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

The production and deployment of an on-line video

learning bank in a skills training environment

Presenters

Gerald Cannon, Dublin City UniversityColette Lyng, Dublin City University

Co-authors

Mary McGrath, Mary Kelly, Caron McMahon

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

Addressing these disadvantages

Movement towards student-managed learning (DCU strategic objective)

Awarded funding from the Learning Innovation Fund at Dublin City University

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

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

The Production Process From late 2005 to Feb 2007. It involved:

Script writing, circulation, feedback, revision

Resource ManagementRecruit actorsFilming videosReviewing, editing, reshooting of footage

Recording 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?

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

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

The trouble with reshoots!

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

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

Implementation ProcessChanged how skills classes were

structured2 hour class

without use ofvideo

2 hourclasswith video

viewedbeforehand

Active skills practice

Required 45min

demonstration

Optional skillsdemonstration

Revisionpossible

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)

Evaluation

Evaluation of learning (experimental and control groups, MCQ, OSCE)

Evaluation of student attitudes to this method of skills teaching (questionnaire)

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

Lecturer’s views

Defined standardPractice classes more industriousMore ‘hands on’

Contacts

Colette Lyng colette.lyng@dcu.ieph +353 1 7007915

Mary Kelly mary.t.kelly@dcu.ieph +353 1 7008530

Mary McGrath mary.mcgrath@dcu.ie

ph +353 1 7008538

Ger Cannon gerald.cannon@dcu.ie

ph +353 1 7007806

Questions and

Answers

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).