The Internet explosion, digital media principles and implications to communicate effectively in the digital space

Abstract

Being literate has traditionally meant being able to read and write using the media of the day. In the 21st century, being literate requires additional skills such as competence with digital media creation. Until recently, those who could afford and use equipment and applications to produce digital media content were typically developers and technicians. With the development of prosumer electronics, in conjunction with the use of mobile devices and tablets, a shift has occurred in the accessibility of these tools, becoming more affordable for the general population. Video sharing services, social software and Web 2.0 applications have made it possible to host a digital media ecosystem on the Internet, and this has led to the proliferation of User-Generated Content. These technological advances have changed how we communicate, socialise and learn. Effective communication using digital media is underpinned by a set of design principles which most students are not likely to be aware. This paper built on two previous papers on the Digital Media Literacy Framework and the Taxonomy of Digital Media types for teaching and learning. It argues the importance of digital media principles to develop effective communication in the digital space. Students now require knowledge of these principles, in conjunction with conceptual and functional skills, for effective communication in the digital space.

Supplementary Book of Green Consumerism: An Innovation of Environmental Learning based on HOTS

“…Students at the junior high school level, both in public schools and schools based on Islamic learning (Madrasah Tsanawiyah) the use of teaching materials and media based on HOTS is still very low. This has an impact on the low HOTS of students in environmental learning (Arnon, Orion, & Carmi, 2015;Garcia, 2015;Taft, 2015). The implementation of SBGC needs to be done in further research to find out the increase in students' HOTS in learning to use SBGC.…”

Students’ Higher Order Thinking Skills in Environmental Learning: Develop Assessment Based on Green Consumerism

“…This can be given to students then students love to assess and evaluate and criticize the use of plastic for environmental sustainability around them in accordance with aspects of green consumerism about the use of plastic products. Media that can be used by teachers in order to stimulate the growth of analytical power and critical students in the environment, namely learning media based on Android, websites, videos, e-books and many others (Fauzi & Fariantika, 2018;Fitriani, Adisyahputra, & Komala, 2018;Ichsan, Dewi, Hermawati, & Iriani, 2018;Jiang et al, 2017;Kleebbua & Siriparp, 2016;Reyna, Hanham, & Meier, 2018). The use of digital-based learning media is highly recommended for use in environmental learning because it will help in delivering learning material (Hidayati & Wuryandari, 2012;Jiang et al, 2017;Moghavvemi, Sulaiman, Jaafar, & Kasem, 2018;Suhendar & Wahyuni, 2018;Yusop & Sumari, 2013).…”

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

“…• the digital media principles framework (Reyna, Hanham, & Meier, 2018a); and • the LGDM implementation framework (Reyna & Meier, 2018).…”

“…The taxonomy of digital media types was used to explain to students the skills required for the digital media type they chose for their assignments. The digital media principles framework (Reyna et al, 2018a) guided the audiovisual training (layout design, colour theory, typography, use of images, and basic video techniques). The LGDM implementation framework (Reyna & Meier, 2018) guided academics and students to understand the assignment workflow.…”