When you publish a course for LMS distribution, certain features may work differently in Storyline 360 and Rise 360. Here’s a table comparing the features available in each to help you decide which one to use in your next project.
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Feature
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Storyline 360
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Rise 360
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LMS Standards
Support for AICC, SCORM, xAPI, and cmi5 standards.
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Track by Quiz Results
Track course completion and success status by quiz results.
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Reporting Status
Record completion and success statuses in an LMS. The completion status monitors when learners finish a course, while success status monitors how learners perform.
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Choose statuses for AICC and SCORM
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Choose statuses for AICC, SCORM, & cmi5
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Track by Course Progress
Track course completion and success status by course progress.
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Slides viewed
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% of lessons viewed
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Exit Course
Allow learners to click on a link to exit the course.
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Exit course trigger
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Exit course link setting
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Cover Page/Photo
Allow authors to add a cover page/photo to a course.
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Cover photo for mobile or when the first slide has media
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Cover page shows by default but can be turned off
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Resume Options
Provide options when the course is relaunched in the LMS.
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Prompt to resume, always resume, or never resume
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Always resume (Learn how to reset learner progress when updating a course.)
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Custom xAPI Statements
Define custom xAPI statements to track learners' activity.
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Expanded Quiz Tracking
Allow authors to create branches with different quizzes or allow learners to test out of courses by passing a pre-check assessment.
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Lost connectivity alert
Notify learners when their connection is unstable and prevent them from continuing so they don't lose their progress.
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LRS Support
Allow publishing to a Learning Record Store (LRS).
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Track Multiple Completion Criteria
Allow authors to choose one, two, or even all three tracking options. Whichever option a learner completes first is the one that gets reported to the LMS/LRS.
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Course Completion Trigger
Send a status update to your LMS when learners perform a specific action or reach a certain point on the timeline.
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