Dr. Anneliese Poetz, KT Manager for NeuroDevNet shares knowledge and experiences about creating Knowledge Translation videos for KBHN. Practical tips and resources are contained within this slide deck.
So you want to create Knowledge Translation Videos?KBHN KT
Dr. Anneliese Poetz, KT Manager for KBHN shares knowledge and experiences about creating Knowledge Translation videos for KBHN. Practical tips and resources are contained within this slide deck. This presentation was created and provided the basis for a webinar for the NCE Secretariat for an audience of Communications Managers for different NCEs across Canada.
Communication Skills in Science: Research in 4 minutes (Rin4)Aurelio Ruiz Garcia
DTIC Seminar February 2016. Communication Skills in Science - Research in 4 minutes (Rin4) competition at Universitat Pompeu Fabra, Barcelona.
Aurelio Ruiz, Department of Information and Communication Technologies, Unit of Excellence María de Maeztu
So you want to create Knowledge Translation Videos?KBHN KT
Dr. Anneliese Poetz, KT Manager for KBHN shares knowledge and experiences about creating Knowledge Translation videos for KBHN. Practical tips and resources are contained within this slide deck. This presentation was created and provided the basis for a webinar for the NCE Secretariat for an audience of Communications Managers for different NCEs across Canada.
Communication Skills in Science: Research in 4 minutes (Rin4)Aurelio Ruiz Garcia
DTIC Seminar February 2016. Communication Skills in Science - Research in 4 minutes (Rin4) competition at Universitat Pompeu Fabra, Barcelona.
Aurelio Ruiz, Department of Information and Communication Technologies, Unit of Excellence María de Maeztu
Impact the UX of Your Website with Contextual InquiryRachel Vacek
A contextual inquiry is a research study that involves in-depth interviews where users walk through common tasks in the physical environment in which they typically perform them. It can be used to better understand the intents and motivations behind user behavior. In this session, learn what’s needed to conduct a contextual inquiry and how to analyze the ethnographic data once collected. We'll cover how to synthesize and visualize your findings as sequence models and affinity diagrams that directly inform the development of personas and common task flows. Finally, learn how this process can help guide your design and content strategy efforts while constructing a rich picture of the user experience.
Benefits of using digital media for trainingZak Mensah
This presentation is for an NCRM event on 10th November 2009. The audience are interested in supporting their research method sharing using e-learning with digital media.
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This presentation looks at considerations and choices for designing and planning your evaluation activity.
It looks at common methods for data collection.
It touches on data analysis and write-up
Refining training courses about research integrity Mark HooperARDC
Our experience refining training courses about research integrity.
Mark Hooper - QUT
Presented at Brisbane: Train the (data skills) trainer Dec 6th 2017
Nalaka Gunawardene - Belling the Policy Cats - Talk to PEER Science Asia Conf...Nalaka Gunawardene
Presentation by science writer Nalaka Gunawardene to PEER Science Participants’ Conference 2013, held in Bangkok, Thailand, from 1 to 4 Oct 2013. It brought together over 40 principal investigators and other senior researchers from over a dozen Asian countries who are participating in Partnerships for Enhanced Engagement in Research (PEER) Science program. PEER Science is a grant program implemented by the (US) National Academies of Science on behalf of the U.S. Agency for International Development (USAID) and in cooperation with the National Science Foundation (NSF).
Details at: http://sites.nationalacademies.org/PGA/dsc/peerscience/PGA_071746
Slides for my 1-3 day workshop on video production and social media strategy.
Find out more about Hans Mundahl & Associates at http://www.hansmundahl.com
Scientific documentaries as a bridge to academic writingcahafner
This is a presentation given at the HKUST Language Centre Retreat on Dec 21, 2011. It describes a project-based course in English for Academic Purposes, in which students create both scientific documentaries (using digital video) and more traditional lab reports.
This annotated compendium of evaluation planning guides can help you understand the basics of conducting an evaluation; learn how to create a logic model and indicators; understand evaluation terminology; develop performance management metrics; and evaluate your research, knowledge translation and commercialization activities, outputs and outcomes.
