Posts in Category "Adobe Captivate"

January 24, 2013

What’s in Your Toolbox to Engage Students?

Kanchan Chellani, currently a math teacher at New Milford High School, is a strong believer in making the learning process fun, interactive, and meaningful for students. To engage students in her classroom, Mrs. Chellani has utilized a variety of tools to help her develop an interactive, student-centered learning environment. Through the use of technology, collaborative learning exercises, and teaching mathematical concepts in the real-world and interdisciplinary context, she has managed to successfully work towards creating this desired positive and energetic blended learning environment. Some of the many methods Mrs. Chellani has employed in her daily instruction include integrating Smart Board interactive review games and videos to reinforce prior learning, case studies performed in the computer lab so students understand the significance of the material taught, and team assignments to foster a collaborative working environment.

Since the “flipped” approach to instruction is proving to be a key asset in modern education, one of Mrs. Chellani’s recent initiatives has been to provide students with a means to learn independently utilizing digital content. Starting in December 2011, she began using Edmodo, an online platform that enables innovative and social learning, as a way to share online videos and content on the relevant topic for her students to view and assign online polls to complete in order to foster discussion on the topic the next day. Although enabling the “flipped” approach to instruction using Edmodo has transformed the way material is taught and comprehended by students, it has been difficult to find resources that combine curriculum delivery, real-world examples, and assessments in a cohesive manner. As a result, she has started to create her own online learning modules, using the software Adobe Captivate.

Adobe Captivate is a highly, user-friendly digital content creation software that fosters interactive eLearning content. Mrs. Chellani has made use of the tool by creating learning modules that teach the basic mathematical concepts, as well as, provide practice problems, real-world examples, and assessments that allow for better comprehension of the material in an organized fashion. In these learning modules, instruction is provided using digital content, simulations, videos, screen captures, voice-overs, etc. to meet the visual, auditory, and tactile needs of the diverse student population. Once the instruction has been provided, guided practice problems and real-world examples are then discussed to reinforce the learning of the mathematical concept and to illustrate its’ significance. A variety of prompts and formal assessments are also embedded within the project in order to ensure that the learning has taken place, to develop higher-order thinking skills, and to facilitate discussion in the classroom.

Here’s how it works!

  • Students go onto and select the assigned video for homework.
  • Students view the instructional portion of the video (both mathematical content and real-world applications) and complete guided practice problems, prompts, and formal assessments embedded within the video.
  • Students come into class the next day with a solid foundation on the mathematical topic. The teacher utilizes the aforementioned prompts to facilitate class discussion and assigns polls via Edmodo to ensure that the learning has taken place.
  • SMART Board interactive review games, case studies, collaborative learning exercises, group projects, quizzes, and tests are assigned in class to reinforce the learning in a differentiated fashion and probe deeper into key mathematical topics.


Using Adobe Captivate, Mrs. Chellani has been able to create an engaging and interactive learning experience for her students that not only helps them understand complex mathematical concepts, but also helps them understand the real-world significance of those concepts.

5:10 PM Permalink
January 21, 2013

Create e – Training with Adobe Captivate

       e -training is the training process via electronic media. The process presents skill training and knowledge gaining, which focuses on the training and self-study. Participants are free to attend according to their available learning time, opportunities as needed. The content is designed to provide knowledge in multimedia, including the text, images, or sounds and animation. In preparation of e-Training system, there are many tools to assist in the design and development phase. But there is one tool that helps designers develop e-Training is easily and quickly. This tool is a program called Adobe Captivate.  It allows the creation of teaching materials and interactive multimedia content. To begin using this software, select the Software Simulation to start the project.

