Abstract
Students within this study followed the ICSDR (Identify, Conceptualize/Connect, Storyboard, Develop, Review/Reflect /Revise) development model to create digital video, as a personalized and active learning assignment. The participants, graduate students in education, indicated that following the ICSDR framework for student authored video guided their video creation process, resulting in focus for their ideas, and increasing motivation to learn more about their content. Finally, the participants indicated that creating a digital video was an authentic and personalized learning experience that fostered personal choice and voice and peer collaboration. Evidence from the qualitative study supports students following a development framework for video creation.
Highlights
The predominance of social media and the increased accessibility of mobile devices with cameras are known contributors to the consumption and development of digital video
It is known that having students create digital video can be an active and authentic learning assignment (Dumova, 2008; Kearney & Schuck, 2004); yet, it is unknown if digital video creation is a personalized learning activity
Research Question 1 How does following the ICSDR model, for student authored video, influence or effect the outcome of the video? After looking at the assignment artifacts
Summary
The predominance of social media and the increased accessibility of mobile devices with cameras are known contributors to the consumption and development of digital video. It is known that having students create digital video can be an active and authentic learning assignment (Dumova, 2008; Kearney & Schuck, 2004); yet, it is unknown if digital video creation is a personalized learning activity. With the need for providing training in authoring video and the desire to engage higher education students in active, authentic and personalized learning experience, the aims of the study were to (a) identify the state of student created video among the current population; (b) describe the ICSDR model; (c) analyze students’ perceptions of incorporating the ICSDR framework to make a student created video; and (d) identify the assess personalized learning aspects of video assignments. “Digital video” referenced in this paper does not include professionally created video, video shorts, or full featured film
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