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

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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 Presentation

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Page 1: The production and deployment of an on-line video learning bank in a skills training environment

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

Page 2: The production and deployment of an on-line video learning bank in a skills training environment

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

Page 3: The production and deployment of an on-line video learning bank in a skills training environment

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

Page 4: The production and deployment of an on-line video learning bank in a skills training environment

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

Page 5: The production and deployment of an on-line video learning bank in a skills training environment

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

Page 6: The production and deployment of an on-line video learning bank in a skills training environment

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?

Page 7: The production and deployment of an on-line video learning bank in a skills training environment

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

Page 8: The production and deployment of an on-line video learning bank in a skills training environment

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

Page 9: The production and deployment of an on-line video learning bank in a skills training environment

The trouble with reshoots!

Also getting everyone back for re-shoots can be very complicated

Page 10: The production and deployment of an on-line video learning bank in a skills training environment

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

Page 11: The production and deployment of an on-line video learning bank in a skills training environment

Implementation ProcessChanged how skills classes were

structured2 hour class

without use ofvideo

2 hourclasswith video

viewedbeforehand

Active skills practice

Required 45min

demonstrationOptional skillsdemonstration

Revisionpossible

Page 12: The production and deployment of an on-line video learning bank in a skills training environment

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

Page 13: The production and deployment of an on-line video learning bank in a skills training environment

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

Page 14: The production and deployment of an on-line video learning bank in a skills training environment

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

Page 15: The production and deployment of an on-line video learning bank in a skills training environment

Lecturer’s views

Defined standardPractice classes more industriousMore ‘hands on’

Page 16: The production and deployment of an on-line video learning bank in a skills training environment

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

Page 17: The production and deployment of an on-line video learning bank in a skills training environment

Questions and

Answers

Page 18: The production and deployment of an on-line video learning bank in a skills training environment

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).