TEACHING WITH DIGITAL MEDIA ASSIGNMENTS

Digital media assignments provide students an opportunity to demonstrate their learning of course content through the creation of multimedia learning objects using such formats as video, audio, still images and text. Assignments include the creation of short video documentaries, digital stories, audio and enhanced podcasts, digital essays, and other types of multimedia presentations. Students present their ideas for peer and/or instructor critique, research and integrate primary and secondary resources, reflect upon and communicate their perspective on what they’ve learned, and use the appropriate tools to structure their assignments.

EXAMPLES OF DIGITAL MEDIA ASSIGNMENTS

VIDEOS ON ENVIRONMENTAL ISSUES AND SUSTAINABILITY – THOMAS EGGERT

Thomas Eggert is a Senior Lecturer in the School of Business and the Environmental Assistance Coordinator for the Wisconsin Department of Natural Resources. He had his students teach middle school classes about environmental issues and sustainability, first without the use of digital media, and then incorporating videos into the class. This assignment was valuable to his students both technically and substantively. Technically, students needed to develop the skills necessary to record and edit the video. Additionally, they needed to learn how to develop a story that was both entertaining and educational. Substantively, students needed to understand their content well and learn how to communicate it effectively to reach their intended audience. His students enjoyed creating digital media assignments and thought it was an effective way to teach middle school students.

To watch the videos that Eggert’s students produced, visit: http://go.wisc.edu/385qg9

ONLINE MAGAZINE – KATHLEEN CULVER

Kathleen Culver is an Assistant Professor in Journalism and Mass Communication. Her class of 20 undergraduates spent a semester working in teams to create an online magazine called Curb (www.curbonline.com). The magazine featured various sources of digital media that included audio, video, slideshows, and timelines. While her students mainly pursue careers in professional communication, she felt the skills and satisfaction they received from these types of assignments were invaluable. Working with digital media assignments helped students become adaptable and analytical. Having these skills can help lawyers as much as it can help journalists. Through her experience, Culver found that lessons in new tools helped foster students’ creativity when using traditional tools. These skills were transferable with other assignments, such as writing research papers, and traditional skills were transferable with digital media assignments.

METHODS OF GOOD PRACTICE

The resulting methods of good practice can help in the planning and integration of digital media assignments in a course.

  1. Assign students to work on projects in small groups to promote studentto-student interaction and to build collaboration skills.
  2. Provide training and support resources to help students learn new multimedia tools and software. Ensure these resources are available to students at the time of greatest need during the development process.
  3. Educate students about the resources and methods for acquiring digital assets, as well as the ethical and legal issues related to using these materials in their projects.
  4. Address a real problem to increase motivation and to provide students with the opportunity to share their projects with an audience outside the course to obtain authentic feedback (rather than a strictly classroom audience).

Additionally, the following points should be considered before starting a digital media assignment.

  1. Meet with a learning technology consultant early in the design process for the assignment.
  2. Study different examples of digital media assignments to understand and recognize the ways in which others have presented information in a multimodal format.
  3. Develop a digital media assignment before assigning one to students. This will help identify the knowledge and skills students will demonstrate through their digital media assignment.
  4. Identify and recommend specific technologies students should use for their assignment.
  5. When selecting technologies, build on technologies that are familiar to students.
  6. Remember that students can overestimate their technical abilities. Help them assess their level of expertise with the technologies being used.
  7. Identify campus digital media equipment checkout, support, and training resources for students.
  8. Develop and share the rubric to be used to evaluate their digital media assignment.
  9. Help students understand the amount of time required to complete a digital media assignment.
  10. Implement check-in phases of a project to guide students through a thoughtful process (i.e., storyboarding, script writing, rough draft, critique and feedback, and final due date).
  11. Provide students with small, low-risk activities prior to giving them an official digital media assignment to give them an opportunity to practice and develop communication and media literacy skills.
  12. Provide in-class time for students to work on their digital media assignment.

ROAD MAP TO SUCCESS

The following framework helps consultants and instructors think broadly about the assignment objectives and address important pedagogical issues such as:

  • integrating research into the assignment;
  • scheduling time with subject librarians or technology trainers; and
  • teaching critical legal issues such as copyright and sharing one’s work with the public.

Use the following checklist to keep projects and consultations on track.

RE:SEARCH

  • Students seek primary and secondary sources.
  • Students collect and create appropriate digital assets for the assignment.
  • Students integrate information from the course.
  • Students and instructors have opportunities to work with library staff.

RE:FLECT

  • Students integrate course work with challenging problems that extend beyond the classroom.
  • Students communicate their ideas, perspectives, and emotions in creative ways.
  • Students articulate what they are learning using media. Re:construct
  • Students and instructors develop a process for planning, producing, revising, and delivering a media assignment.
  • Students integrate various forms of media and apply a range of skills to demonstrate their learning. • Students build new knowledge and understanding of the course content.

RE:VIEW

  • Instructor creates criteria to assess the media assignment.
  • Students go through an iterative process to develop their assignment.
  • Students receive feedback from the instructor and/or other students in the course.
  • Students learn to critique in a constructive manner.

