Show Me! A Video Help Tutorial; LavaCon 2010


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Show Me! A Video Help Tutorial; LavaCon 2010

  1. 1. Show Me!<br />Script Writing for Videos<br />LavaCon 2010<br />
  2. 2. Agenda<br />Can Versus Should? <br />Rules for what you should video-tize<br />Software Help<br />Training<br />Marketing<br />Things to Think About While Writing<br />Video Length & Planning Rules<br />Planning for Audio<br />Writing Audio<br />Other Considerations<br />Transition Slides<br />Pulling It Together<br />Miscellaneous<br />Putting It to Use<br />
  3. 3. Definitions<br />“Video-Tize”: Converting a topic, process, or set of information from a traditional state (like written documentation) to a video<br />Video: For the purpose of this presentation, a video is: <br />A self running visual display of application(s) and screen(s) that plays through a web browser or on a CD <br />May be incorporated with traditional video<br />Typically created with a screen capture tool; a series of screen shots that when played together appears like a movie<br />
  4. 4. Can Versus Should<br />Rules for What you Should Video-Tize<br />
  5. 5. Can Versus Should: Introduction<br />From 2004-2007, I had a client implementing a total replacement administration software to automate processes, provide self service for employees and employers, and reduce cost and processing times. <br />The project was a 3-year project end-to-end with several requirements around providing end-user assistance, help, manuals, etc.<br />With 6 months left in the project, the client decided to be “cutting edge” and provide the best resources to end-users, all help, manuals, assistance, etc. would be replaced by video tutorials. No written documentation or instructor-led training would be created/available. <br />
  6. 6. Can Versus Should: Introduction<br />Result<br />Videos quickly become out dated and were difficult to maintain:<br />The system was brand new so changes occurred after users identified issues <br />When screens and processes changed, the entire video had to be re-recorded in most cases which made maintenance a nightmare<br />Users only access Videos the first time (no repeat visits)<br />Most videos were created for new users (low level of detail); when a user just needs a “refresher” or help with one small step in a process, users weren’t opening the videos (having to watch 1-2 minutes of a video to get the information they wanted was not efficient)<br />Users in some offices didn’t have speaks on their desktops so many could watch the presentation, but missed important supplemental information provided by audio<br />
  7. 7. Can Versus Should<br />Point:<br />It’s very easy to create videos with the tools available on the market today. But, just because you have the tools to create videos doesn’t mean that you should go off and “video-tize” everything.<br />
  8. 8. Can Versus Should: Activity #1<br />Activity Description:<br />Come up with 3 ground rules for defining what you should/shouldn’t video-tize as it relates to your business/organization/industry<br />Come up with 3 ideas for a process, topic, presentation, etc. that you think you should video-tize<br />Come up with 3 ideas for a process, topic, presentation, etc. that you think you should not video-tize<br />
  9. 9. Can Versus Should: Methodology<br />The methodology for determining whether topics, processes, or information is “video-tize worthy” depends on the purpose of the material. <br />The same rules do not apply for videos that supplement online help documentation about a task in a software application that apply for creating marketing videos or training videos about the same application. <br />The first thing to think about when deciding what to “video-tize” is purpose. <br />
  10. 10. Can Versus Should: Software Help<br />Purpose: Software Help (What to Video-Tize)<br />Global Topics<br />Effects nearly all users <br />Frequency extremely common<br />Rare, but Important Topics<br />Annual, semi-annual, or extremely low frequency<br />Complicated, but Important Topics<br />Note: If your product is developing the software product, especially if the software is customized, only you will know if a topic is rare or complicated (reason to be in touch with your users)<br />