At KBHN's 2013 brain conference the KT Core made its debut with a workshop on KT and Social Media, co-led by Krista Jensen from York University's KMb Unit. Krista presented on the use of social media for KT for academic research.
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Similar to KT videos webinar presentation for CARA
Impact the UX of Your Website with Contextual InquiryRachel Vacek
A contextual inquiry is a research study that involves in-depth interviews where users walk through common tasks in the physical environment in which they typically perform them. It can be used to better understand the intents and motivations behind user behavior. In this session, learn what’s needed to conduct a contextual inquiry and how to analyze the ethnographic data once collected. We'll cover how to synthesize and visualize your findings as sequence models and affinity diagrams that directly inform the development of personas and common task flows. Finally, learn how this process can help guide your design and content strategy efforts while constructing a rich picture of the user experience.
Benefits of using digital media for trainingZak Mensah
This presentation is for an NCRM event on 10th November 2009. The audience are interested in supporting their research method sharing using e-learning with digital media.
Overview of Evaluation Methods and Choices.pptxChrisHayes76322
This presentation looks at considerations and choices for designing and planning your evaluation activity.
It looks at common methods for data collection.
It touches on data analysis and write-up
Refining training courses about research integrity Mark HooperARDC
Our experience refining training courses about research integrity.
Mark Hooper - QUT
Presented at Brisbane: Train the (data skills) trainer Dec 6th 2017
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Presentation by science writer Nalaka Gunawardene to PEER Science Participants’ Conference 2013, held in Bangkok, Thailand, from 1 to 4 Oct 2013. It brought together over 40 principal investigators and other senior researchers from over a dozen Asian countries who are participating in Partnerships for Enhanced Engagement in Research (PEER) Science program. PEER Science is a grant program implemented by the (US) National Academies of Science on behalf of the U.S. Agency for International Development (USAID) and in cooperation with the National Science Foundation (NSF).
Details at: http://sites.nationalacademies.org/PGA/dsc/peerscience/PGA_071746
Slides for my 1-3 day workshop on video production and social media strategy.
Find out more about Hans Mundahl & Associates at http://www.hansmundahl.com
Scientific documentaries as a bridge to academic writingcahafner
This is a presentation given at the HKUST Language Centre Retreat on Dec 21, 2011. It describes a project-based course in English for Academic Purposes, in which students create both scientific documentaries (using digital video) and more traditional lab reports.
This annotated compendium of evaluation planning guides can help you understand the basics of conducting an evaluation; learn how to create a logic model and indicators; understand evaluation terminology; develop performance management metrics; and evaluate your research, knowledge translation and commercialization activities, outputs and outcomes.
At KBHN's 2013 brain conference the KT Core made its debut with a workshop on KT and Social Media, co-led by Krista Jensen from York University's KMb Unit. Krista presented on the use of social media for KT for academic research.
At KBHN's 2013 brain conference the KT Core made its debut with a workshop on KT and Social Media, co-led by Krista Jensen from York University's KMb Unit.
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Abstract:
KBHN is a Federally funded Network Centre of Excellence (NCE) focused on early diagnosis and treatment for children and families affected by neurodisabilities such as Autism Spectrum Disorders, Cerebral Palsy and Fetal Alcohol Spectrum Disorders. Knowledge Translation is important for helping to move research based interventions and discoveries into practice and policy, for improving the lives of Canadians. KBHN's KT Core provides a suite of services to assist its researchers and trainees to maximize the impact of their innovations. However, what often remains 'unseen' are the systems and processes that have been developed and deployed to facilitate the smooth provision of these services to the Network and subsequent reporting. Principles from the field of business analysis have proven indispensable to the KT Core, such as: a) identifying stakeholders who are directly or indirectly affected/involved, b) requirements gathering from all stakeholders, c) design/improvement of processes and products based on this understanding of relevant stakeholders and their needs, as well as obtaining their feedback on proposed solutions. This presentation will describe how KBHN's KT Core has successfully applied general principles of business analysis (solutions such as process and product design/improvement) using three examples: 1) an improved process for drafting clear language summaries, 2) a new process created and operationalized for developing detailed KT plans (along with development of a custom KT planning product) with four selected research project teams within the Network, and 3) an innovative application of survey software for (cost and time) efficient annual progress reporting. In sum, this presentation will advocate for broader application of business analysis principles for process and product development within the field of knowledge translation.
