The ScreenSkills HETV Skills Fund would like to invite delivery partners to quote to develop 8 new e-learning modules on post-production. These are short courses available for post and production freelance crew working in HETV. The courses will cover these specific topics:
- Aspect ratios (inc cinema, TV and archive)
- Resolution (Inc Camera/capture resolution vs Delivery resolution)
- What is a Codec and Gamma and how do we use them
- What is a colour space and how do we use them
- What is a Glass/lens and how does this change the image
- Storage requirements for a project, what type and how do we use them (inc working drives, archive etc)
- Proxy workflow and the difference between offline and online
- SDR vs HDR
Due to the technical and specialist nature of these modules the developer will work very closely with the sector expert and be guided by their knowledge and expertise. The developer will work with the sector expert to deliver the planning, instructional design, writing, creation/licensing of some of the media assets to build of a suite of short e-learning courses. The sector expert will be instrumental in developing scripts and will also provide some of the assets.
Background
As the national skills body for the screen industries (film, TV, animation, VFX), ScreenSkills aims to improve both technical and professional skills for people beginning or developing their career within the sector. As part of this, in 2020 we launched our first series of online e-learning modules to provide basic-level training in broad areas relevant to people working at various different levels across the screen industries.
Scope and development process*
Structure and content
Up to a total of 8 x 5/10 minutes of content including:
- Video and narrated content (supplied fully edited to the developer)
- 3 purpose made graphics or simple line animation per module
- On screen text and visuals
Scenarios
- Scenarios presented in variety of formats to keep momentum and interest, including video, animation, text. Some in simple text-based approach, others using more visuals, as appropriate. For the purposes of this quoting process, please assume an even split of videos, animations and text-based presentations across the scenarios.
- Each scenario/module will need to present key information and tell a story to the viewer so that the creatives and technical people can both see each other’s points of view, a script and narrative will need to be created for each one.
Takeaways
- Each scenario/module will then be finished with a simple questionnaire. This could be provided in similarly visual format to scenario. But again the key messages from the feedback should remain visible at all times on the screen, so users don't have to "play" back animation to see key info.
- Each of the five main sections will have a "key takeaways" screen, with a reminder of the main points we've revisited here. Again, keep these points clearly visible as a practical take-away rather than hidden in an animation.
Overall design and build
- The finished modules will need to play as a SCORM object within our website. In the past we have worked with either Articulate Rise or Storyline, although this is not essential. The design and structure needs to follow ScreenSkills’ e-learning design principles of being Flexible/Accessible/Authentic/Active. See Appendix A.
- The learner will be wanting to take in key bits of information in scenarios, feedback or takeaways, as per our Design Principles these should be easy to access and revisit quickly and flexibly.
We usually require the e-learning developer to carry out the following tasks. Both roles can be carried out by staff or associates working for the e-Learning developer, but we would expect them to provide a suitably experienced or dedicated person to carry out the tasks listed for the producer.
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A – Producer or publisher |
B – e-Learning developer |
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Optional: work with subject matter expert (usually a face-to-face trainer in the required area) to map out a set of learning outcomes and outline content for the e-learning module |
Agree required type, scope and budget of media assets for module, and commission (subcontracted from other suppliers as necessary) |
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Optional: Modify structure and planned content, based on feedback from ScreenSkills and other subject matter experts/stakeholders |
Project manage entire process, leading involvement of all parties – including in-house staff – in regular catch-ups. |
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Develop or co-write script for e-learning module and assessment test to match approved structure, with advice and support from subject matter expert and e-learning developer. Revise following feedback. |
Develop or co-write script for e-learning module and assessment test to match approved structure, with advice and support from subject matter expert and producer. Revise following feedback. |
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Particular focus on screen industry context, written clarity and educational approach. |
Particular focus on instructional design and educational approach. |
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Develop, co-write and plan scripts for more complex media assets like video and animation, including sourcing contributors, with advice and support from subject matter expert and e-learning developer. |
Develop, co-write and plan scripts for more complex media assets like video and animation, with advice and support from subject matter expert and producer. |
Key requirements
Please could you provide the following information by 10 March 2023:
- A short (max 1pp) summary of your experience in this area of training
- A short description (max 1-2pp) of the approach you would take, in terms of planning, writing and project managing one or more of the e-learning modules.
- An indication of how the design of the module would meet the requirements of the four main ScreenSkills e-learning design principles, using the information in Appendix A. (NB this is not required for each criterion, rather as a summary for each principle)
- A quote for your charges to develop the e-learning module, based on the scope and process listed above.* Please separate out the optional planning stage so we are able to include or exclude this in any final contract.
- Additional typical costs to commission more complex or bespoke media assets should these be required, e.g. new video clips or photos.
- Any additional improvements or value-add you think you could offer to our process or the project.
- A brief representative project plan for how you would schedule this work.
Submissions will be accepted via email using the 'apply' button below. Bidders are welcome to contact Senior HETV Professional Skills and Projects Manager Hannah Green with further queries to help prepare their submission.
Appendix A: ScreenSkills e-learning principles and criteria
Provides the flexibility to allow learners to fit training around busy and unpredictable time constraints and challenges.
