Using the Learner-Generated Digital Media (LGDM) Framework in Tertiary Science Education: A Pilot Study

• Main Authors: Jorge Reyna (Author), Peter Meier (Author)
• Format: Book
• Published: MDPI AG, 2018-07-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 2227-7102; 10.3390/educsci8030106
• Keywords: Learner-generated digital media; video as an assessment tool; digital media; digital media literacies; blended media; digital media as an assessment tool; Education; L
• Source: Education Sciences, Vol 8, Iss 3, p 106 (2018)

Learner-Generated Digital Media (LGDM) has become prevalent in higher education. Frameworks have been developed for video-making in the classroom that consider technical requirements, pedagogies, and the combination of both. However, missing is a practical model to guide academics and students on the implementation of LGDM assignments. This research aims to test a model to design, implement, and evaluate LGDM as an assessment tool. The model was built based on research gaps and it considers the following elements: (1) pedagogy, (2) student training, (3) hosting of videos, (4) marking schemes, (5) group contribution, (6) feedback, (7) reflection, and (8) evaluation. For this purpose, five science subjects (N = 270) were used to test the model as a guide to implementing LGDM assignments. Data was gathered using a validated 33-step questionnaire instrument. Additionally, group contributions were received using the SPARKPlus peer review application, and marks attained were gathered. Methodological triangulation of the datasets suggested that students have a positive attitude toward LGDM for science learning. Students enjoyed the group work and creativity, and they identified digital media support as a critical component of their learning experience. Preliminary data support using the LGDM framework to design digital media assignments for science education.