Abstract:
KBHN is a Federally-funded Network of Centres of Excellence (NCE), dedicated to discovery through research and the translation of these activities and outputs into real impact(s) for Canadians. KBHN is in its second 5-year cycle, and in order to demonstrate impact(s) of its work, KBHN’s KT Core acted upon direction from its Research Management Committee to focus efforts towards creating detailed KT Plans for 4 designated “High Impact Projects (HIPs)”. Part of the process required the creation of a customized KT Planning tool, called the “Hybrid KT Planning/Project Management tool”. The initial (prototype) version of this tool was piloted with the 4 HIPs. Feedback was sought immediately after its application, and field notes were taken to record this user input as well as our own observations about its use in practice. This information was later transformed into properly-worded requirements that we could apply to the design and development of the next iteration. The presentation as part of this workshop will explain the process for creating the tool and progress to-date, including a list of revisions in the form of requirements that are needed to inform the design of the next iteration. The tool, while designed for use by KBHN’s remaining 15 research projects that were not chosen for the HIP pilot, can also be useful for researchers in other NCEs, or anywhere. This workshop will create space for participants to work through parts of the tool and provide feedback to the presenters to inform future developments in order to maximize its usefulness for all researchers and KT professionals.
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Abstract:
KBHN is a Federally funded Network Centre of Excellence (NCE) focused on early diagnosis and treatment for children and families affected by neurodisabilities such as Autism Spectrum Disorders, Cerebral Palsy and Fetal Alcohol Spectrum Disorders. Knowledge Translation is important for helping to move research based interventions and discoveries into practice and policy, for improving the lives of Canadians. KBHN's KT Core provides a suite of services to assist its researchers and trainees to maximize the impact of their innovations. However, what often remains 'unseen' are the systems and processes that have been developed and deployed to facilitate the smooth provision of these services to the Network and subsequent reporting. Principles from the field of business analysis have proven indispensable to the KT Core, such as: a) identifying stakeholders who are directly or indirectly affected/involved, b) requirements gathering from all stakeholders, c) design/improvement of processes and products based on this understanding of relevant stakeholders and their needs, as well as obtaining their feedback on proposed solutions. This presentation will describe how KBHN's KT Core has successfully applied general principles of business analysis (solutions such as process and product design/improvement) using three examples: 1) an improved process for drafting clear language summaries, 2) a new process created and operationalized for developing detailed KT plans (along with development of a custom KT planning product) with four selected research project teams within the Network, and 3) an innovative application of survey software for (cost and time) efficient annual progress reporting. In sum, this presentation will advocate for broader application of business analysis principles for process and product development within the field of knowledge translation.
Ce recueil annoté de guides sur la planification de la diffusion des connaissances doit vous aider à rejoindre des publics extérieurs au milieu universitaire.
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Synopsis (short abstract) In December 2023, the UN General Assembly proclaimed 30 May as the International Day of Potato.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
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Commission for the Conservation of Southern Bluefin Tuna (CCSBT)
General Fisheries Commission for the Mediterranean (GFCM)
Inter-American Tropical Tuna Commission (IATTC)
International Commission for the Conservation of Atlantic Tunas (ICCAT)
Indian Ocean Tuna Commission (IOTC)
Northwest Atlantic Fisheries Organisation (NAFO)
North East Atlantic Fisheries Commission (NEAFC)
North Pacific Fisheries Commission (NPFC)
South East Atlantic Fisheries Organisation (SEAFO)
South Pacific Regional Fisheries Management Organisation (SPRFMO)
Southern Indian Ocean Fisheries Agreement (SIOFA)
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Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
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1. www.kidsbrainhealth.ca
So You Want to Create KT Videos?
