Six characteristics of compelling content
•Download as PPTX, PDF•
1 like•409 views
The document outlines 6 characteristics of compelling content: concept, structure, media, copy, stories, and challenges. It provides examples of different types of media that can be used in digital learning like videos, podcasts, slideshows, screencasts, and interactive materials. It discusses how to engage learners through relevance, stories, and goals that stretch them. The document promotes using a variety of media elements and focusing on one verbal and one visual element at a time according to multimedia learning theory. It concludes by stating compelling content can include these various applications and media for use in digital learning design programs.
More Related Content
What's hot
Viewers also liked
Viewers also liked (20)
Similar to Six characteristics of compelling content
Similar to Six characteristics of compelling content (20)
Recently uploaded
Recently uploaded (20)
Six characteristics of compelling content
- 3. Wooppee! Only another 37 pages before the test
- 5. Hell will freeze over before I have an hour free at work to watch a video
- 7. Seems simple enough to me - can’t understand what all the fuss was about
- 8. 100 million videos 5 million English articles 5 billion web pages 14,000 films 25 million songs THECOMPETITION
- 11. I’m designing a course on money laundering – how boring is that? Poor you. I’m doing one on how to thwart international drug gangs. Cool!
- 13. WIIFM?
- 14. WDIHTDTGI?
- 15. 50 ways to close a sale The top five closing techniques used by the masters
- 16. Quantitative easing – a new 13-part series Quantitative easing explained in two minutes
- 17. relevance drives out resistance
- 18. I thought of starting with instructions on how to use the system and a list of terminal learning objectives Could work I suppose. I was thinking of opening with a car chase and a dramatic shoot up
- 20. Image: Bunchcast
- 21. engaging the elephant Image: Dr Andre Mursch start by
- 22. close with a …
- 23. What am I supposed to do – listen or read? Could you please make your mind up?
- 26. Verbal channel Visual channel Voice Still images Text Animations / video Multimedia learning theory Richard Mayer University of California One verbal element at a time, one visual element at a time
- 27. “As your colleague, I would like to provide you with some feedback regarding your contribution to the recent product launch.” Who on earth talks like that?
- 29. A shoe was lived in by an old woman there was. What to do was not known, so many children were had by her. Some broth without bread was given to them. They were all whipped soundly and sent to their beds by her.
- 32. Coming to the bar, Sam? I’ll be there in a minute. I’m just finishing this course. I need to find out what happens to this person.
- 40. How about you Sandy? You coming? Sure. Just finishing this learning game. I want to get my score up to 80%.
- 42. We like a goal that stretches us but is reachable
- 51. Digital Learning Design Programme
Editor's Notes
- Someone is considering whether to devote time to your content. He’s thinking … Will it solve a current problem I have? Will it give me a competitive advantage?
- Meet Meili. She has been working for three months on a 4-hour e-learning programme that teaches employees how to use her organisation’s new CRM system. So far the only people who have used the programme are those for whom it was made mandatory. Other employees have gravitated instead to a collection of quick and dirty software demos produced by an enthusiastic user of the system.
- And here’s Paul. He made a video recording of a one-hour presentation he gave at a recent conference and then made it available online. To date, 100 people have accessed the video, but only one has watched it through. Paul suspects that was him. In contrast some 5000 people have read an entertaining account of the presentation, posted by a blogger who was in the audience.
- And finally here’s Stephanie. She produced a 2-minute animated video that clearly explained a scientific theory that for most people had been impenetrable. The video went viral and Stephanie was elevated to star status.
- Clearly we can’t consume more than a tiny fraction of all this. We’ve become adept at ignoring content that isn’t compelling, in our personal lives and at work. To get attention your learning content needs to be compelling. This isn’t achieved by magic, just focused thinking and hard work.
- Someone is considering whether to devote time to your content. He’s thinking …
- What do I have to do to get it?
- You’ve got two forces pitched against each other. The draw of the content and the reluctance to spend the time and effort.
- Followed by an advance organiser – what’s coming and how will we be approaching it. Then clear signposting – how far gone, how far to go.
- Writing for learning is not business writing and it is not academic writing - clarity and simplicity are everything
- Stories speak to us as humans Stories hold our attention Stories engage us emotionally Stories provide us with good and bad examples of how to do things Stories provide us with insights Stories help us to remember lots of other stuff (when we recall the story, we remember lots of other details) Stories are likely to be shared
- We like a challenge that stretches us but is reachable
- Game playing is a classic example. Once hooked we can’t stop.
- A scenario and a game – guided discovery
- A scenario and a game – instruction
- Adding game features to a skill-building app - gamification
- Tutorials as a conversation composed of challenges / explorations