Jorge is a scholar of digital media for learning, with ten years of experience in university settings and fifteen years in the digital media industry. He has a strong focus on learning design which considers pedagogies, visual design, usability, accessibility, multimedia learning principles, presentation quality, and the appropriate use of technology. Jorge believes that the keys to success in educational technology are the provision of high-quality educational design, empowerment of staff to experiment, staff development via workshops, and one-on-one support. He also emphasises the development of resources for academics to facilitate online teaching and learning, training of students in the use of technological tools, prioritising students ‘learning experience, and monitoring progress through reflection and research.
Jorge is focused on using digital media as an assessment tool to foster deep learning and digital media literacies. His area of research includes a systematic approach to Learner-Generated Digital Media (LGDM). He regards digital media in science education as serving a dual purpose, as both a pedagogical tool and an introduction to the active ongoing use of digital media. Four frameworks have been developed and are currently used by the Faculty of Science for LGDM assignments across the curriculum: the Digital Media Literacies Framework; the Taxonomy of Digital Media Types; the Digital Media Principles Framework; and the LGDM Implementation Framework. This approach promotes student learning via a multimodal representation of content. Because students are trained in digital media principles, they develop the ability to communicate effectively in the digital space. Current research includes the study of self-regulation and motivation when LGDM is used in the classroom.
Jorge is actively engaged with the educational technology community, having presented papers, workshops, and roundtables at national and international conferences for the last decade. He enjoys a challenging workplace where education is constantly reinvented. He is not comfortable with the status quo, always willing to change, to critically examine existing practices, and to raise the bar using creativity and initiative. He is constantly looking to create the future and change the world of education with his passion for innovation. His aim is to reinvent education for the benefit of humanity.
Digital media for learning, self-regulation and motivation, multimedia learning, visual design for learning, Web 2.0 tools, usability and accessibility.
60712 Digital Media Fundamentals for Science Communication
Learning design, curriculum design, academic professional development.
Reyna Zeballos, J, Hanham, J, Vlachopoulos, P & Meier, P 2019, 'Using factor analysis to validate a questionnaire to explore self-regulation in learner-generated digital media (LGDM) assignments in science education', Australasian Journal of Educational Technology, vol. 35, no. 5, pp. 128-152.View/Download from: UTS OPUS or Publisher's site
This research is a validation study of a survey instrument to assess student self-regulation which aims to fill a methodological gap by capturing self-regulation processes while completing learner-generated digital media (LGDM) assignments. For this purpose, the study developed and validated a self-regulation learning questionnaire. Data were gathered from seven science subjects (Years 1 to 3, n = 341) which used LGDM assignments during Semester 1, 2017. Students were asked to complete a 40-item online questionnaire. The questionnaire was administered at three times during the semester (Weeks 2, 6, and 10). Exploratory factor analysis was used to identify factor structures, followed by confirmatory factor analysis to test the validity of the constructs defined by exploratory factor analysis. Analysis of the data revealed a ten-factor structure – six concerning self-regulation, two concerning student attitudes towards LGDM assignments, one concerning assignment ownership, and one concerning assignment motivation. The variables empirically verified in this study have important practical implications, as they could provide educators with the direction in which to target interventions to improve learners' experiences with LDGM. The study findings also contribute to the field by providing scholars with a validated research instrument that can be used in future studies.
Reyna Zeballos, J, Hanham, J, Vlachopoulos, P & Meier, P 2019, 'A Systematic Approach to Designing, Implementing, and Evaluating Learner-Generated Digital Media (LGDM) Assignments and their Effect on Self-Regulation in Tertiary Science Education', Research in Science Education, pp. 1-27.View/Download from: UTS OPUS or Publisher's site
This study explored the self-regulation strategies and learning experiences of undergraduate science students who were completing LDGM assignments that had been implemented using a theory-driven, systematic approach. The rationale for using LGDM in science education is to facilitate student learning of complex scientific concepts through the multimodal representation of content using digital media. The study was conducted in seven science subjects from first to third year in Autumn 2017, using a sample of 348 undergraduate science students attending a university located in Sydney, Australia. All the participants were enrolled in subjects that required them to communicate complex scientific concepts using digital media. Training on LGDM was conducted online (n=199) and in blended mode (n=149). The study used a mixed-methods approach with a validated self-regulation questionnaire, LMS logs, assessment scores, group contribution data, open-ended questions, and interviews. Online students were more likely than blended students to report using self-regulation strategies for goal setting, time management, task strategies, and help-seeking. Data triangulation revealed that participation in LDGM assignments was perceived by students to contribute to their science content knowledge, provide them with digital media skills, and nurture their capacity for working in groups. The findings of this study have implications for how LDGM is deployed in science education.
Reyna Zeballos, JL & Meier, P 2018, 'A Practical Model for Implementing Digital Media Assessments in Tertiary Science Education', American Journal of Educational Research, vol. 6, no. 1, pp. 27-31.View/Download from: UTS OPUS or Publisher's site
Learner-Generated Digital Media (LGDM) has been incorporated as a learning tool to assess students in Higher Education over the last decade. There are models developed for video making in the classroom that considers technical know-how, pedagogies or a combination of both. However, there is the absence of a student-centred, practical framework to inform academics and students on the implementation of digital presentations as an assessment tool in the curricula. This conceptual paper proposes a new framework to assist with the design, implementation and evaluation of LGDM as assessment tools. The framework considers the following elements: (1) pedagogy; (2) student training; (3) hosting of videos; (4) marking schemes; (5) group contribution; (6) feedback; (7) reflection, and; (8) evaluation. The purpose of this paper is to outline the basic elements of the framework and provide practical implementation strategies that academics from any discipline could apply to their classrooms.
Reyna Zeballos, JL, Hanham, J & Meier, P 2018, 'The Internet explosion, digital media principles and implications to communicate effectively in the digital space', E-Learning and Digital Media, vol. 15, no. 1, pp. 36-52.View/Download from: UTS OPUS or Publisher's site
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.
