Digital Production and Students as Learning Designers

Sørensen, Birgitte Holm; Levinsen, Karin

doi:10.2478/dfl-2014-0011

Cited by 15 publications

(15 citation statements)

References 18 publications

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“…In our research, we found that key elements of dynamically scaffolding the ongoing mutual constitution of design-as-process and framework-as-process are processevaluations and the students' ownership of the learning objectives (Sørensen & Levinsen, 2014;Sørensen & Levinsen, 2014a). We found that students often did not take ownership of learning objectives when the teacher presented them in teacher language.…”

Section: Designing For the Students' Agency -Framing The Fluxmentioning

confidence: 70%

Teachers’ Designs for Learning Practices when Designing for Students as Learning Designers

Levinsen¹,

Sørensen

2019

Designs for Learning

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Section: Designing For the Students' Agency -Framing The Fluxmentioning

confidence: 70%

Teachers’ Designs for Learning Practices when Designing for Students as Learning Designers

Levinsen¹,

Sørensen

2019

Designs for Learning

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“…The next step in this project is to map the LGDM Framework against self-regulation subscales [94] and measure how students adapt to learning with LGDM assignments. Because LGDM assignments require a high level of autonomy [38] and are time-consuming [63], iterative, and resource-intensive processes [64], self-regulation could be a useful theoretical model for further research in the field [95,96]. Understanding how students self-regulate their learning with LGDM would allow educators to help students acquire and master the necessary skills [95,96] and increase the personalisation of the learning experience [97].…”

Section: Discussionmentioning

confidence: 99%

“…Digital media production is time-consuming [62], iterative [63], and resource-intensive [64], with variations depending on the media type [65]. For example, creating an audio podcast is less onerous than creating a digital story or video.…”

Section: Marking Schemesmentioning

confidence: 99%

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

Reyna

Meier

2018

Education Sciences

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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.

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“…When students plan their LGDM assessment tasks with their groups and engage in planning, scheduling meetings, seeking help, developing task strategies, and so forth, they will need to use self-regulation learning strategies. Digital media production has been characterised as time-consuming, iterative, and resourceintensive (Musburger & Kindem, 2012;Sørensen & Levinsen, 2014) and it requires self-regulation skills to accomplish. We posit that LGDM assignments require a high degree of student self-regulation learning skills.…”

Section: Self-consequencesmentioning

confidence: 99%

Using factor analysis to validate a questionnaire to explore self-regulation in learner-generated digital media (LGDM) assignments in science education

Reyna¹,

Hanham²,

Vlachopoulos

et al. 2019

AJET

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This research is a validation study of a survey instrument to assess student self-regulation which aims to fill a methodological gap by capturing self-regulation processes while completing learner-generated digital media (LGDM) assignments. For this purpose, the study developed and validated a self-regulation learning questionnaire. Data were gathered from seven science subjects (Years 1 to 3, n = 341) which used LGDM assignments during Semester 1, 2017. Students were asked to complete a 40-item online questionnaire. The questionnaire was administered at three times during the semester (Weeks 2, 6, and 10). Exploratory factor analysis was used to identify factor structures, followed by confirmatory factor analysis to test the validity of the constructs defined by exploratory factor analysis. Analysis of the data revealed a ten-factor structure – six concerning self-regulation, two concerning student attitudes towards LGDM assignments, one concerning assignment ownership, and one concerning assignment motivation. The variables empirically verified in this study have important practical implications, as they could provide educators with the direction in which to target interventions to improve learners’ experiences with LDGM. The study findings also contribute to the field by providing scholars with a validated research instrument that can be used in future studies.

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Digital Production and Students as Learning Designers

Cited by 15 publications

References 18 publications

Teachers’ Designs for Learning Practices when Designing for Students as Learning Designers

Teachers’ Designs for Learning Practices when Designing for Students as Learning Designers

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

Using factor analysis to validate a questionnaire to explore self-regulation in learner-generated digital media (LGDM) assignments in science education

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