Computer-Based Training: Reinvent Yourself Through Multimedia News & Views Feature Article

by John Zuchero, Training Manager Unisys Corporation (Malvern, Pennsylvania) Originally published in News & Views November, 1995 issue. Copyright 1995 STC-Philadelphia Metro Chapter. For permission to reprint this article, contact the Managing Editor.

When you look at multimedia tutorials, do you feel a pang of envy? Followed, perhaps, by a momentary feeling of exhaustion as you consider all the new technologies that you haven't yet conquered? Take heart. As a former technical writer who now develops computer-based training, I've found that many of the skills that I relied on as a writer are equally applicable to multimedia development. In this article I'll discuss what I learned in my transition and identify some of the strengths and skills you can transfer to multimedia development. The term multimedia computer-based training (CBT) refers to an interactive learning experience between a student and a computer that may incorporate text, graphics, sound, animation, still images, or video. Multimedia CBT is used to teach someone how to use a product, how to locate a store through a multimedia kiosk, or to explain highly technical conceptual information. As technical writers, we have already been trained or have trained ourselves to teach concepts and details as well as provide readers with task-oriented step-by-step information. Good technical writers appreciate technical writing as a learning and teaching tool. Let's walk through a typical multimedia development cycle to highlight the skills that you can transfer to multimedia and those you may need to learn. Generally, multimedia development consists of four phases: definition design development authoring Definition During the definition phase, a multimedia developer obtains all available information about a product, including design documents, prototypes, and subject matter references. As technical writers, the skills we can transfer are the same as those we use in developing paper or online documentation. These include the abilities to: gather information identify and investigate related subjects ask questions and discuss ideas collect data and organize ideas develop a logical view of diverse information see the overall picture understand and explain technical information The definition phase is characterized by a period of problem-solving, during which we use critical thinking skills to investigate and learn about the product. The main objective is to fill in the holes in our knowledge. While some writers know intuitively what is missing, others determine what is unknown by interviewing experts, developing questions, and creating tables or matrixes. Interviewing. Many technical writers minimize their interviewing skills, but good writers rely on their ability to obtain facts and information from subject-matter experts through formal and informal conversations. Some writers are naturals at schmoozing with a marketeer to obtain more substantive information or at interviewing a balky engineer to flesh out a skimpy design document. Others, for whom interviewing doesn't come easily, find it difficult to produce complete and technically accurate documents. Many conscientious writers work with other writers or attend classes to improve their interviewing skills. Interviewing is a key skill that many writers have developed out of necessity, and it's equally important in multimedia development. Like a technical writer, a multimedia developer must be able to talk with experts and gather information from the interview. Developing questions. Knowing the right question to ask during an interview is also extremely important to a technical writer. Some writers develop their questions before interviewing the expert; others formulate questions and rephrase complex concepts while listening actively. Either way, knowing what and how to ask a probing question is a transferable skill that many experienced technical writers take for granted. Creating tables and matrixes. Some technical writers use tables and matrixes to uncover missing and inconsistent information. Showing a technical expert a matrix with empty cells helps explain what information is needed. Once again, this technique, which is part of a technical writer's repertoire, is directly relevant in multimedia development. Design During the design phase, the multimedia developer begins to organize the sequence of information and identifies the order in which information will be presented. The developer also identifies and analyzes the audience and begins to select specific instructional design strategies. One of the strengths that experienced technical writers bring to multimedia development is the role of user advocate. Because they understand the target audience's current skills, knowledge, and aptitudes, technical writers can act as the user's representative, always questioning design where it intersects with content, look and feel, and ease of use. Other skills that writers bring to multimedia design include abilities to: organize information into meaningful user tasks understand the product and audience well enough to know where the user will have difficulty and provide specific solutions to those obstacles see the overall organization well enough to understand how to chunk information build information gradually from simple to complex Good technical writers bring a wealth of experience, common sense, and insight into the design process--whether for paper documents or computer-based training. Development During this phase, the multimedia developer translates the design into scripts and storyboards that explain the interaction of text, graphics, and other media. Much of the work is writing, reviewing, and editing. The developer also describes or creates appropriate graphics to reinforce the learning content. During development, multimedia developers must be able to: write concisely, clearly, and coherently for a visual medium apply analytical and logical thinking skills attend to detail accept critical comments and incorporate ideas be creative work as part of a team Talented technical writers already possess many of these skills and qualities. However, many of us have to work especially hard at becoming visually literate. Possibly because technical writing is primarily a textual medium, many of us have not paid enough attention to the graphic aspects of communication. Authoring Authoring is the process of assembling different media into an integrated whole, using a specialized kind of software known as an authoring system. Authoring systems enable developers to create, edit, and import specific types of data into a software program where it is assembled into a presentation or learning sequence. With an authoring system, you can integrate