CD-ROM   CURRICULUM  METHODOLOGY
 

BACKGROUND  Digital production and post production technologies are becoming more and more widespread in the television and film industry, although high quality analogue equipment will continue to be in use for some time. Training companies and the industry are facing a period where experience of both analogue and digital systems are required.  The MOVE IT pilot project was established to address this need.  All the partner organisations provide training courses for long term unemployed people. The curriculum being developed as part of the Move It project is designed to be used in the training of people from a background of social disadvantage who may have no previous accredited vocational qualifications.  The project is being carried out in three phases.   In phase one/two 1996/7 It brought together the experiences and specialised knowledge of the partners who, despite formal differences in funding and structure, all train people from socially disadvantaged backgrounds towards working at assistant level in AV production and postproduction. Each of the partners took responsibility for developing and testing a pilot module in one of the departments.    AMP, Berlin (D)    - digital sound post production  EVTC, Edinburgh (UK)  - digital camerawork  GSARA, Liege (B)  - computer animation & graphics  Open Channel, Dublin (Irl) - non-linear editing  All of the partners participated in each pilot module. The results were synthesised and evaluated.  The task for phase three 1998 is to develop and publish a model curriculum which takes on board the experiences of the pilot modules, and the prior experience of the partner organisations. The aim is to publish the curriculum and a pilot CD-ROM package to support trainees learning.  Curriculum / Trainer information    This will contain both the curriculum and detailed descriptions of the methodologies suggest for    implementing it.  Trainee information CD-ROM    This will contain specific elements to support learning, in the theoretical area, of objectives which enhance the trainees ability to undertake the practical elements of the course.    For phase three the Edinburgh partner EVTC is being replaced by EMATT, Edinburgh (UK). As well as having had a trainer involved in the pilot modules EMATT bring specialised knowledge and experience in multimedia production.  The goals in relation to content for phase three of the project are:  CURRICULUM  ¥  model for a long term curriculum covering two years  ¥  year one curriculum made up of ten modules  ¥  specialisation curriculum for four departments for year two  ¥  description of specialised training methodologies  ¥  a series of assessment questionnaires for trainees  ¥  description of resources required for specialisation modules  ¥  description of levels for each topic  ¥  list of modules and related topics for year 1  Methodology  One of the three areas of innovation in the MOVE IT project is the methodology used for training technical skills.  The methodology used is understanding based. The aim is to equip trainees with an understanding of the basic principles on which the equipment they are using works, rather than training them in the use of a specific system by rote. Of necessity this training involves exposure to different   systems.    There are a number of advantages to this approach:     * Trainees who have been introduced to several systems, and understand the common principals on which they work, should be able to adapt to whatever system they are faced with in the workplace. There are a proliferation of different systems for production and post-production.   * Trainees who acquire an understanding of the principals on which the systems they are using work will be better equipped to adapt to changes in technology.  Digital technology used in television production is, like other computer based equipment, subject to rapid change. A system which the trainees learn now will soon become obsolete.   * Understanding the principles on which systems work builds confidence. During training there is a limit to the amount of exposure trainees can have to any system. Those that have an understanding of the basic principles on which the systems works will be confident to try explore the capabilities of the system that they are working with.     * Understanding forms the basis for problem solving in the workplace. Few systems perform perfectly at all times. Operators who understand how systems work have the knowledge necessary to identify, and in most cases solve problems that arise.  Using the example of the Pilot module in Non-Linear editing we will show how the understanding based approach was developed and implimented.  Development of Understanding Based Methodology in the Non Linear Editing Module  The design phase of the pilot module in Non-Linear editing began with an assessment of the work of an assistant editor in relation to this technology. This was based on up to date industry experience in each of the partner countries.  A skill profile for someone to gain employment as an assistant editor was created on the basis of the assessment.    For the purpose of the pilot module these skills were devided into three c  çategories;  - Skills which were general in relation to television production.  - Skills specific to non-linear editing which could be introduced in teh pilot module.  - Skills specific to non-linear editing which would require further practice.  Trainees for the pilot module were selected on the basis that they had allready completed a course in video production which equiped them with general video production skills, and that they were motivated to persue a career in editing and so would be likely to persue oppertunities for further practice of skills learned during the pilot module. See selection of trainees.  The trainees were also made aware of exactly what would be covered in the pilot module, and therefore had realistic expectations about the outcome.  An outline schedule for a training module which would introduce the trainees  to skills specific to non-linear editing was prepared. A key element in the module content is exposure to a number of different editing systems.  The next phase of training design involved trainers from each of the four Partners and the module co-ordinator working together to develop and improve the module. All of the trainers are experienced non-linear editors, and between them have worked with a wide range of systems.    Systems were analysed to identify elements common to all of them. The tasks that someone newly appointed to work with a non-linear system were identified and training devised accordingly.  One of the linking factors between the partner organisations is experience in production based training. A production based approach was adopted for the pilot module.  An example of how the approach works can be seen from the topic of hardware and software configuration.  Non linear editing systems can look very different. See pictures of AVID, LIGHTWORKS and PANASONIC POWERPOINT interfaces.  In fact each system is made up of  a number of elements which perform the same functions.  Each contains:  - AV boards for connecting VIDEO and AUDIO devices, used to import and export the material to be edited.  - AV drives, all systems use high speed disk drives to store the digitised audio and video  - Operator interface, each has an operator interface to allow the editor to perform their tasks.  - Bin system. Each has  a way of structuring the video and audio clips so that they can be readily accessed by the editor.  - Trim window, each system has a method whereby the operator can access a specific video clip to make fine adjustments to the in and out points.  - Timeline each system has a visual representation of the finished programme which the editor can use to arrange the clips (or shots) which make up the complete edit.    By empasising these common points trainees gain an understanding of how non-linear systems work. They can apply this understanding to any system. During the pilot module each trainee had the opportunity to see, and use each of these elements on four different systems.    A similar method was applied to each element of the training module.  top