Reyna Zeballos, JL, Meier, P & Hanham, J 2018, 'A Framework for Digital Media Literacies for Teaching and Learning in Higher Education', E-Learning and Digital Media, vol. 15, no. 4.View/Download from: UTS OPUS or Publisher's site
Across a broad range of subjects in higher education institutions, students are required to complete assessment tasks that involve the production of digital artefacts. Examples include podcasts, digital stories, animations, video, and blended media. To produce effective digital artefacts, one must be
digitally literate. This requires a certain set of technical, audio-visual, behavioural, critical and social skills. In this article, the authors propose a framework that can be used to develop digital media literacies and train students in digital media creation. The framework considers three
interdependent domains: conceptual, functional, and audio-visual. A series of examples will be provided to illustrate the importance and interdependent nature of these domains. Implications of the framework on student training is discussed.
Reyna Zeballos, JL & Meier, P 2018, 'Using the Learner-Generated Digital Media (LGDM) Framework in Tertiary Science Education: A Pilot Study', Education Sciences, vol. 8, no. 3, pp. 1-23.View/Download from: UTS OPUS or Publisher's site
Learner-Generated Digital Media (LGDM) has become prevalent in higher education. Frameworks have been developed for video-making in the classroom that consider technical requirements, pedagogies, and the combination of both. However, missing is a practical model to guide academics and students on the implementation of LGDM assignments. This research aims to test a model to design, implement, and evaluate LGDM as an assessment tool. The model was built based on research gaps and it considers the following elements: (1) pedagogy, (2) student training, (3) hosting of videos, (4) marking schemes, (5) group contribution, (6) feedback, (7) reflection, and (8) evaluation. For this purpose, five science subjects (N = 270) were used to test the model as a guide to implementing LGDM assignments. Data was gathered using a validated 33-step questionnaire instrument. Additionally, group contributions were received using the SPARKPlus peer review application, and marks attained were gathered. Methodological triangulation of the datasets suggested that students have a positive attitude toward LGDM for science learning. Students enjoyed the group work and creativity, and they identified digital media support as a critical component of their learning experience. Preliminary data support using the LGDM framework to design digital media assignments for science education.
Reyna Zeballos, J & Meier, P 2018, 'Learner-Generated Digital Media (LGDM) as an Assessment Tool in Tertiary Science Education: A Review of Literature', IAFOR Journal of Education, vol. 6, no. 3, pp. 93-107.View/Download from: UTS OPUS or Publisher's site
Learner-Generated Digital Media (LGDM) in tertiary science education focuses on research skills, inquiry, active learning, teamwork, and collaboration. LGDM across disciplines is under-theorised, under-researched, and only in its early development. This paper evaluates the research in the field of LGDM in tertiary science education. The literature review had four
stages – identification, screening, filtering, and selection of relevant scholarly research. Results showed that research in the field of LGDM assignments had been done without a systematic approach to designing, implementing, and evaluating the assessment task. Most studies neglected student digital media training and are characterised by a lack of compelling marking
rubrics or strategies to ensure efficient groupwork. Studies also lack rigorous methodologies for data capture to evaluate the intervention and they use small sample size cohorts and different digital media types that require different sets of production skills. With the empirical data available, validation of the benefits of LGDM assignments in science education is not
possible, and studies have limited scalability. These gaps in the literature create a need to develop theoretical models for the design, implementation, and evaluation of LGDM in the classroom. This paper discusses future research needs in this field and the implications for assessment design.
Reyna Zeballos, JL, Hanham, J & Meier, P 2017, 'A taxonomy of digital media types for Learner-Generated Digital Media assignments', E-Learning and Digital Media, vol. 14, no. 6, pp. 309-322.View/Download from: UTS OPUS or Publisher's site
The notion of students as co-creators of content in higher education is gaining popularity, with an ever-increasing emphasis on the development of digital media assignments. In a separate paper, the authors introduced the Digital Media Literacies Framework, which is composed of three interrelated domains: (1) conceptual, (2) functional, and (3) audiovisual, each of which defines a set of prosumer principles used to create digital artefacts. This framework fills a gap in the literature and is the first step towards the provision of a systematic approach to designing digital media assignments. This paper expands on the Digital Media Literacies Framework through the
incorporation of Technological Proxies and proposes a taxonomy of digital media types to help educators and students to visualise the skills needed to complete Learner-Generated Digital Media assignments. A taxonomy of digital media types is presented considering the conceptual,
functional, and audiovisual domains of the Digital Media Literacies Framework. The taxonomy spans a range of Learner-Generated Digital Media assignments, from the creation of an audio podcast to the complexity of blended media or game development. Implications of the taxonomy
for teaching and learning in higher education are discussed.
Reyna Zeballos, JL, Meier, P, Geronimo, F & Rodgers, K 2016, 'Implementing Digital Media Presentations as Assessment Tools for Pharmacology Students', American Journal of Educational Research, vol. 4, no. 14, pp. 983-991.View/Download from: UTS OPUS or Publisher's site
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
Reyna Zeballos, JL & Meier, P 2016, 'Learning to Surf: Explaining the Flipped Classroom (FC) to Science Students Using an Analogy', American Journal of Educational Research, vol. 4, no. 17, pp. 1213-1216.View/Download from: UTS OPUS or Publisher's site
Most of the literature in educational technology targets academics, educational designers, and policy makers. To date, there are no scholarly papers which help students to understand and 'buy into' educational technology. We expect students to engage with contemporary ways of teaching and learning, without fostering any attitudinal change. According to the current literature, Flipped Classrooms (FC) have become increasingly popular in higher education since 2012. Research done in this field has increased considerably in the last four years, judging by the number of scholarly published papers across different disciplines. A review of the literature indicated the implementation of FC suffers from several deficits, such as a rigorous and consistent approach, effective theoretical frameworks, and evaluation structures. Research is also pointing to the need to support students in transitioning from traditional classroom style to FC. To facilitate this transition, a communication strategy is required to help students adopt this model of learning. It is in the best interest of educators to ensure that students understand the rationale behind the FC. This paper outlines how the FC can be explained to science students using a 'learning to surf' analogy.
Reyna, J 2016, 'Bringing knowledge to life: Implementing e-learning across the school of education', International Journal on E-Learning: Corporate, Government, Healthcare, and Higher Education, vol. 15, no. 1, pp. 101-120.
