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Where, when and how to use video in e-learning and corporate communications …
Jonathan Vernon has produced over 165 videos for learning and internal communications. View his CV here: http://jvtvcv.wordpress.com/2012/03/01/jv-tv-cv/
Production Experience
As a Producer, Director and Writer working in corporate communications Jonathan has amassed substantial experience co-ordinating and leading all kinds of projects for Government and Blue Chip clients in the UK and France.
Skills & experience embrace video, interactive CD & DVD, live TV and Live events, websites, webinars and social media. Jonathan has cast and directed actors, reconstructed bank robberies and car accidents, shot multi-camera in studios and live on location, even from helicopters, inside the Sheer Cave of a nuclear power plant and at Paris Fashion shows. He has moderated and developed substantial social media networks too. He has attended and spoken at global events, including the World Education Market, while pitching projects at Cannes & NABS.
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Productions include short film ‘Listening in’ which was bought by Channel 4.
Jonathan has produced, written &/or directed projects for production houses and agencies, Jacaranda, Talkback, TVL, BBS, 2Cs, Complete Communications, Chancery Communications, The Post Office Film Unit, Final Touch, Imagicians, Robson Brown and the Open University.
In the Financial Sector (for city PR companies, the FT, investment banks, clearing banks and city lawyers).
Celebrating 25 years in video production
How I presented myself to clients in France when I was working for French news agencies, animation houses, broadcasters and corporate producers. Once again actively seeking to blend video production with communications and learning.
My role – e-learning, accessibility an a postgraduate module with the Open University
H810 Activity 1.3
My role and context in education.
Without knowing it or going into teaching I have always found myself inclined to teach – an inclination towards being an educator. (I enjoy being a lifelong learner, always a student of something whether sport, writing, history, drawing and even performance. An interest in video production took me into corporate training, carrying kit around Windscale in my teens, shooting video at university, and learning from a BBC producer and members of the trade association the IVCA until I established myself as a professional director and writer. I have worked on every kind of training video production: health and safety in the nuclear power industry, legal training, driving a 4×4, induction in the Crown Prosecution Service, Asthma Awareness for patients and GPs, IT security and ‘Green’ driving for the Post Office, careers and education choices for 14 year olds, management training and so on. These were usually facilitated and often supported with workbooks. In due course they became interactive and eventually (a backwards step for a decade) migrated to the Web. However, I had no formal understanding of the theory of education, of learning design or of interactive and online learning in particular until starting with the OU.
How these relate to accessibility and online learning.
In many cases creating accessible content is a requirement which in the past meant either the inclusion of subtitles or a signer in vision for those with a hearing impairment or disability. For computer based learning, which in its broadest sense takes in desktops, laptops, tablet and smartphones, with increasing sophistication are we at times restricting access to some if not many disabled people?
What would I like to achieve from the module (H810).
Concluding module to gain the Masters in Open and Distance Education (MAODE) with graduation in 2013.
- Practical understanding of the issues.
- To help plan how the e–learning we produce meets the requirements of the DDA especially where this is a client request.
- Helping to ensure that consideration is given to accessibility at the briefing and design stages and that such efforts are costed then applied as scripts are written and learning designs developed.
- Provide support to colleagues when making accessibility a point in e–learning proposal documents.
- Informed discussions with disabled people I know (colleagues, friends and swimmers) and what they make of accessibility online provision.
- The ‘Montessori’ effect – by thinking how to improve access and communicate more clearly all learners will benefit – the confident e–learning designer may be the one who leaves out the bells and whistles.
Oxford University taped 1982-1984: Forty hours of video of undergraduate life and activities
From early 1982 to graduation in June 1984 I used a Sony Betamax kit to video undergraduate life at Oxford University.
The 18 tapes and some 40 hours of content I am digitizing includes:
- The Oxford Union Debating Society (featuring Hilali Noordeen) The day I was in the Union Chamber I was sitting next to Susanna White and Steve Garvey who were shooting a documentary about ‘Women in Oxford’.
- The Oxford Theatre Group at the Edinburgh Fringe (Featuring all the plays: 13 Clocks, The Hunger Artist, Edward II, Titus Alone directed by Patrick Harbinson, produced by Nicky King and the Oxford Review)
- I shot this over three weeks while helping out behind the scenes at St. Mary’s Street Hall (the OTG venue) and kipping in a Free Mason’s Lodge by the Castle. Nicky King and Matthew Faulk edited in my Balliol Room (now the Oxford Internet Institute) cum edit suite the following term.
- The Oxford Student Union elections.
- The Lightweights Boat Crew in training with David Foster et al (11th March 1983)
- Torpids (various)
- Romeo & Juliet (in which I played Mercutio and lost my pants during the fight scene)
- The Taming of the Shrew: an OUDS production (in which I played Baptista) And the rehearsals.
- Abigail’s Party (directed by Anthony Geffen)
- Various other plays and boat crews
- The May Day Celebrations 1982
- Training for the Oxford Students Union president
- Oxford Television News (Various episodes of OTN in which Hugo Dixon does a Jeremy Paxman and we are introduced to the Chicken Pal Society at the Gate of India + TCG, PWG and CJP) (9th May 1983)
- OTN. Visit of Prince Charles (18th May 1983) + ‘Exter guy in glasses’ or is this in fact a Jesus guy doing a ‘party political broadcast’.
