Developing video material for open learning will usually be the work of specialists. These may be video production companies or in-house video units. The exact sequence and methods will vary from one organisation to another, however, a typical sequence of activities is set out below.

GRAFIK?

Your involvement will vary stage by stage, but its extent will depend on decisions about how much influence your colleagues seek to maintain. In practice, a balance needs to be achieved which ensures the learning effectiveness, but makes use of the specialist expertise of the video producer. This is a more significant issue for video than audio because of the additional cost and complexity.

You will need to identify your role and that of other trainers or tutors. This is likely to centre on the following tasks:

• specifying

• commenting on key stages, particularly treatment, scripting and off line editing

• decisions on overall style and approach.

This activity gives you an opportunity to consider:

• your use of external and in-house resources

• pinpoint your own role.

The activity is made up of two parts. You may need to spend time working on Part 1 to establish a production sequence for your organisation before you are able to complete the remainder of the activity. Unless you have an established sequence or considerable existing knowledge, it may be advisable to work on this activity over a few days rather than attempt to complete it without all the information you will need.

Part 1

Part 2

On this page, list the production stages you have identified in Part 1 of the activity. In the other columns, specify who will undertake each task. You may find it useful to differentiate between responsibility and involvement. For example, someone may be used to prepare a script, but others will be involved in contributing ideas and feedback.

This activity should have enabled you to think through some of the staffing and resource implications of video production. You should have specified your role and this should have concentrated on:

• providing your organisation's input and requirements

• ensuring adequate pedagogic involvement

• managing and monitoring

• ensuring quality and effectiveness particularly through your feedback at key stages.

If video is to be used effectively in open learning, it needs to be designed for this more individualised form of learning.

There are a wide range of techniques available to video producers. The most important general point is that the overall approach should match:

• topic

• the learning need

• the characteristics of the learner

• the market for the package

The issues to consider in terms of house style are:

• ensure there is a common approach to structuring programmes within a series and that there are not wide variations in length caused by individual preference rather than learning need

• provide an adequate introduction and clear instructions on use

• use text to provide detailed instructions on use – to convey these completely on screen may be ineffective and costly

• match title and graphics to other visual components of any house style for learning materials

• consider the use of on-screen symbols if the video is lengthy and divided into sections. This will help users to locate specific sections

• if material is meant for a range of uses other than a 'one-off' continuous viewing, consider structuring the material in short sections

• use graphics to divide and label sections

• match music and narration to audio style as far as appropriate

• use an active narrative style

• avoid direct references to other features in the learning package which are subject to change

• maintain a project house style in terms of:

– language level

– terminology

– avoidance of stereotypes

• identify visual images likely to become out-of-date i.e. any part of the video which can be dated, such as reference to specific events, fashions etc.

• agree specific technical aspects regarding approach to editing and specific effects with those involved in editing and post production procedures.

Using the list above and your organisation's existing policies and approaches to learning materials, try to define at least the main features of a typical approach to video for open learning. Specify any issues you wish to make consistent across all video and identify any aspects of an organisation house style you need to adapt e.g. use of logos, colours, terminology.

1 Summary of typical approach:

Defining an overall approach is a useful preparatory stage. It enables you to establish a framework for future decisions and to provide a more accurate briefing for others involved.

The checklist on the next page provides a practical tool to use when planning or reviewing your organisation's video for open learning.

Audio and video are both powerful media with a wide range of valuable uses within open learning materials. Multimedia extends this use, but posed new issues of integrating media within a learning package.

Your role in producing these media elements may be linked, but it can also be crucial in ensuring the products meet the requirements of your organisation and its learners. The Unit has concentrated on the idea of developing an overall approach to development of these materials through:

• clarifying the production process

• defining who will be involved

• identifying your own role

• specifying the main elements and features of any video produced by your organisation.

The production skills and techniques involved have not been covered, but the unit should have provided some guidelines which will enable you to work with and understand the activities of specialist video producers.