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Video-Based Learning Objects [Professional Safety](Professional Safety Via Acquire Media NewsEdge) Creating & Using Videos to Enhance Your Safety Training Humans are a visual species. We assimilate information rapidly through visual media. Images in music videos flash before us as quickly as a quarter of a second, yet we readily absorb and understand them. In as quickly as 15 seconds, advertisers use visual media to influence behavior and purchasing decisions. Images on news broadcasts, documentaries and films can influence our opinions and convey ideas. The power of images to influence human opinions and behavior, and the speed with which visual media can communicate, have been understood for decades, but the SH&E field has not leveraged this enough to maximize learning. The limited adaptation of this powerful tool has been largely due to the high cost of producing visual media of an acceptable quality. But, about 10 years ago, two technological breakthroughs changed everything: 1) inexpensive digital high-definition (HD) video cameras; and 2) software programs that can easily manipulate these video files and produce digital effects. Along with flashdrives and laptops, this technologyis available today for a few hundred to a few thousand dollars-less than the cost of most field-monitoring equipment. Powerful, HD, professional-quality video can be developed inexpensively by anyone, and this is changing the way we communicate ideas and train workers. Video-Based Learning Objects Learning objects or chunks of learning content that focus on a specific learning objective are widely used in educational settings where different types of media (e.g., images, flash animations, simple simulations, video, audio recordings) are available to educators from a media database. Educators can select the objects that help them fulfill their learning objectives and incorporate them into educational materials. These learning objects can be reused or used in different instructional contexts by different educators. Learning objects have been referred to as the building blocks of educational content. The concept of sharable learning objects has not effectively transitioned to the SH&E training domain where it could help trainers convey difficult technical topics, provide a more effective visual medium than the default PowerPoint bullet list and, if properly designed, foster interaction between trainer and training participants. Video-based learning objects can fit into existing training programs, fill gaps or replace lesser quality content. These objects are from 10 seconds to 3 minutes in length, and are designed to demonstrate a key concept, illustrate how to apply a concept in an actual work environment, shape attitudes and/or assess learning. The objects are specifically designed to encourage interaction between trainees and a trainer, and may fulfill the visual evidence component of the assertion-evidence approach to creating presentations. The objects can be individually selected by the trainer, which allows him/her to retain complete control over the content and delivery, while taking advantage of the power of digital videography. Table 1 provides additional information on how video clips can be used with specific examples. The Impacts of Object Components When designing video-based learning objects, remember that two basic components exist. The first component is the concept or the specific information being conveyed. An example would be a short video clip illustrating the concept of flashpoint. The second component describes how the content applies to the learner's work environment, or provides context for the specific information. An example of this would be a clip that, in addition to illustrating the concept of flashpoint, illustrates the difference between the flashpoint of gasoline and diesel fuel and how this difference impacts the safe operation of heavy equipment. A video-based learning object will always contain the first component but may contain more or less of the second component, the application of the concept to the work environment. If one is constructing learning objects with the intention of using them broadly (i.e., in many different training programs), then one must construct them so that they convey just the concept and provide little or no context. In these cases, the trainer must describe how the concept being conveyed applies to the specific work environment. This facilitates interaction between the trainer and trainees. The more context designed into the object, the fewer applications there will be for the clip. Object Designs Video-based learning objects may be simple, stand-alone clips or a compound series of clips that are shown one after the other and work together or complement each other. Questions are typically posed to trainees between the video clips found in compound objects. Compound objects present case studies or test trainees' knowledge/ grasp of content recently presented in a training session. Figure 1 (p. 38) illustrates the different designs. Simple, stand-alone objects are often placed in PowerPoint using the assertion-evidence design approach. Compound objects may be placed in PowerPoint, one video per