The document discusses the integration of digital media in learning environments through various assignments, highlighting case studies on digital posters, machinima, digital storytelling, and digital commentary. It emphasizes the benefits of digital media assignments in developing academic literacy, fostering creativity, and enhancing student engagement while addressing challenges related to student readiness and assessment design. Key findings include the importance of clear expectations, innovative practices, and the communal construction of knowledge among students and educators.

1. Digital Responsesthemes emerging from the setting ofdigital media-enhanced learning assignmentsAndrew MiddletonOksanaFedotova, Richard Mather, Cathy Malone and Diane RushtonSheffield Hallam University(cc) h.koppdelaney

2. This is about...Extending the learning environment with digital mediaDigital voicesBeing an innovatorLearner-generated media

3. Responding to digital variety Capacity and benefits in setting and responding toUser-generated digital media assignments(cc) kevindooley 2008

4. 4 Case Studies4 interviews with academic innovators4 with their studentsDigital postersVirtual reality machinimaDigital storytellingGames-based machinima(cc) Flutterbudget 2010

5. 1. Digital postersDigital posters:Learner’s screencast voice structured by a simple graphic arrangement20 students x 2 (FT and PT )Business module on GlobalisationWhat: developing academic literacy skills through EBL towards creating a common pool of background data on emerging markets in different countries.(cc) Moleitau 2009

6. 2. Virtual reality machinimaMachinima:“digital films created in IVWs or digital games.“Accessible and open spaces in which to form representations of knowledge. (Middleton & Mather 2008)16 studentsWhat: Produce an artefact that provides insight on an aspect of virtual reality that has interested you.Machinima techniques were adopted by several students(cc) Planetart 2009Middleton, A. & Mather, R. (2008) Machinima interventions: innovative approaches to immersive virtual world curriculum integration. ALT-J: Research in Learning Technology, Vol. 16, No. 3. (2008), pp. 207-220.

7. 3. Digital storytellingDigital stories:“media artefacts combining still images and sound, created and edited by individuals or groups using cameras and computers." (Jenkins & Lonsdale 2007)13 Computing Innovation studentsWhat: evaluate multimedia technology by producing a digital story and writing a report.(cc) torres21 2009Martin Jenkins and Jo Lonsdale (2007) “Evaluating the effectiveness of digital storytelling for student reflection,” in ICT: Providing choices forlearners and learning (presented at the ASCILITE, Singapore, http://www.ascilite.org.au/conferences/singapore07/procs/jenkins.pdf.

8. 4. Digital commentaryDigital commentary:analytic layer over machinima of game play.93 Theory of Game Design students (Level 4)What: students are required to analyse complex interactive media using their digital narrative.(cc) awesomerealm 2009

9. Headline findingsFrom interviews conducted with staff and students“I wanted to give them a space that they could take some ownership of, and that's what happened.”(cc) fatmandy 2009

10. Academic readiness“I was enthused [by Digital Posters] and I was quite surprised given that I am quite IT phobic... I think the students pick that up”To give and support digital media assignmentsUsing media professionally can be scaryPersonal experience led to confidence:“You can’t expect students to do what you haven’t done”What we can do is often determined by timetabling(space, software, hardware)“I don't think I'd have set it if I hadn't been able to do it myself.”(cc) fatmandy 2009

11. Learner readinessTo being given digital media assignmentsStudents expectations are variedMany not done anything like this beforeDigital media - not the easy optionDigital media - the open optionStudents trust academicsStudent: “I just had so many ideas, I thought I can do this, I can do this.”(cc) I’maGirafe 2008

12. Setting the assignmentThings to think about when setting digital media assignmentsAlignment in rich assessment(Primary and secondary outcomes)Danger: students can think this is about mediaFocus on content – not form(even if the form is what is different for you!)Clear, early and regular briefing is keyAssessment grids/rubrics Class and podcast briefingManageability: time-delimited design“I didn't want it to be at all ambiguous”“There was no room for misunderstanding”

