Research+that+supports+video+production





Bell (2005) states that students who produce video:

Hofer and Owings-Swan (2005) eloquently maintain that “digital movie-making offers an opportunity to harmonise the use of technology to support student-centred pedagogy." They also examine research literature; one project was managed by Ryan (2000) in which his classroom of English language learners produced their own video tour of their school. Ryan concluded the project as successful because his students were highly motivated and it spurred the students to further develop their language skills.
 * Appreciate literature and other expressions of information as they use a wide variety of editing features available and realise how the use of those features helps others derive from their video.
 * Contribute positively to the learning cmmunity and society and recognise the importance of information in a democratic society.
 * Become proficient in mastering information from diverse sources and contexts as they seek materials to incorporate into their projects.
 * Given the opportunity, they learn responsibility for the care and maintenance of that equipment and become proficient in using information technology.
 * Learn to participate effectively in groups to pursue and generate information. They share knowledge and information, both with their audience and with other students working on the same project.
 * Learn to respect the ideas and backgrounds of others and acknowledge the contribution of each team member to the group video.
 * Become proficient in identifying problems and seeking solutions as they cooperate in a student-produced video

Shewbridge and Berge (2004) noted that, as a technology, video production has been recognised for its knowledge building capabilities and potential for application in constructivist learning (Jonassen, Peck & Wilson, 1999)


 * For further research see:**


 * Case Studies
 * __ [|Media Education] __
 * __ [|Use of Video Production when English is a foreign language] __

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