Bringing digital stories into assessment

Abstract

Since 2007, the Geography and Development Studies department at the University of Chester has incorporated the use of student-generated digital stories into a core 20 credit, first year module 'Foundations for Successful Studentship'. This innovative approach to the fieldwork element of the module provides students with the opportunity to design and create their own digital story. This paper considers student and staff perceptions of this technology and reflects upon the practice of bringing digital stories into assessment and the techniques used.

Does digital video enhance student learning in field-based experiments and develop graduate attributes beyond the classroom?

“…Nevertheless, the overwhelming perception of students' experience of digital technology, derived from all methods of evaluation, is positive in a social, developmental and learning perspective. This is in accord with findings of the use of similar digital technology (podcasts) by, for example, Jarvis & Dickie (2010), Kemp et al (2012), France et al (2013) and Wakefield & France (2010).…”

“…Mavroudi & Jöns (2011) advocate employing video documentaries in human geography fieldwork to stimulate students' critical thinking. The incorporation of photography and video into digital storytelling has been credited to increase engagement and understanding of key concepts (Wakefield & France, 2010;France & Wakefield, 2011) and aid reflection and collaboration (Jenkins & Lonsdale, 2007;Kuforiji & Williams, 2011).…”

Securing field learning using a twenty-first century Cook's Tour

“…More recently, Dando & Chadwick (2014) have advocated that learning happens, even when student videos were not perfect and that the addition of such a creative component greatly facilitated students' learning. 'Digital stories' (sensu Wakefield & France, 2010;France & Wakefield, 2011) have been used with large first year cohorts on fieldwork with geography students as a mechanism to increase levels of engagement and understanding of key concepts learnt in the field. Similarly, digital technology in the form of podcasts (e.g.…”

Video Documentaries in the Assessment of Human Geography Field Courses

“…With hindsight, they should probably have practiced with the video camera on the first afternoon we were there before we started the fieldwork properly. Such a practice session on the first field day worked well in the production of digital stories discussed by Wakefield and France (2010) as students appreciated the opportunity to produce a practice digital story before doing the assessed version. Module feedback forms provided us with further proof that some students felt they needed more practice and guidance before filming in the field, but there were no major issues when it came to video editing and production back in Loughborough.…”

“…However, despite the value of exploring the visual in geography, there has been less of a focus on the use of visual methods as forms of assessment in teaching (notable exceptions include Bullard et al, 2001: Latham and Mccormack, 2007: Wakefield and France, 2010. This paper adds to such debates by introducing the use of video documentaries in the assessment of a human geography undergraduate, third year field course module entitled 'Mediterranean Rural Spaces Field Course' that was conducted in Crete by the Department of Geography at Loughborough University.…”