Audio Narration: A Framework

A Knowledge Platform Whitepaper – 2008

Audio Narration in E-Learning Courses

Introduction

Some learners learn best by reading texts and analyzing diagrams, while some learn better by listening, or through debates, discussions and hands-on exercises. E-Learning courses are delivered using a combination of media to address such different learning styles. They normally consist of a combination of text, still graphics and animations, and audio narration (sometimes also called voice-over). However, do all E-Learning courses make use of the varied media in the best possible way? In this paper we will specifically analyze whether audio is effectively used in E-Learning courseware, and also look at a framework for appropriate usage of audio narration.

This paper doesn’t deal with the use of sound effects and background music in E-Learning courses.

Reasons for including Audio Narration in E-Learning Courses

It is interesting to note that audio narration is included in E-Learning courseware for a variety of perceptions that clients or designers have regarding its use. Some of these are listed here.

1. Audio narration provides significant learning gains to learners.
2. Audio narration adds an element of interest and engagement.
3. In story and scenario-based courses, audio sets the tone and conveys the emotions of the characters in the scenario.
4. When presenting an expert’s opinion, audio narration adds an element of authenticity.
5. Users expect to hear audio narration in courses because it’s a commonly used and considered a standard.
6. Clients demand audio narration because it adds polish to the course.

Of the above reasons, possibly the first four reasons can be said to be in the interest of the learner. As Instructional designers, we need to combine text, visual and audio narration in such a way that the course is effective and engaging to learners, and not just because it’s a standard in multimedia design or because the client demands it.

Multimedia Design Principles

To understand when audio narration actually makes E-Learning effective, let us first look at the principles that guide the design of multimedia. Multimedia design is guided by the following seven principles (as advocated by Richard Mayer & Ruth Clark).

1. Multimedia principle: Students learn better from words and pictures than from words alone.
2. Spatial Contiguity Principle: Students learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen.
3. Temporal Contiguity Principle: Students learn better when corresponding words and pictures are presented simultaneously rather than successively.
4. Coherence Principle: Students learn better when extraneous words, pictures, and sounds are excluded rather than included.
5. Modality Principle: Students learn better from animation and narration than from animation and on-screen text.
6. Redundancy Principle: Students learn better from animation and narration than from animation, narration, and on-screen text.
7. Individual Differences Principle: Design effects are stronger for low-knowledge learners than for high-knowledge learners and for high-spatial learners rather than low-spatial learners.

For the purpose of this paper, we will consider the two principles that address the use of audio and narration, viz. the modality principle and the redundancy principle.

Audio and the Modality Principle

To understand the modality principle, let’s understand how the human brain works – in the context of the working memory. The working memory is concerned with the storage of limited information and it stores auditory information separately from visual information. When a concept is explained using visuals and text, the visual area of working memory gets overloaded. On the other hand, when you explain a visual using audio, the information is divided between the two working memory systems and this optimizes the capacity of working memory.

Therefore, as per the modality principle, audio should be used in situations where a cognitive overload is likely. For example, if you are watching a complex process presented visually, your brain needs to focus on the visual. If you have to read text and at the same time focus on the visual, it will cause a cognitive overload.

There are times, however, that you may want to use only text and not audio. For example, if you are providing a detailed set of instructions for attempting an exercise in your E-Learning courseware, it is better to provide this as on-screen text. This helps learners to easily refer to the instructions as many times as they want.

When creating a course for a global audience, it is better not to include audio as the primary medium for presenting content because English may not be the first language for a significant number of learners. Such learners will benefit from reading text at their own pace rather than hear it.

Audio and the Redundancy Principle

Have you noticed that a lot of E-Learning courses provide an exact audio narration of large amount of text on the screen? These are probably those courses where audio is included either because it’s a standard or the customer has demanded it.

As per the redundancy principle, it is better to have audio and animation only rather than text, audio and animation.

There are some situations in which redundancy may work. For example, some people prefer listening to reading large amounts of text. Likewise, for visually impaired users who do not use assistive technology, having audio narration may be useful.

Audio and the Reading Pace

Research has shown that if the text is exactly the same as audio, it can hamper learning. This is so because the speed at which most people read is faster than the speed at which a narrator typically reads out the same text. As a result, a learner may be reading the on-screen text ahead of the narrator, resulting in a conflict between ears and eyes.