slide with questions on subsequent slides, or authored into flash objects and linked within PowerPoint using an authoring program such as Adobe Captivate. Both simple and compound video-based learning objects foster an interaction between the instructor and trainees and, unlike most videos used in training, keep the presenter involved. Produce Your Own Video-Based Training Material There are several good reasons to develop your own video-based training content. The first and most important reason is the need for a product that is siteand topic-specific, that illustrates local policies and procedures, and features the images and perhaps interviews or stories of local employees and management. A second reason is that short video-based learning objects, the kind that can be used in an assertive-evidence approach to PowerPoint design, are simply not commercially available. Finally, producing your own content gives you complete creative control, allowing innovative videobased learning objects. The PowerPoint Problem Microsoft PowerPoint has become the de facto tool for worker training. The software affords quick and easy creation of presentations, but many criticize that it is more valuable to the trainer than the student. A particular criticism is the program's default mode, which drives designers to create endless bullet lists that produce questionable learning among students. Edward Tufte, one of its strongest critics, notes, "It's much easier to write a presentation if you're writing in bullet grunts." He challenges its use based on the fact that the default styles limit the amount of detail that can reasonably be presented and often obscure logical connections (or the lack thereof) among facts used to make an argument. Others point out that bullet points leave critical assumptions unstated and critical relationships unspecified. However, presentation slides can be an effective way to present visual aids such as video clips. Research suggests that a new design for PowerPoint presentations called assertion-evidence (AE) is more effective. In this approach to presentation design, a succinct sentence headline (the assertion) is written on the top of the slide and supportive visual evidence that meets the audience's need to understand the technical concepts being presented is provided below in place of bullet lists. AE makes communication more efficient, memorable and persuasive, and is more suited for technical training material than the traditional bullet list. Short video clips or video-based learning objects are ideal visual content for AE slides. The authors have also created presentations including video clips that build on each other and are shown sequentially (compound objects), typically incorporating a question-answer session between clips. This allows the trainer to present case studies as well as test a training participant's knowledge of recently reviewed content in an interactive format. Trainers have found these compound objects to be valuable training aids. Comments from trainers include "easily adaptable," "encourages dialog" and "very useful resource". Video Clip Development Creating video clips for use in training involves four steps: 1) Identify the visual sequences (storyboard) and associated narrative, if any. 2) Shoot the video and gather images and/or graphics (as outlined in visual sequences) and capture narration, if used. 3) Edit the video. 4) Render the clip into WMV (Windows media video) format for inclusion in PowerPoint (or other format for streaming purposes or inclusion in other presentation software). Storyboarding For each clip, one or more learning objective is identified, then the clip is designed to fulfill the objective. This involves identifying the visual sequence (or the series of shots, still images or graphics) that will make up the final clip and writing any narrative that will accompany the clip. This process is call storyboarding. If narration will not be used, the visual sequence drives the clip's organization. Usually, the visual sequence will follow an operation, procedure or event so that the shots will be ordered exactly how the action being captured occurred. A shot list is made from these steps. If a narrative will be included with the visual component, it should be written first because the narrative provides the structure for the clip. The narrative should be short simple sentences, but be carefula narrative may be well written, but when spoken some content may sound confusing or awkward. It is best to read the narrative out loud when composing and editing it. A good narrative is easy to read aloud. You will find yourself constantly simplifying it. Once the narrative is written, brainstorm for images (e.g., video, still images, graphics) that reinforce and illustrate what is said in the narrative. A good way to do this is to place the narration into one column of a table and, in the adjacent column, list the visual elements you plan to show while the narration is playing. The visual elements in a clip would be most often video sequences but may also include still images, illustrations or graphics. It is critical that visual elements support and illustrate key concepts being conveyed in the narration. Shots When creating video clips (with