Web Quest for the thematic Unit "Understanding the Media", level 6th Grade.
Authorship: Stephanie Pérez y Esteban Martínez
CeRP del Sur "Clemente Estable", 2014
This document outlines a web quest thematic unit on understanding the impacts of TV advertisements. The unit goals are to make students aware of advertisers' intentions, reflect critically on the topic, engage with an activity on a real-life issue, and practice language skills. Students will watch video ads, answer questions, complete a task where they create their own ad, and conclude with what they learned. They will be evaluated on content, language use, and group participation. Guiding questions prompt students to identify ad types, favorites, and the pros and cons of advertisements. Resources include links about ad categories and effectiveness.
Miller - Best Practices for Using Videos in Coursesut san antonio
1) Determine if a video is relevant to advancing student learning in the course by stimulating thinking about topics in novel ways and appropriately illustrating or amplifying concepts.
2) Evaluate if a video is appropriate for the course level, student population, and does not contain offensive or objectionable content.
3) Consider how students will view the video - in class, out of class, required or optional - and how it will be evaluated as part of the course. Provide guidance for students if viewing out of class.
This lesson plan aims to teach 8th grade students about different types of propaganda techniques. It will begin with assessing students' prior knowledge of advertisements and propaganda. Students will then watch video examples that demonstrate techniques like bandwagon, testimonial, plain folks, repetition, emotional words, and loaded words. They will analyze the videos to identify each technique. As an activity, students will work in groups to create their own advertisement using the techniques. At the end, students will complete an individual assessment to test their understanding of what propaganda is and how to identify the different techniques. The lesson will be delivered through a PowerPoint presentation, video examples, and interactive group activities.
This document discusses the pros and cons of online tutorial videos compared to standard in-person education. Some pros of online videos are convenience, the ability to learn at your own pace from a vast number of topics without transportation. However, some cons are missing hands-on experience and interaction with instructors and classmates which can limit learning. While online videos provide convenience, traditional classes may better allow students to fully grasp concepts. Overall, both methods can be effective depending on one's learning preferences and schedule.
This document provides a summary and recommendations for resources to study for the USMLE Step 1 exam. It recommends starting with the USMLE World question bank and self-assessment to identify weak areas. Key study materials include First Aid as the primary text, supplemented by Picmonic for long-term retention through audiovisual flashcards. Anki flashcards, Pathoma videos, and practice questions from USMLE World and CBSSA self-assessments are also recommended. A 10 step study plan is outlined that incorporates reviewing weak sections identified from self-assessments, using various question and flashcard sources in intervals, and taking practice exams to gauge readiness.
This module provides an overview of online teaching. It defines online teaching as teaching a course partially or entirely over the internet, which can take three forms: web-enhanced, blended, or fully online. The module identifies advantages such as 24/7 access to materials, increased participation, and flexible pacing. Challenges include the time commitment required, potential lack of interaction, issues with online exams, technical difficulties, and student procrastination. Basic skills needed for online teaching are computer and internet proficiency, email use, and familiarity with productivity software like Word, PowerPoint and Excel.
iPads can be useful tools in the media classroom for several reasons. They allow for quick research in the classroom through internet searches and accessing prepared resources. Students can screengrab, annotate, and comment on videos and articles. This aids formative assessment as evidence of student understanding is captured. iPads also save time by providing instant access to resources and allowing quick uploading of student work to sites like YouTube. Examples showed how iPads can support collaborative work, critique and redrafting through apps like Explain Everything and iMovie. This makes the learning process visible and supports literacy development.
The document lists 12 potential ways to measure the success of a school campaign to reduce litter and promote recycling, including online and paper surveys, interviews, message boards, and observational methods. It notes that questionnaires have disadvantages of wasting paper and time. The group decided to use video and voice recordings of interviews with teachers and staff to effectively present live feedback on the campaign's success.
This document outlines a web quest thematic unit on understanding the impacts of TV advertisements. The unit goals are to make students aware of advertisers' intentions, reflect critically on the topic, engage with an activity on a real-life issue, and practice language skills. Students will watch video ads, answer questions, complete a task where they create their own ad, and conclude with what they learned. They will be evaluated on content, language use, and group participation. Guiding questions prompt students to identify ad types, favorites, and the pros and cons of advertisements. Resources include links about ad categories and effectiveness.
