Abstract:

Learner-Generated Digital Media (LGDM) as an assessment tool was implemented more than a decade ago in higher education. Nevertheless, the field is considered under-researched, under-theorised and in the embryonic stage. The theoretical underpinnings used to implement LGDM in the classroom were based on Semiotic Theory, the Self-Explanation effect and the process of internalisation. These instructional theories proposed that learning is mediated by a relationship between the content, the modality and the construct. In other words, when students are asked to produce digital media assignments, they will need to develop a storyboard (content), take in consideration the modality (e.g., audio, images, moving text, animations), and the construct (digital artefact). This approach led to qualitative research to intent to understand how learning happens when using digital media as an assessment tool. This paper proposes a model to explain the learning process when using LGDM in the classroom. The proposed framework has three stages: Learn, Represent and Reinforce. Learn is relate to the preparation of a storyboard. Represent is the stage of multimodal visualisation of content (e.g., images, sound, animation, video). Furthermore, Reinforce refers to the production of the digital artefact. The model uses a multimedia learning theory to explain the learning processes. Additionally, self-regulation and motivational factors are embedded in the framework, and it will allow the use of psychometric tools to test the assumptions. The model will help to understand how students learn when LGDM is used in the classroom.

Keywords:

Learner-generated digital media, student-created digital media, user-generated content, authentic assessments, digital media literacies, science education.