Ashley Chiasson, M.Ed

Instructional Designer & Consultant

Instructional Design

Terminology Tuesday: Transcription

Last week, at the Articulate Community Roadshow in Toronto, I provided an example of how important it is to value your time and resources, and it involved transcription…and the fact that I learned a very valuable life lesson regarding the value of my time and pricing myself appropriately.

Transcription

Transcription is a written representation of something, and often occurs when a print version of a video or audio recording is prepared. Transcription is often word-for-word, but may omit extraneous words (e.g. ‘uh’) that do not provide value, but which when removed to not impact the semantics of the message.

When I first began freelancing, my very first gig was transcribing 8 hours of audio interviews into text…for 60 dollars. 8 hours of audio transcribed to text for 60 dollars. I see you laughing. It was a painful, painful, painful, lesson, but at least the content was interesting. Needless to say, you will seldom see me volunteering to transcribe materials.

Within education, a main function of transcription is to increase accessibility of materials. Individuals may prefer to learn by reading text versus listening to audio, or they may have a visual or auditory impairment that requires a transcript. Too often I see faculty members including videos and/or podcasts in their courses without including a transcript, and while this may not be a problem 90% of the time, it puts students requiring a transcript the an awkward position of having to ask for one.

Often times individuals are oblivious to the need or feel as though someone else (e.g. disability services) will take on the responsibility of creating transcripts. The omission of a transcript is almost always unintentional. However, in keeping with universal instructional design principles, I always explain the importance of transcription and accessibility whenever I meet with faculty members. Some major concerns I hear include: “but how will I do that?!” or “I don’t have time for that!,” and for these questions, I’ve discovered some easy solutions:

Terminology Tuesday: Time-Lapse

I have a little time-lapse demo up my sleeve for a future post, so I thought it might be relevant to first define time-lapse.

What is Time-Lapse?

Time-lapse is a photography technique that involves taking a series of photos of one object over time and stringing those still photos together, often in video format, to illustrate change over a duration of time. When strung together, the video is often sped up and the result is one of my favourites. I could watch time-lapses all day long!

A great example of this photographic technique in action can be seen in the documentary Chasing Ice. If you haven’t seen it, you really should check it out!

Using Time-Lapse Demos

When I create a time-lapse, I don’t do it in the same manner as photographers would. Instead, I record screen capture videos of a process, such as building out an interaction in Storyline, and then speed the video up to create the effect of a time-lapse.

This is a great way of demonstrating your process and giving folks a birds eye view into your developmental mind.

When it comes to technology, I prefer to create my time-lapse demos using Camtasia; it provides a lot of options, with minimal learning curve!

Examples of Time-Lapse Demos

The most popular time-lapse demo I’ve built out would have to be my Basic Storyboard Template:

Basic Storyboard Template from Ashley Chiasson on Vimeo.

 Another example is this Basic Circle Diagram created in Articulate Engage:

Circle Diagram from Ashley Chiasson on Vimeo.
 

E-Learning Challenge #74 and 84 – First Joint Challenge

Alright, folks! This is my very first joint e-learning challenge, and amen! Because…time is a hot commodity. This entry satisfies the requirements for both E-Learning Challenge #74 – Using Toys for Storytelling in E-Learning and E-Learning Challenge #84 – Using Image Sliders and Photo Galleries in E-learning.

The Concept

For e-learning challenge #74, the concept was to design a short interaction using toys as your primary characters, and for e-learning challenge #84, the concept was to show and share an image slider for e-learning.

The Method

Back in March of this year, I purchased a Lego Creator set for the express purposes of completing e-learning challenge #74 in March. It’s now the end of May. I had my husband set up his camera on a tripod set to record, and first filmed myself building the lego. Then, I disassembled my water plane and used a remote for the camera so that I could capture images of each step in the water plan development.

Once all of the images and video were compiled, I tossed the video into Camtasia, removed the audio, and sped things up a whole bunch.

Now, on the day of recap for e-learning challenge #84, I felt motivated to get something together for submission…at the last minute. I thought this might be a great way of using the image slider to display the steps for building out my water plane, so I audible-d all of my other ideas for this challenge and merged #74 and 84 into one!

I chose a theme, tossed in the shapes for the steps, grouped them, added some animations, added layers for each step, and tada!

The Result

Screen Shot 2015-05-28 at 9.41.45 AM

To view the full interaction Click Here.

