Learning Minimalism in Writing E-Learning Content for a Learning Management System Course

One key e-learning content rule which too many content developers learn too late is that in learning management system course development, less is often more. This rule of thumb applies to many topics in e-learning creation, but most strongly to the author’s writing voice in e-learning material. The degree of engagement students experience with the content depends very directly on the writer’s voice.

In developing robust e-learning content, you’ll have to factor in issues ranging from what kind of visual and audio media and graphics, to your writing style and the best course format. These are just a few important decisions involved in developing e-learning material. But one consideration is key and resonates throughout–the writing style. In fact, a strong or weak voice can make or break an e-learning course.

So, how do you infuse your course with a powerful writing style and effective tone?

If your learning content you is worth the time it takes to read and understand it, it’s probably based on your own experience and/or professional expertise. And since thousands of learning and pedagogical styles–not to mention course subjects–exist across the globe, it makes sense that different kinds of content are better suited by disparate writing styles.

So why does “voiceless writing” still reign supreme over the e-learning world? Many content creators have yet to discover their authorial voice and use it to create engaging and effective content.

The old way of writing learning content–online or not–has traditionally been “voiceless writing,” or a formal tone without any affect or personality. The ideal was a dull and stiff writing voice which avoided any sense of a distinct authorial tone.

However, a growing community of e-learning content developers has come to the realization that a stiff style of writing is not the ideal. Particularly in e-learning environments, studies show that generally, students are more engaged with the text when the writing has style and personality, rather than formal and impersonal writing.

Unfortunately, course writers sometimes fall into the bad practice of intentionally writing difficult-to-read content. It is often an attempt to arouse interest and respect for the content. Although it’s true that sometimes, bland and stiff writing is simply unavoidable, the idea of creating content with the ideal of formality and facelessness (exacerbated by wordiness for the sake of wordiness) is simply ineffective.

Learning management system course writers can avoid these tendencies by simply staying true to their own voices, trusting their own knowledge and expertise, and keeping information concise, relevant, and simple.