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

• Presenters
• Gerald Cannon, Dublin City University
• Colette Lyng, Dublin City University
• Co-authors
• Mary McGrath, Mary Kelly, 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

• Movement towards student-managed learning (DCU
  strategic objective)
• Awarded 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 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

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The Production Process

• From late 2005 to Feb 2007. It involved

And they all learned happily ever after
Or if you really, really want to do it all over
again?
Script writing, circulation, feedback, revision
Filming videos
Reviewing, editing, reshooting of footage
Insertion of graphics and final editing
Recruit actors
Resource Management
Recording Voiceovers
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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

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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 Process

• Changed how skills classes were structured

Active skills practice
2 hour class without use of video
2 hour class with video viewed beforehand
Required 45min demonstration
Revision possible
Optional skills demonstration
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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)

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Evaluation

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

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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

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Lecturers views

• Defined standard
• Practice classes more industrious
• More hands on

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Contacts

• Colette Lyng colette.lyng_at_dcu.ie
• ph 353 1 7007915
• Mary Kelly mary.t.kelly_at_dcu.ie
• ph 353 1 7008530
• Mary McGrath mary.mcgrath_at_dcu.ie
• ph 353 1 7008538
• Ger Cannon gerald.cannon_at_dcu.ie
• ph 353 1 7007806

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Questions andAnswers
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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-Jun12(3)149-53
• Moss, R. Video The Educational Challenge, Croom
  Helm Ltd (1983).