Learner Activities: Military Sector versus Academic Sector

I was reading through Rachel’s post related to activities for your e-book, and was reflecting on my own experiences developing e-learning courses in various industries, and I thought some of you folks might be interested to hear my perspective on working across industries and about which type of activities worked best for which industry.

For many years I worked in the private sector developing military courseware. Most of these courses were related to aircraft familiarization, component removal/installation, and common core training. Within these programs, the most effective activities, by a landslide, were Electronic Performance Support Systems (EPSS’) as they provided the learner with both just-in-time and practical training for the task to be completed. These EPSS’ worked best for practical training (e.g. component removal/installation procedures), and were very effective at creating concrete learning experiences.

Assessment was most often scenario-based or multiple choice, and of the two, scenario-based assessment activities seemed to be the most effective at ensuring the achievement of learning outcomes.

After spending so much time in the private sector, I switched to post-secondary education. There was a steep learning curve in terms of determining effective communication strategies with faculty (who are very different than military SMEs) and navigating collective agreements, but I’m finally in a good groove and my pedagogical recommendations are more often implemented than not (woohoo!).

Within the academic sector, there is a much broader range of learning activities, and it’s really neat to see what faculty members are doing in their classrooms. There are no EPSS or job aids, but there is group work and forum discussions, and synchronous sessions – oh my!

With some courses, there are still instances of ‘read this, do that multiple choice’ styles, but this is few and far between, as faculty members are revising their learning activities to favour more active learning components (e.g. forum discussions, case studies, and presentations). It’s been really neat to see faculty members guiding their discussions (and sometimes complimenting this guidance with technologies, such as Actively Learn!) instead of lecturing students for 2 hours.

Similar to military training, there is a predominance of self-directed learning as with most online courses, but all online courses have a synchronous requirement, where students must participate in a live session once or twice a week; to accommodate many learners (e.g. those who have scheduling conflicts), these sessions are recorded and can be watched asynchronously at a later time. Additionally, the faculty members are engaging their learners more actively (e.g. guiding forum discussions) than military instructors ever were. Where military training tended to be moving away from instructor-led training in favour of online learning, post-secondary it merely looking to enhance accessibility by creating an equitable learning experience for both on-campus and online students.

  • What differences have you seen in learning activities, if you’ve had the opportunity of working across industries?
  • Which type of learning activities seem to be working best, and which industry are you seeing these activities implemented?

E-Learning Challenge #83 – 10 Reaction Gifs for Every E-Learning Challenge

FINALLY, David! Something I can squeeze into my regular procrastination! THANK YOU!

The Concept

This week’s challenge is to share a collection of reaction gifs for any e-learning topic we wish to discuss. Very simple concept that I feel most folks, also keen on procrastinating, can stand behind.

The Method

Staying on topic, I chose to select reaction gifs related to some of the 83 e-learning challenges we’ve had. I also chose to stick with pop culture references, in terms of television/YouTube/Internet…I guess all of these gifs (that exist) are pop culture references to some extent, so I think my point is moot. I then curated a bunch of gifs to express various reactions I’ve had to the challenges over the years, and then I sifted through the previous challenges to see which previous challenge elicited which reaction.

The Result

1. Just when you thought a terrible challenge was over.

(via Gifrific)

That’s how I felt when I saw that E-Learning Challenge #32 – Death, Taxes, and E-Learning Mistakes was coming back to haunt me in E-Learning Challenge # 33 – Fix Your E-Learning Mistakes…and how I feel each time I see one of those challenges retweeted.

2. When you see that the world will finally understand the importance of font choice.

(via OffColorTV)

This is how I felt when E-Learning Challenge #51 – Font Games and Interactions for E-Learning Designers announced.

3. When you know exactly what tool you’ll use to complete a challenge.

(via Tumblr)

When E-Learning Challenge #53 – Create Your Own E-Learning Characters with Pictograms was announced, I knew immediately that I would be using PowerPoint for this challenge (which I have yet to complete…shhh).

4. When David finally posts an ‘easy’ (re: less time-consuming) challenge.

(via Tumblr)

Much like my feeling for this challenge, and for E-Learning Challenge #39 – Education Podcasts for Online Training and E-Learning Challenge #67 – Podcast: How Do Instructional Designers Get Things Done?, I see this challenges and do a happy dance. I don’t have as many hours in the day as Beyonce, but I got this, boo!

5. When you hear about some new technology.

(via pandawhale)

When reviewing the entries for E-Learning Challenge #45 – Audio Recording Tips for E-Learning Designers, I decided to purchase a better mic for my audio setup.

