Less is more: it's a concept that learning material creators should keep in mind when preparing content for a learning management system course. Specifically, less is more when it comes to one's e-learning writing voice. The ideal e-learning writing style is optimally readable, relevant, and concise.
Naturally, there are many decisions involved in writing and preparing e-learning content. These choices include everything from navigation to media features, to what kind of writing tone best suits the content--the latter being the most important consideration you'll take. In the same way that a boring or amazing professor has the power to make or break a class, a strong or weak writing style can either enhance or damage your e-learning course.
What are some guidelines for creating an effective and engaging writing style?
Courses that merit a student's time and dedication are usually grounded in an author's personal experience and subject matter expertise. And taking into account the infinite amount of course topics that are taught in higher education and training programs--not to mention the different learning and pedagogical styles--it makes sense that the appropriate writing style greatly depends on the context.
So why is it the case that "voiceless writing" is still honored in academic writing--and especially in e-learning? Too often courseware developers not only suppress their authorial voice, but aim for a dry and impersonal one.
The old way of writing learning content--online or not--has traditionally been "voiceless writing," or a formal tone without any affect or personality. The ideal was a dull and stiff writing voice which avoided any sense of a distinct authorial tone.
However, studies show that students respond better and are more engaged with learning content when it is presented in a more interesting and unique way, with a more nuanced and personalized tone. And many e-learning authors are warming up to the idea of writing with a voice, and doing away with voiceless writing.
Unfortunately, course writers sometimes fall into the bad practice of intentionally writing difficult-to-read content. It is often an attempt to arouse interest and respect for the content. Although it's true that sometimes, bland and stiff writing is simply unavoidable, the idea of creating content with the ideal of formality and facelessness (exacerbated by wordiness for the sake of wordiness) is simply ineffective.
Learning management system course writers can avoid these tendencies by simply staying true to their own voices, trusting their own knowledge and expertise, and keeping information concise, relevant, and simple.
Naturally, there are many decisions involved in writing and preparing e-learning content. These choices include everything from navigation to media features, to what kind of writing tone best suits the content--the latter being the most important consideration you'll take. In the same way that a boring or amazing professor has the power to make or break a class, a strong or weak writing style can either enhance or damage your e-learning course.
What are some guidelines for creating an effective and engaging writing style?
Courses that merit a student's time and dedication are usually grounded in an author's personal experience and subject matter expertise. And taking into account the infinite amount of course topics that are taught in higher education and training programs--not to mention the different learning and pedagogical styles--it makes sense that the appropriate writing style greatly depends on the context.
So why is it the case that "voiceless writing" is still honored in academic writing--and especially in e-learning? Too often courseware developers not only suppress their authorial voice, but aim for a dry and impersonal one.
The old way of writing learning content--online or not--has traditionally been "voiceless writing," or a formal tone without any affect or personality. The ideal was a dull and stiff writing voice which avoided any sense of a distinct authorial tone.
However, studies show that students respond better and are more engaged with learning content when it is presented in a more interesting and unique way, with a more nuanced and personalized tone. And many e-learning authors are warming up to the idea of writing with a voice, and doing away with voiceless writing.
Unfortunately, course writers sometimes fall into the bad practice of intentionally writing difficult-to-read content. It is often an attempt to arouse interest and respect for the content. Although it's true that sometimes, bland and stiff writing is simply unavoidable, the idea of creating content with the ideal of formality and facelessness (exacerbated by wordiness for the sake of wordiness) is simply ineffective.
Learning management system course writers can avoid these tendencies by simply staying true to their own voices, trusting their own knowledge and expertise, and keeping information concise, relevant, and simple.
About the Author:
Author lessons for elearning using Coggno's learning management system. If you have learners of 5 or less, you use the system free, visit http://www.coggno.com/lms and ask us to create your free account.
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1 comment:
I must say you did a very good job with this article. I will keep this in mind.
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