Educational video about ecological threats
https://media.oregonstate.edu/media/t/1_mxdxlf0 m
VIDEO
Every module team storyboarded the content and integrated images, videos, 360-degree images, or any of those combinations to hand over to the instructional designer, who developed the final product.
The Phases Leading to Our Innovative GEP Onl ine Extension Course
Our team moved through several phases during this project. As we move forward, we’ll enter additional phases of project work. All are described below.
Phase 1: Issue Identification
Phase 2: Building the Project Team
Phase 3: Course Design
Phase 4: Development
Phase 5: Implementation
Phase 6: Monitoring
Phase 7: Evaluation
Phase 1: Issue Identification
The origin of the GEP course occurred in 2015, when a county-based livestock and rangeland Extension field faculty noticed private land managers uneasy with the pending USFWS decision related to whether the greater sage-grouse should be listed as a threatened or endangered species and protected by the Endangered Species Act. During that era, private and public land managers wanted to know if sage-grouse habitat was identified on land that they either managed or used for their rangeland-based businesses. Federal, state, and local agencies partnered to produce maps to inform the public about sage-grouse habitat. Generating and obtaining maps was important and many land managers valued having visual resources that they could access and use. The problem went beyond the benefit of one southeastern Oregon county and benefited from the involvement of other Extension Service personnel.
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