13. Literacy and ‘bridging’Student: “I put my diagnostic screencast on YouTube, I felt it was a much easier way to get ... people to comment on it.”Learning through digital media assignmentsCreating an enquiry frameworkAsynchronisity: layers of engagementDifferent media reveal different insightFamiliar forms and language leading to critical thinking“We just sat there with a phone and recorded ourselves speaking into it for quite a while, then we'd listen back to it and figure out what we were missing.”Student: “It was quite easy to go over [6 minute limit] …it helps you to really focus what you were trying to put across.”(cc) akshay_pulipaka 2008

14. On assessment designAssessment for learning“I didn’t want to ask them to develop skills in something that would not be useful to them ever again.”(cc) Pink Sherbet Photography 2006

15. Student: “Once I started I got over the main hurdle of what I was doing, how I was editing it and what I needed to do.”PrepareKeep It Simple StupidEarly non-critical task: remove anxiety, form expectations, identify problems and other ‘hurdles'Specify hardware, software, duration, formats, qualityStudents love to over-complicate things! DON’T let them!Test submission method(s)Check and agree file quotas beforehand(cc) Catharuna 2008

16. How did you arrive at AVI?"That was stupid. I should have listened to the students. They actually laughed about it when I said it!"SupportCommunityPeer mentors (academic and students)Develop a co-operative ethos (self supporting)YouTube screencasts sharing, etcCommunal ConstructivismHolmes, B., Tangney, B., FitzGibbon, A., Savage, T. and Meehan, S. (2001) Communal constructivism: students constructing learning for as well as with others. Proceedings of SITE 2001, Florida(cc) Kalieye 2007

17. CreativityExploring difference through a digital media assignmentOpen-endedness: “room”Tension:creativity /motivation | manageabilityStudent: “The projects that we made were all about creative freedom, and that was great. Once I got into it I was loving it, and I'd love to do it again, and I'd do the report again and not make as big a hash of it.”

18. Benefits 1Undertaking digital media assignmentsValuing voiceVaried assessment dietClear framework for enquiry(cc) Tanakawho 2008

19. Benefits 2Undertaking digital media assignmentsAcademic literacy(bridging or ‘becoming academic’)Ways in to academic engagementInherent motivationResearch exigencyEvaluating sourcesVoicing knowledge – “finding and using the right words for the first time”Selecting evidenceReviewing knowledgePresenting knowledge(cc) Future darkmatter 2005

20. Benefits 3Undertaking digital media assignmentsCommunal Constructivismasynchronous collective knowledge building being responsible for each otherAuthenticity”I felt like a games developer when I was doing it, I felt in that comfort zone, I felt I could do this, I could go out in the real world and actually do this for a living. It was great, I felt happy making that piece of work.”“Snap, me too.”Student: “A really great way to showcase what you have learned.”(cc) Afloden 2008

21. Benefits 4Undertaking digital media assignmentsMany levels of engagement(e.g. Game-based machinima commentaries)ActionRecordingAnalysisArticulationReflectionSelf-efficacy:making innate creativity explicitInclusive(cc) Amagil 2005

22. Conclusions 1MediationOpen ended: room to think creativelyMultiple layers of meaning through asynchronous engagementRichness: focus on primary outcomes and know there will be secondary outcomesMedia innovationLayers of complexity have to be managed Start small, find a mentorStop it if it’s not scalable or sustainableFix down technology to open academic creativity(cc) miss_blackbutterfly 2008

23. Conclusions 2Communicateacademic rationale and expectationsrubrics, talk throughs, feedbackCo-operative ethos (different to collaboration)Bridging deeply engage learner, develop confidence in knowledge construction methods Being creative - becoming responsible and critical(cc) Nrbelex 2007

24. Thanks to all of the Flickr photographers who post their work usingCreative Commons licences