Digital Storytelling Using Video for Education and Behavior Change

1. Digital Storytelling:
Michelle Shapiro, CORE Group
Adrienne Todela, CORE Group
Kristina Granger, SPRING Project
CORE Group Global Health Practitioner Conference Spring 2016
May 20, 2016
1
Using Video for Education and
Behavior Change

2. Which has greater impact in influencing someone on a
topic or encouraging them to change a behavior?
2
50-page report 5-minute video

3. Icebreaker
Pick a partner in your table and share your most
meaningful video (PSA, documentary, training,
movie, etc.) experience and why that was.
Share out with rest of table.
3

4. SPRING is a 5-year USAID-funded global
nutrition project
Strengthening
Systems for
Nutrition
Linking
Agriculture &
Nutrition
Catalyzing
Social and
Behavior
Change
Preventing
Anemia

5. The SPRING/Digital Green Community Video
Approach

6. Production of videos by community teams

7. Featuring local early adopters of behaviors

8. Dissemination of videos in community groups

9. 9
SPRING Project’s Responsive Feeding is Possible Video

10. Reflect on the video you just saw:
•What information was the video trying
to convey?
•Who was the intended audience for the
video?
•Was it entertaining? Informative?
•What did you learn?

11. Why use video for behavior change
promotion?
• Makes complex issues
easier to understand.
• Contextualizes information
for familiar settings
• Stimulates emotional
connection
• Reaches a wider audience
• Leverages storytelling
traditions

12. What are some types of video storytelling for
education and behavior change?

13. Video provides…
• Resource-savings: human, cost, time
• Accessibility for non-literate farmers
Digital Video for Extension

14. • An approach by the
community for the
community
• Blends innovative, low-
cost, accessible
technology with human-
mediated interpersonal
communication
techniques
• SPRING has tested the
approach in India and
Niger
Why Community Video for Nutrition?

15. Pre-Production:
Production:
Post-Production:
How long does a 3-minute video
take to make from start to finish?
*This timeline assumes full consecutive work days
2 weeks
2 days
1 week

16. Planning a video: Pre-Production
• Objective
• Assign roles
• Brainstorm
• Storyboarding
• Location and actors
16

17. Planning a video: Pre-Production
• Objective
 WHY: Justify the video
WHAT: Desired Impact
WHO: Target Audience
17

18. Planning a video: Pre-Production
• Objective
• Assign roles
 Director
Writer
Videographer
Editor
Technical Expert
18

19. Planning a video: Pre-Production
• Objective
• Assign roles
• Brainstorm
 Duration
 Format/Outline
 Script
 Location and actor
scouting
19

20. Planning a video: Pre-Production
• Objective
• Assign roles
• Brainstorm
• Storyboarding
 Involve roles
 Detailed but
flexible
20

21. Planning a video: Pre-Production
21
The Classic Narrative Arc
Set the Stage/
Routine
Exposition /Rising
Tension due to
Issue
Climax/Solution
Introduced
Falling
Action/Solution
Tried and Tested
Resolution/New
Stage/ Message

22. A Storyboard Is...
A written and graphical representation of actions and
materials that progress a story.
22

23. A Storyboard Includes...
23
Source: www.jasonohler.com
Sketch of what
happens at this
point in the story
• What will appear on the
screen (picture, clip,
graphic)
• What listeners will hear
(music, narrative, sounds)
• Music, songs, sounds
• Pictures, graphics,
diagrams
• Video clip
• Text, titles
Write out or describe the narrative – who is talking and what they are saying.

24. Storyboard Example:
24
Source: www.jasonohler.com
• Landscape scenes of village
plays
• Narrator speaks
• Video clips of village
• Audio clip of narrator
• Subtitles
Narrator: Today we are visiting the village of Guidan Alkali in the state of Guidan Roumdji,
Maradi Region. We are visiting two families to see and learn about responsive feeding and
about how to actively feed a child.
• Mother (Actor) breastfeeds
her baby
• Video clip of Mother
• Audio clip of
environmental sounds

25. Now it’s your turn!
In small groups...
1. Decide on a topic (2 minute)
• Handwashing
• Complementary foods
• Ebola
• Your choice!
2. Assign Roles (2 minute)
• Director
• Writer
• Videographer
3. Brainstorm & Outline (6 minutes)
4. Storyboard (15 minutes)
25

26. Storyboarding Considerations
• What are the needs of the beneficiaries?
• Are the characters/actors relatable?
• Is the situation relatable?
• Are the solutions realistic?
• Are you aware of important cultural norms?
26

27. Storyboarding
Share Out
27

28. Planning a video: Production
• Materials and Logistics
• Filming Considerations
28

29. Planning a video: Production
• Materials and Logistics
Budget
Skills
AV Equipment
File Management
 On-Location Logistics
 In-country/area contact
 Transportation
29

30. Planning a video: Production
• Materials and Logistics
• Filming Considerations
 Lighting
 Sound
 Variety of Shots
 A-Roll, B-Roll
 Wide, Medium, Tight
 Up, Down
30

31. Video Camera Tutorial - Screen
31

32. Video Camera Tutorial - Power
32

33. Video Camera Tutorial - Shutter
33

34. Video Camera Tutorial – Smart Auto
34

35. Video Camera Tutorial - Record
35

36. Video Camera Tutorial - Zoom
36

37. Video Camera Tutorial - Mode
37

38. Video Camera Tutorial - Control
38

39. 39
Time to film
your video!

40. 40
Video Share Out

41. 41
Planning a video: Post-Production
• File Management
• Post-Pro Editing Flow
• Editing Software

42. 42
Planning a video: Post-Production
• File Management
 Naming protocol
 Start during Prod
 Back up your files!

