Abstract
Learner-generated digital media (LGDM) projects have been used extensively in secondary and higher education in the last decade. However, the methodology used to design, implement, and evaluate LGDM projects has been inconsistent. Challenges for teachers include planning the learning task; allocating marks and creating rubrics; providing feedback; and training students in the digital media principles needed to communicate effectively in the digital space. These are design rules around layout, colour theory, typography, images, and basic video principles which should be part of the curriculum. This chapter introduces some theoretical models to help pre-service teachers develop digital media literacies and systematically design, implement, and evaluate LGDM projects in the classroom. It also provides the tools to scaffold student learning via digital media content creation. The author discusses best practices for implementing digital media assignments, with an emphasis on STEM education.
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