Practical tips for easy transcribing

I was given a task recently to transcribe an old video so we could make some easy edits to the script and re-record the audio. Remembering how to create closed captions in e-Learning, I thought I would use the same process for transcribing. I only wish I knew these steps when transcribing all my long interviews while working on my Masters!

So here are some easy steps to follow:

Converting Audio to Video using PowerPoint.

  1. Insert audio by clicking on the Insert Tab, the Audio button dropdown and then selecting Audio from File.
  2. Compress the media by clicking on File and Compress Media. Select Internet Quality from the list. Once the progress bar has completed, click Close.
  3. Save the audio as a video file by clicking on Save & Send under File. Select Create a Video from the list, and then Create a Video again. Chose the folder you want to save the file in, change the name, and then Save.

 

Uploading videos to YouTube to create Subtitles/CC (SRT Files)

  1. Click on the Upload icon and drag and drop the video files into the browser.
  2. Change the Privacy of the videos to Private.

YouTube will automatically try to apply subtitles to your videos, but it may take a while for this to be processed.

  1. Click on Video Manager.
  2. Select Subtitles/CC from the Edit dropdown.
  3. If YouTube has created the Subtitles/CC file, click on the English (Automatic) button to view and edit the subtitles. Click on the Edit button.

If YouTube has not recognised that the recording is in English or has not been able to create the file, then click the Add new subtitles or CC button. Select English. Select Create new subtitles or CC button.

  1. Edit the Subtitles as needed and click Save Changes.
  2. Click on the latest Subtitles you have created.
  3. Click on the Actions button and select .srt from the dropdown.
  4. Chose the folder you want to save the file in, change the name, and then Save.

 

 

 

 

 

 

 

Multiple Choice Quiz Makeovers in E-Learning #159

It just so happens that I am currently working on a project converting an existing face to face course to eLearning. One of the mandates was to try and keep the current look at feel of the existing assessment model which fit in perfectly for E-Learning Challenge #159.

Existing question 1: Draw around the parts of the overhead that are live at all times. Below is a photo with the model answers supplied:

EAB Question 1.PNG

Solution: Create a Pick Many freeform question where learners are presented with a similar question with descriptors and need to select the appropriate live areas:

 

Existing question 2: Which is the correct emergency Minimum Approach Distance? Below is a photo with model answer supplied:

EAB Question 2.PNG

Solution: Create a Pick One freeform question select the correct image:

Build and Share Your Own E-Learning Stock Image Library #72

I was revisiting some of the old E-Learning challenges and came across this one: Build and Share Your Own E-Learning Stock Image Library #72. Having worked in a few companies as the role of a learning designer, finding images without having to pay for them, with no budget, is one of my biggest challenges. It is time consuming, and if you are not a professional photographer with a great camera, you can run the risk of poor quality photos.

Over the years I have worked on improving my photography. Thankfully in the last couple of roles I have managed to attract interesting projects to help inspire me, not to mention get me out of the office. For example, working for a rail company, I was asked to develop a course of Electrification Safety Basics to help build awareness for working around overhead power lines over the tracks. So off I went, iPhone in hand to grab some photos of the overheads around the metro lines in Auckland. Some of these were specifically taken around Onehunga.

Here is some of the photos that I took for the project. I have added the original hi-res images in Resources. Click on the image to open the file.

Electrification Photos

 

Game-based learning compliance requirement

Project Background

Working back in the insurance industry, one of my annual projects was to take one of our annual compliance courses and re-design it for a new compliance refresher activity. Annual compliance training is not new, and it is often met with resistance. The topics are familiar to people and the subject matter has often been covered many times over. Not wanting to deliver the same old information slides, intermixed with scenarios, and the traditional assessment built into the end, I trawled through eLearn examples offered through the E-Learning Heroes Community, trying to find a new way of delivering repetitive content.

I was inspired to try something a little different which would allow me to up the fun factor with a game, while incorporating a little bit of the real world with scenarios that allowed learners to make choices.

How did it work?

