The document provides information about a WITNESS training on using video for advocacy. It discusses WITNESS' methodology for effective video advocacy, which includes having a clear advocacy objective, focusing on target audiences, crafting strategic messages and stories, and planning distribution and evaluation. Several case studies are presented to illustrate how WITNESS has helped partners use video to achieve human rights goals.
Develop a Video Advocacy Plan and Review Case StudiesWITNESS
http://videoplan.witness.org | The aim of this presentation is to share the key elements of our approach to developing a video advocacy strategy. The presentation will cover: advocacy goals; identifying and prioritizing audiences; developing a video distribution plan; finalizing key messages that should be in the video; choosing the best advocacy story and which voices are included in the video. Additionally, participants will evaluate the structure, style and length decisions, and evaluate group or organizational capacity to create an effective video at the given stage of the campaign. This session will also introduce examples of video advocacy strategies and have participants practice recognizing the various key components for developing an effective video advocacy strategy through case studies presented.
WITNESS Training Curriculum - Part of module 2
http://videoplan.witness.org | Effective advocacy videos are made for an intended audience, often key decision makers, for a specific reason. This session help advocates identify and prioritize audiences for their video. Paying special attention to who has the power to create the change advocates are seeking, this session also evaluates potential audiences’ awareness, perspective and support on the advocacy issue.
WITNESS Training Curriculum - Part of module 2
WITNESS Video Advocacy Methodology - IntroductionChris Michael
This document provides guidance on using video for human rights advocacy. It is from WITNESS, an organization that trains and supports human rights defenders in using video. The document discusses WITNESS's methodology for effective video advocacy and reviews case studies. It emphasizes that the goal of video advocacy is to compel audiences to take action to create change through human rights footage and personal stories. It also covers topics like targeting the right audiences, crafting clear messages, and telling compelling stories that will motivate audiences to act.
Introduction to Filming Safely Securely and Using Informed ConsentWITNESS
http://videoplan.witness.org | The aim of this session is to have participants begin to apply what they have learned during the preceding sessions and to have them complete a portion of the Workbook – Video Action Plan.
WITNESS Training Curriculum - Part of module 7
http://videoplan.witness.org | This presentation from the WITNESS curriculum will help participants to: Identify personal experiences and the experiences of WITNESS with effective video advocacy; Reflect on the concept of video advocacy; Recognize and identify strengths and limitations to using video as a tool for human rights advocacy; and Outline the key elements to developing a video advocacy strategy.
http://videoplan.witness.org | This session introduces and reviews key principles of using storytelling for advocacy video.
WITNESS Training Curriculum - Part of module 5
We'll talk about the essential elements of accessible in-person, hybrid, and virtual events. As well as provide checklists and resources to learn more about accessibility.
Accessible Video Captioning for Blended Learning and Lecture Capture3Play Media
In this session, University of Wisconsin- Madison discusses their accessibility policy, budgeting, prioritization, costs and benefits derived, and best practices for deploying video captioning technologies.
3Play Media was awarded a state-wide captioning contract with UW System in 2010. 3Play Media provides video transcripts and captions for 26 campuses across the state and one extension program.
Like many universities, a majority of classes are not captioned. But UW-Madison wants to make sure those that need captions aren’t dissuaded from asking for accommodation. They added a notice at the bottom of their webpage to inform students about this option. Furthermore, the University of Wisconsin is working towards accessibility proactively. Having vendors, contracts, and a reliable workflow in place is the necessary accessibility framework that facilitates an agile response to captioning needs.
Presenters:
Dusty Smith
Digital Media Manager | University of Wisconsin, Madison
Tole Khesin
VP Marketing | 3Play Media
Develop a Video Advocacy Plan and Review Case StudiesWITNESS
http://videoplan.witness.org | The aim of this presentation is to share the key elements of our approach to developing a video advocacy strategy. The presentation will cover: advocacy goals; identifying and prioritizing audiences; developing a video distribution plan; finalizing key messages that should be in the video; choosing the best advocacy story and which voices are included in the video. Additionally, participants will evaluate the structure, style and length decisions, and evaluate group or organizational capacity to create an effective video at the given stage of the campaign. This session will also introduce examples of video advocacy strategies and have participants practice recognizing the various key components for developing an effective video advocacy strategy through case studies presented.
WITNESS Training Curriculum - Part of module 2
http://videoplan.witness.org | Effective advocacy videos are made for an intended audience, often key decision makers, for a specific reason. This session help advocates identify and prioritize audiences for their video. Paying special attention to who has the power to create the change advocates are seeking, this session also evaluates potential audiences’ awareness, perspective and support on the advocacy issue.
WITNESS Training Curriculum - Part of module 2
WITNESS Video Advocacy Methodology - IntroductionChris Michael
This document provides guidance on using video for human rights advocacy. It is from WITNESS, an organization that trains and supports human rights defenders in using video. The document discusses WITNESS's methodology for effective video advocacy and reviews case studies. It emphasizes that the goal of video advocacy is to compel audiences to take action to create change through human rights footage and personal stories. It also covers topics like targeting the right audiences, crafting clear messages, and telling compelling stories that will motivate audiences to act.
Introduction to Filming Safely Securely and Using Informed ConsentWITNESS
http://videoplan.witness.org | The aim of this session is to have participants begin to apply what they have learned during the preceding sessions and to have them complete a portion of the Workbook – Video Action Plan.
WITNESS Training Curriculum - Part of module 7
http://videoplan.witness.org | This presentation from the WITNESS curriculum will help participants to: Identify personal experiences and the experiences of WITNESS with effective video advocacy; Reflect on the concept of video advocacy; Recognize and identify strengths and limitations to using video as a tool for human rights advocacy; and Outline the key elements to developing a video advocacy strategy.
http://videoplan.witness.org | This session introduces and reviews key principles of using storytelling for advocacy video.
WITNESS Training Curriculum - Part of module 5
We'll talk about the essential elements of accessible in-person, hybrid, and virtual events. As well as provide checklists and resources to learn more about accessibility.
Accessible Video Captioning for Blended Learning and Lecture Capture3Play Media
In this session, University of Wisconsin- Madison discusses their accessibility policy, budgeting, prioritization, costs and benefits derived, and best practices for deploying video captioning technologies.
3Play Media was awarded a state-wide captioning contract with UW System in 2010. 3Play Media provides video transcripts and captions for 26 campuses across the state and one extension program.
Like many universities, a majority of classes are not captioned. But UW-Madison wants to make sure those that need captions aren’t dissuaded from asking for accommodation. They added a notice at the bottom of their webpage to inform students about this option. Furthermore, the University of Wisconsin is working towards accessibility proactively. Having vendors, contracts, and a reliable workflow in place is the necessary accessibility framework that facilitates an agile response to captioning needs.
Presenters:
Dusty Smith
Digital Media Manager | University of Wisconsin, Madison
Tole Khesin
VP Marketing | 3Play Media
This document summarizes the state of content accessibility in 2021 based on surveys conducted by Level Access, 3Play Media, and others. Some key findings include:
- 65% of respondents expect increased needs for captioning in 2021 due to COVID-19 driving more online video usage.
- 87% of organizations now caption some or all of their video content, up from 83% in 2020.
- PDFs, Microsoft Word, and PowerPoint are the most commonly used electronic document types.
- 78% of organizations tag PDFs to ensure accessibility, and alternative text usage for images on social media is on the rise.
- Accessible interactive content and proper semantic markup in content management systems are areas that need
In this webinar, we'll dive into the state of video accessibility in 2019. We'll explore the most popular ways people are captioning their content - and whether they are even captioning at all. We'll cover automatic captions, social media captioning, video accessibility trends, and so much more.
Improving Engagement and Comprehension of Training Videos the Oracle Way3Play Media
In this webinar hosted by Training Magazine Network, Ben Labrum, Sr. Principal Product Manager at Oracle University Digital Learning, and Lily Bond, Director of Marketing at 3Play Media, share how creating accessible videos leads to greater employee engagement and comprehension.
Tegrity Captioning: Strategies for Deploying Accessible Lecture Capture Video3Play Media
This recorded session from the Tegrity User Conference 2013 features accessibility specialists from Indiana University – Purdue University, Fort Wayne and McGraw-Hill Education. Presenters discuss their accessibility strategies, solutions implemented, costs and benefits derived, as well as best practices and tips to successfully implement accessible video and lecture capture.
Online accessibility is slowly moving forward. In the future, however, we can expect websites and videos to be designed with accessibility in mind—the same way that no building today is built without a handicapped entrance. Below is a brief summary of the legal obligations of universities to disabled students.
