Video training has already become a well-acknowledged method for increasing the effectiveness of training while decreasing the resources needed. But most often, the video flows only from instructor to student. To truly harness the power of video to allow asynchronous, engaging learning, it’s necessary to allow the video to flow the other way, through video feedback.
That’s why Gur Braslavi and Ariel Halevi, founders of VAYOMAR, a global interpersonal communications solution provider founded in 2003, created “How Did I Do” (HDID). A video-based virtual simulation system, HDID simplifies using video for feedback. Users upload self-recorded video footage (whether pre-recorded or recorded directly into HDID) and receive measurable, method-based feedback from experts and peers while building a personal skills development profile. HDID turns the process of asking for and receiving feedback on practical role playing assignments into a more accurate, simple, and enjoyable one.
Case Study: Video Feedback for Nursing Trainees
One field that has been embracing video feedback is Healthcare Education. “Currently we’ve been seeing a huge interest from nursing schools,” says Ariel Halevi, HDID co-founder.
Why medical education? Nursing is a field that requires extremely developed human interaction skills, but has little margin for mistakes. Trial and error needs to happen in the class room, not in the hospital with real patients. The amount of skill and knowledge expected from medical care givers can only be obtained through frequent and rigorous simulations. However, such simulations are extremely time-consuming and frequently logistically complicated and expensive. When these simulations are conducted during classes, frequently the trainers’ attention is limited to only a few participants while the rest of the class watches on. While such observation does constitute learning, there is no argument that actively participating in a simulation is more impactful.
“Learning attrition” is a big issue with “live” in class simulations. During the simulations, the teachers are torn between paying close attention to the simulating students and capturing their notes in writing. From the student’s perspective, once the simulation is over, they are left with whatever notes they captured as they listened to the teacher’s comments. Mainly, they have only a fleeting memory of the simulation they had just participated in.
Furthermore, the main challenge with classroom simulations is that students have to wait a long time for their turn, and when they are “up”, the process is frequently rushed so as to allow as many students as possible to demonstrate their skills within the limited class time throughout the semester.
In short, the time-consuming nature of simulations makes them costly and impractical for implementation in the classroom environment, in spite of simulations being the most critical learning tool in a health practitioner’s training.
There is a great urgency in nursing schools and healthcare in general to build and maintain the high level of skills required. Healthcare practitioners need proficiency in a wide and ever-changing range of treatments, medical devices, and pharmaceuticals. Personal video simulations that are properly tracked, commented on, and reviewed lead to better learning and retention. This in turn promises fewer mistakes, faster patient recovery times, and a better understanding of treatments and their applications.
Leveraging the availability of a video camera in everyone’s pocket, and building on Kaltura VPaaS, HDID built an online simulation system that dramatically reduces teaching logistics linked to simulation based learning while significantly increasing the level of personalized learning each student benefits from. It’s a true win-win for teachers and students.
How does it work?
Students video record one another performing patient care scenarios designed by the faculty. That video is then uploaded to the HDID. Once submitted by the student, a group of individuals is notified that they have a simulation waiting for their feedback. The group may consist of either pre-selected or dynamically assigned individuals, including teachers, TAs, or even fellow students. Allowing students to give one another feedback adds an additional dimension of learning without impacting the curriculum’s timeline.
Through the integrated feedback form, reviewers can respond in multiple formats (written, video, reference images, or hyperlinks to related online resources). Each comment is stamped on the specific point in the video timeline to which it refers. Feedback can be inputted on a frame-by-frame level. To standardize results, a predefined list of reviewing parameters can be provided.
Real World Results for Video Feedback
A study conducted between HDID and the Hadassah School of Nursing of the Hebrew University in Jerusalem fundamentally transformed the learning process for both students and faculty. 160 students worked with HDID for one year and together produced 2,280 video simulations that were reviewed, scored, and improved upon
Thanks to the efficiency enabled by HDID, the school was able to increase the number of simulations each student was critiqued on from 5 to 17 (+340% in simulation related personalized learning), while also reducing the semester by 10 hours due to the removal of in-class simulations. Next year, as year two students join the pool of people offering year-one students, the number of critiqued simulations may rise to 50.
Recorded simulations created by the students who demonstrated exceptional skills were used as reference videos for the benefit of the rest of the class. Furthermore, the entire class’s simulation videos and the feedback collected now serve as a tangible educational resource for the benefit of future classes.
The visible improvements to the individual learning experience made a huge impact in their own right. However, it was the impact on the program as a whole that truly stood out.
Information collected over time provides the basis for pedagogical analysis to identify trends. Common mistakes made by students AND educators can be identified and addressed.
Using ranking features built into HDID, both communication and practical skills can be quantified into percentiles in order to measure improvement over time and create a basis for standardization. By mapping both individual and class progress over time, the institution can correlate desired results with external conditions.
“The applications are limitless,” says Halevi. “We are already seeing adoption in other markets from public speaking and communication skills development to secret shoppers.”
HDID chose Kaltura VPaaS as the end-to-end video platform as the foundation to build the HDID system. The mature platform already handled the foundational elements of dealing with video at scale and was already vetted for security and scale by many global Fortune 500 organizations. Basing the HDID system on VPaaS dramatically shortened the time to market and ability to grow quickly and reliably.
By expanding video’s role in the classroom beyond the lecture, “How Did I Do” changes the traditional dynamic, making learning individual and personalized.
In 2003, Gur Braslavi co-founded VAYOMAR together with Ariel Halevi. VAYOMAR is a global provider of communication competencies that help individuals and companies realize and articulate their goals, offering a diverse platform of technology and methodology-based principles that enable intelligent communication, dialogue and relationships – all of which lead to real results. Gur oversees the company’s business development and specializes in consulting and mentoring for business executives and politicians, both in Israel and abroad. He can be reached at .