ASCENT Blog

NEW Home for the ASCENT Blog

We truly enjoy writing blog posts and sharing them. But that’s not all we do. Our new blog site lives on the ASCENT Resource Center.

The ASCENT Resource Center offers on-demand webcasts, sample chapters, brochures and more.

Content from our amazing technical team will continue! We hope you’ll join us: https://resources.ascented.com/ascent-blog

Technical Writing: Tips for Self-editing

by Surya Nair (Technical Editor @ ASCENT)

A good writer may not be as good an editor, just as not all good editors can write from scratch.

In creative or journalistic writing, the person who reviews and edits the material is almost never the same as the author. In technical writing, however, it is more common for people to double up as writers and editors, particularly in small and lean organizations.

As people who create characters and entire fictional worlds from their imagination, creative writers naturally feel a sense of possession toward their work of art, which makes it more difficult for them to view it with an objective eye. Technical writers are less at risk because of the nature of the subject they deal with, which is always technical and factual in nature and often prepared from research and analysis of topics or by interviewing subject matter experts. This naturally allows for some distance and objectivity. Even so, self-editing lends itself to reduced objectivity.

As a technical writer who has needed to edit and proofread my own technical writing, the mantra I follow is - “be a mindful editor”. Throughout the editing process, I remain mindful of the fact that as the writer, I am intimately familiar with the text and the likelihood of skipping over errors is high. I re-read sentences carefully where I feel even the slightest ambiguity.

Here are a few tips that have helped me in self-editing:

• Compartmentalize - Have a plan on how to go about the editing process and break the task into manageable chunks, so you can stay focused.
• Wear your editor’s cap - Make a conscious effort to set your writer-ego aside and stay focused on the objective of the document and the intended audience.
• Take breaks - Take breaks and step away from your work to maintain distance and to improve objectivity.
• Read out - This may sound silly, but this has worked for me. I can pick up spelling errors, typos, and other inconsistencies when I read out content instead of eye-reading.
• Be aware - Be aware of your own writing habits because one tends to overlook them while self-editing (examples - repetitive words or phrases, run on sentences, etc.).

To share your experiences in self-editing or to learn about ASCENT's technical editing services, please email us at [email protected]

Targeted Learning via Tailored Curriculum

When you think of ASCENT, you likely think of our printed CAD training materials, instructor guides or eBooks. But, maybe your situation would benefit from something other than standard learning content.

In some cases, learners may benefit from curriculum that is tailored to their specific environment or project. ASCENT can help support your unique training goals by offering four levels of content customization to target learning:

1. Customization by Topic

Our first level of customization enables you to select the topics you need from ASCENT’s existing library of content. The result is a tailored curriculum that delivers skills training specifically focused on exactly what your team needs to know.

2. Practice-Based Customization

The second level of customization is incorporating your company’s unique models in the practice exercises. Practicing skills using your designs makes the learning more relevant to your users. Content that is more relevant will be more effective at holding a learners’ attention and result in higher retention.

3. Workflow

With the third level of customization, ASCENT will weave your workflows into their standard content. These may include adding your start-parts to models used in practice exercises, adding your steps for data management, adding references to your standards -- and more. Training content is written in the context of your work environment in order to make an easy transition for learners that will be working on your projects in your environment.

4. Unique, Original Curriculum

Perhaps you need training on a custom software application or a specific methodology?  In this case, clients rely on our level of customization that provides content unique to you. By leveraging our experienced team of instructional designers, engineers and technical writers, we can develop original training content, just for you.

 

 

Choosing the ASCENT targeted learning solution that is best for you ultimately depends on your learning objectives. We’d be happy to assist in helping you determine the best solution for your organization. Contact us to learn more: [email protected]

 

Hands-on Copy Design Functionality in Vault 2020! Webcast Follow-up

by Barb Nash

Thank you again to those of you who joined our webinar, Hands-on Copy Design functionality in Vault 2020! We have posted the recording on the ASCENT YouTube channel at: https://youtu.be/kwcrj4QZCno. The hands-on software simulation shown in the webcast can be accessed here.

