Using Learner-Generated Digital Media (LGDM) as an Assessment Tool
Jorge Reyna, Peter Meier, University of Technology Sydney, Australia ; Mike Mimirinis, Anglia Ruskin University, Cambridge, UK, United States ; Marija Franetovic, Wayne State University, Detroit, MI, United States
EdMedia + Innovate Learning, in Washington, DC ISBN 978-1-939797-29-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Digital media presentations in higher education have been reported as a way to deploy content for blended learning and recently, flipping classrooms. Learner-Generated Digital Media (LGDM) emerged more than a decade ago in the field of education (pre-service teachers), and it has been incorporated recently into other disciplines. It has been documented that LGDM provides opportunities for the improvement of student’s skills like problem-solving, cooperative learning, critical thinking, and self-motivation. Other skills developed by participating in the process of designing, creating, and presenting digital presentations include different types of literacy like digital, technological, visual, and global literacy. Teachers are using these technologies as a valuable tool for motivation, collaboration, expression, and authentic assessment. Learner-generated content has been shown to have the potential to add value not only in hands-on experience but also peer-driven learning.
Reyna, J., Meier, P., Mimirinis, M. & Franetovic, M. (2017). Using Learner-Generated Digital Media (LGDM) as an Assessment Tool. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 898-903). Washington, DC: Association for the Advancement of Computing in Education (AACE).
© 2017 Association for the Advancement of Computing in Education (AACE)
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Rosa Arruabarrena, Ana Sánchez, José Miguel Blanco, José Ángel Vadillo & Imanol Usandizaga, University of the Basque Country, UPV/EHU, Spain
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 232–237
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