Levels of media influence on individual/public opinion: perception, opinions, beliefs (Code MLL2WA4W1)

IO4. Media Literacy

Work Area 4

Workshop 1: Levels of media influence on individual/public opinion: perception, opinions, beliefs
1. General Information
2. Didactical methodology
3. Type of training activities used
4. Organization of the workshop
Download Annex

1. General Information

Name of the key competence:
Evaluating Media Communication

Name of the workshop:

Levels of media influence on individual/public opinion: perception, opinions, beliefs

Main learning outcomes:

4.1.1 Present and defend a chosen example of a how different forms of media communication either influence perception

4.1.2 Present and defend a chosen example of how different forms of media communication form opinion

4.1.3 Present and defend a chosen example of how different forms of media shape beliefs

4.3.1 Comment on how mass media has an effect on human life from a personal perspective​

4.3.2 Argue how mass media has an effect on individual views and beliefs​

4.3.3 Question the role of mass media communication in modern society

Work area{s):

WA3: Analyzing Media Messages

Duration:

4 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

2. Didactical Methodology

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

3. Type of training activities used

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

4. Organization of the workshop

Duration: 1 hour and 15 min

 

Learning Outcomes:

4.1.1 Present and defend a chosen example of a how different forms of media communication either influence perception

4.1.2 Present and defend a chosen example of how different forms of media communication form opinion

4.1.3 Present and defend a chosen example of how different forms of media shape beliefs

 

Process: affinity grouping exercise

 

  • The participants are split into groups of 3 to 5 persons
  • Each person of the class is asked to remember and write down three examples of how media influenced them
  • The participants individually write down ideas on a piece of paper and then in their groups attempt to classify their examples to changes in perception, opinion, or a belief, while discussing why certain items deserve to be categorized together.
  • The groups are then asked to discuss how Print Media (Newspapers, Magazines), Broadcast Media (TV, Radio), and Internet influence their perception, form opinion, or shape belief. During the discussion it is proposed: 1) to evaluate the “power” of each media form, 2) to elaborate on the ways how each media form can influence perception, opinions, and beliefs, while defending their opinion with arguments.

Annexes: 

 

Video: 

Duration: 45 min

 

Learning Outcomes:

4.3.1 Comment on how mass media has an effect on human life from a personal perspective

4.3.2 Argue how mass media has an effect on individual views and beliefs

4.3.3 Question the role of mass media communication in modern society

 

Process: free speaking activity

 

  • The activity is explained to the participants: the chosen speaker is supposed to speak for 5 minutes in a row without a pause regarding a certain topic
  • The topics are displayed on the board:
  1. Comment on how mass media has an effect on human life from a personal perspective
  2. Argue how mass media has an effect on individual views and beliefs
  3. Question the role of mass media communication in modern society
  • 3 volunteers are chosen and allocated one of the topics
  • Each volunteer then gives a speech for 5 minutes in a row, trying to deliver it without a pause
  • After the speeches, the Facilitator debriefs what’s been said with the whole class

Annexes:

 

Video: 

Duration: 2 hours

 

Learning Outcomes:

4.3.1 Comment on how mass media has an effect on human life from a personal perspective

4.3.2 Argue how mass media has an effect on individual views and beliefs

4.3.3 Question the role of mass media communication in modern society

 

Process: opinion speed-dating and reflection:

 

  • The participants are shown the Figure from the Annex
  • ML-4.3 “Levels of a personality, subjected to media influence”
  • Then have the participants cycle through your space, sharing insights about how different types of mass media can influence different levels of personality. Thus, each participant will present their insights and get insights of others multiple times on several “speed dates”
  • After this, based on both own and others’ insights, each participant is supposed to write an argumentative essay on how mass media effect human life, individual views and beliefs in modern society. The essay must contain a thesis and participant’s reflections on the topic as the arguments.

Annexes:

Annex 1

Video: