CHAPTER 17

21st-Century Media Skills: Put Learning Where the Work Is

Mhairi Campbell

People like to watch videos. We are now so used to taking in information onscreen that video is a vital part of a trainer’s toolkit. According to Forrester Research (2019), “Employees are 75 percent more likely to watch a video than to read documents, email, or web articles.”

The training world is constantly evolving. There is now an expectation that training and learning need to reflect the changing nature of the workplace by applying the versatility that modern delivery methods allow. You will almost certainly find that blending a variety of media is the best way to get your message across most effectively and efficiently.

Using 21st-century media tools, you can engage your audience and deliver learning in a way that is appropriate for individual learning styles. Today it’s no longer about spreading your message into the ether. The latest tools allow you to deliver learning in a much more personal and direct way with the ability to measurably track learning outcomes and progress.

Video and audio are still important, but the method of delivery has changed. Let’s examine some of these tools and how you can use them. We’ll consider important aspects of:

•  Video, such as your target audience, equipment, content options, planning, shots and angles, and post-production

•  Audio requirements for podcasting

•  Bite-size or microlearning

•  Hybrid learning delivery modes, such as social media and apps

Explore the Power of Video

So where to begin? Think carefully about the information you need to deliver and decide if video will suit your purpose. Video may be a total solution for the delivery of learning content to your audience, or it might be small part of the training experience. It may be delivered directly to your audience in a training room, over the internet, or even via an app. So what do you have to consider if you want to use video to its best advantage?

Your options are:

•  Using a previously made video. It’s always good when you don’t have to reinvent the wheel and reusing material can be cost effective. However, just like other forms of media, your video may be dated and therefore not fit for purpose. (Updating a video is not as easy as changing a handout!)

•  Making a new video. This is a lot easier than in the past and it does not have to be expensive. You can make top quality videos yourself without having to invest in a large amount of equipment.

Making a Video for Learning

To make a video to deliver learning you will need to consider your target audience, the equipment you use, the amount of time you have, your budget, and your delivery platform.

Target Audience

Knowing your target audience is vital, so find out as much as you can in advance. Using 21st-century media tools such as online questionnaires (I like to use Survey Monkey) is a fast way to do this. These surveys are easy to set up using freely available tools on the internet or your company’s learning management system.

Try to find out your audience’s learning preferences—we all believe we learn best in different ways, and your training should reflect this. Carefully phrasing questions in a pre-course questionnaire can tell you a great deal about the way people learn. Approximately 65 percent of the population are visual learners, so audiovisual tools will help create engagement.

Andrew Munden (2021), the general manager of Britain’s North Norfolk Railway, uses hands-on training when instructing train drivers because he finds experiential learning works best for them. However, he states that “there’s a time and a place for e-learning. It is particularly good for testing and assessing the theoretical elements of railway employees whether they are drivers, guards, or work the signals.”

Video Equipment

Budget and time will both dictate the complexity of any video you wish to shoot. If you have a large budget, you may wish to employ a professional team. If you’re making your own video, you’ll need equipment, including:

•  Camera

•  Tripod

•  Audio recorder

•  At least one mic

•  Headphones

•  Batteries

•  A separate power bank for back-up power

•  SD cards

•  Lighting kit (optional)

If a dedicated video camera is not available, many of today’s smartphones produce very high-quality images and video. Cell phones also provide an excellent way to record high-quality sound. You will also need a simple editing package to edit the video. At the most basic level, Apple’s iMovie and Windows 10’s Video Editor do a pretty good job and are relatively easy and quick to learn. To make more complex videos you can invest in more advanced software, such as Apple Final Cut Pro, Adobe Premier, or Avid Media Composer.

Time and Budget

Time and budget play a large part in the type of video you can produce. It is nearly impossible to outsource the filming to a professional company if your timeline is short. If you produce the video yourself, make sure to plan for one that fits within your skill set. Budget also plays a part. Making your own video is obviously less expensive than hiring a production company; however, sometimes it is best to scale back your aspirations and pay for a professional team to deliver a professional product.

