The paper presents preliminary results of the author’s PhD research into a specific innovative practice within the Dept of Media Arts at SHU, where students create digital learning resources in order to demonstrate the learning outcomes traditionally assessed by essay. The produced resources are multimodal in nature, combining screen-capture, animation, text and audio in a single screencast that can be distributed online and potentially used by other learners. The research draws on learning theories by Dewey (2011) and Mezirow (1991), conceptualising learning as a social communicative process, where information is not merely transmitted and absorbed, but must be appropriated and transformed by the learner. The proliferation of digital media and technology in all areas of life has blurred the lines between producers and consumers, resulting in a more participatory culture with low entry barriers, and strong sharing and support tendencies (Jenkins 2006, Kress 2010). At the same time, it led to increased debates about the status of an ‘expert’ and the ownership of learning, where the learners are taking care of their own needs and interests, and becoming “autonomous learners” responsible for “creating their own learning context and content” (Haythornthwaite 2008, p 598). In-depth interviews with the students provide their perspective on their involvement in the process, its benefits, challenges and the perceived impact on learning. The paper will be accompanied by screening and discussion of several examples of student work. Session activities for engagement: The participants will be invited to view selected audiovisual examples and comment on their form, content, meaning, legitimacy and potential to be used as open educational resources.
Click on link to view presentation: 302 GP LTA 2013