Anneliese Poetz, PhD – Manager, KT Core
Friday December 4, 2015 – 12:00am – 1:00pm
CARA – Webinar
2. Outline
• Target audience/goal
• Creating videos:
– procuring equipment
– What makes a video KT
– How to craft the storyline
– Tips, tricks and lessons learned
– Choosing music
– Working with researchers
4. Target Audience and Goal
Notley, T., Lowenthal, A., Gregory, S. (2015). ‘Video for Change: Creating and Measuring Social Impact.’ A Working Paper by the
Video4Change Network. Available at: https://www.v4c.org/en/impact_working_paper
5. Target Audience and Goal
• What do you want to change (policy, practice,
attitudes, etc.)
• Who are the people who can act upon the
message(s) of the video
• What do you want them to do/think
• How will you reach them (film festivals, social
media, conference presentations)
Notley, T., Lowenthal, A., Gregory, S. (2015). ‘Video for Change: Creating and Measuring Social Impact.’ A Working Paper by the
Video4Change Network. Available at: https://www.v4c.org/en/impact_working_paper
Christine Petr, Russell Belk, Alain Decrop (2015)."Videography in marketing research: mixing art and science", Arts and the
Market, Vol. 5 Iss 1 pp. 73 – 102. Permanent link to this document: http://dx.doi.org/10.1108/AM-01-2014-0002
8. What Makes a Video KT
1. Researcher talking about research & impacts
2. Voices of partners, receptors, end users
3. References on-screen
4. Overall narrative or “KT story”
KT Core blog post “Videos as Knowledge Translation Products”
https://neurodevnet.wordpress.com/2015/06/05/videos-as-knowledge-translation-products/
9. What Makes a Video KT
0 5 10 15 20
References on-screen (publications)
Partners/collaborator testimonials re: uptake
Product development via research for commercialization
Researchers talking about research process
Researchers talking about research findings
Research participant testimonials re: uptake
Research participant testimonials re: new knowledge
Partners/collaborators re: experience of participating
Partners/collaborator testimonials re: new knowledge
Overall narrative that is KT
Number of responses
Source: Pre-webinar needs-assessment survey responses
10. Crafting the Storyline
• Option 1: script and storyboard
• Option 2: interview, edit the ‘gems’ that arise
from the results of the interview(s)
– My preferred method
– Researchers, practitioners, and kids especially will
surprise you with the gems they come out with
that you wouldn’t have been able to script
– More genuine
13. Crafting the Storyline
2) What were the findings of the research, or the
‘solution’ (where possible “show as well as tell”)
14. Crafting the Storyline
3) Giving a voice to lived experience (partners,
end-users), not just researchers, about the
impact of the research/technology
15. Crafting the Storyline
Example: Caribbean Quest video
https://www.youtube.com/watch?v=XNknTeksnrk
Can you identify the elements of the storyline?
19. Crafting the Storyline
4) Giving a voice to lived experience not just
researchers (partners, end-users, etc.)
20. Crafting the Storyline
Example: Stakeholder Consultation video
https://www.youtube.com/watch?v=BvH8R1EPjUY
Can you identify the elements of the storyline?
21. Tips & Lessons Learned
• Ask participants to remove name badges
• Consistency (computer screen, other things in
background, lighting, name badges)
• Turn off sounds (e.g. CQ laptop, cellphones)
• Take much more footage than you think you
will need, lots of b-roll (meaningful b-roll)
• Keep camera rolling post-interview (CQ end)
22. Be prepared to film in variety of conditions
(tricky lighting, waterfalls, etc.)
