THEORETICAL CONSIDERATIONS TO DESIGN LEARNER- GENERATED DIGITAL MEDIA (LGDM) ASSIGNMENTS IN HIGHER EDUCATION J. Reyna 1 , J. Hanham 2 , P. Meier 1 1 University of Technology Sydney (AUSTRALIA) 2 Western Sydney University (AUSTRALIA) Abstract Digital media as a pedagogical vehicle of learning is becoming common in tertiary educational settings. Students are becoming co-creator rather than passive consumers of content. Most of the research in the field of Learner-Generated Digital Media (LGDM) focus on learning course content and neglect the importance of effective communication in the digital space. Students outside media and design courses are not trained on how to create digital media. This paper presents four different frameworks to use digital media with a dual purpose: learning the subject content and upskill students in the development of digital media literacies. From the educator perspective, these frameworks will support them in the implementation of digital media assignments. From the student perspective, the models can inform the rationale behind for using digital media for learning. Additionally, the models can identify training needs to communicate effectively in the digital space. Implications for teaching and learning are discussed. Keywords: learner-generated digital Media, digital media for learning, digital literacies, new media, authentic assessment, students as co-creators of knowledge. 1 INTRODUCTION Technology is reshaping social, professional, and learning settings ([1], [2], [3]). Students in the 21 st century need to develop digital media literacies for successful careers, regardless of their discipline ([4], [5]). Learner-Generated Digital Media (LGDM) as a pedagogical agent has been used as a reflective tool for pre-service teachers in tertiary settings for over a decade ([6]). Recently, LGDM has expanded to other disciplines, but a review of relevant literature has shown the lack of a student centred, theoretical framework to systematically implement and evaluate LGDM ([7], [8], [9]). The pedagogical approach behind LGDM promotes student reflection and engagement in active learning to foster collaboration and generate an environment for deep learning. Other benefits of LGDM include the development of graduate qualities such as interpersonal communication, project planning and time management skills ([10]). Additionally, LGDM can help to develop critical thinking, report writing and research skills ([5]). Theoretical constructs have been proposed to explain how learning happens when students engage in LGDM. The Pierce Semiotic theory ([9]), the Self-Explanation effect in multimedia learning ([11]), and the Internalisation Model of learning with digital media ([4]) are examples. Briefly, when students research for content, write and polish a storyboard, and produce digital artefacts representing information, knowledge, processes, and facts in a multimodal approach (images, sound, video, animations, etc.), they reinforce what they have learnt ([12]). However, these theories remain speculative with little evidence-based supporting research. Moreover, existing frameworks and theories lack effective models for evaluation, concentrate on academic perspectives rather than student-centred approaches, and lack guidance on practical implementation. Research on LGDM in higher education is considered under-theorised and barely sufficient ([13], [14]). Consequently, there is a need for rigorous studies to evaluate their effectiveness in different disciplines ([9], [15], [16]). This paper describes the successful development and implementation of a student-centred approach to engagement with digital media for science students. 2 CHALLENGES TO IMPLEMENT LGDM ASSIGNMENTS Planning for the deployment of LGDM in the Faculty of Science started in late 2014. Based on the literature reviewed some challenges were identified not least of which was how to develop student and Proceedings of INTED2018 Conference 5th-7th March 2018, Valencia, Spain ISBN: 978-84-697-9480-7 1285