The webcast and software simulation were prepared for: 

• Anyone interested in learning about Copy Design in Vault Professional 2020 from an Inventor or AutoCAD user’s perspective
• Anyone interested in hearing more about the interactive eLearning option of software simulations, or trying out the Copy Design software simulation hands-on

Topics covered in the webcast:

• Created new designs using Copy Design in Vault Professional 2020 (examples used Inventor files and AutoCAD files)
• Differentiated between Copy Design operations
• Identified the new Copy Design functionality in Autodesk Vault Professional 2020

Below are some questions that came up during the webcast:

---

Q: ­2019 Copy Design was able to be "rolled back" to the original interface by modifying a config file for Vault.  This 2020 version looks better but do you know if we'll still have the ability to choose to use the original CD interface?­

Yes, the ability to choose is still available, as shown at: https://knowledge.autodesk.com/search-result/caas/sfdcarticles/sfdcarticles/How-can-the-old-Copy-Design-be-enabled.html

---

Q: ­Can the Vise2.idw now be also chosen to be moved to the new folder?­

If Vise2.idw is set to Auto, it will automatically be moved to the same folder as Vise2.iam.

---

Q: ­­­Does the AutoCAD xref need to be in vault already for the replace or can a user navigate to an external location....that would then bring that xref to vault?­

The Replace action requires the replacement file to be in Vault.

---

Q: If you copy something that already has a suffix (so like copying vise2) could you change that to vise3? does vault know that all the selected parts share a common suffix? ­

No, Vault does not know that the selected parts share a common suffix. Therefore, a manual change to the suffix is required. Find and Replace could be used to speed up the process.

---

Q: ­­­­Does copy design checkout a separate network license?­

Copy Design requires a license of Vault. If it is launched within Vault Client it uses the license that Vault Client uses.

---

Q: ­­­­I wish there was a CD for the ECO process! :)

Great idea for a Vault IdeaStation submission!! 

---

Q: ­­­­On Licensing related: Is Vault 2020 tokenized?

Vault 2020 manages licenses in the same way that the previous versions have (2017 and newer). The tokenized system is not publicly available at this time.

---

Q: ­­­­Apart from the UI, is the functionality same in Vault Basic ? I mean functionality of Copy Design of course.

The Copy Design functionality is reduced in Vault Basic as compared with the version that is included in Vault Professional 2020. However, the actions such as Copy, Reuse, Exclude, and Replace are available, as well as the ability to set the Prefix and Suffix, and the destination folder, for the new design. The differences can also be seen in these two links from Help: Copy Design in Vault Basic 2020 and Copy Design in Vault (Workgroup and Professional 2020).

---

Q: ­­­­Does replacing a component resolve constraints?

If the replacement component is derived from the original, then constraints should be resolved, except where a constraint is based on a feature that no longer exists in the replacement.  If the components are similar but not derived, it will likely not resolve.

---

Q: ­­­­Will this work on Creo files as well?

My understanding is that it is not supported at this time. Two references from Autodesk are shown below:

https://knowledge.autodesk.com/support/vault-products/troubleshooting/caas/sfdcarticles/sfdcarticles/When-will-Autodesk-make-the-Vault-Professional-2020-Integration-for-PTC-Creo-available.html?v=2020&st=creo

https://knowledge.autodesk.com/support/vault-products/troubleshooting/caas/sfdcarticles/sfdcarticles/Autodesk-Vault-Professional-Add-in-for-Pro-ENGINEER-Creo-Using-Copy-Design.html?st=Do%20not%20use%20%22Copy%20Design%22%20for%20Creo%20files%E2%80%A6

---

As mentioned in the webcast, the software simulations can be used to capture any standard or custom workflow/process (e.g. Engineering Change Management, New Product Development, CAD Design, etc.) not just Copy Design. The simulation shown uses full guidance prompt callouts but can also be edited to show less guidance using hints, for example, or a callout after a defined number of attempts.

Thank you again! If you have ideas or requests for future webcasts, please let us know.

5 Examples of Collaborations in PLM eLearning Projects

by Barb Nash

Many of our projects involve us (ASCENT, a division of Rand Worldwide) working with multiple teams within the overall PLM (Product Lifecycle Management) implementation project. ASCENT has instructional design, technical writing, project management, and PLM software proficiencies. The image below shows 5 overlapping areas, numbered 1 through 5, representing the collaboration and communication that we have experienced between teams within a typical PLM eLearning development project.

