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Machinima for Sanctuary

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The presentation given at The Sanctuary Network Days on November 17th, 2011.

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Page 1: Machinima for Sanctuary
Page 2: Machinima for Sanctuary

Learning Objectives• Discuss adult learning• Explain the methods of teaching used to “roll-

out” The Sanctuary Model at South Oaks• Talk about the rationale for the teaching

methods used• Learn about machinima, and its use in

education

Page 3: Machinima for Sanctuary

About South Oaks

• Part of The Long Island Home: In operation since 1882 (Long Island Home for Nervous Invalids)

• Current configuration:– 150-bed inpatient psychiatric hospital providing behavioral

health treatment for children to seniors, Chemical dependency detoxification and rehabilitation

– 30-bed Partial Hospital for Adolescents and Adults– Outpatient Addictions clinic– Child/adolescent mental health clinic– Vocational Services in the community– Prevention Service – PRC, Speakers’ Bureau

Page 4: Machinima for Sanctuary

What is Machinima?

• Machinima is video that is created in a 3D virtual world– World of Warcaft©– Minecraft©– Second Life™

• Benefits– Unlimited scenery– Lower cost than live videos

Page 5: Machinima for Sanctuary
Page 6: Machinima for Sanctuary

South Oaks Hospital Staff

Our aging population: in US, retirement of 10,000 health care professionals daily (Marx, 2006)

• Silent Generation (b. 1925-1945)-2% SOH staff.• Baby boomers (b. 1946-1964) – 39% SOH staff.

Work-centric, independent, goal-oriented, competitive

• Generation X – (b. 1965-1981)-32% SOH staff. Individualistic, flexible, value a work/life balance

• Millenials – (b. 1982-current)- 26% SOH staff. Gravitate toward group activity, fascinated by new technologies—computers not technology but an integral part of life, racially/ethnically diverse, believe it’s “cool to be smart” More…

Page 7: Machinima for Sanctuary

• Technology: the younger the age group, the higher percentage who use the Internet for school, work, and leisure

Generational Differences

Page 8: Machinima for Sanctuary

Learning Styles – Adult Learning

• Motivation: Need to know WHY we’re learning something—what’s in it for me? Not so interested in knowledge just for knowledge sake.

• Relevancy: Need to know HOW the new knowledge can be directly applied to our work.

• Context: Adults bring a wealth of life experience and knowledge-need to connect the new learning to the base of what we already know. This helps with transference of knowledge to new settings. (Knowles)

Page 9: Machinima for Sanctuary

Evidence – Learning StylesLearning style inventory (Dunn and Dunn, 1978)• Auditory-Process new info best when it is spoken-

lectures, discussions, talking through the process• Visual-Process new info best when visually illustrated or

demonstrated. Graphics, pictures, images, demonstrations

• Kinesthetic-Process new info best when it can be touched or manipulated-Hands on, role play, experiential

• Adults have increased variation in learning styles —individual differences among people increase with age. Best to use a combination of the three above

• Difficult absorbing information after 10minutes-segments should be no more than 20min

Page 10: Machinima for Sanctuary

South Oaks Sanctuary Rollout

• Auditory– PowerPoint– Staff meeting discussions– Catchy phrases – 7Cs

• Visual– Articles in the Acorn– Acronyms: SECONDS– Badge tags on Safety Plans, Red Flag meetings, memory prompts

• Kinesthetic– Role-plays– ROPEs course activities tied into Sanctuary

Page 11: Machinima for Sanctuary
Page 12: Machinima for Sanctuary

Our Rationale for Use of Machinima

• Simulations can be used to help learners visualize complex systems. It can be replayed, slowed down, etc

• Adult learning principles-able to show how the staff would benefit from using Sanctuary, using specific examples that happen at South Oaks, some coming from staff input about their past experiences

• Sensory learning styles-auditory, visual, and kinesthetic input; brief clips• Staff population becoming more “Millennial”• Takes the intimidation out of learning:

– Includes familiar settings , situations, and peers’ voices– Positive emotion paves the way for memory and higher-order thought,

while fear and intimidation can cause the learner to go into fight or flight

Page 13: Machinima for Sanctuary

Non-violent Communication

Focus during “Open Communication Month”Our first attempt at multi-modal learning:• Auditory: Lecture in staff meetings• Visual: Posters, ID badge card, articles in Acorn

and info in e-mails• Kinesthetic: Role play in staff meetings,

mandatory education days, orientation—could be the most effective, but intimidating….

Page 14: Machinima for Sanctuary

Non-Violent Communication

Page 15: Machinima for Sanctuary

Seven Commitments - Machinima

• Wanted examples of the commitments that would be understood by employees in the hospital

• Wanted to start to involve hospital staff in the process

Page 16: Machinima for Sanctuary

The Seven Commitments

Page 17: Machinima for Sanctuary

Sanctuary In Action - Machinima

• What we were hearing:– “That’s not very Sanctuary”– “What’s Sanctuary anyway?”

• Still having trouble “making it real” for staff: Why?– Many of the Sanctuary concepts are abstract– Examples could help

Page 18: Machinima for Sanctuary

Sanctuary in Action

Page 19: Machinima for Sanctuary

Vicarious Trauma Machinima

More staff ask to do voiceovers

Starting to address more sensitive topics– One staff member submits a script that she wrote

in hopes of having it made into a machinima on the topic of vicarious traumatization

Page 20: Machinima for Sanctuary

Vicarious Trauma

Page 21: Machinima for Sanctuary

Growth & Change

Looking toward the future:Adult learners “have a lot going on”--Training

needs to be timely, convenient, and accessible. Coming soon: individual access to machinima on our desktops and beyond

Teaching the patient population-how can Machinima be used for psychoeducation or teaching commitments to the patients?

Page 22: Machinima for Sanctuary

References

• Dunn, R., Dunn, K. (1978). Teaching students through individual learning styles: A practical approach. Reston, VA: Reston Publishing.

• Kegan, R. (2000).What “form” transforms? A constructive-developmental perspective on transformational learning. In J. Mezirow & Associates (Eds.), Learning as transformation: Critical perspectives on a theory in progress (pp. 35-70) San-Fransisco: Jossey-Bass.

• Knowles, M. (1980). The modern practice of adult education: From pedagogy to andragogy. (2nd ed.). New York: Cambridge Books.

• Lancaster, L. C., Stillman, D. (2002). When generations collide: Who they are. Why they clash. How to solve the generational puzzle at work. New York: Harper Business.

• Marx, G. (2006). Sixteen Trends: Their Profound Impact on Our Future. Alexandria,