V.I.D.E.O. (Using Video‐CV To Increase And Develop Employment Opportunities) GUIDELINES FOR CREATING A VIDEO‐CV METHODOLOGY, SCRIPT FORMAT AND PROTOCOL OF USE FOR MANAGERS, OPERATORS, TECHNICAL OPERATORS AND USERS 1 Leonardo Da Vinci Programme Responsible Author: City of Rome‐ Direction Training ‐ Employment Lifelong Learning Programme Co‐authors: EURO INNOVANET SRL V.I.D.E.O. PROJECT Printed on: 05/01/2010 The V.I.D.E.O. PARTNERSHIP: 1. City of Rome – Direction Training ‐ Employment, Rome, Italy 2. EURO INNOVANET SRL, Rome, Italy 3. TRUST Technologies and Human Resources for Development and Transfer Ltd, Rome, Italy 4. Arbeitsgemeinschaft SGB II im Kreis Plön – arge. Plön, Plön, Germany 5. The Christian Youth Village Foundation of Germany – CJD Eutin, Eutin, Germany 6. INSTITUTE OF TRAINING AND VOCATIONAL GUIDANCE – IEKEP, N. Ionia – Athens, Greece 7. Polydynamo Centre of Social Intervention of Cyclades, Ermoupolis, Syros, Greece 8. OAKE Europe, Manchester, United Kingdom Project ID: LLP‐LDV/TOI/08/IT/456 WP: 5 Title: Guidelines For Creating A Video‐Cv. Methodology, Script Format And Protocol Of Use For Managers, Operators, Technical Operators And Users Status [ ] Draft [ ] Public – for public use [ X ] Deliverable [ ] IST – for IST programme participants only [ ] Report [ ] Restricted – MU.S.EU.M consortium & PO only 2 SUMMARY FORWARD 4 SECTION A ‐ THE V.I.D.E.O PROJECT INTEGRATED MODEL 5 SECTION B ‐ PROTOCOL OF USE FOR TUTORS, OPERATORS, TECHNICAL OPERATORS AND USERS 10 SECTION C ‐ RESPECT OF PRIVACY 28 REFERENCES 31 3 FORWARD This report describes the “Integrated Model” for the Video‐CV tool identified in phases 4 and 5 of the V.I.D.E.O. project and methodological guidelines that outline how to create the Video‐CV tools. The aim of the report is to highlight the standard Model for the Video‐CV tool and a set of key methodological concepts that have been used to create Video‐CVs as delivered by the V.I.D.E.O. Project. The contents of this document are based on the outcomes of the work and dissemination activities carried out by the project partners in work‐package 4, and on the results of the field and desk top research activities undertaken by the V.I.D.E.O. project partnership. 4 SECTION A THE V.I.D.E.O PROJECT INTEGRATED MODEL FOR THE VIDEO‐CV TOOL 5 1. THE VIDEO‐CV TOOL DEVELOPED THROUGH STUDIES WITH THE V.I.D.E.O. PROJECT SAMPLES 1.1. Evaluation of the Model Within phase 3 of the Project workplan, eight Video‐CV samples were created by participating partners using a prototypical model developed during the first phase of the project. These samples were demonstrated to the full partnership, across a range of European countries, which helped to fine tune the model and guidelines to create the final project Video‐CVs. Based on information provided by the experts interviewed during the experimentation phase1 the following recommendations are made for the sections: •
“Who I am”: Applicants should speak more about their personality and less about their education and working experience; •
“What I can do”: Since it could be very difficult to show abilities, people could describe and discuss their abilities; •
“Me in the future”: This is a very important part of the Video CV as it is used to identify the applicant’s objectives. Experts found the use of sub‐titles very useful to help to divide and organize the Video‐CV in three separate parts. 1. 2. Target groups Experts who participated in producing the Video‐CV samples and in the study phase tended to regard the Video‐CV as a guidance tool for the users and as a self‐empowering tool, supporting users’ personal and vocational development through exploration of their interests, skills and personality. The outcomes of the experimentation activity, as well as recommendations by counselors and tutors working in Vocational Guidance and Employment centres of the countries involved in the Project, suggest that the Video‐CV tool can be transferred also to: 9 Immigrants (women and men); 9 Detained people (women and men); 9 Other particularly disadvantaged people. The Video‐CV will be transferred both to low and high skilled people. 1
For further details see the report “Transnational Comparative Report On Outcomes Of The Video‐CV Samples Experimentation”, www.videocurricuumproject.net, section “products”. 6 2. Creating the Video‐CV: Structure and script format Video‐CVs largely demonstrate the user’s practical skills ‐ but they are not limited to this function. It is possible also to use such a tool for describing an applicant’s abilities, even if they can’t be shown in front of the camera. A short introduction, in which users present themselves, should be included. It is also possible to show some picture of other representation of the user, such as certificates or some items representing the person. For example, in the case of an immigrant, it could be profitable to show an item coming from the person’s country, which can represent his/her context of provenance. The project’s experimental results suggest that it is possible to confirm the original macro‐
