What makes great e-Learning?

E-Learning is increasingly being used to guide and train geographically dispersed and diverse workforces, to support organisational induction processes, procedures and requirements, identify employee literacy and numeracy issues that need addressing and even improve inter-organisational collaboration.

There are numerous benefits to moving from face-to-face learning to online learning (or e-Learning) – with one of the main benefits being that it allows for quality and consistency within a training program that is not achievable through traditional delivery.

However, good e-Learning doesn’t just happen. Behind any successful e-Learning program is careful design and engaging content. But with so many factors to consider, where do you start?

what makes great e-Learning

In an ideal world you would have a generous timeframe to get together your content and work on a great looking design that will totally engage your learners from the first to last screen – but we all know that this is rarely the case.

In this first of a series of posts, I’m going to talk a little bit about how you can save time and meet those tight e-Learning program deadlines, plus come in under budget and end up with a great result.

Sound too good to be true?

Have you ever considered using e-Learning templates?

Templates are basically a shell or framework for your content. They serve to provide a standard look and feel that ensures visual and cognitive continuity. There are many reasons why using templates is a good idea. Apart from the obvious advantage, which is that using templates will help you produce amazing looking courses in a fraction of the time it would normally take, here are just a few of the other reasons you should be considering using templates for your e-Learning course development:

  • they allow you the time to focus on the learning content
  • they’re flexible and easy to use and can be easily customised to meet specific course requirements
  • they can be easily updated and re-used for an unlimited number of courses
  • they lend consistency of design to the course when there are multiple developers
  • they provide uniformity, with consistent colours, fonts and layout
  • they are technically competent, so minimise time spent working out why something isn’t working
  • they ensure a high-quality output
  • they reduce the amount of time you need to spend reviewing and approving the final product

Using a template as the basis for your e-Learning course doesn’t have to mean your course will end up looking bland, boring and predictable. You can still provide lots of variety on the screen – and starting with a course template that has a range of screen designs is a must.

Originally posted in Storyline Templates

Why e-Learning developers should helm your online course project

Let’s presume you have an important function. Two of your friends have volunteered to photograph the function. Friend One owns the latest camera in the town, knows a thing or two about photography, and is an ace with photo editing software. Friend Two, on the other hand, owns a mid-level camera, contributes articles on photography and works as a freelance photographer for a magazine. Whom will you choose?

My hunch is you will opt for Friend Two. For we do know that the camera and the software are just tools, yet give these tools to a person who knows about composition and lighting, has an eye for details, and you will get breath-taking photographs. The bottom line is it’s the person and not the technology that can get you the desired results.

Now let’s presume that you head the sales department of your organisation. Your newly-launched products are performing dismally, and the management is questioning you. Moreover, the sales managers are blaming the sales representatives, but then “we are doing our best” is what the representatives are saying. After much deliberation, you decide to replace your existing sales training course with a new one. Now the million-dollar question: Who will create the course? Will it be your sales managers who know how to create a course using authoring tools? Or – and this is a big or – will you get an e-Learning developer on board?

The first option looks tempting, isn’t it? You won’t incur extra cost, and managers are supposed to train their teams. Nonetheless, hiring an e-Learning developer will be a wiser, albeit a costlier decision.

Let me put forth a few points to build my case for why an e-Learning developer will be your best bet:

1. They will analyse the need for training

A training course may or may not be able to address poor performance. For example,
may be your sales team has not been properly briefed about the newly-launched products thereby rendering their sales pitch ineffective, or maybe the sales team comprises several members who have no experience in selling. In both the cases, a training course will be an apt solution.

At times, performance issues can arise due to lack of proper facilities. For example, if the employees of an e-commerce site are experiencing internet connectivity issues, their speed of processing orders will get hampered. In this case, a training course will prove futile.

Needs Analysis

2. They will analyse the problem in totality

An e-Learning developer will interact with different departments, employees across all levels, and if possible, your customers too. The developer will also go through the
previous training materials, sales feedback forms etc. Often such kind of a 360-degree analysis will allow your e-Learning developer to unearth the actual problems.

For instance, because your organisation makes products used in the car-manufacturing industry, the existing training focuses only that industry. The new products, in contrast, target the ship-building industry. As a result, many of the sales representatives are not fully aware about the features of the new products. In this case, the developer will suggest retaining the existing training materials and creating another course focussing on the ship-building industry.

