Even in a synchronous online learning environment where teachers can directly assist course students face “instruction burnout.” This is often a byproduct of confronting what Matt Crosslin and Harriet Watkins describe in their book Creating Online Learning Experiences, a Brief Guide to Online Courses as a “wall of text.” Best practices advocated in the Blackboard Exemplary Course Program and other notable instructional design guides suggest that we break content down into digestable “chunks” so as not to overwhealm the participants in our courses. “Chunking” as I call it, along with diversifying the modalities we use to communicate content goes a long way toward reducing the number of students that get lost or check-out, thereby missing elements that end up compromising their performances. One of the most valuable tools I’ve found to achieve this goal is the use of short, descriptive, screencasts to orient students to a project. Screencast technologies have also been used effectively to teach beginning voice over techniques.