# data[].attributes.headline
Group members: Eshaby, Mejar Zila, Syazana and Azura

# data[].attributes.subject
Group members: Eshaby, Mejar Zila, Syazana and Azura

# data[].attributes.headline
Homework for Series 1 Part 2 (19th July 2020)

# data[].attributes.subject
Homework for Series 1 Part 2 (19th July 2020)

# data[].attributes.body
https://youtu.be/tO48ThyZBzc

# data[].attributes.attachment_link.title
FameLab 2018 | Siti Khayriyyah Binti Mohd Hanafiah

# data[].attributes.attachment_link.title
Announcement Regarding the Academic Administration Affairs in Preparation of the T&L Activities following the MCO

# data[].attributes.attachment_link.readable_text
Assalamualaikum and Greetings!

Thank you for participating in our IAP Workshop Module 4: Alternative Assessment. Before joining us tomorrow, we would love to know some of your thoughts on Alternative Assessment. Please help answer this short survey before the first session of the Workshop (Wednesday, 15th July 2020).

We look forward to welcoming you in the series of exciting sessions.

Sincerely,
The Alternative Assessment Team

# data[].attributes.attachment_link.description
Assalamualaikum and Greetings! Thank you for participating in our IAP Workshop Module 4: Alternative Assessment. Before joining us tomorrow, we would love to know some of your thoughts on Alternative Assessment. Please help answer this short survey before the first session of the Workshop (Wednesday, 15th July 2020).

# data[].attributes.body
Digital Storytelling

# data[].attributes.attachment_link.title
Educational Uses of Digital Storytelling

# data[].attributes.attachment_link.description
Questions or comments about this website or any materials found on the site should be emailed to:

# data[].attributes.attachment_link.readable_text
Accountancy

Purpose: digital storytelling was introduced as an alternative to the traditional PowerPoint group-based presentation.

Audience: this was a summatively assessed piece of work as part of a first year skills development module.

Form: the stories were created as a form of presentation rather than as a reflective piece. The length of the stories was long, usually more than 10 minutes.

Institution: University of Gloucestershire

Jenkins & Lonsdale (2008)

American Studies

Audience: a summatively assessed piece of work seeking to allow students to demonstrate a personal perspective.

Form: short (4-5 minutes) individually produced stories.

See also:
https://digitalcommons.georgetown.edu/projects/digitalstories/

Oppermann (2008)

Example stories can be viewed at:
http://digitalstorytelling.coe.uh.edu/art.html
Institution: University of Houston

Business Management

Purpose: digital storytelling was deliberately chosen as an alternative form of assessment to the traditional group presentation to challenge the student group. Its use was designed to move the students out of any possible strategic approach to their learning.

Audience: this was an assessed piece of work for a final-year module on Managing Change. The module tutor wanted the students to experience change.

Institution: University of Gloucestershire

Gravestock & Jenkins (2009);

Case Study 4; Sample stories which students uploaded to YouTube - Example 1; Example 2

Cultural Studies

Audience: stories are for summative assessment. Formative stages are built into the process, with feedback from both staff and colleagues.

Example story 'All made up' (Kathy Bayer, Georgetown) available from https://digitalcommons.georgetown.edu/projects/digitalstories/

Institution: Georgetown University

Coventry (2008)

Purpose: Used as part of a core ICT unit in a BEd (Early Childhood) program. Devised as an authentic activity, students were tasked to write a story suitable for children. They then had to create a digital version of this story using iPods and other technologies. The task was designed to prepare students for a 21 st Century classroom and introduce them to a range of technologies through the use of them rather than learning about them.

Audience: On completion the stories were shown to the class as a whole with a presentation on the creation and design processes.

Form: Students worked in groups of 2-3 to produce the 'childrens story'.

Institution: University of Wollongong

Olney et al (2009)

Educational Psychology

Audience: these stories are firmly about sharing practice but can be aimed at fellow professionals or at family members.

An example story on the BBC Capture Wales site, with an explanation, from Professor Colin Terrell, Educational Psychologist, University of Gloucestershire

Environment

Audience: the digital stories were used formatively. They were shown to the whole group at the end of the induction week and students were given indicative feedback.

Form: short stories of 2-3 minutes produced through students working in groups of 5-6. The style of the stories were mostly in report form rather than personal narratives.

Institution: University of Gloucestershire

Jenkins & Lynch (2007); Jenkins & Lonsdale (2008); Gravestock & Jenkins (2009); Case Study 3

Humanities

Form: the stories are short, 3 minutes long, individual stories, produced as very personal narratives.

Example story 'Dancing into mi cultura' (Liliana Cabrera-Murillo) available from https://digitalcommons.georgetown.edu/projects/digitalstories/

Institution: California State University, Monterey Bay

Benmayor (2008)

Landscape Design

Purpose: First year Landscape Design course, which uses digital storytelling as a means for students to reflect on how their own personal development as designers. The use of digital storytelling allows students to use images of their models to demonstrate how ideas have developed with a reflective narrative.

Form: stories are produced individually as personal narratives. Length of the stories is short, 2-3 minutes.

Institution: University of Gloucestershire

Gravestock & Jenkins (2009); Case Study 1

Leisure, Tourism & Hospitality

Purpose: Final year Leisure, Tourism and Hospitality students are required to reflect on a critical incident from their industrial placement as part of their degree. The digital stories are a personal reflection on how the critical incident has affected their own personal development and sense of self.

Audience: This is a summatively assessed piece of work.

Form: The students are supported through the narrative development through the use of activities based on models of reflection. The stories are short, 3-4 minutes in length.

Institution: University of Gloucestershire

Olivia Lewis - digital story from student on International Hospitality

Media Studies

Audience: The stories produced by the local school children were shown to parents and school colleagues at a local film festival.

Form: The process for creating the digital stories was based on the model developed by the Center for Digital Storytelling tradition.

Media studies students work with primary school children to help them in the creation of digital stories.

Case study from Knowledge West [ pdf]

Nursing

Purpose: Example of using digital stories to capture and articulate deep professional learning. Informed by a concern that student nurses underestimate the extent of practice-based learning. The use of stories was tried as a mechanism to reveal the students tacit knowledge.

Audience: Produced by final year undergraduate student nurses.

Form: Based on the Center for Digital Storytelling tradition, the stories are individually produced stories lasting 2-3 minutes.

Further information is avialable on the SCEPTRE Learning to be Professional wiki.

This includes example stories, a short video of the students talking about their experiences, and a copy of a presentation from Jane Leng the tutor for this course:

Leng, J (2009) The value of digital storytelling in learning to be professional

Leng (2009) The value of digital storytelling in learning to be professional

Public History Projects

Audience: digital stories created for public history projects are often formal in nature and designed to capture individuals experiences. They often made available on public web sites. The process of creating these stories has been often found to have an impact on community development, they help to develop a collective sense of identity. Researchers are now using digital storytelling as a technique.

Form: told as individual personal narratives and following the CDS tradition the workshop activity is a key part of the community development process. The process can be an emotional experience (Klaebe, 2006: Meadows & Kidd, 2009)

For example projects:
BBC Capture Wales Kelvin Grove Urban Village

Purpose: Digital storytelling used in this first year Science module, on Ecology, Evolution and Genetics, so that students would: reflect on the personal significance of what they had learned and express their ideas in a non-traditional manner.

Audience: An summatively assessed piece of work, on a pass/fail basis but this form was used also to provide the opportunity for students to share their thoughts and experiences via the digital stories.

Form: Individually produced stories, many as personal reflections. Students were given the opportunity to choose whether to allow their story to be shown publicly and over half declined.

Institution: University of British Columbia

Prud'homme Genereux & Thompson (2008)

Sports Development

Purpose: A second year Sport Development programme in which digital storytelling was introduced to replace a reflective essay. Students are asked to reflect on the role of their own chosen sport on their personal development.

Audience: The stories are summatively assessed. The final stories are seen only by the staff assessing the module.

Form: Produced as personal narratives, they are short digital stories of 3-5 minutes.

Institution: University of Gloucestershire

Gravestock & Jenkins (2009); Case study 2

Student Presentation

See Business Management

Student Reflection

Example stories can be viewed at:

http://digitalstorytelling.coe.uh.edu/personal_reflection.html (University of Houston)

See also:

Environment; Sports Development; Leisure Tourism and Hospitality

Transition into Higher Education

See Environment

# data[].attributes.attachment_link.description
Accountancy Purpose: digital storytelling was introduced as an alternative to the traditional PowerPoint group-based presentation. Audience: this was a summatively assessed piece of work as part of a first year skills development module. Form: the stories were created as a form of presentation rather than as a reflective piece.

# data[].attributes.attachment_link.title
BAD GENIUS | Official International Trailer (2017) | GDH

# data[].attributes.body
You can use this template for this afternoon session

# data[].attributes.body
via ClassMarker

# data[].attributes.attachment_link.description
Quiz maker for Rubrics Revision. Create online quiz maker that marks your online tests and exams for you.

# data[].attributes.body
Template 2: Holistic Rubric

# data[].attributes.headline
Azimah - Rubric & Course Assessment Plan

# data[].attributes.subject
Azimah - Rubric & Course Assessment Plan

# data[].attributes.attachment_link.title
DrNK-IAP Task Part 2-Assessment and Rubric 19072020

# data[].attributes.headline
Our Photos on flickr: Champions In Action

# data[].attributes.subject
Our Photos on flickr: Champions In Action

# data[].attributes.attachment_link.description
Explore this photo album by Nurliyana Bukhari on Flickr!

# data[].attributes.body
You are almost there to complete this (IAP-AA) programme. This is the final assignment which requires you to submit a proposal and document your practices in using alternative assessment in your classroom. You have to submit this assignment and showcase it in on the 23rd of August

# data[].attributes.attachment_link.title
GO Nature! IAP Module 4 Alternative Assessment

# data[].attributes.attachment_link.description
Explore this photo album by Nurliyana Bukhari on Flickr!

# data[].attributes.headline
I Feel The Breeze of Measurement Instructions

# data[].attributes.subject
I Feel The Breeze of Measurement Instructions

# data[].attributes.headline
Prof. Linda's padlet for Answer Schemes of the Activity (see her presentation slides down below)

# data[].attributes.subject
Prof. Linda's padlet for Answer Schemes of the Activity (see her presentation slides down below)

# data[].attributes.body
Group 6 : Rusman, Mathivanan & Hartini
Business Plan
Explore - Survey business type.
Discover - Choose 1 type a business to design the business plan.
Develop : Design the business plan for the business that already chose.

# data[].attributes.headline
More Photos on Google photos by UTLC Go Nature!

# data[].attributes.subject
More Photos on Google photos by UTLC Go Nature!

# data[].attributes.body
Nor Azimah & Zuraida

# data[].attributes.headline
Final assignment for certification (Instructions in English)

# data[].attributes.subject
Final assignment for certification (Instructions in English)

# data[].attributes.attachment_link.title
PEEP-an innovation in reflective practices