  11. 11. Software Topics Example<br />If we’re thinking about MS Word:<br />Good topics to Video-tize:<br />Global Topics<br />Using the New Tabs in MS 2007 (everyone has to understand the tabbing structure to use the software tool)<br />Rare, but Important Topics<br />Working with templates .dot (maybe your administrative staff only works with templates 3x a year when preparing for an important conference)<br />Complicated, but Important Topics<br />Using Master documents (maybe your tech writing staff uses master and sub documents for large proposals, and in the past you’ve found this to be a complicated topic for them to understand). <br />Not as Good topics to Video-tize (better for written documentation):<br />Justifying Text<br />Using Spell Check<br />Changing Font Color<br />These might be common, but they are so easy that users don’t need help<br />If you find that new users do need help, consider creating a 2-3 minute video about basic formatting functions (not a video for each) targeted at new users only<br />Intermediate to experienced users will certainly want to quickly read a few quick steps to remind them how to use such functions<br />
  12. 12. Can Versus Should: Online Training<br />Purpose: Online Training<br />For online training, the video can be used in place of an instructor; however, it’s still not wise to video-tize everything<br />Good to Video-Tize:<br />How to use the software to do a specific job or fill a specific role<br />Standardize and compliance training<br />Using video as interaction for teaching soft skills<br />Not as Good to Video-Tize:<br />Instructions for assignments are better as text the readers can refer back to<br />Cheat sheets and job aids are better as text so users can print them off or save them locally and refer to them outside of training<br />Case scenarios, for example, John Smith applies for disability benefits are typically understood better written in text rather than displayed through a video<br />Nothing that has to be timed (“Now, the presentation will stop for 20 minutes while you do activity A. Then, the presentation will begin again.” <br />
  13. 13. Online Training Examples<br />Good Examples<br />Software for Job or Role<br />Job/Role: Application Processor<br />Video: How to process a new application<br />Video: How to maintain/update an existing application<br />Video: How to move the application to the next step in processing (maybe benefit pay out, etc.)<br />Standardized or Compliance Training<br />Ensure everyone gets the exact same information<br />Ensure you meet federal, government, board, etc. compliance/rules/standards<br />Security Compliance<br />Delta Safety Video on Flights<br />Staff Orientation to Company (not to job) (i.e., what our company does, how to report time sheets and expenses, etc.)<br />
  14. 14. Online Training Examples<br />Using Video as Interaction to Teach Soft Skills<br />Given a situation like “1” there are three typical responses: “A,” “B,” and “C” which response would most like be effective and represent our company’s values and mission? <br />In this video you would provide some information (for example, about Communicating Effectively with Clients); tape some face-to-face (scripted) interactions; and then wait for a response<br />
  15. 15. Can Versus Should: Blended Training<br />Purpose: Blended Training (Instructor-Led; Technology Assisted)<br />When the training is instructor-assisted, videos should be used to supplement the instructor because students/attendees have some expectation that the instructor will provide the bulk of the information<br />Software: How to video tutorials (like for online training)<br />Other things like soft skills, activities, assignments, FAQs, etc. should be presented by the instructor with resources like PPT slides to help stay on track and provide a visual. <br />Change Management message should not be included in video. If you have a group of students giving a lot of push back, it’s important to deliver a customized and personal message.<br />
  16. 16. Can Versus Should: Marketing<br />Purpose: Marketing<br />Like always, marketing follows different rules than creating materials for help and learning assistance<br />When thinking about marketing videos, you should think about (1) what does your potential customer want to learn most, and (2) what do you have that your competitors don’t that will sell your product<br />Features and Benefits<br />What makes you unique?<br />Look and Feel<br />
  17. 17. Can Versus Should: Activity #2<br />Activity Description:<br />Based on what you’ve learned, how would you change:<br />(1) The topics you selected to video-tize?<br />(2) The topics you selected not to video-tize?<br />(3) Your ground rules.<br />
  18. 18. Things to Think About While Writing<br />
  19. 19. Video Length & Planning Rules<br />Software Help Video<br />1-2 minutes<br />Videos should not switch roles/users<br />Vides should not provide too much supplemental information (simply get to the point about how to complete the task or process)<br />Training Videos (CBT and ILT)<br />2-3 minutes<br />Videos can be a little longer for CBT and a little shorter for ILT<br />Videos should be specific to a topic or task (not entire role)<br />Marketing Videos<br />2-5 minutes<br />You can get away with longer videos for marketing if the user is interested in the product or what the video has to say (always start with the most interesting information and don’t try to pack everything in one video – there’s nothing wrong with creating multiple videos)<br />Marketing videos should be more entertaining, colorful, a “wow” factor, etc. <br />
