Discovering the Digital: Reimagining a Module and Co-creating Assessment at Foundation Level

Hewertson, Helen orcid iconORCID: 0000-0001-6930-3796 and Mahoney-Steel, Tamsyn orcid iconORCID: 0000-0003-0037-7281 (2023) Discovering the Digital: Reimagining a Module and Co-creating Assessment at Foundation Level. Interdisciplinary Digital Engagement in Arts & Humanities (IDEAH) . ISSN 2563-3082

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This paper will describe the adaptation of a foundation level (UK level 4) module to include the use of digital tools and discussions of digital ethics. Previous years’ feedback indicated Humanities students did not feel digitally prepared for either university or the world beyond. The previous version of the module involved an extended essay working with a subject specialist supervisor. However, while some of the students coped very well with the assignment, many were not prepared or did not have the emotional maturity for this kind of self-guided study at this stage. This was an opportunity to adapt the module to incorporate more digital humanities-related content so that the students would feel more prepared to both use digital tools and discuss the issues and ethics of digital society, whilst providing more scaffolded learning. Part of this change involved the students co-creating the assessment criteria, so they would feel a sense of ownership and responsibility for their learning process. In incorporating these module changes, we discovered that students do not always understand the concept of digital, frequently confusing it with more general concepts like technology or electronics, nevertheless, this module gave us the opportunity to address this misconception after submissions of initial project plans for assessment. Early signs suggest that the students are appreciating the challenge of using new digital tools and are finding creative ways to adapt their final project to their chosen degree programme. Additionally, the co-creation of assessment criteria has given them a sense of agency and investment in the process.

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