Of course, captioning video allows for deaf and hard-of-hearing students to understand video courses and keeps the university compliant with the law. But students use captions in a variety of ways.
Presenters:
Mike Phillips
Multimedia Technologist | Indiana University – Purdue University, Fort Wayne
Neil Kahn
Digital Product Analyst | McGraw-Hill Education
Tole Khesin
VP of Marketing | 3Play Media
The document provides an overview of exam topics for studying the film industry. It outlines 6 main stages in the life cycle of films: funding, production, marketing, distribution, consumption, exhibition, and exchange. It then defines each term and provides examples. The document states there are 6 main exam topics that could be covered: media ownership, synergy & cross media convergence, local & global audiences, digital technology, proliferation of hardware, and technological convergence. Students are advised to constantly revise all topics as only one will be tested. Past exam questions are presented focusing on these areas to help students prepare.
The document discusses several topics related to changes in the film industry including cross media convergence, technological convergence, piracy, film exhibition, budgets and figures, hardware production/distribution/exhibition, distribution examples for Avengers and Submarine, digital technology's role in production/distribution/exhibition, and media ownership. Key points are that cross media convergence increases potential audiences and profits by making content available on multiple platforms, and technological convergence allows wider access to content through combination of technologies in one device.
The Video Future of Qualitative Research - Webinar Hosted by ESOMARGuadalupe Pagalday
New technologies, combined with newly empowered consumers who share insights from their private settings, are changing the way brands connect with their most important audiences. Importantly, these interactions are forming the basis for new level of depth in qualitative research, and are taking research out of the focus group and into the living room. Qualvu has worked with many of the world’s leading brands, such as Procter & Gamble, eBay, Yahoo!, Chrysler, Kellogg’s, and Disney, who are leveraging the company’s unique and innovative asynchronous video methodology, which utilizes webcams, flip cams, and even video-enabled smartphones to deliver insightful video reports and findings.
What you will get out of this webinar:
Learn how innovative technologies put brands directly into the candid and sometimes serendipitous moments in the lives of their consumers to drive decision making;
Understand the crucial evolution of the web-enabled consumer, and the implications for qualitative research
Learn how these new methods are allowing consumers to share vignettes from their lives that have not ever been seen by brand researchers, and which drive new levels of insight depth when properly applied
Gain insights into relevant case studies for this type of learning, viewed through the lens of some of the world’s leading brands.
This document provides guidance for studying the film industry section of a media studies exam. It discusses key topics students should be prepared to write about, including film production, distribution, and audience consumption as related to contemporary media institutions. The nature of technological convergence and its impact on the film industry is emphasized. Students are advised to choose a specific studio or production company to use as a case study and consider how its films are produced, distributed, exhibited, and consumed by audiences. The impact of digital technologies and changing formats are areas of focus. Sample exam questions are provided that may ask students to discuss issues around targeting audiences or responding to changes in the media industry.
Video for social change so just workshop by ali pinschmidtAliPinschmidt
This document provides information about using video for social change. It discusses the goals of the workshop which are to learn how to use video effectively for change, see successful models, and get practical filming tips. Reasons why individuals should create media are explained. Social change is defined as changes in beliefs, behaviors and societal structures over time. Video is a powerful tool as it can humanize issues, compress time/space, spread information widely and break barriers. The document outlines best practices for filming, types of videos for change like documentaries and how-to's, and provides examples. It stresses the importance of planning, distribution, and audience engagement strategies.
http://videoplan.witness.org | The aim of this presentation, from the WITNESS curriculum, is to explain to participants how to identify and create S.M.A.R.T. video advocacy.
WITNESS Training Curriculum - Part of module 2
The best online videos beg the question: "How did they do that?!” Video remains a mystery to many organizations because of all the questions that go into even a 30-second video: What do we want to achieve? What is our message? What style will we use? How we will distribute this? How will we measure success?
Our panel features organizations big and small as they talk about the process and decisions that went into creating one of their videos. We'll discuss the strategy, the production, and the distribution—then show the result! Organizations will walk away with a clear understanding of how the most strategic, successful videos are made and used.
http://www.see3.net/event/2010-nonprofit-technology-conference
Student learning is enhanced in various instructional domains through the application of video:
1. In the cognitive domain, video brings history and processes to life through motion, sound, and color to enhance textbooks.
2. In the affective domain, video influences attitudes through role models and documentaries that develop cultural understanding.
3. In the psychomotor domain, video clearly demonstrates skills and processes through demonstrations, which can be viewed at various speeds.
4. In the interpersonal domain, video provides a common experience to catalyze discussion and allows students to observe and provide feedback on interpersonal skills through role-plays and dramatizations.
ADVOCACY PLANINING - CRITICAL QUESTIONS TO ASKAbraham Yelley
This document outlines the key elements of developing an effective advocacy plan, including establishing the facts, identifying decision-makers and their influencers through power mapping, gaining public support, mobilizing resources, and engaging in a planned manner with the target audience. It emphasizes that advocacy depends on a clear, concise message tested with the target audience, and calls for asking the audience to take specific action. The document provides a 10-step process for crafting an advocacy plan covering objectives, stakeholders, resources, activities, and evaluation metrics.
Building Skills to Advocate for Change with Health DataMEASURE Evaluation
The document summarizes a workshop on building skills to advocate for change using health data. The workshop covered developing advocacy strategies, identifying target audiences, crafting messages, selecting communication channels, and assessing the impact of advocacy efforts. Attendees participated in activities to develop an advocacy strategy and elevator speech for a health issue. The goal was to help participants learn how to use data to directly and indirectly influence decision makers and support policies.
The document summarizes a fishbowl discussion session on cyber security that involved 30 participants divided into 3 tables. The fishbowl method allowed for an open and collaborative discussion to identify problems and solutions. Key challenges identified included the lack of compatibility between online security policies and privacy, differing definitions of privacy, and ensuring availability and access for users. Proposed solutions focused on developing multistakeholder approaches and standards, improving capacity building and education, and ensuring reliable access. The session highlighted the importance of collaboration and trust for addressing cyber security issues.
Witness curriculum 1-powerpoint-setting ground rules and feedback sessions-2011WITNESScurriculum
The document discusses how to create SMART advocacy objectives. It explains that SMART objectives are specific, measurable, achievable, realistic, and time-bound. Examples of non-SMART and SMART objectives are provided to illustrate how to make objectives clear, focused, and evaluable. Participants are then invited to practice writing their own SMART objectives.
InstructorDateGradeSubjectSize of Class or ArrangementDirTatianaMajor22
Instructor:Date:Grade:Subject:Size of Class or Arrangement:Directions: After you have taught the lesson you planned in Unit 4, analyze your lesson for evidence of student learning and instructional practices, using the questions provided. Then reflect on the learning you gained and its impact on future teaching, using the prompt provided (approximately 150–200 words). As a result of the analysis and reflection, make revisions to your original lesson plan.
This form has four parts: Goal Statement and Rationale, Lesson Analysis, Lesson Reflection, and Lesson Revision. Complete all four parts. Submit in Unit 7 in partial fulfillment of requirements for the course project in ED5501.
Goal Statement and Rationale
Instructional Goal (or goals) from Professional Growth Plan:
Describe how this goal will impact learner performance.
Learning Goal for Lesson:
Lesson Analysis
· Analysis of evidence for learner learning.
In preparation for analysis:
· View videotape of lesson. Watch your video carefully, at least three times. At first, watch with the sound turned off to observe nonverbal behavior.
· Review feedback from observer.
· Study artifacts and evidence of student learning.
· Gather feedback from learners by informal conversation, survey, or questionnaire.
Guiding Questions
Responses
1. Were the learning goals for the lesson achieved? Did you adjust the lesson so every learner could achieve your goals? What is the evidence for your answers, both in the videotape and from other sources?
2. Regarding the videotape: Are the learners engaged in the lesson? How can you tell? What do learners’ facial expressions and body language tell you about your instructions?
3. Regarding the videotape: What evidence did you see of learners taking intellectual risks? Does the class look safe as an environment for making mistakes?
4. Regarding the videotape: Were there opportunities for learners to ask questions? Do they ask questions of each other as well as of you? How would you categorize the learners’ questions?
5. Describe the evidence you have acquired from learner work and learner feedback of progress toward your instructional goal as set forth in your Professional Growth Plan.
6. Given all the evidence related to learner learning, how will you proceed toward your goal?
· Analysis of evidence for instructional practices.
