Poster 11

Jorge Reyna
University of Technology Sydney
@Jreynasyd

Jose Hanham
Western Sydney University
@JoseHanham

Peter Meier
University of Technology Sydney

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Tuesday 5 December 3pm – 3.45pm
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Abstract

With the implementation of Learner-Generated Digital Media (LGDM) as an assessment tool (Reyna et al., 2017), students are increasingly becoming co-creators of content in Higher Education. To implement digital media assessments, educators require an understanding of the different media types and the skills involved in effective production. This understanding will enable them to effectively allocate student workload and marks for the task. It will also inform the design of marking rubrics that assess digital media as part of communication skills. The digital media type and its complexity will define if the task should be individual or group work. If group work is required, a strategy such as peer review needs to be implemented to ensure every member of the group contributes. Additionally, if educators understand digital media types and the skills required to produce LGDM, they can scaffold student digital media literacy across curricula.

This research proposes a Learning Workflow for Digital Media Assignments (LWDMA) based on two theoretical underpinnings: the Digital Media Literacies Framework (DMLF)(Reyna et al., 2017); and the concept of digital technologies as Technological Proxies (TPs) in the learning process (Hanham et al., 2014). The DMLF proposed three domains (conceptual, functional, and audio-visual) which need to be mastered to produce effective LGDM. In contrast, TP theory identifies digital technologies as agents performing important tasks on behalf of the user. Currently, this project is collecting data that will inform the validity of the LWDMA.

About the authors

Jorge Reyna

Lecturer in Higher Education, learning design. Vast experience applying visual design, aesthetics, usability, and accessibility in online learning environments. Experience teaching digital media to communicate science. Expertise in digital media production such as animations, screencast, podcasts, video scripting, filming, editing and production, multimedia learning, graphics, photography, etc.

Jose Hanham

Trained history teacher and researcher in educational psychology. His research areas are group-based learning with adolescents, instructional design, and mentoring in vulnerable populations. Jose carries out empirical research in primary and secondary schools within the NSW Public and Catholic education systems. He also conducted research in partnership with community organisations.

Peter Meier

Associate Dean Teaching and Learning. Responsible for the implementation of new learning technologies and approaches across the science curriculum. Specialist in clinical learning and competency assessment, including virtual clinic environments. Currently leading a nationally recognised lighthouse project in Work Integrated Learning in Science.