Blog - Learnbase

Streamlining ADHD Diagnosis and Support Across Canada

The Challenge The Canadian ADHD Resource Alliance (CADDRA) approached us with two separate requests: > To build a secure, paperless system to solve the problem of how clinicians can send, receive and rapidly analyze and diagnose patients with ADHD (and associated conditions like anxiety) > To build education around the CADDRA recommended steps for diagnosing…

Lifelong Learning Resource Supports Professionals Supporting Mental Health

The Challenge BC Mental Health and Substance Use Services approached us to build a web application to support lifelong learning for professionals of many levels working with mental health and substance use patients. BCMHSUS had already created the prototype in a PDF form. It enabled professionals to assess their current competencies pertaining to domains of…

Launching RIPPL: BC’s Base for Pediactric Care Knowledge.

We’ve been hard at work with Child Health BC and BC Children’s Hospital on a HUGE project. RIPPL (Resources for Interdisciplinary Pediatric Practice and Learning) is BC’s new base for foundational pediatric care knowledge. Designed to help nurses, physicians and allied health: Self-assess foundational pediatric knowledge against provincial pediatric competencies Identify and explore helpful curated…

Hypnotist in the classroom? The power of a teacher’s words.

A couple of years back, we helped a hypnotherapy school take their course into an online format. What really struck me when we were making this course were two huge core understandings that are sadly lacking from both teacher training and learning design, and that should be absolutely intrinsic to educational practice. In this post…

Quicklist: Ten learning activities with Learnbase Video Workbooks

Today our morning challenge was to give ourselves 5 minutes to come up with creative learner activities using the Learnbase Video Workbook…these were the first 10 11 creative learning techniques that popped into our heads! Notice While watching role play simulation in the video, learners can check off items from check list of behaviours they notice. Pace …

Filming Q&A 9: Does it need to be scripted?

When we have a presenter who is not confident or skilled in public speaking situations then a script and an autocue / teleprompter is required. And to be honest they help get the job done fast even when the presenter is a skilled public speaker. When presenters write scripts they can tend to be a…

Filming Q&A 8: How do we frame the head?

This is key. For talking head situations, we make sure the top of the presenter’s head is very close to the top of the frame. Bigger hair can also be ‘cropped’ outside the frame. The tendency to frame the head vertically central can make the presenter look like they are too short to fit into…

Filming Q&A 7: So… shall we just use the camera’s mic?

For educational contexts especially, the audio is probably more key than the video. Good editing software can disguise a multitude of sins but it can only go so far so it’s vital that the source is a good as possible. While we can remove a distant phone ring or siren in post-production, even the best…

Filming Q&A 6: Do we actually need lights?

Lights. Yes we need them. And these days LED lights don’t break the budget. But we’ve learned to be minimal and careful of overkill as the presenter can end up looking washed out if we throw everything we have at them – especially if the background is lighter. We’ve also learned at our peril to…

Filming Q&A 5: Do we need a clapper board and everything?

We need the sound of the clap (or rather the spike on the wave form) for syncing external sound capture with the video. We rarely, if ever, have needed to match the external audio with a ‘visual’ clap i.e. the clapper being clapped in front of the camera with the scene and take refs. If…