In preparation for analysis:
· Review lesson plan (desired results, assessment, learning plan).
· View videotape.
· Review feedback from observer.
· Review completed self-assessment.
Guiding Questions
Responses
1. Referencing the evidence you have gathered, how does what happened in the lesson compare with what you had planned? To what do you attribute these changes?
2. Related to the above question, what instructional opportunities did you take advantage of and why? What instructional opportunities did you not take advantage of and why?
3. Explain how your design and execution of this lesson affected the ...
The State and Outlook of Online Video: International Fundraising Congress 2010Nasser Asif
This document discusses the state of online video and provides tips for creating effective video content. It notes that video usage is growing rapidly, with hours of video uploaded to YouTube every day. It then offers advice on storytelling techniques to engage audiences, such as keeping videos short and focused on one main topic. Finally, it covers best practices for distributing videos online and measuring their impact through key performance indicators.
This document summarizes the state of content accessibility in 2021 based on surveys conducted by Level Access, 3Play Media, and others. Some key findings include:
- 65% of respondents expect increased needs for captioning in 2021 due to COVID-19 driving more online video usage.
- 87% of organizations now caption some or all of their video content, up from 83% in 2020.
- PDFs, Microsoft Word, and PowerPoint are the most commonly used electronic document types.
- 78% of organizations tag PDFs to ensure accessibility, and alternative text usage for images on social media is on the rise.
- Accessible interactive content and proper semantic markup in content management systems are areas that need
In this webinar, we'll dive into the state of video accessibility in 2019. We'll explore the most popular ways people are captioning their content - and whether they are even captioning at all. We'll cover automatic captions, social media captioning, video accessibility trends, and so much more.
Improving Engagement and Comprehension of Training Videos the Oracle Way3Play Media
In this webinar hosted by Training Magazine Network, Ben Labrum, Sr. Principal Product Manager at Oracle University Digital Learning, and Lily Bond, Director of Marketing at 3Play Media, share how creating accessible videos leads to greater employee engagement and comprehension.
Tegrity Captioning: Strategies for Deploying Accessible Lecture Capture Video3Play Media
This recorded session from the Tegrity User Conference 2013 features accessibility specialists from Indiana University – Purdue University, Fort Wayne and McGraw-Hill Education. Presenters discuss their accessibility strategies, solutions implemented, costs and benefits derived, as well as best practices and tips to successfully implement accessible video and lecture capture.
Online accessibility is slowly moving forward. In the future, however, we can expect websites and videos to be designed with accessibility in mind—the same way that no building today is built without a handicapped entrance. Below is a brief summary of the legal obligations of universities to disabled students.
Of course, captioning video allows for deaf and hard-of-hearing students to understand video courses and keeps the university compliant with the law. But students use captions in a variety of ways.
Presenters:
Mike Phillips
Multimedia Technologist | Indiana University – Purdue University, Fort Wayne
Neil Kahn
Digital Product Analyst | McGraw-Hill Education
Tole Khesin
VP of Marketing | 3Play Media
The document provides an overview of exam topics for studying the film industry. It outlines 6 main stages in the life cycle of films: funding, production, marketing, distribution, consumption, exhibition, and exchange. It then defines each term and provides examples. The document states there are 6 main exam topics that could be covered: media ownership, synergy & cross media convergence, local & global audiences, digital technology, proliferation of hardware, and technological convergence. Students are advised to constantly revise all topics as only one will be tested. Past exam questions are presented focusing on these areas to help students prepare.
The document discusses several topics related to changes in the film industry including cross media convergence, technological convergence, piracy, film exhibition, budgets and figures, hardware production/distribution/exhibition, distribution examples for Avengers and Submarine, digital technology's role in production/distribution/exhibition, and media ownership. Key points are that cross media convergence increases potential audiences and profits by making content available on multiple platforms, and technological convergence allows wider access to content through combination of technologies in one device.
The Video Future of Qualitative Research - Webinar Hosted by ESOMARGuadalupe Pagalday
New technologies, combined with newly empowered consumers who share insights from their private settings, are changing the way brands connect with their most important audiences. Importantly, these interactions are forming the basis for new level of depth in qualitative research, and are taking research out of the focus group and into the living room. Qualvu has worked with many of the world’s leading brands, such as Procter & Gamble, eBay, Yahoo!, Chrysler, Kellogg’s, and Disney, who are leveraging the company’s unique and innovative asynchronous video methodology, which utilizes webcams, flip cams, and even video-enabled smartphones to deliver insightful video reports and findings.
What you will get out of this webinar:
Learn how innovative technologies put brands directly into the candid and sometimes serendipitous moments in the lives of their consumers to drive decision making;
Understand the crucial evolution of the web-enabled consumer, and the implications for qualitative research
Learn how these new methods are allowing consumers to share vignettes from their lives that have not ever been seen by brand researchers, and which drive new levels of insight depth when properly applied
Gain insights into relevant case studies for this type of learning, viewed through the lens of some of the world’s leading brands.
This document provides guidance for studying the film industry section of a media studies exam. It discusses key topics students should be prepared to write about, including film production, distribution, and audience consumption as related to contemporary media institutions. The nature of technological convergence and its impact on the film industry is emphasized. Students are advised to choose a specific studio or production company to use as a case study and consider how its films are produced, distributed, exhibited, and consumed by audiences. The impact of digital technologies and changing formats are areas of focus. Sample exam questions are provided that may ask students to discuss issues around targeting audiences or responding to changes in the media industry.
Video for social change so just workshop by ali pinschmidtAliPinschmidt
This document provides information about using video for social change. It discusses the goals of the workshop which are to learn how to use video effectively for change, see successful models, and get practical filming tips. Reasons why individuals should create media are explained. Social change is defined as changes in beliefs, behaviors and societal structures over time. Video is a powerful tool as it can humanize issues, compress time/space, spread information widely and break barriers. The document outlines best practices for filming, types of videos for change like documentaries and how-to's, and provides examples. It stresses the importance of planning, distribution, and audience engagement strategies.
http://videoplan.witness.org | The aim of this presentation, from the WITNESS curriculum, is to explain to participants how to identify and create S.M.A.R.T. video advocacy.
WITNESS Training Curriculum - Part of module 2
The best online videos beg the question: "How did they do that?!” Video remains a mystery to many organizations because of all the questions that go into even a 30-second video: What do we want to achieve? What is our message? What style will we use? How we will distribute this? How will we measure success?
Our panel features organizations big and small as they talk about the process and decisions that went into creating one of their videos. We'll discuss the strategy, the production, and the distribution—then show the result! Organizations will walk away with a clear understanding of how the most strategic, successful videos are made and used.
http://www.see3.net/event/2010-nonprofit-technology-conference
Student learning is enhanced in various instructional domains through the application of video:
1. In the cognitive domain, video brings history and processes to life through motion, sound, and color to enhance textbooks.
2. In the affective domain, video influences attitudes through role models and documentaries that develop cultural understanding.
3. In the psychomotor domain, video clearly demonstrates skills and processes through demonstrations, which can be viewed at various speeds.
4. In the interpersonal domain, video provides a common experience to catalyze discussion and allows students to observe and provide feedback on interpersonal skills through role-plays and dramatizations.
ADVOCACY PLANINING - CRITICAL QUESTIONS TO ASKAbraham Yelley
This document outlines the key elements of developing an effective advocacy plan, including establishing the facts, identifying decision-makers and their influencers through power mapping, gaining public support, mobilizing resources, and engaging in a planned manner with the target audience. It emphasizes that advocacy depends on a clear, concise message tested with the target audience, and calls for asking the audience to take specific action. The document provides a 10-step process for crafting an advocacy plan covering objectives, stakeholders, resources, activities, and evaluation metrics.
Building Skills to Advocate for Change with Health DataMEASURE Evaluation
The document summarizes a workshop on building skills to advocate for change using health data. The workshop covered developing advocacy strategies, identifying target audiences, crafting messages, selecting communication channels, and assessing the impact of advocacy efforts. Attendees participated in activities to develop an advocacy strategy and elevator speech for a health issue. The goal was to help participants learn how to use data to directly and indirectly influence decision makers and support policies.
The document summarizes a fishbowl discussion session on cyber security that involved 30 participants divided into 3 tables. The fishbowl method allowed for an open and collaborative discussion to identify problems and solutions. Key challenges identified included the lack of compatibility between online security policies and privacy, differing definitions of privacy, and ensuring availability and access for users. Proposed solutions focused on developing multistakeholder approaches and standards, improving capacity building and education, and ensuring reliable access. The session highlighted the importance of collaboration and trust for addressing cyber security issues.