Examples of collaboration activities in these 5 overlapping areas are described below:

1.  Collaboration between PLM Software Implementation and Client Core Teams

The collaboration between these teams involve software development activities such as requirements requests and analysis, feasibility studies, functionality demos, documentation of user stories, and user assessment testing.

---

2. Collaboration between PLM Software Implementation and PLM eLearning Development Teams

In this collaboration communication about the status of customizations and possible future changes that impact the eLearning modules takes place, including any schedule updates. The goal is to ensure that there is alignment in the eLearning modules with the customizations incorporated that suit the client’s custom workflows, and to minimize any rework.

---

3. Collaboration between PLM eLearning Development and Client Core Teams

The collaboration between these teams involve the development of the eLearning modules. The modules typically contain components such as interactive components, videos, text-to-speech audio, software simulations and quizzes. Besides obtaining feedback from the client core team about the requested components’ look and feel, the client’s responsibilities include reviewing the drafts of the deliverables and providing feedback. Some clients also wish to take on some of the development of the components depending on their resource availability, including language translations or recording human voice-over audio, if desired. Collaboration on project management tasks such as scheduling the client reviews also occurs between the teams to keep the project on track. Communication about how the training modules will be accessed in a client’s Learning Management System (LMS) are also discussed to ensure that specific export settings are used, and modules tested with these settings.

---

4. Collaboration between PLM Software Implementation, eLearning Development and Client Core Teams

In this collaboration, topics impacting all the teams are raised, discussed, statuses shared, and any issues regarding software, schedule, and resources, are resolved, like the pieces of a puzzle all coming together to achieve the client’s goals!

---

5.  Collaboration between Client Core Team and End Users

The successful adoption of the new software is arguably the main goal of the implementation. Collaboration activities include obtaining end user buy-in and gathering software requirements. Also, project updates from the core team throughout the development are communicated and discussed with end user feedback received. Other collaboration activities for the End Users and Core Team can include: User Assessment Testing (UAT), instructor-led training, and orientation to the eLearning training modules.

---

I hope you can relate to these collaborations or find them helpful for possible future collaborations!

 

ASCENT Courseware Update - Follow up to the Webcast

By: Jennifer MacMillan

Thanks to everyone for joining our most recent Webcast where Ronda and I discussed what’s new and coming in the ASCENT curriculum for the Autodesk 2020 software release. Click Here to view the recording.

Here are a few highlights and take away’s from our session:

• The main goal of this webcast was to explain the changes that are coming in the ASCENT curriculum and to introduce the courseware roadmap. I focused on explaining what is changing in the learning guides, not on what is new in the software. As books are released our Content Developers will post blogs if there are significant changes in the guides that warrant explanation.
• Our Roadmap is updated frequently and changes in priority will often require updates to our projected release dates. Please be sure to review this Roadmap as you prepare your schedules.
• And finally…. ASCENT can create custom learning guides that combine content from our existing books. Customers love this solution as it provides students with exactly the content they need in one professionally bound guide, instead of having to flip back and forth through multiple books. If you’re interested in this offering, please reach out!

 

We hope that you enjoyed the webcast. We host webcasts regularly (about once a month), so be sure to keep an eye out on our Events Page for other topics that may interest you.

Thanks,

Jennifer

Inventor Read-only Mode

By Jennifer MacMillan

With the installation of Inventor 2020 you now have access to a Read-only version of Inventor. This eliminates the need to install Inventor View as part of the installation. Once installed you can simply run it as Inventor Read-only Mode 2020. It does not require a license of Inventor to be used.

The interface looks much like Inventor, just with fewer tabs and options. It enables you to load projects and open parts, assemblies, drawings, and presentation files. Once a file is opened, you will have a limited number of tabs available that focus your experience on reviewing the model. You can review the following:

• Use the Model Browser to review the features that were used in the model. You can additionally control the visibility of sketches and work features used to create the geometry using the right-click menu.
• Use the Model Browser to review the component names and view the constraints used to assemble them.
• Use the Inspect tab to measure, analyze interference, and use the analysis tools (parts only).
• Use the View tab to control appearances and visibility as is available in the full version of Inventor.
• Use the View Cube and Navigation pane to control the view orientation of the model.
• For assemblies, you can also review the Bill of Materials for the model using the Assemble tab.