Miller - Best Practices for Using Videos in Coursesut san antonio
1) Determine if a video is relevant to advancing student learning in the course by stimulating thinking about topics in novel ways and appropriately illustrating or amplifying concepts.
2) Evaluate if a video is appropriate for the course level, student population, and does not contain offensive or objectionable content.
3) Consider how students will view the video - in class, out of class, required or optional - and how it will be evaluated as part of the course. Provide guidance for students if viewing out of class.
This lesson plan aims to teach 8th grade students about different types of propaganda techniques. It will begin with assessing students' prior knowledge of advertisements and propaganda. Students will then watch video examples that demonstrate techniques like bandwagon, testimonial, plain folks, repetition, emotional words, and loaded words. They will analyze the videos to identify each technique. As an activity, students will work in groups to create their own advertisement using the techniques. At the end, students will complete an individual assessment to test their understanding of what propaganda is and how to identify the different techniques. The lesson will be delivered through a PowerPoint presentation, video examples, and interactive group activities.
This document discusses the pros and cons of online tutorial videos compared to standard in-person education. Some pros of online videos are convenience, the ability to learn at your own pace from a vast number of topics without transportation. However, some cons are missing hands-on experience and interaction with instructors and classmates which can limit learning. While online videos provide convenience, traditional classes may better allow students to fully grasp concepts. Overall, both methods can be effective depending on one's learning preferences and schedule.
This document provides a summary and recommendations for resources to study for the USMLE Step 1 exam. It recommends starting with the USMLE World question bank and self-assessment to identify weak areas. Key study materials include First Aid as the primary text, supplemented by Picmonic for long-term retention through audiovisual flashcards. Anki flashcards, Pathoma videos, and practice questions from USMLE World and CBSSA self-assessments are also recommended. A 10 step study plan is outlined that incorporates reviewing weak sections identified from self-assessments, using various question and flashcard sources in intervals, and taking practice exams to gauge readiness.
This module provides an overview of online teaching. It defines online teaching as teaching a course partially or entirely over the internet, which can take three forms: web-enhanced, blended, or fully online. The module identifies advantages such as 24/7 access to materials, increased participation, and flexible pacing. Challenges include the time commitment required, potential lack of interaction, issues with online exams, technical difficulties, and student procrastination. Basic skills needed for online teaching are computer and internet proficiency, email use, and familiarity with productivity software like Word, PowerPoint and Excel.
iPads can be useful tools in the media classroom for several reasons. They allow for quick research in the classroom through internet searches and accessing prepared resources. Students can screengrab, annotate, and comment on videos and articles. This aids formative assessment as evidence of student understanding is captured. iPads also save time by providing instant access to resources and allowing quick uploading of student work to sites like YouTube. Examples showed how iPads can support collaborative work, critique and redrafting through apps like Explain Everything and iMovie. This makes the learning process visible and supports literacy development.
The document lists 12 potential ways to measure the success of a school campaign to reduce litter and promote recycling, including online and paper surveys, interviews, message boards, and observational methods. It notes that questionnaires have disadvantages of wasting paper and time. The group decided to use video and voice recordings of interviews with teachers and staff to effectively present live feedback on the campaign's success.
The document discusses using web 2.0 tools like Voki, Google Voice, and Voicethread to help students in world language classes practice and assess their speaking skills. Some key benefits mentioned are that these tools allow all students to speak at once, engage students with familiar media, and provide opportunities for authentic audiences outside the classroom. Examples and resources are provided to help teachers integrate these tools into their lessons and evaluate student speaking using rubrics.
This document provides information for students taking an AS Level Media Studies course. It outlines the course structure, assignments, grading breakdown and expectations. The course is 50% coursework involving creating a 2-minute film opening sequence and 50% exam comprising a TV drama clip analysis and topics on the film industry. Students must blog about their work and be trained to use equipment. The document emphasizes respect, responsibility, meeting deadlines and accepting consequences as important for students.
The document discusses using blogs to motivate student writers and provides tips for teachers on setting up and troubleshooting blogs in the classroom. It recommends that teachers have students 1) post a picture and write thoughts on it, and if time allows 2) respond to each other's blog posts. Troubleshooting tips include having students back up their work on a USB drive or Word in case the blog website malfunctions. The document also suggests teachers try blogging themselves first to become familiar with blog functions before having students use blogs.
