BY JASON TAKARA
Great projects often start from whims. Although some are products of a grand plan that may have been brewing for a long time, some are products of a flash of inspiration. In the Honolulu (HI) Fire Department (HFD), I had the idea to streamline the mundane and personnel-intensive training for the Fire Prevention Bureau’s (FPB) Company Inspection Program. For this mandatory training, the inspection manual was being updated and all firefighters needed to be versed in the new procedures. But the cumbersome traditional training methodology needed a creative solution.
Previously, training consisted of sending a trainer from the FPB to the fire stations with hefty manuals in hand. Sessions were often interrupted when the firefighters were called out to alarms, leaving the trainer to wait for their return. If the wait was too long, he would have to leave and return on another day. This was not an efficient way to conduct training.
 (1) The DVD uses training images in its presentation. (Photos courtesy of the Honolulu (HI) Fire Department.) |
After much discussion, the FPB decided to offer training using DVD video technology. Video technology allows users to conceptualize, shoot, edit, and create high-quality projects; high-quality DVDs can be produced without the expensive equipment required in the past. The DVD was the perfect solution to ensure that essential training could be imparted to and controlled by the student, not the trainer. DVD technology would allow the HFD to capture quality training that could be formatted in chapters, allowing firefighters to view the material in several sections, if necessary. If an alarm came in, they could pause the DVD, respond to the call, return, and continue viewing.
Individuals could also view the information in chapters instead of one complete module. A mix of still and video images, narration, and a soundtrack would be added to motivate and move the viewer. Overall, it seemed like this format could provide a more engaging and efficient means of conducting training.
HFD Chief Attilio Leonardi supported the idea of the HFD creating its own video production for training purposes. However, the HFD did not have the equipment necessary to produce such a product. Although there were plans to invest in this type of technology, justifying and purchasing equipment through the federal grant process would take considerable time. A quote from a professional production company based on similar projects came in at $10,000.
This was an opportunity to test the capabilities and concept of video technology and determine if this was a viable solution for decentralized training. I remembered that a former classmate taught video production to his students, who were seventh- and eighth-graders at Washington Middle School in Honolulu. Could such a young group of videographers produce such a product?
 Lead inspectors teach new personnel about a fire alarm (2) and a sprinkler system riser (3). Similar images were used in the training DVD. |
After an initial brainstorm with this teacher, we agreed that the project was not only feasible but would also be an incredible project for the students, challenging their planning skills, technical knowledge, and ability to communicate with each other and adults. This project represented educational goals of relevance, rigor, and relationships.
The planners decided that firefighters would gather some of the field video, since it would be difficult for the students to get out of class to shoot on school days. Washington Middle School would lend video equipment to the firefighters, and the students would do the editing in class. They set internal timelines for the project and awaited final approval from Chief Leonardi. Once secured, we received the green light to begin production.
The project involved weeks of gathering information, writing scripts, and storyboarding before the actual DVD production could start. One firefighter provided the narration, and two fire captains assisted with videotaping.
When the videotaping was finished, the production team of two seventh-graders and an eighth-grader began editing. They imported footage, worked with still images, extracted audio, trimmed and edited, requested that footage be reshot, created titles for each chapter, and selected the soundtrack for the project.
The students dedicated months of production time, which included recesses, lunches, and after-school sessions. All of this was done voluntarily; students even asked their teacher to open the classroom for them to work on Saturdays. They worked closely with me and asked for feedback and clarification on certain chapters. The content was totally foreign to them, so they often had to make critical decisions based on information they had gathered from the firefighters. Creating the final copy involved communication, collaboration, and compromise.
After completing the editing, the students created the DVD. They chose a theme and indexed the chapters so that, in the final form, the firefighters could watch the entire presentation or select individual chapters to view. This selectability made this DVD the perfect solution for interrupted training sessions. The project’s final outcome was entitled Company Inspection Program Manual Training DVD.
Lost footage and a computer crash during the DVD writing process were some of the challenges along the way, but the students learned invaluable lessons in perseverance and resilience. In addition to the technological knowledge they gained, these self-directed students learned how to problem-solve on a project. They learned to work as a team, to communicate and collaborate effectively, to think creatively, and to produce a quality product.
The project reflects their great skill and fortitude and their fantastic partnership with a public service organization that is always called on for help. When the HFD sought their assistance, the students from Washington Middle School only said how, when, and where-just as a firefighter does in responding to an alarm. ■
■ JASON TAKARA is a captain with the Honolulu (HI) Fire Department, assigned to the Fire Prevention Bureau, where he has served in the education, fire protection support, code enforcement, and administration branches. Takara has a bachelor’s degree in public administration from the University of Hawaii.