Needs Analysis_2

3. They will decide the scope and the outcome/s

Scope and outcomes are the building blocks of a training course. Moreover, the two are closely interconnected. Let me explain you by giving an example. You want the course to focus on the features of the newly-launched products. However, what do you expect the representatives to do after taking the course? Do you want them to remember and recall the features of a particular product? Or do you want them to use the newly-acquired knowledge to suggest the most appropriate product to a customer? The two questions that I have listed here are the probable outcomes of the training course, and each outcome influences the scope of the training.

For example, if you want your representatives to just recall the features, then the scope of the training will be modules that outline the features of the newly-launched products.

However, if you want them to use the knowledge to suggest the most appropriate product, you are basically asking them to recall the features of different products, compare the features with the needs of the customer, and then suggest the most suitable product. In this case, the modules will focus on features of the newly-launched products, types of ships, needs of a builder of a particular type of ship, the features of your product and how these features address those needs etc.

Task Analysis.jpg

4. They will determine the best delivery mechanism

Your e-Learning developer will also determine the way in which the training will be delivered. For instance, if the training aims to make your employees aware of the features of a product, the ideal course will be an online module that will use a click-and-reveal strategy. In contrast, if a module aims to hone selling skills of the representatives, then just listing the points on how to suggest the most appropriate product won’t suffice. Rather a scenario in which a character analyses the needs of the customer and then suggests the most appropriate product to close a sales deal will prove far more effective. Moreover, the inclusion of activities such as role-plays will allow your employees to effectively apply the learning to real-life situations.

Task Analysis_1.jpg

5. They will keep the learner in mind

Learners are the core of any training. Therefore, your e-Learning developer will study the employee demographics, motivational level, skillset etc. to design an engaging course. For example, if your sales team love social media, your e-Learning developer might suggest using Pinterest wherein the employees can pin advertisements that use persuasion to sell their products. Thereafter, they can analyse and discuss the pins during the training period. Thus, your employees will become active learners instead of passive listeners.

6. They will take care of the course’s look and feel

The navigation style, layout of different elements, and images/graphics play a critical role in learning. Present a layout that is packed with text and images, and you will overwhelm the learner. Likewise, a confusing navigation style will leave the learner lost and confused, thereby even demotivating him/her.

Images too can aid the learning process vastly. Hence, choosing the correct images will be one of the important tasks your e-Learning developer will be performing.Let me give you an example. Given below are two images of the human digestive system. Now, if the objective of the course is to make the learners recall the parts of the digestive system, which image will you use?

figures1and2An e-Learning developer will choose Figure 1. That’s because the learner’s attention will remain focus on the digestive system. In contrast, in Figure 2, the hair, the face of the person is visible; therefore, sub-consciously, the attention of the learner will split between the essential (the digestive system) and the non-essential (the hair, the face).

7. They will act as a trouble-shooter

The job of an e-Learning developer does not end by developing a training course. Evaluating the course is also important. Your e-Learning developer will take feedback from the sales managers, the sales representatives, and customers to gauge the effectiveness of the course.

Formative Evaluation

Based on the feedback, your e-Learning developer will make further improvements. For example, if some employees having difficulties in remembering the features of different ships, your e-Learning developer will create a printable chart for a quick reference.

Thus, an e-Learning developer is someone who is well-versed with learning principles as well as tools and technology. If you hire one to develop your course, rest assured that you will not regret your decision.

About the author:

Punam Parab has been active in the field of e-learning, instructional designing and content development for close to a decade now. She has experience in designing content and learning materials for both children and adult learners. Likewise, she has developed both offline and online courseware and considers creating scenario/story-based learning modules, designing curriculum and developing academic content as her specialities. You can find more about her on http://punamparab.weebly.com

Using button sets and audio files in Storyline

Button sets are a good option to use in an interactive design as the logic of the button set permits only one button to be selected at any one time – so when the learner selects one object from the button set, the others automatically become deselected.

In this example I used button sets, layers and triggers to allow the learner to listen to individual sound tracks one at a time from the one slide.

Here’s how I did this:

1. Create the base layer

Firstly, I added a background image and seven images/objects to the base layer.  You could use the standard Storyline buttons here – or any image/object you like.

2. Create slide layers button/object and associated audio file

Then I created a slide layer for each object on the base layer and inserted the relevant audio file (to be associated with each of the objects on the base layer) onto each slide layer.  I also added a descriptive callout to each of the slide layers so you are able to tell that you’re on a different layer when you select an object.