This documentary will tell the story of newly qualified teachers' experiences through interviews. A small number of teachers will be interviewed to give personal insights into their first year of teaching. Medium close-ups will be used to portray the interviewees while voiceovers play over related scenes from schools. Main challenges could include finding teachers willing to participate and technological issues with filming equipment. The documentary aims to convey how difficult yet rewarding teaching can be and explore what it is like to be a new teacher and how one's experience and decision to teach may be impacted by others.
Creating video-based tutorials can help engage students with different learning styles and skills. Videos can be created easily using a camera, smartphone, tablet by recording live action or converting existing resources like PowerPoint presentations into videos with voiceovers. Videos can then be shared on sites like YouTube, TeacherTube, Vimeo or GoogleDocs to distribute to students.
This document discusses using short video as a marketing tool on social media platforms. It explains that short videos under 30 seconds, like those originally posted on Vine, can be used to promote brands, companies or products and be distributed through platforms like Twitter and YouTube. The learning objectives are to understand how social media can be used to market media products. Students will work in groups to present and answer questions on using short video and linking social media platforms for distribution in the context of globalization.
This document provides tips for matching volunteers in an LC's program, including checking partner search tools, sharing extra applicants, responding quickly to EPs, using mail merge efficiently, having clear selection criteria, communicating decisions promptly, keeping EPs updated, ensuring opportunities have accurate content, checking profiles are complete, and tracking the matching process. It encourages dividing topics, sharing solutions, and contacting support as needed.
This document discusses the use of digital tools like Prezi and YouTube to foster collaboration, choice, and learning for digital natives in higher education. It provides examples of how Prezi was used in teams to create presentations and engage audiences. Students also generated YouTube videos in teams of three using Skype for communication. Lessons learned included that digital natives intuitively learn new tools by taking risks and collaborating. Clear directions are needed for video assignments to ensure a cohesive final product. Further tools like Screencast-o-matic are recommended to move education from good to great for the digital generation.
This document provides guidance for a speaking project assignment on inventions for first term students. It outlines three options for topics: 1) the greatest invention ever, 2) the greatest invention yet to come, or 3) a project from the first term. Students are instructed to research their topic using various sources, organize information into a 20 slide PowerPoint, and present orally for up to 15 minutes using visual aids. Presentations will be evaluated based on content, organization, delivery, creativity, and use of materials. Students are encouraged to practice their presentation and ask their teacher for help. The deadline is the third week of February.
Flipping the Classroom Presentation Handoutwilliamkiker
The document discusses the "flipped classroom" model where students watch video lessons at home and use class time for activities, discussions, and applying what they've learned. It notes both advantages and disadvantages students have mentioned about this approach. The flipped model differs from the traditional model by having students gain initial content knowledge outside of class, allowing class time to be used for deeper learning. The document then provides templates and questions to help teachers plan a flipped classroom lesson, including identifying what students can learn on their own and next steps to implement the approach.
This document outlines the agenda for an education course on social justice. It includes brief introductions of class members, a review of the syllabus, a discussion of the definition of social justice, and tasks for the upcoming week which involve posting a bio and reacting to video clips about understanding students' stories and implicit messages in schools. Students are asked to share their educational backgrounds, reactions to clips about the dangers of single stories and children in American schools, and what they hope to learn from the course.
The document outlines the top five mistakes people make when giving presentations using slideshows. These include including too much written text on slides, reading slides verbatim instead of using them to reinforce ideas for the audience, having overly cluttered slides with poor layout and distracting graphics, failing to engage the audience through questions or activities, and not using multimedia like images or video clips effectively to support points. The document concludes by providing steps for planning and creating an effective slideshow presentation on a familiar topic using a graphic organizer to plan content.
This document outlines the budget, deadlines, and content for a promotional video about a Creative Media course. The budget will include a video camera and editing software. Filming will take place in January/February with an April deadline. The video will provide information about the course through interviews and footage of the Creative Media area to demonstrate what students do and learn.
Lecture capture technology allows instructors to record their classroom lectures and lessons for students to review as a study tool. This technology can also be used by instructors to flip their classroom by having students watch recorded lectures as homework so class time can be spent on activities, discussion, and applying concepts. Recorded lectures through lecture capture can also be used by instructors to review and critique their own instruction.
