Films can be understood as complex audiovisual texts. Just as ‘film’ stands for a complex, multimedia text form, the ‘camera’ can stand for a ‘writing tool’. The consequence of this view is that sound content quality criteria can be applied to audiovisual, digital data in the same way as to texts.
To produce a film, the material to be processed is dealt with cyclically in several phases: material, verbal and mental. In the material phase, learning content is made comprehensible through concrete materials or concrete visualisation and recorded using appropriate tools (camera, lighting). In the verbal phase, learning content and insights are verbalised and organised in a comprehensible way, e.g. in a script or with interview questions. In the mental phase, a deeper understanding is achieved through mutual exchange or inner monologue.
In this understanding, the production of a film corresponds to Deeper Learning according to Prof. Oliver Meyer. (Inter)connected media learning is therefore a further developed form of deeper learning. Two groups of people (creatives and process facilitators) are involved in a project in which a (documentary) film is created on the basis of learning content and guided by a specific question, which is then available as a knowledge repository, for performance assessment and for networked exchange.