2. Add the objects to a button set

Storyline generates a default button set automatically for every slide.  You can use this set, or you can create your own button set.  This is explained in detail in this article by David Fair.

I created my own new button set and named this “sounds”.


When you add objects/buttons to a button set, a “selected” state is automatically created for that object or button.  You can edit this selected state the same as you can edit any other states of an object or button.  The default format for this selected state when you use button sets is a “glow” based on one of your theme colours.


3. Add the triggers

There are two types of triggers I needed to include in this design.  The first trigger was the “show layer” trigger, assigned to each object on the base layer to show the relevant slide layer “When the user clicks” the object.


The second trigger was a “Play media when the timeline starts” trigger added to each of the slide layers.

4.  Check the slide layer properties

The last thing I did was to tick the “Hide slide layer when timeline finishes” visibility option in the slide layer properties .  This probably wasn’t really necessary for this design, but it pays to check these options, depending on what content and media you have on your slide and slide layers.

If you have audio (eg narration) on your base layer, you will need to select the base layer option “Pause timeline of base layer” to pause the audio narration in the event that the learner clicks on any of the objects/buttons that will take them away from the base layer and on to one of the slide layers before the narration finishes.


Some Tips

You don’t need to use the standard “buttons” in Storyline to use the button sets feature – you can create button sets from any object.

You can add objects/buttons to a button set at any stage – just follow this same process of selecting the object/button, right-clicking and choosing the relevant button set.

Depending on the type and/or length of the audio you’re including in your layers, you may want to consider adding a “close” option so that the learner can leave the layer if they don’t want to listen to the audio to the end.

The Result

Here is the final demo I created whilst writing these instructions – click on the image below to view the demo.


How Long Does it Take to Develop 1 Hour of e-Learning?

One of the most common questions I am asked by my clients as an e-Learning developer is – “how long will it take”?

Research conducted in 2010 by Bryan Chapman, Chief Learning Strategist at Chapman Alliance is commonly referenced in the context of development time for learning across several learning formats.

I have pulled out the information relevant to e-Learning from this research and compiled a guide to assist with estimating how long it may take to develop 1 hour of e-Learning.

Of course, each e-Learning project is unique – in this compilation of information the estimates are based on the complexity of interactivity, from passive through to limited interaction and then moderate participation.

View this SlideShare for more information.

Reflecting on 2015


This time last year I wrote a blog post reviewing how my 2014 went and setting some goals for 2015. Looking back on this post, my prediction that 2015 would bring “many opportunities and challenges” has certainly come true and  I have definitely done some “learning, sharing and achieved success” on a number of levels. Most importantly, I have learnt a lot about myself and have a much clearer view of what it looks like for me to be happy in my work.

There were some dominating themes in my 2015 – some amazingly rewarding and some less so. I’ll start by reflecting on the “less so” ones so I can end on a positive note.

Managers, managers, managers

Early in 2015 I took on my third client as a freelancer and decided it was time to commit to working for myself and focus on providing a great service to my own clients as a freelance instructional designer and e-Learning specialist in a full-time capacity.

I could write a whole book on my previous experience with managers – needless to say, it has not all been positive. As a committed worker, focused on achieving goals and objectives, my expectations of a manager are what I would call fairly standard:

  • I need to know what is expected of me and be provided with everything I need to achieve objectives as both an autonomous worker and as a valued team member
  • I need to feel empowered to use my creative abilities
  • I need a manager to keep in touch – pick up the telephone, communicate their expectations and provide feedback when necessary

In my experience, some managers have no issues with any of this, but some do. Those who do, in my opinion, should probably not be managers.

I am someone who does not like conflict and will do everything I can to avoid this – and I most definitely have enormous respect for a manager who has the ability to manage team conflict efficiently and effectively.

“Creative leaders should develop a specific behaviour and character of a supportive, facilitative kind that provides employees with goal clarity, autonomy, freedom, intellectual stimulation and fair evaluation as these are found to be conducive to creativity and productivity.”

I work most effectively when I am working towards a goal – whether I set this goal myself, or whether it has been set for me. Setting realistic goals when you are working in a field that requires creativity is often challenging and in my experience requires a sound understanding of how to balance creativity with productivity.


I chose to become a freelancer for many reasons. I have experienced my share of office politics and I believe this just gets in the way of creativity and the ability to produce good work.

I work with commitment and integrity and my focus has been and always will be on excelling in my role. I thrive on variety and diversity in my work and as a freelancer I have much more control over the work I take on which in the end means more job satisfaction for me.

