The Logical Blog by IconLogic

ADOBE ROBOHELP 2019: The Fix is In!

Adobe recently released RoboHelp 2019, a totally reimagined, rebuilt, re-everything RoboHelp. If you're a veteran RoboHelp user, I'm thinking you'll find the overhauled interface to be intuitive and significantly cleaner than previous versions of RoboHelp.

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In RoboHelp 2019, there are far fewer toolbars or tools. And while there are still some dialog boxes in RoboHelp 2019, much of the topic formatting work can be performed in panels to the left and right of the application window.

While Adobe has spent significant time streamlining RoboHelp's interface and development process, there are some awesome enhancements as well. One of my favorite features is Auto Fix Content. Although it is not necessary for you to know HTML to create RoboHelp projects, knowing a little HTML can pay off when imported content causes trouble because of misplaced or missing HTML tags.   I imported an HTML file into a project. I then opened the topic expecting to see it in the Author window as shown in the first image above (where you see the text and the heading About This Guide).   What I didn't know prior to importing the HTML file was that there were HTML code errors in the file. While the file imported without issue, upon attempting to edit the file, it automatically opened in HTML View.   In the HTML View, I noticed that there was an error icon next to line 20 as shown below.

I ran my mouse over the error icon and was alerted that the HTML file wasn't following conventional HTML rules (where tags must be paired). I'm comfortable with HTML and could have easily fixed the problem myself by adding the missing tag. However, if HTML isn't your thing, you'll love this awesome feature.

From the top of the HTML View window, I clicked the Auto Fix Content icon.    In a blink, RoboHelp automatically fixed all of the errors. (For instance, in the image below, a missing paragraph end-tag was added on line 18.)

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Need to learn Adobe RoboHelp? Want to save on travel? Consider our live, online, and 100% interactive and hands-on RoboHelp classes. (If you prefer onsite training, send us an email. We can come to you!)

TECHSMITH CAMTASIA: Out of Sight, Out of Mind

How often have you had multiple objects on the Camtasia canvas and found yourself moving one object out of the way so you could work with another object? If you're like most developers, I'm thinking it's a common occurrence. And while it's not difficult to move an object (just drag and drop), you'll likely have to put the misplaced object back where you found it.   In the image below, I've positioned four objects on the canvas (each of the objects shown below are available for free via Camtasia's Library).

I'd like to change the behavior of the two people on the canvas. However, I consistently found myself selecting the house by mistake and either moving it or accidentally applying behaviors to the wrong object. Also, when previewing the video, I wanted to hide the house and focus instead on the two characters.   Fortunately, the solution to both problems is incredibly simple. On the Timeline, click the Disable Track icon (the eyeball) for the Track containing the item that's in the way.

Not only are the items on the disabled track hidden from view on the Canvas, they won't preview nor will they publish.

If you'd like the hidden objects back, simply Enable the track.

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Looking to learn how to develop eLearning in Camtasia like a pro? Check out our live, online Camtasia classes and one-on-one mentoring sessions.

TRAINER TRAINING & CERTIFICATION: Next Online Class is February 19-20!

Learn to Teach Live, Online Classes Master Some Amazing Tactics For Engaging Virtual Learners

Teaching live, online classes isn't as easy as it sounds. Learn how to engage learners who attend your classes from anywhere in the world! More and more companies are embracing live, online classes. If your company wants you to teach online, great. But teaching online isn't as easy as it sounds. For instance, how can you be sure that your class isn't boring? How can you keep your audience engaged, even when your content isn't very exciting?   The International Council for Certified Online Training Professionals (ICCOTP) promotes standards of excellence in delivering online training in a wide variety of formats by instituting a certification process for online trainers.   The Certified Online Training Professional (COTP) course aims to ensure that online training events and classes provide high-quality, memorable, enjoyable, and, most of all, effective learning experiences to participants.   Learn some best practices for engaging an online audience. Learn the hardware and software you'll need to host online training. Are your materials ready for an online world? We'll teach you how to prepare your existing materials for online access and even how to create awesome, visually-appealing presentations.   If you need to include quizzes in your online course, do you know how to create effective questions (and surveys)? We'll show you how. And you'll get a chance to take the controls of an online training room and teach for a few minutes to your fellow COTP candidates.   ***   Sign up for the February class using coupon code SKILLS10 and save 10% off the price of certification. Learn more about the certification course (and sign up) here.

