Digital storytelling using video can have a greater impact than written reports in influencing behavior change. The SPRING project tested a community video approach in India and Niger to promote nutrition behaviors. Local community members were trained to produce 3-minute videos on priority topics like handwashing and responsive feeding. These videos featured local early adopters and were disseminated in community groups. An evaluation found the videos were well received and helped unite communities and increase social status of mediators. Both qualitative and quantitative data indicated the approach generated discussion and sustained behavior change beyond initial exposure to videos.
50 Interactive Personal Finance Learning Activitiesmilfamln
This 90-minute webinar will feature 50 interactive games and learning activities curated by webinar facilitator Barbara O'Neill that can be used by financial educators to teach financial concepts to clients and students. The webinar will include activities to begin a class or briefing, activities to leverage learners’ creativity and skill sets, activities to develop learners’ critical thinking skills and math skills, activities that provide personalized insights to learners, activities that involve the use of online resources, and activities to close a class or briefing. Questions about this session? Email the MFLN at MilFamLN@gmail.com
Using video for health, nutrition, and agricultureJSI
A presentation from the SBCC Summit in Addis Ababa, Ethiopia, February 2016. In 2012, Digital Green and SPRING Nutrition project entered into a partnership for SPRING to provide DG with nutrition-related technical assistance and jointly test the feasibility of incorporating nutrition into the Digital Green model that was previously focused on agriculture. SPRING is a global USAID-funded nutrition project comprised of five globally respected nutrition and public health organizations.
SPRING and DG see this community-led video approach, with videos created by the community for the community, as a revolutionary tool for nutrition and health behavior change which blends innovative, low-cost, accessible technology with the strength of human-mediated interpersonal communication techniques. Although video provides a point of focus in this model, it is people and social dynamics that ultimately ensure its effectiveness. The model leverages people-based extension (community health, agriculture, or other) systems functioning through existing social organizations and other structures, and uses video as a tool for engagement, empowerment, motivation, and connection as community members come together and discuss topics relevant to their everyday lives.
Ultimately the approach responds to a demand for greater nutrition knowledge and health education in rural communities and empowers community members and groups to develop and disseminate this information.
Video Impact Assessment: Closing the Impact GapMer Joyce
Last month I created an assessment for an international foundation on the impact of their video grants. The assessment (below) includes analysis and visualization of how 37 grantees used video in their advocacy work, and the effects of that use.
For this project I first analyzed grantee self-reports on how they were using video. I then developed a model comparing grantee activities and outcomes and finally visualized this analysis in the form of an easily skimmable “report card” for each grantee. This public version includes 10 representative reports from among the original 37.
This presentation was used in the GFAR webinar on Participatory Video. -- Announcement here: https://blog.gfar.net/2017/04/24/join-our-next-webinar-on-participatory-video/
...and the actual webinar recording can be found here:
“Using Video to enhance the Project Communication Processes”Steve Fowler
Video is an extremely effective communication media and when properly crafted, projects to the intended audience a clear and concise message much more efficiently than via words or descriptions. Creating an effective video is a project requiring detailed planning, requirements collection, scheduling, team communications, storyboards, quality controls and much more familiar to the PM. Learn how you as a PM can use video to better communicate with your stakeholders and increase the project’s acceptance by end users.
*Note this SlideShare contains links to sample video clips hosted on a private video hosting site.
A COLLABORATIVE APPROACH TO DIGITAL STORYTELLING IN HEALTHCARE SETTINGS Sana Behnam
Human-centred design in the healthcare setting can include patients’ and families’ perspectives when researching, designing, and developing interventions. There are multiple qualitative research methods that may be employed to collect user data. Naturalistic video recordings are a powerful means of observing and coding multiple participants and evaluating their interactions over time. However, in the healthcare space, researchers need to be especially intentional with use of video-based data, so the confidentiality of all participants is maintained. Digital storytelling can be used as an effective way to securely share the interaction and emotions directly from the videos so that the content can be disseminated with researchers, clinicians, participants, and policymakers. The goal of the digital stories is to authentically convey observed experiences to a broader audience, including as educational tools for healthcare team member training. This paper presents a collaborative approach to producing animated stories that can be used to promote discussion and action for clinical quality improvement, from our work with birthing parents, their companions, and their healthcare team members in a hospital- based postpartum unit. We describe various considerations related to digital storytelling for provocation, involving multi-disciplinary stakeholders in identifying priority scenarios, and the development process of digital stories. Considering the growing emphasis on patient-centred and equitable healthcare, our reflection may be useful to designers and researchers working with sensitive data, or healthcare educators and administrators seeking ways to build more empathy around human experiences and prompt discussions to improve systems of care.
