Teaching Toolbox: Digital Assignments
by Paige Normand
As a coordinator for a program that supports digital literacy on campus, I know how invested JMU faculty are in giving their students opportunities to develop digital production skills. If you’re interested
in creating a digital assignment for your course, JMU offers several resources: Innovation Services’
Programs and Workshops, the CFI’s
Teaching Programs, as well as
The Digital Humanities and Social Sciences Institute.
This toolbox, however, describes four common hurdles to integrating digital assignments and strategies faculty can use to address them. This list is from
DigiComm, my program that embeds trained peer tutors into classes where faculty are piloting digital assignments and that offers consultations for any student on campus working on a digital project. Now in our third
year of operation, DigiComm tutors have provided semester-long support to students in 60 courses across campus and conducted hundreds of consultations. From the tutors’ own in-class experiences, one-on-one tutoring sessions, focus-group interviews with other
students, and experiences working in digital communication across campus, they have a unique perspective on the “behind the scenes” issues that students face that might be invisible to faculty.
Here are four common hurdles, opportunities, and JMU examples for faculty to consider when incorporating digital assignments into their curriculum:
Example: JMU engineering students created a
digital story to explain their wastewater proposal to community stakeholders; a WRTC faculty member regularly partners with community organization, such as the
Lucy Simms Exhibit; a Communication Studies faculty invited relevant JMU stakeholders from the Madison Collaborative to his students’ presentations of their digital stories on topics such as “how
do we help our youngest children thrive?”
Example:
One faculty partner produced her own digital storytelling project in preparation for assigning it to the class. She was then able to share the various stages of her work with her students to illustrate the common pitfalls
academics make when transitioning to a more public platform: she wrote far too much text, she used discipline-specific language rather than writing for a general audience, and she realized how difficult it was to find meaningful images to supplement her work.
Examples: Compared to traditional papers, digital assignments often add a level of complexity, creativity, and new skill development in
addition to demonstrating content mastery. We’ve seen the most success when faculty are clear in their rubrics about how much they value the elements of digital composition (creativity, usability, interaction, copyright considerations, design principles, etc.)
in addition to the mastery of the course content. See a more
in-depth analysis of rubric elements for professional portfolios.
Example: One DigiComm tutor created a “Bucket
List” for students to stay on track and follow suggested deadlines, including attending a workshop on campus for designing infographics and booking two consultations by the middle of the semester. This structure emphasized the learning process and opportunities
for feedback for the students rather than focusing on the evaluation of the final product.
Want to learn more about
DigiComm?
·
Hear what our faculty partners have had to say about the
DigiComm Media Fellows.
·
Learn more about the
Media Fellows program and apply to be a partner for Fall 2017.
·
Learn more about
faculty resources that DigiComm offers.
·
Check out DigiComm’s tutorials on
YouTube and our latest tips and advice on
Facebook.
·
Encourage your students to
book a consultation to work with a DigiComm tutor.
Paige Normand is the Digital Communication Coordinator and an Instructor in the School of Media Arts and Design. The material in this Toolbox email is drawn from an article she co-authored with two DigiComm
tutors, which can be found in full here. She can be reached at
[log in to unmask].
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