I am starting to pull together material for a mini Storyline lesson called "Writing Tips for E-learning Pros." I'll cover such things as how to clean up SMEs' wordy prose, how to generate more interest in your e-learning scripts, how to write for voiceover narration. (Before becoming an e-learning developer, I taught writing and rhetoric, and still publish regularly.)
As far as the art of writing is concerned, is there anything else you e-learning pros want to do better? Thought I'd ask before I start developing. Thanks, Daniel
I would be interested in hearing from the community on how to create narration scripts that have a more natural, conversational tone. Many e-learning courses, especially those focused on regulatory or compliance issues, tend to use dry and stilted language. Nobody talks that way in everyday life - unless you're a lawyer maybe.
Does anyone have thoughts on creating scripts that are professional yet natural? (I'm thinking of Tom's blog, for example.)
One way to reconcile the inconsistency in the use of audio, if you have one, between "views" within a course is by making it consistent with another inconsistency. For example, you could add a visual cue on the screen like a ribbon across the corner, an image of the speaker, or another graphic element to the screens that have audio. By tying the inconsistency in audio to a visual inconsistency - you create a consistency. If that makes sense
Good question about when to use voiceover narration and when to use image/text only - I'm really interested in other people's responses too!
I should start by saying that for me, this does depend a little on the client and what they need/want and who the learners are.
With that in mind though, I use voiceover as a way of doing three things specifically:
1. Helping to relay a 'story'. Often this means building a short audio 'play' where characters interact with each other.
While I understand the necessity of text in telling stories sometimes, it is quite clunky. Verbal and/or verbal/visual stories are much more interesting and engaging - especially if learners develop a relationship with the characters.
2. Providing additional explanation for something. This is something I will often use in highly technical training. Where possible I'll find an industry leader with a good voice to narrate some content in a conversational style. For example, if I need to include some diagrams about a particular building technique, I'll make the diagrams into short film and ask the narrator to explain what is happening. For a lot of the people I work with, this reflects the way they are used to learning - on the job - where someone shows them something while explaining what is happening.
3. Being a 'guide' to the content. Audio reminders of what to do next can be useful for some learners, particularly if they are new to online learning. I either give people the option to 'turn on' the guide (an avatar usually) at the beginning, or have it kick in at particular times or when there is a longer than expected gap before people do the next thing.
Melita
Melita: Thank you for responding. Two points of yours that help me suss out strengths of audio:
1. Audio's ability to tell a story (of course, you can do this with text, but audio may get the job done more quickly and effectively). Of course, it's more expensive to do it with audio.
2. Audio's ability to create a sense of realism (e.g., the narrator helping you as would the dude in the next cube).
There are a few things we consider when looking at the trade-offs between adding audio and leaving it out. There's always a trade-off that results in "debt". Trade-offs include labor / $$ costs, lifecycle maintenance costs, bandwidth costs and more. The trick is to keep the debt incurred under control and balancing the value against the cost (effort to outcome ratio).
Nature of the Information
Sometimes it really doesn't matter to the context / content what communication modes are used to present the content. Six in one hand, half-dozen in the other. Many times, it really doesn't matter and your audience becomes the deciding factor. Sometimes it really does matter. Some instructional strategies are challenging to execute using audio and some objectives can tend toward instructional strategies in the "hard to do with audio" category. There are also communication mode strengths to consider. Have you gotten a sense that verbal communication carries an extra channel of information? Ever had a problem getting your point across in email? Inflection, emphasis, cadence are things we can carry into verbals that can sometimes be difficult to convey consistently in writing. If you need authenticity, audio can be pretty powerful. We use it to capture stories from peers, performers, and SMEs.
Environment
What does the environment look like where the audience will experience the training? Will the audience be at their desk free from interruptions? Does the audience prefer to listen to content presentation without having to look at the screen, only tabbing back to the window to interact or view? Knowing how your audience will best catch the expository components of your solution is one of the ways to nail down a "best communication mode".
Real Estate
Does it benefit the audience to provide additional information via audio so they can focus on the elements that are most valuable in a visual? Sometimes it's tough to decide what to add to the screen visually and what to take away. Audio can be a good channel for progressive disclosure.
It may be easier to ask when it's *not* best to use audio. If you're able to get the message across with text and images, you may want to think twice about adding a third channel. Research shows that competing channels aren't good for learning. Audio + text (identical to audio) + images = bad. Depending on the nature of the information you're dealing with, you might have trouble maintaining attention with an exclusive audio program. "Pendet" -- it depends
Most of the time it depends on a staggering number of factors.
Steve: Thanks for the thoughtful reply: You make many good points:
1. Where are your learners taking the training? (That'll effect the modes you employ.)
2. Do you actually need audio? (i.e. the emotional/attitudinal extra you get when words are spoken aloud by a professional narrator). But here's the issue with that: so many course have audio that clients expect it. Not a problem if they can pay for it.
3. Thank you for the progressive disclosure term. A new concept for me. I'll need to do a bit of research.
1. Gives a sense of realism (places in the real world produce sounds)
2. Speech carries with it extra meanings of attitude and emotion. It may be more emotional and thus engaging.
2a. Speech almost by its nature creates conversation (IF it is well done). I know Mayer mentions somewhere that people tend to engage more if they feel they are in conversation with someone (VO talent) or something (avatar).
I really like Steve's simple question: Do you really need audio? If so, know why so you can justify that extra cost.
One way to reconcile the inconsistency in the use of audio, if you have one, between "views" within a course is by making it consistent with another inconsistency. For example, you could add a visual cue on the screen like a ribbon across the corner, an image of the speaker, or another graphic element to the screens that have audio. By tying the inconsistency in audio to a visual inconsistency - you create a consistency. If that makes sense
Sort of like 2 negatives making a positive. Yes, it does make sense. Thanks!
I would be interested in hearing from the community on how to create narration scripts that have a more natural, conversational tone. Many e-learning courses, especially those focused on regulatory or compliance issues, tend to use dry and stilted language. Nobody talks that way in everyday life - unless you're a lawyer maybe.
Does anyone have thoughts on creating scripts that are professional yet natural? (I'm thinking of Tom's blog, for example.)
Thank you for linking those threads in your message.
Mia: A few thoughts on making scripts conversational
1. Start with a new script. Don't try to edit a script to make it more conversational. You can do that, but it's going to probably take longer than writing a new one.
2. Pay special attention to the opening of your script. The function of the beginning is to set the tone, in this case, a conversational one. Think about having characters converse at the very beginning. That would certainly set the tone. Also, make sure the visual look of your course supports your conversational tone.
3. Write to a person: use the second-person "you," ask the person you are writing to questions, anticipate his/her questions, objections, etc. Make it obvious how the information you are presenting is important to your learner. I image the person you are writing to is always asking, "Yeah, so what?" "How does that affect me?"
4. Use contractions when possible.
5. Hire a professional narrator. This is just as important as the script. If your narrator isn't talented, it doesn't matter how good the script is.
So here is the first installment on a series I'm calling "Writing Tips for E-learning Pros." Pretty sure the next installment will be a short Storyline presentation on writing voiceover scripts. Hope you enjoy and thank you for helping me think through how I present this information. --Daniel
This is great Daniel. I also loved your content map! I like how you highlight the importance of keeping the learning objective action oriented - I suspect this will do a lot of good when it comes to choosing which content to leave in and what could be left out.
I read your bio too - we're neighbors. I live right next to Chautauqua in Boulder!
That would be great Daniel. I love Louisville - I came to Boulder in 93 - They are really doing a great job reviving Louisville. We were just hanging out at Sweet Cow a few days ago on the turf with the kids
Thinking about some potential Storyline (and potential conference) presentations in which I can share my writing experience, especially as it relates to e-learning/ID. I done presentations on the following:
Revising bloated prose
Writing for voiceover
Looking for writing situations in the ID/e-learning world that I might address. So...question: in which situations do you struggle when it comes to the art of writing?
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I would be interested in hearing from the community on how to create narration scripts that have a more natural, conversational tone. Many e-learning courses, especially those focused on regulatory or compliance issues, tend to use dry and stilted language. Nobody talks that way in everyday life - unless you're a lawyer maybe.
Does anyone have thoughts on creating scripts that are professional yet natural? (I'm thinking of Tom's blog, for example.)
