It's a lesson too many content developers learn too late; in learning management system course creation, less is more. This truism applies most especially to one's writing voice in e-learning content. It is related to the level of engagement students experience with the content, and how readable, concise, and simple the language is in the courseware.
There are many decisions involved in creating e-learning material. These decisions range from visual and audio media and graphics to writing style and format. That last decision may be the most important one. A strong writing style or weak one can make or break your content.
What are the requisites for an engaging and effective writing style, you may wonder?
If the learning content has weight and importance, it is often grounded in a course developer's experience and subject matter expertise. And considering the rainbow of course subjects that exist--not to mention all the different learning and pedagogical styles--it makes sense different contexts are better suited by different writing styles.
However, many course content creators have yet to discover their authorial voice. The unfortunate trend in e-learning content creation has involved a writing model known as "voiceless writing," in which authors try for a formal tone and text without any personal style. This trend's ideal was a faceless, formal writing style that avoided any sense that an author even existed.
But an emerging community of online course creators is doing away with the old and warming up to the idea of writing with tone and texture. Most notably in e-learning course material, studies suggest that students respond better to a writing style with more affect and tone.
Of course, there's no disputing that in some e-learning contexts, formal and "voiceless" writing is simply required--and that's OK. The problem lies in the general attitude that formality and blandness is the ideal. And all too frequently, course developers fall into the trap of purposefully making difficult-to-read content in a weak attempt to create intrigue and respect for the course. This is, frankly, a bad idea.
What is the ideal and how does one obtain it? A writing style uncluttered by the unnecessary formalities which too many learning management system exhibit, and which speaks directly to the student.
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