Witness curriculum 1-powerpoint-setting ground rules and feedback sessions-2011WITNESScurriculum
The document discusses how to create SMART advocacy objectives. It explains that SMART objectives are specific, measurable, achievable, realistic, and time-bound. Examples of non-SMART and SMART objectives are provided to illustrate how to make objectives clear, focused, and evaluable. Participants are then invited to practice writing their own SMART objectives.
InstructorDateGradeSubjectSize of Class or ArrangementDirTatianaMajor22
Instructor:Date:Grade:Subject:Size of Class or Arrangement:Directions: After you have taught the lesson you planned in Unit 4, analyze your lesson for evidence of student learning and instructional practices, using the questions provided. Then reflect on the learning you gained and its impact on future teaching, using the prompt provided (approximately 150–200 words). As a result of the analysis and reflection, make revisions to your original lesson plan.
This form has four parts: Goal Statement and Rationale, Lesson Analysis, Lesson Reflection, and Lesson Revision. Complete all four parts. Submit in Unit 7 in partial fulfillment of requirements for the course project in ED5501.
Goal Statement and Rationale
Instructional Goal (or goals) from Professional Growth Plan:
Describe how this goal will impact learner performance.
Learning Goal for Lesson:
Lesson Analysis
· Analysis of evidence for learner learning.
In preparation for analysis:
· View videotape of lesson. Watch your video carefully, at least three times. At first, watch with the sound turned off to observe nonverbal behavior.
· Review feedback from observer.
· Study artifacts and evidence of student learning.
· Gather feedback from learners by informal conversation, survey, or questionnaire.
Guiding Questions
Responses
1. Were the learning goals for the lesson achieved? Did you adjust the lesson so every learner could achieve your goals? What is the evidence for your answers, both in the videotape and from other sources?
2. Regarding the videotape: Are the learners engaged in the lesson? How can you tell? What do learners’ facial expressions and body language tell you about your instructions?
3. Regarding the videotape: What evidence did you see of learners taking intellectual risks? Does the class look safe as an environment for making mistakes?
4. Regarding the videotape: Were there opportunities for learners to ask questions? Do they ask questions of each other as well as of you? How would you categorize the learners’ questions?
5. Describe the evidence you have acquired from learner work and learner feedback of progress toward your instructional goal as set forth in your Professional Growth Plan.
6. Given all the evidence related to learner learning, how will you proceed toward your goal?
· Analysis of evidence for instructional practices.
In preparation for analysis:
· Review lesson plan (desired results, assessment, learning plan).
· View videotape.
· Review feedback from observer.
· Review completed self-assessment.
Guiding Questions
Responses
1. Referencing the evidence you have gathered, how does what happened in the lesson compare with what you had planned? To what do you attribute these changes?
2. Related to the above question, what instructional opportunities did you take advantage of and why? What instructional opportunities did you not take advantage of and why?
3. Explain how your design and execution of this lesson affected the ...
The State and Outlook of Online Video: International Fundraising Congress 2010Nasser Asif
This document discusses the state of online video and provides tips for creating effective video content. It notes that video usage is growing rapidly, with hours of video uploaded to YouTube every day. It then offers advice on storytelling techniques to engage audiences, such as keeping videos short and focused on one main topic. Finally, it covers best practices for distributing videos online and measuring their impact through key performance indicators.
The Once and Future Media: The State and Outlook of Online VideoNasser Asif
See3 Communications' very own Michael Hoffman's masterclass on using online video for fundraising. From the 2010 International Fundraising Congress in the Netherlands.
The document covers various topics for developing an effective social media strategy, including how to frame social media for clients, developing a social media policy, understanding audience profiles, creating a 5-step social media plan, and discussing key social media strategies. An exercise is provided for students to review a social media instance and develop recommendations for a policy and guidelines.
This document outlines community-based disaster risk reduction activities and an advocacy plan in Nairobi, Kenya.
The proposed DRR activities include (1) raising public awareness, (2) building volunteer capacity, (3) diversifying livelihoods, (4) using traditional knowledge, (5) including disaster education, (6) establishing early warning systems, (7) improving land use planning, (8) developing building codes, (9) obtaining political commitment, and (10) encouraging self-reliance through activities like kitchen gardens.
The 8-step advocacy plan involves (1) assessing vulnerabilities and capacities, (2) researching issues, (3) identifying stakeholders, (4) setting goals and
The Once and Future Media: The State and Outlook of Online VideoSee3 Communications
This document discusses the state of online video and provides tips for non-profits to utilize video on their digital platforms. It notes that video usage is growing rapidly, with hours of video uploaded every day to YouTube. It then offers suggestions on different types of videos non-profits can create, such as staff produced videos, documentaries, PSAs and more. Key recommendations include keeping videos short, telling clear stories, and distributing content widely online and through partnerships.
Facilitating knowledge-exchange: providing the right format, incentives, faci...kjantin
This document discusses facilitating knowledge exchange in the human rights field. It identifies barriers to knowledge sharing such as competition, security concerns, and lack of time. However, knowledge exchange strengthens human rights work by allowing practitioners to learn successful and unsuccessful approaches from peers. Effective incentives for participation include learning new tactics, reflecting on experiences, meeting new contacts, and being seen as a leader. Successful formats include webinars, discussion forums, and in-person events. Key facilitation techniques are selecting specific topics, modeling sharing behaviors, providing encouragement, and offering technical support.
How Video Enhances Your Patient Recruitment StrategySimonne Valdez
Some patients will seek as much information as they can about a study, but others will wait until the information is shown to them. Studies show people remember 80% of what they see, so why not show potential patients about your study or brand through video? Using video in various forms has almost become a staple in digital marketing tactics and pharma is just recently beginning to incorporate such digital media tactics. Join us to discuss whether video is right for your target audience.
This webinar, presented by Simonne Valdez and Keith Brady from ClinEdge, will explore the use of video for patient recruitment and how to effectively target the right patients to get the most ROI.
This webinar will explore:
Why create a video for your clinical trial
When to use a video
Type of video to use
1. Video is becoming a major online medium, with potential to engage parents and donors for schools through storytelling on websites and YouTube;
2. Effective educational videos should showcase individual stories to convey a school's impact in under two minutes using simple, emotional narratives;
3. Schools must develop strategic video plans to distribute compelling content across online channels and measure engagement for fundraising goals.
1. WITNESS uses video to open the eyes of the world to human rights violations Making Your Video Advocacy Successful March 7-10, 2011 Chris Michael, WITNESS Video Advocacy Training Manager
2. WHO ARE WE? Name Where you live Why you’re here Experience with video for advocacy Demonstrate your favorite facial expression
3. WHAT ARE WE DOING? Learn WITNESS’ Video Advocacy Methodology Review (successful) case studies Ensure you leave with a Video Action Plan Practice filming best practices Develop safety, security and informed consent best practices What else?
4. DAY 1 Review our experience of effective video advocacy Explore strengths and limitations of video Look at methodologies for using video for change Introduce the Video Action Plan Filming exercise
5. DAY 2 Video advocacy case study review Storytelling discussion and exercises Start developing your Video Action Plan Introduce safety, security and consent Filming exercises
6. DAY 3 Explore innovative uses of video for change Overview of editing and tips to film like an editor Finalize* your video action plan & share it
7. WITNESS: VIDEO FOR CHANGE 19years 75countries 250partner organizations 1000’s of human rights defenders 4000hours of archived human rights footage
8. HARNESSING TECHNOLOGY FOR HUMAN RIGHTS EQUIPPING cameras & tools EMPOWERING training human rights defenders ENABLING growing P2P networks
11. TOOLS FOR A REASON JUST BECAUSE YOU CAN, DOESN’T MEAN YOU SHOULD. - My (most incredible) mom Tactics that optimally support the advocacy. Tools that optimally support the tactic. All should both build and harness power - and be integrated.
12. VIDEO ADVOCACY Video advocacy is about effectively using the power of stories, visual evidence and personal testimony as part of a human rights advocacy strategy to engage people to act and create change in human rights law, policy, practice and behavior.
13. EXERCISE In a group of three-four persons, share an experience of video being used for human rights advocacy. Discuss together in the small group what made it effective. After ten minutes, we’ll hear a sample of the examples.