Expert advice on international grantmaking and risk managementTed Hart
Expert Advice on International Grantmaking and Risk Management from CAF America, the recognized expert on tax effective, risk managed international and domestic grant making. Understand IRS regulations, learn ways to protect your reputation and become more strategic with your philanthropy.
Ad-Tech Sydney 2011 - Video in 2011 and the impact of Social TVViocorp
Nick Bolton, General Manager, Melbourne, Viocorp
A presentation on what’s hot in online video right now, looking at consumer behaviour and growth, the real emergence of IPTV, content syndication and advertising, and integrated social networking
What is the state of social TV? A quick review of the most interesting facts. This presentation was given during the Ignite Global Week at the Social Media Week in Roma (February 9th, 2011)
The document discusses the social impact of emerging telephone services. It notes that new technologies can provide economic, political, and sociological opportunities but also raise issues like invasion of privacy, inequity of access, mediated reality through automated systems, and compulsory disclosure of personal information. The telephone has been very successful due to attributes like personal communication, reliability, and universality, but designers must consider public perceptions of how information is used as well as actual usage to avoid problems arising from new services.
VMMTV conducts research on the impact of TV program sponsoring on brands through its SPIM+ tool. It analyzes 15 sponsoring cases using surveys of 6000 people to compare brand awareness, image, and purchase intent between viewers and non-viewers. In most cases, sponsoring significantly increased brand awareness, with some cases nearly doubling spontaneous awareness. Brand image also improved for most brands, with viewers transferring positive attributes from the program. Some programs led to thousands of viewers mentioning the sponsor afterwards. In a third of cases, sponsoring significantly boosted purchase intent.
The impact and etiquette of social mediadavid cushman
The document discusses the impact and etiquette of social media. It notes that social media is about people connecting with other people and sharing content. It emphasizes that people control their own experience on social media through the groups they join and the content they choose to engage with. Organizations must adapt to this new reality by listening to conversations, responding in a human-centered way, and allowing users to engage with and spread content in their own networks and groups.
The document discusses using web 2.0 tools like Voki, Google Voice, and Voicethread to help students in world language classes practice and assess their speaking skills. Some key benefits mentioned are that these tools allow all students to speak at once, engage students with familiar media, and provide opportunities for authentic audiences outside the classroom. Examples and resources are provided to help teachers integrate these tools into their lessons and evaluate student speaking using rubrics.
This document provides information for students taking an AS Level Media Studies course. It outlines the course structure, assignments, grading breakdown and expectations. The course is 50% coursework involving creating a 2-minute film opening sequence and 50% exam comprising a TV drama clip analysis and topics on the film industry. Students must blog about their work and be trained to use equipment. The document emphasizes respect, responsibility, meeting deadlines and accepting consequences as important for students.
The document discusses using blogs to motivate student writers and provides tips for teachers on setting up and troubleshooting blogs in the classroom. It recommends that teachers have students 1) post a picture and write thoughts on it, and if time allows 2) respond to each other's blog posts. Troubleshooting tips include having students back up their work on a USB drive or Word in case the blog website malfunctions. The document also suggests teachers try blogging themselves first to become familiar with blog functions before having students use blogs.
This documentary will tell the story of newly qualified teachers' experiences through interviews. A small number of teachers will be interviewed to give personal insights into their first year of teaching. Medium close-ups will be used to portray the interviewees while voiceovers play over related scenes from schools. Main challenges could include finding teachers willing to participate and technological issues with filming equipment. The documentary aims to convey how difficult yet rewarding teaching can be and explore what it is like to be a new teacher and how one's experience and decision to teach may be impacted by others.
Creating video-based tutorials can help engage students with different learning styles and skills. Videos can be created easily using a camera, smartphone, tablet by recording live action or converting existing resources like PowerPoint presentations into videos with voiceovers. Videos can then be shared on sites like YouTube, TeacherTube, Vimeo or GoogleDocs to distribute to students.
This document discusses using short video as a marketing tool on social media platforms. It explains that short videos under 30 seconds, like those originally posted on Vine, can be used to promote brands, companies or products and be distributed through platforms like Twitter and YouTube. The learning objectives are to understand how social media can be used to market media products. Students will work in groups to present and answer questions on using short video and linking social media platforms for distribution in the context of globalization.
