Our faculty members reflected on how they began incorporating digital media assignments into their curriculum. Although some of them have been doing this type of assignment for several years, they had some advice to offer those who’d like to dip their toes into the digital assignment water.

Start with a small assignment. With this bit of advice, you can begin by keeping the assignment workload manageable. Don’t start with huge projects like thirty-minute documentaries but instead start with finished assignments that last no longer than 5 minutes.

Schedule in-class time to cover the software. Professor Dede Garrison of Literature, Writing, and Rhetoric says to not be fooled by your students’ technical proficiency. Students may be astute at using familiar technology but when it comes to these assignments, it’s wise to schedule some in-class time to cover the software as per Dr. Don Unger’s suggestion.

Utilize the Digital Media Center. You don’t need to have sole expertise in creating digital content because the Digital Media Center has individuals who can help you and your students.  They can assist with forming the assignment as well as coming into your classroom and teaching your students how to create successful digital media projects.

Learn to use the software yourself. That being said, many of our faculty recommend learning to use the software yourself. You can start by using the software for your own projects as Professor Heath of Journalism and Digital Media did. She stresses that this will help provide a frame of reference for your students on how long these projects should be taking.

Look to your faculty colleagues for templates. You may be surprised to find faculty in your department who are already doing these types of assignments. If you ask, you might find someone who is willing to share what they’ve learned with you.

Now that we’ve discussed a bit of how to get started, let’s examine how we can ensure our students’ success with these projects.

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You’re probably thinking that it’s all well and good that we receive support in teaching how to use the technology. But what about the grading aspect? Although you may not feel like an expert or even a budding amateur at this very moment, our faculty members share their experiences to help quell any misgivings you have.

You already know how to grade the content component of a digital media assignment. Is the argument sound? Did the student support their argument with reliable sources? Was a thesis clearly stated? These types of questions should already be familiar to you and will make grading the content a breeze. But what about the technical aspect of the video?

Try learning to use the software with your own projects. Both Professor Heath and Mitchell had the same piece of advice to share. If you recall, this was also a piece of advice in our getting started section. That’s because this can inform so much of what you’re asking your students to produce in their digital media assignments. In grading, it can shed light on what’s possible and not possible.

Ask fellow faculty colleagues for rubrics. Perhaps the most useful piece of advice is that you don’t have to start from scratch. Looking over different rubrics can help you hone in on the areas you want to focus on grading. Here Professors Heath, Mitchell, and Unger have graciously granted us the ability to share their rubrics with you.

• Audio Assignment Rubric - Jena Heath, Journalism & Digital Media

  1. Introduction/story hook (What is the hook for the story? (25 Points)

  • Does your voice-over contain a hook in the first fifteen seconds?

  2. Script audio/voice-over: (25 Points)

  • Is the interviewee properly identified?
  • Does the voice-over script allow you to build to your main point?
  • Does the voice-over script provide adequate transitions?
  • Does the voice-over script reflect research and knowledge of the subject area?
  • Are you able to leverage operative words —the who, what, when, where, how?
  • Did you upload the script to the blog w/the SoundCloud link?

  3. Audio levels and pacing (25 Points)

  • Are the audio levels consistent?
  • Do you as the interviewer allow space for responses — no talking over your interviewer?

  4. The Edit (25 Points)

  • Does the edited final audio story meet the minimum length requirements?
  • Does it tie the voice-over and interview audio together in a package?
  • Is the audio quality clear? Is the volume level acceptable — not too low or too high?

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  Total: /100
• Instructional Video Rubric - Don Unger, Literature, Writing and Rhetoric

  Credits – 20 points

  • Includes opening credits with title that fits with instructional video series (formatting, naming, etc.)
  • Includes main title image and music
  • Includes closing titles that are formatted correctly and contain accurate information

  Instructions – 40 points

  • Introduction sets up video as part of series and addresses video contents>/li>
  • Body provides step by step instructions without inundating user with extraneous information
  • Conclusion points toward troubleshooting resources and next video in series

  Screencast – 40 points

  • Corresponds to steps in instructions
  • No lengthy pauses or sound flubs
  • Narration is well-paced and clear

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  Total: /100 points
• Gender Short Film Rubric - Innes Mitchell, Communication

  Content Introduction – 10%

  • Film introduced creatively with examples

  Content – 40%

  • Good variety of interviewees
  • Narration clear and designed to help audience understand issue(s) & perspectives expressed
  • Perspectives expressed creatively illustrated

  Content Conclusion – 15%

  • Narration clearly articulates group perspective and/or summary of points of view expressed

  Form/Editing – 20%

  • Film clearly organized/structured
  • Precise and smooth editing and transitions
  • Editing well-paced and designed to tell a story
  • Sound edits clean and levels balanced throughout film

  Timing – 15%

  • Film length requirement (5-6 minutes) met
  • Film link sent to Instructor prior to class of showing

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  Total: /100
• Group Project Peer Evaluation Form - Innes Mitchell, Communication

  Your Name: ______________
  Group: __________________

  Rate each member of your group in the following areas related to their group participation. Use a separate sheet for each member of your group. Circle the appropriate number to indicate your rating for each area. Then, total the ratings, divide by 3, and multiply by 10 to get a total score on a 100 point scale.

  Note: This form is between you and your instructor. Your group members will not see this form. They will only receive their average participation score. Using “across-the-board” grades for group members will result in a 50% deduction from your Peer Critique points.

  Group Member's Name: _______
  Total Points: _______________

  Task Functions:
  

  On a scale of 1-10, rate: how effective was the group member in performing their duties and responsibilities as required?

  Comments:

  ---

  Social Maintenance Function:
  

  On a scale of 1-10, rate: How effective was the group member in contributing to a positive socio-emotional climate? (e.g. showed concern for others’ ideas, openly shared ideas with the group…)

  Comments:

  ---

  Group Process:
  

  On a scale of 1-10, rate: How effective was the group member in contributing to the smooth functioning of the group? (e.g. attendance at meetings, promptness, accepting leadership and/or other functional group roles.)

  Comments:

And that concludes our event writeup, From Written to Digital. Be sure to look out for new events where we discuss digital pedagogy.

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