Lab Report

EDTC 7030
Dr. Brown
East Carolina University

Name: Kim Gandee

Date: 11 Sep 14

Experiment Title: Digital Video

1. Materials, resources and references used:

Materials/Resources Used:
Hardee's napkins and ink pen for storyboard
iPhone video recording feature
Windows Movie Maker
Microsoft Office PowerPoint 2007
Screencast-O-Matic
YouTube
Logitech headset with microphone
Microsoft Office Word 2007 for script
Dell Studio XPS 435MT PC
References:

AH60Y. (2011, July 17). Afghanistan snap flight 2007 [Video file]. Retrieved from
http://www.youtube.com/watch?v=xi1_-HDPAdg
ArmyAviator86. (2014, January 6). US army flight school: Advanced/UH-60M blackhawks
NVGs (fort rucker) [Video file]. Retrieved from
http://www.youtube.com/watch?v=gtdxj_6OUcs
Byrne, D. (1985). Road to Nowhere [Recorded by Talking Heads]. On Road to nowhere
[Vinyl]. London, England: EMI Group Limited.
Big Nerd Software (2007). Screencast-O-Matic: Screen Recorder Software (Version 1.2)
[Software]. Available from http://www.screencast-o-matic.com/
muzik2010ish. (2013, December 22). Drive to portland me in the fall [Video file]. Retrieved
from https://www.youtube.com/watch?v=I-QuJSlqLhA
otv103. (2014, May 11). Military pave hawk helicopter aerial footage in afghanistan (Video
file). Retrieved from https://www.youtube.com/watch?v=YFs1q5XIPzY
ran dan. (2014, August 22). Coming out of second creek [Video file]. Retrieved from
https://www.youtube.com/watch?v=TGF0J0CUC7o
U.S. Army. (2009). Training circular 3-04.93: Aeromedical training for flight personnel.
Washington, D. C.: Army Publishing Directorate.
U.S. Army School of Aviation Medicine (USASAM). (n.d.). Initial entry rotary wing (IERW)
aeromedical training student handout (SH).
Weber, C. (2007). Portrait of white clouds in blue sky. Retrieved from
http://www.freeimages.com/photo/784742
Directorate of Training and Doctrine (2013). Learning style survey data for initial entry
rotary wing students. Fort Rucker, AL: Gandee, K.
2. Instructional Need and Context:
This lesson is intended to familiarize the students with thirteen monocular cues; however,
current lesson content provides nothing more than pictures (see Figure 1 below) and definitions
of these concepts.

A. Linear Perspective B. Apparent Foreshortening C. Vertical Position in the Field
Figure 1. Geometric Perspective
Providing the students with real-world examples of the monocular cues in flight supports
our current initiative of offering more realistic training to improve the transfer of knowledge /
skills / abilities (KSA) from an academic setting to the cockpit. In other words, students will be
able to review the monocular cues videos at home, then learn to apply them in spatial
disorientation (SD) simulators. The overall intent is to reduce the number of aviation accidents
that are a direct result of SD.
3. Learner Analysis:

The target audience consists of Initial Entry Rotary Wing (IERW) flight students. The
majority of these students are prior military (Active Duty, Reserve, and National Guard
veterans); one to two students per class may be classified as high school/college to flight
school. The age range for this target audience is 18 to 32 years old. Approximately six to eight
students have prior aviation experience, either through civilian education or as a helicopter crew
chief, flight medic, avionics repairman, or other aviation-related Military Occupational Specialty
(MOS).
During this block of instruction - Aeromedical Training - the students receive four days
of classroom instruction on various aeromedical subjects selected from Training Circular (TC)
3-04.93, Aeromedical Training for Flight Personnel; no prerequisite knowledge is required. On
Training Day (TD) 5, the students must pass a written examination by correctly answering 35 out
of 50 questions (minimum passing score of 70%) from the content covered during academic
instruction.
The results of a Learning Styles Survey (Gandee, 2013) administered to approximately
150 IERW students revealed the following regarding learning styles within the target audience:
32% are predominantly visual learners, 28% are kinesthetic, and 26% are auditory. Fourteen
percent (14%) indicated dual learning styles, of which 53% are visual/kinesthetic, 29% are
visual/auditory and 18% are kinesthetic/auditory. Providing the lesson content in a video format
will appeal to more learners, versus providing it in text format alone.
4. Instruction Designed:

