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Choosing video that supports learning

Video is everywhere in online learning. But not all video is created equal. Should you use a talking head expert, or should you invest in animation? The answer depends on your learning goals, your learners, and the content being conveyed. 

TALKING HEAD Video VERSUS ANIMATION

Talking head videos are where an expert speaks directly to camera. These can be powerful when:

  • Building credibility and trust – Learners often connect more with a real person sharing knowledge or experiences. 
  • Explaining complex concepts through storytelling – Human presence can keep attention and add nuance that or text alone misses. 
  • Supporting social presence – Seeing a face makes learners feel more connected, which research links to improved engagement.

But they can fall flat if they’re overused, too lengthy, or feel like a lecture recording.

 

Animation shines when: 

  • Visualising abstract or complex ideas – Diagrams, timelines, or processes can be brought to life with moving pieces. 
  • Demonstrating procedures – Step-by-step animations reduce cognitive load compared to watching a real person with background distractions. 
  • Standardising delivery – Animation avoids the variability of live recordings and works well for compliance or safety messages.
  • Highlighting real world practice – Animated characters can play out real situations and decision points without the need for costly production to film real people or actors. 

However, animation can be costly, time-intensive, and may feel less personal. Research also shows that overly flashy animations risk distracting rather than helping. 

 

Our top tips

Research suggests that learners often engage more with authentic, informal talking head videos than highly polished lecture recordings. However, clear audio, good lighting and accessible design remain essential for an effective learning experience.

 

If you’re a subject matter expert recording yourself, try to: 

video options that support learning

Keep video short

Aim for 3–5 minutes per video. If you need longer consider if the content could be broken into smaller chunks with a key focus topic per video.

Use good lighting and sound

Natural light and a quiet room with an external microphone work best. Avoid using virtual backgrounds as these can be distracting if you move and the background doesn’t quite move with you. It can be time consuming to fix sound and visual quality in post-production so run a few tests. 

Look at the camera, not the screen

This feels more personal for learners and helps you avoid moving your eyes too much. If you need to read notes have these centred under the camera so that your eyes will be just slightly below the camera. 

Be conversational

Learners engage more when you speak naturally, not as if reading a script. Include anecdotes and examples to personalise and emphasise key points. 

Focus on clarity, not perfection

Mistakes or natural pauses can make you more relatable, but too many can be distracting so do a practice run to ensure you are comfortable with the flow of your words.

Add labels and visuals to video in post-production

Enhancements such as having your name, organisation logo, and any key visuals can be added later but these should only be used if they add value, not for decorative purposes as this can become distracting. 

Both talking head and animated videos have a place in online learning. Use talking heads to build trust, credibility, and connection. Use animation to simplify, explain, and visualise. The key is to align the format with the purpose of your content, and not to assume one is always better than the other. 

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Fiorella, L., & Mayer, R. E. (2018). What works and doesn’t work with instructional video. Computers in Human Behavior, 89, 465–470. https://doi.org/10.1016/j.chb.2018.07.015

Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. Proceedings of the First ACM Conference on Learning at Scale. 

Kizilcec, R. F., Papadopoulos, K., & Sritanyaratana, L. (2014). Showing face in video instruction: Effects on information retention, visual attention, and affect. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems. 

Mayer, R. E. (2017). Using multimedia for e-learning. Journal of Computer Assisted Learning, 33(5), 403–423. https://doi.org/10.1111/jcal.12197

Sweller, J. (2011). Cognitive load theory. In J. P. Mestre & B. H. Ross (Eds.), Psychology of Learning and Motivation (Vol. 55, pp. 37–76). Academic Press. https://doi.org/10.1016/B978-0-12-387691-1.00002-8

Action-first learning that builds skills

Traditional courses begin with information. Action-first learning design flips this and learners start with a decision, scenario, or problem. 

This approach improves curiosity, relevance, and long-term retention, because learners engage actively before receiving explanations. 

Explore our top tips for developing action-first learning. 

Action-first learning illustration showing decisions, wrong turns and a target

Our top tips

Begin learning with a realistic action-first scenario

Open the module with a decision point or situation that reflects the learner’s role. This creates immediate relevance and a meaningful connection.

Karl Kapp provides a clear definition about this immersive experience for learners in his books and videos.

Use mistakes as learning moments

Allow learners to choose an option, even if it is incorrect, and explain the reasoning behind correct decisions. The “testing effect” shows that attempting an answer improves learning.