© 2016, Association for the Advancement of Computing in Education. All rights reserved. In January 2009 the School of Education, University of Western Sydney, decided to appoint an e-learning officer with the aim of improving the quality of online learning environments across course units. The e-learning officer built a strong relationship with 45 academics across two campuses, with a positive impact on the application of university e-learning basic standards, and improvement of the look and feel, information architecture, usability, and accessibility of online units. Academics successfully integrated technological tools, such as slidecasts, Google Docs, digital video and blogs, into existing curricula and teaching contexts. This translated into an enhanced learning experience for our students. Significant aspects of the success of this experience included the provision of high quality learning design, empowerment of staff to experiment, staff development via workshops and one-on-one support, development of resources for academics to facilitate online teaching and learning, training of students in the use of technological tools, and strong focus on their learning experience monitored by reflection and research. Morale has been increased at the School, especially in relation to online teaching, since the appointment of the e-learning officer. People seem to be more connected, open to change, and enthusiastic about trying new things, and they are learning more about technology and what is available. There is more awareness of holistic approaches to online learning and how websites affect the student experience. Research data from this study supports a significant attitudinal change amongst academics in our School.
Reyna Zeballos, JL 2016, 'Implementing E-learning Across the School of Education: A Case Study', International Journal on E-learning: corporate, government, healthcare and higher education, vol. 15, no. 1, pp. 101-120.View/Download from: UTS OPUS
In January 2009 the School of Education, University of Western Sydney decided to appoint an e-learning officer with the aim of improving the quality of online learning environments across course units. The e-learning officer had built a strong relationship with 45 academics across two campuses, with a positive impact on the application of university e-learning basic standards improving look and feel, information architecture, usability and accessibility of online units. Academics successfully integrated technological tools such as slidecasts, Google Docs, digital video and blogs into existing curricula and teaching contexts. This translated into an enhanced learning experience for our students. Significant aspects of the success of this experience included the provision of high quality educational design, empowerment of staff to experiment, staff development via workshops and one-on-one support, development of resources for academics to facilitate online teaching and learning, training of students in the use of technological tools, and strong focus on their learning experience monitored by reflection and research. We believe morale has increased in the School, especially in relation to online teaching, since the appointment of the e-learning officer. People seem to be more connected, are more open to change, and enthusiastic about trying new things, and are learning more about technology and what is available to them. There is more awareness about holistic approaches to online learning and how websites affect the student experience. We believe we have created significant attitudinal change.
Reyna, JL 2015, 'Active Learning and the Flipped Classroom (FC)', Training and Development Magazine, vol. Vol 42, no. 3, pp. 31-32.
FC can be defined as pedagogical approach in which the learning goes from being teacher to student centred, mediated by technology. FC allows conversion of the transmissive lecture for pre-class preparation, in-class tasks and post class work. This article review basic principles of FC and discuss advantages and limitations.
Reyna, J, Thomson, PC, Evans, G & Maxwell, WMC 2007, 'Synchrony of ovulation and follicular dynamics in merino ewes treated with GnRH in the breeding and non-breeding seasons', REPRODUCTION IN DOMESTIC ANIMALS, vol. 42, no. 4, pp. 410-417.View/Download from: Publisher's site
Reyna, J 2006, 'Exploration and visualisation of ovarian structures in Alpacas by transrectal ultrasound', Alpacas Australia, no. 50, pp. 54-57.
Transrectal ultrasound in alpacas (TRUSA) is a powerful tool to follow up follicular growth and atresia, to determine when ovulation occurs and the response to superovulatory treatments by observation of the corpora lutea. In animals whose rectums are too tight to introduce the hand into, TRUSA can be introduced using a PVC pipe. Although time-consuming, this methodology allows accurate evaluations.
Reyna, J 2006, 'Alpaca female reproductive physiology', Alpacas Australia, no. 49, pp. 42-53.
The study on alpaca female reproductive physiology covers different areas such as puberty, follicular waves, sexual receptivity and mating behavior, ovulation, and pregnancy. Puberty in alpacas, which occurs between 10 and 24 months of age, stands for readiness for the first mating. The follicular waves occur in alpacas as in other domestic species, but the ovulation takes place after the mating stimuli. A female alpaca ovulates 24 hours after copulation and the ova are transported from the oviduct to the uterus. Corpus luteum lifespan in alpacas is shorter than in other domestic species, and the regression is under the influence of the uterus. Corpus luteum is necessary to maintain pregnancy in alpacas during the whole gestational period. Establishing a protocol to control follicular waves in alpacas will improve breeding management and reduce the time taken for detecting sexual receptivity, and will also increase the fertility rates upon artificial insemination.
Reyna Zeballos, JL, Thomson, PJ, Evans, G & Maxwell, WMC 2005, 'Synchronisation of Ovulation in Merino Ewes with GnRH in the Breeding and Non-breeding Season', Reproduction Fertility and Development, vol. 17, no. 1.
Reyna, J 2005, 'Alpaca breeding in Peru and perspectives for the future', Alpacas Australia, no. 47, pp. 54-57.
The worldwide alpaca population stands at 3,611,730, comprising 87 percent in Peru, 9 percent in Bolivia and the rest distributed between the US, Canada, Australia, and New Zealand. The natural alpaca habitat in the Andes is confined to the fragile Puna ecosystem located 3,800 to 5,000 meters above sea level. However, limited number of sires of good quality due to high degree of inbreeding, causing malformations and low infertility, has resulted in low productive and reproductive performance. The second main problem is the lack of use of reproductive management in communal farms and of reproductive technologies like artificial insemination in farms that are managed under an intensive productive system. Among several corrective measures undertaken, one such is the initiation of a research project with the objective of promoting alpaca breeding, using new technologies to improve production and productivity, by the National Institute of Agricultural Investigation (INIA).
