Designing multi-device learning practice with Adobe Captivate

1. Designing multi-device
language practice for learners
Louise Lee, MEd., M.A.
Meghan Collins, BScH, MEd TESL
York University English Language Institute
School of Continuing Studies

2. Instructional design model - ADDIE
Analysis
Design
DevelopmentImplementation
Evaluation

3. Analysis
• Students’ characteristics
• Turkish EFL students
• High beginner and low intermediate levels in EFL context
(Age 17-20 High School graduates)
• Students preparing for HRM certificate program in
Canada
• Advanced (Age 20 – 45)
• Students in an EAP program in Canada
• Advanced – mostly business students (Age 17-20 High
School graduates)
• Need to fulfill listening requirements in a short time
• 4 to 8 weeks

4. Analysis (Continued)
• Students are connected.
• Many mobile users – What device do you usually use when
accessing the Internet?
0
10
20
30
40
50
60
EFL Ss in Turkey HRM Ss in Canada EAP Ss in Canada
Devices Used to Access Internet
Mobile Computer Tablet

5. Analysis (Continued)
•Needs
• Improve listening skills via additional,
self-paced practice
• Find a technology accessible to students
using different devices

6. Analysis (Continued)
Adobe Captivate 8
• Rapid responsive electronic authoring
tool used for creating e-learning
content
• Can make randomized quizzes with
multiple choice, true/false,
matching, ordering, fill-in-the-blank,
etc. questions
• Video can be linked in and
controlled by user
• Easy design for multi-device
• Content can be delivered to the
web, mobiles, computers, tablets
• Design pc slides, Adobe Captivate
automatically generates tablet and
mobile versions

7. Design
1. Content quality
2. Learning goal
alignment
3. Feedback and
adaption
4. Motivation
4. Presentation design
5. Interaction usability
6. Accessibility
7. Reusability
8. Standards
Compliance
Learning Object Review Instrument (LORI)

8. Design criteria

9. Design criteria

10. Sample Work
Go to: http://yueli.yorku.ca/media/louise99/HRlistening/

11. Development
• Used the same format
• Short overview of learning outcomes
• Instructions: listen twice, take notes, then answer
questions
• Video presentation
• Questions
• Multiple choice, True/False, Ordering, Matching,
etc.
• Randomized possible answers
• Feedback / Review the quiz
• Grade, certificate

12. Development (Continued)
• Researched and located
relevant, appropriate
listening materials
• Turkey: General content –
TV shows, short YouTube
videos
• HRM: HR related topics
from TED Talks
• EAP: Reused the learning
objects designed for the
HRM course

13. Implementation
• Turkey
• Replaced the existing listening homework with these
listening quizzes; have instructors monitor completion
• HRM course
• Students complete the self-paced practice in the
computer lab
• Use Moodle Gradebook to track progress
• 2 EAP courses
• Students complete the self-paced practice in the computer
lab or at home
• Use Moodle Gradebook to track progress

14. Evaluations
Student satisfaction survey
1. Motivation
2. Usability and ease of use
3. Self-paced learning
4. Perceived improvement

15. Evaluation
Student Satisfaction Survey
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60
70
80
90
100
EFL Ss in Turkey HRM Ss in Canada EAP Ss in Canada
Motivation
Interesting - Very Interesting Not Interesting Boring

16. Evaluation
Student Satisfaction Survey (Continued)
0
10
20
30
40
50
60
70
80
90
100
EFL Ss in Turkey HRM Ss in Canada EAP Ss in Canada
Usability & Ease of Use
Easy to Very Easy Difficult Very Difficult

17. Evaluation
Student Satisfaction Survey (Continued)
0
10
20
30
40
50
60
70
80
90
100
EFL Ss in Turkey HRM Ss in Canada EAP Ss in Canada
Self-Paced
Sometimes/Always Rw FF Watched 2+ Times

18. Evaluation
Student Satisfaction Survey (Continued)
0
10
20
30
40
50
60
70
80
90
100
EFL Ss in Turkey HRM Ss in Canada EAP Ss in Canada
Perceived Improvement
A Lot A Little No

19. Evaluation (Continued)
The Student Satisfaction Survey results
show
• Motivation is strongly linked to the
relevance of the content
• The usability level is high
• The practice enables self-paced learning
• Perceived improvement is generally high

20. Evaluation
Cons Pros
From the instructors and designers’ views

21. Evaluation – Cost comparison
In-house development
• 2 Adobe Captivate
licenses = $600
• 160 learning &
development hour$60
= $9600
• Total development
cost = $10,200
Off-the-shelf software
• Compared to an
existing textbook
• $7 / per student for
the online component
• $10,200 / 7 = 1457
• Need 1457 students to
offset the cost
VS

22. Evaluation - Pros
• Software development
• Sales, marketing & training skills
Institutional
knowledge
• Quality online content
• Can be delivered to a large audience
Quality &
scalability
• Integration with the learning
management system
• Learning analytics
Other
potentials

23. References
• Instructional Design.org (n.d.). ADDIE model. Retrieved from:
http://www.instructionaldesign.org/models/addie.html
• Nesbit, J., Belfer, K., Leacock, T. (n.d.) Learning Object Review
Instrument (LORI) User Manuel. Retrieved from:
http://www.transplantedgoose.net/gradstudies/educ892/LORI
1.5.pdf.

24. Contact Information
Louise Lee
Email: louise99@yorku.ca
Twitter: @louiselee22
Contact Information
Meghan Collins
Email: macollin@yorku.ca
Our Presentation is available on Slideshare