Telecommunications Course Outline for Media Literacy
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Telecommunications Course Outline for Media Literacy

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This presentation outlines several lessons on media literacy for use in the classroom.

This presentation outlines several lessons on media literacy for use in the classroom.

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    Telecommunications Course Outline for Media Literacy Telecommunications Course Outline for Media Literacy Presentation Transcript

    • Telecommunications Course Outline Picture credited to: www.netbcom.com/ By Jennifer, Michelle, Kristina, Sharon and Susan Note: in-services take place prior to these lessons. See Wiki for tutorials and networking plan involved in preparation for lessons at: http://technonetworkliteracy.pbworks.com/
    • Blogs Media Literacy Outline Goal:Students will apply media literacy skills analyzing the "going green" concept in advertising as spoken through climate, environment and politics while reading other blogs and comments to analyse the authors of various blogs and links. Since this is an asynchronous activity it can be done as a class, in small groups or individually.   Procedure: Each learner will have been set up as an editor of the blog allowing them to access and edit the blog created. (Please reference part 1 of blogs on this wiki for guidelines on how to set up the blog.  http://technoworkliteracy@pbworks.com) • Review with learners basic information on reviewing links and blogs. (ie...are all blogs facts, are there bias opinions involved, are the links and blogs related to the subject matter at hand. • Review the subject matter:  "going green" through Climate, Environment and Politics. • Learners will then access the blog created. (located at the bottom of this page). • Learners will then read the blog, access the other blogs and links on the page • They will then respond to the questions on the blog and post their own comments on the blog • Learners will connect with sistering schools via Elluminate to share their group findings after discussing them on whiteboard groups that will have been set up for them to collaborate in asynchronous time and plan their session.       http://clienvi.blogspot.com/
    • Blogs Media literacy continued.. Materials needed: • A Computer • Access to the internet • Google and blogging access • Access to you tube videos • An email account is helpful but not required Review resources related to student blog publishing. (classblogmeister.com) Review blog safety information too. (www.edtechmag.com/k12/isssues) This lesson is best suited for Grades 9-12 (can be adjusted for younger levels) Always consult your schools policy for publishing online. Getting started (a few reminders when its time to let the kids do their own.) Assessing the students work By reviewing students’ blogs, you will be able to assess whether they have acquired the skills to create blogs, post appropriate content, and comment respectfully on others’ work. You may also check to see if they can add images, links and tags/labels.
    • Summary of Blog Use • Problems that occur in carrying out the lesson and networking: – Schools that don't have access to blogger. May need to look at other blogging options. Also, be sure to follow internet protection guidelines. – If using links...making sure they are not filtered. Unless you want this activity to be done at home. Follow copyright and fair use procedures. – If using streaming video..making sure the videos can be accessed from your network and are aproved by your system. – If using videos it will be important for the students to use a computer that has the capabilities to run the video. • Results of instructional effort: – Learners will gain understanding of blogs as a webtool with implications – Learners will gain an understanding of networking and collaboration – Learners will demonstrate an understanding of the language of the web used in advertising a particular propaganda carried out in politics and see how genuine national concerns such as climate control can infiltrate advertising and political realms. – Learners will learn comparison tactics and seek fact from opinion – Teachers and students will learn blogging as a webtool and greater networking skills.
    • What would we change if we used the same instructional technologies in the future? Since a blog is set up on the web it is very easy to access providing you have a computer that has internet access. This particular activity does allow asynchronous communication. The benefit to that is it can be worked on individually and can be accessed at the students leisure outside of class. We might find it difficult to meet with groups in synchronous time to put together their Elluminate sessions to network. We may have to continue to see how we will schedule and tweek the calendar dates to have students from the networking schools connect to create their presentations on their findings.
