4th Industrial Revolution?Ready, Tech, Go: Reflecting on Sport Students’ Digital Literacy Skills when Creating Vlogs for Assessment
Abstract: The 4th Industrial Revolution has disrupted the sports industry and technological advancements are demanding new skills from graduates. Industry changes necessitates Higher Education Institutions to focus on students’ digital skills development and therefore an adoption of technology enhanced teaching and learning tools have become more prevalent within academic programmes. Likewise, industry’s further need for specific graduate attributes such as creativity and problem solving skills, require assessments to be more complex, open-ended and for students to showcase a deeper understanding of content and application. The paper purposed to evaluate the use of technology (vlog creation) as an innovative assessment tool, to evaluate deep learning, affective learning and the development of digital literacy. Reflective practice according to Gibbs’ (1988) reflective cycle were used as an evaluation of the assessment practice. In addition, the written feedback provided and student marks allocated regarding their vlogs were used to augment the reflection analysis. The reflective study found that vlog creation for assessment does not necessarily develop digital literacy. However, students enhanced their creativity, originality, critical reasoning, problem solving and analysis skills, which are trending graduate skills for the 2022 workforce. Students followed a deep approach to learning and findings will enhance future implementations of similar innovative assessment tools.