Effective Multimedia Assignments

Effective Multimedia Assignments

Faculty who are creating new multimedia assignments often have many initial questions. There’s technical knowledge that needs to be learned along with tips and templates for how to introduce, scaffold, and assess the assignments themselves. The goal is always to ensure that the assignments are meeting actual pedagogical objectives and student learning outcomes. In addition to the general resources and media-specific resources listed on this page, faculty are also welcome to leverage any of the Resources on this site. Faculty can also make an appointment with the Digital Media Commons or their Liaison Librarian for assistance with assignment creation.

General Advice and Guides for Multimedia Projects

Frameworking Remote Multimedia Assignments for Success

This presentation, given as part of the Adapt 2020 conference, focuses on two frameworks in order to ensure that multimedia assignments for online classes encourage students success. The first, is the production framework of pre-production, production, and post-production. By having students work through their multimedia projects in those phases and provide deliverables in each of those three phases, faculty can ensure that students are making timely progress on their assignment and are not blind-sided by how much work it can take to create the final deliverable. The second framework is the three parts needed for students to be effective creators of multimedia projects: genre instruction, technical training, and in-process feedback. It’s crucial that multimedia projects are not seen as only a technical exercise but require both instruction in the medium/genre and ability to get in-process feedback in order to ensure that students are making rhetorically effective projects.

Frameworking Remote Multimedia Assignments for Success.pdf

Blended Traditional and Contract Grading Rubrics

One way to ease students’ worry about creating a multimedia project is to provide exacting requirements about the technical execution of that project that are in turn graded simply as achieved or not achieved, with no partial points awarded based on subjective criteria. This practice can eliminate confusion on the part of the student who is learning both how to execute a multimedia project and what actually makes an effective piece of media in that genre.

Blending Traditional and Contract Grading on Rubrics for Multimedia Projects.pdf