structure of the Video CV described within national reports from V.I.D.E.O. Project Partner Institutions as well as the related comparative report detailing a prototypical Model of Video‐CV2. The elements of this are: 1. an evocative product (showing personal aspects, biography, who a person is, where a person comes from, what has been applicants’ life until today); 2. a proving product (showing or describing what applicants can do). 2.1 Structure of the V.I.D.E.O. Project Integrated Model In detail the Video‐CV integrated model is built on the following set of standard steps: 1. Who I am (information about the story, personality, education and training, previous working experiences, etc.; explaining also where appropriate, past work history that led the applicant to what s/he can do.) Suggested duration: about 30 seconds. 2. What I can do (concrete demonstration of skills and practical abilities AND/OR description of abilities.) Suggested duration: 1 minute. 3. Me in the future (expectations for the future, description of the occupation that the applicant is looking for, how user sees him/herself in the next professional future.) Suggested duration: 30 seconds.
2
Reports available on the V.I.D.E.O. Project web site, www.videocurriculumproject.net, section “products”. 7 VIDEO‐CV: THE STANDARD STRUCTURE Who I Am What I can do
Providing information about personality, personal history, education and previous working experiences Showing in concrete what the person can do AND/OR describing skills and abilities acquired by the applicant Fig. 1 – Standard structure of the Video‐CV Integrated Model 8 Me in the future
Describing the general objectives of the person, the occupation that s/he is looking for, how s/he sees in his/her professional future 2.2 Script format SCRIPT FORMAT OF THE VIDE‐CV
1. Who I am Hello. My name is ____________________ I come from (if immigrant, or relevant. ). (Providing information about personality, personal history). My education was____________________ Until now, I have been working as ‐for/or I am currently working as – for‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 2. What I can do Practical demonstration of abilities AND/OR spoken descriptions of skills and abilities. For concrete demonstration: it is important to speak and explain while doing the activity. In this way, applicant gives to the potential employer, watching the Video‐CV, information about the level of awareness about what s/he is doing and – therefore ‐ about his/her skills. It is also important to motivate and explain why it has been decided to show just that specific performance: applicant could explain the reason why s/he chose to show a specific activity just at the end of his/her performance, thus creating a link to the next section (Me in the Future). 3. Me in the future I'd like to find a job (describing briefly but clearly what kind of job, role and company would you like to work for. Keep options open) ____________________. I see myself, in the future, as ____________________ (applicant has to describe how s/he sees in the future, for what concerns the role – thus providing indications about perspectives, aspirations, etc.) Fig. 2 – Contents of the Video‐CV: ideal scheme and contents of the standard structure’s fields 9 SECTION B PROTOCOL OF USE FOR TUTORS, OPERATORS, TECHNICAL OPERATORS AND USERS 10 A brief note about methodology and process to create a Video‐CV As pointed out by the national reports provided by the partners of the V.I.D.E.O. Project as well as the field research undertaken in Germany, Greece, Italy and UK3, the Video‐CV tool can be powerful in helping to match job demand and supply. It can be very functional tool because, compared with a traditional (written) CV, a Video‐CV can also valorise the everyday knowledge acquired by people in specific learning contexts that are not yet formally recognised. Thus the process of creating a Video‐CV is closely related to making such tacit knowledge in some way “visible”. The following material will detail what different professional figures involved in creating a Video‐
CV should do and of what they should be aware. The suggestions are particularly related to the basic steps of developing a Video‐CV: 1. Interviewing the user; 2. Creating a storyboard for the Video‐CV; 3. Implementing a four‐phaseprocess. 3
All these reports are available on‐line on the V.I.D.E.O. project web site at the address www.videocurriculumproject.net, section “Products”. 11 PART I ‐ PROTOCOLS OF USE A. Protocol of use for the tutor The tutor – who in the case of the V.I.D.E.O. project is the guidance counselor but in other contexts could be a different figure ‐ is the second element of the acting couple implied in the Video‐CV creation (the first one being the applicant). The first step in creating a Video‐CV is the guidance interview. Through an interview with the applicant the tutor needs to obtain in‐depth information about the user’s competences and his/her professional needs, both to decide which guidance counseling path is more suited for the applicant and to design the user’s personal and professional profile. The tutor should ask the applicant to talk about his/her personal and professional story in order to analyse together with him/her both professional needs and future expectations. By listening to the applicant’s professional story the tutor might immediately recognise his/her competences; moreover s/he might be able to bring to light the applicant’s