This document provides tips for matching volunteers in an LC's program, including checking partner search tools, sharing extra applicants, responding quickly to EPs, using mail merge efficiently, having clear selection criteria, communicating decisions promptly, keeping EPs updated, ensuring opportunities have accurate content, checking profiles are complete, and tracking the matching process. It encourages dividing topics, sharing solutions, and contacting support as needed.
This document discusses the use of digital tools like Prezi and YouTube to foster collaboration, choice, and learning for digital natives in higher education. It provides examples of how Prezi was used in teams to create presentations and engage audiences. Students also generated YouTube videos in teams of three using Skype for communication. Lessons learned included that digital natives intuitively learn new tools by taking risks and collaborating. Clear directions are needed for video assignments to ensure a cohesive final product. Further tools like Screencast-o-matic are recommended to move education from good to great for the digital generation.
This document provides guidance for a speaking project assignment on inventions for first term students. It outlines three options for topics: 1) the greatest invention ever, 2) the greatest invention yet to come, or 3) a project from the first term. Students are instructed to research their topic using various sources, organize information into a 20 slide PowerPoint, and present orally for up to 15 minutes using visual aids. Presentations will be evaluated based on content, organization, delivery, creativity, and use of materials. Students are encouraged to practice their presentation and ask their teacher for help. The deadline is the third week of February.
Flipping the Classroom Presentation Handoutwilliamkiker
The document discusses the "flipped classroom" model where students watch video lessons at home and use class time for activities, discussions, and applying what they've learned. It notes both advantages and disadvantages students have mentioned about this approach. The flipped model differs from the traditional model by having students gain initial content knowledge outside of class, allowing class time to be used for deeper learning. The document then provides templates and questions to help teachers plan a flipped classroom lesson, including identifying what students can learn on their own and next steps to implement the approach.
This document outlines the agenda for an education course on social justice. It includes brief introductions of class members, a review of the syllabus, a discussion of the definition of social justice, and tasks for the upcoming week which involve posting a bio and reacting to video clips about understanding students' stories and implicit messages in schools. Students are asked to share their educational backgrounds, reactions to clips about the dangers of single stories and children in American schools, and what they hope to learn from the course.
The document outlines the top five mistakes people make when giving presentations using slideshows. These include including too much written text on slides, reading slides verbatim instead of using them to reinforce ideas for the audience, having overly cluttered slides with poor layout and distracting graphics, failing to engage the audience through questions or activities, and not using multimedia like images or video clips effectively to support points. The document concludes by providing steps for planning and creating an effective slideshow presentation on a familiar topic using a graphic organizer to plan content.
This document outlines the budget, deadlines, and content for a promotional video about a Creative Media course. The budget will include a video camera and editing software. Filming will take place in January/February with an April deadline. The video will provide information about the course through interviews and footage of the Creative Media area to demonstrate what students do and learn.
Lecture capture technology allows instructors to record their classroom lectures and lessons for students to review as a study tool. This technology can also be used by instructors to flip their classroom by having students watch recorded lectures as homework so class time can be spent on activities, discussion, and applying concepts. Recorded lectures through lecture capture can also be used by instructors to review and critique their own instruction.
Expert advice on international grantmaking and risk managementTed Hart
Expert Advice on International Grantmaking and Risk Management from CAF America, the recognized expert on tax effective, risk managed international and domestic grant making. Understand IRS regulations, learn ways to protect your reputation and become more strategic with your philanthropy.
Ad-Tech Sydney 2011 - Video in 2011 and the impact of Social TVViocorp
Nick Bolton, General Manager, Melbourne, Viocorp
A presentation on what’s hot in online video right now, looking at consumer behaviour and growth, the real emergence of IPTV, content syndication and advertising, and integrated social networking
What is the state of social TV? A quick review of the most interesting facts. This presentation was given during the Ignite Global Week at the Social Media Week in Roma (February 9th, 2011)
The document discusses the social impact of emerging telephone services. It notes that new technologies can provide economic, political, and sociological opportunities but also raise issues like invasion of privacy, inequity of access, mediated reality through automated systems, and compulsory disclosure of personal information. The telephone has been very successful due to attributes like personal communication, reliability, and universality, but designers must consider public perceptions of how information is used as well as actual usage to avoid problems arising from new services.