  20. 20. Planning for Audio<br />Step 1: Determine if you should use audio <br />Not every video requires audio<br />Logistics?<br />Do your users have speakers in most cases?<br />Are they going to be watching videos in an environment conducive to listening to video audio?<br />Valuable Supplemental Information?<br />Do you have anything valuable to say?<br />Learning Barrier?<br />Does audio add “noise” to the message?<br />Does the value audio add out weigh the barrier/noise consequences? <br />
  21. 21. Planning for Audio<br />Even in software videos, audio should always supplement the visual and not simply repeat<br />Do you have something different to “say”?<br />Is there something important to add to the message that you can’t simply “show”?<br />
  22. 22. Writing Audio<br />Write in sequential order<br />Start to finish; step 1 through end <br />Leave side bars for before and after steps (outside of sequence) <br />Tip: If “side bars” are more than 60 seconds, consider splitting into 2 videos (if all information is necessary)<br />Example: One video about how to complete the topic and the other video describing the fields and buttons on the screen<br />
  23. 23. Writing Audio<br />Consider Conditional Scenarios<br />If this happens, do this…<br />But, if that happens, do that…<br />Tip: If conditional scenarios are more than 1-2 steps off the beaten path, consider splitting into 2 videos (topic 1/condition true, topic 2/condition false)<br />Example: One video for how to tie your shoes and the other for Velcro shoes; rather than a video that starts with putting on your shoes and then different conditions for tying versus re-lacing and then tying if the laces have come out of the holes <br />
  24. 24. Writing Audio <br />Cute and Funny<br />Be careful about when you use cute and funny<br />Cute and funny can become annoying and a learning barrier:<br />“Welcome Back!”<br />“Any questions?”<br />“Hello, my name is…”<br />The one exception to this is marketing videos<br />
  25. 25. Writing Audio<br />How to communicate tone:<br />In this video, you will learn how to write audio for help video script (and scripts for marketing, training, and other purposes). <br />In this video, you will learn how to write audio for help video scripts and scripts for marketing, training, and other purposes.<br />In this video, you will learn how to write audio for help video scripts – and scripts for marketing, training, and other purposes. <br />
  26. 26. Writing Audio<br />Audio should sound “real,” not rehearsed<br />To determine if your audio sounds “real” read your script aloud. Anywhere you stumble in reading, probably will not sound natural from the narrator so considering revising. <br />
  27. 27. Other Considerations<br />Use of Music<br />Planning for the “talking head”<br />How to communicate to voice over how to say “Q.D.R.O.” versus [sounds like] “Quadro” <br />
  28. 28. Transition Slides<br />Identification<br />Video name, section number, module number, etc. <br />Tips:<br />Use identification if sequence matters (video 1, 2, 3)<br />Use identification if you expect users to leave and come back to videos multiple times<br />Do not use identification if you expect users to work through a series of videos from start-to-finish in a single sitting<br />Do not use identification if you have a facilitator/instructor assisting the user navigate through videos (the instructor needs something to say!)<br />
  29. 29. Technical Writing Components <br />
  30. 30. Pulling It Together<br />Template<br />
  31. 31. Miscellaneous <br />Use of Music?<br />Write a text description / summary of the video for the user to read before playing the video to assist the user in determining which video will provide him/her with the most assistance for what s/he is attempting to do<br />
  32. 32. Putting It To Use<br />Activity Description:<br />Step 1: Write a script<br />Use ATM (withdraw funds, deposit funds, and check account balance), use Pop Machine (order drink, refund), pay-at-the pump, check your email, etc.<br />Something specific to your business/organization/industry<br />Step 2: Read a script<br />Step 3: Provide script feedback<br />What was good? Bad? What can be improved? <br />
  33. 33. Additional Activity Ideas<br />Job Aide (checklist of items to remember)<br />Myth/Fact Flashcards<br />Conceptual Doodle<br />Good Versus Bad Videos (Evaluation) <br />Just a place to go where some simple video tutorials are posted:<br />
  34. 34. The End<br />Thank You!<br />Stephanie Schrankler<br />Chief Communication and Learning Officer<br />Sagitec Solutions, LLC<br />