![]() ![]() It can be hard to follow who’s on first when the point of view keeps changing. Decide if you’ll be writing from a first person, second person, or third person point of view.And if your course is on a less critical topic or more light-hearted topic, give yourself a little more leeway for keeping the tone easy-breezy. If your course is on a serious, high-risk matter, make sure the tone of your writing is appropriate for that subject matter. Nothing is more jarring than a course that looks fun and inviting, but feels and sounds deadly serious. Nail down the tone you’ll be using and then stick with it.Not only is this a great way for helping SMEs to simplify and streamline information themselves, it can also be a helpful strategy for pulling SMEs out of the “learners need to know absolutely everything” mindset. ![]() You can suggest that the SME add some notes or comments about what absolutely must be covered under each key point or elaborate on how a talking point will drive performance. Have a long-winded SME on your project? Instead of trying to rewrite the SMEs content right away or asking her to cut out information she may feel is crucial, try asking her to outline the key talking points. Here are a few pointers for making this step of the process a piece of cake: Now you’re ready to start the process of writing an audio narration script. Once you’ve sorted out your audio needs, identified that audio narration is necessary, and finished storyboarding or prototyping your project, you’ll eventually reach the stage where you can start putting pen to paper (or finger to keyboard, as it were). And using audio for scenario-based learning can really help learners emotionally engage with the material.įor more creative ideas on other ways to use audio in your e-learning, check out this article from David Anderson, How to Use Audio to Enhance Your E-Learning Course. For instance, background audio can give your courses a great sense of atmosphere and mood. Audio doesn’t always have to be used as narration. Struggling to convince your org that reading on-screen text isn’t effective? Try putting folks into the learner’s shoes by asking them to compare and contrast a course the contains narrated on-screen text with a version of the same course that doesn’t use narration, like in this example from Tom Kuhlmann. Check out the research explored in this article, Redundancy Principle: Should You Duplicate Narrated Text On-screen? One of the reasons that some folks give for narrating on-screen text is that it supports “auditory learners.” Unfortunately, the notion of “auditory learners” isn’t really backed-up by any science. ![]() How can you get to the bottom of what kind of audio (if any) your course really needs? Here are some tips and resources that may help: ![]() But audio narration is so much more effective when it’s used supportively-to explain or describe on-screen visuals-rather than read them, verbatim to learners. Before You Start Writingĭoes your project really need audio narration? Sometimes Subject Matter Experts (SMEs) and stakeholders expect us to add audio narration to courses because they see e-learning as a platform for delivering narrated slideshows or animated lectures. So what are some ways you can make the process of writing an audio narration script a little more streamlined and a lot less time-consuming? Here are more than a dozen tips and pointers I’ve picked up that can help. From organizing and refining the content to getting it proofed and formatted for easy recording, it seems that most of the time that goes into producing audio for e-learning is spent in writing the script and getting it ready for recording, rather than actually recording, editing, or syncing audio files. As many e-learning developers can attest, there’s a lot of work that goes into writing audio narration. ![]()
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