Delivery Platform

Consideration of the delivery platform is essential. You may want to use an app to deliver short, bite-size learning videos or upload your film to the company’s learning management system. Your video could also be delivered via a streaming service such as YouTube or Vimeo. Think carefully about the video’s format—should you shoot it in landscape or vertical? Landscape is best for delivery on television or computer screens, but vertical video is growing in popularity when delivery is on smartphones or social media channels.

Is your video going to be interactive? Will participants be able to click on the video and have an action take place? Interactive video (also known as IV) can be delivered on computers and smartphones. Trainees can click on a hotspot in the video, which makes an action take place. The smartphone app LifeSaver (available for Apple and Android devices) is a good example of using interactive video training to enhance a first-aid tool. LifeSaver is a free app that trains users to perform CPR through interactive scenarios. This form of self-directed learning is highly effective and allows the user to immediately apply what they have learned. It can also be used as just-in-time learning.

Video Content Options

It’s also necessary to determine what type of video you’re going to make. Four popular options are the talking head video, an interview-style video, use of screencapture, or animation:

•  Talking head. In a talking head–style video, the viewer sees the presenter speaking directly to them (for example, a video of a TED Talk). This type of video is known as a piece to camera (PTC). To make a PTC more engaging the speaker may be set against an interesting background.

•  Interview. In an interview-style video, the viewer is typically able to see both the interviewer and a guest or expert, because the camera records the conversation with an aim. (In other words, one camera is focused on each person, and the video is edited to cut between the two feeds.) If you have only one camera, this style of video can also be filmed as a two shot, with an over the shoulder angle. In this setup the camera would be placed behind the interviewer with the shot focused on the guest (but keeping interviewers’ the head or shoulder visible in the foreground).

•  Screen capture. This style of video captures the action happening onscreen. Most computer and smartphone operating systems have the ability to do a video screen capture. It is very useful for demonstrating software applications.

•  Animation. To make an animated video, you can use drawings (electronic or hand drawn) as well as figures and models. Kinetic typography, where moving type is used instead of static captions, can add speed and pace to a film. One of the benefits of using animation is the ability to record the narration in different languages to suit multiple audiences.

Planning Your Video

Careful planning is essential and leads to a successful outcome. You’ll need to think about audience, your storyboard, types of camera shots, angles, and more.

Audience

You need to understand your audience and their needs. If you have no contact with your audience in advance, creating a persona is quite useful. Put yourself in the shoes of the trainees and build a picture of an average course participant.

Storyboard

A storyboard allows you to envisage your film and communicate its look and feel for pitching and delivery. A storyboard can highlight requirements regarding location, props, continuity, and any safety issues. It doesn’t have to be a great work of art either—you can simply draw stick men using a free template. It’s a good idea to talk through a storyboard with an informed colleague who may have useful suggestions.

Types of Shot

Use different camera shots to tell the story in a more interesting and engaging way.

Camera Angles

The choice of camera angle can also affect the mood and style of the video.

When your planning is complete, you are ready to go. Remember to consider any health and safety issues. Depending on where you are filming it may be a legal requirement to complete a risk assessment. Also check that you have cleared any permissions that may be needed for filming in certain locations.

Choosing the Right Equipment

You can use a smartphone or a dedicated video camera. If you are going to buy a camera it’s best to choose one with a dedicated microphone input and adjustable audio level controls.

Always film in the highest quality your equipment will allow; 4K is excellent. Even if you intend to publish in a lower definition, filming the original in 4K gives you the ability to adjust and reframe your footage during editing without losing quality in the finished video.

In addition to the camera, there are a few other things to consider when choosing your equipment.

Tripod

Whatever camera you use, a tripod is essential. It will stop your film from being shaky and is useful for occasions when you need static shots. A monopod is similar to a tripod, but it has only one extendable leg. A monopod is useful if you need to steady shots but also have the flexibility to move locations easily.

Audio

No matter how good your film is, if the sound is poor you will not be able to get your message across. Use an external microphone plugged into the audio input of your camera or smartphone. This will produce superior results and give you the ability to get much closer to the sound source. There are a great number of microphones on the market, and choosing the right one for the job is important. As media producer Jeff Link (2021) says:

Other audio options include:

•  Small, personal lapel mics. These work when doing interviews. They can be either wireless or connected via a cable. Wired lapel mics can remove the risk of unexpected interference, but they do limit movement to some extent.

