Abstract:

Learner-Generated Digital Media (LGDM) emerged more than a decade ago in the field of education (Kearney & Schuck, 2005) and had been incorporated recently into other disciplines (Powell, 2015; Stuckey, 2012). Learner-generated content provides opportunities to improve students’ skills such as problem-solving, cooperative learning, critical thinking, and motivation (Ohler, 2013). Other skills include the development of different types of literacies such as digital, technological, visual and global (Robin, et al., 2011). Teachers are using these technologies as valuable tools for motivation, collaboration, expression, and authentic assessment (Hazzard, 2014). Additionally, LGDM has been identified as having the potential to add value in hands-on experience but also through peer-driven learning (Berardi & Blundell, 2014).

There are frameworks developed for video making in the classroom that considers technical know-how and a model that incorporates pedagogies. However, there is a lack of a practical framework to inform academics and students on the implementation of digital presentations as an assessment tool in the curricula. The aim of this paper is to propose a model on how to design, implement and evaluate LGDM as assessment tools in tertiary education.

This evidence-based framework considers a stepwise progression of:
(1) pedagogy;
(2) student training;
(3) hosting of videos;
(4) marking schemes;
(5) group contribution;
(6) feedback;
(7) reflection, and;
(8) evaluation.

The model acts as a conduit between theory and good practice.

Keywords:

Digital presentations, storytelling, video as assessment items, digital media, digital media literacy, digital media as an assessment tool.