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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. 1. DIGITAL MEDIA for STUDENTS, TEACHERS and ACADEMICS Digital transformation of mass media: regional, national and global aspects , Moscow 25-26 October 2018
  2. 2. Defining media …
  3. 3. What is media literacy? An umbrella term, often overlapped with information literacy
  4. 4. Digital & Media literacy
  5. 5. Media literacy as part of digital literacy ecosystem (JISC)
  6. 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
  7. 7. Media literacy “stakeholders”
  8. 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.
  9. 9. Youth’s media
  10. 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. 11. DigiComp Areas (source: DIGICOMPEDU, https://ec.europa.eu/jrc/en/digcompedu)
  12. 12. http://unesdoc.unesco.org/images/0019/001929/192971e.pdf
  13. 13. http://unesdoc.unesco.org/images/0019/001929/192971e.pdf
  14. 14. http://unesdoc.unesco.org/images/0019/001929/192971e.pdf
  15. 15. approach in tackling …
  16. 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. 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. 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. 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. 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. 21. A4. Awareness of fake news topic through the WUT promotional materials (newsletter, Facebook page)
  22. 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. 23. A6. Encouraging academic writing on fake news in master / doctoral thesis Master thesis
  24. 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. 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. 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)
  27. 27. Laura MALITA laura.malita@e-uvt.ro Gabriela GROSSECK gabriela.grosseck@e-uvt.rohttp://www.animationsmedia.com/images/general/thankyou.png

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