the production and deployment of an on-line video learning bank in a skills training environment
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The production and deployment of an on-line video learning bank in a skills training environment. Presenter Gerald Cannon, Dublin City University Co-authors Mary Kelly, Mary McGrath, Colette Lyng, Caron McMahon. Background . BSc in Nursing with major skills component - PowerPoint PPT PresentationTRANSCRIPT
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The production and deployment of an on-line video
learning bank in a skills training environment
Presenter Gerald Cannon, Dublin City University
Co-authors Mary Kelly, Mary McGrath, Colette Lyng, Caron
McMahon
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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
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Addressing these disadvantages
We developed a plan to produce a series of teaching videos
Project Team- Mary Kelly, Lecturer and Module Co-ordinator- Mary McGrath, Manager, Clinical Education Centre, Lecturer- Colette Lyng, Clinical Skills Nurse- Caron McMahon, Clinical Skills Nurse- Gerald Cannon, Senior Audio Visual & Communications
Technical Officer
Received funding from the Learning Innovation Fund at Dublin City University
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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
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Full Scale ProjectDevelopment of a wide range of teaching
videos Focus on fundamental skills within one
first year moduleTopics covered include patient hygiene,
admission, nutrition, respiratory therapy, positioning, temperature measurement.
Completed 16 videos which are now available online to students
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The Production Process From late 2005 to Feb 2007. It involved:
Script writing, circulation, feedback, revisionResource ManagementRecruit actorsFilming videosReviewing, editing, reshooting
of footageRecording 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?
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Less is more In the initial scripts EVERYTHING on the
topics being covered was includedThis 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
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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
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The trouble with reshoots!
Also getting everyone back for re-shoots can be very complicated
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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
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Implementation ProcessChanged how skills classes were
structured2 hour class
without use ofvideo
2 hourclasswith video
viewedbeforehand
Active skills practice
Required 45min
demonstrationOptional skillsdemonstration
Revisionpossible
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Current Status The 16 completed videos were used in the first year
module ‘Meeting Fundamental Needs’ Monitoring of the media web server indicates high
usage (e.g. ‘Admission to health care environment’ viewed 387 times by 162 people in February 2007)
Evaluation ongoing and includes: - evaluation of learning (experimental and
control groups, MCQ, OSCE) - evaluation of attitudes to / opinions of the
videos (questionnaire) - comparison by year results
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Early ResultsQuestionnaire
Overall the videos were viewed positively by the students with 59.7% agreeing or strongly agreeing that they enjoy learning skills using the videos
83.6% of students liked the fact that the could watch the videos in their own time
80.4% of students agreed or strongly agreed that they will use the videos to revise clinical skills in the future
In relation to accessing the videos 71.4% agreed or strongly agreed that it was easy to access the videos and 73.1% found the instructions on how to access the videos easy to understand
Many students reported difficulties downloading the videos at home with 68.2% disagreeing or strongly disagreeing that they could do this
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Student’s viewsFormal evaluation ongoing Informal feedback
Allows for controlSome skills complex – require
demonstration as wellRevision benefit
e.g. 2 days before recent OSCEs (practical exams) saw 2 videos being viewed147 times by 81 viewers and 116 times by 67 viewers respectively
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Lecturer’s views
Defined standardPractice classes more industriousMore ‘hands on’
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ContactsColette Lyng [email protected] +353 1 7007915
Mary Kelly [email protected] +353 1 7008530
Mary McGrath [email protected] +353 1 7008538
Caron McMahon [email protected] +353 1 7007934
Ger Cannon [email protected] +353 1 7007806
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Questions and
Answers
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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).