During the final year of the undergraduate business degrees at Salford Business School (SBS), students complete the Applied Business Research & Analysis (ABRA) module. The assessment is the creation of an individual video, which explains their business research area. The learners gain experience in preparing a video presentation and of disseminating their research in this format. However, our twenty-first century students have had several concerns about completing this task.
The purpose of our presentation is to share the main concerns of our students and discuss the varied forms of support which have been included over recent deliveries of the module.
The module and the assessment
The ABRA module has been delivered for the past three years. The teaching team have focused on the pedagogical approach of scaffolding learning (Wood, Bruner & Ross 1976). These students represent a generation who have grown up with digital technology, thus, tutors were surprised at the reluctance to embrace this assessment type. However, the ongoing scaffolding of skills attainment to support the development of a digital artefact sustained our learners in this assessment activity.
ABRA aims to help students to professionally present context-specific well designed creative content. They consolidate IT skills and effectively communicate information and ideas with the aid of a video. This form of assessment provides a widespread dissemination of knowledge, which is elaborated by lecturers (Berk, 2009). This facilitates learning and grabs students’ interest in the topic, while chances increase to participate in discussions triggered by the lecturer (Sherer and Shea, 2011).
The source of evidence for the evaluation of the assessment is based on student feedback over time. Collection and analysis of student feedback is suggested as an appropriate method in education research (Donald and Denison 1996).
Our presentation will include examples and commentary to support the story of the module, the digital assessment, and how we have sought to encourage and support our students in the creation of their own digital artefact. Feedback from students shows how they have advised the academics on how they might provide support. If students are not included in the crafting of assessments with the aid of technology they may struggle to find their full potential. Together, a way forward continues to be formed.
Regarding a framework, for the purposes of discussion at this point in our research, we will utilise the six elements of developing students’ digital literacy as outlined by Jisc (2017).
Berk, R.A. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom. International Journal of Technology in Teaching and Learning, 5:(1), pp. 1–21.
Donald, J.G. & Denison, D.B. 1(996). Evaluating undergraduate education: The use of broad indicators. Assessment & Evaluation in Higher Education 21(1) 23- 39.
Jisc (2017) Developing Students’ digital literacy. https://www.jisc.ac.uk/guides/developing-students-digital-literacy
Wood, D., Bruner, J.S., Ross, G., (1976) The Role of Tutoring in Problem Solving. Journal of Child Psychology, Psychiatry and Applied Disciplines. 17(2) 89-100.
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