Keep explanations brief and linked to action

When learners see why a decision matters, they absorb the related content faster and more meaningfully.

Explanations can be added to feedback to reinforce key ideas rather than lengthening the lead in. 

Let learners try again

Give opportunities to re-attempt scenarios after feedback. Repetition strengthens behavioural skills.

Apply learning through action-first methods to compliance and policy training

Even highly regulated topics benefit from decisions, dilemmas, and consequences to support learners in moving beyond memorisation.

Use branching only when it adds value

Measure how learners interact with scenarios. Are they making common mistakes? Are they disengaging? Use data and feedback to refine content and make it as effective as possible.

Action-first learning design turns passive learning into problem solving. It helps learners build confidence and transfer skills to real work. 

Contact us to see how we can help

Kapp, K. (2024). Action-first learning. ATD Press. 

Roediger, H. L., III, & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255. https://doi.org/10.1111/j.1467-9280.2006.01693.x

Mayer, R. E. (2014). The Cambridge handbook of multimedia learning. Cambridge University Press. 

Content chunking that improves learning

When you’re an expert in your subject, it’s tempting to share everything at once. But too much information delivered too quickly can overwhelm learners and reduce retention. Chunking is the process of breaking content into manageable, meaningful sections and is a proven technique that supports learning by aligning with how our brains process information.

 

Whether you’re a learning designer, educator, or SME writing content for a course, knowing how to organise your material into digestible chunks can make your learning content clearer, more engaging, and easier to absorb.

Our top tips

Start with a chunking structure

Before writing, map out the core ideas you need to convey. Group related content together under clear subheadings. 

Stick to one idea at a time

A good chunk often covers one concept, procedure, or decision point. This reduces cognitive load and helps learners process and retain new information more effectively. Avoid layering multiple new concepts in one paragraph or screen.

Use headings and subheadings

Descriptive headings act like signposts and help learners skim or revisit content easily. Use specific headings, such as “Steps for safe equipment use” or “Why the policy matters.”

Keep paragraphs or interactives short

Stick to 3–5 lines per paragraph. White space makes content more inviting and less intimidating.

Space it out

Don’t be afraid of using multiple screens, slides, or pages. Spacing content across screens is not about making the module longer, it’s about helping learners take in information at the right pace.

Support text with visuals when chunking content

Pair text with relevant images, diagrams, or videos that reinforce the concept. 

Chunking content shown as a structured learning path

Introduce, explain, recap when chunking content

Chunking can follow a simple pattern:

  • Introduce the topic and its relevance
  • Explain or demonstrate it
  • Recap with a summary, checklist, or short reflection

When content is presented in structured, digestible sections, learners are better able to understand, apply, and remember what they’ve learned.

Contact us to see how we can help

Clark, R. C., & Mayer, R. E. (2011). e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (3rd ed.). Pfeiffer. 

Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81–97. https://doi.org/10.1037/h0043158 

Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Springer. 

Reflection activities that resonate

Reflections are a powerful learning strategy that helps learners deepen their understanding, connect new knowledge with prior experience, and develop critical thinking skills. In online learning environments, where independent engagement is often required, incorporating well-structured reflection opportunities can significantly enhance learner outcomes.

 

Reflection tasks have the power to reduce cognitive load by allowing learners to pause, process complex information, and consolidate their understanding. This improves retention and helps learners draw connections between content and their own context, making the learning experience more relevant and memorable.

Our top tips

Purposeful prompts

Reflections should go beyond generic questions like “What did you learn?” and instead prompt learners to analyse, evaluate, or apply the content. For example: “Which of the methods covered would work in your current role?” or “What assumptions did you have before undertaking this module, and how have they changed?”

Offer choice in format

Allow learners to choose how they reflect to enhance engagement. Depending on system capability this could be writing their own notes, typing into a text box, recording a voice memo, or creating a visual.

Make it meaningful

Avoid reflections that feel like a formality. Link reflections clearly to the learning outcomes and assessments. Where possible, provide feedback or explanations to acknowledge the learner’s input and reinforce the value of the activity.

Encourage peer dialogue

Incorporating discussion forums or paired reflection activities can enhance learning by introducing new perspectives. Structured prompts and guidelines help maintain respectful, constructive exchanges in asynchronous environments.

