In the previous post, How to Start Creating Conversation-Driven eLearning, I described how I use conversations between two characters to deliver eLearning content. In this post, I’ll explain how to write and structure the conversation. My next post will discuss options for multimedia with conversation-driven elearning.
In the introduction of the story, show how the learner is facing a challenge. That problem is one that can be addressed through your training. Maybe your character has been dealing with an angry customer, students that are disengaged in class, or a project that is behind schedule. Your character needs new skills: how to respond to customer objections, how to motivate students, or how to get a slipping project back on track. This character is facing a moment of need. If your audience faces a similar challenge, they can immediately see that this training is relevant because they want to solve this problem too. Your character seeks help from a mentor.
In my conversation-driven coaching and mentoring course, the main character, Michael, is a newly promoted manager. He struggles to coach one of his employees on how to handle a difficult client. You can see the moment of need, and hopefully learners can identify with the struggle. (Email readers, if no video appears below, try watching it on YouTube.)
If you want to see the rest of this course, you can purchase it from Cine Learning Productions, who graciously granted permission for me to use this video.
Don’t Make the Learner Dumb
One temptation with this style is making the learning character an empty vessel with no prior experience or knowledge. The mentor explains something, and the learner simply nods along, basking in the superior knowledge. If you do that, you might as well write it with a single traditional narrator. Instead, treat your learning character (and your learners) as adults with prior knowledge and experience. Let your character figure some things out and make intelligent guesses.
Just like a good teacher or trainer, the mentor character can ask questions of the learner character to draw out information. The answers can be wrong sometimes, just like in real life, but they should be reasonable guesses that your audience might make. Asking and answering questions also helps with the next point.
Don’t Talk Too Long
Don’t let your mentor lecture for multiple paragraphs at a time. Neither person should have a monologue. Listen to conversations where someone is explaining something. The person learning interjects regularly with questions or affirmations of understanding. Add dialogue to show your learner is actively listening to the mentor. Have the learner reflect back what they heard from the mentor and connect it to something they already know or share an example.
Skepticism is Good
Does your audience automatically buy into everything you’re training on the first try? Maybe, but often they are skeptical or resist. Let your learner character be a little skeptical too. The character can voice some of the objections your learners might have, allowing the mentor to address those objections. Over the course of the training, your learner character will become less skeptical. You may be able to get skeptical audience members to feel less resistant as they see the change in the character.
Here’s an example from a conversation between two doctors discussing the treatment of addiction.
Tom: How many of our patients do you think have problems with alcohol or drugs? It can’t be that large of a number.
Deborah: I’ve seen estimates that the lifetime prevalence of alcohol use disorders is about 30 percent of the total population.
Tom: Thirty percent?!? That can’t be right.
Deborah: It sounds crazy, doesn’t it? I couldn’t believe it either. That includes both abuse and dependence though.
Tom: I never would have guessed it was so high.
[A little later in the conversation, after a few more statistics on the impact of addition]
Tom: Wow, I didn’t realize what a significant issue this is. I must treat patients all the time who are dealing with addiction without even knowing it.
Deborah: That’s probably true.
Tom: But is this really something we should be dealing with as primary care physicians? Aren’t counselors and specialists really better equipped to handle these issues?
Deborah: We should refer patients to specialists when they need extra help. We need to address it here first though. We’re still the people our patients see the most. It’s even more important that we do so now with the Affordable Care Act.
Tom: Why does that matter?
What Else Do You Need?
I’ve heard from several readers already that this technique is one they can apply to their projects. If you’re thinking about trying this strategy, what else do you need to get started? Ask your questions or tell me what else you want to know in the comments.