The game itself was designed around real world scenarios that represented the NZ Privacy Principles. For each scenario, learners were asked if a potential breach had been found, or if privacy was upheld. The game took approximately 5 to 10 minutes to complete. If the learner achieved 80% then no further action was required. If they didn’t achieve this, then they were re-directed to a 20 minute eLearning course to revisit the principles once more.

How did the learners feel about the new game?

As I had made a significant change to the learning design, I was interested to see how learners felt about the experience. Certainly the uptake in the course was clearly positive by the number of attempts we recorded in the first week when compared to the previous traditional approaches. Normally our uptake would be around the 30% mark, which required chasing people up during reporting. The news of the game, and how easy it was to complete had our uptake jump up to 60% within the first week.

Using the first level of Kirkpatrick’s Four-Level Training Evaluation Model to analyse the effectiveness and impact of the game, where I created a questionnaire to establish how learners reacted to the training, 90% of trainees felt the training was worth their time; and 88% thought it was successful. A number of the comments were supportive, stating that they appreciated the opportunity to apply their existing knowledge to scenarios without having to complete a traditional eLearn on a topic they were already familiar with. A few people did state they felt that their area of the business hadn’t been as represented in the scenarios, and they felt it difficult to apply the scenarios without fully understanding the context. While you cannot please everyone, the learning here for myself as a learning designer will be to try and create more personalisation in training, or at the very least to create more generic scenarios where learners can see how scenarios apply to them in their own roles.

So what were the benefits for management?

The total number of people who passed the activity was 77%, which illustrated that the scenarios were challenging enough. By introducing the game approach on a subject people were very familiar with, we reduced the amount of time in training. If I had used the traditional approach, the total training time for the organisation would have resulted in 53 hours. With 77% of learners passing the game, the total training time for the organisation dropped to 38 hours.

 

The A in the ADKAR change management model: Marketing new course with a learning bite

Working on a national change management project to change behaviours for safety, it was decided that we would employ the ADKAR change management model to guide individual and organisational change. For those that are not familiar with ADKAR, the acronym represents the five outcomes an individual must achieve for change to be successful: awareness, desire, knowledge, ability and reinforcement.

The first milestone of the ADKAR model was to build awareness, meaning that we need to share both the nature of the change and answer why the change is necessary. There are a number of ways to build awareness, from communication plans, providing access to information and creating events. We did this with sponsor messages, engaging conversations with the leadership team, and business wide communications. Liking the idea that we could build an opportunity for learning into this milestone of the model, I designed a short bite (30 secs) teaser video which we embedded into our communications to the business.

I’m a panel member in 6th Annual Blended Learning Conference

I’m going to be a panel member in the upcoming 6th Annual Blended Learning Conference in Wellington, New Zealand. If you’re attending the conference, it’s an interactive panel discussion on anticipating and overcoming Blended Learning challenges discussing:

• Anticipating and minimizing technical, organisational and instructional challenges

• Methods for strategic problem solving

• Adapting design and implementation to facilitate change

If you’re planning to attend the conference, I hope to meet you in person. This is the first conference I’ve been anything more than an audience member of, and I’m excited to connect with other blended learning enthusiasts.

Blended learning conference banner

Storytelling with Animated Text, Images, Sound, and Video in E-Learning #158

Storytelling in eLearning is something I have only recently started to play with. Working with a team on a Zero Harm project (in the role of Learning Designer and eLearning Developer), we are developing courses on the company’s critical risks, including Health, Safety and Environmental Risk Management. For our Senior Management Team, I employed the storytelling technique to reduce the amount of interaction required (this was a preference of the group).

The example features animated text and graphics synced with audio narration. The on-screen text is minimal and relies on supporting visuals to complement the audio.

A while back, a colleague I developed a customer service course. Using blended learning to break up the course content into sizeable chunks, we also employed the storytelling technique (this was the first time we had ever done this). My role in this particular project was as the storyboard designer, and my colleague, Marisna Roodt was the eLearning developer.

My colleague and I learnt a lot of lessons in the development of this course, including the importance of decent audio equipment, and allowing for more development time to consider other visual elements to reduce some of the text.