- Oxford University Boxing
- A workshop on how to shoot video (10th February 1983)
- A corporate promotional film for the language school ‘Speakeasy’
- Windsurfing
- The Oxford & Cambridge Varsity Ski Trip to Wengen
- perhaps a play produced by Tessa Ross directed by Clive Brill
- perhaps Andrew Sullivan directed by Alex Ogilvie in ‘Another Country’
- and perhaps the Women’s Eight.
and various other antics around Balliol College and the university that will reveal themselves in the course of being downloaded, graded and digitized.
I believe my aim should be to use this as the foundation for a documentary.
I need to raise £2000 to digitize/archive this content and am therefore looking for backers.
P.S. It is six weeks since I was behind a camera. I may be about to shoot some swimmers for a swimming e-learning app but if you have anything immediate let me know.
Use of video (Part Three)
The skill of a corporate video is to judge what is best for a project, client and their audience. Feedback may offer some insights and industry awards should be a guide too of the quality of what is produced. Courtesy of the internet you get so much more, not only information on the audience, but on viewing patterns and feedback. You can hear what they think in many ways, not least through messaging or a Twitter feed if the content is streamed during a live event, but from social platforms and activities embedded around the content, from a simple ‘rate’ or ‘like’ this to a survey.
Effectiveness is measured as part of the assessment process which is part of the learning design. You want to rest comprehension as part of the learning process, but you also want to know how effect the learning content, of which video is a part, is being. It is an iterative process; you adjust the content as you learn how your audiences respond to the content.
The use of video in e-learning (part two)
‘How’ and ‘Where’ you show your video content has become part of the brief.
It makes a difference in terms of the audiences and potential audiences that can be reached and the way in the which your content could, if you wish, be reversionsed and used in different ways (hopefully, under the right Creative Commons) with links back to you.
On your website, whether on the intranet or for external viewing where it can be shared and discussed.
It can also go out as a channel in its own right. At the broadcast end I recently saw what some of the content going out on Channel Flip. Today you can have your own channel. If you have appeal to an audience and can attract enough viewers advertisers will sponsor your content.
E-learning has become far easier to mange and distribute with platforms such as present.me for video, but also specialist mobile e-learning platforms like GoMo from e-learning specialists Epic.
The right content may be used in qualifications too.
Put on YouTube your content can be embedded within other people’s content while you can take advantage of detailed analytics, not least viewing behaviours.
Video, Copy, Social Media and Creative Communications
Eyes & Ears campaign. Encouraging corporate responsibility and reporting incidents and events. Video, Events, Regional TV & Press.
I love what I do and from every angle want to be an effective communicator blending intelligence and ideas with video and social media to get the job done. It’s become akin to live theatre: you can measure success or failings with bums on seats, their applause or otherwise, comments, feedback and participation.
If they’re with you they’ll even do the job for you, spreading the good word and generating compelling content.
My response to this? Don’t get in their way! Can this be intellectualised?
Yes.
Not only can everything be taught, but cause and effect should be analysed and written up so that through reflection and sharing with colleges you learn to improve and adapt the narrative of your actions.
As well as an OU MBA module ‘Creativity, Innovation & Change’, I’ve just signed up to an online social media course with MMC Learning.
I have one more module to gain an MA in Open & Distance Learning too; why this? Because learning is an effect, it demonstrates an ability to pass on and develop skills, ideas and knowledge.
Because we can’t help ourselves, it’s how we humans progress.
The day job, studying and 8-12 hours online: how do I do it? It makes me tick. A decade ago I shared a thought in my blog, suggesting that I kept a diary, journal, log, blog, photo journal, scrap book, garage full of junk in order to prove that I am alive (that I was here).
If I can be harnessed to a good cause and earn a living from it too, all the better.
The skin removed from a human body reveals a mess.
Plastination of a Ballet Dancer
The skin removed from a human body reveals a mess.
The walls removed from a business does the same. It has happened whether or not we like it, even without Wikileaks we are revealing more of ourselves than ever before.
Glass Skull by Rudat
Our minds are a mess if our sculls are made of glass: mine is, I expose and disclose and share my thougts.
Posting notes isn’t laziness, it is mess: it is ‘messy stuff’.
It is the beginning of something, or the end, it is both unstarted and unfinished. Notes go down well in our ‘wiki- world’ as it makes space for others to interject, to correct and fix in a way that feels less like criticism and more like collaboration.
Once was a time I’d pick out every misplaced apostrophe, especially concerning ‘its’, now I care less, ditto spelling. Would I have hewrd the incorrect apostrophe on the possessive of its? Would I have known that I’d hit the ‘w’ key instead of the ‘a’ typing as I am with my left hsnd only propped up in bed. And what about the missing ‘h’ I’ve left out of ‘thougts’?
Too late, I’ve said it now and my next idea is coming through.
Mind Bursts 