Timing matters

Integrate reflection at key points in the learning journey rather than just at the end. Mid-module check-ins or post-activity reflections give learners a moment to slow down, reduce cognitive load, and embed new knowledge by connecting it to prior experience.

Protect privacy and psychological safety

Be mindful of when reflections might contain sensitive personal experiences. Clearly indicate whether reflections are private or shared and avoid mandatory public reflection on personal issues without opt-out options.

Be clear about expectations

If reflections are part of assessment, provide a rubric or clear guidance on what is being assessed. This might include assessing the depth of analysis, personal insight, or application to practice.

Balance structure and flexibility

Use structured questions to guide thinking but allow space for learners to explore unexpected insights. Reflection is inherently personal—allow for individuality.

Embedding reflective practice in online learning reduces cognitive overload, strengthens relevance, and builds learner autonomy. By providing opportunities to process and personalise knowledge, reflections support deeper and more meaningful learning.

Contact us to see how we can help

Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning. Routledge. 

Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice. RoutledgeFalmer. 

Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Springer. 

Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23. https://doi.org/10.1080/08923640109527071 

Ryan, M., & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education. Higher Education Research & Development, 32(2), 244–257. https://doi.org/10.1080/07294360.2012.661704 

Onboarding solutions without boredom

Online learning has come a long way since its inception – high quality graphics, animation, gamification, storytelling, scenarios etc – but unfortunately when it comes to workplace onboarding training this often falls into the “necessary evil” category for many organisations. It’s dry, repetitive, and frequently feels like a box-ticking exercise. 

 

As online learning experts, we know the secret to transforming those yawn-inducing modules into engaging, effective onboarding solutions. 

Our top tips

Make it micro

Break it down. Short, focused modules mean employees can quickly absorb and apply the essentials without feeling overwhelmed. Try using a mix of concept explainer videos, infographics, and branching scenarios with one for each micro piece of learning.

Keep it relevant

Ditch the one-size-fits-all approach. Use organisational data to understand your audience to tailor content to individual roles, teams, and goals. For example, if you’re talking procedures follow the workflow so that learners see the process in action.

Be genuine

Use storytelling and authentic voices. Real-life examples from peers and leaders bridge the gap between new hires and workplace requirements. Give learners real tasks to apply their new knowledge and skills so that they can learn on the job.

Use interactivity

Take advantage of tools. This will increase engagement by making learners active rather than passive. Try infographics, bite-sized videos, and interactive content to keep learners engaged and reduce cognitive overload.

Measure, learn, improve

Gather feedback and tweak the experience. Use quantitative data from the system you’re using to deliver the training to understand any pain points that are impeding progress and use qualitative data, such as surveys, to understand the learner experience.
  

Onboarding training is an opportunity to impress new hires so getting it right means boosting engagement, productivity, and retention before your new hires even finish their coffee. 

A well-designed onboarding solution is an investment in your people, helping new employees become productive, engaged and confident sooner.

Contact us to see how we can help

Bauer, T. N. (2010). Onboarding new employees: Maximizing success. SHRM Foundation.

Clark, R. C., & Mayer, R. E. (2016). e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4th ed.). Wiley.

Merrill, M. D. (2013). First principles of instruction: Identifying and designing effective, efficient and engaging instruction. Pfeiffer.

Accessibility for eLearning

Accessibility in online learning is not just a matter of compliance with standards, it is an ethical imperative to provide equal opportunities for everyone. There are several ways that learning designers and graphic designers can implement accessibility practices into online courses.

 

Use the Web Content Accessibility Guidelines (WCAG) for clear and practical advice about accessibility across online formats. 

Our top tips

Alternative text and accessibility

designing for accessibility

Provide descriptive alt text for all images, diagrams, and other visual content. Keep it simple and descriptive and capture the key reason that the graphic has been included. Decorative images do not require alt text but can be marked as decorative within the image attributes so that learners know they are decorative. Alt text does not need to include “Image of…” as screen readers will alert the listener that it is a graphic.

Screen reader accessibility

When writing educational content consider how it would be read out by a screen reader. For example, avoiding the backslash, vertical bar, or abbreviations such as etc which is read properly by some screen readers but not all.

Contrast and colour

Use high contrast between text and background and avoid relying solely on colour to convey information. For example, asking learners to select the “blue button” for more information will make it difficult for the visually impaired.

Captions and transcripts

Provide captions for all video and audio content and offer transcripts for learners who prefer to read the material.

