Let’s go back in time. Way back to the 1950’s and 60’s…. a simpler time. A time when the technology of media was basic and everything worked pretty much the same way. If you wanted to watch a television program your choices were three channels and one TV (yes, cathode ray tube) in the living room with an on/off switch and a rabbit ear antenna on the top.
Back then television was the new media; the hot cutting edge technology. And like any new technology how it worked was a mystery to the viewers. And when it didn’t work (which was often) – well that was a mystery too. But the technology was so basic that there were only two things the viewer could do to fix the TV when it didn’t work. The first thing to do was adjust that annoying rabbit ear antenna. And if that didn’t work, the next thing to do was to smack the top of the TV with your fist. 🙂
Technology is a little more complex today. Viewers have myriad choices of what to watch and how to watch it – Youtube, streaming video, Skype, even old fashioned DVDs. They select from Laptop computers, cell phones, and I-pads to watch their selections. The options are literally unlimited.
And your course content is part of this large, rich mix. Somehow, through all of these choices and variables your content has to find its mark – your viewer.
In the first two installments of this series, we described the delivery of courses as working like a garden hose. The spigot gets the water started, the hose moves the water from point “A” to point “B”, and the nozzle sprays it on your lawn. Your course also has a start, middle, and end point and an interruption anywhere along the line can stop it in its tracks.
The three SCORM Content components are; where the content is stored (server), how it moves to the viewer (Internet or Intranet), and how it is viewed by the learner (computer or other device).
It may not be obvious that something is wrong when the course stream is interrupted at the beginning with the servers. But when a course doesn’t work on the viewer’s end, there can be only one obvious conclusion – no show!
But, as we have seen, there are so many technology variables at the viewer’s end that simply smacking the computer (or whatever) on the top is unlikely to solve the problem. But the show must go on. So we must take a thorough look at the show stoppers confronting our viewers so we can correct the problem. Here are the most common things that can stop SCORM Content cold at the viewer’s end:
If the viewer is sitting at the end of an Internet or Intranet pipeline fast enough to deliver the content, it is still important that the device he is using has the memory and processing “horsepower” needed to run it. Help Desk personnel are a good resource if you are unsure whether or not the viewer’s hardware is capable of running the content. But be aware that sometimes the learner uses more than one device. For example, he may begin the course at home and resume it on another computer in his office.
There are many popular brands of Internet browsers easily available. Many learners are in the habit of using more than one. For example a learner may use the Company required browser at the office and a different browser at home. Browser security settings can vary from one to another and may be the reason why a course will run for one learner but not for another.
Internet Security is indeed our friend, but it can be a perplexing one at times. The most common place a user comes across it is their pop-up blocker. Most users are comfortable with how to use them. But, if a learner has not been on any new websites for some time, it may have been a while since it last popped up. So, when he launches a new course, he may not notice the blocker.
And lastly – never under estimate the importance of learner experience and capability. Your learners are experiencing a constant barrage of new and rapidly evolving technologies. For those new to the experience, even launching a simple text only course can present a challenge. And even your seasoned veterans are challenged to keep up with constantly changing situations. The courses, devices, and technologies they used last week may very well change by next week.
So, the key to making sure your learners actually get to view the course is to understand what might possibly be blocking them. That way when it happens, you’ll recognize it. And you’ll be able to help them out.