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Integrating low-cost video into agricultural development projects

An overview of the toolkit developed by FHI 360 under the USAID FACET project and its practical application in the field.

Josh W

on 10 October 2012

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Transcript of Integrating low-cost video into agricultural development projects

Integrating Low-Cost Video into Agricultural Development Projects:
Perspectives in theory and practice
Josh Woodard
Program Officer
jwoodard@fhi360.org Where do we go from here? A PDF version of the toolkit can be downloaded online at: http://ictforag.org/video/

Hard copies of the toolkit can be provided upon request and availability

The FACET project can provide free short-term technical assistance or workshops on low-cost video for USAID-funded agriculture projects in sub-Saharan Africa

Follow us on twitter @ICTforAg and like us at https://www.facebook.com/ICTforAg Why even consider using video? Demonstrate best practices and new techniques to beneficiaries
Create training videos for staff and partners
Help with M&E by capturing growth and change
Share success stories Project Overview The toolkit was developed under USAID's
Fostering Agricultural Competitiveness Employing
Information Communication Technologies (FACET) project

FACET’s objectives are two-fold:
Knowledge sharing: documenting sustainable and scalable approaches to using ICT to increase the success of Feed the Future activities.
Short-term technical assistance: supporting USAID missions or implementing partners to improve uses of ICT in agriculture. Component 5 Guides readers through the process of: Determining what indicators to use and how to collect information
Knowing how to incorporate farmer feedback to improve their approach Component 3 Identifying baseline quality standards for their videos
Thinking about who will be involved in the video production process
Understanding the basics of every step of the video production process Guides readers through the process of: Component 2 Deciding if video is an appropriate option to achieve their objectives
Developing a draft implementation plan for their video activity Guides readers through the process of: Why a toolkit? There is growing interest from development practitioners and government agencies in using ICT to enhance development impacts.

Video is one such tool, although it is not as simple as just giving cameras to beneficiaries or staff. Component 6 Determining which devices, accessories, and software to use for their video activity Guides readers through the process of: Component 4 Selecting appropriate dissemination option(s)
Developing a dissemination plan
Preparing staff to facilitate video disseminations Guides readers through the process of: Local farmers participate at a mock video dissemination with iDE Ethiopia staff during a Digital Green training. Component 1 Provides an overview of how video is currently being used for agricultural extension services. It includes illustrative examples from organizations using video both in Africa and elsewhere. Created a storyboard Shot their footage Edited video and audio Planned next steps So to complement the toolkit, we held four workshops in Kenya, Mozambique, and Ghana ...reaching 77 individuals... ...from 29 different organizations... ...working in 9 different countries. So what? But all theory needs application Using a project-based learning approach, participants... 80% rated the quality of the workshop a 5 out of 5
No one rated it lower than a 4 out of 5 At the end of each workshop, participants were asked to complete an anonymous workshop evaluation to create their
own videos In the end, success will only be measured in one way Whether using video helps projects to
better achieve their objectives The toolkit is divided into six components: and June 28th, 2012
ICT4D Learning Network Meetup Component 1:
Snapshot of the field Component 3:
Creating videos Component 5:
Measuring impact Component 6:
Technical inputs And that, unfortunately, we won't begin to know for some months to come. What do we mean by “low-cost video”? Low-cost video is defined here to mean short, modular videos that are produced by local players using basic equipment and often free editing software. Plus, advances in technology mean that you can do this all in-house at a relatively low-cost. Here's what we do know though: Research on multimedia learning has shown the benefits on long-memory over singular methods.
A study by Microsoft Research India found video 10 times more effective per $ spent at promoting adoption over traditional extension methods.
In Bangladesh, rice yields of women in video groups increased by 15%, with no change in control. Component 2:
Planning Component 4:
Disseminating videos
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