Media Education

With over 30 year's experience, author serves as a product manager for GREAT BASININDUSTRIAL (GBI), a Kaysville -based firm specializing products and services for industrial tanks, vessels, refractory, towers and other steel plate structures. provide turnkey solutions such as: design/engineering, fabrication,field erection, piping, refractory, painting, maintenance, repairs and alterations. and erection of tanks for water and Fuel/Oil storage tanks, and with installations in 125 countries worldwide

Resumen:
Las capacidades crítica y expresiva conforman un mismo proceso en la enseñanza y el aprendizaje de la comunicación audiovisual y digital. Las corrientes pedagógicas contemporáneas y las opciones tecnológicas son buenos aliados para el impulso de la creatividad en el reconocimiento de inteligencias múltiples (Gardner, 2011), frente a sistemas desfasados de transmisión vertical del conocimiento. Sin embargo, hay que vigilar que esa tendencia práctica no desatienda la faceta reflexiva. Centrándonos en las dimensiones de la competencia en comunicación audiovisual (Ferrés, 2007), la que se refiere a la percepción, audiencia e interacción cobra una especial importancia en nuestros días, en los que resulta más necesaria que nunca la capacidad crítica, que debe seguir siendo un objetivo prioritario de la educomunicación. Este texto destaca la importancia de esa actitud crítica y desmitificadora, proponiendo la consideración de las TIC como medios para desarrollar modelos dialógicos basados en la relación y el aprendizaje colectivo, de forma que pasan a convertirse en TRIC al añadir la “R” del factor relacional (Gabelas, Marta-Lazo y Aranda, 2012).



Abstract:
Critical and expressive capabilities are part of the same process in the teaching and learning of audiovisual and digital communication. The contemporary educational trends and technology options are good allies to boost creativity in the recognition of multiple intelligences (Gardner, 2011), compared with outmoded systems of knowledge transmission. However, this tendency to practice should not prevent the reflexion and thinking. Focusing on the dimensions of competence in audiovisual communication (Ferrés, 2007), which refers to the perception, hearing and interaction, the critical capacity is of particular importance today. This capacity must follow being a priority objective of the educommunication. This paper defends the importance of critical and demystifying activities, and will be proposing the consideration of TIC (Information Techology and Communications) as something based in the dialogue, the relationship and the collective learning, becoming in TRIC after to add the “R” of the relational factor (Gabelas, Marta-Lazo and Aranda, 2012).

This paper presents findings of a project examining the construction of game studies in British Higher education. The study of computer games is now a legitimate part of the undergraduate portfolio in a number of academic fields (Egenfeldt-Nielsen et al., 2008; Mäyrä, 2008). Previous accounts of games studies have examined how the subject has evolved through a number of conferences, the publication of certain key texts and the formation of academic associations (Eskelinen, 2004). This history has described a tension between how games studies emerged from a number of other disciplines such as computer science, film and literary studies and how these subjects were seeking to ‘colonize’ games studies (Aarseth, 2001). Other commentary has described a key debate between the advocates of narrative and ludic qualities of games (Frasca, 2003)

This paper presents findings of a project that uses an alternate approach. The approach adopted here is founded upon the proposal that an academic discipline is constructed and articulated not only in research but through its articulation in text books. Academic fields are constructed in both research activity and teaching material. As such this research presents descriptive rather than normative information on the field; this paper relates what is taught in the field of games studies rather than what should be taught according to particular theoretical positions.

Presented here are the results from a bibliographic examination of key text used in the teaching of games studies to undergraduates.

Results indicate that: while there are a number of topics that are considered integral to the field of games studies there is a lack of agreement over a number of other topics; that certain debates that took place in the initial period of games studies have had a lasting effect; that gender is a relatively small if not marginalised area of study

A number of points of interest for future research and the study of games are raised.

