Digital Assignments for the Diverse Classroom
Practical insights into integrating digital storytelling and media production into course curricula, showing how these tools foster self-awareness and deeper engagement with course content.
Presented by:
Margo Shanks, Baylor University
Hear it from the author:
Transcript:
Hello, this poster explores how digital assignments, specifically video journaling can transform learning and diverse classrooms. In this particular case, diversity includes differences in race, ethnicity, as well as background knowledge, majors, and classification.
In a survey of Public Health course for non-majors, students created short Video Reflections, connecting course concepts to real world health issues, and their own lived experiences. Instead of just writing about public health, they tell a story - building media literacy, creativity, and real world communication and connection skills along the way.
The assignment is intentionally designed for success. Students get clear instructions, a structured rubric, and prompts aligned with each course module using Progressive questioning.We guide students from basic understanding of concepts to deeper, more critical reflection, helping them to build confidence and think more complexly over time. And the results were powerful.
We saw a stronger community building as shared themes sparked meaningful class discussions. The videos also revealed knowledge gaps in real time, allowing for more targeted teaching. And maybe most exciting students brought in unexpected perspectives that expanded the conversation far beyond the classroom. This approach is grounded in Self-Determination Theory - supporting autonomy, competence, and connection, which are all key drivers of engagement.
Overall, video journaling isn't just an assignment. It's a tool for equity, reflection, and deeper learning and public health education.
Key Words:
Digital Assignments, Reflective Practice, Diverse Student Populations
Abstract:
This presentation explores an innovative, interdisciplinary approach to engaging diverse student populations in health advocacy through the creation of reflective video journals. Recognizing the importance of health communication, the poster will highlight how video-based assignments can foster media literacy, creativity, and effective reflection. This project provides students with tools to creatively reflect on public health learning and health issues, encouraging them to use storytelling, regardless of their academic discipline. Attendees will learn how this method enhances student engagement, collaboration, and communication skills, making it an effective educational strategy in higher education.
Outcomes:
1. Understand the benefits of using video journals as pedagogical tools in engaging diverse students with health topics.
2. Gain insights into how to build and use a rubric to assess reflective learning assignments.
3. Learn strategies for incorporating digital tools into their own curricula to help students develop practical skills for health communication and advocacy.
References:
Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning. Routledge.
Mann, K., Gordon, J., & MacLeod, A. (2009). Reflection and reflective practice in health professions education: A systematic review. Advances in Health Sciences Education, 14(4), 595–621. https://doi.org/10.1007/s10459-007-9090-2
Ellaway, R., & Masters, K. (2008). AMEE guide 32: e-Learning in medical education Part 1: Learning, teaching and assessment. Medical Teacher, 30(5), 455–473. https://doi.org/10.1080/01421590802108331