Immunization and child health materials development guide pdf

• Storyboard Animation. Producers videotape each drawing of the storyboard in such a
way that it gives the impression of movement, making use of all the technical possibilities
available: close-ups, zoom-outs, camera left or right pans, fade-ins or -outs, vertical pans,
full shots of the squares, or super close-ups of fine details. These camera movements provide
a sensation of movement. The videotape includes the sound track and voiceovers that
replicate the proposed audio as closely as possible, including appropriate dialogue, music,
and special effects. Use this slightly more expensive method for the first rounds of
prestesting.
• Rough Draft Using Amateur Actors. For cost efficiency, have your contractor prepare a
draft video using good amateur actors rather than professionals. The sound track should
have music, sound effects, and dialogue that closely match the expected final sound
track. Use this more expensive pretesting format in the final rounds of pretesting.
• Rough Cut Using Professional Actors and Sound Track. Use this format for the final rounds
of pretesting. The editing transitions for the audio and visuals may still be choppy, and
there may be extraneous lines or flickers. Explain these faults to the audience before they
see the video so they won’t fixate on the faults instead of on the content.
b. Group Pretesting Video Programs. Pretesting a video is best done in a group format
because people need to come to where the TV monitor and VCR are located. When using a
storyboard plus audiotape format, use the audiotape with every audience. Let the audiotape
explain the storyboard. This ensures that the viewing is as objective as possible.
Organize and conduct a group pretest much in the way you would organize a focus group
discussion. The pretest should include these components:
• Invitation. When you invite people to the pretest, do not tell them exactly what the video
program is about. When inviting health care workers to view a rough-cut of a training
video on maintaining sterile injection techniques, for instance, you can say you are
developing a video on health care. See how participants react to the video, and let
them tell you what it is about.
• Introduction. Introduce yourself as someone who has been asked to help improve the
video program. Tell participants that you have nothing to do with the production, so they
will not feel that they’re offending you by offering critical feedback. Explain the technical
nature of the format you are pretesting. Let participants know that this is not a finished
product, and that they can expect scratches or lines on the picture, sudden changes in
volume, or other imperfections.
• First Program Play. If the video is short, have it taped two times with a short interval between
each taping. If the video is long, have the video taped once in its entirety, then have key
scenes repeated with brief intervals between them. Play the rough-cut video, or show
the storyboard and play the accompanying audiotape, once from beginning to end.
Ask participants to hold their comments until after viewing the entire video, but try to note
reactions such as boredom, confusion, enjoyment, agreement, and revelation.
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