USING LEARNER-GENERATED DIGITAL MEDIA (LGDM) AS AN ASSESSMENT TOOL IN GEOLOGICAL SCIENCES

This study explores learner-generated digital media (LGDM) as an assessment tool in Geological Sciences. The aim was to engage students with the geology subject further and to develop their digital media literacies. For this purpose, a cohort of 97 students from the undergraduate Geological Processes subject (Autumn 2016) at the University of Technology Sydney, were randomly allocated to groups of 2-5 students. The students were asked to produce a five-minute digital media presentation on a chosen study topic. A lecture and workshop on digital media principles were delivered to prepare the students for the task early in the semester. Support and feedback were provided across the entire semester by the lecturer and digital media tutor through computer practicals and preparatory assignments. Group contribution was monitored using the SPARKPlus application. An online questionnaire was used at the end of the semester to gauge students' attitude towards LGDM. The survey assessed demographics, digital media support, attitudes toward the assignment, and the contribution of LGDM to skills development. Methodological triangulation was used with data sets from the questionnaire, group work and marks obtained. Our preliminary results indicate that students had a positive attitude towards LGDM as an assessment tool and that the assessment provided a novel opportunity for students to apply attributes such as 'creativity' to their learning experience of geology. Implications for teaching and learning are discussed.