Reyna, JL 2013, 'Google Docs in Higher Education' in Harrison Hao Yang & Shuyan Wang (eds), Cases on Online Learning Communities and Beyond Investigations and Applications, IGI Global, USA, pp. 150-166.View/Download from: UTS OPUS or Publisher's site
It has been determined that students at the School of Education, University of Western Sydney (UWS) are widely spread throughout the Greater Western Sydney (GWS) region and that many have competing schedules due to being enrolled full-time in a course and having a full-time job (Martinez-Fernandez, Rerceretnam, & Sharp, 2006). This makes group assignments a time-consuming task, and in many cases, group work and collaboration does not occur in an optimal way. Recent research has discussed the case for wikis as collaborative learning tools in education, and some has explicitly focused on the use of wikis in completing group projects (Bold, 2006; Parker & Chao, 2007). However, the use of Google Docs in a tertiary educational setting remains largely unexplored in the literature; even though the collaborative features of wikis and Google Docs are relatively comparable. In this regard, the authors identified a potential use of Google Docs to improve group assignments, allowing the students to interact and collaborate online, thus enhancing their learning experience. They set up three different scenarios including nine lecturers (unit convenors and tutors) in order to evaluate the advantages and disadvantages of including Google Docs within units taught at the School of Education. Preliminary data (collected over four consecutive semesters and featuring online survey responses of 963 students) showed a potential use of Google Docs to facilitate group assignments, to share information between students and academics, and to gather information via online surveys. The authors believe this powerful online application can be an excellent resource to overcome students' isolation and engage them in online knowledge construction.
Reyna Zeballos, J 2019, 'A Model to Explore Learning Processes in Learner-Generated Digital Media (LGDM) Assignments', Exploring New Frontiers in Education. The 13th annual International Technology, Education and Development Conference, iated.org, Valencia (Spain).View/Download from: UTS OPUS
Learner-Generated Digital Media (LGDM) as an assessment tool was implemented more than a decade ago in higher education. However, the field is considered under-researched, under-theorised and in the embryonic stage. The theoretical underpinnings to implement LGDM in the classroom use Semiotic Theory, the Self-Explanation effect and the process of internalisation. These instructional theories proposed that learning using LGDM occurs by a relationship between the content, the modality and the construct. When students are asked to produce digital media assignments, they will need to develop a storyboard (content), take in consideration the modality (e.g., audio, images, moving text, animations), and the construct (digital artefact). This approach led to qualitative research to intent to understand how learning happens when using digital media as an assessment tool. This paper proposes a model to explain the learning process when using LGDM in the classroom. The proposed framework has three stages: Learn, Represent and Reinforce. Learn is relate to the preparation of a storyboard. Represent is the stage of multimodal visualisation of content (e.g., images, sound, animation, video), while Reinforce refers to the production of the digital artefact. The model uses the cognitive load theory to explain the learning processes when creating digital media as an assessment tool. Additionally, the model includes self-regulation and motivational factors, and it will allow the use of psychometric tools to test the assumptions. The author hopes this model will help to understand how students learn when using LGDM in the classroom.
Reyna Zeballos, J & Meier, P 2019, 'Self-Regulation Processes in Learner-Generated Digital Media (LGDM) Assignments.', Exploring New Frontiers in Education. The 13th annual International Technology, Education and Development Conference, iated.org, Valencia (Spain).View/Download from: UTS OPUS
Digital Media as an assessment tool is used in Higher Education as a vehicle to learn the subject content and to develop communication skills. Although it became a common practice in the last decade, the research field is considered to be under-theorised, under-researched and barely sufficient. Several gaps in the literature have been identified such as a practical model to implement digital media in the classroom, lack of educator's know-how in digital media production, and effective marking rubrics. Additionally, methodological approaches to measure LGDM effectiveness in the classroom as a learning tool are in embryonic stages. The literature reported studies with small sample size, qualitative approaches and lack of student training and support. An extra layer of complexity is the different digital media types such as audio podcast, digital story, animation, and video. These digital artefacts require a different set of production skills. Therefore, the comparison between studies can be problematic. However, many advantages of using LGDM has been highlighted by researchers with questionable empiric evidence. Due to the nature of digital media production workflow, characterised by being time-consuming, iterative and resource-intensive, we posit that students engaging in LGDM assignments require self-regulation skills to succeed on the task. For instance, developing a storyboard that requires to be evidence-based, visualisation of the content using multimodality, learning the different applications to produce the assets for the project, and engaging in the final production phase will require self-regulation skills. This paper discusses how understanding self-regulation processes in LGDM assignments can lead to a personalisation of student learning experience when LGDM assignments are used in the classroom.
Reyna Zeballos, J 2019, 'Surfing the Open Oceans of Flipped Learning: A Comprehensive Student-Centred Model to Implement Flipped Classrooms', Society for Information Technology & Teacher Education, Association for the Advancement of Computing in Education, Las Vegas.View/Download from: UTS OPUS
Flipped Learning (FL) has become popular in higher education in recent years. Although several theoretical frameworks exist in the literature, the field is in its embryonic stages. Research on FL lacks systematic approaches to design, implement, and evaluate interventions. This paper proposes an evidence-based framework to implement FL in the classroom using the analogy of surfing. Designing FL without a robust framework is akin to entering an unknown open ocean to surf without knowing the conditions, such as the swell, water temperature, wind, and tides. To successfully surf, knowledge of these parameters is essential for deciding what type and size of board and wetsuit is most suitable. Implementing FL without a pedagogical approach, a planning stage, or instructional strategies is like asking students to surf an unknown open ocean. Not knowing how to promote student self-regulation, online content enablers, use of technology, or the communication of FL to students can cause the intervention to flounder. Moreover, implementing FL without evaluation is like getting stuck in a rip that pushes the surfer away from the shore. This paper uses the surfing analogy to introduce a practical framework for implementing FL in the classroom.
Reyna Zeballos, J 2019, 'Theoretical Foundations to Design Learner-Generated Digital Media (LGDM)Assessment Rubrics', Society for Information Technology & Teacher Education International Conference, Association for the Advancement of Computing in Education (AACE), Chesapeake, VA, Las Vegas, pp. 1065-1074.View/Download from: UTS OPUS
Learner-Generated Digital Media (LGDM) assignments empower students to become co-creator of knowledge rather than passive consumers of content. The Internet explosion, the affordability of digital technologies and devices such as a smartphone, tablets, and action cameras, created the opportunity to use digital media in the classroom. Most of the research in the field of LGDM assignments focused on learning course content and neglected the importance of effective communication in the digital space. Outside of the creative disciplines, educators do not provide student training on how to create effective digital media. Part of the issue is due to the digital native's myth and educators' lack of understanding of digital media creation. This conceptual paper aimed to discuss digital media principles such as layout design, colour theory, typography, use of images, C.R.A.P principles, and basic video techniques. Educators require working knowledge of these principles to be able to support students with their LGDM assignments. Understanding these principles educators will be able to design marking rubrics that accurately measure what students created. Applying these principles to the creation of LGDM assignments will ensure the message is visually appealing, legible, and credible. Therefore, the digital media artefact produced will engage the audience, and the message will come across effectively. The paper presents examples and discusses implications for marking rubric design.
Reyna Zeballos, J 2019, 'Creating Interactive Modules to Flip the Classroom using H5P Open SourceAuthoring Tool', 1539-8757, Clute Institute Academic Conference, Clute Institute, Dublin, Ireland, pp. 104-105.View/Download from: UTS OPUS
Flipped Learning (FL) has emerged as an important instructional approach in tertiary education. A common misconception is that FL is highly dependent on the use of video. In fact, educators have the choice to flip content with different digital tools such as interactive slides, a timeline of events, infographics, flashcards, board games or even image sliders. Currently, the e-learning industry has many applications that can be used to build and deploy content for learning resources. In general, many applications are expensive and are time-intensive to learn. H5P is an open source online tool that is relatively easy to learn and use for producing flipped subject content. The material created can be easily linked or embedded inside Learning Management Systems and works across mobile platforms. The aim
of the proposed paper is to provide participants with hands-on training of the application of H5P as a tool for FL. The paper will illustrate the pedagogical, instructional, multimedia and visual design principles necessary for the
creation of engaging FL materials.
Reyna Zeballos, J & Meier, P 2019, 'A Practical Guide to Implement Digital Media Assignment in Undergraduate Science education', https://www.asera.org.au/conference, The 50th Annual Conference for the Australasian Science Education Research Association, ASERA, Queenstown, pp. 34-38.
Learner-Generated Digital Media (LGDM) assignments empower students to become co-creator of knowledge instead of passive consumers of content. The affordability of digital technologies and devices such as a smartphone and tablets created the opportunity to use digital media in the classroom. Research in LGDM assignments focused on the content and neglected the importance of effective communication in the digital space. Part of the issue is because of educators' lack of understanding of digital media production workflow. This paper aimed to present an evidence-based guide to help science educators to design, implement and evaluate LGDM assignments in the classroom. Five theoretical models were developed, refined and trialled in Autumn 2017 using a mixed-methods approach in undergraduate science students (n=1,687). These models helped to identify student training in digital media, the development of useful marking rubrics, and the design, implementation and evaluation of the LGDM assignments. Students reported enjoying learning with LGDM assignments and believe that the digital media assignment helped them to work as a part of the team, including the development of conflict resolution and communication skills. This paper discusses the results of the successful implementation of LGDM at a Faculty level.
Reyna Zeballos, JL, Hanham, J & Meier, P 2018, 'Theoretical Considerations to Design Learner-Generated Digital Media (LGDM) Assignments in Higher Education.', INTED2018 Proceedings, International Technology, Education and Development Conference, INTED, Valencia (Spain), pp. 1285-1292.View/Download from: UTS OPUS or Publisher's site
Digital media as a pedagogical vehicle of learning is becoming common in tertiary educational settings. Students are becoming co-creator rather than passive consumers of content. Most of the research in the field Learner-Generated Digital Media (LGDM) focus on learning course content and neglect the importance of effective communication in the digital space. Students outside media and design courses are not trained on how to create digital media. This paper discusses four different frameworks to use digital media with a dual purpose: learning the subject content and upskill students in the development of digital media literacies.
The initial model is the Digital Media Literacy Framework (DMLF) that considers three domains: (i) conceptual, (ii) functional, and (iii) audiovisual. The conceptual domain is related to the identification of suitable content and storyboard production. In contrast, the functional domain includes the technical skills (software and applications) students require for digital media content creation. The audiovisual domain represents the digital media principles that ensure the adequate production of digital media.
The second model is the Taxonomy of Digital Media Types for Learner-Generated Digital Media (LGDM) assignments. The taxonomy map required skills in each of the domains previously discussed and link them with the different types of digital media artefacts.
The third model addresses the core digital media principles at a prosumer level to secure the efficient production of digital media. Principles include layout design, colour theory, typography, use of images and basic video principles.
Finally, the last model, the LGDM framework considers eight steps that are crucial for the implementation of digital media assignment. These steps include: (i) pedagogy, (ii) student training, (iii) hosting of content, (iv) marking rubric, (v) group contribution, (vi) student feedback, (vii) reflection, and (viii) evaluation.
From the educa...
Reyna Zeballos, JL 2018, 'The Potential of 360-Degree Videos for Teaching, Learning and Research.', The 12th annual International Technology, Education and Development Conference., INTED, Valencia (Spain), pp. 1448-1454.View/Download from: UTS OPUS or Publisher's site
Cutting-edge digital technologies could impact teaching, learning and research by providing more efficient, flexible and immerse experiences. In the early 90s, Apple developed QuickTime Virtual Reality (QTVR), and it can be considered the precursor of 360-degree videos. QuickTime VR technology used a series of pictures and stitched them together cylindrically (images wrapped around the viewer) using a QuickTime movie file. Users were able to scroll up and down, right and left, zoom in and out and even click links that contained audio or pop-up windows. In the late 90s, applications such as PanoViewer were developed using Flash that has similar functionality. With the mobile phone (2007) and tablet revolution (2010), these applications became redundant, and mobile applications started to offer VR experiences. Regrettably; it never has a massive uptake for education nor for the general public. Twenty years later, the offer of 360-degree video cameras started due to YouTube support for publishing and viewing the 360-degree videos (2015). Currently, there are more than twenty 360-degree video camera brands on the market. The development of a vast offer of action cams may inspire this trend. This conceptual paper presents a critical discussion of how this new technology could potentially be embedded in teaching, learning and research, and what are their advantages and limitations.
Reyna Zeballos, JL, Hanham, J & Meier, P 2018, 'A Methodological Approach to Evaluate the Effectiveness of Learner-Generated Digital Media (LGDM) Assignments in Science Education.', World Conference on Educational Media and Technology, Association for the Advancement of Computing in Education (AACE), Waynesville, NC, Amsterdam, pp. 287-298.
Learner-Generated Digital Media (LGDM) has been an essential part of teaching, learning and assessment practices in Higher Education for more than a decade. Notwithstanding, the field is still considered under-theorised, under-researched and in its infancy. Research studies of LGDM have been mainly qualitative, and implementations of LGDM have rarely been underpinned with systematic approaches that take into account factors such as the training needs of students and appropriate rubrics. Empirical findings from research on LDGM have tended to have limited generalisability, due to the majority of studies drawing on relatively small sample sizes. This paper aims to propose a framework, using a longitudinal, mixed-methods approach to examine changes in students' self-regulation processes overtime and their relationships with individual and group performance on LDGM assignments in a range of science-based subjects. We also intend to capture group contribution data, Learner Management System (LMS) logs and marks attained with the LGDM task. The qualitative components will include open-ended questions, individual structured interviews and focus groups. Methodological triangulation will be used to evaluate the student learning experience with LGDM assignments. The framework appears to be one of the first systematic approaches in the literature to evaluate LGDM as an assessment tool in higher education. Work in progress and research needs are presented.
Reyna Zeballos, JL 2017, 'Surfing the Waves of Self-Regulated Learning to Evaluate Flipped Classrooms (FC)', The 11th annual International Technology, Education and Development Conference, INTED2017, INTED, Valencia (Spain).View/Download from: UTS OPUS
Flipped classrooms (FC) are becoming a standard instructional strategy in higher education in the last five years. Although the research in the field is increasing, it is still considered in its infancy and with the lack of pedagogical integrity. Most of the studies up to date do not count on solid theoretical foundations and assumed students would buy-in this way of instruction. There are limited frameworks available to guide FC implementations, and most of them consider three stages: before, during and after the classroom. A research gap has been identified; there is not any model available to evaluate learning in FC. This paper offers an evidence-based framework to measure self-regulation learning during FC. The model links goal setting, environmental structuring and time management before the classroom. During the classroom, task strategies and help-seeking and self-evaluation and self-consequences after the classroom. The aim is to gain an in-depth understanding on how students self-regulate their learning in FC interventions. Implications for the implementation of FC are considered.
Reyna Zeballos, JL 2017, 'The Nightmare is Over: A Simple Guide to Design Effective Subject Outlines', https://www.learntechlib.org/primary/j/EDMEDIA/v/2017/n/1/, The EdMedia World Conference on Educational Media and Technology, EdMedia, Washington, DC, USA.View/Download from: UTS OPUS
Higher education institutions worldwide are continuously implementing evidence-based educational approaches and quality control of subjects, courses, and programs. In this regard, a subject outline is a learning design document and an agreement between academics and students. It needs to address the subject structure, what are the requirements, assessment tasks, expectations and so on. A useful subject outline requires sound pedagogical and instructional approaches and to be clearly written, succinct, and conversational when possible. If information is missing or is not easily accessible, it will cause student confusion, unnecessary email traffic and potentially, loss of interest in the subject. Anecdotal reports indicate that students do not engage in the reading subject outlines and their attitude towards the usefulness of this document is not well-known in the literature. This paper covers five sections commonly used in subject outlines in Australian universities. Each of them presents evidence-based practices to help the design process considering educational taxonomies, constructive alignment, principles of active learning, authentic assessments and levels of feedback for learners. The aim of this paper is to guide early career academics new to teaching in higher education but also traditional academics moving towards a blended learning approach.
Reyna Zeballos, JL 2017, 'Student's Experience in Online Intensive Mode (IM) Units at The Faculty of Business and Economics.', http://www.aace.org/conf/edmedia/, World Conference on Educational Media and Technology, Association for the Advancement of Computing in Education (AACE), Washington, DC, pp. 1302-1310.View/Download from: UTS OPUS
The Faculty of Business and Economics (FBE) at Macquarie University conducted a pilot to explore online Intensive Mode (IM) as a delivery option. A project team was assembled to carry out the pilot. The aims were to support academics to introduce pedagogical innovation, address internationalisation, and create new opportunities for students that cannot enrol in full session units due to competing schedules. Additionally, IM units would give students a chance to fast-track their degree and increase flexibility. This paper is a discussion of students' experience undertaking online IM units that will inform on good learning designs.
Reyna Zeballos, JL, Horgan, FG, Ramp, D & Meier, P 2017, 'Using Learner-Generated Digital Media (LGDM) as an Assessment Tool in Geological Sciences.', Proceedings of the International Technology, Education and Development Conference INTED2017, Valencia, Spain, The 11th annual International Technology, Education and Development Conference, INTED2017, INTED 2017, Valencia (Spain), pp. 40-40.View/Download from: UTS OPUS
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.
Davila, YC, Huber, E, Reyna Zeballos, J & Meier, P 2017, 'Improving the undergraduate Science experience through anevidence-based framework for design, implementation andevaluation of flipped learning', Me, Us, IT! Proceedings ASCILITE2017: 34th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, Australasian Society for Computers in Learning in Tertiary Education, ASCILITE, Toowoomba, Queensland, pp. 57-62.View/Download from: UTS OPUS
Flipped Learning (FL) is a student-centred pedagogical approach where new content is introduced prior to class which permits more time during class for active learning. Despite the growing body of evidence of the effectiveness of FL, many educators are reluctant to adopt this approach to teaching or are unsure of how to implement FL in their classes. Many students are uncertain of how to adapt their approaches to learning to a FL curriculum. In response to these challenges and calls for a robust framework to guide the design and implementation of FL, we developed the Flipped Teacher and Flipped Learner (FTFL) Framework based on the pedagogical literature. This paper reports on the use of our FTFL framework in the redesign of a large first year science subject from a traditional delivery to a FL delivery. We evaluated the efficacy of the redesign using a mixed methods approach with data on students' interactions with FL activities, and student and educator experiences. Findings from two iterations of the redesign indicate successful implementation of FL through high student engagement with online and class materials, and positive feedback from students and academics. Using the FTFL framework to guide the design and integration of FL, with an emphasis on clear communication, is key to our successful FL intervention and support of student learning.