VMMTV conducts research on the impact of TV program sponsoring on brands through its SPIM+ tool. It analyzes 15 sponsoring cases using surveys of 6000 people to compare brand awareness, image, and purchase intent between viewers and non-viewers. In most cases, sponsoring significantly increased brand awareness, with some cases nearly doubling spontaneous awareness. Brand image also improved for most brands, with viewers transferring positive attributes from the program. Some programs led to thousands of viewers mentioning the sponsor afterwards. In a third of cases, sponsoring significantly boosted purchase intent.
The impact and etiquette of social mediadavid cushman
The document discusses the impact and etiquette of social media. It notes that social media is about people connecting with other people and sharing content. It emphasizes that people control their own experience on social media through the groups they join and the content they choose to engage with. Organizations must adapt to this new reality by listening to conversations, responding in a human-centered way, and allowing users to engage with and spread content in their own networks and groups.
The document discusses five gaps between companies and their customers as behaviors and expectations change. Customers are more knowledgeable and complete much of their purchase journey online before engaging companies directly. The competition can come from outside traditional categories. Companies often misunderstand what customers are truly paying for with a product or service. To adapt, companies need to change their tools to match how customers now shop, understand the "job" a customer wants done, and rethink what constitutes their product offering.
This document summarizes a study of CEO succession events among the largest 100 U.S. corporations between 2005-2015. The study analyzed executives who were passed over for the CEO role ("succession losers") and their subsequent careers. It found that 74% of passed over executives left their companies, with 30% eventually becoming CEOs elsewhere. However, companies led by succession losers saw average stock price declines of 13% over 3 years, compared to gains for companies whose CEO selections remained unchanged. The findings suggest that boards generally identify the most qualified CEO candidates, though differences between internal and external hires complicate comparisons.
This document outlines a web quest thematic unit about understanding the impacts of TV advertisements. The goals are to make students aware of advertisers' intentions, reflect critically on the topic, engage with an activity on a real-life issue, and practice language skills. Students will work individually or in pairs, watching video ads and answering questions. They will then create and present their own TV advertisement, which will be evaluated on content, language use, and group participation. Guiding questions prompt analysis of different ad types, appeals, and pros and cons. Online resources are provided for background information.
The document introduces a set of lesson plans from the Federal Trade Commission (FTC) aimed at teaching students ages 5-6 about advertising literacy. The lesson plans are designed to help students understand advertising by learning to ask who is responsible for an ad, what the ad is saying, and what the ad wants them to do or think. The lessons provide activities, worksheets, and online resources to engage students in critically analyzing ads and becoming smarter consumers.
The document is a lesson plan for teaching English to intermediate level teenagers. It includes the following:
- The lesson aims to teach future tenses vocabulary related to TV programs and Youtube. Students will discuss the future of TV and create their own fantasy Youtube channel.
- Several activities are outlined including a warm-up video on Youtube, vocabulary practice, listening to another video about Youtube channels, and developing their own proposed channel as a final project.
- Scaffolding strategies like modeling, examples, and guidance are provided to support student learning and language development.
This document provides information and tasks for learners completing an assignment on analysing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource on a media company and its films. Learners will focus on Disney and the film The Force Awakens.
- 5 tasks involving researching Disney Studios, analyzing a trailer for The Force Awakens, profiling the target audience, creating a timeline of the film's production/distribution/advertising, and exploring the legal/ethical issues and impact/representation in the film.
- Guidance on formatting, research, and presenting responses. The tasks will assess learners' understanding of media institutions, products, audiences and
03. unit 1 student guidebook and checklisttomjarvis25
The document provides information for learners completing an assignment on analysing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource on a media company and its films. Learners will research Disney and the film The Force Awakens.
- 5 tasks for learners to complete, including: a case study of Disney Studios; an analytical film review of The Force Awakens; audience profiling and research; investigating the production, distribution and advertising of The Force Awakens; understanding the legal, ethical and regulatory issues surrounding the film.
- A checklist for learners to ensure they have completed all tasks and provided required evidence, which will be presented on a
This document provides information and tasks for learners completing an assignment on analysing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource about a media company and its films. Learners will focus on Disney and the film The Force Awakens.
- 5 tasks involving researching Disney Studios, analysing The Force Awakens trailer, profiling the film's target audience through surveys, creating a timeline of the film's production/distribution/advertising, and exploring the legal/ethical issues surrounding the film.
