Creating Learner-Centered Instructional Content: An ASK System
Jessica M. Bishop
ISLT 9474: Front End Analysis
Dr. Rose Marra
December 17, 2021
Learner-Centered Instructional Content ASK System
Subject matter experts often send content that’s dense and not chunked for learners. The Learner-Centered Instructional Content ASK System helps instructional designers write clear, concise, and consistent instructional content using plain writing, organization and structure, and content curation.
Learning Outcomes
After using the learner-centered instructional content ASK System, instructional designers will:
Types of Questions:
Choose an instructional content topic.
How do I write clear, consistent, and concise instructional content?
Who are my learners?
Write clear, concise, and consistent instructional content.
When you know your learners, you can write and design meaningful instructional content.
You’ll need to know their:
With this information, you can determine word choice and tone.
How do I choose clear, concise, and consistent words?
Like other types of design, writing becomes more refined with practice. Plain writing skills improves instructional content by being clear, consistent, and concise—reducing cognitive load.
The next section of this ASK system covers:
How do I use active voice?
Active voice improves content by using action verbs and simplifying the sentence structure.
Rearrange the sentence into “subject verb object”:
It’s okay to write a draft in passive voice—just edit the revision!
What is concrete language?
Exact words situate language in a tangible reality, which help your learners transfer learning into the performance context.
Concrete language uses words that appeal to the senses:
What redundant words and phrases should I remove?
Redundancy adds words that don’t add value to the sentence. After your write your draft, you can make it concise by removing:
Remember, it’s best to be exact so learners know what to focus on!
How does tone impact instructional content?
Tone communicates ideas using a familiar vocabulary so learners can engage with the instructional content.
How do I organize and structure content to meet the learner’s needs?
What structures reduce cognitive load by guiding the learner’s eyes?
What structures reduce cognitive load by guiding the learner’s eyes?
How do I chunk instructional content for the learner’s needs?
How do I use images, graphics, tables, and video to enhance instructional content?
Learners often skim text on a screen. Western cultures read using F- and Z-patterns.
You can use this structure to guide the learner’s eyes through the white space created by:
How do I chunk instructional content for the learner’s needs?
What structures reduce cognitive load by guiding the learner’s eyes?
How do I chunk instructional content for the learner’s needs?
How do I use images, graphics, tables, and video to enhance instructional content?
Instructional content should be front-loaded and organized in logical chunks of information. Break long sections into short paragraphs and sentences.
Typically, you should include:
Use built-in headings, lists, and descriptive links to provide an accessible navigation system for all learners.
How do I use images, graphics, tables, and video to enhance instructional content?
What structures reduce cognitive load by guiding the learner’s eyes?
How do I chunk instructional content for the learner’s needs?
How do I use images, graphics, tables, and video to enhance instructional content?
Visuals enhance instructional content and encourage multimodal learning. Only choose those elements that provide context—purely decorative images only distract the learner.
When using visuals, include:
These best practices make learning accessible for all.
How do I prioritize need-to-know content for content curation?
How does the learner use the instructional content in the performance context?
The context the learner interacts with the content matters.
Ask yourself:
Some nice-to-know information might be helpful as a just-in-time resource. For example, a video might clarify a concept, or an article might bring context to a topic.
Where can I find more resources?
Bishop, J. (2018, November 27). Remove barriers to learning with design and plain writing. Model eLearning.
Bishop, J. (2018, August 7). Quick tips to help your SME curate eLearning content. Model eLearning.
Loranger, H. (2017, October 8). Plain language is for everyone, even experts. Nielsen Norman Group.
Nichols, M. (2016). Reading and studying on the screen: An overview of literature towards good learning design practice. Journal of Open, Flexible and Distance Learning, 20(1), 33–43.
Shank, P. (2017). Write and organize for deeper learning: 28 evidence-based and easy-to-apply tactics that will make your instruction better for learning. Create Space Independent Publishing Platform.
Plain Language Action and Information Network (PLAIN). (2011, March). Plain language guidelines. PlainLanguage.gov.
Winters, S. (2018). Readability guidelines. Content Design London.