“Becoming an expert in the business of freelancing is a full-time job in itself”.

~ Ant Pugh

As someone who is relatively new to freelancing, I have come to realise that you need to devote quite a lot of time during your week to running your business. A fellow freelancer wrote a great blog post last year – 6 Surprising things I have learnt as a Freelance Elearning Designer which covers this beautifully in his first point.

I have also experienced first-hand the instability in freelancing. I don’t have an issue dealing with this as I have always been realistic with myself about this situation. From the perspective of having a better work/life balance I am very happy with the situation where I work long hours for a client when required and then have time between projects to refocus, spend time on professional development and connect with my network.


The most challenging aspect of my experience with communication since I have been working predominantly in a remote capacity has been achieving effective communication with both managers and clients.  In this age of technology when an increasing number of roles are being undertaken in a remote capacity, responsive and timely communication is essential.


Everything I achieved in 2015 was influenced by a truly supportive network of like-minded professional.  Networking takes time and effort, but the rewards are undeniable.

One of my goals for 2015 was to contribute more to discussion forums in my network.  This has brought mixed results for me – some groups I belong to or follow don’t have a strong membership and discussion threads are sparse, with responses often not forthcoming.

As a freelancer, most of my work comes through my social media presence and working out what works for me is an ongoing challenge. So, what does work?  Giving, not just taking. Recognising and acknowledging the contributions and achievements of others can be rewarding in many ways. I appreciate it when others take the time to connect with me and respond to things I’ve written or posted, so by doing this myself I feel like I’m contributing to my personal learning network in a positive way.

As an active member of the E-Learning Heroes community, my contributions to the weekly challenges have seen me reach the status of 11th position for submissions to these design challenges, with 41 submissions so far and a wealth of learning and sharing coming out of this.  I would like to congratulate each and every participant in these challenges – well done for being prepared to share your expertise and build this amazing community!

I have also found this community to be super-responsive whenever I have asked for help with technical issues and with a following of over 200,000 members, a definite positive in my 2015 year and as a community of like-minded professionals, I don’t believe you can do any better than this network.


I am still working on what my ideal scenario will be as far as the services I offer as a freelance instructional designer and e-Learning specialist.  My background in corporate training and knowledge management is still a major influence as far as what I am passionate about, so I am hoping that 2016 will bring a clearer picture as far as how I can incorporate these into my work.

Using Question Banks in Articulate Storyline for Random Branching Scenarios

A client recently presented me with a challenge to create a course with a number of scenarios, but wanted the learner to view only one of these scenarios randomly.

In Articulate Storyline, Question Banks can be used for storing slides other than question slides.  This is how you can go about setting this up.

1. build your scenarios

In this example, I set up each scenario in a separate scene.

The first slide in each scenario is the slide that ends up being the one you import into your Question Bank.  In this example, I’ve already imported the first slides from three of the scenarios.  Scenario 4 has the first slide waiting to be imported into the Question Bank.

2. create your question bank

From the Home tab, click on Question Banks in the Scenes group, then select “Create Question Bank” from the list of options.

Give your Question Bank a meaningful name, click OK and your Question Bank will be created.

3. import slides into your question bank

You can access your Question Bank from the drop down list under Question Bank in the Scenes group.

Open your Question Bank and click on ‘Import Questions’ from the Insert group of the Home tab.

Locate the slide you want to import and click to select it.  Note the ‘Import’ options at the top of the Import Questions dialogue box – you have the option to ‘Copy’ or ‘Move’ your chosen slide.  The way I built my Scenes I intended to move the slide, so this is the option I chose.

4. create your “draw from new question bank” slide

I then built an initial Scene that contained an opening and closing slide, plus a ‘Draw from New Question Bank Slide’ – this is the key slide to get your random branching scenario draw set up.  To add this slide, choose ‘New Draw from Question Bank’ from the drop down Question Banks list in the Scenes group of the Home tab.

(Tip:  You need to be in ‘Story View’ to access this Scenes group)

5. modify the triggers

Once you have imported your slides into your Question Bank, you will need to modify the triggers.  The trigger for the Next button needs to be modified to jump to the next slide in the scenario, which will be the first slide in the scene you have set up after you imported the initial slide from the scene into your Question Bank (I labelled this slide ‘Scenario 1/2/3/4 – Continued’).  You should also delete the ‘Jump to previous slide’ trigger assigned to the Previous button.

