A lot of people tell us we should usevideo to deliver learning. So, it’s only natural that we search foropportunities in our training practice. But in our excitement, are weforgetting to also ask when not use video for training?
About 17 years ago, I was asked to help a BBC productionteam brainstorm some ideas for a digital project about European culture. One ofthe producers believed video held the answer to everything. He kept saying,“Video is now accessible on the web—let’s make video.”
Back then, we jokingly called web video “Postage StampVideo” because bandwidth and compression technologies were still in theirinfancy. As such, video was highly pixelated and rendered the size of a stamp.
Anyway, this guy wanted to create a video about the grammarof Spanish. Wow—could you imagine a video on Spanish grammar? Videois a “show,” not a “tell” modality. Would it be worth producing a topicthat’s easier to follow on paper?
Most production companies quote $800 to $1,000 to shoot andedit one minute of video with some B-roll and basic graphics.
If you’re making the video yourself, it’s more about timethan money. Allowing two and one-half to four hours production for every finalminute of video means a two-minute video will could cost you a whole day.
Five questions to ask
So, as much as we need to consider video as a key learningtool, we also need to know when it’s not the right tool. Here are five questionsI ask folks when they’re unsure whether video is a good idea for their trainingneed.
- Is the topic best understood by showing or telling?
- Can the topic exploit all the communicationopportunities video offers?
- Will the video be properly produced?
- Can learners access the video?
- Is video the mostcost-effective way to aid the learning?
1. Is the topic best understood by showing or telling?
If you were teaching this topic in a classroom, would youtell learners about it or show them through a demonstration? Video, as wediscussed elsewhere, is a “show” not a “tell” modality.
Changing a spark plug is an ideal topic for video. HR policyor tax law is not. Body language in a communication class is good for video. Writtengrammar is not.
If your instinct is demonstration rather than lecture, videois probably worth the investment. People remember more of what they see invideo than what they hear.
If your instinct is to give a lecture, save your time andmoney. Instead, give them written content or record a podcast that will take afraction of the time to produce.
2. Can the topic exploit all the communication opportunitiesthat video has to offer?
The video message is founded on pictures. However, otherelements such as music, graphics, sound effects, and special effects liketransitions, filters, and slow-motion augment the message.
Can you use these additional elements to make your video moreengaging? If you’re not going to use captions, animations, text graphics, orfilters to help communicate the learning, you’re leaving money on the table.
Training videos need to be engaging. And unless you’re goingto use everything you’ve got to convey the learning, it may be a waste of yourtime. It may be easier to provide a well-written job aid.
I’ve seen ten-minute training videos of one person talking. Theycould have easily been made more engaging with text graphics, B-roll,occasional music, and special effects.
3. Will your video be properly produced?
You’ve probably heard the old saying, “If it’s worth doing,it’s worth doing well.” This applies to training videos. Poorly produced trainingvideos squander valuable opportunities to make learning more impactful.
Good training videos are anchored to the learning objective,have a learner persona, are well-structured, and involve creative repetition. Theyhave good audio and shots are crisp and clear.
None of this happens by mistake—it takes planning, just likeinstructional design. “Winging it” just makes your video less effective. Is itworth making video if you don’t have time for planning?
My advice to people in my workshops is to allow two hoursprep for every final minute of video. That’s if you want it to be good. If it’sworth doing well, you need put in the time. If you don’t have the time, perhapsa podcast or job aid might waste less time and money.
4. Can your participants access video?
It’s often the simple questions that we forget to ask. So,here’s a simple one. Will your learners be able to access your videos?
Do they have time? Are they allowed to? Do they have accessto computers? If they’re in manufacturing, is there enough bandwidth to supportvideo learning? In retail, is bandwidth prioritized to electronic banking?
5. Is video the most cost-effective way to enable learning?
In the Utopian world of ideas, the ideal way to determine whethervideo is worth producing is to ask the question, “Is this a show topic or atell topic?” Need to show body language? Great, the clear answer should be to makea video.
But in the real world, that’s not always the best decision. Videois expensive to produce when you hire a crew. It’s timely when you do ityourself. Does your training department have the resources?
Sometimes the budget decisions give you little choice other thancreate a written guide to changing a spark plug. That’s reality.
Video is worth it when it’s worth it
Video is an amazing modality that opens all sorts of possibilitiesfor trainers. It enables us to deliver learning to learners when they want it,where they want it, and how they want it.
But it’s not ideal for every topic or situation.A key discipline for trainers making video is knowing when not to use video fortraining.
