IO4. Media Literacy
Work Area 2
Workshop 2: Media reliability, validity and safety
Name of the key competence:
Accessing and Using Media
Name of the workshop:
Media reliability, validity and safety
Main learning outcomes:
2.1.1 Reflect on how different media forms provide access to individuals with different abilities
2.1.2 Elaborate on how Internet Media can be used safely and securely
2.1.3 Describe how to access different forms of media and check the reliability and validity of sources
Work area{s):
WA2: Accessing and Using Media
Duration:
4.5 hours
AC entry level
2
Class room activity
Outward bound activity
E-learning activity
Min. training materials:
Online connection
Beamer and PC
White board
Paper/pencils, post its etc
Extra rooms
Others:
Special attention:
Involvement of third parties
Special arrangements needed
Prep work for participants required
Others:
Annexes
Part of workshop
Innovative didactical methodology used:
What it means:
1st part
2nd part
3rd part
1. Spaced learning
Highly condensed learning content is repeated three times, with two 10-minute breaks during which distractor activities such as physical activities are performed by the students
2. Cross Over learning
Learning in informal settings, such as museums and after-school clubs, can link educational content with issues that matter to learners in their lives
3. Learning through argumentation
Argumentation as means to attend to contrasting ideas, which can deepen their learning. Use of meaningful discussion in classrooms through open-ended questions, re-state of remarks in more scientific language, and develop and use models to construct explanations
4. Incidental learning
Incidental learning, unplanned or unintentional learning. It may occur while carrying out an activity that is seemingly unrelated to what is learned. It is not lead by a teacher
5. Context based learning
By interpreting new information in the context of where and when it occurs, and by relating it to what we already know, we come to understand its relevance and meaning
6. Computational thinking
Breaking large problems down into smaller ones (decomposition), recognizing how these relate to problems that have been solved in the past (pattern recognition), setting aside unimportant details (abstraction), identifying and developing the steps that will be necessary to reach a solution (algorithms) and refining these steps (debugging).
7. Learning by doing
A hands-on approach to learning, meaning students must interact with their environment in order to adapt and learn
8. Embodied Learning
Embodied learning involves self-awareness of the body interacting with a real or simulated world to support the learning process
9. Adaptive Teaching
Using data of learner’s previous and current learning to create a personalized path through educational content.
Data (f.e. time spent reading, scores) can form a basis for guiding each learner through educational materials. Adaptive teaching can either be applied to classroom activities or in online environments where learners control their own pace of study
10. Analytics of Emotions
Teachers responding to students’ emotions and dispositions, so that teaching can become more responsive to the whole learner
Type of activity
Part of workshop
1st part
2nd part
3rd part
1. Q-A session
2. Case studies
3. Small group discussions
4. Active summaries
5. Demonstrations
6. Real world learning / real life scenario
7. Apprenticeship
8. Story board teaching
9. Out of class activity
10. Problem-based learning activity / problem solving
11. Collaborative preparation
12. Discussion questions / group discussion
13. Group activity
14. Story telling
15. Mind mapping
16. Brainstorming
17. Instructional video
18. Role playing
19. Self-assessment
20. (Mentor) work shadowing
21. Instruction
22. Event organisation
23. Online training
24. Learning game
25. Reflection
26. Coaching
1 hour, 30 minutes, Accessing and Using The Media
2.1.1 Reflect on how different media forms provide access to individuals with different abilities
Activity 1
- The Facilitator sets up a Lightening Talk activity, which they will moderate.
- For the activity to be a success, the Facilitator will prepare the learner for the session by providing access to the statements provided in the Annex.
- It is important that the Learning Facilitator provides each person up to five minutes to present.
- The Lightening Talk activity will provide an opportunity to explore multiple perspectives on how The Media reaches diverse audiences through multiple and diverse sources. It will also help raise awareness about the topic/issues, and will enable knowledge/experience sharing.
- On completion of the Lightening Talk activity, the Learning Facilitator will engage the entire group in a Question and Answer session to facilitate reflection on (i) how diverse communities can take part in conversations and (ii) how diverse communities can feel visible through various forms of media.
- The Facilitator should review the learning outcomes, explore how the learning outcomes have been met, and identify any other learning that has been gained by the group.
Annexes:
Annex 1: Lightening Talk Activity
Video:
1 hour, Be safe, be secure
2.1.2 Elaborate on how Internet Media can be used safely and securely
Activity 2
- Building upon the previous session, the Facilitator will put into context the need for online activity to be safe, responsible and secure. Through an instructional presentation the Learning Facilitator will explain the session will focus on undertaking online research to establish the group’s 10 Top Rules for using the Internet responsibly and staying safe online.
- Depending on the size or ability of the group, the Facilitator will encourage individual online research or work in pairs.
- The Facilitator should then prepare the group for engaging in a group discussion so that all individuals/pairs can present their findings and through group consensus generate the group’s 10 Ten Rules that they would pass on to other migrant women.
- In conclusion, the Learning Facilitator will show the YouTube video.
- The Facilitator should review the learning outcomes, explore how the learning outcomes have been met, and identify any other learning that has been gained by the group.
Annexes:
Annex 2: Top 10 Rules
Video:
2 hours, Credible, Reliable
2.1.3 Describe how to access different forms of media and check the reliability and validity of sources
Activity 3
- The Facilitator will introduce the workshop activity by introducing the video and putting this into context of the workshop session.
- The Facilitator should prepare the group for watching the video by asking them to make notes of key points so that these can be captured and discussed as a group. Therefore, ample time should be allocated for discussion.
- In preparation for this activity, the Facilitator should choose a wide range of contemporary news articles that can easily be followed up and further researched online. The group will be encouraged to read the news article and then use either the 5Ws or the SMART Check as a means to (i) critically review the article and (ii) to compare the given article with other perspectives found online.
- The Facilitator should facilitate the above activity to ensure the group fully understands the task. Small working groups should be formed to undertake the task. Throughout the activity the Learning Facilitator should undertake ‘check-ins’ to see how each group is progressing.
- Each group should be given sufficient time to produce and present their conclusions. The Learning Facilitator should also allow for questions and answers.
- The Facilitator should review the learning outcomes, explore how the learning outcomes have been met, and identify any other learning that has been gained by the group.
Annexes:
Annex 3: Think critically
Video: