USING LEARNER-GENERATED DIGITAL MEDIA (LGDM) AS AN ASSESSMENT TOOL IN GEOLOGICAL SCIENCES
USING LEARNER-GENERATED DIGITAL MEDIA (LGDM) AS AN ASSESSMENT TOOL IN GEOLOGICAL SCIENCES
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使用学习者生成的数字媒体 (LGDM) 作为地质科学的评估工具
DOI：
10.21125/inted.2017.0116
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
P. Meier
中科院分区：
文献类型：
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作者：
Dr Jorge Reyna;F. Horgan;D. Ramp;P. Meier
本研究探讨了学习者生成的数字媒体（LGDM）作为评估工具，在地质科学。其目的是让学生进一步参与地质学科，并发展他们的数字媒体素养。为此，来自悉尼科技大学本科地质过程学科（2016年秋季）的97名学生被随机分配到2 - 5名学生的组中。学生们被要求就一个选定的研究主题制作一个五分钟的数字媒体演示。一个关于数字媒体原理的讲座和研讨会是为了让学生在学期初做好准备。整个学期的讲师和数字媒体导师通过计算机实践和准备作业提供支持和反馈。使用SPARKPlus应用程序监测基团贡献。在学期结束时，使用在线问卷来衡量学生对LGDM的态度。该调查评估了人口统计数据，数字媒体支持，对任务的态度，以及LGDM对技能发展的贡献。采用三角测量的方法，从问卷调查，小组工作和取得的成绩的数据集。我们的初步结果表明，学生对LGDM作为一种评估工具的积极态度，评估提供了一个新的机会，让学生应用属性，如“创造力”，他们的学习经验的地质学。教学和学习的影响进行了讨论。
This study explores learner-generated digital media (LGDM) as an assessment tool in Geological Sciences. The aim was to engage students with the geology subject further and to develop their digital media literacies. For this purpose, a cohort of 97 students from the undergraduate Geological Processes subject (Autumn 2016) at the University of Technology Sydney, were randomly allocated to groups of 2-5 students. The students were asked to produce a five-minute digital media presentation on a chosen study topic. A lecture and workshop on digital media principles were delivered to prepare the students for the task early in the semester. Support and feedback were provided across the entire semester by the lecturer and digital media tutor through computer practicals and preparatory assignments. Group contribution was monitored using the SPARKPlus application. An online questionnaire was used at the end of the semester to gauge students’ attitude towards LGDM. The survey assessed demographics, digital media support, attitudes toward the assignment, and the contribution of LGDM to skills development. Methodological triangulation was used with data sets from the questionnaire, group work and marks obtained. Our preliminary results indicate that students had a positive attitude towards LGDM as an assessment tool and that the assessment provided a novel opportunity for students to apply attributes such as ‘creativity’ to their learning experience of geology. Implications for teaching and learning are discussed.