Training program

A model of the core module of Media Pedagogy Training Program

Access, Analyze, Asses, Create.

These are going to be operationalised according to the following criteria:

  • Specific competences – categories
  • Scope: Classes, school – formal education; non-formal education
  • Concrete activities and modalities of achieving it

 

3.1. Dimension of the Media Analysis

Specific competences:

  • To analyse the media context of the media message;
  • To draw up media content interpretative tests and analysis criteria;
  • To devise didactic activities in view of a useful and quality education approach.

Activities:

  1. Selecting ways and means

Achieving modalities: By identifying media sources, necessary and concordant to individual needs

Institutional setting – classes, homework and Informal setting – entertainment.

  1. Organising didactic content

Achieving modalities: By using active learning methods based on critical thinking; By using media resources as didactic-material resources.

Institutional setting : Classes; applicative activities; Non-formal setting: Media circles, laboratories.

  1. Promoting sensible media consumption

Achieving modalities: By monitoring and evaluating age-specific media programmes; By positive usage of programmes with educational content; By analysing the dysfunctions noticed between media content and media message.

Institutional setting : Classes; applicative activities, workshops; Institutional partnerships between schools and media institutions.

3.2. Dimension of the Media Accessing

Specific competences:

  • To identify optimal and legitimate information sources depending on personal and professional needs;
  • To decode and interpret perturbing, pathological message contents;
  • To use communication and information means in a diversified way.

Activities:

  1. Supporting/guiding information search and selection

Achieving modalities: By tutoring in view of identifying the proper media sources in concordance with personal needs (time, information volume, degree of difficulty, etc.); By establishing the optimal necessary information as a ratio between requirements and quantity at hand; By accessing various sources for documentation; By applying media information and technologies, creatively in an original way in solving the task.

Institutional setting : Work environment; The relationship with media; Class of students; Family environment.

  1. Ensuring information exchange and access to various media

Achieving modalities: By technical means and by developing the material resources according to the personal training needs and requirements (educational software); By ensuring optimal communication channels.

Formal and non-formal setting

  1. Coordinating media communication process

Achieving modalities: By ensuring an efficient feed-back following media information selection activities; By developing efficiently and rapidly syntheses, analyses on information exchanges (by discussions, debates, role games, etc.); By encouraging information sources legitimacy identification and extracting useful and adequate information.

Instructional educational process

3.3. Dimension of the Media Assessing

Specific competences:

  • To establish evaluation objectives and criteria in view of observing efficient and authentic information and communication principles;
  • To use evaluation techniques and tools, specific to the educational process in the context of communication and mass media education;
  • To evaluate the educational approach in view of identifying the media and technological informational requisite.

Activities:

  1. Monitoring/evaluating the instructional educational process

Achieving modalities: By assessing evaluation methods and criteria in view of integrating media in the instructional educational process; By monitoring curricular and extracurricular activities; By publicizing examples of good practices.

Instructional educational process

  1. Assessing training needs

Achieving modalities: By identifying dysfunctions and the respective causes when using information and communication techniques, of media content as well; By implementing correction actions; By monitoring the impact of training; By correlating the identified training needs with training programmes.

Institutional setting : Non-formal setting: Media workshops, laboratories.

  1. Assessing general media evaluation models

Achieving modalities: By encouraging and developing critical spirit; By achieving common projects: school-family-community.

Instructional educational process, Informal setting

 

3.4. Dimension of the Media Production/ Creation

Specific competences:

  • To use the new and the traditional media creatively and ingeniously in the instructional educational process;
  • To conceive NICT- and media-oriented didactic materials and strategies;
  • Exercising action schemes to acquire/polish practical skills;

Activities:

  1. Integrating NICT and media

Achieving modalities: By using media in different domains and curricular areas (digital or analogue); By encouraging sensible media consumption concordant with the needs of information, entertainment, communication, etc.

Instructional educational process, Informal education.

  1. Original conception

Achieving modalities: By conceiving and using media material as teaching props and auxiliary didactic materials; By identifying media elaboration mechanisms, media conceiving modalities.

Instructional educational process, Non-formal setting: Media circles, laboratories.

  1. Encouraging critical spirit

Achieving modalities: By expressing authentic emotions and values in conceiving, creating personal media materials (web page, blog, magazine, film, etc.); By activities of educating critical spirit and positive use of original media materials.

Non-formal setting: Media workshops, laboratories, Instructional educational process, Informal education.