Tips & Lessons Learned
23. Have extra batteries (lights, camera)
+ charge up the day before
Tips & Lessons Learned
24. Have plenty of SD cards, external storage
Tips & Lessons Learned
25. Know how to use the features of the camera
ahead of time (+ checklist)
Tips & Lessons Learned
26. Rent (or purchase) a separate audio recorder
and get back up recording of audio
Tips & Lessons Learned
27. Tips: Show while Telling
Green, M.R., L.M. Walters, T. Walters, L. Wang (2014). Not just another research paper: understanding global sustainability
through digital documentary. The Social Studies. 106:1, 37-46. Online at: http://dx.doi.org/10.1080/00377996.2014.964390
32. Working with Researchers
• Work around their schedule
• Work with them to get partners, practitioners,
research participants, end users involved in
video
• Ask them for references (to their research)
that relate to what they are talking about
• Usually 2-5 “drafts” of the video before it is
final
33. The Questions I Ask
• Tell me the story of your research from beginning
to end
• What were the key findings?
• How can findings be applied to practice or policy?
• Tell me a story about how your research achieved
impact (on policy, health status, etc.)?
• Tell me about any collaborations/partnerships?
• What was the role of KBHN in your being able to
do this research?
• What are the future plans for this project?
34. Final Product& Dissemination
Final product:
• Ideal length under 3 minutes
• Movement every 9 seconds
Dissemination:
• Embed on website, tags
• Use in conference or funding presentations
• Use/show in negotiations with potential
partners
• Promote via: social media, film festivals
36. Costs of Videography
Time:
- Booking times to film (consent, approvals)
- Filming time (depends on how many booked)
- Editing (40-50 hours)
- Can obtain up to 8 hours of film (interviews +
b-roll) depending
37. Costs of Videography
Money:
- Hiring a company can cost from $5k for video
with still photos and music to $25-$50k for
interviews, editing, post-production
- Equipment (purchase or rental) recommend
purchase, ~$5k for everything
- Can use cellphone camera
- Audio quality more important
- Training course in filming/editing ($500)
38. Key Benefit of Videography
Selecting specific visuals create dramatic effects
(emotional resonance) and vividly spotlight
“truths” that catch the audience’s attention
Christine Petr, Russell Belk, Alain Decrop (2015)."Videography in marketing research: mixing art and science", Arts and the
Market, Vol. 5 Iss 1 pp. 73 – 102. Permanent link to this document: http://dx.doi.org/10.1108/AM-01-2014-0002
39. The Power of Video and Sound
• Videography = rising method for academics
• Can inventively make results more resonant
and broadly accessible
• Powerful because images and music provide
cognitive and emotional information
Christine Petr, Russell Belk, Alain Decrop (2015)."Videography in marketing research: mixing art and science", Arts and the Market, Vol. 5 Iss 1 pp. 73 – 102. Permanent link
to this document: http://dx.doi.org/10.1108/AM-01-2014-0002
Green, M.R., L.M. Walters, T. Walters, L. Wang (2014). Not just another research paper: understanding global sustainability through digital documentary. The Social Studies.
106:1, 37-46. Online at: http://dx.doi.org/10.1080/00377996.2014.964390
40. KT Core Future Plans
Evaluation of KT Products including videos
KBHN KT Core working on producing a Video
Production Guide for researchers/trainees
41. Additional Resources
Christine Petr, Russell Belk, Alain Decrop (2015)."Videography in marketing research: mixing art and science", Arts and the
Market, Vol. 5 Iss 1 pp. 73 – 102. Permanent link to this document: http://dx.doi.org/10.1108/AM-01-2014-0002
Tips on editing and post-production, video quality for entering film festivals:
To log in to the webinar, visit: https://www.anymeeting.com/685-839-714?rslt=c29a641f-c91b-4085-9ada-818a0ca7045fYou can use Computer Audio or the Conference Call:Dial-in Number: (604) 757-3130
PIN: 809 6267#
From Notley et al. “your process is your ethic”
Be clear and open about your plans and objectives [we do this by providing a clear comprehensive consent form ahead of time]
Have a clear rationale for why and how video is a useful approach to creating specific change – should know what your video needs to achieve/create/contribute – this will help shape the way you create, present and distribute your video [in our case, what I want to achieve is: give a visual to technologies/innovations that you can’t do on paper (achieve understanding), communicate the impacts of our work using the voices of those who benefit (e.g. child/EA in CQ video)]
Make the right decisions about participation, inclusion and risks. A video can (re-) victimize people if the videomakers have not carefully considered the consequences of whose story and voice is included or excluded and how this may create or perpetuate stereotypes. [we address this for NeuroDevNet through informed consent, and by providing a draft of the video to all participants for feedback before it is made public/uploaded to youtube
Benefits of ethical practices for KT/research impact:
“this nurturing of mutual respect can contribute to creating the meaningful and long-term relationships that are required for sustained social change…can leverage these relationships to increase outreach, conversation, dialogue, influence and action over a long period of time” – effective KT is all about relationships afterall!
