Filmmaking with biology undergraduates: combining digital technology with authentic assessment to develop students’ skillset and capabilities for life after graduation

Abstract

The use of technology in Higher Education teaching is now commonplace and can have multiple benefits for learners; however, the benefits of learner-generated digital media (LGDM) are understudied. Using a combination of pre- and post-workshop questionnaires and student critical reflections, we evaluated the impact of an assessed week-long filmmaking unit on preparing students for life after university. Quantitative results show a boost in student confidence in the areas of academic skills, teamwork, communication, and digital capabilities. We categorise our qualitative data in six main themes: self-confidence; emotional awareness; connecting and communicating; self-regulated learning; students as researchers; and authentic learning. Our findings suggest that students independently recognise the authenticity of team-based LGDM projects, understanding how it will prepare them for life after university. We discuss the value team-based filmmaking projects can have in developing student skills and competencies (both digital and human) and relate this to recent literature on authentic assessment and technology enhanced learning.