43. 43
Planning a video: Post-Production
• File Management
• Post-Pro Editing Flow
 Review
 Selection
CAN USE
WOULD LIKE TO USE
MUST USE/WILL USE
 Production

44. 44
Planning a video: Post-Production
• File Management
• Post-Pro Editing Flow
• Editing Software
 free and low-cost video
editing programs
 pre-installed programs have basics
editing tools (Cut, Insert, Audio+Video timeline)

45. • Online – YouTube, Vimeo, website
• On the field – DVDs, flash drives, Pico projectors
45
Dissemination Strategies

46. How could you use this type of video
storytelling approach in your work?

47. SPRING/Digital Green Program in Niger - 2015
The collaboration was established between
SPRING/Digital Green and 3 USAID/Niger
programs - REGIS-ER (NCBA CLUSA), LAHIA
(Save the Children) & Sawki (Mercy Corps)
Involved 80 established Hausa-
speaking community groups, in 20
villages in the Maradi Region
Focused on the development and dissemination
of 10 videos by community facilitators working
with 4 distinct groups in each participating village
Niger

48. The process involved adapting the steps
outlined and the tools provided in the
Community Video for Nutrition Guide:
1. Rapid formative research
2. Prioritization of video themes
3. Video production training
4. Adaptation of a 2-day MIYCN
and hygiene training package
5. Video dissemination and data
collection training
6. Production of videos
7. Pretesting/finalization of videos
8. Dissemination of videos
9. Home visits and follow-up
10.Quality assurance/supervision

49. 10 Prioritized video topics in Niger include
1. Importance of hand washing with
soap
2. Importance of the first 1000 days
3. Active/Responsive feeding
4. Importance of exclusive
breastfeeding (EBF)
5. EBF for on demand feeding and
working mothers
6. Introduction of complementary
food for the baby after 6 months
7. Age appropriate complementary
feeding for babies 6 to 24 months
8. Maternal and adolescent girls diet
9. Animal and human contamination,
diarrhea and management
10. Dietary diversity & resilience

50. Mixed Method Evaluation Results

51. Objective: to address questions on the acceptability
of the project, and to gather feedback on the
process to inform scale-up
Methods: Focus Group Discussions (FGDs) & In
depth Interviews (IDIs) with program beneficiaries
and mediators during a workshop held in August
2015
Sample: program beneficiaries (33 men,
adolescents and women) & 39 mediators
Analysis: Thematic analysis techniques:
Qualitative Methods

52. Feasibility of the Videos
• Timing and duration of videos
appear appropriate
• Videos encourage women to
come more regularly to group
meetings
• Many outsiders are attracted
to the sessions which results
in overcrowding at the video
viewing
• Women could relate and
understand the content and
behaviors presented in the
videos
“The women are very enthusiastic
because the actors are villagers like
them and speak Hausa. This has
had a great effect and resulted in
significant behavior change.”
(Mediator)
“It is important to project the
videos during all the group
meetings, the simulations
conducted during the videos are
easier to understand than listening
to the group facilitator.” (Woman
beneficiary)

53. Acceptability of the Videos
• Excitement in the group is spilling over and uniting the
community
• Group members and mediators social status is increasing
• Inviting influential members to the groups is helping to
educate others and support behavior adoption
“The video gave us the final
push to change. I already
knew many things before
through my husbands’
school, but it took us seeing
the video to make a
change" (Woman
Beneficiary).
“The men now accept to let
their wives visit the health
center and to at times
accompany them. In
addition, they agree to
provide money for
consultations more
frequently.” (Woman
Beneficiary)
"We are considered teachers
and we are given great
importance. We are valued in
the community because of this
work it has changed our
status. We are perceived as
officers to accompany and
support people to change their
behavior." (Mediator)

54. Scale up and Sustainability
• There is great enthusiasm and interest in expanding the program
• Will need additional mediator training and possibly incentives to
motivate staff
• Desire for new video content: birth spacing, avoiding early marriage,
and education
• Additional suggestions include coordinating with SMS messages and
print materials
• Stakeholders wanted to retain the resources to continue
disseminations and home visit after the project concluded if there was
no extension
“If the project does not
remove the equipment, we
could continue to provide
home visits and advise the
population.” (Mediator)
“We must extend the video sessions for all
other groups of villages and go to neighboring
villages. By increasing the number of
mediators and finding alternative means of
projection we can expand the program reach.”
(Mediator)

55. Quantitative Methods
Objective: to measure the effectiveness of the
facilitated videos and home visits focusing on
responsive feeding and hygiene behaviors
Methods: Three rounds of data collection - Baseline
(April 2015), Second survey (June 2015), Endline
(August 2015)
Sample: approximately 300 women with a child
between 6-23 months at each data collection point
Analysis: Bivariate analysis

56. Handwashing Behavior

57. Handwashing Behavior

58. Handwashing Behavior

59. Responsive Feeding Behavior

60. Responsive Feeding Behavior

61. • Qualitative & quantitative data suggest the
intervention is generating community discussion
and behavior change
• There is evidence that men are becoming
increasingly involved in behavior adoption
• There is interest in expanding the videos to new
audiences, considering new video themes, and
increasing the number of mediators.
• Behavior change appears to be sustained past the
initial exposure
Conclusion

62. www.spring-nutrition.org/
Publications/series/
community-video-nutrition-
guide
Community Video for Nutrition Guide

67. Thank you!
kristina_granger@jsi.com ● peggy_koniz-booher@jsi.com
This presentation was made possible by the American people through the U.S. Agency for International Development (USAID) under Cooperative Agreement No. AID-OAA-A-11-00031, the
Strengthening Partnerships, Results, and Innovations in Nutrition Globally (SPRING) project.