Education Writing

Through edu­ca­tion, we have the oppor­tu­ni­ty to build brand advo­cates who are addict­ed to our soft­ware and ser­vices. No mat­ter the con­tent, the goal is to pro­vide the user a sol­id under­stand­ing of Hudl’s prod­ucts, empow­er and excite the user in the process, and push them toward the next level.

Coaches, ana­lysts and play­ers use our prod­ucts dif­fer­ent­ly. They have dif­fer­ent goals and may have dif­fer­ent con­cerns. Read and re-read your con­tent from their point of view, ensur­ing you address what’s most impor­tant to them. If you’re uncer­tain how a coach, ana­lyst or play­er might use a prod­uct, talk with Hudlies on the front lines or those who have pre­vi­ous expe­ri­ence as a mem­ber of your tar­get audience.

Consider what the user already knows and meet them where they’re at. In some cas­es, you may design a course that’s a part of a big­ger learn­ing plan. You don’t need to explain some­thing again if the user has already learned it. Instead, point the user toward resources that can help jog their mem­o­ry. Enable them to help themselves.

It’s dis­ap­point­ing to spend a chunk of time learn­ing some­thing, only to real­ize it won’t help you do what you want to do. Be upfront with the user about what the objec­tives are. Their time is valu­able and an invest­ment. Convince them from begin­ning to end that their time spent learn­ing is worth it. After you fin­ish writ­ing, ask your­self if the con­tent meets the objectives.

Write with a can do” atti­tude. It should be excit­ing and reward­ing to learn new things, not con­fus­ing or tedious. Provide clear and con­cise instruc­tions when explain­ing the how, focus­ing on build­ing a sound understanding.

Keep in mind dif­fer­ent learn­ing styles. Some peo­ple learn bet­ter from images or exam­ples — include them when­ev­er pos­si­ble. Encourage brain­storm­ing and give users oppor­tu­ni­ties to practice.

Most peo­ple learn bet­ter when they’re hav­ing fun. We don’t want users to grin and bear” our edu­ca­tion­al con­tent — we want them to enjoy it. Aim for the Hudl voice.

Provide brief, but thor­ough, instruc­tions, then use excit­ing exam­ples that get their juices flow­ing. When a user digests our edu­ca­tion­al mate­r­i­al, they should be moti­vat­ed to get to work and try it out.

  • Who is the audience?
  • What does the read­er already know?
  • What is the objec­tive of this content?
  • Is it clear what steps the read­er needs to take to achieve the desired objective?
  • Will they be able to repli­cate these steps?
  • When read aloud, does the con­tent sound like a con­ver­sa­tion I’d have in a class­room setting?
Last Updated: 26 May 2020 at 3:03pm CDT