50 Interactive Personal Finance Learning Activitiesmilfamln
This 90-minute webinar will feature 50 interactive games and learning activities curated by webinar facilitator Barbara O'Neill that can be used by financial educators to teach financial concepts to clients and students. The webinar will include activities to begin a class or briefing, activities to leverage learners’ creativity and skill sets, activities to develop learners’ critical thinking skills and math skills, activities that provide personalized insights to learners, activities that involve the use of online resources, and activities to close a class or briefing. Questions about this session? Email the MFLN at MilFamLN@gmail.com
Using video for health, nutrition, and agricultureJSI
A presentation from the SBCC Summit in Addis Ababa, Ethiopia, February 2016. In 2012, Digital Green and SPRING Nutrition project entered into a partnership for SPRING to provide DG with nutrition-related technical assistance and jointly test the feasibility of incorporating nutrition into the Digital Green model that was previously focused on agriculture. SPRING is a global USAID-funded nutrition project comprised of five globally respected nutrition and public health organizations.
SPRING and DG see this community-led video approach, with videos created by the community for the community, as a revolutionary tool for nutrition and health behavior change which blends innovative, low-cost, accessible technology with the strength of human-mediated interpersonal communication techniques. Although video provides a point of focus in this model, it is people and social dynamics that ultimately ensure its effectiveness. The model leverages people-based extension (community health, agriculture, or other) systems functioning through existing social organizations and other structures, and uses video as a tool for engagement, empowerment, motivation, and connection as community members come together and discuss topics relevant to their everyday lives.
Ultimately the approach responds to a demand for greater nutrition knowledge and health education in rural communities and empowers community members and groups to develop and disseminate this information.
Video Impact Assessment: Closing the Impact GapMer Joyce
Last month I created an assessment for an international foundation on the impact of their video grants. The assessment (below) includes analysis and visualization of how 37 grantees used video in their advocacy work, and the effects of that use.
For this project I first analyzed grantee self-reports on how they were using video. I then developed a model comparing grantee activities and outcomes and finally visualized this analysis in the form of an easily skimmable “report card” for each grantee. This public version includes 10 representative reports from among the original 37.
This presentation was used in the GFAR webinar on Participatory Video. -- Announcement here: https://blog.gfar.net/2017/04/24/join-our-next-webinar-on-participatory-video/
...and the actual webinar recording can be found here:
“Using Video to enhance the Project Communication Processes”Steve Fowler
Video is an extremely effective communication media and when properly crafted, projects to the intended audience a clear and concise message much more efficiently than via words or descriptions. Creating an effective video is a project requiring detailed planning, requirements collection, scheduling, team communications, storyboards, quality controls and much more familiar to the PM. Learn how you as a PM can use video to better communicate with your stakeholders and increase the project’s acceptance by end users.
*Note this SlideShare contains links to sample video clips hosted on a private video hosting site.
A COLLABORATIVE APPROACH TO DIGITAL STORYTELLING IN HEALTHCARE SETTINGS Sana Behnam
Human-centred design in the healthcare setting can include patients’ and families’ perspectives when researching, designing, and developing interventions. There are multiple qualitative research methods that may be employed to collect user data. Naturalistic video recordings are a powerful means of observing and coding multiple participants and evaluating their interactions over time. However, in the healthcare space, researchers need to be especially intentional with use of video-based data, so the confidentiality of all participants is maintained. Digital storytelling can be used as an effective way to securely share the interaction and emotions directly from the videos so that the content can be disseminated with researchers, clinicians, participants, and policymakers. The goal of the digital stories is to authentically convey observed experiences to a broader audience, including as educational tools for healthcare team member training. This paper presents a collaborative approach to producing animated stories that can be used to promote discussion and action for clinical quality improvement, from our work with birthing parents, their companions, and their healthcare team members in a hospital- based postpartum unit. We describe various considerations related to digital storytelling for provocation, involving multi-disciplinary stakeholders in identifying priority scenarios, and the development process of digital stories. Considering the growing emphasis on patient-centred and equitable healthcare, our reflection may be useful to designers and researchers working with sensitive data, or healthcare educators and administrators seeking ways to build more empathy around human experiences and prompt discussions to improve systems of care.
