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Student-Generated Multimedia Projects as a Multidimensional Assessment Method in a Health Information Management Graduate Program
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, Texas State University, United States ; , University of North Texas, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Assessment in higher education provides an opportunity for instructors to assess student learning, provide student feedback, and give students the opportunity to practice a variety of skills. Fair, but creative, assessment activities can be difficult in an online learning environment. A pilot study was conducted to assess the use of student-generated multimedia projects as a method of assessment in three master’s level Health Information Management courses at a Texas higher education institution. Students generally agreed that the projects were a fair form of assessment that also had future benefit. Findings support and inform instructional design decisions. This paper is targeted to instructional designers and instructors in educational environments seeking to diversify assessment in their courses. Although the online environment is the focus of this paper, implications could be similarly applied to hybrid or face-to-face learning environments.

Citation

Morel, G. & Keahey, H. (2016). Student-Generated Multimedia Projects as a Multidimensional Assessment Method in a Health Information Management Graduate Program. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1120-1125). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 21, 2019 from .

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Cited By

  1. Theoretical Foundations to Design Learner-Generated Digital Media (LGDM) Assessment Rubrics

    Jorge Reyna, University of Technology Sydney, Australia

    Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1380–1389

  2. The CASPA Model: An Emerging Approach to Integrating Multimodal Assignments

    Michael Blum & Adam Barger, College of William & Mary, United States

    Journal of Educational Multimedia and Hypermedia Vol. 27, No. 3 (July 2018) pp. 309–321

  3. A Methodological Approach to Evaluate the Effectiveness of Learner-Generated Digital Media (LGDM) Assignments in Science Education.

    Jorge Reyna, University of Technology Sydney, Australia; Jose Hanham, Western Sydney University, Australia; Peter Meier, University of Technology Sydney, Australia

    EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 303–314

  4. The CASPA Model: An Emerging Approach to Integrating Multimodal Assignments

    Michael Blum & Adam Barger, College of William & Mary, United States

    EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 709–717

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.