scholarly journals Cooperative Learning With and About Internet Forums: A Case Study on a Unit on the Consumption and Chemistry of Mineral Water vs. Tap Water

2022 ◽  
Vol 6 ◽  
Author(s):  
Johanna Dittmar ◽  
Ingo Eilks
Keyword(s):  
Digital Media ◽  
Chemistry Education ◽  
Tap Water ◽  
Consumer Products ◽  
Media Education ◽  
Chemistry Learning ◽  
Unit Design ◽  
Critical Media ◽  
Internet Forums

In today’s society, digital media play an increasing role in gathering and exchanging information. A growing part of communication takes place in the Internet and many people are increasingly influenced by information provided via digital and social media. Development of critical media literacy is needed, if the general public is expected to effectively deal with this flood of information and to become able to distinguish between correct and false information sources. Thus, critical media education becomes an important aim of education in general, and of chemistry education in particular when considering questions directly related to chemistry and its associated consumer products or technologies. The article describes a curriculum development case study investigating the integration of media education with chemistry learning along the case of learning with and about Internet forums on the topic of water chemistry. A unit integrating theoretical and practical chemistry learning based on student communication is described, which is built around a digital forum operated by Moodle. The unit design and findings from the implementation are presented.

Youth and Media Culture

2018 ◽  
Author(s):  
Stuart R. Poyntz ◽  
Jennesia Pedri
Keyword(s):  
Young People ◽  
Digital Media ◽  
User Participation ◽  
Sesame Street ◽  
Media Culture ◽  
Media Education ◽  
Media Technologies ◽  
Critical Media ◽  
Youth Media ◽  
The 1960S

Media in the 21st century are changing when, where, what, and how young people learn. Some educators, youth researchers, and parents lament this reality; but youth, media culture, and learning nevertheless remain entangled in a rich set of relationships today. These relationships and the anxieties they produce are not new; they echo worries about the consequences of young people’s media attachments that have been around for decades. These anxieties first appeared in response to the fear that violence, vulgarity, and sexual desire in early popular culture was thought to pose to culture. Others, however, believed that media could be repurposed to have a broader educational impact. This sentiment crept into educational discourses throughout the 1960s in a way that would shift thinking about youth, media culture, and education. For example, it shaped the development of television shows such as Sesame Street as a kind of learning portal. In addition to the idea that youth can learn from the media, educators and activists have also turned to media education as a more direct intervention. Media education addresses how various media operate in and through particular institutions, technologies, texts, and audiences in an effort to affect how young people learn and engage with media culture. These developments have been enhanced by a growing interest in a broad project of literacy. By the 1990s and 2000s, media production became a common feature in media education practices because it was thought to enable young people to learn by doing, rather than just by analyzing or reading texts. This was enabled by the emergence of new digital media technologies that prioritize user participation. As we have come to read and write media differently in a digital era, however, a new set of problems have arisen that affect how media cultures are understood in relation to learning. Among these issues is how a participatory turn in media culture allows others, including corporations, governments, and predatory individuals, to monitor, survey, coordinate, and guide our activities as never before. Critical media literacy education addresses this context and continues to provide a framework to address the future of youth, media culture and learning.

Learning with and about advertising in chemistry education with a lesson plan on natural cosmetics – a case study

2015 ◽  
Vol 16 (3) ◽  
pp. 578-588 ◽  
Author(s):  
Nadja Belova ◽  
Ingo Eilks
Keyword(s):  
Chemistry Education ◽  
Science Classroom ◽  
Lesson Plan ◽  
Future Research ◽  
Learning Groups ◽  
Self Reflection ◽  
Related Information ◽  
Critical Media ◽  
Age Range

This paper describes a case study on the chemistry behind natural cosmetics in five chemistry learning groups (grades 7–11, age range 13–17) in a German comprehensive school. The lesson plan intends to promote critical media literacy in the chemistry classroom and specifically emphasizes learning with and about advertising. The lessons of four lesson periods encompass several strategies for evaluating and creating advertising. Evaluation was carried out using a questionnaire with both open-ended and Likert-type questions. Classroom observation protocols were also analyzed. The lesson plan proved to be very motivating and it initiated intense discussion about chemistry and science-related information in advertising. The findings of this study indicate that the lessons triggered self-reflection on students' consumer behavior. Most of the younger pupils saw advertising as a suitable and important topic for the science classroom. More advanced students tended to regard such issues as an interesting, but in some cases an unnecessary, part of their science education. Findings from the different groups are compared. Future research directions are also considered.

scholarly journals Keys to Recognizing the Levels of Critical Audiovisual Reading in Children

