The CASPA Model: An Emerging Approach to Integrating Multimodal Assignments
Michael Blum, Adam Barger, College of William & Mary, United States
EdMedia + Innovate Learning, in Washington, DC ISBN 978-1-939797-29-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The digital landscape for teaching and learning increasingly supports the inclusion of multimedia-based instructional strategies. In higher education, a culminating class project or final assignment often requires students to synthesize, analyze, and create content using a variety of communication modalities. Such projects, when closely aligned with course content and desired learning outcomes, allow for relevant and authentic assessment that leverages digital communication strategies. This paper presents an emerging practical model, CASPA, to promote curriculum-based integration of multimodal projects for assessment in higher education courses. Additionally, we report on initial implementation results and recommendations for practice and further research.
Blum, M. & Barger, A. (2017). The CASPA Model: An Emerging Approach to Integrating Multimodal Assignments. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 709-717). Washington, DC: Association for the Advancement of Computing in Education (AACE).
© 2017 Association for the Advancement of Computing in Education (AACE)
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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
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