Co-creation of knowledge using mobile technologies and digital media as pedagogical devices in undergraduate STEM education

Reyna, J; Meier, P

Co-creation of knowledge using mobile technologies and digital media as pedagogical devices in undergraduate STEM education

Reyna, J Meier, P

Permalink

Publisher:: Association for Learning Technology
Publication Type:: Journal Article
Citation:: Research in Learning Technology, 2020, 28, (0)
Issue Date:: 2020-01-01

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Adobe PDF

Download Published versionAdobe PDF (257.83 kB)

View on publisher's site

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Reyna, J
dc.contributor.author	Meier, P https://orcid.org/0000-0001-6911-3511
dc.date.accessioned	2020-12-16T02:17:05Z
dc.date.available	2020-12-16T02:17:05Z
dc.date.issued	2020-01-01
dc.identifier.citation	Research in Learning Technology, 2020, 28, (0)
dc.identifier.issn	2156-7069
dc.identifier.issn	2156-7077
dc.identifier.uri	http://hdl.handle.net/10453/144746
dc.description.abstract	© 2020, Association for Learning Technology. All rights reserved. Digital media assignments are a widely used method of assessing student learning in higher education. Despite their common use, the literature on digital media assignments has many gaps regarding theoretical frameworks to guide their design, implementation and evaluation. This research paper focuses on student attitudes towards the use of mobile technology and digital media assignments in undergraduate STEM education. The study used a set of novel theoretical frameworks to identify training needs in digital media production, development of assessment weightings, marking rubrics and student training and resources. Longitudinal data were captured over a period of 4 years (n = 1724) using a mixed-methods approach. Validated questionnaires measured student attitudes to digital media support and attitudes to technology, understanding of the assignment, knowledge construction and digital media for learning and career development. Open-ended questions helped gather suggestions from students for improving the assessment task. Questionnaire data were analysed by using descriptive statistics and qualitative data with thematic analysis. The results suggested that students enjoyed group work, found learning with digital media to be engaging and developed critical thinking and digital media skills. In conclusion, STEM students had a positive learning experience repurposing mobile technology as pedagogical devices that present knowledge by using a multi-modal approach mediated by digital media.
dc.language	en
dc.publisher	Association for Learning Technology
dc.relation.ispartof	Research in Learning Technology
dc.relation.isbasedon	10.25304/rlt.v28.2356
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1099 Other Technology, 1303 Specialist Studies in Education
dc.title	Co-creation of knowledge using mobile technologies and digital media as pedagogical devices in undergraduate STEM education
dc.type	Journal Article
utslib.citation.volume	28
utslib.for	1303 Specialist Studies in Education
utslib.for	1099 Other Technology
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Students
utslib.copyright.status	open_access	*
dc.date.updated	2020-12-16T02:16:52Z
pubs.issue	0
pubs.publication-status	Published
pubs.volume	28
utslib.citation.issue	0

Abstract:

© 2020, Association for Learning Technology. All rights reserved. Digital media assignments are a widely used method of assessing student learning in higher education. Despite their common use, the literature on digital media assignments has many gaps regarding theoretical frameworks to guide their design, implementation and evaluation. This research paper focuses on student attitudes towards the use of mobile technology and digital media assignments in undergraduate STEM education. The study used a set of novel theoretical frameworks to identify training needs in digital media production, development of assessment weightings, marking rubrics and student training and resources. Longitudinal data were captured over a period of 4 years (n = 1724) using a mixed-methods approach. Validated questionnaires measured student attitudes to digital media support and attitudes to technology, understanding of the assignment, knowledge construction and digital media for learning and career development. Open-ended questions helped gather suggestions from students for improving the assessment task. Questionnaire data were analysed by using descriptive statistics and qualitative data with thematic analysis. The results suggested that students enjoyed group work, found learning with digital media to be engaging and developed critical thinking and digital media skills. In conclusion, STEM students had a positive learning experience repurposing mobile technology as pedagogical devices that present knowledge by using a multi-modal approach mediated by digital media.

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

http://hdl.handle.net/10453/144746