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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 University Colette.

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Presentation on theme: "The production and deployment of an on-line video learning bank in a skills training environment Presenters Gerald Cannon, Dublin City University Colette."— Presentation transcript:

1 The production and deployment of an on-line video learning bank in a skills training environment Presenters Gerald Cannon, Dublin City University Colette Lyng, Dublin City University Co-authors Mary McGrath, Mary Kelly, Caron McMahon

2 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

3 Addressing these disadvantages Movement towards student- managed learning (DCU strategic objective) Awarded funding from the Learning Innovation Fund at Dublin City University

4 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

5 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

6 The Production Process From late 2005 to Feb It involved: Script writing, circulation, feedback, revision Resource Management Recruit actors Filming videos Reviewing, editing, reshooting of footage Recording Voiceovers Insertion of graphics and final editing And they all learned happily ever after Or if you really, really want to do it all over again?

7 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

8 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

9 The trouble with reshoots! Also getting everyone back for re-shoots can be very complicated

10 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

11 Implementation Process Changed how skills classes were structured 2 hour class without use of video 2 hour class with video viewed beforehand Active skills practice Required 45min demonstration Optional skills demonstration Revision possible

12 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)

13 Evaluation Evaluation of learning (experimental and control groups, MCQ, OSCE) Evaluation of student attitudes to this method of skills teaching (questionnaire)

14 Unexpected benefits Revision 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 Used to teach skills in other modules

15 Lecturers views Defined standard Practice classes more industrious More hands on

16 Contacts Colette ph Mary ph Mary ph Ger ph

17 Questions and Answers

18 References Horizon Report 2007 – The New Media Consortium VideoActive – 6 Case Studies of Using Video in Learning and Teaching Asensio M & Cuttle M Ed. ctive_Case_Studies.pdf JISC funded project ctive_Case_Studies.pdf 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 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 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): Moss, R. Video – The Educational Challenge, Croom Helm Ltd (1983).


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