6. When David posts a challenge that I know will require my brain.

(via reactiongifs)

This is how I feel the majority of the time David posts a challenge, because time is one thing in my life that is lacking. Math is not my strong suit, so I definitely felt like this when I saw E-Learning Challenge #71 – Teaching Math Concepts with E-Learning. Pythagorean, whaaaat?!

7. How some challenge titles make me feel.

(via wifflegif)

E-Learning Challenge #80 – Can You Pass an Eight-Grade Science Test? Uh…no. I can’t, and I do not wish to return to age 14…I’ll have flashbacks.

8. Whenever I see my first E-Learning Heroes Challenge entry retweeted

(via Tumblr)

Whenever David retweets my first E-Learning Heroes Challenge entry – E-Learning Challenge #25 – Instructional Design Tips that Really Pop, I get a little sentimental.

9. When I can finally participate in a challenge!

Swanson

(via imgur)

Whenever I locate the elusive creature called ‘time’ and can actually participate in a challenge, I feel like doing a happy dance, like Ron Swanson. That’s how I felt when I participated, most recently, in E-Learning Challenge #78 – E-Learning Icons: Show and Share Your Favourite Styles.

10. When I realize my entry is the first submission for a challenge.

(via Tumblr)

This is how I feel today, posting my entry for E-Learning Challenge #83 – 10 Reaction Gifs for Every E-Learning Challenge.

Day in the Life

Thanks ttcInnovations for the opportunity to linkup with other bloggers and share a sneak peek into my daily routine! Everyone who’s participating is sharing their own stories so check them out: ttcInnovations, Jackie Van Nice, Rachel Barnum, Melissa Milloway.

5:45am

The Wake-Up Light has been gradually getting brighter for the past 15 minutes, but I’m not ready to get out of bed! By 6am, my husband is reminding me that the shower is free (aka ‘get your butt out of bed already!’).

6:30am-7:45am

Breakfast consists of multi-grain cheerios and a green smoothie, and I flip through my emails, check Twitter, and download a source file while I eat. Joe takes Oliver out to play frisbee and tire him out, so I feed the cats, dry my hair, do my face, and throw on some clothes.

We’re out the door by 7:10am, and as with most things in my life, nothing productive really begins until coffee has made its way to my mouth, so we stop for coffee.

By 7:30am I drop Joe off at work, and I’m at the university by 7:45am.

7:45am-6pm

photo-2

I’m at the university until 3:30pm. First and foremost, I tackle coffee and write out my to-do list, and then I do several development plan and course reviews.

I brew and drink a tea while quickly uploading some revisions for a client. This brings me to 10:45am, so I take a walk around campus before heading to the gym around 11am. At the gym, I run a quick 2.51 km – I’m running a half-marathon on Sunday, and I’m trying to squeeze some very short runs and cross-training in ahead of the race. Dodgeball starts tomorrow and softball practices is on Thursday and Friday, so I don’t want to do too much more than that.

After the gym, I grab a slice of pizza from my favourite pizza place because…life’s all about balance, right?

I make my way back to the university, and populate another faculty member’s course, answer some faculty questions, and record some audio narration, taking me to 3:30pm. Life at the university is definitely a lot busier than it sounds! Having written this, it seems like I do nothing, but there never seems to be enough hours in the day.

While at the university, I monitor three different email accounts to ensure nothing pressing comes up with my clients outside of the university. Nothing major is going on today, so I feel good about being productive this evening.

At 3:30pm I pack up and leave the university and head back to pick Joe up from work.

photo

By 5pm, we’re home. I toss supper on (hummus-crusted baked chicken and roasted sweet potato) and begin to plug away at client work. I catch up on some YouTube videos and blog-reading while I wait for supper to finish.

6pm-7pm

I deliver revisions for two courses (for one client), and plug away at another course for this client – the one I recorded audio for earlier. The course is pretty much finished, but I need to edit and synchronize the audio, which is tedious…but I love what I do, so it ain’t no biggie.

I read a low-rated review of Articulate Storyline Essentials and get discouraged for a little while. I’m really proud of having written that book, but it was really tough to pare down content to just the basics. The screenshot walkthrough style isn’t for everyone; different strokes for different folks I guess. I’m trying to focus on the positive reviews I’ve received, and not let it hold me back from working on the book I’m currently writing.

7pm-9pm

I continue working on the course and toss a load of in the dryer. I’m doing my work over a beer and the glow of the TV as I use the Blue Jays/Orioles game as background noise. I deliver the course for review, get in bed, and read to wind down. I’ll be out like a light by 10pm.