In the first part of this practical guide, we discussed the potential of stand-alone slide presentations as a tool for learning. In the second installment, we looked at the visual element in the presentation – the slides. This time we look at the auditory component – the narration.
Packaging up a live presentation
The way you approach the narration will depend on whether you are (1) packaging up a presentation that you have previously delivered live, or (2) creating a stand-alone slide show from scratch. In the case of the former, the presentation will most likely represent you and your perspective on the topic in hand – you will want to record the voiceover yourself and retain as much of the personality of the original presentation as possible. That means keeping it natural and informal. Assuming you didn’t read from a script when you presented live (and let’s hope that’s the case), then you won’t want to read from a script now. Try to capture the buzz of the live presentation by imagining you are presenting to a live audience. Or why not record it live? You can always edit it down afterwards to remove any superfluous elements.
Designing specifically for stand-alone use
On the other hand, you may be designing a slide show that will only ever be used as a piece of learning content. It is not intended as a personal statement and it won’t be attributed to you. In this case you are almost definitely best off writing a script and you should seriously consider using a professional voiceover artist to deliver this. Why? Because professional voiceover artists are very good at reading a script so it doesn’t sound like they’re reading a script. By and large, the rest of us aren’t.
Script for speaking
When scripting, it’s hard to avoid slipping into report writing mode. Keep reminding yourself that the words you are writing will be read aloud, not read from the screen. Try saying the words out loud yourself and keep revising them until you can put them across effortlessly.
Use a conversational tone
Whatever you do, avoid ‘corporate drone’. Write as you would speak. That means short sentences, simple language, the active voice (“The cat ate the mouse” not “The mouse was eaten by the cat”), and a free use of contractions (“I can’t remember …” not “I cannot remember …”). You can also help the voiceover artist by making absolutely clear (perhaps in bold type) which words need special emphasis.
Don’t duplicate your voiceover as on-screen text
Your learner’s brain can cope with one verbal channel (in this case the voiceover) but not two. If words are coming at you from two places at once, you’ll just overload. If absolutely necessary, emphasise key points and headings with on-screen text, but please don’t display your script verbatim.
Coming next: distribution