Anna Chiaretta Lavatelli, Trilce Navarrete, Elena Villaespesa, Emily Robbins
The Media Production and Branding SIG and the Data and Insights SIG have combined efforts to develop an online survey to gain an understanding of the scope of production and goals of production in museums today. In this talk we will present an analysis of the collected data from the survey to gain understanding of the state of video production in museums.
Andrew Mortimore, E-Education Manager of Association of Anaesthetists Of Great Britain & Ireland & The AAGBI Foundation presents on: Will your existing e-Learning portfolio translate well to the small screen? What the changes and costs of recording, storing and marketing?; What content delivery changes do you need to consider?; Which are best ways to store and produce a rich searchable content; A step by step case study of migrating live events to video; Measuring the response and rating videos; Using the data to better understand members learning needs.
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This is a report of the inputs and outputs from the launch event for #ProjectA on 28th June 2018. The aim is to utilise the experience and wisdom of frontline ambulance staff to improve ambulance services across England
Do you want to plan sizzling Rotary projects that deliver effective outcomes for people and the environment? This workshop will give you a five-step guide and tools based on experience and good business practice to develop, plan, implement, monitor and evaluate, and sustain successful Rotary projects while ensuring environmental sustainability. The workshop, led by experienced facilitators, also will assist you with access to online templates and other resources.
Similar to Digital Storytelling Using Video for Education and Behavior Change MICHELLE SHAPIRO, ADRIENNE TODELA, KRISTINA GRANGER (20)
Up the Ratios Bylaws - a Comprehensive Process of Our Organizationuptheratios
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At Up the Ratios, we believe that every student, regardless of their socio-economic background, should have access to the tools and knowledge needed to succeed in today's technology-driven world. To achieve this, we host a variety of free classes, workshops, summer camps, and live lectures tailored to students from underserved communities. Our programs are designed to be engaging and hands-on, allowing students to explore the exciting world of robotics and STEM through practical, real-world applications.
Our free classes cover fundamental concepts in robotics, coding, and engineering, providing students with a strong foundation in these critical areas. Through our interactive workshops, students can dive deeper into specific topics, working on projects that challenge them to apply what they've learned and think creatively. Our summer camps offer an immersive experience where students can collaborate on larger projects, develop their teamwork skills, and gain confidence in their abilities.
In addition to our local programs, Up the Ratios is committed to making a global impact. We take donations of new and gently used robotics parts, which we then distribute to students and educational institutions in other countries. These donations help ensure that young learners worldwide have the resources they need to explore and excel in STEM fields. By supporting education in this way, we aim to nurture a global community of future leaders and innovators.
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Highlights
Permanent Residents decrease along with percentage of TR2PR decline to 52 percent of all Permanent Residents.
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Thumbnail picture is by MediaZona, you may read their report on anti-war arson attacks in Russia here: https://en.zona.media/article/2022/10/13/burn-map
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https://abc38.noblogs.org/
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http://Prisonmail.online
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Digital Storytelling Using Video for Education and Behavior Change MICHELLE SHAPIRO, ADRIENNE TODELA, KRISTINA GRANGER
1. Digital Storytelling:
Michelle Shapiro, CORE Group
Adrienne Todela, CORE Group
Kristina Granger, SPRING Project
CORE Group Global Health Practitioner Conference Spring 2016
May 20, 2016
1
Using Video for Education and
Behavior Change
2. Which has greater impact in influencing someone on a
topic or encouraging them to change a behavior?
2
50-page report 5-minute video
3. Icebreaker
Pick a partner in your table and share your most
meaningful video (PSA, documentary, training,
movie, etc.) experience and why that was.
