Digital Video as a Personalized Learning Assignment: A Qualitative Study of Student Authored Video using the ICSDR Model

Abstract

Students within this study followed the ICSDR (Identify, Conceptualize/Connect, Storyboard, Develop, Review/Reflect /Revise) development model to create digital video, as a personalized and active learning assignment. The participants, graduate students in education, indicated that following the ICSDR framework for student authored video guided their video creation process, resulting in focus for their ideas, and increasing motivation to learn more about their content.  Finally, the participants indicated that creating a digital video was an authentic and personalized learning experience that fostered personal choice and voice and peer collaboration. Evidence from the qualitative study supports students following a development framework for video creation.