A Practical Model for Implementing Digital Media Assessments in Tertiary Science Education

Reyna Zeballos, JL; Meier, P

A Practical Model for Implementing Digital Media Assessments in Tertiary Science Education

Reyna Zeballos, JL

Meier, P

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Publisher:: Science and Education Publishing
Publication Type:: Journal Article
Citation:: American Journal of Educational Research, 2018, 6 (1), pp. 27 - 31
Issue Date:: 2018-01-11

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Field	Value	Language
dc.contributor.author	Reyna Zeballos, JL https://orcid.org/0000-0002-9909-0581	en_US
dc.contributor.author	Meier, P https://orcid.org/0000-0001-6911-3511	en_US
dc.date.available	2018-01-02	en_US
dc.date.issued	2018-01-11	en_US
dc.identifier.citation	American Journal of Educational Research, 2018, 6 (1), pp. 27 - 31	en_US
dc.identifier.issn	2327-6126	en_US
dc.identifier.uri	http://hdl.handle.net/10453/121682
dc.description.abstract	Learner-Generated Digital Media (LGDM) has been incorporated as a learning tool to assess students in Higher Education over the last decade. There are models developed for video making in the classroom that considers technical know-how, pedagogies or a combination of both. However, there is the absence of a student-centred, practical framework to inform academics and students on the implementation of digital presentations as an assessment tool in the curricula. This conceptual paper proposes a new framework to assist with the design, implementation and evaluation of LGDM as assessment tools. The framework considers the following elements: (1) pedagogy; (2) student training; (3) hosting of videos; (4) marking schemes; (5) group contribution; (6) feedback; (7) reflection, and; (8) evaluation. The purpose of this paper is to outline the basic elements of the framework and provide practical implementation strategies that academics from any discipline could apply to their classrooms.	en_US
dc.publisher	Science and Education Publishing	en_US
dc.relation.ispartof	American Journal of Educational Research	en_US
dc.relation.isbasedon	10.12691/education-6-1-4	en_US
dc.title	A Practical Model for Implementing Digital Media Assessments in Tertiary Science Education	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	6	en_US
utslib.location.activity	USA	en_US
utslib.for	1301 Education Systems	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
pubs.organisational-group	/University of Technology Sydney/Students
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	6	en_US

Abstract:

Learner-Generated Digital Media (LGDM) has been incorporated as a learning tool to assess students in Higher Education over the last decade. There are models developed for video making in the classroom that considers technical know-how, pedagogies or a combination of both. However, there is the absence of a student-centred, practical framework to inform academics and students on the implementation of digital presentations as an assessment tool in the curricula. This conceptual paper proposes a new framework to assist with the design, implementation and evaluation of LGDM as assessment tools. The framework considers the following elements: (1) pedagogy; (2) student training; (3) hosting of videos; (4) marking schemes; (5) group contribution; (6) feedback; (7) reflection, and; (8) evaluation. The purpose of this paper is to outline the basic elements of the framework and provide practical implementation strategies that academics from any discipline could apply to their classrooms.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/121682