Framework for Using Audio Narration in E-Learning Courses

Now that we have a little theoretical background to the use of audio narration, let’s look at the audio framework that we use at Knowledge Platform. This framework is designed to help arrive at an informed decision on audio narration usage in E-Learning.

In this framework, we define four styles of audio narration based on our experience on working with audio narration in E-learning courses.


Style 1: Narration and Text are exactly the same

In this style, the on-screen text is narrated verbatim. A sample from a course using this style is shown below. All the text on the screen is narrated verbatim.


When discussing options for audio narration, we typically advice our customers to avoid this style, especially if there is a lot of on-screen text in the course. In addition to the problems associated with the redundancy principle, another issue is an increase in the file size due to large amounts of text being read out. When bandwidth may be limited, this style should be avoided.

Often, customers demand this style because of their perception of what media an E-learning course should contain, but later come back to us for removing it or making it optional.

Style 2: Part of the text is narrated

In this style, a part of the on-screen text is narrated. This is usually the lead-in text or instructions to attempt an exercise.

This style may be useful to add an additional element of interest in content. It can break monotony, without increasing the file size significantly. By limiting the narrated audio, one can avoid the redundancy-related problems.

A sample from a course using this style is shown below. Only the lead-in text (shown in pink on the left side of the screen) is read out by the narrator. Since the course is story-based, audio narration helps build the flow across pages and also adds an element of drama needed for such a course.



Style 3: Narration is different from the text

In this style, a synopsis or gist of the on-screen text is narrated.



Text narrated:

Amir, Alice and June received mixed feedback on their project reports. Let us find out why they did or did not use the library.

This style is usually chosen because customers or designers believe that verbatim narration is wasteful or boring.

Although the above perception is not incorrect, we believe that in choosing this solution to overcome the problem of redundancy causes another type of problem, that of cognitive overload.

Studies have shown that while congruent material can enhance comprehension and learning, incongruent material can significantly reduce it. Learners are forced to listen to a summarized version of what they may not yet have read completely, causing confusion. Therefore, we strongly recommend that this style be avoided, because it doesn’t add any value and might reduce instructional value.

Style 4: Narration only, no text

In this style, audio narration is combined with on-screen visuals or animations. On-screen text is not visible upon entry into the page.

This style is recommended when explaining a complex visual or process. It also helps tell a story in a compelling manner by using the right voice, tone and accent. This style can be effectively combined with Style 2.



When using this style, two elements are important to ensure learning effectiveness: a transcript of the audio narration and synchronization between the visuals and the audio narration. Transcript of the audio narration ensures that learners can easily access the text that is being read out. Synchronization between the visuals and the audio narration ensures that visuals displayed correspond exactly with the audio narration.

It is also very important to plan for the learner who doesn’t have the required hardware by providing alternative treatment. A Transcript button may not be enough if an animation relies heavily on audio. The sample shown below demonstrates one such technique in which learners can choose one of the two viewing modes (Graphics or Animation with audio).



A Word of Caution

Under some circumstances, including audio narration becomes a bad idea. Do consider these carefully before making this critical design decision.

Localization

When a course needs to be localized in other languages, it is generally a good idea to not include audio narration. Audio narration increases the effort and expense required to localize courses and also introduces errors that are rather difficult to detect and fix. Our data shows that the cost of localizing an English course is about 20% of the original development cost, if the course has no audio narration. If the course has audio narration, then the cost is about 30% of the original development cost.

Some customers request for audio narration in the English course, but do away with it in the localized versions. Of course, this is only possible if audio narration is not an integral part of the course design and can be switched off without any significant loss to the learner. Style 4 of audio narration becomes a huge problem.

Low Bandwidth

Despite advances in audio compression techniques, audio files still increase the course size significantly. This becomes a major pain point when bandwidth available to learners is limited. We have had cases in which the customer paid for including audio narration, but later requested that it be taken out because of slow download speed for low bandwidth learners. This solution worked because audio was not used as the primary medium of instruction on any single page.

Infrastructure

It is important to keep in mind that not all learners will be equipped with speakers/headphones required to listen to audio narration in the course. This can be a serious problem if style 4 is used without alternative treatments.

Global Audience

Often, a course designed for one audience is used by employees in other locations. Audio narration recorded for one location may not work well for learners in other locations because of accent and style of speaking. Some learners may just be more comfortable reading text at their own pace, rather than hear a narrator.

