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Show Me!,[object Object],Script Writing for Videos,[object Object],LavaCon 2010,[object Object]
Agenda,[object Object],Can Versus Should? ,[object Object],Rules for what you should video-tize,[object Object],Software Help,[object Object],Training,[object Object],Marketing,[object Object],Things to Think About While Writing,[object Object],Video Length & Planning Rules,[object Object],Planning for Audio,[object Object],Writing Audio,[object Object],Other Considerations,[object Object],Transition Slides,[object Object],Pulling It Together,[object Object],Miscellaneous,[object Object],Putting It to Use,[object Object]
Definitions,[object Object],“Video-Tize”: Converting a topic, process, or set of information from a traditional state (like written documentation) to a video,[object Object],Video: For the purpose of this presentation, a video is: ,[object Object],A self running visual display of application(s) and screen(s) that plays through a web browser or on a CD ,[object Object],May be incorporated with traditional video,[object Object],Typically created with a screen capture tool; a series of screen shots that when played together appears like a movie,[object Object]
Can Versus Should,[object Object],Rules for What you Should Video-Tize,[object Object]
Can Versus Should: Introduction,[object Object],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. ,[object Object],The project was a 3-year project end-to-end with several requirements around providing end-user assistance, help, manuals, etc.,[object Object],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.  ,[object Object]
Can Versus Should: Introduction,[object Object],Result,[object Object],Videos quickly become out dated and were difficult to maintain:,[object Object],The system was brand new so changes occurred after users identified issues ,[object Object],When screens and processes changed, the entire video had to be re-recorded in most cases which made maintenance a nightmare,[object Object],Users only access Videos the first time (no repeat visits),[object Object],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),[object Object],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,[object Object]
Can Versus Should,[object Object],Point:,[object Object],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.,[object Object]
Can Versus Should: Activity #1,[object Object],Activity Description:,[object Object],Come up with 3 ground rules for defining what you should/shouldn’t video-tize as it relates to your business/organization/industry,[object Object],Come up with 3 ideas for a process, topic, presentation, etc. that you think you should video-tize,[object Object],Come up with 3 ideas for a process, topic, presentation, etc. that you think you should not video-tize,[object Object]
Can Versus Should: Methodology,[object Object],The methodology for determining whether topics, processes, or information is “video-tize worthy” depends on the purpose of the material. ,[object Object],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. ,[object Object],The first thing to think about when deciding what to “video-tize” is purpose. ,[object Object]
Can Versus Should: Software Help,[object Object],Purpose: Software Help (What to Video-Tize),[object Object],Global Topics,[object Object],Effects nearly all users ,[object Object],Frequency extremely common,[object Object],Rare, but Important Topics,[object Object],Annual, semi-annual, or extremely low frequency,[object Object],Complicated, but Important Topics,[object Object],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),[object Object]
Software Topics Example,[object Object],If we’re thinking about MS Word:,[object Object],Good topics to Video-tize:,[object Object],Global Topics,[object Object],Using the New Tabs in MS 2007 (everyone has to understand the tabbing structure to use the software tool),[object Object],Rare, but Important Topics,[object Object],Working with templates .dot (maybe your administrative staff only works with templates 3x a year when preparing for an important conference),[object Object],Complicated, but Important Topics,[object Object],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). ,[object Object],Not as Good topics to Video-tize (better for written documentation):,[object Object],Justifying Text,[object Object],Using Spell Check,[object Object],Changing Font Color,[object Object],These might be common, but they are so easy that users don’t need help,[object Object],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,[object Object],Intermediate to experienced users will certainly want to quickly read a few quick steps to remind them how to use such functions,[object Object]
Can Versus Should: Online Training,[object Object],Purpose: Online Training,[object Object],For online training, the video can be used in place of an instructor; however, it’s still not wise to video-tize everything,[object Object],Good to Video-Tize:,[object Object],How to use the software to do a specific job or fill a specific role,[object Object],Standardize and compliance training,[object Object],Using video as interaction for teaching soft skills,[object Object],Not as Good to Video-Tize:,[object Object],Instructions for assignments are better as text the readers can refer back to,[object Object],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,[object Object],Case scenarios, for example, John Smith applies for disability benefits are typically understood better written in text rather than displayed through a video,[object Object],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.” ,[object Object]
Online Training Examples,[object Object],Good Examples,[object Object],Software for Job or Role,[object Object],Job/Role: Application Processor,[object Object],Video: How to process a new application,[object Object],Video: How to maintain/update an existing application,[object Object],Video: How to move the application to the next step in processing (maybe benefit pay out, etc.),[object Object],Standardized or Compliance Training,[object Object],Ensure everyone gets the exact same information,[object Object],Ensure you meet federal, government, board, etc. compliance/rules/standards,[object Object],Security Compliance,[object Object],Delta Safety Video on Flights,[object Object],Staff Orientation to Company (not to job) (i.e., what our company does, how to report time sheets and expenses, etc.),[object Object]
Online Training Examples,[object Object],Using Video as Interaction to Teach Soft Skills,[object Object],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? ,[object Object],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,[object Object]