    • VOIP's Media Literacy Outline Objective: Students will communicate and collaborate with students in other countries to apply mathematics skills in comparing media habits for different countries. (Lesson best suited for grades 6-8) Procedure: This activity will be a partially synchronous activity as groups of students will communicate at least twice (beginning and end of the project) using Skype. Please view our wiki site at http://technonetworkliteracy.pbworks.com/VoIP for more detailed information on setting up and using Skype as a tool in the classroom. • Teacher will use ePals or a similar resource to locate possible classes in other countries to work with. • Teacher will communicate with the instructors of chosen classes to set up meeting times and iron out any issues due to time differences. Times to test the use of Skype (other VoIP tools might be useful if Skype is not) and work out technical glitches prior to the activity should also be set up.
    • Procedure Continued: • Prepare the students for Skype meetings by discussing how students will be introduced to each other so that everyone gets the opportunity to participate. Remind the students about being polite and speaking clearly. • Also explain the project purpose--students will collect and record data on media consumption in their classes. Students will keep up with data on how many hours are spent each day consuming media from outlets such as the computer, TV, radio, video gaming, etc. The data will be collected, averaged, and charted by each group for a period of one week. Data may be kept up with and charted using Excel spreadsheet software. • For the first Skype meeting, students will introduce each other and discuss their predictions about the results of the data they will be collecting for the next week. Instructors might ask the students to discuss how much cultural perceptions impact their predictions. • During the week that students are collecting and charting the media consumption data, additional Skype meetings may be held if desired or if questions arise. • For the final Skype meeting, student groups will compare and contrast the collected data. They should discuss possible reasons for the trends that they notice. Students should also talk about how well their initial predictions played out in the actual data collected.
    • Project Extension: • Have students use Skype to connect with actual researchers studying the media habits of different cultural groups. Students could communicate with them about the results of their own project and how well it compares to professional research. All project communication could also be documented through the use of a blog site. Materials Needed: • Computers with internet access • Skype downloaded to any computers being used for conferencing • Valid email addresses for all instructors/participants needing a Skype account (consult your technology facilitator for the proper procedure in creating student email accounts if they are needed) • Webcams, microphones, and speakers for all conferencing groups • Interactive whiteboards and LCD projectors for students to view the conferences • A screen sharing plug-in to Skype if needed for data sharing during the final meeting • Appropriate parent/guardian permission forms signed and returned
    • Summary of VOIP Use • Problems that may occur in carrying out the lesson: o When working with other countries, time differences can make meeting times difficult during the school day. If times need to be set up outside school hours to hold Skype meetings, some students may have difficulty participating due to transportation issues. o Internet connections for all participating groups need sufficient bandwidth/speed for Skype to run properly. o Even with proper testing and practice carried out prior to the activity, connectivity and other technical issues can still arise. Have backup meeting times scheduled just in case they are needed. o Make sure any needed sites are not blocked in your district. Check with your technology facilitator to be sure you are following all district policies and procedures related to the online tools being used. • Expected results of instructional effort: o Students will relate mathematics to the real world. o Students will learn teleconferencing skills. o Students will learn how to collaborate globally. • What might change using similar instructional technologies in the future: o More individualized contact between students in a 1 to 1 setting may be possible. o Try Elluminate instead of Skype for more efficient exchange of collected data. o Try using other VoIP sites such as Google Talk for improved reception, video, etc.
    • Forums and Chats Media Literacy Outline Picture credited to: www.vishnave.com • Goal: Reinforce visual literacy skills and connect the arts and social studies • Procedure: Analyzing photographs in newspapers o Consider how light, shade, texture, shape, and scale contribute to the overall meaning of each photograph. o Division of groups (Click following link for detail of lesson and groupings: o http://technonetworkliteracy.pbworks.com/Forums%C2%A0and%C2%A0Chats%C2%A0Media %C2%A0Literacy%C2%A0Lesson o Access to Google groups account to discuss their findings over a 2 week period o Meet 2 times per week in groups 45 minute time periods (out of this time 20 minutes will be synchronous meetings with each group on eluminate live and meeting will be scheduled as needed the final week ) o Meet everyday the final week in google groups to finish up projects and pull groups as they need to meet to Elluminate Live to view projects that need to be seen more visually. Photos must be preapproved. Picture credited to: www.ferret.com.au/c/TR/Data-and-Telecommunica... continue lesson on next slide...