RE:LEASE

  • Students share their work for public viewing and reuse.
  • Students get Creative Commons license for their work.
  • Students and instructors improve their understanding of copyright issues.

GRADING DIGITAL MEDIA ASSIGNMENTS

Digital media assignments can be challenging to assess, especially if students are working in a group. The following is a list of suggestions to consider in the development of a grading rubric.

  • Identify key course learning objectives, learning outcomes, and skills that are developed through the digital media assignment.
  • If applicable, determine whether students will receive a group grade, individual grades, or a combination of the two.
  • Solicit feedback from students on how the assignment should be graded.
  • Consider ways to assess projects on the following: clarity of ideas and details, overall organization, effective use of language, voice and audience, and technical competence.
  • Identify logical phases for the development of the assignment (i.e., storyboarding, script writing, rough draft, critique and feedback, and final due date).
  • Provide and/or facilitate feedback sessions for projects at each phase of the assignment.
  • Evaluate the quality of the resulting media by reviewing items such as length, pacing, appropriate use of visual and/or aural transitions, clean edits, and video quality.
  • Consider the use of journals and team feedback for student reflection on the assignment to assess the collaborative creative process.
  • Grade the process used in the creation of the digital media assignment, as well as the product itself.

EXAMPLES OF GRADING RUBRICS

COPYRIGHT AND FAIR USE

As part of the Re:lease section on the Road Map to Success, students need to be guided through a conversation on copyright and fair use policies. The following resources that were used in a number of courses on campus.

  • Checklist for Library Support for Digital Media Assignments
    http://go.wisc.edu/70x1j9
    This checklist is for consultants and librarians working with faculty to develop instructional design and support materials related to research, citation, and copyright.
  • Copyright for Digital Media Assignments
    http://go.wisc.edu/14a7vw
    This guide, created by the UW-Madison Libraries, provides resources regarding copyright for students using images, video, and music for digital media assignments.
  • Copyright for Digital Media Assignments Web Module
    http://go.wisc.edu/c694h1
    This web module addresses key learning outcomes related to copyright that were articulated by DoIT Academic Technology.
  • UW-Madison Libraries and Copyright Basics
    http://go.wisc.edu/mk2429
    This guide describes basic ideas about the exclusive rights of copyright, some of the exemptions to those rights, and library services related to copyright.
  • Creative Commons
    http://go.wisc.edu/kvu7x5
    Creative Commons is a nonprofit corporation dedicated to making it easier for people to share and build upon the work of others, consistent with the rules of copyright. They provide free licenses and other legal tools to mark creative work with the freedom the creator wants it to carry, so others can share, remix, use commercially, or any combination thereof.
  • What is Creative Commons?
    http://go.wisc.edu/2zuazj
    This handout provides useful information on Creative Commons, the different licenses, and using Creative Commons content in your own work.

A SCHOLARLY APPROACH: CITING RESOURCES

In using digital media assignments, it is important for students to know how to cite resources they used in their assignment. UW-Madison Libraries developed several resources and provided in-class training on citation practices.

  • Checklist for Library Support for Digital Media Assignments
    http://go.wisc.edu/70x1j9
    This checklist is for consultants and librarians working with faculty to develop instructional design and support materials related to research, citation, and copyright.
  • Digital Media Assignments: Options for Organizing Citation Information and Citing Sources
    http://go.wisc.edu/hegcm6
    A proper citation gives credit to the source and allows the reader to locate the original source. No matter what method or citation style is used, it is recommended that students gather all the necessary citation information at the time of conducting research.

TELLING A STORY

As part of the Re:construct section on the Road Map to Success, instructors encouraged a thoughtful process of storyboarding and script writing prior to development. Additionally, instructors provided guidance to students regarding effective interviewing practices.

  • Storyboarding / Script Writing / Interviewing Skills
    http://go.wisc.edu/yavs97
    Download this file to see how Professor Phillip Kim, School of Business, used the storyboard technique to plan his own digital media assignment video.
  • Six Panel Storyboard Template
    http://go.wisc.edu/11xhx6
    Download the template to be used by students to create their storyboards. Microsoft Word document.
  • An alternative storyboard approach by David Macasaet
    http://go.wisc.edu/x3j2ho
    Download the example to help students create their storyboards. TIFF image file.

RELEASE FORMS

As part of the Re:lease section on the Road Map to Success,students and instructors need to understand the need to get consent to record and share information that they collected. Through the help of the UW-Madison Office of Administrative Legal Services, release forms were also provided to students and instructors.

  • Talent Release Form
    http://go.wisc.edu/p3jge2
    The Talent Release Form was signed by any actors or participants in the projects whose voices or images were recorded for a project. One cannot claim full ownership of the copyright of the production without the consent of those participants. It was the responsibility of the author of the work to collect this consent.
  • Release Agreement Form
    http://go.wisc.edu/5qll15
    The Release Agreement Form needed to be signed by the student(s) who created the digital media assignment, so the instructor and Engage could use the production in the ways outlined by the agreement. For example, it gave instructors the authority to show the student work outside of class and at conferences. It also allowed Engage the right to use the work to promote digital media assignments for teaching and learning on campus, on websites, and at conferences.