IO4. Media Literacy
Work Area 1
Workshop 4: Media, Culture and Me
Name of the key competence:
The Media and Cultural Values and Expression
Name of the workshop:
Media, Culture and Me
Main learning outcomes:
1.3.1 Reflect on what form of media promotes inter-cultural communication and understand how
1.3.2 Illustrate how different media are used to form and share cultural values and expression
1.3.3 Compare and contrast the media in the host and home countries, and describe the similarities and differences in culture and values
Work area{s):
WA1: Forms of Media and Media Skills
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, 15 minutes, Expert Panel
1.3.1 Reflect on what form of media promotes inter-cultural communication and understanding and how
Activity 1
- The Facilitator sets up an Expert Panel activity, which they will moderate. If the size of the group allows for the creation of two groups, one group will take the role of an audience and one group will form the Expert Panel; the roles will be reversed.
- For the activity to be a success, the Facilitator will have asked the participants to prepare a short presentation that they will share as a member of the Expert Panel. It is important that each presentation is based on the same topic but from different angles.
- It is important that the Facilitator provides ample time for the Expert Panel to ensure that individual presentations give varying perspectives.
- The Expert Panel will provide an opportunity to explore multiple perspectives on the topic of What form of media promotes inter-cultural communication and understanding and how. It will also help raise awareness about the topic/issues, and will enable knowledge/experience sharing.
- On completion of the Expert Panel activity, the Learning Facilitator will engage the entire group in a Question and Answer session to facilitate reflection on (i) their experience of taking part in the Expert Panel and (ii) how the activity has consolidated their knowledge and experience.
- 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: Expert Panel Exercise
Video:
1 hour, 30 minutes Media, Culture and You
1.3.2 Illustrate how different media are used to form and share cultural values and expression
Activity 2
- The Learning Facilitator will inform the group about the practical activity for the workshop; the activity format of an Anecdote Circle as an exercise that involves story-telling themes and story-eliciting questions to engage the group in sharing their experiences.
- The Learning Facilitator engages the group in exploring a variety of examples of anecdotes in everyday life, so that participants can confidently engage in the activity to follow. If appropriate for the group, the Learning Facilitator can use the story-eliciting questions exercise to help the group talk between themselves and share stories.
- If possible, the group should be divided into smaller groups so that individuals taking part in the Anecdote Circle activity can have sufficient time to explore individual stories on how different media are used to form and share cultural values and expression from their own perspective.
- The Learning 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: Anecdote Stories
Video:
1 hour, 45 minutes,
1.3.3 Compare and contrast the media in the host country and home countries, and describe the similarities and differences
Activity 3
- The Facilitator will introduce the workshop activity, which is a Poster Session activity that will be based upon small groups working together to create a poster using a SWOT analysis.
- The Facilitator should prepare the group for the activity by (i) explaining the Poster Activity and (ii) giving an overview, with examples, of a SWOT analysis.
- The purpose of the Poster Session will help individuals compare and contrast the media in their host country and their country of origin, looking at the Strengths, Weaknesses, Opportunities and Threats of each.
- The Facilitator should conclude the session by asking each group to present their poster and to make a summary that explores the similarities and differences between the two countries.
- 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: The one-minute paper
Video: