Project-based learning through media assignments is a great way to achieve desired student learning outcomes regardless of your discipline. Designing authentic real-world assignments helps to motivate students and allows them to better engage with the course material (Swan & Hofer, 2013; Hoffenberg & Handler, 2001; Kearney & Schuck, 2004; and Ryan, 2002). Integrating media assignments that involve video creation, podcast development are excellent at preparing students to think about their discipline in a practical manner. Interactive media assignments that involve data-based development or live wiki creation can help stimulate a dynamic and participatory environment inside and outside the classroom.
Media Assignments allow faculty to develop higher order thinking in their students. In the lower level, students can have assignment whereby they must recall facts and basic assignments by annotating a video and commenting on an existing media source. At the highest level of thinking, where students are expected to create knowledge, students will design and assemble a video project they construct themselves and investigate a hypothesis, presenting to the world a well-formulating conclusion. Media assignments provide an authentic learning context for applying the content of the course in real-world settings or by using real-world skills and further developing them.
Sample Areas in which Media can be integrated into your learning objectives:
- Video Assignments
- Photography Assignments
- PodCast Assignments
- Interactive Media Assignments: Games, data-based, and map-based interactive tools
The Centre for Teaching and Learning can help you:
- Sequence assignments within the semester time frame
- Develop a list of formative assessment to scaffold through out the semester
- Link you assessments to outcomes
- Manage assessment and grading of media assignments
Contact us at firstname.lastname@example.org
Education, Resources and Technology (ERT)
The ERT team is ready to help you deploy your assignment and assist you with technology needs.
- Gurjeet Singh, Associate Director of Arts email@example.com
- Eddie Ong, Senior Manager, Media & Classroom Technology firstname.lastname@example.org
- Cindy Seah, Senior Manager, Educational Technology email@example.com
On Canvas, we have already installed a set of five field-tested surveys on all of the faculty Canvas sites, which faculty can set up and deploy with just a few mouse clicks. To begin, look on your Canvas course site for the tab ‘Quizzes’. Click on that for a variety of the pre-installed mid-semester surveys under the ‘Surveys’ listing. Select one of them to edit, preview and publish the survey. The process is just like creating an assignment, but students will be able to fill them out easily and anonymously.
Cindy Seah from ERT has also provided us with a guide on How to publish your mid-semester surveys.
Below are a few other examples of mid-semester surveys you might find useful:
- Cross-section of surveys from Smith College Teaching and Learning Center (word document) Assessments (Smith College)
- Simple survey contributed by Chris Asplund from CSI (word document) UBC Midterm Evaluations
- Surveys from Stanford University – Feedback survey (Short) (a modified version is pre-installed on Canvas) Mid-Quarter evaluation (Long example) (also pre-installed on Canvas).
Examples of video assignments in different disciplines:
- History: Reacting to the past https://reacting.barnard.edu/about
- Social Sciences and Humanities: http://digitalstorytelling.coe.uh.edu/example_stories.cfm?id=21&cid=21
- Science and Environmental Studies Student: https://www.youtube.com/user/TuftsEnvStudies?gl=SG&hl=en-GB
- Digital Humanities Café (Harvard): http://guides.library.harvard.edu/c.php?g=310089&p=2070876
Problem-based Learning Scaffolding Technology Enhanced Assignments
Assigning digital media projects (e.g. making a movie, producing a podcast) with incremental steps is paramount to ensuring students have ample opportunity to receive constructive feedback as they progress toward a final product. Additionally, these projects often necessitate that students work in teams to mitigate challenges of class size and technical complexity. The resources below address the intersection of these scenarios and how faculty can successfully structure media creation assignments in ways that mirror real-world contexts while optimising evidence of student learning.
Teaching Fair Use (PDF)
Presentation Slides (PDF)
Davidson, C. (2010). The future of thinking: Learning institutions in a digital age. Cambridge, MA: MIT Press.
Gülbahar, Y., & Tinmaz, H. (2006). Implementing project-based learning and e-portfolio assessment in an undergraduate course. Journal of Research on Technology in Education, 38, 309–327.
Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Lexington, KY: CreateSpace.
Kathy Swan & Mark Hofer (2013) Examining Student-Created Documentaries as a Mechanism for Engaging Students in Authentic Intellectual Work, Theory & Research in Social Education, 41:1, 133-175, DOI: 10.1080/00933104.2013.758018