ARTICULATE STORYLINE: Publish a Portion of a Project

When publishing a Storyline project, it’s often preferable to publish a small section of the project instead of the entire thing (a single slide for instance or an individual scene). Fortunately, Storyline 360 makes quick work of this task, if you know where to look.   Open Storyline’s Publish dialog box by either using the Publish tool on the Ribbon or choosing File > Publish.   From the Properties area of the Publish dialog box, click the link to the right of Publish to open another Publish dialog box.

From here you can elect to publish the entire project, a single scene, or from the A single slide drop-down menu, specify any slide from any scene within the project.

Click the OK button and then click the Publish button to publish the selection.   Need to learn Articulate Storyline? Want to save on travel? Consider our live, online, and 100% interactive and hands-on Storyline classes.

ADOBE CAPTIVATE: Getting Past the DPI Awareness Error

Creating software simulations has always been one of Captivate's core strengths. From the Home screen, double-click Software Simulation, select the area of the screen or application to record, select your mode (or modes), click the Record button, and away you go.   The recording process is seamless, except when it's not. These days I'm seeing a particularly frustrating error appear for more and more of my students. After double-clicking Software Simulation, instead of seeing a Recording Area and a control panel, users are seeing an error message about DPI Awareness. Specifically, the message says "Capture is disallowed since High-density displaying was detected. Please set 'DPIAwareness = 1' in AdobeCaptivate.ini and restart the application."

Fortunately, the error only seems to affect people running a recent version of Windows 10 and only developers who are using a PC with a Retina display (such as a Microsoft Surface Pro). Unfortunately, there are more and more people with Retina displays who are reporting the error.   You can manually locate the AdobeCaptivate.ini file mentioned in the message by looking in the Adobe Captivate application folder. You can then edit the file in Notepad and change the DPI Awareness from 0 to 1 (and then restart Captivate).

After changing the DPI Awareness and restarting Captivate, the Captivate software will be pretty small. However, you'll be able to move forward with recording the software simulation.   While it's not difficult to edit the ini file, I'm betting if you're like most people, editing a support file in Notepad isn't something you're anxious to do. If so, I have a few alternatives for you.   First, close Captivate. Then right-click your desktop and choose Display settings. From the Scale and layout area, choose 100% from the Change the size of text, apps, and other items drop-down menu.

Return to Captivate and try to create a software simulation. If the DPI Awareness issue is gone, great. If not, exit Captivate, right-click your desktop and choose Display settings again. From the Scale and layout area, click Advanced scaling settings.

From the Fix scaling for apps area, turn off the option that allows Windows to try to fix apps so they're not blurry.

Return to Captivate and try again to create a software simulation. If things still aren't working, don't panic... I've got one more trick up my sleeve. With Captivate once again closed, right-click the AdobeCaptivate.exe file (located in the Adobe Captivate application folder) and choose Properties.

On the Compatibility tab, select Run this program in compatibility mode and choose Windows 8 from the drop-down menu.

Click the OK button and restart Captivate. While the program itself may look tiny, you'll be able to move forward with your software simulation.   Until a better solution is made available from either Adobe, Microsoft, or both, one or a combination of the steps above will likely work for you. If you have a better workaround, please share via a comment.   ***   If you're looking to learn Adobe Captivate, we've got an awesome collection of single-hour mini-courses, 3-hour sessions, multi-day classes... all live, all instructor-led, all online, and all incredibly interactive.