I am guessing the next question you are going to ask is … “ Where do I get it?”. Autodesk is recommending that for those that do not have access to Inventor 2020, simply download the full trial version and run it as read-only. I hope that this is great new way for you to view your models.

Jennifer

Learn Autodesk Vault Fundamentals in under 60 minutes! Webcast Follow-up

by Barb Nash

Thank you again to those of you who joined our webinar, Learn Autodesk Vault Fundamentals in under 60 minutes! For those who are interested, we have posted the recording on the ASCENT YouTube channel at: https://youtu.be/5M9nbXM9gSQ    

The webcast was prepared for:

• Anyone interested in learning fundamentals of Autodesk Vault Professional from an Inventor or AutoCAD user’s perspective
• Those who wanted to hear more about the interactive eLearning options available for Autodesk Vault Professional

Topics covered in the webcast:

• The Autodesk Vault client interface and the Vault Add-in interfaces
• Search methods including saving searches 
• Methods of populating the Vault with Designs and modifying Designs (non-CAD, AutoCAD, and Inventor files)
• Demonstrations of interactive components such as videos, software simulations and quizzes/knowledge checks used in eLearning versions of the student guides

Below are some questions that came up during the webcast:

---

Q: I believe you already said this, but just wanting to confirm. Vault can be used in AutoCAD, correct? Not just Inventor?­

Yes, there is an AutoCAD Vault Add-in that provides access to Vault functions within the AutoCAD software. Details regarding managing AutoCAD designs using the AutoCAD Vault Add-in are shown later in the webcast.

---

Q: ­Can you view only and not save any changes?­

Yes, when opening a file, you have the option to check out a file or open it as read-only (view only). You are not required to save changes if you open it as read-only.

---

Q: ­Is vault local machine or cloud based login?­

The software used in the webcast is Autodesk Vault Professional 2019 with a login to a Vault Server, not cloud-based login.

---

Q: ­­I am presently using AutoCAD Electrical/ Vault 2018. The 2019 Vault ribbon looks like changes have been made. What is Buzzsaw which I see several tabs for in Vault 2018?

Details regarding the discontinuation of Buzzsaw including an FAQ can be found at https://www.autodesk.com/products/buzzsaw/overview

---

Q: So the ipj does not need to be checked out to work on the file?

Correct. The project file needs to be downloaded using the Get command but does not need to be checked out in order to work on the Inventor file.

---

As mentioned in the webcast, the content from the webcast was created with reference to the following guides:

• Autodesk Vault Professional 2019 Data Management for Autodesk Inventor Users
• Autodesk Vault Professional 2019 Data Management for AutoCAD Users (soon to be released)

Thank you again! If you have ideas or requests for future webcasts, please let us know.

5 Quiz and Gamification Ideas to Consider for your PLM Learners

by Barb Nash

Quizzes and Gamification (one of the 7 Components to Consider to Make the Most of PLM eLearning) not only provide a way to evaluate training effectiveness, they can provide your learners with added confidence regarding their skills and of the capabilities of the PLM software. This blog post presents quiz and gamification ideas to consider when planning your PLM training.

---

1.   QUIZ QUESTIONS

Quiz questions in the format of Multiple Choice, True/False, Fill-in-the-Blank, Matching, Sequencing, and Hotspots (learner selects locations on the screen in response to the question) are effective to test the learner’s knowledge of the concepts taught and help with knowledge retention. They can also be very engaging and interactive due to the dragging and dropping nature available. Traditionally quiz questions have been presented at the end of a module or chapter. When uploaded into your Learning Management System (LMS), a learner’s progress can be tracked and completion recorded. A minimum passing score can be set with learners being asked to retake a quiz if that minimum score is not achieved. A Sequencing example question is shown below.

---

2. KNOWLEDGE CHECKS

Knowledge Checks or self-checks are like quiz questions but how the learner is evaluated can vary. With Knowledge Checks, if the response is answered incorrectly, a hint or correct answer can be provided so that the learner can move on in the module or to the next question. The learner can still be given the choice to review and/or retake the quiz to confirm their understanding of the concepts. Incorporating Knowledge Checks throughout an eLearning module immediately after the concept is taught, is also an option. An example of an incorrect Knowledge Check response is shown in the image below.