or without narration) we often don't show an entire event but rather the key parts that illustrate the concepts we want to convey. To collapse time in a way that is acceptable to viewers (without creating jump cuts) use shots taken from different perspectives (i.e., wide, medium and close-up). Wide shots incorporate the entire body or the location where the action takes place. This is often the first shot because it establishes the characters and their placement in the scene. It also allows you to cut to the other shots for more detail. A medium shot typically incorporates a person's body from the waist up. This is often used when demonstrating a particular procedure. A close-up shot incorporates the body from the shoulders up or focuses in on a detail, such as what is being done with the hands. We can compress time in video by jumping from one type of shot to another. The easiest way to shoot a clip is to have the subject perform the action three times and shoot it from the three different perspectives. This allows flexibility in the editing phase where one can select from several shots of the same action. When storyboarding, or making a shot list, the perspective of the shot should be noted. Equipment Used to Capture Video Equipped with a shot list and a generated storyboard/video sequence, it is time to capture the HD video images. Although this once required expensive video equipment, it can now be done, at least for most type shots, with inexpensive video cameras and still cameras with video capabilities. One author has shot video for several years with a $7,000 Sony EX1 HD video camera. In the author's exeperience, still cameras, such as a Canon T3i (about $1,000) or a Canon SI00 (a small palm sized camera, about $350), capture stunning video. Newer cameras capture video in files stored on memory cards. These cards can be removed from the camera and inserted directly into a computer where the files are transferred to a hard drive for editing. New cameras also work well in low-light levels so no additional lighting is typically needed. Their audio capabilities are sufficient to capture the sound in the environment for the type of video being described in this article. No matter what camera one uses, it is important that the shot be perfectly still; a shaky video will result in poor-quality training materials. This means that a camera support, typically a tripod, must be used. The cameras described above are lightweight, so inexpensive tripods are sufficient. Capture & Edit Narration A common error is to focus on the video aspects and neglect audio quality. But poor quality audio quickly turns off trainees. If trainees can't hear or understand the narrative, the endeavor has failed. An audio recording has two components: the microphone and the digital recording device. In the past couple of years, software has become available to convert computers, usually laptops, into digital recording devices. The technology was developed to facilitate podcasts, but it works well for capturing the narration used in video. The software and a quality USB microphone can be purchased for about $100. Avoid using an analog microphone that plugs into a computer's microphone jack, as its quality is significantly less than a USB microphone. Another approach to capturing audio narration is to use a portable digital audio recording device and microphone. High-quality audio recording devices that can be connected to high-quality microphones cost between $250 and $1,000. These devices can be set to capture high-quality sound (48 kHz in stereo) in various digital formats on solid media such as a flash drive. This allows the recorded audio to be easily transferred to a computer for editing. These recorders all support industry standard XLR microphones. High-quality XLR microphones cost $200 to $500, but can be obtained for less on auction or discount sites. The old saying "you get what you pay for" applies well to microphones. A good microphone will significantly improve your audio. Another critical audio production element is to select a person with a good voice. One does not want someone with a monotone, meek voice to narrate, nor someone screaming or shouting out the narrative. A pleasant but authoritative voice is a good choice. Ideally, the narrator should be able to read the text error free, with minimal undesired sounds, such as frequent throat clearing or mouth smacking, and with proper pronunciation. The recording location also has to be carefully considered. Background noise must be eliminated, and the room's reverberation level should be low. No matter how good the narrator is, some audio editing will be necessary. Audio editors allow you to cut and paste sections of the narrative or individual words together. One technique is to have a narrator read each paragraph two or three times, then construct a composite that contains the best sections of each readings. Audio editing also allows one to eliminate background and other extraneous noise. Professional software to edit audio costs about $400. Video Edits Video editing is the process of editing video clips and sound recordings into finished video. During this process, special effects (e.g., titles, pictures in pictures, transitions) may be added. Most