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The production and deployment of an on-line video
learning bank in a skills training environment
Presenters
Gerald Cannon, Dublin City UniversityColette Lyng, Dublin City University
Co-authors
Mary McGrath, Mary Kelly, Caron McMahon
Background
BSc in Nursing with major skills component
Taught to small groups (in large numbers) using demonstration and practice technique
Disadvantages to this method- Resource intensive- Inconsistency of delivery- Reliance on single demonstration
Addressing these disadvantages
Movement towards student-managed learning (DCU strategic objective)
Awarded funding from the Learning Innovation Fund at Dublin City University
Pilot Video Development of a single
video demonstrating ‘Aseptic Technique’
Replaced the demonstration element of the skills session
Students viewed it online before the skills session and then spent the time allotted to the skill practicing it under supervision
Evaluated positively by students and the lecturer involved
Full Scale Project
Development of a wide range of teaching videos
Focus on fundamental skills within one first year module
Topics covered include patient hygiene, admission, nutrition, respiratory therapy, positioning, temperature measurement.
Completed 16 videos which are now available online to students
The Production Process From late 2005 to Feb 2007. It involved:
Script writing, circulation, feedback, revision
Resource ManagementRecruit actorsFilming videosReviewing, editing, reshooting of footage
Recording VoiceoversInsertion of graphics and final editing
And they all learned happily ever after
Or if you really, really want to do it all over again?
Less is more
In the initial scripts EVERYTHING on the topics being covered was included
This would have resulted in long clips of video with nothing happening as the script was narrated
Keep scripts short and succinct. Focus on the performance of the skill. Theoretical material can be covered in lectures
Getting it right
Video is a very unforgiving medium To get everything right means accepting two
seemingly contradictory concepts First of all when shooting you must make
every possible effort to make sure everything is perfect first time as if it is your only chance
Secondly you must accept you will never actually get everything right first time. Plan for re-shoots after a rough cut has been completed
The trouble with reshoots!
Also getting everyone back for re-shoots can be very complicated
The Review Process We were lucky to have an AV facility that
allowed for on-line viewing of daily edits
This greatly improved the feedback cycle and allowed for a far superior product than traditional production feedback procedures
Implementation ProcessChanged how skills classes were
structured2 hour class
without use ofvideo
2 hourclasswith video
viewedbeforehand
Active skills practice
Required 45min
demonstration
Optional skillsdemonstration
Revisionpossible
Implementation Process The 16 completed videos were used in the first
year module ‘Meeting Fundamental Needs’ Monitoring of the media web server indicated
high usage (e.g. ‘Admission to health care environment’ viewed 387 times by 162 people in February 2007)
Evaluation
Evaluation of learning (experimental and control groups, MCQ, OSCE)
Evaluation of student attitudes to this method of skills teaching (questionnaire)
Unexpected benefits
Revisione.g. 2 days before recent OSCEs (practical exams) saw 2 videos being viewed147 times by 81 viewers and 116 times by 67 viewers respectively
Used to teach skills in other modules
Lecturer’s views
Defined standardPractice classes more industriousMore ‘hands on’
Contacts
Colette Lyng [email protected] +353 1 7007915
Mary Kelly [email protected] +353 1 7008530
Mary McGrath [email protected]
ph +353 1 7008538
Ger Cannon [email protected]
ph +353 1 7007806
Questions and
Answers
References
Horizon Report 2007 – The New Media Consortium “VideoActive – 6 Case Studies of Using Video in Learning and
Teaching” Asensio M & Cuttle M Ed. http://www.videoaktiv.org/fileadmin/template/main/cases/gcu/Video_Active_Case_Studies.pdf JISC funded project
“Considering video production? Lessons learned from the production of a blood pressure measurement video” Melissa Corbally 2005 Nurse Education in Practice Volume 5, Issue 6, November 2005, Pages 375-379
McGrath M., Moran A., Kelly M., Kingston R. and Henry, P., The Value of Technology in the Acquisition of Clinical Nursing Skills, 1st International Clinical Skills Conference, 09-May-2005 - 11-May-2005, Prato, Italy.
“Interactive video instruction increases efficiency in cognitive learning in a baccalaureate nursing education program” Napholz L & McCanse R, Computers in Nursing 1994 May-Jun;12(3):149-53
Moss, R. Video – The Educational Challenge, Croom Helm Ltd (1983).