Our first course on using video and new media for public health is coming to a close. The 20 students, staff and faculty that participated have been an incredible inspiration, helping us to evaluate and refine our curriculum. As a part of this hands on experience, our students practiced leadership skills with the help of Ellie Schindelman, built their capacity to produce videos for online and community-based sharing with the help of Anthony Veneziale, and collaborated using community-based participatory research approaches to video production with the help of Caricia Catalani. Our final syllabus, is included below. Thanks to our guest instructors, including Howard Rheingold, Basho Masko from Flip Video Spotlight, and Andrea Spagat from the Center for Digital Storytelling.
Course Description
This course focuses on understanding and using participatory media, especially video, for public health advocacy, evaluation & research. All students are welcome to join Fall Semester 2009. Students with some video experience are invited to join Spring Semester 2010.
Although video is not new to public health, this course introduces practices that are at the cutting edge of public health leadership. Participatory media practices use media—for example, online video, blogs, podcasts, and digital storytelling—to engage and mobilize diverse communities in research and action around the world. Using the distribution capacity of the Internet, this media can now be shared through vast networks to reach people and places around the world with astounding speed, at minimal cost and with relative ease.
In this new course, students will learn video and new media skills in the context of an evaluation for the new SPH Center for Health Leadership. Students will participate in designing the research questions, carry out the research using video and new media, and produce media products that can be used to communicate their findings. Research questions will focus on how we can best foster the development of leadership skills among students and alumni. We will want to look at:
- Currently, how effective is the SPH at meeting this goal?
- How has the work of the new CHL contributed to this goal (evaluation of impact in the first 1.5 years)?
- What would be the most effective strategies that the SPH and the new CHL could use to make progress in reaching this goal?
We expect that participants in the class will interview students, faculty, alumni, PH leaders and people involved in leadership development efforts as part of their research. Video products can be used for communicating with/influencing current and future funders, new students, prospective students, faculty and others.
Students will be introduced to emerging theories of participatory media and learn from practitioners of participatory media from around the Bay Area to gain knowledge about producing and sharing media. Students will implement their own participatory video project(s), gaining skills in participatory decision-making, team building, video production, video editing, and strategic media dissemination.
New tools for public health leadership are particularly critical today. We face profound challenges from the global AIDS pandemic to the push for healthy built environments. To address these challenges, there is growing need to train public health leaders to communicate research and other health promotion messages in a manner that might be received, be understood, and act as a catalyst for change. YouTube, now the world’s largest distributor of video, has demonstrated the capacity for the medium of video to reach people around the world via the Internet. In February 2008, YouTube announced that it had reached the one billion mark – meaning, one billion videos are viewed through YouTube every single day (Berg, 2008).
Although scholars in general and public health practitioners in particular have been slow to embrace this tool, some early adapters have demonstrated the potential for communication of research concepts through video and YouTube. In a recent case, Professor Michael Wesch from the University of Kansas Department of Cultural Anthropology uploaded a 4 minute video that summarized ideas developed during his dissertation research. He had published a scholarly book through the usual academic means the year before, but it remained obscure. Within a few months of publishing his video on YouTube, the professor experienced something that all scholars who are dedicated to public communication need to know. Wesch (2007) writes:
“It is hard to believe that a little video I created in my basement in St. George Kansas could be seen by over 1.7 million people, be translated into (at least) 5 languages, and be shown to large audiences at major conferences on 6 continents within just one month of its creation. In some ways, the journey of the video speaks volumes that the content of the video could only hint at. I know I could not have done this with the technology available 3 years ago - certainly not 13 years ago - so the world really is different and I’m just happy to be part of the mass of people trying to rethink how we can best live in this quickly changing environment.”
Taking advantage of these new possibilities, this course instructs students in the utility of video to mobilize communities around research, evaluation, and action so that, in partnership with public health leaders, we might address today’s immense public health challenges together.
