Incorporating digital strategies into assignments to promote 21st century Digital Literacy Bart Ganzert, Ed.D, Winston-Salem State University

How far into the Digital Age

are we?

What effect has the Digital Age had on communication?

What effect has it had on learning?

www.menti.com code: 15 74 3

How many incorporate a digital medium as a requirement for any assignment?

How many incorporate a digital learning objective in a course?

How many have assignments requiring multiple digital resources (more than one)?

What has changed?

Changing skill sets

“The ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills.”(American Library Association)

Digital literacy in 5 categories: 1) information and data literacy; 2)communication and collaboration; 3) digital content creation; 4) safety; 5) problem solving (Ventimiglia & Pullman, 2016).

Educause Key Issues in Teaching and Learning - Digital Literacy is #4 on the list

NACE Job Outlook Survey - Digital Literacy among the top 8 competencies employers rate as essential

44% of Europeans possess an insufficient level of digital skills, and 19% have no digital skills (European Commission 2018d). 42% with no digital competencies were unemployed. A high priority

Employers requesting workers with the "ability to create and be innovative" in digital technologies (Hart Associates, 2015)

Ventimiglia & Pullman) Design and create digital solutions. Ultimately students should build a skill set that allows them to develop or customize their own digital tools (Ventimiglia &Pullman).

The need for digital outcomes within content assessments


It's about "how" technologies are used in assignments, not "that" they are used in assignments.

Creating outcomes at the assignment level

Opportunity to go beyond content and show application via the technology (Eg. Incorporate images or graphics to explain subject matter)

Creating outcomes at the course level

Can be a standard outcome or one specific to a course topic. (Eg. Design documents using appropriate digital tools).

Creating Assignments

Instead of 10-page research papers, students create web pages or videos that report or inform.

Instead of demonstrating curricular content on quizzes and tests, students apply knowledge by making a documentary video explaining the role of physical therapy in the life of a project subject.

Instead of reading about social justice issues and experiences, students record video interviews with people in the community and create a powerful video message.

Students are asked to create a multimedia documentary "Glimpse" of a social or health issue as their final group presentation.

Multiple Digital Mediums

  • Text
  • Video
  • Audio
  • Pictograms
  • Graphics
  • Visual Collages
  • Social Media Pages
  • Blogs
  • Your Ideas?

Using video to develop a narrative of a condition and discuss diagnosis

The project will require the student to apply mastery of neurologic physical therapy curricular content, awareness of interpersonal skills needed to live successfully with movement dysfunction, intellectual curiosity, compassion and creativity in explaining the role of physical therapy in the life of their project subject.

Using Adobe Spark to incorporate various media for a case study

The Adobe Spark GlideShow is to include the following:

1. Presentation of the specific disease process as listed in the above section

2. An example case study illustrating the disease

3. A series of questions that involve the case study which illicit classroom response

4. A review of current research on your topic with appropriate references (minimum 3 sources, excluding the textbook or any other text/reference book, all must be scholarly and peer-reviewed)

5. Equal distribution of content presentation from each group member (groups consist of 4 members) on the designated class day and time.


Adhikari, J., Scogings, C., Mathrani, A., & Sofat, I. (2017). Evolving Digital Divides in Information Literacy and Learning Outcomes: A BYOD Journey in a Scondary School. International Journal of Information and Learning Technology, 34(4), 290–306. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1149682&site=ehost-live

Bass, R., & Eynon, B. (2016). Open and integrative: Designing liberal education for the new digital ecosystem Association of American Colleges and Universities, 1818 R Street NW, Washington, DC 20009. Retrieved from

Digital skills in the 21 century. Research for CULT Committee. (August 2018). Policy Department for Structural and Cohesion Policies Directorate General for Internal Policies of the UnionPE617.495

Fink, D.L. (2013). Creating significant learning experiences: An integrated approach to designing college courses. Jossey-Bass: San Francisco,

Hart Research Associates, Falling Short? College Learning and Career Success (Washington, DC: Association of American Colleges and Universities, 2015), p. 13.

Herold, B. (September 25, 2018). Jobs at All Levels Now Require Digital Literacy. Here's Proof.

Johnson, K. E. (2018, January 1). Digital Native and Digital Immigrant Professors’ Self-Assessments of Instructional Technology Usage in College Classrooms. ProQuest LLC. ProQuest LLC. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED585599&site=ehost-live

Key issues in teaching and learning (2019). Educause. https://www.educause.edu/eli/initiatives/key-issues-in-teaching-and-learning

Lieberman, M. (March 13, 2019) Going Digital by Knowing Digital. Inside Higher ED. https://www.insidehighered.com/digital-learning/article/2019/03/13/colleges-want-students-think-critically-about-digital-tools

Taylor, T. (Adobe Creative Cloud Across the Curriculum. E-text http://scalar.usc.edu/works/adobe/index

Ventimiglia, P. and Pullman, G. (2016, Mar 7). From Written to Digital: The New Literacy. Educause. https://er.educause.edu/articles/2016/3/from-written-to-digital-the-new-literacy

Voogt, J., & Knezek, G. (2018). Rethinking Learning in a Digital Age: Outcomes from EDUsummIT 2017. Technology, Knowledge and Learning, 23(3), 369–375. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1190956&site=ehost-live


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