Abstract
There have been numerous calls to integrate digital technologies into teaching and learning practices in Higher Education (Robbins, 2023). New technologies provide fresh opportunities for learning and transformative pedagogy. This paper explores the development and implementation of a “dissertation alternative” module, where students conduct research that culminates in the creation of an Instagram channel, rather than a traditional written dissertation. The study highlights the value of “Active Pedagogy” and demonstrates how the diverse teaching strategies employed in this non-traditional module enabled students to actively engage in real-world, personally meaningful work. It showcases how students became digital content creators, producing static images, long- and short-form video content, as well as audio podcast materials. The process required students to engage with digital tools used in the digital marketing industry, conduct research, and engage in reflection. Alongside lecture-based content, students learned how to become digital marketing influencers in a field of their choice. As a key focus of this research is how the module designer incorporated the principles of The Gold Standard Project-Based Learning Model (Buck Institute for Education, 2019) to foster creativity, critical thinking, and collaboration. The paper also addresses some of the challenges encountered in developing this innovative approach to teaching and assessment.
Presenters
Angela GreenAssociate Professor Marketing, Business School, Durham University, United Kingdom
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Considering Digital Pedagogies
KEYWORDS
ACTIVE PEDAGOGY, INFLUENCER MARKETING, DIGITAL MARKETING, PROJECT BASED LEARNING