Instructors
Caricia Catalani, DrPH, MPH
Lecturer
School of Public Health
University of California, Berkeley
Co-Founder
VideoVoice Collective
San Francisco . New Orleans . New York
Contact
mobile (917) 533 - 7008
catalani@berkeley.edu
Office Hours: By appointment
Ellie Schindelman, MPH
Lecturer
School of Public Health
University of California, Berkeley
Center for Health Leadership
School of Public Health
University of California
Contact
ebs@berkeley.edu
Office Hours: By appointment
Week 1 - Sept 1 - Introduction to Concepts & Camera
Week 2 - Sept 8 - PH Leadership/ Video Skills
Week 2 - Sept 13 - 10:-3:, Special Sunday Clinic, Video Skills: Interviews
Week 3 - Sept 15 - Video Methods and Research for the CHL
Week 4 - Sept 22 - Participatory Decisionmaking/ Video Planning
Week 5 - Sept 29 - Introduction to CBPR, Photovoice, & Videovoice
Week 6 - Oct 6 - Videovoice Methodology & Group Facilitation Techniques
Week 6 - Oct 10 - 10:-3:, Special Saturday Clinic, Video Skills: Capturing Places
Week 7 - Oct 13 - New Media Theory
Week 8 - Oct 20 - New Media Best Practices & Tools
Week 9 - Oct 27 - Group facilitation / Refining research & production plan
Week 10 - Nov 3 - Storytelling / Discussion of Video Projects
Week 11 - Nov 10 - No Class APHA
Week 12 - Nov 17 - Storyboarding / Discussion of Video Projects
Week 13 - Nov 24 - No Class: Instructors meet with project teams
Week 14 - Dec 1 - Presentation of Final Group Storyboards
Week 15 - Dec 8 - Class evaluation & Closing
Introduce course & key concepts: leadership, advocacy, video, & new media. Immediately begin using cameras & developing comfort in front of and behind cameras.
Learning Objectives - Students will be able to:
- Describe the significance of video and new media as a tool for public health research, evaluation, & advocacy.
- Operate a video camera.
Present key issues in the definition of leadership. Discuss leadership concepts & relevance to public health, SPH, & individual ideals.
Reading/Videos/Assignments
Assignment:
-Leadership video clip (see assignment descirption below)
Video:
Read:
-Goleman, Daniel. What Makes a Leader, Harvard Business Review 1998
Learning Objectives: - Students will be able to:
- Explain their understanding of leadership and public health leadership.
- Communicate personal beliefs around public health leadership.
During this Sunday clinic, we will learn about capturing people, their knowledge, thoughts, and opinions, on video.
Interviews are one of the primary building blocks of documentary video. Becoming an expert interviewer requires both technical knowledge and people skills. During this Saturday intensive, students will gain interview skills through hands on practice using video production equipment (cameras, tripods, microphones) and through self-interviewing groups. Students will learn to problem solve and overcome common technical challenges.
Reading/Videos/Assignments
Read:
Wang, C. C., & Redwood-Jones, Y. (2001). Photovoice ethics: Perspectives from Flint Photovoice. Health Education and Behavior, 28(5), 560-572.
Learning Objectives- Students will be able to:
- Identify the key steps involved in preparing for a video interview.
- Conduct a video interview using basic camera, tripod, and sound equipment.
- Communicate personal beliefs about leadership in public health during an on-camera interview.
- Describe common challenges & solutions for video interviews.
- Describe the ethical importance of the consent process.
- Request consent from interview participants.
Students will learn about the overall goals and strategy for CHL evaluation, and how their work in this class will be part of the CHL evaluation. Students will learn about the key research questions for this formative evaluation, and form groups to start defining their own approach to the research questions we will be exploring in our class. Students will also learn about the various ways video can be used for evaluation.
Reading/Videos/Assignments
Assignment:
After class, list the evaluation / research questions that you are most interested in investigating, include your 1st, 2nd, and 3rd choice. Email preferences to Ellie at ebs@berkeley.edu. Groups will be formed according to preferences.
Read:
-Prince, Howard T, Teaching Leadership: A Journey Into The Unknown
-Zielinski, Dave. Leading without authority, Toastmasters International.
Learning Objectives- Students will be able to
- Understand the goals & timeline of the CHL evaluation.
- Describe some ways in which video can be integrated into process & impact evaluations.
- Communicate with clients (ie, CHL) about integrating multimedia approaches into their research/evaluation plan
Get acquainted with newly formed evaluation teams and refine/scope evaluation questions. Familiarize students with participatory decision-making concepts & recommended exercises. Practicing these skills, students make key pre-production decisions regarding the refinement of initial evaluation questions.
Reading/Videos/Assignments
Read:
-Kaner, Sam, et al. The Role of the Facilitator.
-Kaner, Sam, et al. Gradients of Agreement.
video on brainstorming: http://www.youtube.com/watch?v=ttWhK-NO4g8
The Discipline of Teams, Katzenbach
Teambuilding Toolkit
Learning Objectives- Students will be able to
- Describe common challenges in group decision-making (ie, the groan zone).