Comunicar ◽  
2012 ◽  
Vol 19 (38) ◽  
pp. 113-120 ◽  
Author(s):  
Jacqueline Sánchez-Carrero ◽  
Yamile Sandoval-Romero
Keyword(s):  
Children And Adolescents ◽  
Digital Media ◽  
Media Literacy ◽  
Media Education ◽  
Media Content ◽  
Leading Indicators ◽  
Before And After ◽  
Critical Media ◽  
The Common ◽  
Los Grupos

Based on the results of several projects carried out with children and adolescents, we can state that knowledge of production and broadcasting aids the acquisition of critical media skills. This article combines three media education experiences in Venezuela, Colombia and Spain driven by a critical reception approach. It presents leading indicators for determining the level of critical audiovisual reading in children aged 8-12 extracted from intervention processes through workshops on media literacy. The groups had been instructed on the audiovisual universe, which allowed them to analyze, deconstruct and recreate audiovisual content. Firstly, this article refers to the evolving concept of media education. Secondly, the common experiences in the three countries are described, with special attention to the influence of indicators that gauge the level of critical reading. Finally, we reflect on the need for media education in the era of multi-literacy. It is unusual to find studies that reveal the keys to assessing the levels of critical consumption of digital media content in children, and this is essential for determining the level of children’s understanding before and after training processes in media education. Diversos estudios con niños y adolescentes han demostrado que a mayor conocimiento del mundo de la producción y transmisión de mensajes audiovisuales, mayor capacidad adquieren para formarse un criterio propio ante la pantalla. En este artículo se aúnan tres experiencias de educación mediática realizadas en Venezuela, Colombia y España, desde el enfoque de la recepción crítica. Se proporcionan los indicadores que llevan a determinar los niveles de lectura crítica audiovisual en niños de entre 8 y 12 años, construidos a partir de procesos de intervención mediante talleres de alfabetización mediática. Los grupos han sido instruidos acerca del universo audiovisual, dándoles a conocer cómo se gestan los contenidos audiovisuales y el modo de analizarlos, desestructurarlos y recrearlos. Primero, se hace referencia al concepto en evolución de educación mediática. Después, se describen las experiencias comunes en los tres países para luego incidir en los indicadores que permiten medir el nivel de lectura crítica. Por último, se reflexiona sobre la necesidad de la educación mediática en la era de la multialfabetización. No es muy frecuente encontrar estudios que revelen las claves para reconocer qué grado de criticidad tiene un niño cuando visiona los contenidos de los distintos medios digitales. Es un tema fundamental pues permite saber con qué nivel de comprensión cuenta y cuál adquiere después de un proceso de formación en educación mediática.

Education with Digital Culture: Shifting the Paradigms of Prospective Knowledge by Mediatization

MedienJournal ◽  
2020 ◽  
Vol 44 (1) ◽  
pp. 5-17
Author(s):  
Gudrun Marci-Boehncke ◽  
Matthias Rath
Keyword(s):  
Digital Media ◽  
Paradigm Shift ◽  
School Education ◽  
Media Education ◽  
Digital Culture ◽  
Educational Institutions ◽  
Selection Mechanism ◽  
Competency Frameworks

This article presents the paradigm shift, especially in school education, under the conditions of current mediatization, whereby we understand education initially as a communicative system that is dedicated to the acquisition of new and future relevant knowledge in lifelong processes of appropriation. To this end, educational institutions demand an educational language that screens out those who cannot serve that linguistic register. Arguing with regard to Rawls and Nussbaum, we present this selection mechanism under the conditions of current mediatization as both ideologically outdated and practically reducible and refer to current models of professionalization of teachers and international competency frameworks for digital media education.

scholarly journals From roadman to royalties: Inter-representational value and the hypercapitalist impulses of grime

2021 ◽  
pp. 174165902110243
Author(s):  
Orlando Woods
Keyword(s):  
Digital Media ◽  
Music Industry ◽  
Music Videos ◽  
Digital Recording ◽  
Commercial Success ◽  
Production And Distribution ◽  
Ubiquitous Access ◽  
Rap Artists

This paper explores how digital media can cause the representational value of rap artists to be transformed. Ubiquitous access to digital recording, production and distribution technologies grants rappers an unprecedented degree of representational autonomy, meaning they are able to integrate the street aesthetic into their lyrics and music videos, and thus create content that offers a more authentic representation of their (past) lives. Sidestepping the mainstream music industry, the digital enables these integrations and bolsters the hypercapitalist impulses of content creators. I illustrate these ideas through a case study of grime artist, Bugzy Malone, who uses his music to narrate his evolution from a life of criminality (selling drugs on the street; a ‘roadman’), to one in which his representational value is recognised by commercial brands who want to partner with him because of his street credibility (collecting ‘royalties’). Bugzy Malone’s commercial success is not predicated on a departure from his criminal past, but the deliberate foregrounding of it as a marker of authenticity. The representational autonomy provided by digital media can therefore enable artists to maximise the affective cachet of the once-criminal self.