competences (both certified and not documented) since it is possible to show them both through a Video‐CV and a digital portfolio by video‐recording one or more performances of the applicant. This is why it is very important for the guidance counsellor to be aware of the characteristics of the so‐called ‘non formal’ or ‘informal’ learning, which is not certified. As shown in the Table 1 the tutor must decide the most suitable guidance path and tool for each applicant from among the possibilities of written CV, Video‐CV, and specific guidance counseling paths that involve longer periods of time like the digital portfolio. For example, in cases where it is important for the applicant to find a job in a very short time the most suitable guidance methodology might be to provide support in the preparation of the traditional, written CV. Designing a Video‐CV, as well as a digital or electronic portfolio4, is often a more time consuming procedure compared with producing a written CV. Digital portfolios require some time to select and collect the tests related to certified and not certified competences, while the Video‐CV part of the time will be dedicated to the layout of the script and production of the Video itself. Another point to note is that, when choosing a particular guidance path, the guidance counselor must take into consideration the nature of the applicant’s competences or of the abilities that s/he intends to highlight. Indeed, in situations where the applicant has primarily acquired high‐
4
For the difference between digital and electronic portfolio see Ajello, Belardi, 2007, p. 35 12 level (mostly certified) skills, the tutor could recommend the preparation of a written CV that is accompanied by letters of introduction. The choice of the digital or the electronic portfolio is particularly useful for users that have mainly acquired informal competences that are not certified because such skills can be better made visible through the portfolio. In such cases the digital portfolio allows the tutor to support the applicant in making employers aware of the otherwise unrecognized informal competences (Ajello & Belardi, 2007, p.117). The Video‐CV is suitable for cases in which a few minutes are enough to show ‐ through a video ‐ the competences that the applicant wants to highlight in order to find a job. An example is a video of a user that, in 60 seconds, succeeds in typing at the computer a very long text without making an error. In such cases the applicant’s non‐formal abilities, including demeanor and communication, can provide a significant element in some working situations ‐ for example, in the world of the show‐business and acting where, with a video, it is easier to appreciate a candidate’s skills. The tool can also be a useful support for job seekers who, because of their age (more than 45 years old), gender, nationality, or any physical disability, have difficulties in finding a job. Thanks to the Video‐CV, they can demonstrate their skills and competences. However, before proposing the Video‐CV tool to a user it is important that the tutor is aware that a visual presentation of an applicant may introduce unwanted biases and prejudices. Because all of the visual attributes of the applicant are apparent in the video it may be possible that erroneous biases are introduced in the recruiter. For example, issues concerning gender, marital status, gender reassignment, pregnancy, sexual orientation, disability, ethnic background, nationality, religion or belief, age. Consent for the on‐line publication of the Video‐CV is needed (see section C ‐ “Respect of the privacy”). Thus applicants must give their written consent for the on‐line publication of the Video‐
CV. Whatever is the guidance methodology chosen, in agreement with the user, tutors should be able to support the user in a process aimed at self‐empowerment. 13 Table 1 - Choosing between different guidance tools Type of guidance tool Written CV Video‐CV Opportunities and limits User competences Suitable for people with certified skills. It offers the possibility to better describe certifications and education gained within formal learning contexts. More suitable for: This tool offers the opportunity to show particular, practical skills which are “hidden” or that can’t be adequately valorised within a written CV. It provides self‐
empowerment. But it might require more time to be developed, thus making the process of finding a job longer. Digital/electronic portfolio This tool enables the profile of the job seeker to be demonstrated, through pictures of the individual, pictures of his/her works, documents like certifications, short movies showing the person at home, while working, etc. But it might require more time to be developed, thus making the process of finding a job longer. 