Theoretical Foundations to Design Learner-Generated Digital Media (LGDM) Assessment Rubrics

Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Publication Type:
Conference Proceeding
2019, pp. 1065 - 1074
Issue Date:
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LGDM_Rubrics_PDF.pdfAccepted Manuscript version3.03 MB
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Learner-Generated Digital Media (LGDM) assignments empower students to become co-creator of knowledge rather than passive consumers of content. The Internet explosion, the affordability of digital technologies and devices such as a smartphone, tablets, and action cameras, created the opportunity to use digital media in the classroom. Most of the research in the field of LGDM assignments focused on learning course content and neglected the importance of effective communication in the digital space. Outside of the creative disciplines, educators do not provide student training on how to create effective digital media. Part of the issue is due to the digital native's myth and educators’ lack of understanding of digital media creation. This conceptual paper aimed to discuss digital media principles such as layout design, colour theory, typography, use of images, C.R.A.P principles, and basic video techniques. Educators require working knowledge of these principles to be able to support students with their LGDM assignments. Understanding these principles educators will be able to design marking rubrics that accurately measure what students created. Applying these principles to the creation of LGDM assignments will ensure the message is visually appealing, legible, and credible. Therefore, the digital media artefact produced will engage the audience, and the message will come across effectively. The paper presents examples and discusses implications for marking rubric design.
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