Introduction

As instructional designers, we can use plain writing improve the learnability of instructional content. In Plain Writing for Learner-Centered Instructional Content [1:29], learners look at how plain writing can improve their instructional content.

Learning Objectives

Learners will:

  • explain how to use plain writing to support learner-centered instructional content.

Plain Writing for Learner-Centered Instructional Content Video

Plain Writing for Learner-Centered Instructional Content [1:29] | transcript

Episode Notes

The following resources informed the creation of this video.

Bishop, J.M. (2018, November 27). Remove barriers to learning with design and plain writing. Model eLearning.

Bishop, J.M. (2017, June 15). Improve your course content: Active voice. Model eLearning.

Grammarly. (2023). [writing tool].

Hemingway App. (2023). [writing tool].

Loranger, H. (2017, October 8). Plain language is for everyone, even experts. Nielsen Norman Group.

Shank, P. (2017). Write and organize for deeper learning: 28 evidence-based and easy-to-apply tactics that will make your instruction better for learning. Create Space Independent Publishing Platform.

Original File Links and Licensing

I used the following media in the video:

Original

Audio:

  • Spoken track [:17] to end

Video:

  • Introduction (audio and video) [:07]
  • Blue Dumpster [:15]
  • Hemingway Editor screencast [:45]

Media:

Others

Audio:

  • Soft Chill music by ComaStudio from Pixabay (released under a Creative Commons CC0 license)

Video:

Techniques

I used a combination of recording devices and techniques to create the video. I recorded the Introduction using TechSmith Camtasia software with the webcam on my MacBook Air . I used an iPhone 13 mini to shoot the Blue Dumpster segment. For the Hemingway Editor screencast, I returned to Camtasia. Finally, I created the title, informational, and credit frames using Microsoft PowerPoint.

I used the following shots and movements while filming:

Introduction

  • Size: Medium/midshot
  • Angle: Eye level

Blue dumpster

  • Size: Close up
  • Angle: Eye level (from a crouch)
  • Motion: Track movement from left to right
  • Effect: Lens flare (recorded, not added post-production)

Hemingway Editor screencast

  • Size: Point of view (POV), long shot
  • Angle: Eye level
Video Multitrack
Plain Writing for Learner-Centered Instructional Content video multitrack view

I also used TechSmith Camtasia to record the majority of the audio using a Logitech for Creators Blue Snowball USB microphone. Finally, I used Camtasia to edit the video:

  • Adjusted audio volume of spoken words
  • Exported/imported intro and outro audio files from Adobe Audition
  • Imported Microsoft PowerPoint slides
  • Added transitions, including dissolve [:03] several types of blurs ([:16] , [:17], [:25], [:26], [:32], [:59], [1:00]), fades ([1:05], [1:06], [1:19], [1:20]), card flip swap ([:39], [:40]), and inset [:45]
  • Added Enhance Contrast visual effect due to low quality webcam [:07]

Reflection

I started by creating a storyboard for the video. As with the Project 2: Audio project, I found I needed to narrow the topic and learning outcomes to fit within the project restraints. The storyboarding practice helped me consider the visual elements, pacing, and script, and I includeded some of my initial ideas in the final video despite reducing the focus.

I used multiple tools and software throughout the project. Initially, I planned to use Adobe Premiere and Audition; however, since I own TechSmith Camtasia I felt it would be an opportunity to learn the software as I will not be renewing the Adobe subscription. The audio features of Camtasia seemed somewhat limiting. Given more time, I would try to figure out how to export the audio and edit in a tool like Audacity.

I enjoyed the creative and critical aspects of filming and editing the video. I found myself looking at my everyday surroundings with a fresh perspective. Indeed, the Blue Dumpster segment came as a serendipitous encounter with a dumpster on a morning walk through my neighborhood. Similarly, finding stock video required careful considerations of theme and symbolism. If I had more time, I would have improved the framing, video quality, and slight awkwardness of the Introduction segment. However, the feedback from the peer review served as a reminder about how we’re often more critical of our own work than others.I would also like to learn more about adding closed captions to videos.

Overall, the Plain Writing for Learner-Centered Instructional Content video provides a useful and informative overview of the topic. Instructional designers should find it helpful as an introduction to plain writing, and I’m happy with the results.