14. WITNESS’ TOP 5 Video made for a reason, not about something Video made for a specific audience Video with a clear and doable request for action from the audience Video with a strong message and the best messengers to move the audience to action Video that can, and will, be seen by the audience
15. FOR WITNESS, VA IS NOT… A substitute for other advocacy tools: reports, mobiles, lobbying, etc. Used primarily as a publicity, educational or training tool Just for professional filmmakers or journalists or media experts Necessarily dependent on strong graphic imagery for impact 3/7/11 14
16. EXERCISE In a group of three-four persons, use the example of the film and your own experience to discuss the strengths and limitations of video being used for human rights advocacy. Note your ideas on post-its using no more than 4-5 words – try to identify 3-4 advantages and 3-4 limitations After ten minutes, we’ll gather the post-its on the wall and see what groupings emerge
17. STRENGTHS Show or contextualize a violation or its aftermath 2) Put a face on human rights advocacy by telling a personal story 3) Compress, contrast and juxtapose situations 4) Use emotional power to communicate to an audience 5) Detail specific cases or incidents that are emblematic of patterns 6) Be a democratic and participatory medium 7) Serve as a shield LIMITATIONS/SHORTCOMINGS 1) Depends on access to places and people 2) Limitations in covering structural issues 3) Weak for deep quantitative analysis and complex procedural issues 4) Technological divide still exists and does not change/remove issues of representation, and process can be less participatory during editing 5) Can jeopardize lives Advocacy and Propaganda? 3/7/11 16
19. WITNESS: Methodology Start with the Advocacy Objective Focus on Audiences Solutions and a Space for Action Safety and Security
20. Landmarks of a Video Advocacy Campaign Safety, Security & Consent Advocacy Goal Target Audiences Message Story Distribution Archive Impact Evaluation
21. Location/Partner: Paraguay, Mental Disability Rights International Objective: Secure precautionary measures to protect two named individuals; and push for long-term reform with community-based model Audience: Inter-American Commission for Human Rights, footage sequenced for mass media usage
22. Advocacy Objective Audience Message Contextualize in/or Create Narratives with Action Opportunities Circulation, Distribution and Viewing Approach Evaluate Participation/Safety
23. Objective Audience Message Contextualize in/or Create Narratives with Action Opportunities Circulation, Distribution and Viewing Approach Evaluate Location/Partner: Paraguay, Mental Disability Rights International Objective: Secure precautionary measures to protect two named individuals; and push for long-term reform with community-based model Audience: Inter-American Commission for Human Rights Participation/Safety / Message: Abuses in this facility are breaches of international law, and require immediate action Story: Told via the emblematic stories of two minors, framed by international law Timing/Distribution: For usage before Commission; and footage to be used in news coverage of decision Impact: Presidential action to secure improved conditions for named minors; reform of the psychiatric system
24. Location/Partner: Croatia Association for Promoting Inclusion (API) Objective:To raise awareness about the rights of people with intellectual disabilities; secure officials’ commitment to social inclusion and establishment of community-based social care programs. Audience: Health care, social services, elected officials -> UN Objective Audience Message Contextualize in/or Create Narratives with Action Opportunities Circulation, Distribution and Viewing Approach Evaluate Participation/Safety /
25. Location/Partner: Croatia Association for Promoting Inclusion (API) Objective:To raise awareness about the rights of people with intellectual disabilities; secure officials’ commitment to social inclusion and establishment of community-based social care programs. Audience: Health care, social services, elected officials -> UN Message: Over institutionalizing persons with intellectual disabilities; challenging stereotypes; policy change is needed Story: Told via the emblematic stories of two lovers, framed by rights Timing/Distribution: Key decision makers; direct service providers; UN Impact: Croatia one of first 5 nations to sign UN Convention on Rights of Persons with Disabilities Objective Audience Message Contextualize in/or Create Narratives with Action Opportunities Circulation, Distribution and Viewing Approach Evaluate Participation/Safety /
26. STEP 1: SMART OBJECTIVES Establish the purpose of the video within broader advocacy strategy Set clear and specific objectives for the video, specifying what they are, and how they can be achieved
28. NOT Specific: Empower students to do environmental accountability research in Brazil Specific: Provide technological support to Brazilian film students to help document corporate violations of environmental laws in south and southeast Brazil and place this evidence before national stakeholders including … NOT Measurable: The video screening should evoke more uplifting responses from the public. Measurable: The video screening will secure a 15% increase in participation in local community dialogue in this location over the next six months. NOT Achievable: The video will make officials act to push for ratification of the Kyoto Protocol. Achievable: During our advocacy briefing, we will provide a video report with accompanying recommendations for interim steps to support the upcoming legislative debate on ratification. NOT Realistic: Attendance at our video events will quadruple last year’s attendance. Realistic: We should aim for a 5% increase in attendance for this year’s video event while maintaining our routine efforts. NOT Time-bound: We hope the anti-discrimination law passes as soon as possible. Time-bound: We aim to have the anti-discrimination law passed by August 1st, 2009.
29. STEP 2: TARGET AUDIENCES Who has an influence on your advocacy goal? Who should be reached and persuaded? What is their perspective or attitude to the issue? What is their level of awareness? What is their level of knowledge? Who are your secondary audiences who can pressure your primary audience?
37. STEP 3: STRATEGIC MESSAGES Resonate & Compel What are the 1-5 key facts / sentences / points that will resonate with your audience and thus must be in your documentary?
38. KEY QUESTIONS What is the message you need to get to this audience? Are you educating, engaging or activating? What story will be persuasive, compelling or motivating for this audience? What voices is it important to have in the video in order to have political, ethical, analytical and emotional credibility and impact?
39. REVIEWING VIDEOS What is the Objective of the video? What is the Audience of the video? What is the Message of the video? What is the Story of the video? What is the request for action?
40. CASE STUDY: ‘On The Frontines’ Partner/Location:Ajedi-Ka, Eastern Democratic Republic of Congo Objective:Reduce voluntary recruitment of children into militia and armed groups Audience:Community members in eastern Congo in areas at risk of recruitment Message: Story/Voices: Distribution: Impact:
41. CASE STUDY: ‘On The Frontines’ Partner/Location:Ajedi-Ka, Eastern Democratic Republic of Congo Objective:Reduce voluntary recruitment of children into militia and armed groups Audience:Community members in eastern Congo in areas at risk of recruitment Message: Participation in the militia has short and long-term consequences for children and is not in their best interests Story/Voices: Young people talk about the impact on them and we see visual evidence from the camps Distribution: In community screenings across eastern Congo Impact:Reduction in voluntary recruitment; later videos contribute to prioritization of issue at international level
42. CASE STUDY: ‘A Duty To Protect’ Partner/Location:Ajedi-Ka, Eastern Democratic Republic of Congo Objective: Audience:Opinion-formers at international level including ICC investigators themselves Message: Story/Voices: Distribution: Impact:
43. CASE STUDY: ‘A Duty To Protect’ Partner/Location:Ajedi-Ka, Eastern Democratic Republic of Congo Objective:Encourage the ICC to prioritize the issue of child soldiers and sexual violence in its investigation in DRC(and also to invest in community outreach) Audience:Opinion-formers at international level including ICC investigators themselves Message: i) Child soldiers should be a priority issue for the ICC as well as sexual violence against girl soldiers + ii) More community outreach is needed in eastern Congo iii) Call for US engagement Story/Voices: Through the stories of two young women framed by an authoritative narrator Distribution: Shown internationally and to ICC officials Impact:Contributed to prioritization of issue at international level including at ICC in first prosecution
44. STEP 4: RIGHT STORY 1. Condense your story to one sentence. 2. How will you tell the story? Knowing your audience you can now choose: Voices – who is included? who is excluded? Style – MTV vs. News vs. ? Structure – beginning -> middle -> end -> ACTION A/V Elements – what sound and visuals are in it? Length – driven by your primary audience(!) Language – driven by your primary audience(!) SPACE FOR ACTION – and clear request for it
45. Case Study: Missing Lives Location/Partners: Chechnya with Memorial Human Rights Center offices in the North Caucasus (Chechnya, Dagestan, Ingushetia, North Ossetia) Objective: Push for official action to end impunity and provide redress for the crimes of enforced disappearances, torture, and extrajudicial killings. Audience: Government of the Russian republics in the North Caucasus; Prosecutors' Offices; Ombudsman of the Russian Federation; Federal and local government officials; European and international policy makers; solidarity groups Message: Story: Voices:
46. Case Study: Missing Lives Location/Partners: Chechnya with Memorial Human Rights Center offices in the North Caucasus (Chechnya, Dagestan, Ingushetia, North Ossetia) Objective: Push for official action to end impunity and provide redress for the crimes of enforced disappearances, torture, and extrajudicial killings. Audience: Government of the Russian republics in the North Caucasus; Prosecutors' Offices; Ombudsman of the Russian Federation; Federal and local government officials; European and international policy makers; solidarity groups Message: Need to break through the system of lawlessness surrounding the crimes of disappearances Story: Insight into damage done in the lives of people whose loved have vanished; A survivor of abduction and torture speaks about his ordeal at the prison site Voices: Relatives of the missing people, a torture survivor Distribution approach: Used in public screenings in Chechnya, Russia, and international advocacy fora