14 ‐ describing certified competences ‐ describing education and professional experiences of the job seeker More suitable for: - making visible informal, not certified competences ‐ showing practical abilities (example: craftsmen skills, creative skills such as graphic artists, photographers, directors, designers, people having competences in the field of fashion, etc.) ‐ valorising the competences of particular categories: job seekers that because of their age, sex, nationality, physical disability, have difficulties in finding a job. Through the Video‐CV they might have the opportunity to show, out of the prejudice, their real competences, their authenticity, their personality. More suitable for: ‐ making visible informal, not certified competences (mainly of artists, creative people like architects, designers, etc.) ‐ supporting the applicant in a path leading to the gaining of awareness about his/her informal competences, that s/he do not recognise or do not take into the right consideration. Once it is decided that the Video‐CV is appropriate the Video‐CV production phase can be commenced. B. Protocol of use for users B.1 How to dress, act, move and talk Applicants are asked: ‐ To show their abilities while shooting the Video AND/OR to describe their abilities and specific skills; ‐ To look directly into the camera; ‐ To speak slowly and clearly; ‐ Not to smile too much; ‐ To appear natural and not to read while recording the video; ‐ To dress in a way suitable both to the message recipient and to the context in which applicants are referring, taking into consideration their personality. Applicants should dress with light colors and wear sober dresses. It is better to wear a jacket only if the applicant usually wears it. The paradigm "it is impossible not to communicate" is always valid, mainly in cases where images are used. Therefore it is important to control body language and not to put on strange postures. The hands are useful to underline the main points of a discourse but they must not communicate nervousness through inappropriate movements. C. Protocol of use for operators5 and technical operators Technicians should know about the basic techniques of video recording. Operators and technical operators will take care of the preparation of the recording set. 5
For “Operators” we intend, here, the personnel working with and helping the Managers and Tutors of Centres for the Employment, for Vocational Guidance and similar structures. 15 1. Preparing the light set (3 or 4 lights) respecting the illumination scheme6 as shown in the picture below. Key Light This is the main light. It is usually the strongest and has the most influence on the look of the scene. It is placed to one side of the camera/subject so that this side is well lit and the other side has some shadow. Fill Light This is the secondary light and is placed on the opposite side of the key light. It is used to fill the shadows created by the key. The fill will usually be softer and less bright than the key. To achieve this, you could move the light further away or use some spun. You might also want to set the fill light to more of a flood than the key. Back Light The back light is placed behind the subject and lights it from the rear. Rather than providing direct lighting (like the key and fill), its purpose is to provide definition and subtle highlights around the subject's outlines. This helps separate the subject from the background and provide a three‐dimensional look. Fig. 3 – Three light set 2. Placing the camcorder on a tripod. 3. Seating the applicant (not standing) at the centre of the light set. It is useful to position the applicant in a three‐quarter position ‐ not directly in front of the camera. 6
Illustrations and texts of this table are taken from the on‐line Tutorial of Media College.com, http://www.mediacollege.com/lighting/three‐point/ 16 While preparing the set for the internal shooting, the following should be considered: ‐
‐
The background should not be changed. It should remain the same for all shootings; The background should be dark‐coloured (e.g. black or dark‐blue, according to the situation and to the person); While doing the internal shooting: ‐
‐
‐
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Shooting should be from the waist up only; The applicant should be free to talk and express him/herself. A formal interview style should be avoided; Where possible practical abilities should be shown; Where available it should be possible to show the applicant’s works (also showing a picture). 4. Editing the Video‐CV and separating the different scenes (three sections of the Video‐CV) ‐
‐
‐
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When editing a recorded Video‐CV the three main sections (Who I Am; What I can Do; Me in the Future) should be divided by labels at the bottom of the video sequences; Use subsections and sub‐labels (e.g. “My Hobbies”; “Education”, etc.); As a transition effect from one section to another (e.g. from “Who I Am” to “What I can Do”) the image of a turning cube is useful; For copyright reasons music should not be added to the Video‐CVs. C.1. Indications for the webmasters Once edited the video‐CV will be placed online in the project database. The database will include an open CV of the applicant, where it will be possible to find both written CV and Video‐CV. The activity of having to scroll the whole page should be avoided. For example, it may be possible to place the Video on the left side of the page and the written CV on the right. If the written CV is long there should be an opportunity to scroll only the text (not the whole web page). 