Digital media for students, teachers and academics
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digital media and digital literacy overview
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Digital media for students, teachers and academics
- 1. DIGITAL MEDIA for STUDENTS, TEACHERS and ACADEMICS Digital transformation of mass media: regional, national and global aspects , Moscow 25-26 October 2018
- 3. What is media literacy? An umbrella term, often overlapped with information literacy
- 6. Media literacy vs Media education? Media education = the process of teaching and learning about media. Media literacy = the outcome of this process, the knowledge and skills learners acquire. Source: Media education: Literacy, Learning and Contemporary Culture
- 8. Why is media education important? Source: Pew Internet & American Life Project As kids interact with media they absorb knowledge about the world, themselves and others. Young people need to develop knowledge, values, critical thinking, communication and information management skills.
- 10. DIGITAL (connected) TEACHER? “Educators have a moral obligation to educate kids in order for them to survive and thrive in a technology-driven society.”
- 11. DigiComp Areas (source: DIGICOMPEDU, https://ec.europa.eu/jrc/en/digcompedu)
- 15. approach in tackling …
- 16. A1. TACKLING FAKE NEWS IN A DIGITAL LITERACY CURRICULUM the first Romanian academic study on students’ perceptionsabout fake news to be presented at the 14th International Scientific Conference “eLearning and Software for Education”, Bucharest, April 19-20, 2018 (PILOT)
- 17. The purpose of the study was to gather information on ways in which students perceive what fake news are and to identify their habits and practices when they have encountered doubtful content. • October-December 2017 • WUT LMS (online questionnaire // ONLY 10 questions) • 250 respondents, 1st year (39 M, 211 F) • Two specializations: Communication Studies and Psychology short bio-data
- 18. Is there a need for training students on this topic? How students perceive and understand the concept of doubtful content? (clickbaits headlines, false or biased information online, deceptive advertising, satirical websites etc.)? How well the students can research? Do they know how to evaluate such information? Do they distinguish between real and fake news? What are they research skills and abilities? Research questions:
- 19. A2. Increased information / digital literacy education (training) New specialization starting 2019-2020 academic year WUT offers the programme “Digital Media” at bachelor level Transversal disciplines “Evaluating information credibility and fighting against fake news and content”
- 20. A3. Organization of different events on fake news topic (workshops, lectures, conferences etc.) Denisa RIFAI 16 May 2017 Moise GURAN 30 January 2017 International student event approaching the topics of DIGITAL CITIZENSHIP and FAKE NEWS in European context.12 December 2017
- 21. A4. Awareness of fake news topic through the WUT promotional materials (newsletter, Facebook page)
- 22. Bogdan Nadolu, The Sociology of politics (Sociologia politicului) A5. Integrating fake news topic in the syllabus of different disciplines (piloting the transversals) Political life in the digital era – from google to fake news Laura Malita, The evaluation of information credibility and online content (Evaluarea credibilității informațiilor și a conținutului online) The universe of fake online content: who and why is producing it, which contexts
- 23. A6. Encouraging academic writing on fake news in master / doctoral thesis Master thesis
- 24. A7. Integrating MOOCs about fake news in academic courses See Holotescu et al. (2014) Integrating MOOC in Blended Courses https://www.coursera.org/learn/news-literacy https://classroom.google.com
- 25. B. Next steps • Academic Fake News Observatory (research, reports, studies, guides etc.) • OER library • Short courses f2f for teachers • Opening the MOOC on fake news this spring • Partnership with industry • Students’ high school specific activities: (online)courses, workshops, camps etc. https://west-university-timisoara.teachable.com/p/fake-news
- 26. Challenges for (RO) HE • Train teachers (sharing best practices, lessons plan, specific examples for their disciplines etc. ) • Train students • Train stakeholders (academics etc.) • Recommend policies to be introduced in curriculum • Etc. = take any measure to avoid/reduce 2nd and 3rd level of digital divide (2nd = digital skills and competences and 3rd = digital empowerment)
Notas do Editor
- The course offers a full course experience including educational content facilitation interaction among peers (including some but limited interaction with academic staff) activities/tasks, tests, including feedback some kind of (non formal) recognition options a study guide / syllabus
- The course offers a full course experience including educational content facilitation interaction among peers (including some but limited interaction with academic staff) activities/tasks, tests, including feedback some kind of (non formal) recognition options a study guide / syllabus
- The course offers a full course experience including educational content facilitation interaction among peers (including some but limited interaction with academic staff) activities/tasks, tests, including feedback some kind of (non formal) recognition options a study guide / syllabus
- Our data analysis revealed a number of interesting perspectives on the training of Romanian university academic staff on their way to becoming true 21st century teachers. The majority of respondents considered that their continuous training cannot ignore the problems related to the increased impact of new technologies. With the help of new technologies, teachers are more efficient in solving administrative tasks, have more opportunities for professional development, participate more in collaborative educational projects and manage to create more interactive, participatory activities for their students. On the other hand, if students are more involved in activities that include online applications, thus understanding better the content, and are more creative, the question is whether universities are prepared to convince teachers to participate in training programs (online or offline). Based on our data, we can turn a series of elements revealed by the participants in curriculum development suggestions for the training programs offered by higher education institutions.
- Another EU report, entitled "The European Framework for Digital Competence of Educators” (DigCompEdu), highlights the idea that society has increasingly higher expectations from teachers (regardless of the level at which they teach). Teachers should be both specialists in the discipline and continuously develop not only pedagogical but also digital competences. Moreover, in the same report, the use of digital applications and the online environment becomes a new feature of professionalism in teachers’ education, with a set of 22 competences being identified for the "competent digital educator" (Figure 11).