Using the Learner-Generated Digital Media (LGDM) framework in tertiary science education: A pilot study

Reyna, J; Meier, P

Using the Learner-Generated Digital Media (LGDM) framework in tertiary science education: A pilot study

Reyna, J

Meier, P

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Publication Type:: Journal Article
Citation:: Education Sciences, 2018, 8 (3)
Issue Date:: 2018-09-01

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Field	Value	Language
dc.contributor.author	Reyna, J 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	2018-07-10	en_US
dc.date.issued	2018-09-01	en_US
dc.identifier.citation	Education Sciences, 2018, 8 (3)	en_US
dc.identifier.uri	http://hdl.handle.net/10453/126379
dc.description.abstract	© 2018 by the authors. Licensee MDPI, Basel, Switzerland. Learner-Generated Digital Media (LGDM) has become prevalent in higher education. Frameworks have been developed for video-making in the classroom that consider technical requirements, pedagogies, and the combination of both. However, missing is a practical model to guide academics and students on the implementation of LGDM assignments. This research aims to test a model to design, implement, and evaluate LGDM as an assessment tool. The model was built based on research gaps and it 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. For this purpose, five science subjects (N = 270) were used to test the model as a guide to implementing LGDM assignments. Data was gathered using a validated 33-step questionnaire instrument. Additionally, group contributions were received using the SPARKPlus peer review application, and marks attained were gathered. Methodological triangulation of the datasets suggested that students have a positive attitude toward LGDM for science learning. Students enjoyed the group work and creativity, and they identified digital media support as a critical component of their learning experience. Preliminary data support using the LGDM framework to design digital media assignments for science education.	en_US
dc.relation.ispartof	Education Sciences	en_US
dc.relation.isbasedon	10.3390/educsci8030106	en_US
dc.title	Using the Learner-Generated Digital Media (LGDM) framework in tertiary science education: A pilot study	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	8	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1303 Specialist Studies in Education	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.issue	3	en_US
pubs.publication-status	Published	en_US
pubs.volume	8	en_US

Abstract:

© 2018 by the authors. Licensee MDPI, Basel, Switzerland. Learner-Generated Digital Media (LGDM) has become prevalent in higher education. Frameworks have been developed for video-making in the classroom that consider technical requirements, pedagogies, and the combination of both. However, missing is a practical model to guide academics and students on the implementation of LGDM assignments. This research aims to test a model to design, implement, and evaluate LGDM as an assessment tool. The model was built based on research gaps and it 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. For this purpose, five science subjects (N = 270) were used to test the model as a guide to implementing LGDM assignments. Data was gathered using a validated 33-step questionnaire instrument. Additionally, group contributions were received using the SPARKPlus peer review application, and marks attained were gathered. Methodological triangulation of the datasets suggested that students have a positive attitude toward LGDM for science learning. Students enjoyed the group work and creativity, and they identified digital media support as a critical component of their learning experience. Preliminary data support using the LGDM framework to design digital media assignments for science education.

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http://hdl.handle.net/10453/126379