How to Produce a Digital Story

Abstract

Modern day students are said to hold a toolbox of technical knowledge, which can assist them with their undergraduate studies. The 'net generation' is more technologically capable than ever before and crave interactivity and image-rich environments, which has created a need for higher education institutions to diversify assessment practices. Digital stories (this refers to a collection of still images, audio and video) as a means for assessing Geography undergraduates, lend themselves well to fieldwork activities, and this paper provides practical advice and guidance to students on how to create the best digital stories for assessment.

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.…”

“…However, successful incorporation of digital video on a much larger 1st year field course has been reported by France and Wakefield (2011). Key to the success of using digital video in this type of field context is having students work in small--groups, which facilitates greater engagement and enhances the learning environment as students are required to work together to understand concepts and issues discussed and learn from one another as they produce their video diary / digital story.…”

“…To assist with production and editing, students received briefings from staff, as well as instruction using France and Wakefield (2011). Students are able to refer to their production, as well as the complete set of peer--prepared material in order to inform the final piece of assessment for the course, which comprises a report critically appraising the management of the landscape and processes discussed at a site of their choice visited during the fieldtrip.…”

“…At each site, following discussion led by the appropriate 'knowledgeable expert', students worked in groups of 4--6 to produce a piece to camera that summarised key processes and issues at the site, accordingly, this approach generated a series of knowledgeable experts at each site, feeding off the primary presentation and discussion. Known colloquially as the 'video diary', this was modelled on France & Wakefield's (2011) 'digital story'. Underpinning the educational value of this approach is that to communicate clearly and effectively a succinct piece to camera requires that the students have recognised and understood the processes and issues at each site.…”

Ability of students to recognize the relationship between using mobile apps for learning during fieldwork and the development of graduate attributes

“…Fieldwork is an integral component of a wide range of Bioscience, Geography, Earth and Environmental Science undergraduate programmes. Student reflection and engagement during fieldwork can be promoted through the integration of technology into the learning activities (Fisher & Baird, 2006;Jarvis & Dickie, 2010;Mavroudi & Jöns, 2011;France & Wakefield, 2011;Kemp et al, 2012;Dando & Chadwick, 2014 and Fuller & France, this volume). The use of mobile technologies in the field is perceived to enhance fieldwork learning through improved speed, ease and immediacy of data collection, sharing, analysis and presentation (Welsh et al, 2013).…”