This presentation will address the question, how can digital storytelling be used to document learning in higher education? Examples of assignments, from a Blackboard Learn environment in a Swedish context, from two different subjects and academic fields, will be highlighted in order to illustrate how students can represent their learning and knowledge, by creating multimodal texts in the shape of digital presentations with still and moving images and sound. In these examples the students are presenting, reflecting, illustrating and commenting as part of their academic learning, using presentation programs and screencasts. In higher education students increasingly work with various digital formats, creating multimodal texts that combine modes such as image, moving image, sound and writing. Such multimodal texts are complex representations of knowledge and learning. A multimodal social semiotic framework (Kress, 2010) here provides tools for studying and understanding the students’ multimodal texts (written, spoken, visual, gestural). The changing possibilities for students to represent learning and knowledge in multimodal texts also entail changes in how teachers design their teaching and in how they recognize and understand learning and knowledge. As a reflection of pedagogy, digital storytelling in the form of multimodal texts is therefore closely linked to teaching quality