- Identify several alternatives to open group discussion.
- Conduct 2-3 exercises that facilitate participatory decisionmaking
Introduce CBPR principles, formative photovoice studies, & new videovoice methodology. View clips of the New Orleans videovoice project. Discuss CBPR’s impact on action & advocacy. Announce on project team assignments.
Reading/Videos/Assignments
Assignment:
Production plan, part 1
(see resources below, including: “PH 290 F09 Assignment 2 Prod Plan” and “Production Course Timeline”)
Read:
-Minkler, M., Wallerstein, N. (2008). “Introduction to CBPR Research,” Community-Based Participatory Research for Health: From Process to Outcomes (2nd ed.). San Franciso: Jossey-Bass. (copies will be provided in class)
-Wang, C. C., & Burris, M. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health Educ Behav, 24, 369-387.
-Catalani, C, Campbell, L., Herbst, S., Springgate, B., Butler, B., and Minkler, M. (in press) Videovoice: Assessing Community Needs and Assets in Post-Katrina New Orleans. Health Promotion and Practice.
Learning Objectives- Students will be able to
- Understand how to use CBPR and related methodologies to engage communities in public health research & advocacy.
- Describe CBPR, its principles, & some exemplar projects.
- Describe photovoice, steps for implementation, & use for participatory assessment.
- Describe videovoice, steps for implementation, & its use for neighborhood assessment & community engagement.
Based on the feedback that we have receieved during our consultation teas, we have decided to include this advanced interviewing techniques session in the curriculum. Together, we will learn to identify key technical choices related to video interviews and the potential impact of these choices on video viewers. Through this analysis, students will begin to develop their personal interview style.
Reading/Videos/Assignments
Assignment:
Interview Video Search (see description below)
Learning Objectives – Students will be able to
- Facilitate a SHOWED discussion using multimedia as praxis.
- Describe the connection between engaging in critical dialogue & empowerment.
This special Video Skills Clinic focuses on capturing environments, their social use, and the meaningful objects within them. Video captures places through the depiction of vivid imagery, dynamic movement, sounds, and narrative sequencing. Mastering these skills can allow you to bring others to places where they have never been or never really seen before. During this special workshop, students will learn to capture place through hands on practice using traditional and innovative film techniques.
Learning Objectives- Students will be able to
- Identify the key steps involved in preparing for environmental shoots.
- Shoot environmental footage using basic camera, tripod, and sound equipment.
- Use key film terms to describe framing, types of shots, & shot movement.
- Describe common challenges & solutions for shooting environmental footage.
Guest speaker: Howard Rheingold, School of Information, presents his ideas on the power of participatory media to facilitate collective action. We will conduct a mid-semester evaluation. In class, we will meet with team for brief report, check-in, and to address any questions/concerns with projects.
Reading/Videos/Assignments
Assignment:
Environmental footage of locations or events related to evaluation questions (shot mostly during Saturday training).
Read:
-(Skim) Jenkins, H., Clinton, K., Purushotma, R., Robison, A., & Weigel, M. (2008). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. Civic Life Online: Learning How Digital Media Can Engage Youth, John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Chicago: MacArthur Foundation.
-(Skim) Rheingold, H. (2008). Using Participatory Media and Public Voice to Encourage Civic Engagement. Civic Life Online: Learning How Digital Media Can Engage Youth, John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Chicago: MacArthur Foundation.
-Rheingold, H. (2004) . In H. McCarthy, P. Miller & P. Skidmore (Eds.), Network Logic: Who Governs in an Interconnected World?
-Castells, M. (2004). Smart Mobs. In H. McCarthy, P. Miller & P. Skidmore (Eds.), Network Logic: Who Governs in an Interconnected World? (pp. 189–204). London: Demos.
Watch:
-The New Media Literacies, run time: 2 min 51 sec
Learning Objectives- Students will be able to
- Describe the new media landscape.
- Identify the means through which new media can be used in networked advocacy.
- Understand the strengths, weaknesses, opportunities & threats of networked advocacy for public health.
Guest speaker Basho Masko from the Flip Spotlight Program will present his ideas about the proliferation of video tools and their impact on health, development, and social justice. We will watch and discuss selected short videos from the Media That Matters Festival, HIV/AIDS education, pop culture, & Human Rights Watch HUB. In class, we will meet with team for brief report, check-in, and to address any questions/concerns with projects.
