Several studies have found learners can remember information in a narrative format better than bullet points (for example, Glonek & King, as cited in Kapp, 2014). One strategy for creating a narrative is delivering content with two narrators having a conversation rather than the traditional approach of a single narrator lecturing. Instead of one voice acting as an instructor, this approach lets learners listen in on two characters who are talking about it.
- Less tiring to listen to: Let’s face it: Voice over, even good voice over, can be tiring to listen to for long periods of time. It’s more engaging to listen to the back and forth of two voices. Think about morning radio shows. Most shows have two or three people talking rather than one. If it is one person talking, they usually have interviews or guests to break up the monotony of a single voice.
- Easier to write conversationally: You probably already know that a conversational tone is better for elearning. It can be challenging to write a single narrator delivering content in a conversational style though. On the other hand, if you write dialog, you’ll naturally stay away from bullet point lists.
Who are your characters?
One Mentor, One Learner
In a two-narrator course, one character is the mentor, and one is the learner. You need some difference in the knowledge and experience level between the characters in order to drive the conversation. You’re still doing some instruction, after all, just in a different format.
This strategy is used in television and film to deliver content. NCIS, for example, always has one character on the team who is new to the agency. That allows the script writers to deliver expository information in dialog between an experienced agent and a new one. The same approach is used when a more technical forensics expert or coroner explains something to a less technical agent. Watch any crime procedural and you’ll see this technique in use.
Reflect Typical Learners
The job or role of the learners should be similar to your learners. Who is your audience? What experience and background do they have? What are their concerns? What obstacles to they face? Who is a typical learner? Your less experienced character should reflect your typical learner. At the beginning of the course, your character lacks the same knowledge and skills as your audience. This helps learners identify with the character. During the course, your character follows a similar path as the one you want your audience to take. The learners are on a parallel path, shadowing your character as he or she learns.
Mentor as Manager or Leader
Who are the mentors for your audience? In their jobs, who do they learn from? Is it a manager or a more experienced person in the same role? Figure out who would explain this information if it happened as part of on-the-job training. That’s the role for your mentor character.
Gender and Diversity
Unless your audience is overwhelmingly male or female, generally one character should be male and one female. That makes it easier to distinguish the voices, plus it provides equal gender representation. If you create multiple courses or modules with this technique, aim for 50% of the modules showing a female mentor or manager.
Be aware of racial, ethnic, and other characteristics of diversity as well. Representing people of color in leadership roles can help challenge stereotypes.
For an example of a conversation-driven course with two characters, check out my post on a Story-Based Coaching and Mentoring Course.
In the next post, I’ll provide more details on how to build the conversation and multimedia.
Kapp, K. (2014, December 24). Abstract of a Study Related to Storytelling. [Blog post.] Retrieved from http://karlkapp.com/abstracts-of-study-related-to-storytelling/