not have a teaching or an instructional background. So, as I began this MA, I was surprised and probably a little overwhelmed by the vastness of learning theories, frameworks and methods. However, I’ve since had the opportunity to use them in practice during the Interactive Courseware Workshop (EL6072). For this module, I co-created an Open Educational Resource (OER) with one other student. We incorporated the ADDIE model and integrated Gagne’s nine events of instruction and Bloom’s taxonomy during the course development. All of which I had never heard of before this MA. What I learned from creating that resource was that you do not need to have an in-depth knowledge of the theories and framework, like I initially believed. Instead, all you require is an understanding of when and how to incorporate the theories and frameworks into your course design.

As I prepare for my upcoming summer project, I plan to increase my understanding of learning theories, including constructivism. My goal is to understand better when each should be used and why. That understanding, I now believe, is a sign of a good instructional designer.

References

Jonassen, D. (1999) ‘Designing Constructivist Learning Environments’, in Reigeluth, C. M. (ed.) Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, Volume II

Salmon, G. (2004) E-moderating. 2^nd edition. London: RoutledgeFalmer

The Importance of Community

A few weeks ago, in week 3, my lecture in E-Learning Theories and Practices (EL6052) discussed the Depth Education Model. This model outlines three steps that facilitate deep learning, the most important of those being, Community of Inquiry.

This post describes the main aspects of the Depth Education Model and the Community of Inquiry framework. The post then explains how the model and framework have realigned plans for my upcoming summer project.

The Depth Education Model

The Depth Education Model is a pedagogical model which encourages deep higher-order learning. As opposed to surface learning, where the learner merely remembers facts and figures to pass the course, or achievement learning when the learner concentrates on what material will provide the highest grade. I believe that most learners, myself included, are guilty of surface and achievement learning at times.

The lecture outlined several attributes that deep learners have; these include but are not limited to,

• Relating ideas to previous knowledge and experience
• Looking for patterns and underlying principles
• Checking evidence and relating it to conclusions
• Examining logic and arguments cautiously and critically
• Become actively interested in the course content

The Depth Education Model defines three steps to help facilitate these attributes, these steps are,

1. Conditionalised Knowledge
2. Metacognition
3. Community of Inquiry

Conditionalised Knowledge and Metacognition facilitate learning by allowing learners to use what they have learned in context and encourage critical thinking. However, it is Community of Inquiry that enables the deep learning attributes. As Weigel (2002) commented, deep learning is “learning that promotes the development of conditionalised knowledge and metacognition through communities of inquiry” (p2).

Community of Inquiry

Community of Inquiry (CoI) is a theoretical framework for designing learning environments to support critical thinking, critical enquiry and discourse. It also explains how learning occurs in individual learners through their educational experience.

The CoI framework has three interdependent elements (see image 1). Those three elements are,

1. Cognitive Presence
   • Learners construct meaning and understanding of what they have learned through reflection and discourse.
2. Social Presence
   • Learners identify with their community and communicate openly in a trusting environment.
3. Teaching Presence
   • Teachers design, facilitate, and direct the cognitive and social elements to ensure learners reach their learning outcomes.

It is important to note that social presence facilitates reflection and critical thinking with others in the learning community. Without this, the learner may not reach cognitive presence, which is where deep learning really occurs. It is, therefore, essential to skilfully design learning environments to achieve all three presences.

Image 1: http://www.thecommunityofinquiry.org/coi

Overall, the CoI theoretical framework allows the learner to construct personal meaning and obtain mutual understanding with their peers. It is essential that the teacher, or the instructional designer, design courses to facilitate CoI’s and ensure significant deep learning opportunities.

Community of Inquiry as a Learner

The lecture on the Depth Education Model made me think of my undergrad days, where much was learned and debated outside the classroom. Looking back, I now understand why I enjoyed a subject or immersed a little more into a topic; it was because I had the opportunity to share my knowledge and my learning experience with my classmates.

Contrarily, I have participated in asynchronous online courses and now realise why the information from that course did not stick. After completing a course in Excel 5 years ago, today, I still have no idea how to subtract a percentage from a total on another line, but that is another issue.

I now realise that CoI is a sign of good course design and forethought. Ergo, if I am to partake in any future online learning, I will seek out only those that facilitate deep learning and CoI.