Reading/Videos/Assignments
Assignment:
Collect project video footage
Read:
-Lunch, N., & Lunch, C. (2006). Insights Into Participatory Video: A Handbook for the Field (1st ed.). Oxford: Insight. pp 9-54 & pg 111-116.
-Working Films, “Social Media Basics,” p 1-2.
-Working Films, “Tools You Can Use: Maximizing a Film’s Outreach with Social Media”, p 1-10.
-Working Films, “Emerging Technology Resources and Glossary,” pg 1-7.
Learning Objectives- Students will be able to
- Identify several helpful tools & resources for producing & sharing public health videos.
- Identify effective approaches to producing & sharing public health videos.
- Discuss the lessons learned from case examples of successful Flip video projects.
Using a group facilitation exercises, participants will identify emerging research themes, assess saturation, & refine video production plan to fill gaps. Each team will meet with instructors to report on group progress and share footage. Instructors will give advice, feedback, and tips for achieving their production plans in a limited time.
Reading/Videos/Assignments
Assignment:
-Bring 2-3 minutes of footage that might inspire feedback from class and instruct
Learning Objectives- Students will be able to
- Create reasonable production plans
- Work collaboratively within a group
- Assess video footage
- Take quality video footage
Storytelling is a fundamental form of human communication. However, complex public health themes and research/evaluation findings can be difficult to translate into a story narrative. Students will be exposed to a range of video storytelling techniques, assess each one, and begin to identify their own storytelling styles. Guest speaker from the Center for Digital Storytelling, will discuss narrative techniques used by the CDS and screen digital stories at the intersection of digital storytelling and public health.
Reading/Videos/Assignments
Assignment:
collect video footage
Read:
Lambert, J. (2006). Digital Storytelling: Cookbook. Berkeley: Digital Diner Press. p. 1-19 & skim entire manual.
Learning Objectives: Students will be able to
- Gain experience in participatory visual evaluation.
- Describe several story typologies & understand their underline structures.
- Understand some of the challenges inherent in communicating public health stories.
- Communicate the range of storytelling styles and begin to develop a personal storytelling style.
- Identify the storytelling styles that are best for the CHL evaluation videos.
For those students not attending APHA, teams have the option of meeting during class time or another convenient time to work on video.
Storyboards allow filmmakers to outline and visualize their ideas about the video sequence & narrative. Students will learn to use storyboarding software to organize video images in sequence and pre-visualize their videos. During class, we will watch a range of 3-4 minute videos to analyze the storytelling techniques and break them down into storyboard language.
Reading/Videos/Assignments
Assignment:
-Collect video footage
-Find a 1-5 min online video that you feel is effective in communicating to its audience & post to course Facebook website by 5:pm, Friday, Nov 13. (2)
-Watch at least 4 videos submitted by classmates on the course website before class.
Learning Objectives- Students will be able to
- Understand the purpose of the storyboarding stage of development.
- Use storyboarding software.
- Discuss sequence of videos using film terminology.
Instructors will meet with project teams during class time or other convenient time to discuss progress, problem solve, and assess further footage/storyboard needs.
Reading/Videos/Assignments
Assignment:
collect video footage
Learning Objectives - students will be able to
Gain experience in participatory visual research.
In class, individuals will present their storyboards, at which ever stage of the process they are, to their groups. In groups, students will provide feedback, looks for solutions, and discover the many ways in which teammates are creating stories to answer your research question.
Reading/Videos/Assignments
Assignment
Bring in your storyboard and storyboarding notes
Learning Objectives- Students will be able to
- Demonstrate video production, storytelling, & storyboarding skills.
- Demonstrate ability to collect, manage, & analyze footage for research.
- Demonstrate the ability to work in groups toward a shared objective.
- Give helpful feedback on key storyboarding characterstics.
Reading/Videos/Assignments
Assignment:
Final Storyboarding Project Due
Students will complete a 2-3 page reflection paper that synthesizes what you have learned during the semester. The reflection should answer some these questions, drawing on your class, videos and team experiences, readings and other assignments:
· What were some of the most important things you learned/gained from participating in this class?
· How did you grow personally and professionally from this experience?
· How do you hope to use what you learned/gained in the future?
· How have your ideas about leadership evolved over the course of the semester?
· What do you think are the keys to effective teams and teamwork?
· What are your current thoughts about what it takes to make something happen/make change/make a difference in public health?