Hi, Rebecca -
One way to reconcile the inconsistency in the use of audio, if you have one, between "views" within a course is by making it consistent with another inconsistency. For example, you could add a visual cue on the screen like a ribbon across the corner, an image of the speaker, or another graphic element to the screens that have audio. By tying the inconsistency in audio to a visual inconsistency - you create a consistency. If that makes sense
Melita: Thank you for responding. Two points of yours that help me suss out strengths of audio:
1. Audio's ability to tell a story (of course, you can do this with text, but audio may get the job done more quickly and effectively). Of course, it's more expensive to do it with audio.
2. Audio's ability to create a sense of realism (e.g., the narrator helping you as would the dude in the next cube).
Steve: Thanks for the thoughtful reply: You make many good points:
1. Where are your learners taking the training? (That'll effect the modes you employ.)
2. Do you actually need audio? (i.e. the emotional/attitudinal extra you get when words are spoken aloud by a professional narrator). But here's the issue with that: so many course have audio that clients expect it. Not a problem if they can pay for it.
3. Thank you for the progressive disclosure term. A new concept for me. I'll need to do a bit of research.
Strengths of voiceover narration and audio sfx:
1. Gives a sense of realism (places in the real world produce sounds)
2. Speech carries with it extra meanings of attitude and emotion. It may be more emotional and thus engaging.
2a. Speech almost by its nature creates conversation (IF it is well done). I know Mayer mentions somewhere that people tend to engage more if they feel they are in conversation with someone (VO talent) or something (avatar).
I really like Steve's simple question: Do you really need audio? If so, know why so you can justify that extra cost.
Sort of like 2 negatives making a positive. Yes, it does make sense. Thanks!
Hi Mia,
There are a few threads about this. Here are 3:
Script or no script
Narration tips
Best practices for writing scripts for narration
Rebecca:
Thank you for linking those threads in your message.
Mia: A few thoughts on making scripts conversational
1. Start with a new script. Don't try to edit a script to make it more conversational. You can do that, but it's going to probably take longer than writing a new one.
2. Pay special attention to the opening of your script. The function of the beginning is to set the tone, in this case, a conversational one. Think about having characters converse at the very beginning. That would certainly set the tone. Also, make sure the visual look of your course supports your conversational tone.
3. Write to a person: use the second-person "you," ask the person you are writing to questions, anticipate his/her questions, objections, etc. Make it obvious how the information you are presenting is important to your learner. I image the person you are writing to is always asking, "Yeah, so what?" "How does that affect me?"
4. Use contractions when possible.
5. Hire a professional narrator. This is just as important as the script. If your narrator isn't talented, it doesn't matter how good the script is.
So here is the first installment on a series I'm calling "Writing Tips for E-learning Pros." Pretty sure the next installment will be a short Storyline presentation on writing voiceover scripts. Hope you enjoy and thank you for helping me think through how I present this information. --Daniel
http://www.brighamcommunications.com/helping-smes-write-relevant-content-for-your-course/#more-549
This is great Daniel. I also loved your content map! I like how you highlight the importance of keeping the learning objective action oriented - I suspect this will do a lot of good when it comes to choosing which content to leave in and what could be left out.
I read your bio too - we're neighbors. I live right next to Chautauqua in Boulder!
Looking forward to part 2.
Melani: That's totally cool you're in Boulder. Maybe we can collaborate on some stuff. I've been in Louisville since '94.
Yeah, the "keep-it-action-oriented" dictum helps SMEs focus. It also helps them understand what we are actually doing with the material.
That would be great Daniel. I love Louisville - I came to Boulder in 93 - They are really doing a great job reviving Louisville. We were just hanging out at Sweet Cow a few days ago on the turf with the kids
Hi, Heroes:
Took me longer than I thought, but here is a short Storyline presentation on writing voiceover scripts. http://dl.dropbox.com/u/28783158/Writing%20voiceover%20scripts%20output/story.html
VO talents Bruce Graham and Andy Bower helped out with the content. Let me know what you think, especially if you think I left something critical out.
Hope things are well. --Daniel
To all you IDs interested in crisp prose.
I create a short Storyline prez called Revising Bloated E-learning Prose. Hope you find it useful.
Hey, heroes:
Thinking about some potential Storyline (and potential conference) presentations in which I can share my writing experience, especially as it relates to e-learning/ID. I done presentations on the following:
Looking for writing situations in the ID/e-learning world that I might address. So...question: in which situations do you struggle when it comes to the art of writing?
Thanks for giving it some thought. --Daniel
I enjoyed both. I found the " revising bloated prose" especially helpful.
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