17 D. Structure of the Video‐CV: indications for tutors and technical operators D.1 ‐ Duration: About two minutes (five minutes maximum). Suggested size of the video: 50MB max. D.2 ‐ Video editing ‐ For the PC software such as Movie Maker can be used. ‐ For the Mac software such as iMovie can be used. It could be profitable to create an evocative context: for example, showing pictures of the applicant with their friends, depicting them in particular situations (at home or while doing sports), etc. 18 PART II – EQUIPMENT AND PROCESS 1. Equipment requested – setting for recording The following equipment is needed to make a Video CV: 9 a digital camera with USB connection (DVD, VHS, etc). The camera must be fixed on a tripod 9 video capturing software 9 video‐editing software 9 a set of lights to illuminate the person. Standard set recommended: ‐ Three lights (minimum 800 W each) ‐ Three professional Tripods/Light Stands ‐ One backdrop (dark colours – black or dark‐blue suggested) 2.7m x 11.0m ‐ One background support stand for standard backdrops 2.7m x 11.0m ‐ One reflector (white/silver) 9 a PC with Internet Connections, CD/DVD reader and recorder, word processor 9 a directional microphone for digital camcorders 9 a scanner (optional) 9 a silent room A.1 Recommended technical characteristics of the PC: For Windows: 9 2 GHz or faster processor for DV; 3.4 GHz for HDV; dual 2.8 GHz for HD* 9 Microsoft® Windows® XP with Service Pack 2 (Service Pack 3 recommended) or Windows Vista® Home Premium, Business, Ultimate, or Enterprise with Service Pack 1 (certified for 32‐bit Windows XP and 32‐bit and 64‐bit Windows Vista) 9 2 GB of RAM 9 10 GB of available hard‐disk space for installation; additional free space required during installation (cannot install on flash‐based storage devices) 9 1,280 x 900 display with OpenGL 2.0‐compatible graphics card 19 9 Dedicated 7200 RPM hard drive for DV and HDV editing; striped disk array storage (RAID 0) for HD; SCSI disk subsystem preferred 9 Card for capture and export to tape 9 OHCI‐compatible IEEE 1394 port for DV and HDV capture, export to tape, and transmit to DV device 9 DVD ROM drive (DVD+‐R burner required for DVD creation) 9 Blu‐ray burner required for Blu‐ray disc creation 9 Microsoft Windows Driver Model‐ or ASIO‐compatible sound card 9 QuickTime 7.4.5 software required to use QuickTime features 9 Broadband Internet connection required for online services 9 *SSE2‐enabled processor required for AMD systems For Macintosh 9 Multicore Intel® processor 9 Mac OS X v10.4.11‐10.5.4 9 2 GB of RAM 9 10 GB of available hard‐disk space for installation; additional hard‐disk space required during installation (cannot install on a volume that uses a case‐sensitive file system or on flash‐based storage devices) 9 1,280 x 900 display with OpenGL 2.0‐compatible graphics card 9 © 2008 Adobe Systems Incorporated Course overview and setup 9 9 Dedicated 7200 RPM hard drive for DV and HDV editing; striped disk array storage (RAID 0) for HD; SCSI disk subsystem preferred 9 DVD‐ROM drive (SuperDrive required for DVD creation) 9 Blu‐ray burner required for Blu‐ray disc creation 9 Core Audio‐compatible sound card 9 QuickTime 7.4.5 software required to use QuickTime features 9 Software required to play back DVD projects exported as SWF files 9 Broadband Internet connection required for online services 20 2. THE PROCESS PHASE 1 9 Activities and objectives: The guidance path is the starting point of the Video‐CV creation process. As shown in the scheme below the path starts with the personal guidance interview from which the guidance counselor creates a relation of trust and cooperation with the applicant. GUIDANCE PATH PERSONAL INTERVIEW Traditional CV (written) Video‐CV
Long lasting guidance paths like Digital Portfolio Fig. 4 – Guidance path: deciding among different types of guidance paths The personal interview is the core of this first stage. The guidance counselor needs to get in‐depth information about the user’s competences and his/her professional needs, both to decide which guidance counseling path is more suited for the user and to design the user’s personal and professional profile. 21 This step is crucial to decide the best way for the job seeker to present him/herself, which means choosing an appropriate tool from traditional CV, Video‐CV, and specific guidance counseling paths that involve longer periods of time like the digital portfolios. Through listening to the user’s personal and professional story the tutor might immediately recognise the user’s competences; moreover s/he might be able to bring to light the applicant’s competences ‐ both certified and those that are undocumented. This is why it is very important for the guidance counsellor to be aware of the characteristics of the so called non formal and informal learning, to be able to decide at the end of the interview the appropriate guidance path and tool. If the Video‐CV is most appropriate the production phase can be started. 9 How to proceed: When analysing the attitudes, motivation and capabilities of the applicant, both the tutor and applicant should evaluate together the opportunity/interest in producing a Video‐CV, and what material can be produced and included in the video (e.g. certificates, pictures, others). It would be
useful to show to the user some examples of Video-CVs available on the Internet.