This article is about young people, censorship and pornography. It aims to introduce Media Studies A-level students (aged 16-18) to the issues at stake here, and to provide ideas for discussion and further research: the topic is especially relevant to the ‘media debates’ aspect of the syllabus, which includes a topic on media regulation. I was commissioned to write the article for the Media Magazine, which is aimed at A-level students. The magazine is published by the English and Media Centre, an educational charity which provides training and educational resources for teachers of English and Media Studies. I was then told that – contrary to the wishes of the magazine’s editor – the Directors of the Centre had decided that my article should not be published. It seems that they felt the topic was too controversial, although it’s also apparent that they personally disagree with my arguments, for reasons that have not been explained to me. I think it is a fair, balanced and informative piece about a subject that most A-level students will already know quite a lot about. But please see for yourself!

This article explores how upper secondary students reflect on their media practices while participating in the learning activity of mediagraphy. Mediagraphy involves researching four generations of one’s own family with respect to e.g. media use, identity, and education and then writing an essay based on this information. A case study is presented, in which mediagraphy was implemented in upper secondary school for the first time. The data sources are classroom observation, student essays, and interviews. The analysis is guided by a categorization of reflection types: qualification, competence, creativity, meta-perspectives, and critical reflection. The findings show that the students identify and question implicit characteristics of culture and society, and critically evaluate their own choices and actions in a media-saturated everyday life.

Much teaching practice that looks to video and blogging, including the examples offered by pod and video casting, confuses the affordances of blogging (what makes blogging successful and qualitatively different to other writing practices) with ease of publication, and in doing so replicates old media paradigms of video in new media contexts. However, for video to be successfully integrated in converged online environments it requires similar affordances to those identified and established in educational blogging. Hence, video needs to become granular, fragmentary, and something that is 'written with' rather than just a delivery or publication format.

Such a conception of video recognises that the paradigm shift afforded by the World Wide Web, which blogging and its avatars are the latest expression of, is a revolution in writing. This means the significance of these contemporary information ecologies is in our participation as peers in the system, rather than treating them, or confusing them, with new (bigger, better, faster and so on) publication or delivery systems. To write with video in these learning contexts allows for the development of ‘networked knowledge objects’ . Such practices look towards the televisual and rely upon televisual and popular literacies that may utilise poetic, musical, associative, and metaphoric forms of association and connection. These networked knowledge objects, the result of the convergence of media within the specificity of blogs as a writerly practice, pose particular problems or questions for teaching in terms of pedagogical practice, assessment, and the nature of the knowledges that may be legitimate (or not) and relevant to those working within contemporary media and information economies.

Developing a pedagogy that allows video to become writerly assists the erosion of existing practices that continue to construct students as consumers of knowledge and content. Rather than use new technologies to achieve traditional learning outcomes through the production and assessment of traditional knowledge objects, we are able to help our students author media rich time based artefacts that are network distributed and participate in the fragmentary granularity of blogs, and also support other literacies, making possible alternative knowledge practices.

Resumen:
El artículo presenta un análisis, a modo de investigación exploratoria, centrado en el valor que los expertos en Educación Mediática (EM) del ámbito iberoamericano otorgan a la cuestión medioambiental dentro de esta disciplina. Para ello, se toma como muestra de estudio el congreso y revista referentes de la temática en el ámbito iberoamericano y se utiliza una metodología que combina el análisis de contenido y la encuesta sociológica. Los resultados son reveladores: los expertos en EM prácticamente no otorgan relevancia a la cuestión medioambiental ni en sus publicaciones ni en su práctica diaria pero sí son conscientes de la relevancia de ésta.

Abstract:
The article presents an analysis, by way of exploratory research, focuses on the value that Latin American field experts accord the environmental dimension in media education. For this purpose, we use as the study sample the conference and journal, both references in the context of Latin America and employ a methodology that combines content analysis and sociological survey. The results are revealing: experts in media education virtually attach no relevance to the environmental in both publications and daily practice but they are aware of its relevance.