       e-Training คือ กระบวนการฝึกอบรมผ่านสื่ออิเล็กทรอนิกส์ เป็นกระบวนการจัดการฝึกทักษะ เพิ่มพูนสาระความรู้ ที่เน้นให้ผู้เข้ารับการอบรมนั้นเรียนรู้ด้วยตนเอง ผู้เข้าอบรมมีอิสระในการเข้าศึกษา เรียนรู้ตามเวลา โอกาสที่ผู้ฝึกอบรมต้องการ โดยเนื้อหาขององค์ความรู้จะถูกออกแบบมาให้อยู่ในรูปแบบมัลติมีเดีย ซึ่งประกอบด้วยสื่อที่เป็นข้อความ รูปภาพ หรืออาจจะมีเสียง รวมถึงภาพเคลื่อนไหว ซึ่งในการจัดทำระบบ e-Training มีหลายเครื่องมือที่ช่วยในการออกแบบและพัฒนาระบบ e – Training แต่มีหนึ่งเครื่องมือที่ช่วยออกแบบพัฒนาระบบ e – Training ได้อย่างสะดวกและรวดเร็วคือ โปรแกรม Adobe Captivate ด้วยเพราะว่าโปรแกรม Adobe Captivate เป็นโปรแกรมที่ช่วยให้การสร้างสื่อการเรียนการสอนและสร้างในรูปแบบ interactive multimedia โดยเริ่มต้นของการทำงานให้เลือกที่ Software Simulation เพื่อเริ่มต้นสร้างโปรเจ็ค


           Then set the size of the screen and select the Recording Type recommend.

Training:  Use the training mode when you want the user to try the procedure during the movie. The movie moves to the next slide only after the user has performed the previous action correctly
Assessment:  Use the assessment mode when you want to test how well the user has understood a procedure. You can set a score for every correct click. You can also set the number of times the user can attempt a procedure. When the user fails to click the right option in the number of attempts provided, the movie moves to the next step. The user does not get any score for the failed attempt.

This is a simple procedure that will be creating E-training system for use in teaching or to your work.


Training: เป็นรูปแบบที่ใช้ในการฝึกอบรม เมื่อต้องการให้ผู้เข้ารับการฝึกอบรมทดลองปฏิบัติในขณะที่บันทึกวิดีโอไปด้วย วิดีโอจะเล่นไปสไลด์ถัดไปเมื่อเข้ารับการฝึกอบรมปฏิบัติตามขั้นตอนที่กำหนดไว้ได้อย่างถูกต้อง
Assessment:  การใช้งานในรูปแบบ assessment เมื่อต้องการทดสอบความรู้ ความเข้าใจในขั้นตอนการทำงานของผู้เข้ารับการฝึกอบรม โดยสามารถกำหนดคะแนนสำหรับการคลิกที่ถูกต้อง สามารถกำหนดเวลาในการปฏิบัติในแต่ละขั้นตอน เมื่อผู้เข้ารับการฝึกอบรมคลิกผิด สามารถกำหนดจำนวนครั้งในการทำงานภายใต้เงื่อนไข โดยเมื่อวิดีโอเล่นไปในสไลด์ถัดไปผู้เข้ารับการฝึกอบรมจะไม่ได้รับคะแนนในกรณีที่คลิกผิด

ขั้นตอนเพียงง่ายๆเท่านี้ก็ทำให้คุณสามารถที่จะเริ่มทำระบบ E-training เพื่อนำไปใช้ในการเรียนการสอน หรือการทำงานของคุณได้

3:48 AM Permalink
October 2, 2012

Applying the SAMR model into education

We know when we have achieved successful technology integration: it is when we use technology without even thinking about it.

Adobe tools have sometimes seemed quite exclusive, solely for industry professionals. The need for teachers to up-skill has always seemed quite low on the priority list. The very hurdle of learning how to use the software can stand in the way of using the software to enhance learning. At my school Photoshop is only used in the Advanced IT course. Why is that?

I think Adobe have responded with new tools like Photoshop Elements/Premiere Elements and Muse. I am very pleased at the high uptake from my teaching colleagues and students alike. With minimal training and support I am beginning to see teachers integrating these tools into their daily workflows. As adoption of these tools increases it is evident that Adobe can go beyond enhancing learning.

Borrowed from an expert called Dr Rueben Puentedura the term “Transformation” as a result of technology adoption, is a stage you want to aim for in your journey of successful technology integration.

The SAMR model.

Dr Rueben Puentedura hit on a model which you should be familiar with. The SAMR model is a system which you can use to measure your application of technology, or it’s level of use.



The first level is the lowest level of use: Substitution.

Technology acts as a direct tool substitute with no functional changes. A common example is a type-writer being exchanged for a word-processor (albeit with a screen) and being used in exactly the same way. No cut and paste, no spell check, just direct substitution.

The second level is: Augmentation

At this level you are using the same tool with some functional improvement. Improvements may include the spell check or instant dictionary definition, cut/paste and placement of images etc. Already at this secondary stage we are seeing a much higher level of productivity from the individual.