video, animation, graphics, and sound to create demo disks, guided tours, presentations, interactive kiosks, and simulations. A multimedia author needs the skills to: clarify storyboards integrate the media into a whole package using an authoring system understand programming instructions or authoring systems test and debug the project The authoring phase is where fewer of our present skills are relevant; the skills of the author are similar to that of a programmer. I'll talk next about how to acquire the necessary skills to become a multimedia developer. Acquiring new skills You've probably recognized that many of the skills I've mentioned above are ones you already have. You probably also noticed that you could easily master some others, while you might need additional training to learn still others. Based on my own observations and conversations with other writers, there are four areas where many technical writers-turned-multimedia developers benefit from additional training or coaching: presenting information graphically working in teams instructional design authoring systems Presenting information graphically Early CBT programs were primarily textual--little more than electronic page-turners. But, because of the influence of mainstream multimedia (predominated by computer games and "edutainment"), multimedia CBT is becoming more visual. In his book Illustrating Computer Documentation, Bill Horton writes that graphics aid thinking, promote more effective reading, reach non-readers, and seduce reluctant readers. In addition, he notes that good graphics are readily understood and remembered. Horton states that many people don't consider themselves visual thinkers, but that we all think visually. In fact, he asserts that we could not proceed from bed to breakfast without clear visual thinking. Haven't you known technical writers who, when asked to explain a complex technical concept, use diagrams and hastily-drawn pictures on cocktail napkins to express their in-depth understanding? That's visual thinking in action. Visual thinking is a skill that can be strengthened like any other. Horton suggests the following simple methods for strengthening visual thinking: learn to observe accurately obtain training in graphical communication learn to draw keep a visual journal put visuals in the rest of your life Working in teams Although many groups begin multimedia CBT development with just one or two people, early on they find they must add other team members with specialized skills. A recent survey identified the members of a multimedia team as: project manager video and audio specialist multimedia programmer/author multimedia designer (instructional strategies, graphics and animation, and interface) writer As with other team-based endeavors, developing effective CBT depends upon the experience and skill of the individuals involved, and how well they fulfill their respective roles. You can learn team skills through workshops and seminars, but practical experience is best. Consider starting small with a pilot project, but give yourself enough time to develop team-oriented attitudes and skills. To become effective as a team, members need to encourage communication and develop ways to make team decisions that respect individual talents, expertise, and personalities. Instructional design The goal of the instructional design process is to bring about learning. The process of instructional design is not foreign to us; the jargon may be different, but the process has discrete tasks and theories that are similar to the process of creating documentation. Traditionally, the instructional design process consists of: determining what the learner should be able to do (identifying the instructional goal) analyzing the instructional goal to identify the subordinate skills identifying prerequisite learner skills writing objectives determining how to best present the information (instructional strategy) developing, testing, and revising materials I'm not trying to minimize the work done by instructional designers, but I think it's fair to say that many technical writers have the requisite training to appreciate the instructional design process. While most technical writers do not have formal instructional design training, much of the information-gathering and analysis it involves is similar to that of designing other forms of communication. I find it interesting that Apple Computer refers to their technical writing organization as the Instructional Products group. (What do they know that the rest of us missed?) You can learn more about formal instructional design through college classes. However, be aware that many local colleges and universities teach only instructional strategies geared to instructor-led classroom training. To learn more about strategies for the computer, you may want to talk with instructional design consultants who specialize in multimedia strategies for CBT and game theory. Authoring As authoring systems become more common, they have also become easier to use. Early tools required that you learn programming languages. Newer tools, such as Authorware Professional, can be used entirely without a programming background. Tools such as Astound, Compel, and Action! allow you to create interactions with simple drag-and-drop technology. Many colleges and local school districts, including the Philadelphia College of Textiles & Science and Penn State, now offer training in multimedia authoring tools. The bottom line If you want to get started in multimedia but don't know where to begin, try volunteering with community groups, nonprofit organizations, or a small-town local government. Often these groups want to create interactive materials but don't have the necessary budget. I've seen a multimedia kiosk for a public library, an interactive presentation for a town council, and a multimedia family photo album done by first-time developers. I'm designing a multimedia press release for an area church that will celebrate its 300th anniversary in the year 2000. Another idea is to redesign your resume in multimedia. Since you already understand the subject matter, you can concentrate more on the visual design and learn how to use an authoring system. You won't believe how much you'll learn! Also, browse CompuServe or the Internet for examples of other people's multimedia resumes--you'll find many that are excellent and some that are not so good. Either way, you'll learn something about multimedia. Whether it's multimedia for entertainment, informational kiosks, or training, the skills you've learned as a writer are valuable and transferable. Those skills, combined with a few new ones, can make you a highly prized creative member of a multimedia team.

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Last updated: November 8, 1996 (rst)