Simple language

Use clear, concise language and avoid jargon or complex sentences. Write the way that you would speak, this helps consider how screen readers will sound. Avoid too many capital letters by using sentence case. Check that the content is logically ordered, and that headings and chunks are clearly defined.

Multimedia accessibility

Use multimedia elements, such as images and videos, to reinforce textual information and aid comprehension. Ensure that images have a zoom option and that videos have controls so that learners can take it at their own speed.

Keyboard accessibility

Design content that can be navigated using a keyboard alone, without requiring a mouse. For example, can the table be tabbed through? Will the quiz accept the Enter button to tick the correct response?

Learner control

Allow learners to move through the content at their own pace. This can be achieved through:

  • Avoid using timed slides or putting time restrictions on quizzes.
  • Videos should have controls to pause, go back, and toggle the captions on or off.
  • Images, diagrams, and infographics should have a zoom option.
  • Keep navigation clear so that learners can revisit content, this includes navigation on the eLearning platform.

Interactive elements

Ensure that interactive elements used are accessible, such as hotspots and questions. Depending on the authoring tool this can differ, but the tool should have support pages to find the information on accessible features.

Where tables are included make sure there are no merged cells or nested cells as screen readers find these difficult to navigate.

Questions

When using a multiple response question in a quiz tell the learner that there is more than one correct response by stating it within the question “What are three (3) principles of risk management?”. Or put it at the end of the question “What are the principles of risk management? (Select all that apply).”

Making a commitment to accessibility not only fulfills legal requirements but also demonstrates a dedication to equity, inclusivity, and the success of all learners.

Contact us to see how we can help

Clark, R.C., & Mayer, R. E., (2011).  Who’s in control? Guidelines for e-learning navigation.  In Matthew Davis (Ed), e-Learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning (pp. 309-338).  San Francisco, CA: Pfeiffer 

NSW Government. (2024). Understanding screen readers. https://www.digital.nsw.gov.au/article/understanding-screen-readers 

Web Accessibility Initiative. (2023). Web Content Accessibility Guidelines (WCAG) 2.2. https://www.w3.org/TR/WCAG22/ 

Creating scenarios that stick

When done right, online learning isn’t just about clicking through information, it’s about immersing learners in realistic situations where they can apply their knowledge. Yet, too often, online learning relies on abstract concepts and passive learning, leaving learners disengaged and ill-prepared for real-world challenges. Scenario based learning brings these realistic situations to life.

 

The solution? Scenarios that mirror actual workplace experiences. Scenario based learning doesn’t just test knowledge, it helps learners build skills, make decisions, and understand consequences in a safe environment.

Our top tips

scenario based learning options that support learning

Make scenario based learning real

Skip generic hypotheticals. Work closely with subject matter experts to incorporate real workplace challenges that employees face daily. Whether it’s handling a difficult customer, navigating compliance procedures, or making leadership decisions, learners should feel like they’re stepping into their own work environment. Refer to workplace procedures and processes to help create realistic scenarios. 

Give learners control

People learn best by doing. Use branching scenarios where learners make choices and experience the outcomes, rather than just reading about best practices. This builds problem-solving skills and reinforces learning through experience.

Keep scenario based learning focused

A scenario should be short, clear, and directly relevant. Avoid overly complex storylines, and focus on one key learning objective per scenario. This keeps learners engaged and ensures they can apply their learning immediately.

Make it emotional

Scenarios with realistic relatable characters, dilemmas, and stakes create emotional connections. When learners feel invested in the outcome, they’re more likely to retain information and change behaviours.

Use technology for scenario based learning

Use eLearning tools like branching scenarios and multiple choice questions to support decision making. Audio and animation can also add an authentic feel through characters and visuals that represent the workplace. 

Test, tweak, improve

Measure how learners interact with scenarios. Are they making common mistakes? Are they disengaging? Use data and feedback to refine content and make it as effective as possible.

Online learning shouldn’t feel like a test, it should feel like practice for the real world. By designing scenario based learning that reflects genuine challenges, you’re preparing learners to think, decide, and succeed.

Contact us to see how we can help

Clark, R. C., & Mayer, R. E. (2013). Scenario-based e-learning: Evidence-based guidelines for online workforce learning. Pfeiffer.

Merrill, M. D. (2013). First principles of instruction: Identifying and designing effective, efficient and engaging instruction. Pfeiffer.