Community of Inquiry as a Designer

My realisation of the importance of CoI in course design has made me reconsider my approach to my summer project. Initially, I planned to use a simple quiz to finish each unit to ensure learners remember the information. However, I now realise I must design an environment that allows the learners to understand the information. A new challenge, indeed.

I plan to delve a little deeper into Community of Inquiry and the Depth Education Model in the coming months. There is plenty of literature on both subjects that I am sure will answer a few thoughts I am currently mulling over:

• Will my course be better designed as synchronous rather than asynchronous to facilitate discourse?
• Would group e-tivities be a better assessment than an end of unit quiz?
• Should I create an assessment that runs throughout the course that will encourage discourse between the learners?

As Garrison (2011) pointed out, “an essential, core element of an educational experience when higher-order learning is the desired learning outcome”(p19) is Community of Inquiry. Thus, as an aspiring instructional designer, I now feel it is my obligation and professional responsibility to incorporate CoI’s into future course designs. 

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References

Garrison, D. R. (2011) E-Learning in the 21^st Century: A Community of Inquiry Framework for Research and Practice. 2^nd edition. New York: Routledge

Weigel, Van B. (2002) Deep Learning for a Digital Age. San Francisco, CA: Jossey-Bass.

Recommended Reading

Bektashi, L. (2018) Community of Inquiry Framework in Online Learning: Use of Technology, Power R. eds, Technology and the Curriculum: Summer 2018, Ontario, University of Ontario Institute of Technology, 147-160, available: https://techandcurriculum.pressbooks.com/chapter/coi-and-online-learning/

Community of Inquiry (n.d.) About the Framework, An Introduction to the Community of Inquiry, available: http://www.thecommunityofinquiry.org/ [Accessed 06 March 2021]

Authoring Tools: Lectora

When I asked a group of Instructional Designers if they could offer an alternative to Articulate Storyline 360 for my summer project, many screamed, Lectora!!! I had never heard of the tool before, so I thought I better check it out.

Like my previous post analysing Adobe Captivate, I analysed Lectora by considering the tools features and user reviews found on G2.com and elearningindustry.com.

Lectora

Lectora is a user-friendly authoring tool that is available as a desktop or cloud solution. It is a powerful tool that allows for the creation of many different courses and scenarios. G2.com calls it “the leader of accessibility”, let’s find out.

Below is a list of the authoring tool’s pros and cons.

Image: elearningindustry.com

Pros

• Works on multiple browsers
• Strong Support community
• Conditional Triggers
• Extensive online galleries
• Multiple interaction scenarios
• Responsive design
• Web Accessibility Settings
• Accessible pre-built templates
• Accessibility Check Tool
• 30-day free trial

Cons

• Limited quiz options
• Steep Learning curve
• Cannot create animation
• Complex variables
• Web Accessibilty Setting only available on desktop

Overall

Lectora’s capabilities are similar to Articulate Storyline 360, which is a significant plus for the tool. However, the primary benefit of Lectora is its Web Accessibility Settings. When turned on, these settings allow you to create an e-learning course that is compliant with WCAG 2.0 AA criteria. G2.com were right; they really are the leaders in accessibility.  Furthermore, Lectora offers a desktop and an online version of their software, which is a significant advantage if you struggle with disk space. Unfortunately, though, the Web Accessibility Settings are not available on the online version of Lectora.

There were several reviews that stated Lectora had a steeper learning curve than Adobe Captivate. If you remember from my previous post, Adobe Captivate’s learning curve was one reason I chose not to consider it an option. However, unlike Adobe Captivate, no reviews state that Lectora crashes or freezes during the development, which is a plus.

In my opinion, Lectora has knocked iSpring Suite off the top spot as my choice for the summer development project. Lectora’s Web Accessibility Settings outweighs any learning curve. Fortunately, I have time to study Lectora and learn how it works before developing my course. I can only hope this will be sufficient in letting me side-step any teething problems. .

Going Forward

Initially, I didn’t think I would find a tool that would work better than Articulate Storyline 360. However, if Lectora lives up t the hype, I will not hesitate in recommending the authoring tool to others.

What I have learned during these analyses is to question the familiar.

Just because something you use works well doesn’t mean there isn’t a better option out there. As these analyses have proved, browsing what is available can allow you to find exactly what you need at no extra cost or effort.

iSpring Suite: Analysis of User Reviews

As I stated in the Adobe Captivate analysis, I had not considered user reviews in my initial investigation of iSpring Suite. This post presents findings from analysing user reviews of iSpring Suit to aid my decision on which authoring tool to use for my summer development project.