    • Forums and Chats Lessons Picture credited to: Continued www.tradeget.com/.../telecom munications.html • Note: Chats will take place more in the form of "Wiki" talk on Google docs rather than in regular chat rooms except for when using Elluminate or Skype to converse. Students will express the need to use Elluminate or chat depending on which tool is necessary for them to communicate more effectively for their meetings. Both will be set up. • Groups will choose their presentation format either from the list on the Wiki, or one of group choice that is not listed. They will have the final week to perfect projects and practice. • Final presentations will take place on Elluminate Live and recorded. The groups can view these at any time or participate in the live session (preferred). • See questions for the group on our Wiki site: http://technonetworkliteracy.pbworks.com/Forums%C2%A0and %C2%A0Chats%C2%A0Media%C2%A0Literacy%C2%A0Lesson • All groups are expected to complete and submit all work including their final wordle. They can reflect on their experiences and wordles in their personal Blogs and others can post comments. • Additional activities for groups who work to the highest standard: • Alternatively, each group could choose a news story and replace the existing photograph with one of his or her choice; the rationale behind the substitution could be explained • orally or in writing. If in writing, Google Docs could be used as a collaborative resource. • Assignments are negotiated through the instructors. Picture credited to: www.topnews.in/.../&%24Domain=.topnews.in
    • Summary of Forums and Chats Use Problems that occur in carrying out the lesson and networking: • Running on synchronous time for some of the group meetings and presentations could be an issue. • Negotiating assignments would have to be agreed upon by the instructors and because this is a newly developed lesson, that communication may have to take place in the course of the lesson. • Although intended for high school students, the lessons could be adapted, but the collaboration could be an issue with students who have not experienced this level of communication with other peers online. • Networking issues have to be resolved previous and are presented in our Wiki. These issues should be resolved as set ups and in-services will take place prior to the lessons. • All of this will take time and patience the first time it is done to plan grouping, set up networks, and practice with the tools. • Legalities for all lessons concerning CIPA • Copyright and fair use of materials used Results of instructional effort: • Greater collaboration between all learners (teachers and students) • A learning curve for everyone learning side by side • Communication between schools.
    • Summary of Forums and Chats Use Continued... • Learners will have gone to the outer boudaries of their own expectations. • Will have learned skills in being protected online and how copyright and fair use is involved. • Collaboration will be a lifelong skill as well. • This will be a springboard for the many Media Literacy experiences students can share. What would we change if we used the same instructional technologies in the future? • A coursework set up that already has a place for chats and forums would be great. • A freer environment for interactive learning that did not revolve around so many schedules. • greater networking capablities and bandwidth for some schools. Picture credited to: www.meridian-research.com/prodserv/maps/telec...
    • Virtual Worlds Media Literacy Outline Lesson for grades 9-12 Objective: • Students will explore a variety of social virtual worlds (such as Teen.Secondlife) and academic virtual worlds (such as the AETZone). • Students will determine the purpose of the website; social, academic or both. • Students will observe the use of advertising and its effects on the website user and share findings in an Elluminate session with sistering networked schools. Teacher preparation: This would be a synchronous activity due to the accessibility to selected websites. Whiteboard sessions could be asynchronous This lesson may be taught in a regular classroom setting or a virtual classroom setting. Teacher/Instructor would need to access websites before lessons. Most websites are free but accounts must be set up to access. Important for teacher/instructor to explore websites before class so as to navigate quickly and easily to make presentation/lesson go smoothly. Also, virtual classrooms would need to be set up and students may need to be invited depending on website used. Preparation is key to a successful lesson. Teacher/Instructor should set up a whiteboard for students groups to discuss thoughts/opinionsmparisons on virtual websites.
