KT videos webinar presentation for CARA
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Dr. Anneliese Poetz, KT Manager for NeuroDevNet shares knowledge and experiences about creating Knowledge Translation videos for KBHN. Practical tips and resources are contained within this slide deck.
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KT videos webinar presentation for CARA
- 1. www.kidsbrainhealth.ca So You Want to Create KT Videos? Anneliese Poetz, PhD – Manager, KT Core Friday December 4, 2015 – 12:00am – 1:00pm CARA – Webinar
- 2. Outline • Target audience/goal • Creating videos: – procuring equipment – What makes a video KT – How to craft the storyline – Tips, tricks and lessons learned – Choosing music – Working with researchers
- 3. 1. Target Audience and Goal
- 4. Target Audience and Goal Notley, T., Lowenthal, A., Gregory, S. (2015). ‘Video for Change: Creating and Measuring Social Impact.’ A Working Paper by the Video4Change Network. Available at: https://www.v4c.org/en/impact_working_paper
- 5. Target Audience and Goal • What do you want to change (policy, practice, attitudes, etc.) • Who are the people who can act upon the message(s) of the video • What do you want them to do/think • How will you reach them (film festivals, social media, conference presentations) Notley, T., Lowenthal, A., Gregory, S. (2015). ‘Video for Change: Creating and Measuring Social Impact.’ A Working Paper by the Video4Change Network. Available at: https://www.v4c.org/en/impact_working_paper Christine Petr, Russell Belk, Alain Decrop (2015)."Videography in marketing research: mixing art and science", Arts and the Market, Vol. 5 Iss 1 pp. 73 – 102. Permanent link to this document: http://dx.doi.org/10.1108/AM-01-2014-0002
- 7. Procuring Equipment 1) Get the best quality you can afford + bag for tripods
- 8. What Makes a Video KT 1. Researcher talking about research & impacts 2. Voices of partners, receptors, end users 3. References on-screen 4. Overall narrative or “KT story” KT Core blog post “Videos as Knowledge Translation Products” https://neurodevnet.wordpress.com/2015/06/05/videos-as-knowledge-translation-products/
- 9. What Makes a Video KT 0 5 10 15 20 References on-screen (publications) Partners/collaborator testimonials re: uptake Product development via research for commercialization Researchers talking about research process Researchers talking about research findings Research participant testimonials re: uptake Research participant testimonials re: new knowledge Partners/collaborators re: experience of participating Partners/collaborator testimonials re: new knowledge Overall narrative that is KT Number of responses Source: Pre-webinar needs-assessment survey responses
- 10. Crafting the Storyline • Option 1: script and storyboard • Option 2: interview, edit the ‘gems’ that arise from the results of the interview(s) – My preferred method – Researchers, practitioners, and kids especially will surprise you with the gems they come out with that you wouldn’t have been able to script – More genuine
- 11. Crafting the Storyline 1) What’s the research, what was the ‘problem’, ‘question’ or ‘opportunity’
- 12. Crafting the Storyline 2) What were the findings of the research, or the ‘solution’
- 13. Crafting the Storyline 2) What were the findings of the research, or the ‘solution’ (where possible “show as well as tell”)
- 14. Crafting the Storyline 3) Giving a voice to lived experience (partners, end-users), not just researchers, about the impact of the research/technology
- 15. Crafting the Storyline Example: Caribbean Quest video https://www.youtube.com/watch?v=XNknTeksnrk Can you identify the elements of the storyline?
- 16. Crafting the Storyline 1) What’s the research, what was the ‘problem’, ‘question’ or ‘opportunity’
- 17. Crafting the Storyline 2) What were the recommendations for the research (where possible “show as well as tell”)
- 18. Crafting the Storyline 3) What were the implications for the research, of stakeholder participation
- 19. Crafting the Storyline 4) Giving a voice to lived experience not just researchers (partners, end-users, etc.)
- 20. Crafting the Storyline Example: Stakeholder Consultation video https://www.youtube.com/watch?v=BvH8R1EPjUY Can you identify the elements of the storyline?