The third level is: Modification

This level actually slightly alters (but doesn’t change) the task at hand. For example, beforehand your type-writer was being used to produce a text report. But now we have additional technology tools available, we could create the report in a spreadsheet. This would allow you to automatically calculate sums and create graphs for immediate visualisation of the information. We may choose to email the spreadsheet to colleagues instead of print it. Our report (previously a fixed paper document) has now seen significant task redesign. This results in substantial productivity increase.

The fourth level is known as: Redefinition.

At this level, we look beyond ways of just modifying the process **which still has the fundamental task at its heart**. Is this the best way to perform the task? The Redefinition level will use available technology to completely redesign tasks.

We are no longer producing a simple report. Information that would original have been compiled by an individual could now involve many contributors; collaborating in real time on the same document. An example might be to use a public document on Google Docs allowing for instant global collaboration on the project. The project could include photographs, graphics, even video, added from many different devices. Spreadsheet calculations will cascade through a document and be available for all decision makers in a moment. Immediately the task has seen the removal of multiple steps, and many more users are viewing and editing the document, increasing communication, accuracy, and productivity.

Applying this model into education is having astounding results. It is a fairly simple idea but one which has really helped me to evaluate where I am at, and what I could be achieving.

I would add that task redefinition can also remove constraints that may have existed before but were not addressed. At redefinition the task and its outcomes are clearer, the technology becomes invisible and the learning at hand takes priority.

With tools like Captivate and Adobe Connect it is very clear to see how Adobe are not only enhancing teaching practices but truly transforming tasks.

I encourage you to visit Dr Rueben Puentedura’s blog at to discover more.

10:13 AM Permalink
February 23, 2011

Adobe Forms Central

We all know the implications of illiteracy as students move into the workforce. Too many students cannot write a coherent paragraph or comprehend basic reading passages. Students who have demonstrated grade level literacy skills have recently produced formal essays that consist of texting-gibberish infused with a few multisyllabic words that they got from a quick word search. You know all ofthis because the battle over reading and writing is fought in every classroom, every day.

I pursue literacy with zeal in my graphic design, art, and yearbook classes. Students read and write two times per week about every aspect of art and design that is relevant to their field of study . Years ago, I created reading passages with InDesign and printed them off for students to finish in class. I added photographs, diagrams and illustrations to reading/writing worksheets to make content comprehensible for English learners, but I had to print them out in B&W. Occasionally I would print out worksheets in color and laminate them so that they could be used for following semesters.

I create lessons with Captivate but I wanted an easier solution to create successful reading/writing lessons. In March 2010 I started the move to computer-based literacy activities. I now create interactive .pdfs that make it possible for students to engage with lessons that reach all levels of literacy. But what about the dilemma of collecting, reading, grading and giving feedback on all of those scribbled sheets of paper? I attempted to use Acrobat Forms with my lessons, but had difficulty doing so because of cyber blocks from the IT department. Then, I found GoogleDocs and used Acrobat worksheets with a link to online Google Forms.

As a solid advocate of Adobe products, I kept my use of Google Docs/Forms quiet hoping for an Adobe solution and it is here: Adobe Forms Central. It integrates perfectly with the lessons that I create.

  • More engaging lessons. No more predictable B&W paper worksheets.
  • Less time reading essays. I don’t have to lug home piles of papers with illegible handwriting
  • Better teacher feedback. Students don’t have to try and read my scribbled, hasty “red-ink” corrections and comments

For each lesson, I develop an InDesign document that is loaded with audio, video, images, captions, and diagrams. The finished interactive .pdf file has links to Adobe Forms that (unlike Google Forms) have the same .pdf images to further aid understanding. I make the .pdfs available online for students to download. ELL students can translate the interactive .pdfs and more easily capture the gist of the lesson from the visuals ; I can sort the students’ answers and essays (for easier grade input); and using Acrobat, I can convert the answers to a .pdf file , mark them up, and “stamp” grades on each essay (How to use Acrobat Custom Stamps:

But the best news is: students’ are writing more than they were before. Their essays are longer and the writing has improved because the feedback they get is more consistent and thorough than the old “red pen” approach. At first I thought it was the novelty of the new approach, but as this school year progresses, I am finding that 21st century student learning and engagement happens best when students use the tools they’re excited about.

