Creating Learner-Centered Instructional Content

Introduction

As instructional designers (ID), we know extraneous cognitive load impedes learning. Plain writing, organization and structure, and content curation can improve learnability and accessibility. 

On this page, you will view an infographic covering an overview of how an ID can use plain writing, organization and structure, and content curation support learner-centered instructional content. Next, you’ll watch an interactive video to learn how plain writing to support learner-centered instructional content. Finally, you’ll listen to a podcast about how active voice improves the learnability of instructional content and discover a (spooky) way to find passive voice within a sentence. You’ll be given the opportunity to discuss the topic with your colleagues as well as a list of resources to continue your learning journey.

Let’s take a look at how to use these principles when creating instructional content!

Learning Outcomes

After exploring this page, you will:

  • Explain how plain writing, organization and structure, and content curation support learner-centered instructional content.
  • Explain how to use plain writing to support learner-centered instructional content.
  • Explore how active voice improves the learnability of instructional content.
  • Describe how to find passive voice within a sentence.

Learner-Centered Instructional Content Infographic

Plain writing, organization and structure, and content curation provide the foundations of instructional content. The Learner-Centered Instructional Content infographic outlines ways these principles reduce cognitive load as well as make content memorable and accessible.

Infographic describes how learner-centered instructional content includes plain writing, organization and structure, and content curation.

Instructions:

After reviewing the infographic, consider how you can implement plain writing; organization and structure; and content curation in your next instructional design project.

Interactive Video

Plain writing supports the learner by using using clear, concise, and consistent instructional content. In the Plain Writing for Learner-Centered Instructional Content [1:29] interactive video, we’ll look at how it improves our instructional design and writing.


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

Instructions:

Watch the interactive video. How did you do on the knowledge checks? What can you do to implement plain writing for your instructional content?

Podcast

In the inaugural episode of the Learner-Centered podcast, we’ll look at how the plain writing technique of active voice (and avoiding zombies!) can improve instructional content.

Learner-Centered Podcast – Episode 1: Active Voice and Zombies! [1:20] | transcript

Instructions:

Listen to the podcast. How can active voice improve cognitive load? How can you look for passive voice so you revise the sentence?

Discussion (optional)

Want to discuss learner-centered instructional content with others in a virtual environment? Ask a colleague to join you in the Learner-Centered Instructional Content room.

Learner-Centered Instructional Content room on Mozilla Hub

Further Resources

The following resources will help you to further explore the topics of this course.

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. [writing tool].

Hemingway App. [writing tool].

Joki, K. (2017, October 12). A scary-easy way to help you find passive voice! [Archived]. Grammarly.

Kubie, S. (2018). Writing for designers. A Book Apart.

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

Metts, M. J., & Welfie, A. (2020). Writing is designing: Words and the user experience. Rosenfeld.

Plain Language Action and Information Network (PLAIN). (2011, March). Plain language guidelines. PlainLanguage.gov.

Richards, S. (2017). Content design. Content Design London.

Richards, S., & Bruce, L. (2019). Readability guidelines handbook 2019. Content Design London.

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.

Winters, S. (2018). Readability guidelines. Content Design London.

Final Project

Jessica M. Bishop

ISLT 7361: Introduction to Digital Media

Summer 2023

Digital Media Principles

In ISLT 7361, I explored using the following digital media tools and principles to create image (Project 1), audio (Project 2), video (Project 3), and virtual reality instructional content. 

Infographic:

After creating a prototype in Miro, I developed the Learner-Centered Instructional Content infographic using Adobe Photoshop and Adobe Illustrator. I used original photos and text to highlight how to use plain writing, organization and structure, and content creation to support instructional content.

The infographic implements Williams’ (2015) four elements of C.R.A.P. (contrast, repetition, alignment, and proximity) through the use of color, shape, repetition, symmetry, structure, and organization.

Copyright information:

Interactive video:

I used multiple tools and recording devices to create Plain Writing for Learner-Centered Instructional Content [1:29]. First, I created a storyboard in Microsoft Word. I also created Title, Credits, and informational slides in Microsoft PowerPoint. Initial recording occurred on a MacBook Air and iPhone 13 mini; audio recording took place on a Logitech for Creators Blue Snowball USB microphone. I used TechSmith Camtasia to record and edit the audio and video.

The video used various filming techniques including size, angle, motion, and effects. I added additional effects and transitions in the editing process.

Finally, I used H5P to add interactive features to the video including a table of contents for accessibility and navigation; resource links for further reading; and knowledge checks to allow the learner to review their learning.

Copyright information:

Podcast:

I wrote a script before recording the audio. I captured the audio track using the built-in microphone of my Apple Beats Flex and edited the file in Adobe Audition 2023.

After recording, I edited volume, gaps, extra content, and removed gaps, breaths, and microphone feedback. Additionally, I smoothed the harsh “S” sounds and added effects such as reverb.

Copyright information:

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

Virtual classroom:

I tweaked a pre-made template and added media in Mozilla Spoke. Then, I created a room in Mozilla Hubs and added objects related to the learning outcomes from the virtual reality repository. All content was chosen based on the instructional topic and themes.

While I could have embedded the virtual classroom, I wanted to be cognizant of the learner’s needs and chose to share a link instead. The site already uses several embeds, and it could add potential accessibility and bandwidth issues.

Digital Media to Learning Outcomes

Creating learner-centered instructional content using plain writing, organization and structure, and content curation requires a foundational understanding of how these elements work towards supporting learners. The digital media in this final project encourages multimodal learning and enhances the learner’s understanding of how to use these principles in their instructional design and writing. First, learners encounter a broad overview of the three areas in the infographic. Next, learners explore plain writing through an interactive video. Then they listen to the podcast to dive deeper into active voice. Finally, I offered an optional virtual discussion forum as well as further resources for learners who wish to continue to explore the topic.

Reference

Williams, R. (2015). The Non-Designer’s Design Book (4th ed.). Peachpit Press.