computers have the speed and capacity to edit HD video. The two major retail computer operating systems that include basic video editing software are Apple's iMovie and Microsoft's Windows Movie Maker. These free editors, along with other free open source video editing programs such as VirtualDub, feature editing functions required by beginning to intermediate video clip producers. More advanced commercial products such as Adobe Premiere, Final Cut Pro and Sony Vegas can create advanced video effects, but, the methods discussed here do not require professional quality video editing software. All video editors work in a similar way. Video clips are placed on a timeline in the order they are to be viewed, and the ends are trimmed to show only the part of the clip desired. Separate audio files, such as a narration or sound effects, are also placed on the timeline adjacent to the corresponding video. Files can be repositioned or reordered on the timeline until the editor is satisfied with the sequencing. Most editing software will play back the timeline in real time so the editor can see how the final video will look as it is being produced. Transitions, such as dissolves or fade to black, can be placed between clips, and text can be layered over video. When video is finished, it is output from the timeline in the video format and sized by the editor. Photo 1 shows the computer interface of a common video editor, Adobe Premiere. Clip Formatting for PowerPoint Qips that will be inserted into Microsoft PowerPoint should be output in WMV. This format is highly compressed, resulting in relatively small file size and has a high degree of compatibility with PowerPoint (i.e., it does not crash). The video and audio quality is high when compressed to 2 mbps for the WMV format (DVD-quality video). Qips shot in HD should be rendered into files with a size of 640 x 360 pixels, or 1280 x 720 pixels for higher quality. This ensures a high-quality visual experience for training participants and will be easily playable on newer computers and laptops. Computers playing these clips in PowerPoint must have the free Microsoft Media Player (as well as Microsoft PowerPoint) loaded on their computer or laptop. Costs The costs associated with producing your own video content fall into three categories: 1) the cost of the software to edit the media (e.g., images, video, audio); 2) the cost of the equipment to collect media; and 3) the time to produce the training. A learning curve is associated with acquiring the skills necessary to develop video content and use the editing software packages. The onetime cost associated with the purchase of software ranges from free to about $1,000, depending on the software pur- chased. Academic institutions generally receive substantial discounts, so be sure to take adantage of these savings. The one-time cost associated with equipment purchases (still/video cameras and audio recording equipment) ranges between $1,000 and $5,000, depending on the equipment purchased. If one has access to a computer microphone and digital camera, and uses free editing software, the initial investment would simply be time. Once one is familiar with the production process and software, it takes about 1 to 2 hours of development time per minute of video content produced. Conclusion Video-based learning objects can be effective tools to train SH&E professionals. Applying components such as storyboards, shot lists, clear audio and narration, and concise editing will help ensure successful production with an end result that can be used for optimal safety training. The concept of sharable learning objects has not effectively transitioned to the SH&E training domain. References Alley, M. & Neeley, K. (2005, Nov.) Rethinking the design of presentation slides: A case for sentence headlines and visual evidence. Technical Communication, 52(4), 417-426 Douglas, J. & Hamden, G. (1996). The art of technique: An aesthetic approach to film and video production. Boston, MA: Allyn and Bacon. Tufte, E. (2006). Beautiful evidence. Cheshire, CT: Graphics Press LLC. Tom Ouimet M.B.A, M.P.H., CSP, CIH, has been providing professional SH&E services to commercial, government and nonprofit clients for more than 25 years. He has experienced the challenge of integrating SH&E programs into line operations, establishing a safety culture and finding ways to reduce the cost of SH&E programs while improving their effectiveness. Ouimet has worked for a diverse set of clients including Fortune 500firms, academic institutions, hospitals, research centers, construction companies and defense/plaintiff attorneys. Robert A. Rusczek, CSP, CIH, has more than 30 years' experience in safety and industrial hygiene (IH). He has been self-employed as a safety and IH consultants the past14years. His previous experience includes being an OSHA compliance safety and health officer, managing safety and IH at chemical manufacturing and research facilities, and providing safety and IH consutling services to various business across the globe. In 2005, he produced his first full-length safety video and since then has been producing safety videos and multimedia presentations on various safety and IH topics. (c) 2014 American Society of Safety Engineers |