Unlocking the Power of Preparation for Enhanced eLearning Success

As voice actors, especially in the eLearning space, we’re often handed a script with little direction. Over the years, okay, decades, I’ve learned that if you pull out the nuggets of info buried in the client’s document, you don’t have to “just read it”. You can record with a deeper knowledge that really shapes the sound of the module.

It’s all part of delivering expert narration that’s not only polished and professional, but also compassionate, clear, and engaging. That starts with slowing down, grabbing your coffee, and taking some time to read between the lines, sometimes quite literally.

I try to run down this checklist each time, before I record.

1. Start With the Script—All of It

The script is your starting line, not your marching orders. Before reading a single word out loud, I give the full document a careful once-over. Are there pictures? Notes to the developer? Navigation instructions? You’d be surprised how many gems are tucked into the places you might never look if you were only concerned about the recording.

Sometimes there’s a table of contents, which is great because it gives you a sneak peek into the arc of the course. It can help you identify natural transitions.

In other words if there are 4 distinct sections you can voice it like there are 4 distinct sections!  Introducing those subtle vocal shifts helps learners re-engage.

And if there’s a section labeled “do not read,” you should still review it! It might just tip you off to the important script points to highlight that will be popping on the learner’s screen.

2. Onscreen Text = Voiceover Clues

When I can see what’s on screen, I get a clearer picture of the learner experience. If a concept is bolded on screen, I might mirror that emphasis in my read. If a slide is wordy, I’ll introduce some breaks into the read so that they can absorb all the info that’s being thrown at them.

Think of it as being a good dance partner: when the visuals are leading, the voice should glide beside, not on top.

3. Know Your Learner

One of the biggest shifts I make in eLearning narration is adjusting based on who the learner is.

• Is this for new hires? Then I keep the tone warm and welcoming, with a bit more clarity and encouragement to reinforce their career choice.

• Are they Power Users? Let’s get to the point, skip the fluff, and keep the rhythm snappy. They don't want their hand held-they want to get back to work!

• Are we talking to kids? Then it’s about curiosity, energy, and clarity—with maybe a dash of delight. Depending on the content you might need to be super mindful of your pace. It’s no fun trying to learn something while feeling you’re being chased by a bear! (No matter how cute bears are.)
  

Knowing your audience shapes everything.

4. Handle Knowledge Checks with Care

Nobody’s favorite “score 80% or retake it” test. It can be tempting to treat these as throwaways, but they matter. Knowledge checks are where learners pause and process, and they should be read with just as much care as the rest of the content.

If the learner answers incorrectly, the feedback should never feel judgmental or cold. I always try to keep a hopeful, encouraging tone. Something that quietly says, “Hey, no worries. You can always try again.”

Because really, that’s the heart of all learning. It’s not about getting it perfect the first time. It’s about staying in the game. 

5. Let the Script Guide You (But Don’t Get Trapped By It)

Sometimes we think we need to bring all the warmth and energy ourselves, when in fact, the script is already doing a lot of heavy lifting. I like to let the content guide me, leaning into the natural rhythm, breathing where the learner might need a second, and backing off when the visuals or onscreen interactions are front and center. If the VO will pause while things are happening on screen, honor that.

The goal isn’t just to “sound good.” It’s to serve the learner and your client. And sounding good means listening to what the script is saying, even when it isn’t saying it out loud.

On a final note: Learning is an active verb. It’s our job to make the module material memorable and the experience so they’ll want to keep learning, long after they’ve powered down their computers.

After all, script happens...but great narration? That’s no accident.