Creation of a video of professional gestures
Create short videos of different professional gestures (for ex. flywheel control) in order to diversify the presentation of material in and out of the classroom and to allow learners to discover/review certain mechanical interventions differently.
France / CFA “Camille Weiss”
Diversify the presentation of material in and out of the classroom and to allow learners to discover/review certain mechanical interventions differently
For several years, the policy of our VET centre has been oriented towards a digital transition, both for the media and for the methods. Everything has accelerated with the covid 19 crisis.
Trainers and learners use different types of digital tools: tablets, giant screens, digital boards, LMS Electude, ERP software Ypareo.
We applied for an ANFA grant and hired a service provider to properly edit the videos. The final result is freely available on Youtube and accumulates a number of views, including people outside our CFA.
The work was done in 3 steps:
1) Writing the script and creating a storyboard: identifying the essential steps of the video by being as condensed and precise as possible. The storyboard was designed in Word (the digital development manager had skills in creating storyboards). 5 to 7 days of full-time work for 3 people (2 trainers and a digital development officer) for a 3 minute video
2) On-site video production (provider): 1.5 days for a 3 min video
3) Editing of videos (provider): 3 or 4 days of work including proposals and modifications of the video, up to 3 or 4 modifications (shots too long, elements of the environment to be masked...)
Approximate cost for a video: 4000 euros (service provider, excluding internal resource costs).
At the beginning, the practice was aimed at young learners EQF 3. Our VET centre welcomes more and more young people with disabilities, this practice could help them to integrate their knowledge more easily.
Then we decided that some of the videos could be useful for more advanced training – EQF 4, especially for learners with difficulties.
These videos are used in several ways.
1) During the course, to bring rhythm and dynamism. The trainer gives the link to the learners. When the theoretical course is approached, the learners can rely on the full video or on parts of it (depending on the subject).
2) The learners could watch these videos at home to review before an exam. They retain more of what they see and are more motivated to watch videos than to read textbooks.
It is not by watching the video that the learners will know everything, it is not an end in itself. However, we link the technical and practical knowledge to relive the gesture.
Scripts, storyboards, 7 videos available on Youtube
The learners are more motivated to watch videos, it also allows to diversify the methods of presenting the material.
Either have sufficient resources/subsidies to hire a service provider;
Either have the necessary equipment (a camera, a computer with two screens and a processor powerful enough for video editing), the available human resources (trainers, educational engineers, multimedia engineers)
The main constraints are lack of trainer time and lack of funding. For these reasons, the practice has not been restarted since the beginning of the epidemic.
Most of our learners cannot work independently for very long. Physical interaction with a teacher is still necessary for 90% of learners.
Windshield camera adjustment: https://youtu.be/CjKONGEP1ho
Disc wear measurement: https://youtu.be/yjFJCZaOP-8
Flywheel control: https://youtu.be/Yu-OyDHFQ3k
Réglage jeu aux soupapes https://youtu.be/cokdcCQGaV0
Valve lash adjustment: https://youtu.be/8_oKt5Mx5XE