    • Virtual Worlds Media Literacy con't Procedure: • Using a smartboard or a virtual classroom such as Elluminate or WiZiQ, teacher would access social websites and academic websites with sistering schools. • Explore a variety of virtual websites. • Have students determine the objective of each site; social, academic, or both and share with sistering schools on whiteboard accounts preset by teacher for each group. • Have students observe the use of advertising. Assignment (part 1): Divide students into groups. Each group should: • compare and contrast each type of virtual world • create a presentation describing the pros and cons of virtual worlds and the effects of advertising on the user • participate in class blog http://technonetworkliteracy.pbworks.com/ for presentation ideas
    • Vitual Worlds Media Literacy con't Part 2: Presentations of Assignments Teacher/Instructor can decide if projects will be presented synchronous or asynchronous. Synchronous presentations can be done on smartboard or virtual classroom format. Asynchronous presentations can be posted to various platforms and viewed by students over an assigned amount of time All presentations can be prerecorded or attended live using Elluminate to engage groups globally and locally. Part 3: Reflection Have students write a reflection entry on their blog that they learned about virtual websites and advertising. Each student should leave blog comments.
    • Summary of Virtual Worlds Use Problems that occur in carrying out the lesson and networking: • Access to internet • Access to computers and firewall interference • County permission for creating accounts • CIPA rules • Copyright and fair use guideline infringements Results of instructional effort: • Students were able to view a broad range of websites and make decisions on the effects of advertising via virtual worlds • Students would be networking with others and collaborating/interest high What would we change if we used the same instructional technologies in the future? • Allow more time for exploration. • Have funding to utilize educational virtual worlds.
    • Wikis and Podcasts Media Literacy Outline This lesson is for your students to facilitate a discussion about the relationship between the media and terrorism issue(s). * Choose a terrorist act ( 9-11, war(s), bombings, and etc...) * Formulate a series of questions for students to answer * Remind students this is a discussion not a debate * Set -up a wiki for students to collaborate and address the topic. This can be edited by group or whole class, each must have access. * Set-up a podcast (this can be an elaboration tool) * Provide appropriate web-sites . * Set aside class time and lab (2- 90 min.blocks)
    • Following are the questions needed to be addressed: #1: What is the relationship between terrorism and the media? #2: What use do terrorists make of various media? #3: How do terrorists manipulate the news media into communicating their messages and furthering their causes? #4: In recent years, how have terrorists used self-produced web-sites and video to achieve their objectives? #5: How dependent are terrorists on media messages abut their activities? #6: How is terrorism different from any other combat? #7: What solutions or precautions should be taken to ensure that the internet is not used for these purposes?
    • Summary of Wikis and Podcasts Use • Problems that occur in carrying out the lesson and networking: Making sure the students have access to a computer. Make arrangements at school before hand and check with your technology head to make sure you can set-up a wiki or a podcast. • Results of instructional effort: The students were engaged and the discussion was a success. The students learned how that the terrorists do manipulate the media to cause a manipulation of the public into thinking maybe what they were doing, like helping the people in Iraq, is not a good thing. • What would we change if we used the same instructional technologies in the future? I would make sure I had more than one 90 minute block in the computer lab. Really two were needed. Also for consideration would be: o Legalities involved in internet protection act o Making sure students know proper procedures for copyright and fair use o Monitoring conversations for appropriate use and language on Wikis and Podcasts
    • See our Wiki for detailed screencasts and inservice tutorials and lessons Wiki general address: http://technonetworkliteracy.pbworks.com/ This presentation offered to you by: Kristina Battle, Jennifer McBrayer, Susan Higdon, Sharon Cooke and Michelle Alexander You are welcome to use any part of the lessons. We just ask you give credit to all authors involved. Please subscribe to the Wiki if you are interested in being a part of our learning community or could contribute lessons and ideas about media literacy to the Wiki.