Video: https://www.youtube.com/watch?v=nGSB9aP3H2c

I chose to keep the video brief to allow students time to review additional content, as this
lesson covers a total of thirteen monocular cues. The content was limited (i.e., need to know
versus should or could know) to that which supports achievement of the learning objective. I
included examples of the concept that are already familiar to the students before showing them
examples of what it may look like in a different setting (i.e., from the air) to facilitate contextual
learning. I chose not to include divergent examples or examples of what the concept is "not", as
the students are merely learning new terminology for a readily-familiar concept, and also to
avoid primacy issues stemming from learning so many new terms within such a short period of
time.
The video was converted to a YouTube format to provide equitable access to all students.
I chose to embed music versus the original sound (e.g, noises originating from the engine,
transmission, rotor blade systems, radios, etc.) on the videos, as the latter was much more
distracting than the former, and no sound whatsoever would have been far less
interesting/engaging. I also chose to provide the content via audio, text, and animation in order
to better appeal to each type of learner/dual learner represented in the target audience.
Additionally, the text provided was adequate for the user to still learn the key points of the
content if the audio failed to function. At the end of the video, I re-presented the key points for
reinforcement.
5. Formative Evaluation Results:

Storyboard. Due to a lack of resources at the beginning of the Design phase, I opted to
use Hardee's napkins and an ink pen to sketch out my original ideas for the video, including key
points on each napkin for each segment. It worked rather well, as I was able to lay all the
napkins out in front of me and move them around as I began to sequence the content.
Script. As I produced each segment of the video, I recorded the content for just that
segment. This made it easier for me to focus on each key point in that segment, and to pare
down/expand the content/movie segment as necessary.
Rough video draft. Movie Maker was a true god-send while drafting the video. I was
able to drag and drop, sequence and re-sequence, align content with audio, etc. with minimal
issues.
Student feedback. The majority of the students provided positive feedback, validating
the majority of my instructional design choices. One student pointed out that I did not use
divergent examples or examples of what the concept is "not", which allowed me to further
explain the intended outcome in the absence of a written learning objective.
Instructor feedback. The instructor also provided positive feedback, to include a
comment that the video was one minute too long. This prompted me to adjust the video length to
the prescribed time, resulting in an improved product for the viewer.
6. Summative Evaluation Results:

For the summative evaluation, I was able to procure the assistance of three of my co-
workers. Although they each have three to six years of experience as Instructional Systems
Specialists, similar to the majority of the target audience, none of them have prior experience or
formal education in the aviation field.
When asked about the content and format of the medium, the participants stated the
content was easy to understand and the format made it easy to follow along and learn at their
own pace. However, they all agreed the sound was somewhat dim during the voice portion of
the video and recommended re-recording.
7. Concluding Comments and/or Personal Reflection:

Media production can be quite time-consuming if you are unfamiliar with how to use the
materials and other resources. Although I have never worked with Movie Maker, I chose to use
it to produce my video at the professor's recommendation. At first, it was taking me a long time
to do very simple tasks, but after working with it for a day or so, I found the program to be quite
user-friendly and will use it again in the future to develop other similar lesson content. One
major issue I encountered was how to convert QuickTime files to a format Movie Maker would
recognize. After an hour with no success, I opted to use a screencast program to record the
QuickTime footage and save it in a usable file format.
Locating resources to embed within the product can also be very time-consuming. While
creating this video, I spent hours looking for resources that would be fresh and exciting to attract
the learners' attention and keep them engaged, but Army graphics and other media are often
difficult to find on the Internet due to issues concerning Operations Security (OPSEC), foreign
disclosure, etc. Also, copyrighted material is not always clearly marked.
Some of the benefits of adding instructional video production that I identified early on
include the addition of a new skill to add to our instructional design toolbox. Although my final
product has much room for improvement, I was very pleased with the learning process. In other
words, it is not that difficult, if you take the time, to produce a training/educational product that
will engage the students and make learning more enjoyable rather than handing them a two-inch-
think publication and telling them to read it.
Some of the challenges of adding instructional video production include a lack of time
and access to web resources. In other words, should I take the time to produce an instructional
video, I will need to do it at home during my personal time, as we are quite overwhelmed with
other high priority projects at work. Also, access to resources (e.g., Screencas-O-Matic) are
often severely limited due to the number of sites blocked by Blue Coat, yet we do not have
access to other software programs that can perform the same function due to a lack of funding
and/or training.