6. view the final production

This is the final production in a video format.  You can see from the Menu that the course progresses from the ‘Opening Slide’, to a randomly selected Scenario drawn from the Question Bank, then ends with the ‘Closing Slide’.  I’ve played and recorded this twice so you can see the random selection of a different Scenario.

If you want the learner to view more than one of the scenarios, there is a slightly different process you need to follow – thank you to my good friend Matt Guyan for troubleshooting how to set this up for me.

You will need to set your scenario content slides up in layers, then add number variables and conditions on the Next button to show the layers.

source files

Here are the Storyline source files if you are interested in taking a look behind the scenes at how this all works.  Enjoy!

Random branching scenario – view one scenario
Random branching scenario – view more than one scenario

7 Ways to Create Engaging eLearning with Articulate Storyline

1.  Personalise the Learning Experience

A really simple but effective way to personalise the learning experience and engage learners is to capture a learner’s name, then reference their name as they progress through the course.  In Articulate Storyline this is achieved using text variables and is a simple 3-step process explained in this article by Nicole Legault: Add and Display a User’s Name in Storyline.  Here’s an example of how this works: Creating Effective Meetings

1. Personalise

Another way you can personalise your course design is by offering separate learning paths based on the learner’s job role.  Whilst not built in Articulate Storyline, this example by David Anderson explains how you could use this concept in your course design by building branching scenarios: Hands-On: Creating Branching Scenarios


2.  Make the Course Visually Appealing

Learners find it difficult to be engaged if the course doesn’t appeal to their visual senses and may actually judge the value of a course’s content by the visual design.  The key ingredients to good visual design include colour, contrast, repetition, alignment and balance.

Before you start building your course, it’s a good idea to define your key design elements.  Articulate Storyline comes with a range of built-in colour themes to choose from, or you can easily create and save your own.

2. Visually appealing

There are some other useful resources freely available that can assist you with choosing colour for your course design.  You can read more about this in this post “Choosing Colours for eLearning”.

One way to achieve contrast in your course design is to choose contrasting fonts.  You can select from a range of built in theme fonts in Articulate Storyline, or create your own custom theme.

Deciding on a style for graphics, images, icons and other design elements and using this style throughout the course slides will help to ensure consistency and repetition.  You can easily format these design elements and maintain consistency in line with your chosen colour theme by using the format options in the context sensitive ribbons.

2. Visually appealing 2

Alignment is a critical design principle.  All elements on a slide should line up with “something” – they shouldn’t be just randomly spaced.  There are a number of alignment options available in Articulate Storyline to help with this, including the ability to distribute elements horizontally or vertically with the same amount of space between them all, or you can choose to view the Gridlines and manually align your elements to these.

2. Visually appealing 3

If you need some help with balancing the design elements on a slide, you could start with one of the slide templates.  When you go to insert a new slide, choose the Templates tab, then select your template – the “Character Display Panels” template slides show here comes built-in with Articulate Storyline, are fully customisable and are a great starting point for designing well-balanced slides.  Once you start to build your own collection of slide designs, you can add these to this templates area and reuse them in future designs.

2. Visually appealing 4

3.  Give Learners a Choice

Creating a learning experience that allows learners to make choices throughout the course is a good way to actively involve them in their own learning and keep them engaged.  This can be as simple as allowing them to choose a character to guide them through the course, or choose what they would like to do next.


This New Hire Orientation Drag Navigation demo by David Anderson presents learners with a choice by prompting them to drag the course character through a door to immediately branch to a new scene.

3. Give learners a choice 3

By incorporating choices throughout a course you cater to different learning styles and the course navigation becomes less linear.  Giving the learner control over their learning will keep them more engaged and help with retention of information.

4.  Encourage Exploration and Discovery by Including Interactivity

Interactivity is about letting learners decide what they’ll see on the screen by inviting them to interact, rather than “pushing” the information to them.

Almost all interactivity is built on three elements – click, hover or drag and engages the learner by requiring them to make decisions, either by applying what they’ve learned or giving them control over the content they want to see.

This Flat Design Office Workspace example created in Storyline by Andrew Sellon is proposed as an alternative way to present a new manager training program.  The learner accesses the course content by clicking on the various elements on the virtual desktop.