Reyna Zeballos, JL, Hanham, J, Meier, P, Vlachopoulos, P & Geronimo, F 2017, 'Exploring Self-Regulation in Learner-Generated Digital Media (LGDM) Assignments in First Year Science Students.', Australian Association for Research in Education Conference, Canberra, ACT.View/Download from: UTS OPUS
Reyna Zeballos, JL 2017, 'The Importance of Visual Design and Aesthetics in the Design of Online Learning Courseware.', Australian Association for Research in Education, Canberra, ACT..View/Download from: UTS OPUS
Creating effective online learning courseware requires instructional and pedagogical approaches (Quinton, 2009), but also working knowledge in visual design and aesthetics (Hashimoto & Clayton, 2009). Research has demonstrated that aesthetics plays a significant role in shaping user responses to products and websites (Lavie & Tractinsky, 2004; Lindgaard, 2007). Users also draw on aesthetic factors to judge usability and credibility (Malamed, 2015). From the usability and accessibility perspective, visual design can be considered an essential component of the online learning experience. For example, students with colour impairment will not be able to distinguish between red and green colours (Reyna et al., 2016). In online learning, it is, therefore important for educational institutions and faculty to consider the educational function of visual content and the aesthetic judgments that are being made by students (Reyna, 2013).
The rules that govern aesthetics are supported by different disciplines such as visual design (Kimball, 2013), neuroscience (LeDoux, 1989, 1992), psychology (Chang et al., 2002), and multimedia learning principles (Mayer, 2008). Including visual content and applying aesthetic standards during online course development can ultimately improve not only the visual appearance of course content but can also improve how students react to and interact with those courses (Reyna, 2013).
The aim of this paper is to discuss the importance of visual design enablers for online learning such as layout design, colour theory, typography, and use of images. The link between the enablers and multimedia learning principles is examined. The implications of visual design on usability, accessibility and online learning are discussed.
Reyna Zeballos, JL, Davila, YC & Meier, PC 2016, 'Enhancing the Flipped Classroom Experience with the Aid of Inclusive Design', Association for the Advancement of Computing in Education, EdMedia: World Conference on Educational Media and Technology, Association for the Advancement of Computing in Education (AACE), Vancouver, pp. 1789-1801.View/Download from: UTS OPUS
Flipped classrooms are increasingly used in tertiary institutions to engage students in active learning tasks and foster independent learning skills. The use of technology such as digital video, screencasts and interactive presentations is impacting the design of flipped classrooms. This creates an opportunity to apply the principles of Inclusive Design in the planning, development and deployment of resources used to flip the classroom. The aim of this paper is to discuss the integration of Inclusive Design into Flipped Classroom interventions to cater for a wider range of learners. For this purpose, we reviewed the pedagogical foundations of Flipped Classrooms, the advantages and disadvantages of its implementation, and discuss Inclusive Design enablers.
Davila, YC, Reyna Zeballos, J, Huber, E & Meier, P 2016, 'Enhancing engagement in flipped learning across undergraduate Science using the Flipped Teacher and Flipped Learner Framework', Proceedings of the Australian Conference on Science and Mathematics Education, Australian Conference on Science and Mathematics Education, The University of Queensland, pp. 40-41.View/Download from: UTS OPUS
Reyna Zeballos, JL, Davila, YC & Huber, E 2015, 'The Flipped Teacher and the Flipped Learner Framework', Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, Perth, Australia.View/Download from: UTS OPUS
We propose an 11 step framework to support educators and students to teach and learn with the Flipped Classroom (FC) model. Based on principles of blended and student-centred learning, organisational appearance, universal design and evaluation, the framework acts as a conduit between theory and good practice. Elements of the framework include: (1) planning stage, why and what to flip; (2) storyboard and lesson plan; (3) timing for activities; (4) online, (pre or post classroom) activities; (5) classroom work; (6) organisation of content; (7) visual design; (8) usability and accessibility; (9) building, testing and deployment; (10) communication of the benefits of the flipped model to students; and (11) evaluation and improvement. This paper will present the evidence behind each of these elements in a practical way to guide teachers and students through a flipped model of teaching and learning.
Reyna, JL 2015, 'Exploring a Framework to Design Desktop Recording Lectures (DRLs).', Proceedings of EdMedia: World Conference on Educational Media and Technology 2015. Association for the Advancement of Computing in Education (AACE)., EdMedia: World Conference on Educational Media and Technology, Edmedia, Montreal, Canada, pp. 1392-1401.
This research proposal explores a model to improve students' engagement in Desktop Recording Lectures (DRLs). The model incorporates five elements that are hypothesised to affect students' engagement and achievement while using DRLs. These elements are: (1) visual design and aesthetics; (2) web standards; (3) multimedia learning principles; (4) pedagogical approaches; and (5) quality of presentation of content. We conducted a literature search, covering the use of automatic recording lectures (ARLs) and comparing their features with DRLs generated using e-learning publishing tools. The literature revealed that, while DRLs are becoming popular in universities and on MOOC sites, there is a lack of research on guidelines for recording and presenting DRLs. There are also gaps in research on how academics and students approach DRLs. It is thus necessary to explore ways in which DRLs can become more valuable and engaging for students.
Reyna, JL, Davila, Y & Huber, E 2015, 'Designing your Flipped Classroom: an evidence-based framework to guide the flipped teacher and the flipped learner', ISSOTL, The 12th Annual Conference of the International Society for the Scholarship of Teaching and Learning, Melbourne.View/Download from: UTS OPUS
Reyna, JL, Khanal, S & Morgan, T 2013, 'Using online learning modules to fight against antibioticresistance in Australia', Proceedings ASCILITE, Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, ACS, Sydney, NSW, Australia.View/Download from: UTS OPUS
NPS MedicineWise and the Australian Commission on Safety and Quality in Health Care (ACSQHC)
have launched a series of online learning modules designed to help combat antibiotic resistance in
hospitals. The aim of the modules is to fill a previously unmet need for an online teaching resource on a
common curriculum for hospitals and universities. The modules address specific areas where antibiotic
use in hospitals needs improvement. Problem Based Learning has been used as pedagogical approach for
the modules. Clinical scenarios are presented with a logical progression of tasks including clinical
assessment and diagnosis, investigations, interpretation of results, and antibiotic selection. Expert advice
and feedback has been incorporated at each step, helping to improve learning outcomes. Learners can
access the modules at their own pace and revisit them upon completion. We report, for the first time,
participants' perceptions of the antimicrobial modules as learning resource, usability issues, and possible
areas of improvement.
