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Strategies for Implementing Digital Assignments

Strategies for Implementing Digital Assignments

Paige Normand, Alexa Senio, Marlena Luciano
Copyright: © 2017 |Pages: 17
ISBN13: 9781522521013|ISBN10: 1522521011|EISBN13: 9781522521020
DOI: 10.4018/978-1-5225-2101-3.ch008
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MLA

Normand, Paige, et al. "Strategies for Implementing Digital Assignments." Deconstructing the Education-Industrial Complex in the Digital Age, edited by Douglas Loveless, et al., IGI Global, 2017, pp. 134-150. https://doi.org/10.4018/978-1-5225-2101-3.ch008

APA

Normand, P., Senio, A., & Luciano, M. (2017). Strategies for Implementing Digital Assignments. In D. Loveless, P. Sullivan, K. Dredger, & J. Burns (Eds.), Deconstructing the Education-Industrial Complex in the Digital Age (pp. 134-150). IGI Global. https://doi.org/10.4018/978-1-5225-2101-3.ch008

Chicago

Normand, Paige, Alexa Senio, and Marlena Luciano. "Strategies for Implementing Digital Assignments." In Deconstructing the Education-Industrial Complex in the Digital Age, edited by Douglas Loveless, et al., 134-150. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-2101-3.ch008

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Abstract

In chapter, the authors draw from their in-class experiences, one-on-one tutoring sessions, focus-group interviews with students, and discussions with all of the course-embedded peer tutors about their experiences working in digital communication across campus, to discuss some of the “behind the scenes” issues that students face that might be invisible to faculty. The authors' observations and reflections over the past two years have led them to identify common hurdles on their campus and identify solutions for faculty interested in incorporating digital assignments into their curriculum. The chapter addresses the following obstacles faculty might face and offers solutions: (1) students do not understand the value of the digital assignment, (2) students are not confident the faculty will accurately evaluate their digital production, (3) students' skill development is hampered by their anxiety about their aptitude and confusion about their process for digital production, and (4) students do not feel comfortable sharing honest concerns and anxieties about digital composition with their instructor.

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