4. Interactivity

In this example by Andrew Sellon, he uses Articulate Storyline to create an interactive photo of his desktop.  Using the markers in Storyline, he adds 16 points of interest.  The learner is prompted to hover over each of these points to explore the audio setup and a description displays, then by clicking on each marker a window opens with more details.  This is a really effective way to invite exploration and present the course content from the one screen.

4. Interactivity 2

This Customer Service drag and drop example by Tom Kuhlmann uses a character and dialogue to present the learner with a challenge, requires them to make a choice and interact with the course by dragging and dropping their response, then uses the character to provide the feedback on the consequence of that choice.  This type of interactivity is based on the 3C model (challenge, choice, consequence) and is a very powerful way to present course content for maximum retention of knowledge.

4. Interactivity 3

There are a lot of considerations when building interactive eLearning – this article by Tom Kuhlmann provides more information on this concept, including examples of each element and recommended resources: Here Are the 3 Building Blocks for Interactive eLearning

5.  Use Case Studies or Scenarios

The power of surprise is an important element in the learning process.  When learning is predictable and the element of surprise is eliminated, learners tend to be passive and take less active roles in their learning.  By incorporating scenarios into your design, learners will be compelled to take different views and by bringing the unexpected into the learning, it becomes more authentic.

In this branching scenario by Melissa Milloway, learners are presented with four cases and can choose the order in which they view these.  Each case portrays a character and depicts real life situations relevant to workplace violence.  The learner is asked to choose a course of action and consequences are fed back based on their choice.

5. Scenarios

In this Storyline example by Richard Watson learners explore emergency response options.  The addition of a countdown timer makes this scenario more realistic and the comprehensive feedback slides reinforce the consequences of the learner’s decisions – even being indecisive has a cost in this training!


To build a great scenario, the content should relate back to the real-life situation your learners will face when they go to apply the information from your course. This article by Nicole Legault explains how you can Build 3-Step Scenarios Like a Pro With Storyline.

6.  Use Characters

In an online environment, learners can find courses impersonal, unnatural and boring if someone or something does not fill the role of an instructor or trainer.  Effective use of characters in an eLearning experience not only enhances the course design, but engages learners helps to increase knowledge retention.

Articulate Storyline comes with a range of illustrated and photographic characters each with a variety of poses and expressions that you can easily insert into your course design, or you can use your own characters.  Here’s a chart of the illustrated characters that come with Storyline: Quick Chart: Articulate Storyline Characters

6. Use characters

You could use characters as presenters to present the course information to the learner, or as avatars to guide the learner through the course and assess their knowledge through questioning.

6. Use characters 2

You could also embed the learning in conversational dialogue of two or more characters, or use storytelling or scenarios where the characters play a central role that the learner can learn a lesson from.  This post on 3 key Elements of eLearning Storytelling provides more information on the elements of a good story and how these can be applied to eLearning design.

In this Maths Skills example by Linda Lorenzitti, progressive dialogue between two characters leads to a maths lesson, then an interactive quiz to test the learner.  The comic book style design and the choice of characters add another dimension to what could otherwise be a difficult topic to present in an engaging way in an eLearning course.

6. Use characters 3

7. Use Audio and Video

Effective use of audio makes an online course appealing.  Good quality audio narration enhances the learner’s interest and concentration and helps reduce cognitive load.  You can insert audio into Storyline from a file, or record straight into your project using your microphone.  If you need some tips on working with audio, there’s more information in this post:  Tips for working with audio in Articulate Storyline

7. Use Audio

Videos are a great way to engage your learners emotionally and there’s no doubt that it’s often easier to learn by watching how to do something than by reading about it.  Storyline makes the addition of video to your course very easy – you can add video from a file or a website, or you can record directly into your project using a webcam.  If you need some tips on working with video, there’s more information in this post:  Tips for working with video in Articulate Storyline.

7. Use Video

Smartphone video training for course designers

I recently participated in one of the e-Learning Heroes’ weekly challenges which challenged participants to create a training video using their smartphone.

Before I started this challenge I did a bit of research on using smartphones for video production and came across this YouTube video which I found extremely helpful, particularly the tip about how to focus on the main object you’re trying to capture in your video.


I produced a short video on the topic “How to make coffee” and learned many lessons along the way.  This challenge proved to me that there is value in considering this option for producing training content, but having the right set-up equipment would definitely help.

Here is my final production, with an overview of how I went about this and what I learnt   (click on the image).

How to Make Coffee

You can view other entries in this challenge on the e-Learning Heroes community blog here: E-Learning Challenge #42: Smartphone Video Training for Course Designers