3:08 AM Permalink
March 3, 2010

Adobe Captivate – Branching Slides

Adobe Captivate – How do I love thee? Let me count the ways.
This tutorial will demonstrate how to create a slick interactive photo slide presentation using Adobe Captivate’s branching tools.
Learn how to:

  • Create a Photo Slide Show
  • Set up branching
  • Add buttons
  • Insert an image
  • Set up slide transitions
  • change slide backgrounds

View the tutorial

9:19 AM Permalink
May 21, 2009

Captivate vs. Presenter – Everyone Can Win With Both Of These Powerful Adobe Products

I remember when I discovered Adobe Presenter. I thought it was the coolest product just like when I discovered Dreamweaver, Fireworks, and Flash years ago. I still think it’s becoming the Harry Potter of the software world. The ability to take a Powerpoint presentation and voice over it with a simple microphone or headset and then publish it to a website or Connect Pro Server was a ground breaking moment for me. And then knowing people can access me and the information I had presented on twenty-four hours a day, seven days a week pushed my ability to communicate with others in a non-linear, futuristic way. At the same time, Adobe Captivate became a new curiosity for me. I did not understand the differences between the two products until a few months ago. I have provided a detailed description about the differences between the two products in a link I have included at the end of this blog post. Basically, one should use Adobe Presenter for ‘informational presentations’ where no software training and/or interactivity is being used. One can use Adobe Captivate for trainings which require ‘highly interactive or branched scenarios’. I believe the ability to use branched scenarios within Adobe Captivate to be extremely powerful for the end user. The ability to survey and/or quiz individuals, then lead them down different learning pathways to be truly remarkable in such a simple, but robust product. I would invite everyone to check on my links and examples of products produced by both software applications. Enjoy!
Captivate Example
Captivate vs. Presenter pdf
My Meeting Room
My Connect Card

6:38 PM Permalink
October 13, 2008

Building an Accessible Online Curriculum with Captivate 3 & the Creative Suite

by Katherine St. Amant
Now that students have discovered the benefits of completing classes and degrees online, schools are faced with a growing number of students demanding course access via the internet. Since most online students do not have access to campus and student services, online disabled students are often at a disadvantage. For example, English is a second language for deaf and hard of hearing students. On campus, they are provided with an American Sign Language (ASL) translator. Blind students are provided with CD recordings of their books and direct interaction with their instructors. Challenged learners have tutors, and English as a second language students have on-campus communities for support.
Because Santa Monica College strives to provide the highest quality of education for all, our Workforce Development and the Computer Science and Information Systems departments combined to develop and build the college’s first course providing value-added class material for global accessibility. For this course—CIS 1, Computer Concepts with Applications—the user interface encapsulating the material achieved our goal of global access and mutual understanding of the curriculum in our professional development and college credit courses.
Utilizing the seamless integration of Adobe tools allowed us to build this dynamic globally accessible online college course, which our disabled students can control at their own pace. Targeting the deaf and hard of hearing may have been the original intended audience in the original class design, but as we built the class, we realized the powerful results empowered students with other disabilities and situations as well.
The team included specialists from our disabled student center to test our course and ensure we were attentive to the needs of all of our centers’ students. Incorporating keyboard shortcuts designed to work with JAWS, a screen reader, the blind user is able to navigate through the course. The user may choose to listen to the streaming audio or they may access the full script and image description to be read by JAWS. The course was also tested with a head control mouse with success.
The captioning has proven to be extremely helpful for English as a second language students and the ability to control the pace of the course has been popular with our slower learning students.


We began by working with a few organizations dedicated to providing workforce training for the deaf and hard of hearing. From our meetings we came to understand the needs of our targeted audience. The key issue: to provide clarity to the large amount of technical terminologies.
Flash Streaming Video
Our team decided that video of ASL translators, fully captioned, would be the best method for instilling clarity into our online lectures. Our decision was based in part on the ease of building and deploying Flash Streaming Video.
Lecture Design
The team devised a curriculum design that incorporated individual slides including a title, an image, a content summary, a video of an ASL translator with audio and captioning, and a full script for screen readers. The slides were grouped into various lecture topics. Students are able to control the video and the navigation between the individual slides independently with a mouse and/or keyboard.
Course Building – Captivate CS3
Captivate CS3 was chosen as our main development tool for its ease of creating and customizing the user interface combined with the ability to embed Flash Videos containing a separate navigation set. The small.swf file would embed in our course management system, eCollege, without complication. The Flash video would stream from our Flash streaming servers. Captivate CS3 comes with a very strong set of audio and captioning tools that relate to each slide in the project. Our audio narration and captions had to be incorporated in each Flash Video to synchronize with the ASL translator, so we did not utilize Captivate’s captioning tools for this project.
The Course
CIS 1 – Computer Concepts with Applications is one of Santa Monica College Computer Science and Information Systems Department’s most popular computer courses, covering the broad use of personal computer concepts, beginning word processing, an introduction to Windows, and internet concepts. We refer to this class as CIS1 Hi-Tech reflecting the new technologies used to produce it.