Conclusion

In this paper, we described four different styles of using audio narration in E-learning courses. The table below summarizes the key features of these styles.

Do not assume that audio narration must be used in E-Learning courses always, and on every page.

Also do not assume that adding audio which is just the same as text aids E-Learning and caters to varied learning styles. Like any other strategy that you use to enable learning, the use of audio narration too should be done after a lot of thought and analysis – so that it is applied only with the aim of enhancing learning.

About the Authors

Purnima heads the Instructional Design function at Knowledge Platform. She has written papers on instructional design and performance improvement, which have been published and/or presented in forums such as International Society of Performance Improvement (ISPI) and American Society of Training and Development (ASTD).

Puja Anand heads the E-learning business at Knowledge Platform. In the past, she has developed courses, taught instructional design and managed QA for large projects.

Acknowledgement

This paper could not have been conceptualized without the valuable and practical insights provided to the authors by Vasanta Lakshmi (Senior Content Project Manager) and Nandini Roy Choudhury (Project Manager).

About Knowledge Platform

Knowledge Platform is one of Asia-Pacific’s leading instructional design, E-learning content development and learning technology solutions companies. Established in early 2000, Knowledge Platform has offices in Singapore, Tokyo, Delhi and Islamabad. By providing services such as E-Learning Content, Instructional Design, Training Solutions, and E-Learning Technology Solutions, Knowledge Platform helps its clients to increase their learning efficiency. Knowledge Platform has a rapidly growing, blue chip enterprise, banking, educational, and government sector client base.

The products division of Knowledge Platform specializes in creating generic and proprietary e-learning products on subjects relating to business processes that enhance operations and reduce risk. The company has demonstrated leadership as a valued resource, subject matter expert and service provider in the areas of compliance including information security and privacy, code of conduct and anti-money laundering.

To know more about Knowledge Platform, feel free to visit http://www.knowledgeplatform.com/.

Localizing E-Learning

A KNOWLEDGE PLATFORM WHITEPAPER – 2008

Abstract

As companies set up large operations in Asia, they face the challenge of training staff in the region quickly and effectively. Traditional classroom-based training sessions conducted by experts are inefficient and insufficient because of the sheer volume of training required and language barriers in most Asian countries. E-learning, localized for various Asian countries, presents itself as a viable solution to this challenge.

This paper presents the process of localizing e-learning content effectively. It is based on Knowledge Platform’s experience in localization over the last two years.

“Any translation which intends to perform a transmitting function cannot transmit anything but information-hence, something inessential.”

Components of Localization

It is easy to mistake localization to be just the process of translating e-learning content to a specific language. Indeed linguistic adaptation, which includes translation and repurposing of an e-learning course using the translated text, is a key activity in a localization project. However, in our experience, there are two other types of adaptations necessary to completely localize an e-learning course, substantive and cultural adaptations. The following sections describe these types of adaptations in more detail.

[1] Walter Benjamin (1892-1940), German critic, philosopher Illuminations "The Task of the Translator" (1955; ed. by Hannah Arendt, 1968)

Linguistic

Linguistic adaptation involves translation of a course and its elements. It also extends to re-engineering any underlying linguistic functionality, such as interactions requiring text entry by users. Examples of e-learning course elements that may be affected by linguistic adaptation include:

• Textual descriptions on screen and in graphics
• User Interface
• Browser window titles
• Text input fields etc.

Substantive

Substantive adaptation involves modifying the substance of the content for local audience. Such modifications are necessary when the content or parts of it are location-specific. Examples of e-learning course elements that may be affected by substantive adaptation include:

• Rules and regulations, specific to the geographical area
• Cases
• Examples
• Abbreviations
• Terminology etc.

Cultural

Cultural adaptation involves contextualizing the content for a specific culture. Cultural adaptation requires an understanding of the target culture on issues that are usually not well documented. Examples of e-learning course elements affected by cultural adaptation include:

• Names, titles and forms of addressing people
• Icons
• Symbols
• Graphic style/photographs

Internationalization versus Localization

When e-learning courses are localized as an afterthought - after the core version (most often in English) is developed and deployed - it is common for budgets to overrun and teams to be frustrated by a process that just doesn’t seem to work. Often, important components need to be redesigned and development started from scratch, making localization too expensive and vulnerable to errors.