47. STEP 5: STRATEGIC DISTRO Who are your distribution allies? Timing: Is there a key premiere date? Sequencing: What are your distribution opps? Choosing the right “messenger”
48. 5 NEW(ISH) USES OF VIDEO Pocket-power: Mobile Phones Immediate: Livestreaming video Amplify: User-generated voices Geo-specific: Location-mapped video Remixing advocacy videos
58. STRONG FOUNDATION… Good Stories & Storytelling for Change Know Your Audience Message -> Story -> Action Use & Enhance Best Practices + Safety & Security + Informed Consent
61. Watch the video as a critical viewer, thinking about its objective, audience, message, story and voices. After watching the video take ten minutes to discuss it with your neighbors – what do you identify as the message, story and voices? After ten minutes, we’ll hear a sample of the discussions
62. Case Study: ‘Books Not Bars’ Location/Partners: California with Ella Baker Center For Human Rights Objective: Mobilize support around initiatives to confront the ‘prison-industrial complex’ Audience: Youth activists Message: Story: Voices: Distribution approach:
63. Case Study: ‘Books Not Bars’ Location/Partners: California with Ella Baker Center For Human Rights Objective: Mobilize support around initiatives to confront the ‘prison-industrial complex’ Audience: Youth activists Message: You are directly affected by this system, you need to challenge it, and have the power to win Story: Told through a series of narratives of youth activism including success stories Voices: Primarily youth and supportive activists and academics Distribution approach: To be screened in organizing settings often alongside music and spoken word; paired with teaching pack for use in schools
64. Case Study: CEMIRIDE Evidentiary Video Location/Partners: Kenya with CEMIRIDE and Minority Rights Group Objective: Secure ruling from African Commission on Human and Peoples’ Rights on displacement of Endorois people from their ancestral lands in Kenya Audience: African Commission, to be followed up with a public engagement campaign using a different version of video Message: Endorois people have suffered violations of their rights under specific articles of the African Charter Story: Voices: Distribution approach: Screened at African Commission alongside legal submission and in-person advocacy
65. Case Study: CEMIRIDE Evidentiary Video Location/Partners: Kenya with CEMIRIDE and Minority Rights Group Objective: Secure ruling from African Commission on Human and Peoples’ Rights on displacement of Endorois people from their ancestral lands in Kenya Audience: African Commission, to be followed up with a public engagement campaign using a different version of video Message: Endorois people have suffered violations of their rights under specific articles of the African Charter Story: Focused on showing the daily life of Endorois today contrasted to specific treaty obligations of Kenya government Voices: Lead by young man, with voices of other ages Distribution approach: Screened at African Commission alongside legal submission and in-person advocacy
66. Case Study: Crying Sun Location/Partners: Chechnya with Memorial Human Rights Center office in Grozny Objective: Secure the return of villagers to their homes in the Caucasus Mountains; Push for the establishment of programs to restore the cultural heritage; Investigate the abduction of four Zumsoy residents and prosecute the perpetrators Audience: Chechen government officials and administrations of local districts; Prosecutors and Ombudsmans; European and international policy makers; solidarity groups Message: War is destroying the unique aspect of Chechen culture - secure return of villagers to their ancestral homes Story: Told by Zumsoy villagers and portrays their struggle to preserve cultural identity and traditions in the context of military raids and enforced disappearances Voices: Chechen villagers, local school principal, teacher Distribution approach: Used in communal and individual screenings in Chechnya, Russia, and international advocacy fora
67. Case Study: Missing Lives Location/Partners: Chechnya with Memorial Human Rights Center offices in the North Caucasus (Chechnya, Dagestan, Ingushetia, North Ossetia) Objective: Push for official action to end impunity and provide redress for the crimes of enforced disappearances, torture, and extrajudicial killings. Audience: Government of the Russian republics in the North Caucasus; Prosecutors' Offices; Ombudsman of the Russian Federation; Federal and local government officials; European and international policy makers; solidarity groups Message: Need to break through the system of lawlessness surrounding the crimes of disappearances Story: Insight into damage done in the lives of people whose loved have vanished; A survivor of abduction and torture speaks about his ordeal at the prison site Voices: Relatives of the missing people, a torture survivor Distribution approach: Used in public screenings in Chechnya, Russia, and international advocacy fora
68. Case Study: Duty to Protect Location/Partners: DRC with Ajedi-Ka, P.E.S. Objective: Encourage ICC Prosecutor’s Office to prioritize issues of child soldiers and sexual violence in its initial charges in DRC Audience: Officials and prosecutors at the ICC, international audiences concerned about DRC and ICC Message: Need for focus on sexual violence within ICC investigations; need for ICC outreach offices in eastern DRC; call to US for engagement Story: Told through stories of two young women affected by sexual violence Voices: Young women, and voice of a human rights advocate Distribution approach: Used in communal and individual screenings in US, and at ICC, as well as worldwide subsequently
69. Drafting a Video Action Plan You will need to identify: Objective? Audience? Message? Timing/Sequencing? Strategy for Participation
70. Location/Partner: India, Chintan with IMAK and Video Volunteers Advocacy objective:Support the rights to livelihood of waste-pickers in Delhi
71. CASE STUDY: ‘Counterbalance’ Location/Partner: India, Chintan with IMAK and Video Volunteers Human rights advocacy objective:Support the rights to livelihood of waste-pickers in Delhi Message::An alternative model exists that provides for workers’ livelihoods and is cost-effective Story/Voices: :Waste-pickers from New Delhi Municipal Council and Municipal Corporation of Delhi; public health professional Distribution: To be shown individually to key members of the Delhi…. Impact: To be determined
72. Location/Partner: Burma, Burma Issues Objective:Support the push to refer Burma to the UNSC under ‘threat to the peace’ Message: Actions of Burma’s military regime in eastern Burma are a threat to the peace Story/ Voices:Condensed summary of situation, with emblematic story of one older woman Timing/Distribution: :Used in solidarity organizing and shown to officials in Indonesia, UK, USA and at UN, alongside presentations. Also viewed almost a million times on YouTube. Impact:Supported organizing work; ultimately no referral to UNSC
73. CASE STUDY: ‘Bound by Promises’ Location/Partner: Brazil, CPT and CEJIL Human rights advocacy objective:Propose and support a series of national and state level solutions to challenge use of forced labor including better enforcement, stronger penalties and economic opportunities for workers Message: Story/Voices: Distribution: Impact: units
74. CASE STUDY: ‘Bound by Promises’ Location/Partner: Brazil, CPT and CEJIL Human rights advocacy objective:Propose and support a series of national and state level solutions to challenge use of forced labor including better enforcement, stronger penalties and economic opportunities for workers Message: Forced labor continues in rural areas, and solutions are on the table Story/Voices: A composite of voices from forced laborers and their families, as well as key experts Distribution: Screenings alongside advocacy to policymakers at state and national level; broad public attention via television broadcast Impact:Reinstitution of mobile monitoring units
75. CASE STUDY: ‘An Age for Justice’ Partner/Location:National Council on Aging, USA Objective:Secure passage of Elder Justice ACT Audience: Key members of US House of Representatives and direct service providers Message: Story/Voices: Distribution: Impact:
76. CASE STUDY: ‘An Age for Justice’ Partner/Location:National Council on Aging, USA Objective:Secure passage of Elder Justice ACT Audience: Key members of US House of Representatives and direct service providers Message: Elder Abuse is prevalent; it is preventable; Elder Justice Act is primary solution Story/Voices: Affected persons; service providers; legislators Distribution: Direct screenings with key decision makers; mass distribution with 100 unique videos Impact:Contributed to passage of Elder Justice Act (part of Health Reform Act, 2010)
77. Think like a Human Rights Advocate and a Video Activist Find a compelling story that you can tell visually, and through testimony Identify compelling individuals who want to tell their story Look for telling details that highlight your story and advocacy goals Be truthful and ethical Make the process empowering for people involved with the video and maintain the integrity of your footage Build the story within a human rights framework and ensure the video can be used as an advocacy tool
78. Case Study: Hear Us: Women Affected by Political Violence in Zimbabwe Speak Out
79. STRENGTHS Show or contextualize a violation or its aftermath 2) Put a face on human rights advocacy by telling a personal story 3) Compress, contrast and juxtapose situations 4) Use emotional power to communicate to an audience 5) Detail specific cases or incidents that are emblematic of patterns 6) Be a democratic and participatory medium 7) Serve as a shield LIMITATIONS/SHORTCOMINGS 1) Depends on access to places and people 2) Limitations in covering structural issues 3) Weak for deep quantitative analysis and complex procedural issues 4) Technological divide still exists and does not change/remove issues of representation, and process can be less participatory during editing 5) Can jeopardize lives Advocacy and Propaganda? 3/7/11 72
Editor's Notes
In short: Using video to change practices, policies & laws. (Rose
What Video Advocacy is NOT…An effective tool on its own. Must be part of broader advocacy strategy and other hr methodologies. Video simply as a communications, fundraising or PR tool. Rather an advocacy tool to promote changes in human rights policy or practice.Just for professionals. You can use their help, but the understanding and intent should come from hr activists for use in advocacy as you are rooted in this. Also possibilities of access and long-term understanding of activists.Not just about strong graphic imagery. Most WITNESS partners’ work is testimony-based.Not for every human rights issues. Like all approaches, has strengths and weaknesses.
