About this paper

Appears in:
Pages: 36-44
Publication year: 2019
ISBN: 978-84-09-08619-1
ISSN: 2340-1079
doi: 10.21125/inted.2019.0016

Conference name: 13th International Technology, Education and Development Conference
Dates: 11-13 March, 2019
Location: Valencia, Spain

SELF-REGULATION PROCESSES IN LEARNER-GENERATED DIGITAL MEDIA (LGDM) ASSIGNMENTS

J. Reyna, P. Meier

University of Technology Sydney (AUSTRALIA)
Digital Media as an assessment tool is used in Higher Education as a vehicle to learn the subject content and to develop communication skills. Although it became a common practice in the last decade, the research field is considered to be under-theorised, under-researched and barely sufficient. Several gaps in the literature have been identified such as a practical model to implement digital media in the classroom, lack of educator’s know-how in digital media production, and effective marking rubrics. Additionally, methodological approaches to measure LGDM effectiveness in the classroom as a learning tool are in embryonic stages. The literature reported studies with small sample size, qualitative approaches and lack of student training and support. An extra layer of complexity is the different digital media types such as audio podcast, digital story, animation, and video. These digital artefacts require a different set of production skills. Therefore, the comparison between studies can be problematic. Nevertheless, many advantages of using LGDM has been highlighted by researchers with questionable empiric evidence. Due to the nature of digital media production workflow, characterised by being time-consuming, iterative and resource-intensive, we posit that students engaging in LGDM assignments require self-regulation skills to succeed on the task. For instance, developing a storyboard that requires to be evidence-based, visualisation of the content using multimodality, learning the different applications to produce the assets for the project, and engaging in the final production phase will require self-regulation skills. This paper discusses how understanding self-regulation processes in LGDM assignments can lead to a personalisation of student learning experience when LGDM assignments are used in the classroom.
@InProceedings{REYNA2019SEL,
author = {Reyna, J. and Meier, P.},
title = {SELF-REGULATION PROCESSES IN LEARNER-GENERATED DIGITAL MEDIA (LGDM) ASSIGNMENTS},
series = {13th International Technology, Education and Development Conference},
booktitle = {INTED2019 Proceedings},
isbn = {978-84-09-08619-1},
issn = {2340-1079},
doi = {10.21125/inted.2019.0016},
url = {http://dx.doi.org/10.21125/inted.2019.0016},
publisher = {IATED},
location = {Valencia, Spain},
month = {11-13 March, 2019},
year = {2019},
pages = {36-44}}
TY - CONF
AU - J. Reyna AU - P. Meier
TI - SELF-REGULATION PROCESSES IN LEARNER-GENERATED DIGITAL MEDIA (LGDM) ASSIGNMENTS
SN - 978-84-09-08619-1/2340-1079
DO - 10.21125/inted.2019.0016
PY - 2019
Y1 - 11-13 March, 2019
CI - Valencia, Spain
JO - 13th International Technology, Education and Development Conference
JA - INTED2019 Proceedings
SP - 36
EP - 44
ER -
J. Reyna, P. Meier (2019) SELF-REGULATION PROCESSES IN LEARNER-GENERATED DIGITAL MEDIA (LGDM) ASSIGNMENTS, INTED2019 Proceedings, pp. 36-44.
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