•  Shotgun or gun mic. A gun mic is an extreme version of a directional mic with a narrow field of pickup.

•  Handheld recording devices. Using your cell phone as a recording device is a very easy way to record quality sound. You can plug a personal mic into the phone, press record, and pop the phone in a pocket. It’s really useful to do this if you are filming yourself.

There are also a number of small handy recorders on the market that are relatively inexpensive but produce high-quality sound. These are mainly solid-state recording devices and are useful when recording sound for podcasts. It’s even possible to use one of these hand recorders as a gun mic on a pole. I have done this when I want to record in a noisy environment where it was not possible to use a personal mic. I simply attached the hand recorder to a lightweight boom arm and held it close to the speaker but out of shot.

Incorporating Graphics

You may need to include a number of graphics in your movie. Graphics can reinforce your message, add context, and deliver information quicker than a long talk or pages of text. Whether you’re adding tables, subtitles, diagrams, graphs, or photos, consider the following:

•  Appropriate. Make sure your graphics are relevant to your audience.

•  Not overly detailed. Too much information, which cannot be readily assimilated by the viewer, does not help learning.

•  Consistent. When using multiple graphics, always use the same fonts, borders, and so forth.

•  Kinetic. Moving graphics maintain pace and add interest.

Scouting Your Environment

Whenever possible, use natural light for your shoot. If you are filming outdoors the weather will play a crucial part. You might be filming in a noisy environment, such as a factory, or perhaps you are filming somewhere where the light is poor. It’s important to take as much control as you can over where you are filming. You can do this by making sure to recce, or scout, the place in which you wish to film at least a day before you do so. Recce, derived from the word reconnaissance, is part of the planning process.

Check out the lighting, power source availability, and acoustics in the filming location. In addition, check for background noise and reflected sounds from walls and windows. This will help you determine which type of mic you want to use for the video recording.

If you are using cables, make sure they are secured to the floor with tape or cable covers so they don’t become a tripping hazard.

Post-Production Techniques: Editing and Scripting

Once you have completed shooting your video, it’s time for editing and post-production. You can do this using different software and apps on your smartphone, tablet, or computer.

Editing

The first thing to do after you transfer your footage to a computer is make a backup of your original files.

Using your editing package, import your footage. Begin by looking at all the material you have shot and referring to your plan. You can then decide how much of each shot to use in your final film, as well as the order in which you want to use your shots. Then use the editing software to arrange the shots in your chosen order and trim each clip.

Once your clips are edited and in the correct sequence, the rough edit is complete. Now you need to decide how you want to move from one clip to the next. Some clips may easily join seamlessly as a jump cut, but others may not look good spliced together. For these joins there are a variety of transitions available:

•  Fade. You can fade in or out of a shot. This transition is usually a fade to black (or a blank screen), but you could also try a fade to white. This will create more energy across the scene change. Fade-ins can be used to show that a new scene is beginning, and fade-outs to black indicate a closure of some kind.

•  Dissolve (cross-dissolve or cross-fade). In this type of transition, the first shot gradually fades and dissolves into the second shot.

•  Wipe. In this transition, the shot on the screen is replaced by the clip that follows using an effect. For example, the outgoing shot could disappear to the left (wipe to the left) and the new scene could replace it, wiping in from the right. Most editing software packages offer hundreds of fancy wipes, but ask yourself if they are adding anything to the video before you use them.

This is also the time to add diagrams, photo stills, graphs, captions, and more.

The final considerations for your video are the addition of any voice-over, music, and sound effects. If you don’t have a separate audio recorder, you can record a voice-over by plugging a microphone into your camera. When you import the footage into your computer, choose the option to import audio only. You can then add the voice-over to the soundtrack of your video.

If you’re going to use music, choose it carefully. It can be a distraction to some learners, and music loops can be irritating. In addition, make sure the music isn’t too loud or the voice will be difficult to hear. It’s also important to check whether there are performing rights and royalty fees associated with the music you’ve chosen.

Scripting Hints and Tips

Writing is part of the planning process. You may have prewritten the words that are delivered in the video, but you may need to include a voice-over once you have edited your film. A voice-over is useful for introducing the video, linking scenes, and adding explanation where necessary. It can also end your video with a call to action.

