eng Science and Education Publishing American Journal of Educational Research 2327-6150 2018-01-11 6 1 27 31 10.12691/education-6-1-4 EDUCATION2018614 article Jorge Reyna jorge.reyna@uts.edu.au 1 Peter Meier 1 University of Technology Sydney, Australia Learner-Generated Digital Media (LGDM) has been incorporated as a learning tool to assess students in Higher Education over the last decade. There are models developed for video making in the classroom that considers technical know-how, pedagogies or a combination of both. However, there is the absence of a student-centred, practical framework to inform academics and students on the implementation of digital presentations as an assessment tool in the curricula. This conceptual paper proposes a new framework to assist with the design, implementation and evaluation of LGDM as assessment tools. The framework considers the following elements: (1) pedagogy; (2) student training; (3) hosting of videos; (4) marking schemes; (5) group contribution; (6) feedback; (7) reflection, and; (8) evaluation. The purpose of this paper is to outline the basic elements of the framework and provide practical implementation strategies that academics from any discipline could apply to their classrooms. http://pubs.sciepub.com/education/6/1/4/education-6-1-4.pdf learner-generated digital media digital story video as an assessment tool digital media digital media literacies blended media students as co-creators