ADVENTURES IN TEACHING: Getting Hooked as a Live, Online Trainer

by Jennie Ruby, CTT, COTP

As I write this, I am sitting at home looking out at a storm that has paralyzed commerce up and down the East Coast. I’m making no money. That is because an in-person class I had scheduled for today had to be cancelled. It was postponed until next year. Had I been scheduled for an online course, I would be working, and getting paid, today.

 

I’ve been in the training industry for more than 20 years, and at this point I am making most of my income by teaching online. When I have to go onsite to teach, I feel very put-upon: “You mean I have to get up before dawn? I have to get dressed in a suit? Drive in the hurricane or in the snow? On the BELTWAY???” 

 

When I reflect upon it, I realize that these are strange words coming from an erstwhile hardened road warrior. I’ve taught all over this town (I’m in the Washington, DC, area) and all over this country (I’ve been to 47 of the 50 states!). But now I most often teach from the comfort of my home office. 

 

No, I do NOT teach in my pajamas. C’mon! I know you were thinking that! Usually jeans and a nice shirt, if you must know. The nice shirt is just in case the webcam comes on by accident. (One must at least be minimally presentable, after all.)

 

So how did I first discover teaching online? To find the beginning of my online story, we have to go back almost to the turn of the century. No, not THAT century! The most recent turn of the century. Here is the story of how I became one of the early adopters of online teaching.

 

I was sitting in a manager’s office, because it was one of the few spaces offering some quiet in the busy classroom building. Participants in other classes were chatting in the hallway on their way to their morning break. I tested my headset to see whether that background noise was coming through.

 

“Can you hear the people talking in the hall?” I asked my online students.

 

“No, I don’t hear anything,” came the response.

 

“No” “No”—a string of no’s scrolled quickly in the chat window.

 

I was just beginning my first online class ever. It was the fall of 2001. 

 

Now before you think you can guess what happened next, let me tell you that the horrendous events of 911 had already taken place. And plane travel in the United States was a very fraught topic right about then. I had already had a teaching gig in California cancel. And the flow of students who came in from all over the country to our onsite training center had all but dried up.

 

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 Can you hear me now?

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So when the manager of a company where I was routinely teaching face-to-face classes asked me to look into this new concept of teaching online, I grabbed the chance. 

I did some research. We mailed the usual classroom printed handouts to the scheduled attendees. And now I was in my first online classroom...

 

…when the fire alarm went off.

 

“I can hear that!” said one of my online students.

 

“Oh my gosh! I am going to have to evacuate the building,” I said. To think of not obeying the fire alarm was not possible—right about then, we were all taking our fire drills very seriously. Plus, the alarm was so loud it was nearly physically impossible to stay in the building.

 

So I told my students that if I wasn’t back in 20 to 30 minutes, they should hang up their phones and log out, and we would reschedule the class. I put the audio on mute, I took off my headphones, and I exited the building.

 

It did turn out to be just a drill, and when I got back inside, all of my students were still there! They had talked among themselves, they had made friends and become acquainted, and they had kept their headsets on and stayed logged in until I returned. The rest of the class went off without a hitch. (I have absolutely no recollection of what the class was about.)

 

But that first online class set the new direction for my career. Air travel returned, and that training company went back to business as usual in classroom training. But I was hooked... online!

 

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Jennie Ruby, CTT, COTP, is a veteran eLearning developer, trainer, and author. Jennie has an M.A. from George Washington University and is a Certified Technical Trainer and Certified Online Training Professional. She teaches both classroom and online courses, and has authored courseware, published training books, and developed content for countless eLearning projects. She is also a publishing professional with more than 30 years of experience in writing, editing, print publishing, and eLearning.

ADOBE CAPTIVATE: Control the Startup Screen for a Published Project

by Kevin Siegel, COTP, CTT

Not all that long ago controlling what learners see first in Adobe Captivate published eLearning content was as simple as creating a visually-appealing first slide in the project. However, if you’ve created content with either Adobe Captivate 2017 or 2019 things aren’t quite as simple. Perhaps you’ve noticed that a mysterious screen now appears when your lesson opens within most web browsers.

 

The default startup screen is a bit plain-looking (it's nothing more than a gray background and a play button).