It is also necessary to explain and illustrate to the user the whole process of Video‐CV creation, from the project to the shooting, the editing and the final exploitation of the product. This is particularly valuable as a way of motivating the candidate to a mutual cooperation with the tutor. 9 Tools: ‐
Pc with internet connection ‐
DVD/CD reader 22 PHASE 2 9 Activities and objectives: ‐
Designing the storyboard, creating the structure of the Video‐CV; ‐
Planning and deciding what items, written documents, picture, or other device to bring to be included within the Video‐CV sequences; ‐
Structuring the ideal set of the Video‐CV. 9 How to proceed: The tutor and user should meet to plan the next steps and define the details. In this phase, the tutor should assist the user by deciding together the structure of the video, explaining how s/he will have to dress and move in front of the camera. Joint planning of the video structure will also help to provide a more effective presentation of the job seeker’s capabilities. It would be useful to watch together some examples of Video‐CV that are available on the Internet. 9 Tools: ‐
PC with internet connection ‐
Paper both for tutor and user 23 PHASE 3 9 Activities and objectives: Creating the Video‐CV 9 How to proceed: ‐
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Preparing the applicant to the Video‐CV creation Creating the Video‐CV, according to what was outlined in the previous phase One shot the video, going ahead with the Video editing A. Steps: During this phase the following few steps should be considered: 1) Preparing the Script: This will help applicants to focus on the key points and deliver the desired message effectively and within a limited time. Applicants should not read the script but should understand and learn its structure during the preparatory sessions (see below). 2) Practice 3) Dressing for Success 4) Consider the applicant’s body language: Since 80% of all communication is non‐verbal applicants should look comfortable, confident and convincing. Applicants need to be tutored carefully in this regard (point 2, Doing practice). A preparatory session is recommended (1 day). Under the tutor’s guidance applicants should practice the Video‐CV sequences and what they will have to do in front of the camera, until the applicant feels completely safe and comfortable with the camera and with the core competences/practical skills that will be shown. You should help the applicant overcome the moments in which s/he finds difficult to verbally express him/herself. It is important that applicants are not professionally coached so that applicant authenticity and spontaneity are preserved. 24 B. Follow this structure: 1. Who I am (about 30 seconds; providing information about the story, personality, education and training, previous working experiences, etc.) 2. What I can do (concrete demonstration of skills AND/OR description of abilities; 1 minute) 3. Me in the future (expectations for the professional future, how user sees her/himself in the next years; 30 seconds) While recording the Video the following points should be noted: o Lighting: Make sure that there are no shadows on the applicant’s face/body o Seating: The applicant should be seated, not standing in front of the camera. A ¾ position is strongly recommended o Background: Use dark colors (black, dark‐blue) o Windows: If possible avoid sitting in front of windows o Background noises: Avoid coughing, doors opening/closing, talking, etc. o Distance: Make sure that the user is centered in the camera frame and sitting in a ¾ position. o Shooting should be from the waist up. 9 Tools: ‐
Digital camera with USB connection ‐
Tripod (to realize good quality shots) ‐
Kit of lights made of: o 3 lights (minimum 800 W each) o 3 Professional Tripods/Light Stands o 1 Backdrop (white/light colour suggested) 2,70mt x 11mt o 1 Background Support stand for standard backdrops 2,70mt x 11mt o 1 reflector (white/silver) ‐
Video capturing software (Windows movie maker, for example) ‐
Video editing software 25 ‐
Audio recording software ‐
Microphone ‐
Scanner (optional, needed only in case user and tutor decide to briefly show any certificate, or picture, or other visual paper document) 26 PHASE 4 9 Activities and objectives: On‐line publication of the Video‐CV, using the dedicated section of the Portal www.videocurriculumproject.net 9 How to proceed: ‐
Uploading the Video‐CV onto the platform. It is possible to save the Video‐CV on a CD‐
ROM. ‐
Check that all information is uploaded ‐
Transfer the Video‐CV onto a DVD/CD ‐
With the job seeker plan the future steps (e.g., promoting and advertising the Video‐CV) 9 Tools: ‐