Brainstorm the strengths and shortcomings of video. What kind of stories is it good at telling? What kind of images is it best for capturing? What aspects of the process of creating a video for advocacy are strengths? What are potential or actual shortcomings or limitations?ADVANTAGESPersonal testimony (eye contact)“Put a face on it”: Voices of those directly affected can be brought to locations that our otherwise inaccessible (eg. refugees, marginalized people); truth-telling senseDirect evidence of a violation (seeing is believing; ‘indisputable’)‘Presencing’ direct neglect or inaction of authorities (recording inaction of police/local officials, and holding accountable to higher authorities)Emotional/visceral impact encouraging to action - flip side is mis-use in propaganda; depends on integrity of filmmaker/activistAudience is less literate in editing; tends to place trust in television and be less questioning of how put together; opportunity to abuse trust depends on integrity of makerPowerful at illustrating contrasts (between places/and over time – eg IDP settlements in Burma?)Depends on compression (linked to contrast)Make links of individual stories and systemic issues; emblematic cases of wider problems.Storytelling potential – including power of positive envisioning, particularly relevant in ESC/other rights where fulfillment can seem distantCan create space for actionGood for case-study approach and for violations-based cases where documenting individual stories; not good for quantitative analysis. Accessible to most – does not require literacy, and potential to share information, and engage viewers in debates (cf. Lessons from participatory development communication). Particularly relevant if we are talking about empowering groups themselves in a struggle. Not all audiences are external.Process and product can be representative of marginalized groupsThrough good visual and verbal storytelling can emphasize indivisibility of rights – someone can talk about how they were denied justice at police station; shots of them at home in poverty can dramatically and in an unspoken manner highlight a whyCan simplify and clarify issuesPROCESSCan be strongly participatory – visual medium, easy-to-use technology, easy to share material and discussEmpowering to users (easy to learn how to do)Can film where difficult to get access (undercover RAWA, trafficking)Requires planningPotential deterrent to abuses occurring as recording eventsLIMITATIONSNot good for abstract conceptsCan reduce complex structural issues to personal stories and lose the bigger pictureAudience can be too trusting. Potential risk to people involved in filming and distributionEditing process can be non-participatoryCan intrude into privacy; need to take extra care with consent and securityCan be a shield or a targetPROCESS: Hand out Powerpoint slides
These are some key elements to our approach which are also key concerns that are relevant to any hr worker using video:We empower local human rights activists and concerned citizens within affected communities; not just video professionals. Video originates in the advocacy and is embedded in it throughoutVideo is a tool alongside other campaign elements. Since you’re using video as part of a campaign its not necessarily about reaching the most people, its about reaching the right people – seven members of a review body, 15 members of a government committee, key shareholders in a business, 100 youth organizers, 2000 online solidarity supporters of your cause. And its about reaching them at the right time. The video advocacy starts with the objective and audience, not the issue or story.We know that with there is growing saturation of images and stories of despair – so we need to also include concrete solutions, and a clear space for action by the audience. And we need to convey the direct ‘asks’ of the beneficiaries of the advocacy in a way that visual media makes possible. Storytelling is key and its not just about visual imagery of horror.Finally, safety, security and ethics are critical I’m going to mention a couple of examples of real impact using video to mobilize and to target key audiences – one that draw more on targeted advocacy screenings to highlight a human rights situation, bring voices from the ground to policymakers and push for specific action
These are some key elements to our approach which are also key concerns that are relevant to any hr worker using video:We empower local human rights activists and concerned citizens within affected communities; not just video professionals. Video originates in the advocacy and is embedded in it throughoutVideo is a tool alongside other campaign elements. Since you’re using video as part of a campaign its not necessarily about reaching the most people, its about reaching the right people – seven members of a review body, 15 members of a government committee, key shareholders in a business, 100 youth organizers, 2000 online solidarity supporters of your cause. And its about reaching them at the right time. The video advocacy starts with the objective and audience, not the issue or story.We know that with there is growing saturation of images and stories of despair – so we need to also include concrete solutions, and a clear space for action by the audience. And we need to convey the direct ‘asks’ of the beneficiaries of the advocacy in a way that visual media makes possible. Storytelling is key and its not just about visual imagery of horror.Finally, safety, security and ethics are critical I’m going to mention a couple of examples of real impact using video to mobilize and to target key audiences – one that draw more on targeted advocacy screenings to highlight a human rights situation, bring voices from the ground to policymakers and push for specific action
Another example is from my colleague - Bukeni’s work - in the Democratic Republic of the Congo where he worked to bring the experiences of child soldiers to parents and communities in the eastern DRC to convince thousands not to let their children be voluntarily recruited into militia – and then subsequently also shared their perspectives and calls for action with decision-makers at the ICC to encourage prioritization of these issues in the prosecutions. The key elements again for the video advocacy here: Start with an objective, and an identified audience; Then draw on the storytelling and narrative power of video, its capacity to put the ‘human’ in human rights and to place testimony and survivor experience in spaces of power, to propose specific solutions and engage the audience both emotionally and analytically. And finally place the video in front of the target audience in an appropriate setting and with very specific timing.*NOTE if time: Less directed asks; more pulling audiences into discussion of first community-oriented video-More directed asks of second video making specific calls for action to audience of decision-makers
Another example is from my colleague - Bukeni’s work - in the Democratic Republic of the Congo where he worked to bring the experiences of child soldiers to parents and communities in the eastern DRC to convince thousands not to let their children be voluntarily recruited into militia – and then subsequently also shared their perspectives and calls for action with decision-makers at the ICC to encourage prioritization of these issues in the prosecutions. The key elements again for the video advocacy here: Start with an objective, and an identified audience; Then draw on the storytelling and narrative power of video, its capacity to put the ‘human’ in human rights and to place testimony and survivor experience in spaces of power, to propose specific solutions and engage the audience both emotionally and analytically. And finally place the video in front of the target audience in an appropriate setting and with very specific timing.*NOTE if time: Less directed asks; more pulling audiences into discussion of first community-oriented video-More directed asks of second video making specific calls for action to audience of decision-makers
Another example is from my colleague - Bukeni’s work - in the Democratic Republic of the Congo where he worked to bring the experiences of child soldiers to parents and communities in the eastern DRC to convince thousands not to let their children be voluntarily recruited into militia – and then subsequently also shared their perspectives and calls for action with decision-makers at the ICC to encourage prioritization of these issues in the prosecutions. The key elements again for the video advocacy here: Start with an objective, and an identified audience; Then draw on the storytelling and narrative power of video, its capacity to put the ‘human’ in human rights and to place testimony and survivor experience in spaces of power, to propose specific solutions and engage the audience both emotionally and analytically. And finally place the video in front of the target audience in an appropriate setting and with very specific timing.*NOTE if time: Less directed asks; more pulling audiences into discussion of first community-oriented video-More directed asks of second video making specific calls for action to audience of decision-makers
Another example is from my colleague - Bukeni’s work - in the Democratic Republic of the Congo where he worked to bring the experiences of child soldiers to parents and communities in the eastern DRC to convince thousands not to let their children be voluntarily recruited into militia – and then subsequently also shared their perspectives and calls for action with decision-makers at the ICC to encourage prioritization of these issues in the prosecutions. The key elements again for the video advocacy here: Start with an objective, and an identified audience; Then draw on the storytelling and narrative power of video, its capacity to put the ‘human’ in human rights and to place testimony and survivor experience in spaces of power, to propose specific solutions and engage the audience both emotionally and analytically. And finally place the video in front of the target audience in an appropriate setting and with very specific timing.*NOTE if time: Less directed asks; more pulling audiences into discussion of first community-oriented video-More directed asks of second video making specific calls for action to audience of decision-makers
In Brazil we partnered with the Pastoral Land Commission to highlight the continuing problem of rural slave labor – over 25,000 people a year involved in forced labor under degrading conditions.Here key is bringing the voice of victims and survivors and the visual evidence of their situation directly into the spaces where decisions are made. The video highlights the voices of ex-slave and current slave laborers, but also their direct requests for action, and frames those voices in terms of policy solutions.‘Bound by Promises’ has been used in many different decision-maker venues, and particularly in screenings to state and national authorities to help convince them to reinstate the mobile inspection squads that monitor these abuses.The key elements for the video advocacy here: Start with an objective, and an identified audience; Then draw on the storytelling and narrative power of video, its capacity to put the ‘human’ in human rights and to place testimony and survivor experience in spaces of power, to propose specific solutions and engage the audience both emotionally and analytically. And finally place the video in front of the target audience in an appropriate setting and with very specific timing.