When writing the script think carefully about your audience and what you are trying to say. Consider the:

•  Tone. This must suit the type of video that you have produced. Be conversational in tone, but don’t sound too intimate.

•  Clarity. Record your voice clearly and in high quality. If you make mistakes you can use software to edit out any fluffs. There are programs freely available on the internet.

•  Sentence length. Don’t make your sentences too long and complex. Short sentences are best and are easily understood.

•  Word choice. Don’t use unnecessarily complicated words and jargon if it is going to get in the way of your message.

When your script is complete, read it out loud as you play your video. This will let you see if it fits in well and if it makes sense with the images. Finally, always remember not to put into words what your audience can already clearly see in the video footage.

According to author and trainer Jonathan Halls (2021):

Find additional tips to improve your video on the handbook website, ATDHandbook3.org.

Learning via Audio: Podcasting

An audio recording in the form of a podcast is a valuable asset in the training world. It allows you to deliver training anytime, anyplace, and anywhere. A downloadable podcast is a flexible and accessible method to deliver learning and can add to the learning experience for both pre- and post-course material. Podcasts are easy to update and can range in content from simple interviews to pre-meeting information.

For equipment, you’ll need a mic, a recording device, and editing software.

Like a video, you need to plan your podcast. Writing for audio is a different skill than writing a script for a movie. Try to visualise your listener and remember you are engaging the audience on a one-to-one basis. Notes are useful because they allow you to break down learning objectives and order them so the ideas flow in a logical order.

If you have written a script, watch out for long sentences and words that are difficult to pronounce. A rehearsal will indicate where you need to pause for breath.

When you record, keep your tone conversational. Make sure the audio level is not too high or too low and that you are not picking up any background noise.

When you’re ready to edit the recording, free audio-editing programs are ideal for use with simple podcasts. They allow you to remove any errors and tighten large gaps in the recording. Well-edited audio should flow and not sound as though it has been edited.

If your podcast is part of a series, you might want to brand it in some way with a musical introduction to each piece; the same goes for the end of your podcast. The music doesn’t need to be very long and could be just a short “sting,” as we say in England.

Discover the Value of Bite-Size Learning: Microteaching

Video is an extremely useful tool for training and can be used in a variety of ways. You don’t always need to deliver a long and complex training package in one film. Small, bite-size chunks of learning form mini-modules that can be easily accessed online via a company’s learning management system, delivered within a learning app, or even offered on your own website.

Microteaching is all about improving your own skills. You deliver a short session (up to 15 minutes) and invite analysis and feedback from your audience. It is a skill to be able to deliver training in these short bursts and requires you to plan effectively and really know your subject. You need to be able to engage your audience quickly and capture their attention.

Take these steps for a successful microteaching session:

•  Create a short session plan (no more than a couple pages).

•  Make sure you have a strong introduction, middle section, and summary.

•  Include some interactivity.

•  Leave a little time for questions.

•  Ask for feedback.

Short bursts of learning can be quite effective. In a 15-minute session you can still use video and even give a short quiz. If you are going to use PowerPoint or Keynote, don’t put too much information on one slide—only three to four bullet points.

Be careful that you don’t run out of time or lose focus, which can happen if you take a lot of questions during your presentation. Practice is key!

Recognise the Benefits of Hybrid Learning

Hybrid learning is blended learning plus. It allows you to use 21st-century media skills and tools to deliver the best content for trainees using a blend of offline and online learning delivery.

When the COVID-19 pandemic began in 2020, many L&D professionals had to switch to using virtual platforms—such as Zoom and Microsoft Teams—to deliver learning content. We quickly learned that there are major differences between delivering live online training and delivering a face-to-face session in a training room. You cannot gauge the participants in the same way and building rapport may be harder. And even if you are practiced in live online delivery, your participants might not be and may find the technology a bit daunting at first.

Once again, a successful live online session comes down to planning. Webinars are useful for delivering training and information to a large audience and for public events. Zoom is better for training sessions that need interactivity or where you want to create smaller groups. Breakout rooms, where you separate online participants into small groups, allow for incorporating collaboration, discussion, and feedback into the session. You are effectively creating an online team!