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PC DVD/CD Special recommendations: users should sign an authorization/written consent form for the on‐
line publication of the Video‐CV as well as for the transfer of data (both Video‐CV and written CV) to people concerned/interested in the applicants’ profile. 27 SECTION C RESPECT OF PRIVACY 28 1. Access to the Project database and respect of privacy In order to respect and protect applicants’ privacy no sensitive data should be made available on the open CV. Applicants are identified by a code or number. Access to the database hosting the Video and written CVs will be allowed only after prior registration on the web site. Applicants will have to give their consent to the on‐line publication, on the Project database, of their CVs (Video‐CV and written CV), following the scheme below. 29 INFORMATIVE NOTE IN RESPECT OF THE HANDLING AND USE OF PERSONAL DATA With reference to the personal data supplied by you to ………………, Partner of the V.I.D.E.O. Project, in accordance with the terms of (quote your Privacy National Law) , we hereby advise you as follows. PROCESSING PERSONAL DATA For the term “Processing” we mean “any transaction or series of transactions, even if made without the use of electronic instruments, which concerns the collection, registration, organisation, conservation, consultation, elaboration, modification, selection, extraction, comparison, use, interconnection, blocking, communication, diffusion, cancellation, and destruction of data, even if not recorded in a data bank”. For the present purposes, the term “Personal Data” means “any information relating to an individual, a legal person, entity or association, which is identified or identifiable, even indirectly, by means of reference to any other information, including a personal identification number”. PURPOSE OF THE PROCESSING Within the limits set down by the regulations in force, your Data may be processed by the V.I.D.E.O. Project Partnership for the following purposes: a) Uploading your CV (Video‐CV and written CV) in the Database of the Portal www.videocurriculumproject.net b) Providing employers and Companies, both private and public, with your Video‐CV as well as your written CV and the information about your professional profile (Name and Surname, address, contact details). COMMUNICATION AND DISSEMINATION The image and the personal Data contained in your Video‐CV shall be displayed on the Portal of the V.I.D.E.O. Project www.videocurriculumproject.net. Your name and the personal Data shall be accessible only for Enterprises and Companies, both private and public, registered on the portal platform, and interested in your professional profile. Your Video‐CV will remain on our web site until the end of the Project (30/09/2010) or until you notify us to remove it. The Data shall not be disseminated to any other parties. DATA SECURITY Your image (Video‐CV) and your personal Data (written CV) shall be stored in such a way as to minimise the risk of it being destroyed or lost, and in such a way as to minimise the risk of any access thereto or processing thereof that is unauthorised or that does not comply with the purposes for which such Data was collected. The Data shall be saved on a server protected by passwords, to which limited access may be gained, and which servers are situated in secure locations. DECLARATION OF CONSENT TO DATA PROCESSING AND COMMUNICATION. I herewith authorize the Partnership of the V.I.D.E.O. Project process my personal Data so as to publish on‐line my Video‐CV and to upload my written CV on the database of the Portal www.videocurriculumproject.net. I am aware that my personal Data (written CV) shall be viewable only by subscribing Employers and Recruiters on the web site www.videocurriculumproject.net. I am aware that the on‐line publication on the web site www.videocurriculumproject.net of my Video‐CV and written CV do not guarantee that I will be hired for a job or be awarded an interview. I declare that I have read and understood each and every part of the informative note set forth above and that I freely consent to having my image and personal Data processed by the Partnership of the V.I.D.E.O. Project, published on‐line on the Database of the web site www.videocurriculumproject.net and communicated/disseminated to Enterprises interested in my professional profile. Date, Signature 30 REFERENCES Ajello A. M., Belardi C., (2007), Valutare le competenze informali. Il portfolio digitale, Carocci editore, Roma Bjornavold J. (2000), Making learning visible. Identification, assessment and recognition of non‐
formal learning in Europe, Cedefop. European Credit system for Vocational Education and Training (ECVET), (2009), Glossary, http://www.ecvet.net/c.php/ecvet/glossary.rsys 31