Script Writing
We started by writing the scripts for the audio and American Sign Language translators’ videotaping. We planned to cover the material in four books. Utilizing a voice to text program made this job a bit easier for the professors writing the scripts, and gave the scripts a more natural feel. The books were broken down into lectures, each containing from one to 12 slides. There are a total of 385 scripts, one script per slide.
The scope of the project showed itself when we completed this phase. The production of 385 slides required: 385 scripts, 385 images, 385 raw and edited audio files, 385 raw and compressed videos, and 385 captioning files, etc. The huge number of files required a comprehensive file management system. Figure 1 shows the folder and file structure for one slide, from one of the computer concepts books. The Stream folder contains files for the caption program MAGpie.
Figure 1. File structure of the project .png
Graphics – Photoshop CS3
We created all of the images necessary for the project in Photoshop CS3. They include three background images, book names, the custom navigation button set, and all slide figures. The items that remain static throughout the project, the Santa Monica College logo and CIS 1, were designed into the background images. The main content template page (Figure 2) includes a placeholder for the video, a space to include the book name graphic, title, and content.
Figure 2. Photoshop with the content background design  .jpg
Captivate CS3 templates were built utilizing our assets. We created one main template, and from there built templates relating to each book, section, chapter, topic, etc. So, each “lecture” had its’ own topic built on the chapter template, which was built on the section template, and so forth. The design allows the student to know exactly which book, chapter, and topic is being reviewed on every slide (Figure 3).
Figure 3. Template for the Computer Concepts book  .jpg
Constructing Custom Course Navigation
Figure 4. Constructing Custom Course Navigation.tiff
Figure 5. Captivate CS3 Button Properties dialog box.jpg
Figure 6. Kathryn recording scripts .jpg
Audio Recording – Soundbooth CS3
Kathryn was the voice and audio editor and Fariba was the producer. The recordings were performed in an empty classroom. Soundbooth CS3’s extensive toolset allowed the audio process to proceed smoothly. The audio for each video was recorded then immediately edited and processed.
Video Shoot – Capture – Premiere Pro CS3
Another commandeered classroom served as our video studio. Careful logging of all shots on site allowed a quick capture in Premiere Pro CS3 with appropriate naming conventions.
Figure 7. Shooting ASL Translator  .jpg
Video Editing, Compiling, and Rendering – Premiere Pro CS3 + Adobe Media Encoder
Figure 8. Editing team and flowchart  .jpg
In Figure 8, some of our Premiere Pro editing team members are working on our 20 laptops. The complexity of keeping track of the output when you have eight editors concurrently compiling 385 ASL videos, text/audio caption files, and the final Flash Video output, is shown on the whiteboard flowchart in the background.


Flash Streaming Server
With the video uploaded to our Flash Streaming Server, the end product was encapsulated in the course management system, eCollege (Figure 9), flawlessly. The first two sections of this course were offered in our spring 2008 semester. Student feedback has been extremely favorable and encouraging. All the students, even those who are not disabled, benefited from the extra materials. Having so much value added content is helping to transform the virtual classroom into one that is much closer to the live on campus with a professor experience for everyone.
Figure 9. eCollege shell and one slide of the course  .jpg
Figure 10. Accessible Curriculum Project Flow Chart.jpg

2:19 PM Permalink
September 28, 2007

Create a Flash Web Site Banner Using Adobe Captivate 3

I recently designed a website for a history grant that our center received. The site plan included a 780 pixel by 150 pixel Flash banner that would rotate five images.
Normally I would have built the banner using Flash. However, I had just received a copy of Adobe Captivate 3 and wanted to take it for a test run.
Captivate is used for creating rapid e-learning solutions such as simulations, scenario-based training, and quizzes. But Captivate can also be used to create Flash animations in…well…a FLASH!
This is how it is done…

Continue reading…

10:59 AM Permalink