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Antimicrobial resistance is a growing, complex, and global threat. Health partnerships are working to address antimicrobial resistance through antimicrobial stewardship activities. To support this work, the Commonwealth Partnerships for Antimicrobial Stewardship programme developed four antimicrobial stewardship explainer animation videos in eight different accents, with input from over 50 stakeholders across eight African countries and the UK. The videos highlight different scenarios and explain AMS in easy-to-understand ways for both health practitioners and the public. Health partnerships piloted the videos in several ways, including in clinical waiting rooms, trainings, and AMS meetings, and provided feedback in a survey. In total, 94% of survey respondents gave the videos either a ‘5’ or ‘4’ for usefulness, with ‘5’ indicating ‘very useful’. Moving forward, through collaboration with the health partnerships, the videos will continue to be disseminated and adapted.

Learning videos can be concise learning packages that offer a wide range of possibilities when it comes to present topics in an up-to-date way and disseminating them in a variety of learning environments. Videos are already a primary source of information in our society; however, few examples convey earth observation topics. Over recent decades, numerous studies established guidelines on how educational videos can be successful. This paper presents a workflow to use these guidelines in the creation of learning videos covering the basic concepts of earth observation. The target groups for these videos are secondary students as well as anyone interested in learning about earth observation. Two of those videos, one on earth observation in general and one on the basics of the electromagnetic spectrum, were used in this research. To test whether or not the workflow leads to effective learning videos and to compare them to traditional text and illustration material derived from those videos, a pre-test/post-test study was undertaken focusing on German pupils in their final year at secondary school as well as first semester university students. Due to the special circumstances faced during the COVID-19 crisis, this experimental setup used a combination of online questionnaire tools and a web environment. The results show that both methods were effective resources that led to a significant increase in knowledge—raising the test results by 21% for the video and 13% for the text and illustration group.