Versatility and value: A student-generated collaborative digital book

Abstract

This report documents the conception, implementation, and evolution of a student-generated collaborative digital book project. The report first draws on a combined theoretical framework of project-based learning and digital literacies to support the module’s use in curricular development. It then contextualizes the scope and potential of the project within the emerging trend of OER-enabled pedagogy (Wiley & Hilton, 2018). The report proceeds to describe the module at its inception and implementation in one institution between 2015-2022, and its evolution in another during the spring semester 2020. The project was conceived and implemented from 2015-2022 at a private, top-tier comprehensive R1 university, in a fifth-semester Spanish content course, and in the face-to-face modality. In spring 2020 the project was undertaken at a STEM-focused private institution of higher education, in an advanced Spanish literature and culture course, and was begun in the face-to-face modality, but switched abruptly online mid-semester. Despite these different contexts, student survey responses and instructor evaluation affirm students produced high quality projects that promoted autonomous learning, creativity, and collaboration. These illustrative data suggest that the module is effective, flexible, and well-suited for contemporary language learning.