Using Learner-Generated Digital Media (LGDM) as an Assessment Tool

ID: 49870 Type: Roundtable
  1. Jorge Reyna and Peter Meier, University of Technology Sydney, Australia
  2. Mike Mimirinis, Anglia Ruskin University, Cambridge, UK, United States
  3. Marija Franetovic, Wayne State University, Detroit, MI, United States

Thursday, June 22 1:45 PM-2:45 PM Location: Edison D View on map

No presider for this session.

Abstract: Digital media presentations in higher education have been reported as a way to deploy content for blended learning and recently, flipping classrooms. Learner-Generated Digital Media (LGDM) emerged more than a decade ago in the field of education (pre-service teachers), and it has been incorporated recently into other disciplines. It has been documented that LGDM provides opportunities for the improvement of student’s skills like problem-solving, cooperative learning, critical thinking, and self-motivation. Other skills developed by participating in the process of designing, creating, and presenting digital presentations include different types of literacy like digital, technological, visual, and global literacy. Teachers are using these technologies as a valuable tool for motivation, collaboration, expression, and authentic assessment. Learner-generated content has been shown to have the potential to add value not only in hands-on experience but also peer-driven learning.

Objectives

Learning outcomes At the end of the workshop participants will be able to: 1. Design, implement and evaluate LGDM as an assessment tool to foster deep learning and develop digital media literacy skills. 2. Describe digital media principles to support students with their assessments. 3. Design an authentic learning rubric to evaluate LGDM. 4. Identify the importance of monitoring and providing feedback to group contributions throughout LGDM assessments. 5. Reflect on the significance of digital media learning and skills when LGDM assessments are implemented.

Topical Outline

This session will be a hands-on workshop on how to implement LGDM as an assessment tool for students. The following elements will be addressed in the workshop: (1) What are the rationale and underlying pedagogy of LGDM? (2) What digital media principles can be utilised in the context of LGDM? How can we host and share LGDM content? (3) What kind of evaluation criteria can be created for LGDM? (4) What is the role of group contribution and feedback in LGDM? and; (5) How do we evaluate LGDM assessments? You will explore the appropriateness of LGDM for the assessment of student works. You will also examine LGDM assessment in light of construct validity, reliability and manageability of the assessment process.

Prerequisites

This workshop is tailored to participants who want to apply LGDM as assessment tool considering evidence-based principles. Ideally, they should have the following experience: 1. Teaching experience 2. Understanding of adult learning principles 3. Pedagogical knowledge will be highly desirable 4. Knowledge in digital media will be an advantage but not required

Experience Level

Intermediate

Qualifications

Jorge Reyna • Lecturer in Higher Education, learning design, Faculty of Science, University of Technology Sydney • Vast experience applying visual design, aesthetics, usability, and accessibility in online learning environments • Experience in digital media and developing courseware for tertiary educational institutions including animations, screencast, podcasts, video scripting, filming, editing and production, multimedia learning, graphics, photography, etc. • Author of several journal papers and book chapter about educational technology. • Currently researching in the area of LGDM and flipping classrooms Website: www.jorge-reyna.com Mike Mimirinis • Senior Lecturer in Higher Education Studies, Faculty of Health Social Care and Education, Anglia Ruskin University, Cambridge, UK • Extensive experience of working with faculty on the enhancement of learning, teaching, and assessment • Current research explores variation in the ways teachers and students experience educational and learning phenomena in higher education. The most recent study identified a hierarchy of academic teachers’ conceptions of e-assessment. Marija Franetovic ? Course Developer and New Media Specialist, Lawrence Technological University and Adjunct Faculty in Learning Design and Technology, Wayne State University, Detroit, MI, USA. ? 16+ years of work experience collaborating with faculty on the enhancement of learning engagement and the creation of learning environments using new media, technology, and alternative teaching and learning strategies. ? Currently researching best practices and implications on authentic learning within blended learning, 3D environments, games, and new media; 35+ interdisciplinary and collaborative presentations and publications.

Topics

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