 

 

I bet you’re wondering why this screen exists, where it came from, and if there’s anything you can do to control it. The screen (known as an Auto Play screen) is necessary thanks to modern browser security protocols that prevent multimedia (such as eLearning content) from automatically playing for a learner without the learner taking the extra step of clicking a Play button.

 

Unfortunately, the Auto Play screen isn't among your Filmstrip slides so there does not appear to be a way to modify or brand it. However, while you cannot stop a startup screen from appearing, but you can control how the screen looks. Instead of the plain gray screen shown above, I want my learners to see the image below (I created the image with an image-editing program and saved it as a PNG.)

 

 

To use the image as the startup screen, open the project’s Preferences dialog box via Edit > Preferences (PC) or Adobe Captivate > Preferences (Mac). 

 

From the Category list at the left, select Start and End. If necessary, remove the check mark from Auto Play. (In older versions of Captivate, you could control the initial screen seen by learners by selecting or deselecting Auto Play. In recent versions of Captivate (2017 and 2019), Auto Play cannot be disabled, even if you deselect Auto Play. Nevertheless, to use your own image as the startup screen, you must deselect the Auto Play check box before you can browse for an image of your own. I know, I know, deselect to select? it's a bit wacky but it's true.)

 

 

Click the Browse button and a background image. (In the example below, the name of the background I’d like to use is called aquo.png.)

 

 

When I previewed the project, the imported image (which was the same width and height of my project) is used as the startup screen.

 

 

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Kevin Siegel, CTT, COTP, is the founder and president of IconLogic. Following a career in Public Affairs with the U.S. Coast Guard and in private industry, Kevin has spent decades as a technical communicator, classroom and online trainer, public speaker, and has written hundreds of computer training books for adult learners. He has been recognized by Adobe as one of the top trainers world-wide.

eLearnChat: All Things eLearning

I really enjoyed my recent session with Rick Zanotti on eLearnChat. You can watch the interview by clicking the image below.

TEACHING LIVE, ONLINE CLASSES: What You Need to Know About Your Online Platform: Part 2

by Jennie Ruby, COTP, CTT

Today I was teaching an online class on GoToTraining. I use this online training platform about three to five days a week. But today, it threw me for a loop. 

 

Just two days ago, I taught a class on this platform and all was well.

 

Today, I logged in one Instructor computer to serve as my main platform. Then I logged in two additional computers: one as my Slide Display computer and the other as my Software Display computer. I was going to be going back and forth between showing slides and demonstrating software. 

 

Here’s where the loop-throwing part happened. As students are logging in, I am finishing my Instructor setup routine. I need to give the two supplemental computers “Organizer” status, so that I can have full instructor features on them. And I can’t do it.

 

I right-click, as I have done for literally years, and it’s not on the menu. WHA???

 

I hate stress when I’m setting up for a class. After all, I spent all evening last night tweaking my slides. I spent all morning making sure the sample files were correct and ready to go. And now, with students arriving, a basic function I’ve routinely done for years has vanished.

 

Between Monday and Wednesday, the GoToTraining folks had launched a new default behavior: Instead of downloading the App to view the class, computers other than the main instructor computer automatically log in with a view-only Web interface. They can’t screen share. And they can’t be made Organizers.

 

Quickly enough, I found the command for “Give me the full-service App!” and I solved the problem. I even had the satisfaction of answering their survey: “How do you like the new automatic Web login? Why are you changing to App view?” Don’t worry, I was quite restrained in my commentary. 

 

Because I knew that on some level it was my own fault. 

 

It is up to the online instructor to know everything about how the online training platform functions. No doubt I received an email or a newsletter from the GTT folks heralding the new procedure, which I should have read. At least I had done one thing right: I was logging my computers in an hour ahead of class time. Although it was true that one or two eager students were also logging in nearly an hour early, I had plenty of time to solve the problem. And even time to answer the survey!

