Creating your own videos is difficult and time-consuming. With this setting, some participants came to our first session at the Corporate Learning Camp 2016 at the Frankfurt University of Applied Sciences. Experts in professional development gather here every year to exchange exciting insights, their wishes, and needs – a mix of freelance trainers and heads of HR development from large companies. In several sessions, we were able to talk with trainers, HR developers, and other Learning Professionals about e-learning, learning organizations, and training transfer.
The CLC 2016 was opened with a large introduction round. In fact, it was successful that the nearly 250 participants introduced themselves with 3 sentences (Name, Profession/Company, and Topics) – and we at blink.it are particularly happy that each of you wore one of our lanyards. I have never experienced such speed in a presentation with such a large group. Interesting keywords were mentioned in the topics that reflect current trends in the HR scene: digitalization, social workplace learning, mobile learning, blended learning, and much more. Afterwards, the session selection began.
Konstantin Ristl and Michael Witzke also aroused the curiosity of many participants with their session proposals. The following topics were presented, selected by the plenary, and processed in sessions with numerous participants:
“Studio@home: Best practice for filming with a smartphone”
“Offline and online in training”
“Mr. Steinbeißer, the nightmare of every HR developer”
It has already been implied in the introduction. For those who have not yet produced videos themselves, approaching this versatile medium is difficult. In the session, Michael introduced the smallest studio in the world: the “blink.it smartphone kit.” With the smartphone kit, trainers create simple short videos with their own smartphones. How these videos can be integrated into various training settings was discussed with the group. Videos offer added value when they are purposefully integrated into the training concept.
What belongs to the smallest studio in the world?
For a video that doesn't make the viewer switch off immediately, you need three technical ingredients: bright light, clear sound, and an appealing image composition. “Seeing is believing,” so the blink.it kit was set up in the session, and the process was demonstrated directly. The setup includes an external light source, an external lavalier microphone, and mounts for the smartphone to stabilize the image.
There are a few didactic nuances to consider when creating videos:
Short recordings are better than long videos
Divide large topic blocks into small, self-contained content
Provide visual support for the content (diagram) or demonstrate something
Incorporate stories or metaphors
How can trainers use the videos?
In the session, Michael collected various application possibilities with the participants that I would like to present briefly here.
Informing with short videos
A clear benefit is the transmission of information via video. Participants can be informed by the trainer about the training process. For example, if texts or other resources are used in training, a short video can explain the purpose and significance of the materials. After all, training participants want to know why they should engage with the information and what goal is being pursued. Here, a team leader or manager can also step in front of the camera and explain why a training topic is important.
Learning with short videos
Additionally, short learning units can be created via video. In this, the trainer presents ideas, methods, or training techniques. These videos are creatively enhanced with short graphic overlays to provide visual memory aids. For example, the Sparkasse chose this approach in preparation for their annual savings bank day for the trainees. Slides from a PowerPoint presentation can also be inserted into the own short videos to present and comment on information. Such a video can, for example, include a brief introduction in person, which then transitions to a video capture of the computer screen. As trainers in companies increasingly become curators of training content, they can discover an interesting video on YouTube and inform the participants about it in a short video (e.g., a TED Talk, an interview, etc.), explaining what makes this video special or giving them a task related to it. Those who want to get creative can make videos in a stop-motion style.
Learning and knowledge exchange through video production
One participant made the group aware of social learning/peer learning through self-created videos. This scenario turns the training participant into the knowledge transmitter. For instance, a team leader documents how he teaches his trainees to perform a workflow as part of his training program to become a training manager. The trainer and the group can give him feedback on his explanations and demonstrations, and the process can be improved in areas. Other examples that arose during the discussion include: a mechanic filming and commenting on a repair process. His colleagues can inform themselves in advance about a similar repair issue. A sales employee gives a short interview about his dealings with difficult customers. Such a video can be shared with other employees via internal social networks.
The Studio@Home session has once again provided us with interesting insights into the application scenarios of video content. The topic “producing video yourself”, for further education and training, remains in demand. I welcome the openness to new areas of application. I always have the impression that many HR developers find it difficult to take the first step on the topic of video. However, you can also start small and gradually build on the content.
What experiences have you had with videos so far? Share your ideas with us.