Share out with rest of table.
3
4. SPRING is a 5-year USAID-funded global
nutrition project
Strengthening
Systems for
Nutrition
Linking
Agriculture &
Nutrition
Catalyzing
Social and
Behavior
Change
Preventing
Anemia
10. Reflect on the video you just saw:
•What information was the video trying
to convey?
•Who was the intended audience for the
video?
•Was it entertaining? Informative?
•What did you learn?
11. Why use video for behavior change
promotion?
• Makes complex issues
easier to understand.
• Contextualizes information
for familiar settings
• Stimulates emotional
connection
• Reaches a wider audience
• Leverages storytelling
traditions
12. What are some types of video storytelling for
education and behavior change?
14. • An approach by the
community for the
community
• Blends innovative, low-
cost, accessible
technology with human-
mediated interpersonal
communication
techniques
• SPRING has tested the
approach in India and
Niger
Why Community Video for Nutrition?
21. Planning a video: Pre-Production
21
The Classic Narrative Arc
Set the Stage/
Routine
Exposition /Rising
Tension due to
Issue
Climax/Solution
Introduced
Falling
Action/Solution
Tried and Tested
Resolution/New
Stage/ Message
22. A Storyboard Is...
A written and graphical representation of actions and
materials that progress a story.
22
23. A Storyboard Includes...
23
Source: www.jasonohler.com
Sketch of what
happens at this
point in the story
• What will appear on the
screen (picture, clip,
graphic)
• What listeners will hear
(music, narrative, sounds)
• Music, songs, sounds
• Pictures, graphics,
diagrams
• Video clip
• Text, titles
Write out or describe the narrative – who is talking and what they are saying.
24. Storyboard Example:
24
Source: www.jasonohler.com
• Landscape scenes of village
plays
• Narrator speaks
• Video clips of village
• Audio clip of narrator
• Subtitles
Narrator: Today we are visiting the village of Guidan Alkali in the state of Guidan Roumdji,
Maradi Region. We are visiting two families to see and learn about responsive feeding and
about how to actively feed a child.
• Mother (Actor) breastfeeds
her baby
• Video clip of Mother
• Audio clip of
environmental sounds
25. Now it’s your turn!
In small groups...
1. Decide on a topic (2 minute)
• Handwashing
• Complementary foods
• Ebola
• Your choice!
2. Assign Roles (2 minute)
• Director
• Writer
• Videographer
3. Brainstorm & Outline (6 minutes)
4. Storyboard (15 minutes)
25
26. Storyboarding Considerations
• What are the needs of the beneficiaries?
• Are the characters/actors relatable?
• Is the situation relatable?
• Are the solutions realistic?
• Are you aware of important cultural norms?
26
42. 42
Planning a video: Post-Production
• File Management
Naming protocol
Start during Prod
Back up your files!
43. 43
Planning a video: Post-Production
• File Management
• Post-Pro Editing Flow
Review
Selection
CAN USE
WOULD LIKE TO USE
MUST USE/WILL USE
Production
44. 44
Planning a video: Post-Production
• File Management
• Post-Pro Editing Flow
• Editing Software
free and low-cost video
editing programs
pre-installed programs have basics
editing tools (Cut, Insert, Audio+Video timeline)
45. • Online – YouTube, Vimeo, website
• On the field – DVDs, flash drives, Pico projectors
45
Dissemination Strategies
46. How could you use this type of video
storytelling approach in your work?