Double-spaced, 12 pt font, Times New Roman, 1″ margins
Due date: Friday, Dec 18, 5:pm |
This class is student-centered & based on principles of participatory education - a transformative, empowerment model of education, in which we create a community of learners. Together, we will explore diverse ideas & perspectives, make meaning out of our experiences, and practice new tools for application. This class will focus on developing both an understanding of theory and a set of skills, so class time will be spent in both discussion /critical thinking and hands on skills practice.
As public health graduate students, you have knowledge, experiences & reflections to share. Your learning this semester will depend on your motivation, curiosity & desire to learn. You are ultimately in control of your learning. Recognizing that students have diverse learning styles, this class will include a variety of teaching methods & strategies. |
Course Objectives
By completing the class projects, participating in weekly sessions, and completing readings, the student will be able to:
- Apply the skills learned through this class to design, produce, edit, and share online videos for advocacy, evaluation and research.
- Understand and identify the key strengths, weaknesses, opportunities and threats in using video and new media for advocacy, evaluation, and research.
- Implement participatory decision-making techniques in a highly collaborative environment.
- Build and participate in highly effective teams.
- Discuss the literature and issues regarding participatory new media.
- Identify resources available to translate public health research and communicate public health concerns through video.
Course Requirements
This is a 3 unit course, and can be taken for a grade or S/U. There will be weekly 2 hour class sessions on Tuesdays 12-2 and two Saturday video skills workshops on Sept 12 and October 10 from 10-3.
All students are expected to participate in video production project(s), complete the assigned readings, and attend weekly sessions. Weekly sessions will include:
- Hands-on skills training for using video and new media
- Development of evaluation strategy and tools
- Exploration of uses of video and new media in public health
- Participatory decisionmaking exercises,
- Student video screening and discussion,
- Group project collaboration,
- Regular screenings of particularly successful videos, and
- Outside lectures by media practitioners (YouTube, Flip Spotlight, TED presenters, etc).
The following are required.
1. Completion of course readings
Assigned readings will inform & supplement the work we do in class. Reading are indicated in each class session; other readings will be available on bspace and distributed in class.
2. Attendance and participation
Your attendance & active participation is integral to this course, and we expect that you will attend and participate regularly. However, we also know that “life happens” and there may be times when you will be unable to attend class. If you need to miss class for any reason, please email in advance to let us know that you won’t be there. We allow for two absences during the semester for illness & pressing personal or professional reasons. If you need to miss more than two classes, you will need to make arrangements with the instructors to make up that absence. The two Saturday video workshops are an essential part of the class and getting hands on experience with video production equipment and techniques with the guidance of experienced professionals. You will also be responsible for attending your project team meetings throughout the semester. Project team meetings should be held weekly, after week 4. While there will sometimes be time allocated for group meetings during class, you will mostly need to organize meeting times outside of class.
3. Completion of course assignments
Assignment # 1: Media observation reports:
Weekly oral report (2-4 min) in class on a media experience that taught you something about effective or ineffective use of video for communication.
Assignment #2: Video assignments: Each student is expected to participate in gathering video interviews and environmental footage related to the research questions. Specific video topics will be determined by students, through participatory decisionmaking exercises. Students will screen short clips of video footage biweekly to the entire class and participate in the discussion and critique.
Assignment # 3: Team project: Produce storyboards for a 7 minute video (due December 1)
As a final product during Fall Semester 2009, students will work as a group to complete 1-3 storyboards for final video product(s). Storyboards will depict the narrative sequence of final video products as well as particular film techniques such as transitions and effects.
Assignment # 4: Reflection Paper (due December 
Students will complete a 2-3 page paper that synthesizes what you have learned during the semester. More details about this assignment will be developed.
Final Videos (Spring 2010): At a premiere party, open to the broader Berkeley community, students will screen 1-3 final video products on pre-determined topics related to their research questions. Final films will be no longer than 7 minutes each. Discussion will be held after each film screening. In addition to screening, students are required to strategically distribute videos using several online sharing tools such as YouTube, Vimeo, Facebook, personal blog or website, etc
Method of Evaluating Student Performance
Class participation: 30%
Team project: 40%
Video project plan & rough interview guide 10%
Targeted video project plan 10%
Collection of video footage 10%
Final storyboards 10%
Reflection paper: 30%
Consultation Teas with Instructor
In order to provide students with individual attention and coaching, one instructor will meet with each student sometime during the first half of the semester for ~45 minutes. We will want to learn about your background, your goals, what you hope to gain from participating in this class, and how you plan to use the knowledge and skills gained from this class.
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