Developing multi-media learning resources to enhance ... · Developing multi-media learning resources to enhance occupational therapy practice Aideen Gallagher and Margaret McGrath

School of Health Sciences

Developing multi-media learning

resources to enhance occupational

therapy practice

Aideen Gallagher and Margaret McGrath

3rd November 2011

Learning Outcomes

• Identified how bespoke multimedia resources could be used to

enhance student learning experience

• Understood of the process involved in developing bespoke

multimedia resources

• Identified funding sources to develop bespoke multimedia

resources

• Generated a plan to develop a multimedia resource to address

a specific learning need in their curriculum


Presentation Outline

• Introduction

• Task 1: Identifying topics

• Filming Production Process

• Task 2: Script writing and editing

• Task 3: Identifying funding options

• Task 4: Outlining next steps in producing the resource


Introduction

• Complex health environment (Smart et al, 2010)

• Graduates feel unprepared for practice (Hodgetts et al., 2007; Chipchase et al., 2008)

• Apprenticeship approach- see one - do one (Hauser and Bowen, 2009),

opportunistic and unstructured (Irby, 1995), balance needs of patient

and student (Spencer and Pearson, 2010)

• Traditional approach - Passive learning environment (Scaffa &

Wooster, 2004), massed practice (Moulton et al., 2006), sensitive to increasing

class sizes (Spencer & Pearson, 2010).


Literature Review – Advantages of video

• Active learning – self pacing (Done & Parr, 2002; Grow, 1991; Greenhalgh, 2001)

• Extended reach – increasing class sizes

• Accessible

– avoid massed practice (Moulton et al., 2006),

– avoid temporal and geographic limits (McConville & Lane, 2006; Greenhalagh,

2001; Williams et al, 2006)

– supports visual learning styles (McConville & Lane, 2006)


Digital tools at NUI Galway

• Hoist skills

• Wheelchair skills


Group Task 1 - Identifying a topic

Choose 4 learning topics using any of the categories below

and think about how each topic might be taught using a

video

•Clinical Assessment

•Clinical Intervention

•Knowledge

•Attitudes


Project Time Line

Planning Script Writing Filming Editing


3 months 4 weeks 2 days 6 weeks

Script Writing

Significance of the script:

• Backbone

• Educate and entertain

• Picture supports script


Script Writing

Planning:

• Who is your audience?

• What do you want them to

think, feel and do?

• What 3 key messages do you

have for your video?


Script Writing

Structure:

•Beginning, middle and end

•Introduction – grab audience, sell benefit

•1 A4(12 font) – 4 mins reading time

•(Video 8-12 mins max)


Script Writing

Language:

•Write for the ear, not the eye

•Use simple everyday language, avoid humour

•Get peer feedback


Group Task 2 - Script Writing

Work in small groups to answer the following

questions:

1.Who is your audience?

2.What do you want them to think, feel and do?

3.What are the 3 key messages of your video?

4.Write a “one minute” segment of your script.


Filming Process

Close ups

Medium angle

Wide angle shots


Filming Process – wide angle


Filming Process


Filming Process – close ups


Filming Process – close ups


Filming Process – voice to camera


Filming Process – on location


Filming Process – on location


Filming Process


Filming Process


Filming Process


Shoot Planning

• Environment

• Actors

• Clothing

• Equipment


Filming Costs

• Professional consultation – planning, filming and editing

– €3,900 - €4,200

– 8 – 12 minute video

• Other expenses

– Equipment – props, clothing, food

– Actors


Funding Sources

• Identify funders early on

• Industry ---- what can your video do for the product ?

• Educational ------ how can the video be used outside of the

classroom ?


Group Task 3 – Identifying next steps

Traditional funding bodies:

• Identify potential funders for your video

• How does your video fit in with their focus?

Industry:

• Are there potential industry partners?

• What can your video do for their product ?

Educational:

• How can the video be used outside of the classroom ?


Group Task 4 – Next Steps

• What are the next steps in moving this project forward?


Workshop Evaluation

• Create a metaphor or visualisation to evaluate this

workshop

• Share your metaphor in your group

• What is the essence of the group ?


Learning Outcomes

• Identified how bespoke multimedia resources could be used to

enhance student learning experience

• Understood of the process involved in developing bespoke

multimedia resources

• Identified funding sources to develop bespoke multimedia

resources

• Generated a plan to develop a multimedia resource to address

a specific learning need in their curriculum


For further information or for a copy of these slides please

contact

[email protected]

or

[email protected]


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mailto:[email protected]

Developing multi-media learning resources to enhance ... · Developing multi-media learning resources to enhance occupational therapy practice Aideen Gallagher and Margaret McGrath

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