IO4. Media Literacy
Work Area 3
Workshop 1: Women, Migrant Communities and The Media
Name of the key competence:
Analysing Media Messages
Name of the workshop:
Women, Migrant Communities and The Media
Main learning outcomes:
3.1.1 Compare and contrast the extent to which migrant women are represented in different forms of media
3.1.2 Distinguish how lifestyle, values and points of view influence media messages, content and choices
Work area{s):
WA3: Analyzing Media Messages
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, 45 minutes, External Expert Panel
3.1.1 Compare and contrast the extent to which migrant women are represented in different forms of media
Activity 1
- The Learning Facilitator sets up an Expert Panel activity, which they will moderate. The Expert Panel will be made up of external contributors who will lead a compare and contrast debate on representation of migrant women in different forms of media.
- For the activity to be a success, the Facilitator will prepare the learner for the session by providing a short biography profile of the speaker and the theme that they will present. Each will be asked to prepare at least one question that they would like to ask the Expert Panel.
- It is important that the Facilitator provides ample time for the Expert Panel to take Questions & Answers from their audience made up of learners.
- The Expert Panel will provide an opportunity to explore multiple perspectives on the topic of Migrant Women in the Media. It will also help raise awareness about the topic/issues, and will enable knowledge/experience sharing.
- On completion of the Expert Panel activity, the 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, 45 minutes Media Message Influences
3.1.2 Distinguish how lifestyle, values and points of view influence media messages, content and choices
Activity 2
- The 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 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 lifestyle, values and points of view influence media messages, content and choices.
- 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: Anecdote Stories
Video:
1 hour
3.1.2 Distinguish how lifestyle, values and points of view influence media messages, content and choices
Activity 3
- The Facilitator will introduce the workshop activity, which is a The one-minute paper activity that will help individuals within the group reflect on what they have learned or are still questioning as a result of the two previous activities.
- The Facilitator should prepare the group for the activity by (i) explaining The one-minute paper activity and (ii) giving an overview, with an example of their own from the two previous sessions.
- The purpose of The one-minute paper activity will help individuals reflect on what they have learned and what questions they still have / or further questions that the previous activities have raised.
- The Facilitator should conclude the session by asking each individual to present their one-minute paper.
- 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: