Like all other elements of your session, make sure that you practice with the equipment that you will actually use and know how it functions before the start of your session.
Unless there is a textual message at the beginning of the tape that adds value or credibility, do not show it. An example of introductory information that might be shown would be a series of vignettes that are preceded by a statement that they are based on real events, current laws, or that the presenter in the video has special qualifications (e.g., a lawyer).
When possible, show shorter sequences rather than an entire video, especially if the video is more than 20 minutes long. This complies with the concepts of attention and brain-based learning you read about in Chapter 1.
Prepare a short guide or talking points of things that you want to reinforce from the video. You can cover such items before and after participants view it. Points might include character descriptions, their roles, or some specific content element (e.g., things that are controversial or for which law or policy may have changed).
Let participants know what they are about to see by briefly explaining content. Assign participants to look for specific information (see Video Evaluation Sheet in Tools for Trainers in the appendices). You may even want to turn it into a competition where one side of the room looks for certain information while the opposite side looks for other things. Award the team that finds the most issues a prize.
By assigning tasks, you raise expectations that participants are supposed to watch and will be held accountable. Following the video, have a quick review of key points, relate the information to program content, and stress how the material ties to the real world or their workplace.
Do not start a videotape and leave the room for extended periods. If you are not present, you cannot monitor learner reactions to what they see. Also, if the equipment malfunctions, you have wasted valuable training time and will likely appear unprofessional for not being there to handle the situation.
If you are conducting a public seminar (paid) and use clips or an entire video in your program, obtain written copyright permission. Also, remember that you cannot legally borrow or lend a training video for use in a program. Only the original purchaser or
MINDMAP 2. Projecting a Positive Image owner of a commercial training video has the right to use it in training unless the manufacturer tells you otherwise in writing. Read the literature that comes with the video and the opening FBI warning that appear on most professional training videos produced in the United States. Comply with the guidelines presented to avoid possible liability for yourself and your organization.
In addition to using video that you locally create yourself with a video camera, you can purchase or rent commercially produced videos that are excellent for helping make a point. Many companies that produce and market training videos have purchased the rights to commercial films or have licensed the use of famous individuals for use in training videos. Your organization can buy these and use them as you like in organizational training programs. For other videos from which you wish to extract scenes to use in your programs, find out who distributed them and obtain written permission first.
To help identify potential videos/films for use in training, go to the website www.teachwithmovies.org. This site provides the names of various movies, their potential use, a synopsis of the film, possible problem areas, and other useful information. Many of the video reviews on that site also contain additional links to films on related topic material.
Was this article helpful?