Embedded Files
KBHN Learning Modules
KBHN Learning Modules
The project
Neurological Development Differences (NDDs) affect over 9% of Canadian children (Source). This project was industry-sponsored as the final capstone project for my Bachelor of Technology degree program. Our industry sponsor, The Kids Brain Health Network (KBHN), identified an informational gap in 211 helpline operators on NDDs. They determined the best solution was to build free online training modules that act as an information source and a means of recertification. While the initial user/ target audience was 211 helpline operators, KBHN saw the potential to expand this program to caregivers and parents of children living with NDDs. As an organization funded by Alberta Health Services, KBHN has connections to doctors and researchers to serve as subject matter experts and peer reviewers for the project.
Project Scope
The entire project encompasses 8-12 online learning modules, with my team's scope including the complete creation of modules for two NDDs: Cerebral Palsy and Autism Spectrum Disorder.
Each completed module includes:
Learning Objectives (learning goals to be reached by module completion)
NDD Condition Information Video (~5 mins specific to the condition)
NDD Supports Information Video (~5 mins specific to supports and services available)
A Closer Look at NDD (condensed vital information pdf)
NDD Factsheet (quick reference printable pdf)
Additional Information Section (optional deep dive into the information)
Language Guide (information NDD-specific regarding how to communicate without being offensive)
Module Quiz (final quiz that produces a certificate upon completion)
My Role
I was one of three degree students responsible for creating the two modules. The three of us had significantly different personalities but used it to our advantage by assigning work differently and playing to our strengths.
Team Member 1: As a hairstylist and self-proclaimed computer illiterate person, her strength was in her communication, research, and writing skills. Member 1 handled a lot of the sponsor communication, research, and built the uncondensed information of the project.
Team Member 2: With a background in business and project management, she implemented project management tools and methodologies to help us stay organized and worked on informational sections.
Jordan: I was the only one with creative/ design experience and education, so I took on creating the informational videos. Totaling around 20 minutes of runtime, I took on planning, storyboarding, filming, and editing.
All of us were involved in scriptwriting, presenting our findings, report writing, and editing the online learning management platform.
Project Duration
This project started in January 2021 and was completed with a publicly accessible industry capstone showcase in August 2021.
Project Management
Agile Methodology
The team followed an agile project management methodology for the project's duration. Every week we alternated meetings with our program instructors and industry sponsors. This timeframe set our duration for agile sprints, producing smaller chunks of deliverables every week. These chunks made it easy to present our findings so that we could receive constant feedback. We never felt like we were going in the wrong direction because we had two parties guiding us and keeping us accountable (instructors and sponsors).
Kanban boards were the primary system of keeping track of tasks and dividing work into small chunks.
The Users
Caregivers
New parents or guardians who have a child with an NDD need to know everything about how they can give them a better life. Every NDD is different, and misunderstanding the condition can lead to frustration and potential harm.
211 Operators
Over 1400 calls or contacts to 211 went unanswered in 2021 due to the operator not finding or knowing the service (Source). While these are not all specific to NDDs, being able to reduce that number at all with better education is a quantifiable change for the good.
Health Professionals
Not all health professionals that interact with parents of or children with NDDs receive comprehensive education on all NDDs, or it might be outdated.
Creating Empathy
Empathy was the most critical aspect of this project. Period. You cannot do a half-decent job on a project on NDDs if you cannot empathize. Not only have NDDs been historically marginalized and absolutely deserve our dignity and respect, but these are people's lives. Parents of recently diagnosed children are rightfully in a very emotional place, shaping how we present the information in the modules. Doom and gloom is absolutely not the correct approach. On the flip side, not all people accessing the modules are in that emotional state, and they should be addressed too. 211 operators might not have a personal connection to the NDD or NDDs in general, which is why an additional goal of this project is to build empathy to create that emotional connection and pushes that operator to go the extra mile. We do this by working directly with parents of children with NDDs to understand how best to be a champion of that specific NDD.
Importance of Verbiage
The most resounding feedback we received from the parents of children with NDDs we worked with was to include information about person-first vs condition-first verbiage in the modules. For Cerebral Palsy, person-first verbiage is preferred, referring to them as a person before their condition, such as "person living with Cerebral Palsy" instead of "a Cerebral Palsy person." This is valuable information as preferred verbiage differs from NDD to NDD. For Autism Spectrum Disorder, there is a divide in the community between whether person-first or condition-first verbiage should be used. Some feel Autism is an integral part of who they are and want to be referred to as "an Autistic person." In contrast, others do not want their condition to define who they are and prefer person-first verbiage.