- 21. Tips & Lessons Learned • Ask participants to remove name badges • Consistency (computer screen, other things in background, lighting, name badges) • Turn off sounds (e.g. CQ laptop, cellphones) • Take much more footage than you think you will need, lots of b-roll (meaningful b-roll) • Keep camera rolling post-interview (CQ end)
- 22. Be prepared to film in variety of conditions (tricky lighting, waterfalls, etc.) Tips & Lessons Learned
- 23. Have extra batteries (lights, camera) + charge up the day before Tips & Lessons Learned
- 24. Have plenty of SD cards, external storage Tips & Lessons Learned
- 25. Know how to use the features of the camera ahead of time (+ checklist) Tips & Lessons Learned
- 26. Rent (or purchase) a separate audio recorder and get back up recording of audio Tips & Lessons Learned
- 27. Tips: Show while Telling Green, M.R., L.M. Walters, T. Walters, L. Wang (2014). Not just another research paper: understanding global sustainability through digital documentary. The Social Studies. 106:1, 37-46. Online at: http://dx.doi.org/10.1080/00377996.2014.964390
- 28. Tips: Choosing Music Killer Tracks: http://www.killertracks.com/
- 30. Tips: Choosing Music Free music can be found at: http://www.freestockmusic.com/
- 31. Tips: Finding Sound FX Free sound effects: http://www.freesound.org/
- 32. Working with Researchers • Work around their schedule • Work with them to get partners, practitioners, research participants, end users involved in video • Ask them for references (to their research) that relate to what they are talking about • Usually 2-5 “drafts” of the video before it is final
- 33. The Questions I Ask • Tell me the story of your research from beginning to end • What were the key findings? • How can findings be applied to practice or policy? • Tell me a story about how your research achieved impact (on policy, health status, etc.)? • Tell me about any collaborations/partnerships? • What was the role of KBHN in your being able to do this research? • What are the future plans for this project?
- 34. Final Product& Dissemination Final product: • Ideal length under 3 minutes • Movement every 9 seconds Dissemination: • Embed on website, tags • Use in conference or funding presentations • Use/show in negotiations with potential partners • Promote via: social media, film festivals
- 36. Costs of Videography Time: - Booking times to film (consent, approvals) - Filming time (depends on how many booked) - Editing (40-50 hours) - Can obtain up to 8 hours of film (interviews + b-roll) depending
- 37. Costs of Videography Money: - Hiring a company can cost from $5k for video with still photos and music to $25-$50k for interviews, editing, post-production - Equipment (purchase or rental) recommend purchase, ~$5k for everything - Can use cellphone camera - Audio quality more important - Training course in filming/editing ($500)
- 38. Key Benefit of Videography Selecting specific visuals create dramatic effects (emotional resonance) and vividly spotlight “truths” that catch the audience’s attention Christine Petr, Russell Belk, Alain Decrop (2015)."Videography in marketing research: mixing art and science", Arts and the Market, Vol. 5 Iss 1 pp. 73 – 102. Permanent link to this document: http://dx.doi.org/10.1108/AM-01-2014-0002
- 39. The Power of Video and Sound • Videography = rising method for academics • Can inventively make results more resonant and broadly accessible • Powerful because images and music provide cognitive and emotional information Christine Petr, Russell Belk, Alain Decrop (2015)."Videography in marketing research: mixing art and science", Arts and the Market, Vol. 5 Iss 1 pp. 73 – 102. Permanent link to this document: http://dx.doi.org/10.1108/AM-01-2014-0002 Green, M.R., L.M. Walters, T. Walters, L. Wang (2014). Not just another research paper: understanding global sustainability through digital documentary. The Social Studies. 106:1, 37-46. Online at: http://dx.doi.org/10.1080/00377996.2014.964390
- 40. KT Core Future Plans Evaluation of KT Products including videos KBHN KT Core working on producing a Video Production Guide for researchers/trainees
- 41. Additional Resources Christine Petr, Russell Belk, Alain Decrop (2015)."Videography in marketing research: mixing art and science", Arts and the Market, Vol. 5 Iss 1 pp. 73 – 102. Permanent link to this document: http://dx.doi.org/10.1108/AM-01-2014-0002 Tips on editing and post-production, video quality for entering film festivals:
- 42. www.kidsbrainhealth.ca Questions? Anneliese Poetz, Manager - KT Core, KBHN apoetz@yorku.ca
Notas do Editor
- To log in to the webinar, visit: https://www.anymeeting.com/685-839-714?rslt=c29a641f-c91b-4085-9ada-818a0ca7045f You can use Computer Audio or the Conference Call: Dial-in Number: (604) 757-3130 PIN: 809 6267#
- From Notley et al. “your process is your ethic” Be clear and open about your plans and objectives [we do this by providing a clear comprehensive consent form ahead of time] Have a clear rationale for why and how video is a useful approach to creating specific change – should know what your video needs to achieve/create/contribute – this will help shape the way you create, present and distribute your video [in our case, what I want to achieve is: give a visual to technologies/innovations that you can’t do on paper (achieve understanding), communicate the impacts of our work using the voices of those who benefit (e.g. child/EA in CQ video)] Make the right decisions about participation, inclusion and risks. A video can (re-) victimize people if the videomakers have not carefully considered the consequences of whose story and voice is included or excluded and how this may create or perpetuate stereotypes. [we address this for NeuroDevNet through informed consent, and by providing a draft of the video to all participants for feedback before it is made public/uploaded to youtube Benefits of ethical practices for KT/research impact: “this nurturing of mutual respect can contribute to creating the meaningful and long-term relationships that are required for sustained social change…can leverage these relationships to increase outreach, conversation, dialogue, influence and action over a long period of time” – effective KT is all about relationships afterall!
- What kind of change are you seeking? – change structures: policy, legal, practice change – change minds: behaviour, representational change – build movements, relationships, discourse change – build capacities, capacity change Social media and other quantitative metrics can be misleading and don’t fully capture social impacts of the video, which could include: A new conversation around a dinner table about an important topic A moment of personal healing A quiet donation to a cause after a viewing and discussion A closed-door influencer screening that could have policy impact in the longer-term [and of course changes in frontline practice] “thick stories” reveal stories and human learning that happen as a result of watching videos. Collecting “thick data” makes sure analytics don’t give misleading impression of success. Need to balance the use of quantitative indicators with the use of qualitative methods to tell “impact stories” that serve to capture and understand diverse rich experiences [can use social media connections to send personal message like what we did with LinkedIn, ask 1-3 simple questions such as what they learned, how they will use the information, etc.) Impact should be measured in all stages of video production arc: Planning – capacity building – production – outreach – usage – evaluation
- Basics: Carrying case (recommend suitcase with rolling wheels) – has pocket for laptop 2 lights with batteries and charger Camera (best quality you can get) mine is Canon 70D, has special processor for filming in low-light conditions (such as conferences) Microphone (best quality you can get) mine is Sennheiser mic that mounts on top of camera Extra batteries for camera (3 extras, have 4 batteries in total) + charger Lighting/sun filter (packable) Video tripod (with pan/tilt capability), 2 light tripods (optional) lateral slider
- It was interesting to see the results of the pre-webinar poll on what all of you thought made a video KT. I was surprised that “References on screen” was rated the lowest! I would love to see a research study on this to provide an evidence base for what components constitute a KT video.
- This first video is an example of end-of-grant type of KT where there are research findings and impacts to report on. Target audience: schools (practitioners and decision-makers), governments (to fund this), potential partners, parents/families. Goal: to show/explain what CQ is, and how it can benefit kids with FASD and ASD.
- I usually get the researchers to talk, and then based on what they say, that’s how I know what kind of B-roll footage I need to get to be able to “show” the viewer what it is they are talking about. In this case, I asked the researchers to give me access to the game on my own computer, so that I could get footage of the game while I played it, to show what was on-screen while the kids played. I tried to “play” the game in accordance with what was going on in the video, for example in one place they talk about Austin (the boy) getting “five in a row” so I made sure I had footage of me getting five in a row.
- A KT video isn’t just a researcher speaking, but it brings to life the voice of partners/stakeholders/lived experience. I believe there is nothing more powerful than hearing the voice of a child or practitioner telling what a difference the research/technology made for their lives. In this case, Austin said he did better in math, Vivi’s EA said she was able to focus more on her school work.
- This video is an example of integrated knowledge translation (iKT) since it tells the story about how this researcher (Jonathan Weiss) is using stakeholder input to inform his ongoing research, in order to maximize its usefulness (or potential for uptake). Target audience: people or organizations with an interest in ASD research, other researchers, policymakers/practitioners so they can see how this researcher is including these decision-makers in driving the research agenda, educators, parents/families.
- While Jonathan is talking about how the stakeholders informed his research agenda with their input, I am showing them giving him input during the consultation.