Texts: A Case Study of Joint Action

SATS ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Nivedita Gangopadhyay ◽  
Alois Pichler
Keyword(s):  
Social Cognition ◽  
Digital Media ◽  
Philosophy Of Mind ◽  
Joint Action ◽  
Digital Humanities ◽  
Linguistic Communication ◽  
Unique Type ◽  
Joint Actions ◽  
Spatio Temporal

Abstract Our linguistic communication often takes the form of creating texts. In this paper, we propose that creating texts or ‘texting’ is a form of joint action. We examine the nature and evolution of this joint action. We argue that creating texts ushers in a special type of joint action, which, while lacking some central features of normal, everyday joint actions such as spatio-temporal collocation of agency and embodiment, nonetheless results in an authentic, strong, and unique type of joint action agency. This special type of agency is already present in creating texts in general and is further augmented in creating texts through digital media. We propose that such a unique type of joint action agency has a transformative effect on the experience of our sense of agency and subjectivity. We conclude with the implications of the proposal for social cognition and social agency. The paper combines research in philosophy of mind with the emerging fields of digital humanities and text technology.

scholarly journals Modular Web Portal Approach for Stimulating Home Renovation: Lessons from Local Authority Developments

Energies ◽  
2021 ◽  
Vol 14 (5) ◽  
pp. 1270
Author(s):  
Minyoung Kwon ◽  
Erwin Mlecnik
Keyword(s):  
Digital Media ◽  
Local Authority ◽  
Case Study Research ◽  
Management Plan ◽  
Web Portals ◽  
Single Family ◽  
Web Portal ◽  
Local Authorities ◽  
Neutral Information

Web portals have the potential to promote sustainable environmental ideas due to the capacity of digital media, such as easy accessibility, openness, and networking. Local authorities (LAs) are responsible for activating carbon savings in homes, and they are key actors when it comes to providing neutral information to their citizens. Local authority web portals may thus create environmental awareness, particularly regarding owner-occupied single-family home renovation. Nevertheless, the experiences of LAs developing web portals have rarely been studied. Therefore, this paper analyses the development process of various LA web modules and investigates how LAs foster modular web portals to stimulate the adoption of home renovation with parameters to assess LAs’ actions in terms of the management of web-modules development. A homeowner renovation journey model is applied to map current local authority developments. Case study research and interviews were done to analyse and evaluate the adoption of modular web portals developed and tested by six local authorities in four countries in Europe. Based on the development and use of the modular web portal, lessons have been derived emphasising the importance of co-creation, integrating with offline activities, and a strategic management plan.

scholarly journals A new renaissance for creativity in technology and the arts in the context of virtual worlds

2021 ◽  
Author(s):  
R. A. Earnshaw
Keyword(s):  
Digital Media ◽  
Virtual Worlds ◽  
Web Pages ◽  
The Arts ◽  
Diverse Environment ◽  
Research Environments ◽  
Interdisciplinary Collaborations ◽  
The Future ◽  
New Ideas

AbstractWhere do new ideas come from and how are they generated? Which of these ideas will be potentially useful immediately, and which will be more ‘blue sky’? For the latter, their significance may not be known for a number of years, perhaps even generations. The progress of computing and digital media is a relevant and useful case study in this respect. Which visions of the future in the early days of computing have stood the test of time, and which have vanished without trace? Can this be used as guide for current and future areas of research and development? If one Internet year is equivalent to seven calendar years, are virtual worlds being utilized as an effective accelerator for these new ideas and their implementation and evaluation? The nature of digital media and its constituent parts such as electronic devices, sensors, images, audio, games, web pages, social media, e-books, and Internet of Things, provides a diverse environment which can be viewed as a testbed for current and future ideas. Individual disciplines utilise virtual worlds in different ways. As collaboration is often involved in such research environments, does the technology make these collaborations effective? Have the limits of disciplinary approaches been reached? The importance of interdisciplinary collaborations for the future is proposed and evaluated. The current enablers for progressing interdisciplinary collaborations are presented. The possibility for a new Renaissance between technology and the arts is discussed.

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