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Criteria statements |
Mandatory Yes/No |
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1. Learners experience a minimal level of friction and administrative steps when starting, continuing, retaking and completing the module |
No |
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2. When learners return to uncompleted modules they are able to continue from where they left off |
Yes |
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3. Learners are able to navigate through a module at their own pace and are not subject to conditions that limit their progress |
No |
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4. Learners are able to move forward and backward between questions in multiple choice quizzes, to review, revisit and revise answers |
No |
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5. Learners are able to access content and achieve learning goals without experiencing high interaction cost |
No |
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6. Learners are given a clear and close estimate of the required time commitment to complete the module in its entirety |
No |
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7. Learners are given advice on how much time they should allocate to activities without an obvious or easily gauged time commitment |
No |
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8. Learners are able to access modules via a range of devices. The content, navigation and the interface are optimised for commonly used devices |
Yes |
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9. External or 3rd party technologies/links that are required to be used or viewed don't require a login |
No |
Designed so e-learning can be used by as many people as possible with no barriers to access or inclusion.
| Criteria statements |
Mandatory Yes/No |
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10. Accurate closed captions and transcripts are provided for all video content |
Yes |
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11. Accurate transcripts are provided for all audio content |
Yes |
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12. Sign language interpretation is provided for all video and audio content |
No |
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13. Audio and video content is high quality, and for content that primarily contains speech in the foreground, background sounds do not hinder users from understanding the information conveyed |
Yes |
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14. Any visual information such as images, graphs, tables, diagrams etc are meaningfully and accurately described via an alt-tag, long description, caption, or audio description |
Yes |
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15.Text, graphics and images are understandable when viewed without colour |
No |
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Yes |
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17. Images of text are only used for pure decoration or when they are essential to the information being conveyed |
Yes |
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18. The use of bright colours has been avoided in the module, unless they are essential to the information being conveyed |
No |
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19. The width of sections of text is no longer than 80 characters |
No |
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20. Text is not justified (aligned to both the left and the right margins) |
No |
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21. The module uses plain language and avoids the use of idioms, figures of speech and complicated words |
No |
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22. Lengthy blocks of uninterrupted text have been avoided |
No |
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23. A readable font size and line height have been used |
No |
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24. Descriptive links have been written, and vague and uninformative phrasing for links such as "click here" has been avoided |
No |
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25. All functionality of the content and module is operable through a keyboard interface |
Yes |
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26. Dynamic content such as flashcards, drag and drop, hotspots etc that require mouse movement and that may be inoperable via a keyboard interface and incompatible with assistive technologies have been avoided |
No |
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27. The content contained in the module is respectful of all people and uses appropriate and respectful terminology |
Yes |
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28. The module considers and represents people with a range of protected characteristics, for example when choosing images or video case studies to use in the module |
Yes |
E-learning is authentic, relevant and applicable to specific context of working in the screen industries, with meaningful assessments and tests to match where appropriate.
| Criteria statements |
Mandatory Yes/No |
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29. The goals and proposition of the module clearly articulate the potential professional and/or personal value of the module to learners |
No |
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30. The module content represent up-to-date thinking and sector practice |
Yes |
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31. The module content contains real world perspectives and problems that are relevant to learners and the sector |
Yes |
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32. Any scenarios, examples and/or case studies used in the module are credible and relatable to real world and sector contexts |
Yes |
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33. Any assessments or tests used in the modules are purposeful and aligned to specific learning outcomes and therefore have validity |
Yes |
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34. The purpose of any assessments is made clear to learners |
No |
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35. Multiple choice questions and/or tests are pitched at the correct level for target learners |
No |
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36. Multiple choice questions provide feedback (where correct and incorrect answers have been given and what they were) and feedforward (where incorrect answers have been given, give advice on how learners might develop and improve in the future) |
No |
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37. Multiple choice questions have convincing and plausible distractors (i.e. wrong answers) at the right level of challenge |
No |
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38. Multiple choice questions do not contain irrelevant material |
No |
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39. Clear language and wording is used for multiple choice questions and negative wording and trick questions are avoided |
No |
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40. Distractors such as "all of the above" and "none of the above" are avoided |
No |
E-learning goes beyond passive consumption of information to be effective way of learning new skills and knowledge.
| Criteria statements |
Mandatory Yes/No |
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41. The early steps in the module aim to grab learners’ attention |
No |
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42. The module has a strong linear narrative and page titles, section headings and text helps to convey the and signpost the narrative and flow of the module |
No |
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43.The module uses real world problems and big picture questions to help frame modules and/or sections that act as an anchor point for learners, guide learner exploration and focus content on the most important ideas, concepts and learning objectives |
No |
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44. The module provides a variety of opportunities for learners to actively engage with the learning content beyond reading, listening or watching |
Yes |
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45. Where there is opportunity, storytelling techniques have been used to help deliver the content in a more engaging and accessible way, and to maintain interest |
No |
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46. The module provides opportunities for learners to think about what they are doing and/or the learning materials |
No |
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47. Where there is opportunity, the module provides some extension activities for learners. This could be specific tasks and/or questions to explore and reflect upon in their own time. |
No |