Student-generated Digital Media in Science Education

2015 ◽  
Author(s):  
Garry Hoban
Keyword(s):  
Science Education ◽  
Digital Media

scholarly journals Using Data Expedition as a Formative Assessment Tool in Data Science Education: Reasoning, Justification, and Evaluation

2019 ◽  
Vol 14 (11) ◽  
pp. 107
Author(s):  
Olga Maksimenkova ◽  
Alexey Neznanov ◽  
Irina Radchenko
Keyword(s):  
Science Education ◽  
Digital Media ◽  
Data Science ◽  
Evaluation Method ◽  
Assessment Tool ◽  
Structural Features ◽  
Data Driven ◽  
Distinctive Features ◽  
Accurate Evaluation ◽  
Using Data

The paper addresses the questions of data science education of current im-portance. It aims to introduce and justify the framework that allows flexibly evaluate the processes of a data expedition and a digital media created during it. For these purposes, the authors explore features of digital media artefacts which are specific to data expeditions and are essential to accurate evaluation. The ru-brics as a power but hardly formalizable evaluation method in application to digi-tal media artefacts are also discussed. Moreover, the paper documents the experi-ence of rubrics creation according to the suggested framework. The rubrics were successfully adopted to two data-driven journalism courses. The authors also formulate recommendations on data expedition evaluation which should take into consideration structural features of a data expedition, distinctive features of digital media, etc.

Exploring Inner Space: Engaging the Public With Ocean Scientists

2015 ◽  
Vol 49 (4) ◽  
pp. 86-98
Author(s):  
Gail A. Scowcroft ◽  
Dwight F. Coleman ◽  
Jeff Hayward ◽  
Cia Romano
Keyword(s):  
Science Education ◽  
South Carolina ◽  
Digital Media ◽  
Science Research ◽  
Informal Science Education ◽  
Informal Science ◽  
The Public ◽  
Ocean Literacy ◽  
Ocean Science ◽  
Ocean Exploration

AbstractA prototype telepresence communications system was designed, piloted, and tested for use in informal science education institutions to provide public, student, and educator interactions with scientists aboard ships and in the University of Rhode Island Graduate School of Oceanography (GSO) Inner Space Center (ISC). In addition to providing opportunities for the engagement of scientists with diverse audiences, a goal of this initiative was to promote an appreciation and understanding of the ocean, while exposing aquarium visitors to advanced telepresence communication technologies. The project partnership was comprised of a leading ocean science research and education institution (the GSO); two national ocean science education networks—the National Centers for Ocean Sciences Education Excellence Network and the National Oceanic and Atmospheric Administration's Office of Exploration and Research Education Alliance; and two partner aquariums—Mystic Aquarium and South Carolina Aquarium. The main outcomes of the project were as follows: (1) a partnership of ocean science research and informal science education professionals that linked ocean scientists and informal science institution staff and visitors; (2) a state-of-the-art hardware and software system for partner aquariums capable of delivering live and prerecorded ocean exploration experiences to visitors; (3) professional development for informal science educators focused on educating the public and improving ocean literacy; (4) a useful and effective digital media interface and software for communicating and interacting with the ocean science content; and (5) an understanding of how live and prerecorded ocean exploration experiences affect aquarium visitor ocean literacy.

scholarly journals Science education interplay social science on digital media about Coronavirus pandemic in 2020

2021 ◽  
Author(s):  
K. Y. S. Putri ◽  
Heri Fathurahman ◽  
Linda Zakiah ◽  
Angelita Kania Ramdan
Keyword(s):  
Science Education ◽  
Social Science ◽  
Digital Media

scholarly journals Using the Learner-Generated Digital Media (LGDM) Framework in Tertiary Science Education: A Pilot Study

2018 ◽  
Vol 8 (3) ◽  
pp. 106 ◽  
Author(s):  
Jorge Reyna ◽  
Peter Meier
Keyword(s):  
Science Education ◽  
Digital Media ◽  
Science Learning ◽  
Assessment Tool ◽  
Learning Experience ◽  
Technical Requirements ◽  
Methodological Triangulation ◽  
Student Training ◽  
Practical Model ◽  
Tertiary Science

Learner-Generated Digital Media (LGDM) has become prevalent in higher education. Frameworks have been developed for video-making in the classroom that consider technical requirements, pedagogies, and the combination of both. However, missing is a practical model to guide academics and students on the implementation of LGDM assignments. This research aims to test a model to design, implement, and evaluate LGDM as an assessment tool. The model was built based on research gaps and it considers the following elements: (1) pedagogy, (2) student training, (3) hosting of videos, (4) marking schemes, (5) group contribution, (6) feedback, (7) reflection, and (8) evaluation. For this purpose, five science subjects (N = 270) were used to test the model as a guide to implementing LGDM assignments. Data was gathered using a validated 33-step questionnaire instrument. Additionally, group contributions were received using the SPARKPlus peer review application, and marks attained were gathered. Methodological triangulation of the datasets suggested that students have a positive attitude toward LGDM for science learning. Students enjoyed the group work and creativity, and they identified digital media support as a critical component of their learning experience. Preliminary data support using the LGDM framework to design digital media assignments for science education.

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