What kind of change are you seeking? – change structures: policy, legal, practice change – change minds: behaviour, representational change – build movements, relationships, discourse change – build capacities, capacity change
Social media and other quantitative metrics can be misleading and don’t fully capture social impacts of the video, which could include:
A new conversation around a dinner table about an important topic
A moment of personal healing
A quiet donation to a cause after a viewing and discussion
A closed-door influencer screening that could have policy impact in the longer-term
[and of course changes in frontline practice]
“thick stories” reveal stories and human learning that happen as a result of watching videos. Collecting “thick data” makes sure analytics don’t give misleading impression of success.
Need to balance the use of quantitative indicators with the use of qualitative methods to tell “impact stories” that serve to capture and understand diverse rich experiences [can use social media connections to send personal message like what we did with LinkedIn, ask 1-3 simple questions such as what they learned, how they will use the information, etc.)
Impact should be measured in all stages of video production arc: Planning – capacity building – production – outreach – usage – evaluation
Basics:
Carrying case (recommend suitcase with rolling wheels) – has pocket for laptop
2 lights with batteries and charger
Camera (best quality you can get) mine is Canon 70D, has special processor for filming in low-light conditions (such as conferences)
Microphone (best quality you can get) mine is Sennheiser mic that mounts on top of camera
Extra batteries for camera (3 extras, have 4 batteries in total) + charger
Lighting/sun filter (packable)
Video tripod (with pan/tilt capability), 2 light tripods
(optional) lateral slider
It was interesting to see the results of the pre-webinar poll on what all of you thought made a video KT. I was surprised that “References on screen” was rated the lowest! I would love to see a research study on this to provide an evidence base for what components constitute a KT video.
This first video is an example of end-of-grant type of KT where there are research findings and impacts to report on.
Target audience: schools (practitioners and decision-makers), governments (to fund this), potential partners, parents/families.
Goal: to show/explain what CQ is, and how it can benefit kids with FASD and ASD.
I usually get the researchers to talk, and then based on what they say, that’s how I know what kind of B-roll footage I need to get to be able to “show” the viewer what it is they are talking about. In this case, I asked the researchers to give me access to the game on my own computer, so that I could get footage of the game while I played it, to show what was on-screen while the kids played. I tried to “play” the game in accordance with what was going on in the video, for example in one place they talk about Austin (the boy) getting “five in a row” so I made sure I had footage of me getting five in a row.
A KT video isn’t just a researcher speaking, but it brings to life the voice of partners/stakeholders/lived experience. I believe there is nothing more powerful than hearing the voice of a child or practitioner telling what a difference the research/technology made for their lives. In this case, Austin said he did better in math, Vivi’s EA said she was able to focus more on her school work.
This video is an example of integrated knowledge translation (iKT) since it tells the story about how this researcher (Jonathan Weiss) is using stakeholder input to inform his ongoing research, in order to maximize its usefulness (or potential for uptake).
Target audience: people or organizations with an interest in ASD research, other researchers, policymakers/practitioners so they can see how this researcher is including these decision-makers in driving the research agenda, educators, parents/families.
While Jonathan is talking about how the stakeholders informed his research agenda with their input, I am showing them giving him input during the consultation.
This is Mike Lake, Federal MP also a father of a teenaged boy with Autism. He is featured in the video talking about how important it is to have research inform policy.
A KT video isn’t just a researcher speaking, but it brings to life the voice of partners/stakeholders/lived experience. This father and son appear in the video, talking about how important it is to them that they are able to have a voice in directing research on ASD.
