A Model for Implementing Learner-Generated Filmmaking into Undergraduate Teaching and Assessment
Article Sidebar
Published:
Apr 4, 2023
Keywords:
authentic assessment students as producers group work peer learning learner-generated digital media creative learning activities
Main Article Content
Abstract
This quick hit article describes the creation of an open-access tool which guides both staff and students in how to generate films for assessment, as well as a model for implementation complete with marking guidelines. The rationale behind the guide was to enable staff with very little, or no, experience in filmmaking to embed a novel assessment activity into their programmes whilst still providing students with enough technical and stylistic support in film creation. Sustainability is key, and all techniques presented in the guide can be implemented within a variety of degree programmes at minimal financial cost.
Downloads
Download data is not yet available.
Article Details
How to Cite
Murray, R., Bell, E., & Wakefield, A. (2023). A Model for Implementing Learner-Generated Filmmaking into Undergraduate Teaching and Assessment. Journal of the Scholarship of Teaching and Learning, 23(1). https://doi.org/10.14434/josotl.v23i1.33190
Section
Quick Hits
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors retain copyright and grant the Journal of the Scholarship of Teaching and Learning (JoSoTL) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in the Journal of the Scholarship of Teaching and Learning.
- Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
- In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoSoTL publications, JoSoTL encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoSoTL, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.