Think carefully about the tools you are going to use. You can still deliver PowerPoint and Keynote presentations through Zoom and Teams, but too much detailed onscreen text can disengage the learner. Remember, when your learners are logging in from home or the office they may be more easily distracted. This is where knowing what these online delivery services can do is very useful.

A small group of participants is easier to manage than a large number. With a small group you can see people’s faces more easily. Managing a large group is harder and it may be better to have an extra facilitator who is operating mics and monitoring breakout sessions.

You can use the built-in messaging tool for questions and answers, even building up a number of questions to be answered at a time.

Edward Scotcher (2021) of Agility in Mind, a leading business agility transformation consultancy, has this tip:

Using Social Media and Apps

Using social media and technology is now second nature to many of us. Different social media platforms offer different opportunities for learning delivery. At its simplest level, you can create a Facebook page through which you can communicate to participants both before and after a course. You can also stream live training sessions and set up select groups. You can also use social media platforms for posting reminders, sending out the latest links to material, and even creating discussions. You can set up a blog and use your social media to deliver both video and podcasts.

Apps are good for accessing training modules when you are on the move. You can view them online as well as offline and they are particularly useful for just-in-time training. Apps can contain short video clips and microlearning modules and give instant access to diagrams and sets of instructions. Many of today’s trainees are familiar with online games, and gamification within an app is a good way to deliver training. Marc Prensky (2001) coined the term digital natives, individuals who were brought up during the technology age and were familiar with computers and the internet from an early age. It is these digital natives that we are training today.

David Squire, creative director of Desq (Digital Learning Designers), states:

Final Thoughts

So what does the future hold? We are now in a world of lifelong learning and upskilling. Virtual reality allows us to practice skills before we need to apply them, and AI can be used to deliver greater personalised and differentiated learning.

The media technology of the 21st century truly put learning where the work is. We can build on the skills of the past using new delivery platforms. As trainers, we need to be aware not only of the tools we can use, but of our audiences and their expectations. Our work needs to be accessible to all learners, whether they have a disability or not. Producing mixed media for training purposes is essential for trainers. We need a good grasp of current media skills and to keep up to date with the ever-changing technology.

About the Author

Mhairi Campbell is an award-winning media producer and trainer. As an executive at the BBC, she spearheaded innovative online content for BBC Learning. After leaving the BBC in 2008, Mhairi set up her own production and training company, SqueakMedia. She has led projects for the Disney Corporation and Cambridge University Press. She has delivered training for NATO, the British Library, the World Association of Newspapers, and the Construction Industry Training Board. She has worked with the World Wide Web Foundation to produce a “Magna Carta” for the 21st century and continues to deliver master classes in journalism. You can email her at [email protected].

References

“Agility In Mind.” agility.im.

Desq. “Fujitsu: Tech & Me.” Digital Learning Designers. desq.co.uk/work-project?clientid=4.

Forrester Research. 2019. “Video-Based Learning Facts You Can Use to Make the Case for a Video Platform.” Panopto, August 19. panopto.com/blog/5-facts-you-can-use-to-make-the-case-for-video-in-your-learning-development-organization.

Halls, J. 2021. “8 Point Checklist for Video Production.” The Learning Guild Publications Library, May 27. learningguild.com/publications/150/8-step-checklist-for-producing-engaging-instructional-videos.

Levy, D. 2021. Teaching Effectively With Zoom, 2nd ed. Self-published.

Link, J. n.d. “Broadcaster and Trainer Twitter Profile.” @jefflinkradio.

Prensky, M. 2001. “Digital Natives, Digital Immigrants.” On the Horizon 9(5). marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf.

Recommended Resources

Christopher, D. 2014. The Successful Virtual Classroom: How to Design and Facilitate Interactive and Engaging Live Online Learning. New York: Amacom.

Diefenbach, D.L., and A.E. Slatten. 2019. Video Production Techniques: Theory and Practice From Concept to Screen, 2nd ed. New York: Routledge.

Halls, J. 2017. Rapid Media Development for Trainers: Creating Videos, Podcasts and Presentations on a Budget. Alexandria, VA: ATD Press.

McLeish, R., and J. Link. 2015. Radio Production. New York: Routledge.