47. SPRING/Digital Green Program in Niger - 2015
The collaboration was established between
SPRING/Digital Green and 3 USAID/Niger
programs - REGIS-ER (NCBA CLUSA), LAHIA
(Save the Children) & Sawki (Mercy Corps)
Involved 80 established Hausa-
speaking community groups, in 20
villages in the Maradi Region
Focused on the development and dissemination
of 10 videos by community facilitators working
with 4 distinct groups in each participating village
Niger
48. The process involved adapting the steps
outlined and the tools provided in the
Community Video for Nutrition Guide:
1. Rapid formative research
2. Prioritization of video themes
3. Video production training
4. Adaptation of a 2-day MIYCN
and hygiene training package
5. Video dissemination and data
collection training
6. Production of videos
7. Pretesting/finalization of videos
8. Dissemination of videos
9. Home visits and follow-up
10.Quality assurance/supervision
49. 10 Prioritized video topics in Niger include
1. Importance of hand washing with
soap
2. Importance of the first 1000 days
3. Active/Responsive feeding
4. Importance of exclusive
breastfeeding (EBF)
5. EBF for on demand feeding and
working mothers
6. Introduction of complementary
food for the baby after 6 months
7. Age appropriate complementary
feeding for babies 6 to 24 months
8. Maternal and adolescent girls diet
9. Animal and human contamination,
diarrhea and management
10. Dietary diversity & resilience
51. Objective: to address questions on the acceptability
of the project, and to gather feedback on the
process to inform scale-up
Methods: Focus Group Discussions (FGDs) & In
depth Interviews (IDIs) with program beneficiaries
and mediators during a workshop held in August
2015
Sample: program beneficiaries (33 men,
adolescents and women) & 39 mediators
Analysis: Thematic analysis techniques:
Qualitative Methods
52. Feasibility of the Videos
• Timing and duration of videos
appear appropriate
• Videos encourage women to
come more regularly to group
meetings
• Many outsiders are attracted
to the sessions which results
in overcrowding at the video
viewing
• Women could relate and
understand the content and
behaviors presented in the
videos
“The women are very enthusiastic
because the actors are villagers like
them and speak Hausa. This has
had a great effect and resulted in
significant behavior change.”
(Mediator)
“It is important to project the
videos during all the group
meetings, the simulations
conducted during the videos are
easier to understand than listening
to the group facilitator.” (Woman
beneficiary)
53. Acceptability of the Videos
• Excitement in the group is spilling over and uniting the
community
• Group members and mediators social status is increasing
• Inviting influential members to the groups is helping to
educate others and support behavior adoption
“The video gave us the final
push to change. I already
knew many things before
through my husbands’
school, but it took us seeing
the video to make a
change" (Woman
Beneficiary).
“The men now accept to let
their wives visit the health
center and to at times
accompany them. In
addition, they agree to
provide money for
consultations more
frequently.” (Woman
Beneficiary)
"We are considered teachers
and we are given great
importance. We are valued in
the community because of this
work it has changed our
status. We are perceived as
officers to accompany and
support people to change their
behavior." (Mediator)
54. Scale up and Sustainability
• There is great enthusiasm and interest in expanding the program
• Will need additional mediator training and possibly incentives to
motivate staff
• Desire for new video content: birth spacing, avoiding early marriage,
and education
• Additional suggestions include coordinating with SMS messages and
print materials
• Stakeholders wanted to retain the resources to continue
disseminations and home visit after the project concluded if there was
no extension
“If the project does not
remove the equipment, we
could continue to provide
home visits and advise the
population.” (Mediator)
“We must extend the video sessions for all
other groups of villages and go to neighboring
villages. By increasing the number of
mediators and finding alternative means of
projection we can expand the program reach.”
(Mediator)
55. Quantitative Methods
Objective: to measure the effectiveness of the
facilitated videos and home visits focusing on
responsive feeding and hygiene behaviors
Methods: Three rounds of data collection - Baseline
(April 2015), Second survey (June 2015), Endline
(August 2015)
Sample: approximately 300 women with a child
between 6-23 months at each data collection point
Analysis: Bivariate analysis
61. • Qualitative & quantitative data suggest the
intervention is generating community discussion
and behavior change
• There is evidence that men are becoming
increasingly involved in behavior adoption
• There is interest in expanding the videos to new
audiences, considering new video themes, and
increasing the number of mediators.
• Behavior change appears to be sustained past the
initial exposure
Conclusion
67. Thank you!
kristina_granger@jsi.com ● peggy_koniz-booher@jsi.com
This presentation was made possible by the American people through the U.S. Agency for International Development (USAID) under Cooperative Agreement No. AID-OAA-A-11-00031, the
Strengthening Partnerships, Results, and Innovations in Nutrition Globally (SPRING) project.