I consulted two review websites, G2.com and elearningindustry.com.

The only negative reviews I found when searching G2.com were a couple of reviews that state the software often crashes, leading to the loss of content. Others commented that it is difficult to make the course look more than just PowerPoint. 

Similarly, reviews found on elearningindustry.com said they found the UI unappealing, with one reviewer stating that the appearance of the quiz and feedback windows could be improved.

However, other than the few stated above, there were very few negative reviews. Most reviewers note that the tech support for iSpring Suite is excellent, and many commented that they had not experienced any problems with the software.

Overall, I found the reviews of iSpring Suite to be very positive. It, therefore, remains preferable to Adobe Captivate as an option for my development project.

Authoring Tools: Adobe Captivate

During this analysis of Adobe Captivate, I decided to look at product reviews as well as the features of the tool. The reviews highlighted several usability issues that I hadn’t considered during the iSpring Suite analysis. I will reanalyse iSpring Suite in a future post by including product reviews focussing on usability.

Adobe Captivate

Adobe Captivate is a premium learning management system available in the Adobe Creative Cloud. The software allows you to create e-learning content such as software simulations, branching scenarios and randomised quizzes.

Below is a list of Pros and Cons of Adobe Captivate.

Image: Wikipedia

Pros

• Works on various browsers
• Works with assistive technologies
• Text descriptions for simulations
• Keyboard accessible content
• Accessible quizzes
• Closed captioning tool
• Mobile responsive design
• Integration with other Adobe products
• Intuitive video functionality
• 30 day free trial

Cons

• Steep learning curve
• Crash and freezing issues
• Labour intensive
• Unattractive interface.
• Complex variables
• Limited progress bar options
• Limited number of icons
• Limited drag and drop functionality
• Limited publishing options

Overall

There are many benefits to using Adobe Captivate, including the multiple accessibility features. These are a step above the options included in iSpring Suite. The closed captioning tool and the keyboard accessible content, in particular, would remove any need for other software and reduce my workload. It is also mobile-responsive which is a significant benefit to my intended audience.

However, there are two serious downfalls to Adobe Captivate. First is the steep learning curve. Their 30-day free trial is significantly better than iSpring Suite; however, it may not be of any benefit if learning the tool is labour intensive. Secondly, many reviews state that the tool crashes and freezes a lot during development. I can only imagine this can cause frustration and potentially panic when deadlines are looming—something I would prefer to avoid.

I require a reliable authoring tool for my upcoming development project that will not create any added burdens. Adobe Captivate is a versatile tool with notable accessibility features. Nevertheless, the two downfalls mentioned above are too significant to ignore. For that reason, I will not be considering Adobe Captivate for my development project.

Going Forward

In future tool analyses, I will consider using product reviews as part of the analysis. There is no more honest an opinion than those who experienced problems, whether rectified or not. This realisation has increased my likelihood of providing product reviews, now that I know first hand just how helpful they can be.

In my next blog post I will be analysing Lectora.

Authoring Tools: iSpring Suite

As part of my MA, I am creating an e-learning course on accessibility for technical communicators. Due to the subject of the course, the course itself must be fully accessible. Lead by example, right? Therefore, I must use an authoring tool that provides as many accessibility options as possible.

I previously used the authoring tool ‘Articulate Storyline 360’ for the Interactive Courseware Workshop module (EL6072). During that assignment, I became absorbed in course creation and enjoyed using the tool immensely. It allowed me to use my creative and intuitive side, which I don’t often get to use. Articulate has a simple interface and multiple functionalities, making it the favoured authoring tool of many instructional designers. However, due to this previous assignment, I no longer have access to the free trial and must use another authoring tool to create my summer project.

So, with accessibility in mind, I am analysing what other authoring tools are available. Below is the first of three authoring tool analyses, beginning with iSpring Suite.

iSpring Suite

iSpring Suite is a robust, PowerPoint-based authoring tool kit. The software allows you to create slide-based courses, screencasts, video lectures and quizzes. The authoring tool comes with a very high ranking from elearningindustry.com. Also, the idea of creating course content in the familiar PowerPoint format is appealing.

Image source: iSpring Solutions

Below is a list of the Pros and Cons of iSpring Suite.

