Gespeichert in:
| Hauptverfasser: | , , , |
|---|---|
| Format: | Preprint |
| Veröffentlicht: |
2020
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| Schlagworte: | |
| Online-Zugang: | https://arxiv.org/abs/2010.14632 |
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Inhaltsangabe:
- This paper outlines the feasibility of replacing a midterm assessment with a student-created digital media project. We examine the benefits of a peer review process for student-created pedagogy, the effectiveness of the student-generated digital media, and self-evaluations as a replacement for accepted forms of assessment in terms of: learning, assessment, and service provided. The outlined project also facilitates the creation of a video bank easily accessible for professors and students alike in introductory physics courses using the OpenStax College Physics textbook.1 We conclude that this non-traditional teaching and assessment model is both effective and timely as more college courses are being taught digitally and/or asynchronously.