In Brazil we partnered with the Pastoral Land Commission to highlight the continuing problem of rural slave labor – over 25,000 people a year involved in forced labor under degrading conditions.Here key is bringing the voice of victims and survivors and the visual evidence of their situation directly into the spaces where decisions are made. The video highlights the voices of ex-slave and current slave laborers, but also their direct requests for action, and frames those voices in terms of policy solutions.‘Bound by Promises’ has been used in many different decision-maker venues, and particularly in screenings to state and national authorities to help convince them to reinstate the mobile inspection squads that monitor these abuses.The key elements for the video advocacy here: Start with an objective, and an identified audience; Then draw on the storytelling and narrative power of video, its capacity to put the ‘human’ in human rights and to place testimony and survivor experience in spaces of power, to propose specific solutions and engage the audience both emotionally and analytically. And finally place the video in front of the target audience in an appropriate setting and with very specific timing.
In Brazil we partnered with the Pastoral Land Commission to highlight the continuing problem of rural slave labor – over 25,000 people a year involved in forced labor under degrading conditions.Here key is bringing the voice of victims and survivors and the visual evidence of their situation directly into the spaces where decisions are made. The video highlights the voices of ex-slave and current slave laborers, but also their direct requests for action, and frames those voices in terms of policy solutions.‘Bound by Promises’ has been used in many different decision-maker venues, and particularly in screenings to state and national authorities to help convince them to reinstate the mobile inspection squads that monitor these abuses.The key elements for the video advocacy here: Start with an objective, and an identified audience; Then draw on the storytelling and narrative power of video, its capacity to put the ‘human’ in human rights and to place testimony and survivor experience in spaces of power, to propose specific solutions and engage the audience both emotionally and analytically. And finally place the video in front of the target audience in an appropriate setting and with very specific timing.
In Brazil we partnered with the Pastoral Land Commission to highlight the continuing problem of rural slave labor – over 25,000 people a year involved in forced labor under degrading conditions.Here key is bringing the voice of victims and survivors and the visual evidence of their situation directly into the spaces where decisions are made. The video highlights the voices of ex-slave and current slave laborers, but also their direct requests for action, and frames those voices in terms of policy solutions.‘Bound by Promises’ has been used in many different decision-maker venues, and particularly in screenings to state and national authorities to help convince them to reinstate the mobile inspection squads that monitor these abuses.The key elements for the video advocacy here: Start with an objective, and an identified audience; Then draw on the storytelling and narrative power of video, its capacity to put the ‘human’ in human rights and to place testimony and survivor experience in spaces of power, to propose specific solutions and engage the audience both emotionally and analytically. And finally place the video in front of the target audience in an appropriate setting and with very specific timing.
Another example is from my colleague - Bukeni’s work - in the Democratic Republic of the Congo where he worked to bring the experiences of child soldiers to parents and communities in the eastern DRC to convince thousands not to let their children be voluntarily recruited into militia – and then subsequently also shared their perspectives and calls for action with decision-makers at the ICC to encourage prioritization of these issues in the prosecutions. The key elements again for the video advocacy here: Start with an objective, and an identified audience; Then draw on the storytelling and narrative power of video, its capacity to put the ‘human’ in human rights and to place testimony and survivor experience in spaces of power, to propose specific solutions and engage the audience both emotionally and analytically. And finally place the video in front of the target audience in an appropriate setting and with very specific timing.*NOTE if time: Less directed asks; more pulling audiences into discussion of first community-oriented video-More directed asks of second video making specific calls for action to audience of decision-makers
Another example is from my colleague - Bukeni’s work - in the Democratic Republic of the Congo where he worked to bring the experiences of child soldiers to parents and communities in the eastern DRC to convince thousands not to let their children be voluntarily recruited into militia – and then subsequently also shared their perspectives and calls for action with decision-makers at the ICC to encourage prioritization of these issues in the prosecutions. The key elements again for the video advocacy here: Start with an objective, and an identified audience; Then draw on the storytelling and narrative power of video, its capacity to put the ‘human’ in human rights and to place testimony and survivor experience in spaces of power, to propose specific solutions and engage the audience both emotionally and analytically. And finally place the video in front of the target audience in an appropriate setting and with very specific timing.*NOTE if time: Less directed asks; more pulling audiences into discussion of first community-oriented video-More directed asks of second video making specific calls for action to audience of decision-makers
Follow up training—in dependently producing evidentiary video. Goal = implementation of Protocol on Gender and Development, and that SADC forces Zim to implement the Global Political Agreement. The Southern African Development Community (SADC) is an inter-governmental organization headquartered in Gaborone, Botswana. Its goal is to further socio-economic cooperation and integration as well as political and security cooperation among 15 southern African states. It complements the role of the African Union.Protocol (2008) = regional instrument for advancing gender equality and women's rights. GPA = Power sharing agreement struck between ZANU-PF and MDC after the 2008 runoff elections(Rose)
Brainstorm the strengths and shortcomings of video. What kind of stories is it good at telling? What kind of images is it best for capturing? What aspects of the process of creating a video for advocacy are strengths? What are potential or actual shortcomings or limitations?ADVANTAGESPersonal testimony (eye contact)“Put a face on it”: Voices of those directly affected can be brought to locations that our otherwise inaccessible (eg. refugees, marginalized people); truth-telling senseDirect evidence of a violation (seeing is believing; ‘indisputable’)‘Presencing’ direct neglect or inaction of authorities (recording inaction of police/local officials, and holding accountable to higher authorities)Emotional/visceral impact encouraging to action - flip side is mis-use in propaganda; depends on integrity of filmmaker/activistAudience is less literate in editing; tends to place trust in television and be less questioning of how put together; opportunity to abuse trust depends on integrity of makerPowerful at illustrating contrasts (between places/and over time – eg IDP settlements in Burma?)Depends on compression (linked to contrast)Make links of individual stories and systemic issues; emblematic cases of wider problems.Storytelling potential – including power of positive envisioning, particularly relevant in ESC/other rights where fulfillment can seem distantCan create space for actionGood for case-study approach and for violations-based cases where documenting individual stories; not good for quantitative analysis. Accessible to most – does not require literacy, and potential to share information, and engage viewers in debates (cf. Lessons from participatory development communication). Particularly relevant if we are talking about empowering groups themselves in a struggle. Not all audiences are external.Process and product can be representative of marginalized groupsThrough good visual and verbal storytelling can emphasize indivisibility of rights – someone can talk about how they were denied justice at police station; shots of them at home in poverty can dramatically and in an unspoken manner highlight a whyCan simplify and clarify issuesPROCESSCan be strongly participatory – visual medium, easy-to-use technology, easy to share material and discussEmpowering to users (easy to learn how to do)Can film where difficult to get access (undercover RAWA, trafficking)Requires planningPotential deterrent to abuses occurring as recording eventsLIMITATIONSNot good for abstract conceptsCan reduce complex structural issues to personal stories and lose the bigger pictureAudience can be too trusting. Potential risk to people involved in filming and distributionEditing process can be non-participatoryCan intrude into privacy; need to take extra care with consent and securityCan be a shield or a targetPROCESS: Hand out Powerpoint slides