 

Here are some things that you need to know about your online training platform, as the instructor: First, everything from my previous article on student functionality. Then, you need to know how to do the following:

 

Basics:

• Log in as the Instructor/Organizer/Administrator
• Log in backup computers and promote them to Presenters, or Organizers, or Administrators—different platforms have different roles available

In-Class Functions:

• Share your screen
• Share just a view of an app
• Share a Whiteboard (WebEx)
• Share any window (Adobe Connect)
• Create Breakout Rooms

Communicate:

• Chat
• Audio
• Private Messaging

Other special functions

• Hide your screen icons and programs
• Record the session
• Leave the session without closing it
• End the session

Some online training programs are harder to master than others. If you are at all shaky on any of the instructor/organizer/administrator skills, then you might need to work with a “producer.” It’s the producer’s job to operate the online training platform, help you achieve the technical setup you want, and help the students with whatever issues may come up for them. Having a producer frees you to focus on communicating and teaching, without the distraction and stress of platform issues like the one I experienced today.

 

Do you have advice to share? Stressed out moments over problems that you solved? Please share your stories below as comments.

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Jennie Ruby, CTT, COTP, is a veteran eLearning developer, trainer, and author. Jennie has an M.A. from George Washington University and is a Certified Technical Trainer and Certified Online Training Professional. She teaches both classroom and online courses, and has authored courseware, published training books, and developed content for countless eLearning projects. She is also a publishing professional with more than 30 years of experience in writing, editing, print publishing, and eLearning.

ARTICULATE STORYLINE 3 & 360: Forced Learner Navigation

by Kevin Siegel, CTT, COTP

There are times where you don’t want your learner to leave a slide until certain criteria have been met.   For instance, there's an interactive game on a slide (a credit score game you'll learn to create in my Storyline Essentials book). The learner earns 10 points by clicking on slide objects that help improve a person's credit score; they lose 10 points if they click something that hurts a credit score. In the end, learners need to get a perfect score (100%) before moving forward with the lesson. (They can reset the game as many times as needed.)

Preventing a learner from skipping past a slide until certain conditions have been met is known as forced navigation.   In my scenario, I forced the navigation by creating one trigger that hid the player's Next button until the learner earned a perfect score. At that point, another trigger allowed the Next button to magically appear.   Notice in the image below that there isn't a Next button on the player (there's just a Previous button).

After getting a perfect 100%, a Next button automatically appears.

To accomplish the task, I needed to create a few triggers that will hide and then show the slide's Next button based on a few conditions.   First, the trigger to hide the Next button:   With nothing on the slide selected, I created a new trigger.   From the Actions drop-down menu, I chose Change state of and selected the Next Button from the On Object drop-down menu.   To ensure that the button isn't visible when the slide appears, I clicked the To State drop-down menu and chose Hidden. Then. from the When drop-down menu, I selected Timeline starts.

At this point, the Next button is hidden and it's not ever going to appear. So to ensure that the Next button appears only after the learner earned a perfect score of 100%, I created another trigger.   From the Actions drop-down menu, I chose Change state of. From the On Object drop-down menu, I choose Next Button again only this time I changed the button's State from Hidden to Normal.   Because I was using a Variable named "percentage" to display the percentage of correct answers, I chose Variable changes from the When drop-down menu and then selected the percentage Variable.   I only want the Next button to appear if learners get 100% after playing the game. That requires a quick condition. I clicked the Show Conditions button and added a new condition. From the List area, I selected Variables, from the Operator drop-down menu I chose Equal to. And lastly, from the Type drop-down menu, I set the Value to 100.

To test the triggers, I previewed the slide and there wasn't a Next button on the player. After I clicked each of the correct answers in my game and got my 100% score, the Next button appeared.

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Kevin Siegel, CTT, COTP, is the founder and president of IconLogic. Following a career in Public Affairs with the U.S. Coast Guard and in private industry, Kevin has spent decades as a technical communicator, classroom and online trainer, public speaker, and has written hundreds of computer training books for adult learners. He has been recognized by Adobe as one of the top trainers world-wide.