I film a lot during conferences because it is a cost-effective way to film people who do not live in your local region. Remember to ask people to remove their conference name badges at the beginning of the filming. For consistency, make sure you don’t have half of their interview with their name badge on, then the rest of it with it off – it will look weird/people will notice.
Also referring to consistency, watch for things like computer screens in the background that go black/into sleep mode during filming (JW video), don’t change the lighting half way through (although this happened by accident for the CQ video when the batteries ran out in the lights, first one, then the other).
Turn off external sounds on other devices – put cellphones on silent and ask participants to do the same. You can hear “vibrate” mode (microphones pick it up) so need to put on silent mode or turn off completely. Put sign outside of door that you are filming so people do not enter half way through.
Take much more footage than you think you will need. Take footage from different angles, and different frames (close-up vs. medium shot) as in CQ I got different angles – in front and then behind so you could see the EA and Vivi working together on the game. You don’t have to use all the footage, but if you don’t take it/have it then you can’t re-create it later so take the footage while you can.
Keep the camera rolling after the interview. The ending of the CQ video “I told you it was easy” was a gift – it happened spontaneously after we were done.
CQ video – two interviews back to back, lights ran out in middle of second interview (no time to recharge batteries in between)
You will take more footage than you think you will – have plenty of storage cards for camera and bring your laptop, and an external hard drive (at least 1TB but the one in this picture is 3TB) as video files are large.
Need a checklist even if you are experienced. I have forgotten to put the wind sock on the microphone and it was outside, the wind affected the audio quality.
Story about ugly room set aside for recording in Montreal, and then used beautiful outdoor garden but it had waterfalls in the background. Can also have people talking in background if you film in public areas – tricky.
This is the Zoom H4N recorder. They now have H5N and H6N, more complicated and have better microphones. But H4N is good for voice.
Can rent at Long & McQuade for $29/week or purchase one for $300 (industry standard)
Useful to have second recording in case your primary microphone fails for some reason (batteries run out, or you forget to turn it on).
If you do not know how to choose the right music, Killer Tracks has a service for helping you choose from their collection.
Even if the paper isn’t published yet (is submitted, accepted etc.) ask for the reference. By the time you have had time to edit/produce/finalize the video the paper might be published by then and you can just edit the on-screen reference accordingly right before finalizing the video.
If there are any qualitative researchers in your network, use them to help you craft open-ended questions (like the ones above) and help teach you how to ask probing questions. Be careful not to ask closed-ended questions (e.g. those that elicit a “yes” or “no” response).
Example: Did your research have impact? (yes/no) – don’t do this.
Better: Tell me a story about how your research achieved impact (this is open ended and you will get them talking more)
If you are interviewing them right, they will be doing most of the talking.
Post on youtube AND vimeo for optimum exposure – youtube more popular (can put meaningful tags as well) and vimeo has dedicated audience
Videos that show technology as well as use voices of people who have benefitted from the research (especially kids) can be very persuasive for obtaining potential funding partners
If the video is done well, is moving/touching, people will share it with their networks for you
Since videographic presentations allow shaping of audience reactions, the researcher has to be conscious of this effect and be able to justify choices made.
The power of the editing process, use of background music and narration can manipulate interpretations of data.
So, this paper recommends showing the final video to the participants to seek their critical input (happy to say that this is what WE do before making the video public)
Green et al.:
Green et al have quote in their paper from one of the students in their study, it says
“pictures allow people to SEE a problem and (the pictures) captured everyone’s attention because (they) show emotion”
Petr et al:
Can measure impact of video (mix of quantitative and qualitative metrics)
Short-term impacts: informing an audience about an issue through screening events, build capacity, mobilize target audiences
Long-term: change social attitudes, change public policy or law, requires multiple efforts over time by many different actors
The impact pathways approach (Videos4Change) currently under development (seeks to use stories/qualitative description to illustrate the social changes/impact that happen as a result of watching videos)
Evaluation using outreach (social media) and other means