To avoid these potential pitfalls, localization needs to be an integral part of the entire e-learning design and development. Planning for localization needs to begin before even the core course is designed. In other words, an e-learning course first needs to be internationalized before it is localized.

The Localization Industry Primer (2^nd Edition), published by LISA- the Localization Industry Standards Association- describes internationalization as: “Internationalization primarily consists of abstracting the functionality of a product away from any particular language so that language support can be added back in simply, without worry that language-specific features will pose a problem when the product is localized.”

The diagram below describes the process of internationalization and localization in the context of e-learning courses.

Impact of Internationalization on E-learning Design

Internationalization of e-learning impacts several areas of e-learning design. E-learning teams, used to designing for one language, need to unlearn many design standards and adopt new ones. In the process, several trade-offs are required that call for objective and, sometimes, tough decisions. This process is difficult and takes longer than traditional design. However, the investment made in the design phase of internalization pays itself back several times over in the localization phase, especially when several languages are involved.

We have classified the areas impacted by internationalization into four categories: content, screen, media and technical design.

Content design

While designing content outline and structure, instructional designers and Subject Matter Experts need to identify region-specific localizable content from generic material. While this may be self-evident in some types of content areas (e.g. money laundering laws), there may be need for additional upfront research in other content areas (e.g. examples and case studies of money laundering). Both substantive and cultural issues are relevant here.

Having identified localizable content, it is important to create technical architectures that allow easy modification of these contents without having to disturb the generic content. These technical architectures can be macro-level, separating learning objects or modules, or micro-level, separating and tagging content at page level.

Screen Design

Screen design is primarily impacted by linguistic issues. Characters, words and sentence structures vary across languages. In some Asian languages (e.g. Mandarin, Japanese), a concept can be expressed using characters that take far less screen space than English words, while in some others (e.g. Bahasa), more space is needed to express the same concept. This aspect affects several elements of screen design, such as:

• Placeholders for titles, dialogs etc
• Text placement (or wrapping) around graphics
• Design of UI elements, such as buttons etc.

When internationalizing, the impact on these elements needs to be kept in mind and several standards defined/adapted for the amount of text, layout and use of placeholders on screens.

Media design

While internationalizing e-learning, media design is primarily impacted by cultural issues and to a smaller extent by linguistic issues. In the process of internationalization, some of the basic decisions regarding media design need to be reviewed (e.g. use of photographs). The overall graphic style needs to be evaluated for its acceptance and familiarity in target countries. The use of icons and symbols also needs to be reviewed - they may not mean the same in another culture. The same holds true for props and items of daily use - a mail box may look very different across Asia and a piggy bank is not an accepted symbol of savings across cultures.

In addition, it is important to define standards for embedded text in graphics. Although the use of text within graphics is a powerful tool to explain difficult concepts, localizing this text within the constraints of the graphic image is perhaps the most tedious part of any localization activity.

Technical design

The aim of internationalization is to facilitate localization. Technical design is key to the fulfilment of this promise. The process of localization can be simplified and de-skilled to a large extent by using a well thought through technical design.

When designing the technical solution, it is important to visualize how English-speaking teams will develop localized content and troubleshoot problems. This often results in redesign of some of the basic features of the development and testing environments. Examples of such redesign include the use of XML as the authoring environment for text and development of better testing methods for randomized question pools.

The diagram below summarizes the impact of adaptations required for internationalization on the various aspects of design.

Conclusion

Localization carried out in isolation and as an afterthought has inherent problems of high cost and poor quality. As long as localization is considered an add-on, localized versions will continue to be poor cousins to original English versions.

The alternative is to begin the e-learning design process with internationalization. Internationalization impacts several basic aspects of course design, and forces designers to modify and adapt their initial design to meet the new needs of localization.

This initial and upfront investment provides several benefits. Localization can be done faster, and at a lower cost. The pressure on the local quality control team is also reduced because internationalization makes the localization process inherently less error-prone. The benefits are especially rewarding when localization is needed in several languages.

References

The Localization Industry Primer (2nd Edition), published by LISA- the Localization Industry Standards Association.

About the author

Puja Anand is the Chief Content Officer at Knowledge Platform, a leading provider of innovative e-learning solutions.

To know more about Knowledge Platform, feel free to visit http://www.knowledgeplatform.com/.