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Crapid eLearning, Prediction Came True, and Ethical Dilemma
03/10/10
03:47:21 pm, Categories: Software, Adobe, Rants, Getting Started , Tags: adobe, articulate, captivate, crapid, crapid elearning, design school principles, designers toolbox, elearning de-evolution, elearning regression, elearning templates, flash, lectora, non-designers design book, tom kuhlman 
On July 11th, 2007 the term Crapid eLearning was introduced by Tom Kuhlmann from Articulate. He introduced the term in his blog post Myth 1: Rapid eLearning is Crapid eLearning. I love this article because it defends the tools and attacks the design. This is one my Thomas mantras - focus on the LEARNING part of eLearning. It also gave me a great new word I could use in casual conversations with my team!
For me, Crapid also means visually barren. Sure, you can have a great eLearning design doc, great objectives and some cool interactions and simulations, but if it looks unprofessional or amateurish, then you have some usability issues to overcome. Now, there are lots of folks who may disagree with me, but out of the box templates, buttons, ready made flash "interactions" all fall short of what a professional graphic designer can create. They may help you quickly put together a program, but the user may view the content in a bad light if the interface and visuals are shoddy. They may have a hard time seeing the diamond in the rough. Visuals must be stimulating and professional looking until they fade into the background and the content takes over. Think of it as a first impression - it takes a long time to get past a bad first impression, just like it may take a user a while to get past an ugly, awkward interface.
I've created Crapid eLearning. I've also created bad eLearning projects. Because clients want what they want and paid me to deliver it. I've worked hard to talk people out of design decisions or instructional choices that I didn't agree with, but because they are the client, I build it to match THEIR vision, not mine. I've also done Crapid work because the client just wanted to check a box and push the project off their to-do list.
In this blog, a little more than a year ago, I predicted an eLearning regression and others agreed with me. Now, a year later, using my own observations and interviews with participants at the ASTD TK 10, my clients and others in the industry, I believe it came to pass. eLearning software development companies are selling the heck out their software and upgrades are popping out like crazy. Instructional designers who don't know a thing about graphic design or coding are whipping out SCORM compliant programs with ease. Template sites and pre-coded sample bundles are popping up (yes...mine are coming too) on the web and people are buying them like beanie babies. It's now easier than ever before to develop eLearning and non-tech, non-graphic and non-programmers are doing it using these tools.
Now...here's my ethical dilemma. I've had it before in June of 09, but its back with a vengeance. At that time, I called it "Should I advertise the tools" and I was wondering if I should advertise that I develop in Lectora, Captivate and others. I received lots of interesting feedback on that one, and today I have the answer.
Yes. I should. And here's why: My clients now own them. My clients like them. It provides me with an edge. I can now offer high-end completely custom, partial custom or templated eLearning.
Just this week, I have two clients with real money who want me to develop within Captivate and within Unison.
My ethical dilemma: I don't want to develop Crapid eLearning because I will be using these tools. I have to convince my clients to create custom Flash elements they can drop into these tools. They have to allow me to take the time to create unique templates and interfaces and buttons and other elements to make it look custom even though its using an eLearning tool. In Captivate, I can be extremely creative with the tool. In Unison, I can, but I have to do some serious code cracking to bring it up to my level of what a "professional" eLearning program looks like. I need to take these tools to new levels. I need to push the envelope regarding software capabilities and be creative within the limitations of the tools so that I don't just quickly schlop the project together.
Or, I could just develop Crapid.
The opposite of professional eLearning is Crapid eLearning. However, as you read this, you or your company may have these tools installed. They may be installed on the very machines you are using to read this blog. My challenge to you is this: Follow my lead and don't create Crapid. Look at the work you admire and instead of saying "I could never do that with my tool" or "You have to be a good graphic person to do that" or "I can only do that with Flash" go out and LEARN to do those things. Take it to the next level. Don't settle on mediocre or Crapid. Maximize what you know about the tool. Call the software developers and get into the weeds to bend the software to YOUR will. Buy a good book on graphic design like The Non-Designer's Design Book or Graphic Design School so you can learn what makes graphics, fonts, colors and other elements look nice on the screen.
Even though I am now adding these tools to my professional designers toolbox (and kind of feel like a sell out), I am going to keep my head high and not lower my standards. I don't want to ever turn down business, but I don't want to damage my reputation as a designer by producing Crapid. I'll post samples to this blog as I develop so you can tell me if you think they are awesome or if I fell into the Crapid crack.
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3 comments
-- As Project Manager and Instructional Designer at a custom eLearning development company, we wanted our finished course products to look sweet (helps with engagement), be instructionally sound, and function within the client's tech requirements. But they only had so much money on the table, so we were constantly trying to find the right balance between cost and professional quality. Usually we found it, even when the results weren't our "ideal."
-- As a client, I've come to recognize that sometimes -- believe it or not -- quality of final outcome isn't all that important. Sometimes "quick and dirty" is all that's required, all that's budgeted for, and will still serve the purpose just fine. Because of my ID background, I'd give up eye candy before instructional integrity any day, which means a finished course or tutorial that delivers on the learning objectives, even if it does so with clip art or audio from a non-professional narrator.
Shake off your pride (hard as it is) and ask the client: how essential is the level of quality in the final result? Will the course be delivered to your internal staff or to your customers?
What if you mocked up a couple of screens to show them what the difference would be in the quality?
Custom: "Here's one we can do to the quality standards we prefer, though it will be more difficult for changes to be later. Notice the use of images that are directly related to the content, the audio that's crisp and professionally-recorded, the functionality that includes more sophisticated user interaction..."
Quick: "Now take a look at one we can do that you'll be able to adapt later. Notice that the image quality isn't as sharp.. the audio isn't as clear... the navigation is more linear and straightforward."
If the content is complex, involving soft skills training, instruction in concepts or complex decision-making, pointing out the realistic shortcomings of highly templated design is really important.
Finding out what's at stake in the project: will it have high visibility internally? Externally with customers? Do they plan to showcase the course?
I've found that setting clear expectations can make all the difference. Most clients think all elearning is the same. It's often up to the vendors to help educate the client by creating realistic expectations about what they're really buying into and what the repercussions of those choices will be.
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