- Instructions on formatting, sources, and what to submit are provided for each task.
This document outlines a three-lesson plan on marketing and the four principles of marketing (4 P's). The lessons include activities where students identify brands, research existing beverage companies using the 4 P's, and create their own beverage product and marketing plan applying the 4 P's. The goal is for students to understand how marketing affects them and be able to apply marketing concepts to create an appropriate product for middle schoolers.
03. unit 1 student guidebook and checklistlilykamali
This document provides information and tasks for learners to complete an assignment on analysing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource on the film industry, focusing on Disney and Star Wars: The Force Awakens.
- 5 tasks involving researching Disney Studios, analysing the Force Awakens trailer, profiling the target audience, creating a production/distribution timeline, and exploring legal/ethical issues and representation.
- Guidance on formatting, research, analysis and evidence required to complete each task successfully. The tasks assess learning outcomes related to understanding media institutions, products, audiences and regulatory issues.
03. unit 1 student guidebook and checklistlilykamali
The document provides information and tasks for a learner to complete an assignment on analysing media products and audiences. It includes 5 tasks: [1] A case study on Disney Studios covering its ownership, operating model, products, marketing position, and competitors; [2] An analytical film review of Star Wars: The Force Awakens using media terminology; [3] Audience research and profiling of the film's target demographic through surveys; [4] A timeline of the production process, distribution, and advertising of The Force Awakens; [5] A report on the legal, ethical and regulatory issues surrounding the film and its impact and representation. The document concludes with a checklist for the learner to ensure they have completed all tasks for
03. unit 1 student guidebook and checklistZoeBMedia
This document provides information and tasks for learners to complete an assignment analyzing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource about a media company and its films. Learners will focus on Disney and the film The Force Awakens.
- 5 tasks for learners to complete, including: a case study of Disney Studios; an analytical review of the film trailer; audience research and profiling; a timeline of the film's production, distribution and advertising; and a report on the film's legal, ethical and representation issues.
- Guidance on formatting, research, and presenting work for assessment. The tasks require learners to analyze media institutions, products
03. unit 1 student guidebook and checklistelfiecheetham
The document provides information and instructions for Eleanor Cheetham to complete tasks for her OCR Level 3 Cambridge Technical in Media course. It includes a scenario where she must create an online educational resource about the film industry focusing on Disney and Star Wars: The Force Awakens. She is given 5 tasks to complete including a case study on Disney Studios, an analytical review of The Force Awakens trailer, audience profiling research through surveys and avatars, investigating the production, distribution and advertising of The Force Awakens, and a report on the legal, ethical and regulatory issues surrounding the film. A checklist is provided for Eleanor to ensure she has completed all tasks and submitted the required evidence for assessment.
03. unit 1 student guidebook and checklistelfiecheetham
The document provides information and tasks for a learner to complete an assignment on analysing media products and audiences. It includes:
1) A scenario where the learner will produce an online educational resource on the film industry, focusing on Disney and Star Wars: The Force Awakens, including a homepage and related webpages.
2) Five tasks for the learner to complete, including: a case study of Disney Studios; an analytical review of The Force Awakens trailer; audience profiling research through surveys and focus groups; investigating the production, distribution and advertising of The Force Awakens; and exploring the legal, ethical and regulatory issues of the film.
3) A checklist for the learner to ensure they have
03. unit 1 student guidebook and checklistTobyRiding
This document provides information and tasks for learners completing an assignment on analysing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource on a media company and its films for other media learners. They will focus on Disney and the film The Force Awakens.
- 5 tasks involving researching and analysing Disney Studios, conducting a film analysis of The Force Awakens trailer, profiling the target audience for the film, creating a timeline of the film's production and distribution process, and exploring the legal, ethical and regulatory issues surrounding the film.
- Guidance on completing the tasks and presenting findings is provided to learners. Upon completion they will submit their
This document provides information and tasks for learners to complete an assignment analyzing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource about a media company and its films. Learners will focus on Disney and the film The Force Awakens.
- 5 tasks for learners to complete, including: 1) A case study of Disney Studios, 2) An analytical film review of The Force Awakens trailer, 3) Audience research and profiling of the film's target demographic, 4) A timeline of the film's production, distribution and advertising, and 5) A report on the legal, ethical and regulatory issues surrounding the film.
