# L&D audio and video pilot worksheet

Download this file, duplicate it for your pilot, and fill in the blanks in a text editor. Use one approved source to make two outputs: one audio and one video. Have a subject-matter expert review both before learners see them.

## 1. Agree on the pilot

- Pilot owner and decision-maker:
- Reviewer and source owner:
- Learner audience and work context:
- Source title, version, date, and approved location:
- Permission to use this material confirmed by:
- One learning objective (what should a learner be able to do?):
- Facts, steps, and caveats both outputs must include:
- Audio format, target length, and intended delivery:
- Video format, target length, and intended delivery:
- Pilot dates and follow-up date:
- Approval criteria agreed before starting:
- Current training method to use as a baseline:

Choose a short procedure, policy section, or lesson with one clear objective. Use material approved for the tools and audiences involved. Remove confidential or personal information that is not needed.

## 2. Set up a fair comparison

Keep the source, objective, required facts, reviewer, and quality standard the same for both outputs. Record any differences in duration, prompts, production experience, accessibility, or learner support.

For learner checks, use comparable groups and the same questions and scoring rubric. Assign formats randomly where practical, and record group sizes and prior knowledge. If the same people try both formats, vary the order and record it: the second format may benefit from earlier exposure. Do not treat that as an independent comparison.

- Group assignment method and reason:
- Prior experience or knowledge check:
- Audio group size:
- Video group size:
- Baseline group size (if included):
- Differences that may affect the comparison:
- How learners will access equivalent transcripts/captions and accommodations:

If no baseline learner group is included, report the audio and video observations without claiming improvement over the current method. A small pilot helps identify problems and make a next-step decision; it does not establish a general learning effect.

## 3. Record production and review effort

Measure active human work separately from waiting for generation or rendering. Use minutes throughout. Include all contributors' time, and record how the baseline was measured. Compare work with the same scope and approval standard. If the baseline is a written lesson only, do not imply that its production time is a like-for-like media comparison.

| Measure (minutes) | Current method/baseline | Jellypod audio | Jellypod video |
| --- | --- | --- | --- |
| Source preparation | | | |
| Drafting/script or equivalent | | | |
| Editing/production | | | |
| Subject-matter review | | | |
| Corrections after review | | | |
| Delivery setup/upload | | | |
| Total active human time | | | |
| Waiting time, recorded separately | | | |
| End-to-end elapsed time | | | |

- Baseline measurement: observed / historical record / estimate:
- What the baseline includes and excludes:
- Number of review rounds, by output:
- Accuracy problems found and corrected:
- Approved output filenames/links, versions, and approval date:
- Reviewer approval of facts, pronunciation, visual details, and accessibility:
- Credits/cost observed, with plan and date (if needed for approval):

Calculate production time difference as baseline active minutes minus pilot active minutes, for each comparable output. Show the raw minutes and exclusions. Production savings are a separate result from learner recall or application.

## 4. Make one correction and measure the update

Use the same factual change for the baseline, audio, and video. Review the corrected versions before delivery. Record editing, review, generation/render waiting, and redistribution separately. Exported files are copies: budget for replacing the file wherever you uploaded it.

- Source correction, old value and approved new value:
- What changed in each output:

| Update measure (minutes) | Current method/baseline | Jellypod audio | Jellypod video |
| --- | --- | --- | --- |
| Edit | | | |
| Review and corrections | | | |
| Delivery/replacement | | | |
| Total active human update time | | | |
| Generation/render waiting time | | | |

- Did learners receive the corrected version? How was this checked?
- Did existing links still work? Record the delivery route and observed result:
- Did replacing LMS content affect resume or completion records?

## 5. Verify delivery constraints

Use your approved learning platform and a test learner before inviting the group. Record observed behavior rather than assuming a format is supported.

| Constraint | Required behavior | Observed result / unresolved issue |
| --- | --- | --- |
| LMS/platform, version, plan, upload-size limit | | |
| File upload, link, embed, or SCORM version | | |
| Authorized audience and access/revocation | | |
| Audio/video playback on learner devices | | |
| Transcript/captions and accessibility | | |
| Resume and completion, if required | | |
| Updates and replacement of exported copies | | |
| Offline access, if required | | |

Keep learner identities and responses in your approved internal system. Use participant codes in this worksheet. Jellypod private podcast visibility does not supply a private RSS subscription. Confirm available delivery options and access controls before choosing them.

## 6. Check recall and application

Write the questions and expected answers before showing either output. Ask the same questions after the same interval. Use the same rubric for each group and record missing responses separately.

- Recall question 1 (a required fact or step):
- Expected answer and scoring rule:
- Recall question 2 (a caveat or exception):
- Expected answer and scoring rule:
- Application task (a realistic scenario requiring the learning objective):
- Observable successful action and scoring rule:
- Check timing after training:
- Optional delayed check timing:

| Participant code | Format / order | Prior knowledge | Exposure completed? | Recall 1 | Recall 2 | Application | Missing response / notes |
| --- | --- | --- | --- | --- | --- | --- | --- |
| | | | | | | | |
| | | | | | | | |
| | | | | | | | |

Add rows as needed. LMS media completion means the platform recorded the configured completion rule; it does not prove a learner understood or can apply the material.

## 7. Record results and decide

- Participants invited, exposed, and assessed, by group:
- Observed recall/application results, with denominators and rubric:
- Learner feedback and usability/accessibility problems:
- Production and update time differences, with measurement limits:
- Review effort and unresolved accuracy concerns:
- Delivery constraints or security approval still unresolved:
- What the small sample, missing responses, prior knowledge, or format order prevent us from concluding:
- Decision: proceed / revise and repeat / stop:
- Reason tied to the approval criteria:
- Next action, owner, and date:

Keep measured values separate from estimates. Report unexpected or unfavorable results too. Do not convert faster production, a completed media session, or positive feedback into a claim of improved learning.