Key Features and Description
![Picture](/uploads/5/9/2/4/59246573/viewer5_orig.png)
While this OER is impressive on its own, my reflection will focus on the creation process with my group members, Jamie A., Ceci Z., Nat H., and Anna-Marie M.. All five of us came from different education fields but this only helped us collaborate in enriching ways that wouldn't otherwise have been possible. We informed each other in areas we did not have a lot of experience in, and together we created this OER that looked at how video production and video technology could be meaningfully incorporated into the classroom.
The website included sections for both students and educators. There were a plethora of links to inspiration videos, videos for any teachable subjects, and recommendations of video-editing software.
The website included sections for both students and educators. There were a plethora of links to inspiration videos, videos for any teachable subjects, and recommendations of video-editing software.
The five-phase, project-based inquiry framework put forward by Spires et al. (2012) may serve as a guideline for video production projects in schools. The five phases included: generating questions, gathering and analyzing information, creatively synthesizing content, critically evaluating presentation and framing, and publishing audio visual media on platforms.
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