Video Production Process
Scripting
The team is not qualified in NDDs to determine what information is important enough to include in the informational videos, so KBHN lined up experts specific to each NDD to assist and be the film subject of each video.
Using previous modules as a template, each expert was tasked with a rough draft of their script after meeting with the team to discuss how best to approach each module.
Once rough scripts were drafted, the team met with the experts to review each script line by line to edit for flow and readability.
Once the scripts had a basic level of polish, they were sent to KBHN for feedback and suggestions. Then, the feedback and suggestions were returned to the team, with the experts helping determine which feedback should be implemented and discarded.
If the experts are happy with the scripts, they become finalized.
Storyboarding
Storyboarding is an essential step in the video creation process. It breaks up each script into smaller chunks that can be planned for visual and audio editing.
This process cuts down on the time it takes to edit as most of the images, background music, shot framing, and other visual cues like text effects, titles, and transitions can be planned out.
Filming
The COVID-19 pandemic limited the human interaction aspect of the project, which offered a unique opportunity to film remotely.
I used screen recording software over an online video call and picked up and dropped off filming equipment in adherence to government and NAIT pandemic restrictions.
I improvised by verbally walking the subject through remotely setting up filming equipment and getting their background and shot framed in a visually engaging way.
Overall much more challenging than in-person filming but the challenge is part of the fun!
Editing
The editing is where most of the visual engagement came from, and the rough, raw edges of the filmed product are smoothed off.
Due to having a static midshot of the subject, kinetic images, animated text, engaging background music, and proper pacing is used to break up the monotony of the subject only speaking.
All music and image assets were sourced from royalty-free sources and credited at the videos' end.
Final Product
Cerebral Palsy Combined Video
CP_InfoVideo001.m4vCerebral Palsy was the first module completed, at this time KBHN wanted all information presented in a single, longer video. This video goes over both the condition and supports for Cerebral Palsy.
ASD Information Video
ASD_Condition.m4vStarting with ASD, KBHN decided to split the longer video format into two separate videos. This is the first of the two and goes over information about the condition itself and how to help those with ASD.
ASD Supports Video
ASD_Supports.m4vThe second of the two videos goes through the most important publicly and privately funded supports in place for ASD and how to access them.
Q4 Dream Corporation Movie
Q4 Dream Corporation Movie
The project
Q4 Dream Corporation is a science fiction dystopian film that I worked on during its early days of production. Created by a local filmmaker, the project gave me the opportunity to dip my toes in the film industry and get an understanding of how film production works in practice.
Project Scope
My role was to do editing and visual effect post production work, on an as needed basis. In total, I worked on just over 20 scenes and the work ranged from rotoscoping, to 3D compositing, to sign removals, to camera stabilization. Much of the project was filmed with the idea of "we can just fix it in post-production," which ends up costing more in the long-term. This mentality of fixing the issue later instead of doing it correctly the first time gave me an absolute appreciation for planning both my professional and personal life.
Final Product
VFX Energy weapon discharge
3D composited "dream lamps" above patient heads
Rotoscoped background buildings replaced with sky
3D composited "NID" onto side of building
Back of laptop logo removed
Screen replacement with hands rotoscoped
Louis St. Laurent Open House Video
Louis St. Laurent Open House Video
The project
The Edmonton high school Louis St. Laurent required a video of their school at an open house event to attract potential students.
Project Scope
Produce a 10-minute long video showcasing the themes outlined by the stakeholders with greater emphasis on key aspects of the school such as athletics, fine arts, and events. Except for certain time-sensitive events and the narrator's script, the team was responsible for all pre-production, filming, and post-production aspects.
My Role
I was the project lead of the project. Our team consisted of four of us, plus two subcontractors who filmed certain shots. I specifically handled client relations, managing the team, and contract work. Additionally, as a team member, I was involved in and helped execute every step of the production.
Final Product
LSLPromo01Compressed.mp4Town of Beaumont Promo Videos
Town of Beaumont Promo Videos
The project
The town of Beaumont needed a video produced to showcase their many amenities and potential reasons to move there.
Project Scope
My role was to edit and compile the shots taken by the videographer, including sound cleanup and video stabilization. Overall I edited 8 videos showcasing the town's parks, commercial development, facilities, residential, their yearly winter gala, schools, winter living, and a final video with anything deemed important not shown prior. Each video was between 2 and 5 minutes in duration and went through several rounds of feedback, including final say by the mayor.
Final Product
Page updated
Google Sites
Report abuse