- This is Mike Lake, Federal MP also a father of a teenaged boy with Autism. He is featured in the video talking about how important it is to have research inform policy.
- A KT video isn’t just a researcher speaking, but it brings to life the voice of partners/stakeholders/lived experience. This father and son appear in the video, talking about how important it is to them that they are able to have a voice in directing research on ASD.
- I film a lot during conferences because it is a cost-effective way to film people who do not live in your local region. Remember to ask people to remove their conference name badges at the beginning of the filming. For consistency, make sure you don’t have half of their interview with their name badge on, then the rest of it with it off – it will look weird/people will notice. Also referring to consistency, watch for things like computer screens in the background that go black/into sleep mode during filming (JW video), don’t change the lighting half way through (although this happened by accident for the CQ video when the batteries ran out in the lights, first one, then the other). Turn off external sounds on other devices – put cellphones on silent and ask participants to do the same. You can hear “vibrate” mode (microphones pick it up) so need to put on silent mode or turn off completely. Put sign outside of door that you are filming so people do not enter half way through. Take much more footage than you think you will need. Take footage from different angles, and different frames (close-up vs. medium shot) as in CQ I got different angles – in front and then behind so you could see the EA and Vivi working together on the game. You don’t have to use all the footage, but if you don’t take it/have it then you can’t re-create it later so take the footage while you can. Keep the camera rolling after the interview. The ending of the CQ video “I told you it was easy” was a gift – it happened spontaneously after we were done.
- CQ video – two interviews back to back, lights ran out in middle of second interview (no time to recharge batteries in between)
- You will take more footage than you think you will – have plenty of storage cards for camera and bring your laptop, and an external hard drive (at least 1TB but the one in this picture is 3TB) as video files are large.
- Need a checklist even if you are experienced. I have forgotten to put the wind sock on the microphone and it was outside, the wind affected the audio quality. Story about ugly room set aside for recording in Montreal, and then used beautiful outdoor garden but it had waterfalls in the background. Can also have people talking in background if you film in public areas – tricky.
- This is the Zoom H4N recorder. They now have H5N and H6N, more complicated and have better microphones. But H4N is good for voice. Can rent at Long & McQuade for $29/week or purchase one for $300 (industry standard) Useful to have second recording in case your primary microphone fails for some reason (batteries run out, or you forget to turn it on).
- If you do not know how to choose the right music, Killer Tracks has a service for helping you choose from their collection.
- Even if the paper isn’t published yet (is submitted, accepted etc.) ask for the reference. By the time you have had time to edit/produce/finalize the video the paper might be published by then and you can just edit the on-screen reference accordingly right before finalizing the video.
- If there are any qualitative researchers in your network, use them to help you craft open-ended questions (like the ones above) and help teach you how to ask probing questions. Be careful not to ask closed-ended questions (e.g. those that elicit a “yes” or “no” response). Example: Did your research have impact? (yes/no) – don’t do this. Better: Tell me a story about how your research achieved impact (this is open ended and you will get them talking more) If you are interviewing them right, they will be doing most of the talking.
- Post on youtube AND vimeo for optimum exposure – youtube more popular (can put meaningful tags as well) and vimeo has dedicated audience Videos that show technology as well as use voices of people who have benefitted from the research (especially kids) can be very persuasive for obtaining potential funding partners If the video is done well, is moving/touching, people will share it with their networks for you
- Since videographic presentations allow shaping of audience reactions, the researcher has to be conscious of this effect and be able to justify choices made. The power of the editing process, use of background music and narration can manipulate interpretations of data. So, this paper recommends showing the final video to the participants to seek their critical input (happy to say that this is what WE do before making the video public)
- Green et al.: Green et al have quote in their paper from one of the students in their study, it says “pictures allow people to SEE a problem and (the pictures) captured everyone’s attention because (they) show emotion” Petr et al: Can measure impact of video (mix of quantitative and qualitative metrics) Short-term impacts: informing an audience about an issue through screening events, build capacity, mobilize target audiences Long-term: change social attitudes, change public policy or law, requires multiple efforts over time by many different actors The impact pathways approach (Videos4Change) currently under development (seeks to use stories/qualitative description to illustrate the social changes/impact that happen as a result of watching videos)
- Evaluation using outreach (social media) and other means