Pros

• Works on Safari, Chrome, Internet Explorer and Firefox
• 24/7 support system, FAQs, Online Community
• Minimal learning curve
• Record screencasts
• Animation that converts to web-friendly formats
• Audio output and recording
• Sound editor
• Image editor
• Various quizzing options
• Integrated video recorder and editor
• Integrated screen reader and accessibility mode

Cons

• Cannot import animation
• No conditional triggers
• Objects don’t have multiple states
• Does not provide text-to-speech voices
• 14-day free trial

Overall

Compared to Articulate Storyline 360, there are a few notable disadvantages to iSpring Suite. For example, objects not having multiple states and having no conditional triggers will create difficulty with certain scenarios. Also, the short trial period requires developing the course without first-hand experience of the authoring tool. This could lead to various teething problems that I may not have time to rectify. However, since the tool uses a PowerPoint format, those teething problems could be minimal.

There are various notable advantages to iSpring Suite, including the ability to record and edit screencasts. As well as the integrated video and image editing functions. These functions remove any need to use a separate tool to create media. However, most notably, the integrated screen reader and accessibility mode that iSpring provides is a significant advantage that cannot be ignored.

The above pros and cons list will be used to compare forthcoming authoring tool analyses. However, iSpring Suite has raised the bar quite high regarding accessibility, with their integrated accessibility mode. This is something I will be looking for in future analyses.

Going Forward

When I first used Articulate, I genuinely believed that no other tool could work as well as it does. I still hold a strong affection for the authoring tool. However, as this first analysis has proved, there are alternatives that could provide you with precisely the functions you need. It is important to keep an open mind when considering alternatives and not be blinded by the lights that Articulate Storyline 360 shines.

In my next blog post I will be analysing Adobe Captivate.

Work-Life Balance

An MA in Technical Communication and E-Learning, at the University of Limerick. One year full-time, two years part-time. Online, on-campus, or blended. A very diverse course with very diverse study options.

Based in Galway and (at the time of applying for this MA) working full-time I opted for part-time and fully online. By semester two (of five), I was pregnant with my daughter. I opted then for a years leave of absence to return in September 2020, blurry-eyed and bushy-tailed.

I was a little apprehensive at the thought of attempting to work, study, and mother at the same time. But surprisingly, the structure and routine of having a small child created structure and routine in work and study that I had never had before. I found that I was more focused and less likely to procrastinate because I knew I only had X amount of time to study before my husband left for work. I also close my laptop at 9pm every night and take an early(ish) night; as there is always the threat of a sleepless night when you have a small child in the house.

This structure was lacking when I completed my undergrad. As many do, I would stay up past midnight to complete course work, often pulling all-nighters to make deadlines. Don’t get me wrong; it worked! However, I now wonder how much better I could have done if I ensured structure and (most importantly) sleep to my routine back then.

My current situation made me think of something the late Ruth Bader Ginsburg said a few years ago,

Work-life balance was a term not yet coined in the years my children were young; it is aptly descriptive of the time distribution I experienced. My success in law school, I have no doubt, was in large measure because of baby Jane. I attended classes and studied diligently until 4 in the afternoon; the next hours were Jane’s time, spent at the park, playing silly games or singing funny songs, reading picture books and A. A. Milne poems, and bathing and feeding her. After Jane’s bedtime, I returned to the law books with renewed will. Each part of my life provided respite from the other and gave me a sense of proportion that classmates trained only on law studies lacked.

Ruth Bader Ginsburg’s Advice for Living, NY Times,
By Ruth Bader Ginsburg
Oct. 1, 2016

Bader’s time with baby Jane is almost identical to my time with my daughter. I can only wish my influence will be as significant as Bader’s!

Covid-19 has shifted a lot of our lives online, with many people working remotely. A situation that is likely to continue post-Covid. Unfortunately, remote work can lead to an inability to ‘switch-off’ and the work-life balance can weigh heavily on the working end. This ‘new-norm’ is something we all have to adjust to, although, what I have learned in these past six months, is invaluable to the work-place of the future: the importance of switching-off.

Thankfully, the working from home legislation that is currently making motions in the Dáil, with ‘the right to disconnect’, is a fabulous one. Permitting workers to disconnect from work allows for the all-important work-life balance. Something that Ruth Bader Ginsburg and I both highly recommend.