文章基本信息

标题：Implementing Digital Media Presentations as Assessment Tools for Pharmacology Students
本地全文：下载
作者：Jorge Reyna ; Peter Meier ; Francis Geronimo 等
期刊名称：American Journal of Educational Research
印刷版ISSN：2327-6126
电子版ISSN：2327-6150
出版年度：2016
卷号：4
期号：14
页码：983-991
DOI：10.12691/education-4-14-1
出版社：Science and Education Publishing
摘要：At the Faculty of Science we introduced the use of digital presentations as assessment tools for third-year pharmacology students. A cohort of 167 students self-allocated into groups of four and were assigned a topic related to the pharmacology lecture material. A one-hour lecture was delivered to discuss digital media principles (visual design, video composition, multimedia learning principles, etc.) and how to apply these to create digital media projects. During practical classes, students developed a storyboard and received feedback and technical advice from tutors. Towards the end of the semester, students uploaded their preliminary presentations to a YouTube channel and received feedback from lecturers, tutors, and peers before submitting the final version. A marking rubric was developed and shared with students at the beginning of the semester. The study used a mixed-methods approach to evaluating the intervention. A comprehensive 35-step questionnaire was used, covering demographics, students’ attitudes towards technology, digital media support, understanding of the assignment, and knowledge construction and skills gained. It also contained five open-ended questions. A high response rate was achieved for the voluntary survey (97/167). Additionally, students reviewed contributions of group members using SPARKPlus, and the marks attained were used to triangulate the questionnaire responses. In summary, the data shows that students found the assignment was engaging, fostered learning and creativity, and that they gained additional skills relevant to their future careers.
关键词：digital presentations; learner-generated digital media; digital video in science education; digital storytelling