---

3.  GAMES WITHIN ELEARNING MODULE

Incorporating games into your PLM eLearning modules can provide added interaction as well as an additional fun factor while testing a learner’s knowledge. Games such as Jeopardy, Family Feud, and Memory Games are a few examples. For applying the knowledge and skills learned, games that include challenges, scoreboards, and achievements can also be set up.  Below is an example game within an eLearning module.

---

4. QUIZZES WITHIN INTRANET/SHAREPOINT

Existing company Intranets or SharePoint sites can also be used to leverage the modular nature of quizzes outside of the eLearning module or LMS. This way the quizzes can reside in one location along with PLM software updates and best practices information, for review and sharing purposes. In fact, the SharePoint communication site functionality also includes the ability to create quizzes. Besides the default SharePoint site content being mobile-friendly and easy to share, the content can also be rated. Since a learner’s username and password authentication is handled by SharePoint, Reports and Leaderboards can be set up for communicating metrics, quiz results, and for team-building purposes. 

---

 5. QUIZZES AND GAMES WITHIN A TEAM SETTING

Although there is some team interaction when sharing content within an Intranet, the idea of getting the team together physically or virtually can be even more rewarding for sharing of knowledge and having fun while also building trust and morale. These sessions could be held in a Lunch and Learn forum or at Team-building events in a table quiz format, for example. Smartphones can also be used to facilitate all the action!

---

In summary, without a way to review concepts taught, or assess a learner’s knowledge, it can be difficult to accurately evaluate the effectiveness of PLM training initiatives. Incorporating the idea of quizzes and games can help if planned well with your learners' preferences and company's culture in mind!

5 Video Creation Options for PLM eLearning

by Barb Nash

In the blog post , 7 Component Considerations to Consider to Make the Most of PLM eLearning, I introduced the various eLearning components to consider. My previous post, 5 Software Simulation Scenarios for PLM eLearning elaborated on Software Simulation scenarios. This blog post is focused on 5 possible video creation options for PLM eLearning. Your decision on what video creation option to use can depend on the complexity of the concepts, the purpose of the video, a learner’s existing knowledge of the process, your company’s preferences, and feedback from learners. 

---

1.   STANDARD VIDEO SCREEN CAPTURES (SCREENCASTS)  

Video screen captures, or screencasts, allow you to create a video that records the steps of a process. There are many different software products now available that provide this functionality. Some have extensive editing capabilities and tools that enhance the viewing experience with highlights, zooming and text overlays. You can choose to add audio as well using Text-to-Speech technology or human voiceover. The ease of creation and the ability for videos to be played on all your devices make them a great choice to use for documenting your custom PLM processes. A snippet of a video screen capture is shown here.

---

2.  VIDEOS RECORDED AS DEMO (SELF-PLAYING) SIMULATIONS

This option also records the steps on screen like a standard video screen capture but is doing so slide-by-slide and therefore allows you more control over editing. The end result is essentially the same since you can save to video format. This option is a good choice to use if you foresee changes to your PLM software’s interface that would cause you to change the video. Instead of re-recording the video, you can simply edit the slides then save it again to video format. Another advantage of this method is that you can easily create a software simulation from it using the same slides and then just add the interactions required.

---

3.   ANIMATED GIFS

Our clients have chosen the animated GIF option for creating short videos that don’t require sound. Animated GIFs can be used to record the steps of a PLM process or they can help emphasize an important tip from the process. Animated GIFs can be used like images to help explain a concept visually but with the added animation element included. Therefore, they can make the concept memorable and therefore help with retention. Similar to searching for stock images, you can also search for animated GIFs to use in your eLearning and can be used to convey emotions or feelings like emojis. An example of this use of an animated GIF is shown below. 

via GIPHY

---

4. RECORDED SLIDE PRESENTATION WITH INSTRUCTOR DEMOS

This option is probably the closest to a traditional instructor-led learning experience with human voiceover instruction throughout and could include a webcam view of the instructor. The end result is also in video format and can be viewed and shared like the other options. 

---

 5.  INTERACTIVE VIDEOS

An interactive video can be viewed as an enhancement to options number 1 and 2 above. Additional overlay slides and bookmarks can be inserted throughout the video to provide enhanced interaction for the user. For example, a bookmark can be inserted within a video and be referenced within a knowledge check for the learner to return to a specific topic for review purposes.

---

I’m hoping this brief overview is useful to you when you are considering creating engaging video content for your PLM eLearning initiatives!