Can Versus Should: Blended Training,[object Object],Purpose: Blended Training (Instructor-Led; Technology Assisted),[object Object],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,[object Object],Software: How to video tutorials (like for online training),[object Object],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. ,[object Object],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.,[object Object]
Can Versus Should: Marketing,[object Object],Purpose: Marketing,[object Object],Like always, marketing follows different rules than creating materials for help and learning assistance,[object Object],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,[object Object],Features and Benefits,[object Object],What makes you unique?,[object Object],Look and Feel,[object Object]
Can Versus Should: Activity #2,[object Object],Activity Description:,[object Object],Based on what you’ve learned, how would you change:,[object Object],(1) The topics you selected to video-tize?,[object Object],(2) The topics you selected not to video-tize?,[object Object],(3) Your ground rules.,[object Object]
Things to Think About While Writing,[object Object]
Video Length & Planning Rules,[object Object],Software Help Video,[object Object],1-2 minutes,[object Object],Videos should not switch roles/users,[object Object],Vides should not provide too much supplemental information (simply get to the point about how to complete the task or process),[object Object],Training Videos (CBT and ILT),[object Object],2-3 minutes,[object Object],Videos can be a little longer for CBT and a little shorter for ILT,[object Object],Videos should be specific to a topic or task (not entire role),[object Object],Marketing Videos,[object Object],2-5 minutes,[object Object],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),[object Object],Marketing videos should be more entertaining, colorful, a “wow” factor, etc. ,[object Object]
Planning for Audio,[object Object],Step 1: Determine if you should use audio ,[object Object],Not every video requires audio,[object Object],Logistics?,[object Object],Do your users have speakers in most cases?,[object Object],Are they going to be watching videos in an environment conducive to listening to video audio?,[object Object],Valuable Supplemental Information?,[object Object],Do you have anything valuable to say?,[object Object],Learning Barrier?,[object Object],Does audio add “noise” to the message?,[object Object],Does the value audio add out weigh the barrier/noise consequences? ,[object Object]
Planning for Audio,[object Object],Even in software videos, audio should always supplement the visual and not simply repeat,[object Object],Do you have something different to “say”?,[object Object],Is there something important to add to the message that you can’t simply “show”?,[object Object]
Writing Audio,[object Object],Write in sequential order,[object Object],Start to finish; step 1 through end ,[object Object],Leave side bars for before and after steps (outside of sequence) ,[object Object],Tip: If “side bars” are more than 60 seconds, consider splitting into 2 videos (if all information is necessary),[object Object],Example: One video about how to complete the topic and the other video describing the fields and buttons on the screen,[object Object]
Writing Audio,[object Object],Consider Conditional Scenarios,[object Object],If this happens, do this…,[object Object],But, if that happens, do that…,[object Object],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),[object Object],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 ,[object Object]
Writing Audio	,[object Object],Cute and Funny,[object Object],Be careful about when you use cute and funny,[object Object],Cute and funny can become annoying and a learning barrier:,[object Object],“Welcome Back!”,[object Object],“Any questions?”,[object Object],“Hello, my name is…”,[object Object],The one exception to this is marketing videos,[object Object]
Writing Audio,[object Object],How to communicate tone:,[object Object],In this video, you will learn how to write audio for help video script (and scripts for marketing, training, and other purposes). ,[object Object],In this video, you will learn how to write audio for help video scripts and scripts for marketing, training, and other purposes.,[object Object],In this video, you will learn how to write audio for help video scripts – and scripts for marketing, training, and other purposes. ,[object Object]
Writing Audio,[object Object],Audio should sound “real,” not rehearsed,[object Object],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. ,[object Object]
Other Considerations,[object Object],Use of Music,[object Object],Planning for the “talking head”,[object Object],How to communicate to voice over how to say “Q.D.R.O.” versus [sounds like] “Quadro” ,[object Object]
Transition Slides,[object Object],Identification,[object Object],Video name, section number, module number, etc. ,[object Object],Tips:,[object Object],Use identification if sequence matters (video 1, 2, 3),[object Object],Use identification if you expect users to leave and come back to videos multiple times,[object Object],Do not use identification if you expect users to work through a series of videos from start-to-finish in a single sitting,[object Object],Do not use identification if you have a facilitator/instructor assisting the user navigate through videos (the instructor needs something to say!),[object Object]
Technical Writing Components ,[object Object]
Pulling It Together,[object Object],Template,[object Object]
Miscellaneous ,[object Object],Use of Music?,[object Object],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,[object Object]
Putting It To Use,[object Object],Activity Description:,[object Object],Step 1: Write a script,[object Object],Use ATM (withdraw funds, deposit funds, and check account balance), use Pop Machine (order drink, refund), pay-at-the pump, check your email, etc.,[object Object],Something specific to your business/organization/industry,[object Object],Step 2: Read a script,[object Object],Step 3: Provide script feedback,[object Object],What was good? Bad? What can be improved? ,[object Object]
Additional Activity Ideas,[object Object],Job Aide (checklist of items to remember),[object Object],Myth/Fact Flashcards,[object Object],Conceptual Doodle,[object Object],Good Versus Bad Videos (Evaluation) ,[object Object],Just a place to go where some simple video tutorials are posted: http://www.pupiltube.com/avc-search.aspx?k=software,[object Object]
The End,[object Object],Thank You!,[object Object],Stephanie Schrankler,[object Object],Chief Communication and Learning Officer,[object Object],Sagitec Solutions, LLC,[object Object]

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Show Me! A Video Help Tutorial; LavaCon 2010

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