Student created video content for assessment, experiential learning, and service

Abstract

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.