Reyna, JL & Khanal, S 2012, 'NPC: an online model to improve prescribing skills of health care professional students in Australia.', In M. Brown, M. Hartnett & T. Stewart (Eds.),, Australasian Society for Computers in Learning in Tertiary Education., Wellington, New Zealand.View/Download from: UTS OPUS
Reyna, JL 2011, 'Digital Teaching and Learning Ecosystem (DTLE): A Theoretical Approach for Online Learning Environments.', Proceedings of ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2011, Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, Australasian Society for Computers in Learning in Tertiary Education., Hobart, Tasmania, pp. 1083-1088.View/Download from: UTS OPUS
Reviewing the literature on digital ecosystems' applied to computer science, a gap has
been identified. This analogy has never been used to describe the complex interactions
between student-interface, student-teacher, student-content and student-student. These
interactions are crucial to gaining an in-depth understanding of online learning
environments and to promoting effective e-learning practices. The aim of this research is
to develop a theoretical framework to describe these interactions by using the DTLE
model based on the ‗ecosystem' approach. For educators the model will help to design,
describe and evaluate current online learning practices. For learners, it will help to
explain how teaching and learning occurs in their studies and will assist them to seek
greater value from their learning experience. Additionally, the DTLE model will provide
a practical methodology to rank online units in terms of design layout, navigability and
accessibility, content, interactivity, assessment, and student engagement.
Reyna, JL 2010, 'Developing a Digital Media Teaching Repository – Technical Considerations.', Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE)., ELearn, In J. Sanchez & K. Zhang (Eds.),, Orlando, FL, pp. 1434-1441.
Reyna, JL 2010, 'Google Docs in Higher Education Settings: A Preliminary Report.', Proceedings of EdMedia: World Conference on Educational Media and Technology 2010. Association for the Advancement of Computing in Education (A, EdMedia: World Conference on Educational Media and Technology 2010. Association for the Advancement of Computing in Education, In J. Herrington & C. Montgomerie (Eds.),, Toronto, pp. 1566-1572.
Reyna, JL & sturges, M 2010, 'Use of Vimeo on-line video sharing services as a reflective tool in higher educational settings: A preliminary report.', In ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference., ASCILITE, Australasian Society for Computers in Learning in Tertiary Education., Brighton Le-Sands, Sydney, pp. 936-943.
Reyna, J 2009, 'Developing quality e-learning sites: A designer approach', ASCILITE 2009 - The Australasian Society for Computers in Learning in Tertiary Education, pp. 837-838.
Reyna, J & Stanford, C 2009, 'Use of slidecasts in higher education settings: A pilot project', ASCILITE 2009 - The Australasian Society for Computers in Learning in Tertiary Education, pp. 839-841.
Alpaca female reproductive physiology, in comparison with other domestic species (cattle and sheep), is still considered to be under-researched and in its infancy. Nevertheless, there are commercial embryo transfer protocols available, but the ovarian response is characterised by being extremely variable and unpredictable. Embryo transfer in alpacas has not been critically and systematically studied. The reason behind is attributed to a lack funding and promotion of investigations in Peru and internationally. The aim of this article is to present a simple explanation on how ovarian follicular waves occur in alpacas. Understanding reproductive physiology is crucial for any reproductive program such as embryo transfer and artificial insemination.
Learner-Generated Digital Media (LGDM) has been incorporated as a tool to assess students in K-12 and higher education in the last decade. There are frameworks developed for video making in the classroom that considers technical know-how and a model that incorporate pedagogies. However, there is the absence of a practical framework to inform academics and students on the implementation of digital presentations as an assessment tool in the curricula. The aim of this poster is to propose a model for how to design, implement and evaluate LGDM as assessment tools in tertiary education. This evidence-based framework considers the following elements: (1) pedagogy; (2) student training; (3) hosting of videos; (4) marking schemes; (5) group contribution; (6) feedback; (7) reflection, and; (8) evaluation. The model serves as a conduit between theory and good practice.
With the implementation of Learner-Generated Digital Media (LGDM) as an assessment tool (Reyna et al., 2017), students are increasingly becoming co-creators of content in Higher Education. To implement digital media assessments, educators require an understanding of the different media types and the skills involved in the effective production. This understanding will enable them to effectively allocate student workload and marks for the task. It will also inform the design of marking rubrics that assess digital media as part of communication skills. The digital media type and its complexity will define if the task should be individual or group work. If group work is required, a strategy such as a peer review needs to be implemented to ensure every member of the group contributes. Additionally, if educators understand digital media types and the skills required to produce LGDM, they can scaffold student digital media literacy across curricula.
This research proposes a Learning Workflow for Digital Media Assignments (LWDMA) based on two theoretical underpinnings: the Digital Media Literacies Framework (DMLF)(Reyna et al., 2017); and the concept of digital technologies as Technological Proxies (TPs) in the learning process (Hanham et al., 2014). The DMLF proposed three domains (conceptual, functional, and audio-visual) which need to be mastered to produce effective LGDM. In contrast, TP theory identifies digital technologies as agents performing important tasks on behalf of the user. Currently, this project is collecting data that will inform the validity of the LWDMA.
This poster highlights the experience using Qualtrics Survey tool as a way to implement peer-review marking for an Advanced Environmental Earth Science Unit at Macquarie University.
Maths writing does not lend itself easily to a traditional computer keyboard (Livingstone et al., 1988), which is the reason why maths software was not successful in meeting the needs of tertiary students. Scanners were not portable enough to carry them everywhere and not many students will have their own. With the development of smart phones and tablet computers since 2010, a significant amount of applications that can scan, handwrite and annotate documents are being developing (Reyna 2010). Digital pens have been around for a long time, but only in the past years we have seen a few that work smoothly (Bradford, 2013). They are adding the ability to smoothly draw on high resolution screens to the repertoire of applications, imitating the paper experience. This creates a new opportunity for tertiary institutions to initiate the paperless submission of assignments in maths courses. At present, there is a research gap on how math courses are using mobile technology in assignment submission. This pilot study will address this gap, investigating academics' and students' perspectives/experiences using a mobile paperless workflow for assignment submission.
Western Sydney University
The University of Notre Dame
The University of Almeria
Complutense University of Madrid