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.
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
Trainee information CD-ROM
The goals in relation to content for phase three of the project are:
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.
* 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.
* 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.
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.
- 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
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.
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.