Help with the right tools.

I agree with many of the comments here about there not really being a need to mark if a user passes a certain mark on the video.But, I am all too familiar with having a need handed down and being required to meet that need. Since you are still looking for a way to do this, I suspect this is the case.I would suggest introducing little quizzes throughout the course. Quizzes are a good way to reinforce learning anyway. They can also be used to verify that users have seen the content you presented. After the video, take the user straight to a new page with a quiz question. The question pertains directly to the video the student just watched. If the question is answered incorrectly, then the student is taken back to the video page.That could get annoying, though, so I'd suggest giving the learner the opportunity to open the video in a popup so he can refresh himself on the material. If the learner cannot navigate through the video's timeline, I'd advise breaking the video into 20-second chunks so the legitimate learner can narrow the video to the spot he needs. Meanwhile, the cheating learner is going to have to sit there and watch all the segments to get the correct answer.And the question will need to be hard to guess. A fill-in-the-blank question might be too open to interpretations (and bad spelling), so if you go this route, make it as narrow as possible. On the other hand, a multiple choice question is too easy to guess, allowing the student to circumvent your attempt to get him to watch the video. That's why my weapon of choice is the multiple response (check boxes instead of radio buttons). For example, a four-choice multiple choice question gives a 25% chance of successfully guessing the solution (assuming all choices are equally valid). A four-choice multiple response question gives a 6.25% chance of successfully guessing the solution. If you increase this to five or six, then it is less work for the learner to actually watch the video than it is to "hack" the question.Just some thoughts. If you are unable to adequately measure the student's progress in the video, you can always put up roadblocks that require the student to measure his own progress. I'm all about putting the onus on the student.Kevin