- Instructions on presenting
This document introduces advertising literacy lesson plans and resources from the Federal Trade Commission (FTC) for teachers of grades 5-6. The lessons are designed to help students understand advertising by answering three key questions: who is responsible for the ad, what is the ad actually saying, and what does the ad want you to buy, do, or think? The multi-lesson plan uses magazines, newspapers and online games/videos to teach students how to think critically about advertising and become smarter consumers. It meets national education standards for language arts and social studies.
This document provides information and instructions for learners completing an assignment on analysing media products and audiences. It includes a scenario where learners will produce an online educational resource on the film industry. Learners are given 5 tasks: 1) create a case study on Disney Studios, 2) conduct an analytical film review of Star Wars: The Force Awakens, 3) research and profile the target audience of the film, 4) create a timeline of the film's production, distribution, and advertising, and 5) investigate the legal, ethical, and regulatory issues surrounding the film. The document concludes with a checklist for learners to ensure they have completed all tasks and provided the necessary evidence.
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03. unit 1 student guidebook and checklist (jasmine prior)Jasminep_media
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- 5 tasks involving researching Disney Studios, analyzing a trailer for The Force Awakens, profiling the target audience, creating a timeline of the film's production/distribution/advertising, and exploring the legal/ethical issues and representation in the film.
- Guidance on formatting, sources, and level of analysis required for each task. The tasks will assess the learner's understanding of media institutions, products
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This document provides information and tasks for learners completing an assignment on analysing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource about a media company and its films. Learners will focus on Disney and the film The Force Awakens.
- 5 tasks involving researching Disney Studios, analyzing a trailer for The Force Awakens, profiling the target audience, creating a timeline of the film's production/distribution/advertising, and exploring the legal/ethical issues and representation in the film.
- Guidance on formatting, sources, and level of analysis required for each task. The tasks will assess the learner's understanding of media institutions, products
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Answers about how you can do more with Walmart!"
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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Web Quest:The impacts of TV ads
1. Web Quest
Thematic Unit: Understanding the Media
Topic: The impacts of TV ads upon people
Goals:
To make you feel aware of the intentions of TV advertisements
To reflect in critical way about the topic
To feel engaged with an activity about a real life issue
To practice the four skills (listening, writing, speaking and reading).
Process:
Students are allowed to work in pairs or individually during the
activities
Students will work in the audiovisual room, and then in the
classroom.
Time: 2 periods
Teacher will show some videos about ads to trigger students’
curiosity, and then they will have to answer some questions. (see
above)
After that, students have to do the task, and they’ll share their
opinions about it.
Finally, students have to create a conclusion about the topic worked
to close the lesson.
Guiding Questions:
1. What types of TV ads do you know?
2. In Uruguay, can you find those types of TV ads? Explain briefly.
3. What kind of TV ads do you enjoy the most? Why? Provide
examples.
4. Why do you think people like TV ads?
5. What are the pros and cons of TV ads?
3. vocabulary
and structure
of the texts is
not well
organized.
development needs
improvement.
language
but
vocabulary
is not wide
enough,
structures
are well
organized.
impeccable
syntax and
wide
vocabulary.
Structures are
perfectly
organized.
Behavior
Students have
problems with
organization
of the group.
They also
show a lack of
commitment
as they were
acting
disruptively.
The group is quite
organized, however
there’s no
commitment with the
activity.
The group is
organized
but only a
few fully
were
engaged
with the
activity.
Show
enthusiastic
with the
activity and
participate
actively in the
group.
Credits:
http://www.tvcommercialworld.com/2013/08/11-types-of-tv-commercials/
http://smallbusiness.chron.com/types-tv-commercials-57852.html
http://www.ehow.com/list_6690899_types-tv-advertising.html
http://www.cheaptvspots.com/whytv.html
http://lifehacker.com/5824328/how-advertising-manipulates-your-choices-and-spending-
habits-and-what-to-do-about-it
http://www.forbes.com/sites/marketshare/2012/10/19/what-makes-a-tv-commercial-
memorable-and-effective/
License and authorship:
Didactic proposal created by Stephanie Pérez and Esteban Martínez, 3er
formers at CeRP del SUR, Atlántida, Canelones, Uruguay (2014)