Socio-cultural media and communication:

Teaching and Learning

Degree in Primary Education

University of Alcalá

Academic Year 2019/2020 Year 1 – Term 1

2

COURSE GUIDE

Course Name: Socio-cultural media and communication: Teaching and Learning

Code: 430048 Degree Course: Degree in Teaching

Department and Subject Area: Philology, Documentation and Communication. Audiovisual Communication

Type: Basic ECTS Credits: 6 Year and Term: Year 1 – Term 1 Lecturer: Julián de la Fuente Prieto Teaching Hours: To be arranged with tutor julian.fuente@uah.es Language of Instruction: English (bilingual level)

1. OVERVIEW The development of technology for learning has generated new communicative contexts that future teachers must learn to use to become receivers and transmitters of information. Thanks to this training, they will be able to introduce young people to these new media so that they are able to use them critically. This course offers interdisciplinary training, in which specialists from fields of psychology and technology cooperate in order to provide answers to the demands created by society. The course aims to make strong connections between theoretical and practical knowledge upon which to build the acquisition of the specific skills detailed in this course guide. Teaching is organized around three core concepts and their corresponding theories and practices.

2. SKILLS General Skills:

1. Knowledge of the concept of literacy and ability to design educational scenarios allowing for the use of multiple forms of communication.

2. Knowledge of the characteristics of real and virtual environments in learning contexts.

3. Knowledge of the possibilities that expand reality creates for educational activities in different knowledge areas.

3

Specific Skills:

1. Ability to critically distinguish and perceive the audiovisual landscape offered by the communicative world that surrounds us.

2. Ability to design learning environments that establish links between the school environment and the world outside the classroom; the role of the teacher.

3. Ability to design educational contexts in which children participate not just as users but also as producers, strengthening their creativity.

3. CONTENT

Content Blocks Total hours,

classes or credits

Block 1: Audiovisual media, society and education. Topic 1. The role of media in our society

o Understand the role of technologies in the Information Society and in learning settings.

o Impact of technology in modern society and specifically on childhood experience.

Topic 2. Education in the Communication and Information Society

o Acquisition of skills necessary to engage with and act in today’s society.

o Respond to a social reality that educates through media and technology.

• 2 ECTS Credits

Block 2: Education in the Information Society Topic 3. What does media education mean and why should media be introduced to the classroom?

o Apply media to the learning-teaching process o Learn and understand the role of the

educational system in the field of media and childhood.

Topic 4. The teacher and their relationship with media. o Involvement with processes of innovation and

change in teaching establishments. o Learn, analyze and evaluate the uses and

applications of different teaching resources. o Know how to integrate and use ICT

educationally in the exercise of the teaching profession.

• 2 ECTS Credits

4

Block 3: Media: learning-teaching Topic 5. Learning to be critics: media analysis and its language.

o Analyze the communicative and didactic dimensions of information and communication technologies.

o Learn possible uses and applications of media in a center of primary education.

o Develop the ability to analyze audiovisual and communication media with the aim of determining their potential for supporting the learning-teaching process.

Topic 6. Creative expression through media o Develop ability to design their own audiovisual

content as a support for classes. o Utilize knowledge of resources, didactic

materials and ICT to explore the possibilities of their didactic integration.

• 2 ECTS Credits

4. LEARNING-TEACHING METHODOLOGY: FORMATIVE ACTIVITIES

4.1. Division of credits (in hours)

Class hours: 50 hours (3 hours weekly) Study hours: 100 hours

Total hours: 150 hours 4.2. Methodological Strategies, Materials and Learning Resources.

The recommended activities aim to encourage understanding and ‘high-order’ cognitive thought as well as their application to different situations and activity contexts. The course aims to put principles of experiential learning into practice, in order to facilitate generalization. All of the optional subjects of this type follow the same methodology. These subjects will combine individual and group activities, placing emphasis on the student’s active, independent, reflective and cooperative roles. The tutor guiding the course will act as teacher or mediator. The course will combine workshops, tutorials and oral classes, as well as online support through the Blackboard platform.

5

Analysis and discussion of texts

Use of relevant texts for reflection. These tasks will be fundamental in ensuring that students acquire the basic conceptual tools that will allow them to problematize in a reasoned and argued manner about the content of the course.

Analysis of practical examples

Students will complete practical tasks throughout the course in order to link theory with practice for an epistemological perspective on the development of student knowledge.

In-person and Virtual Collaborative Learning.

The course seeks to develop training based on the student experience and to facilitate sufficient opportunities for participants, through their own learning process, to deepen their understanding of the strategies they will have to develop in their professional future. Active and independent participation is fundamental to this aim.

Use of the virtual platform and software tools

Use of virtual environments and support to aid students’ understanding and to guide them in their personal and group work.

Practical exercises

There will be two types: a) Activities to be carried out in class sessions. b) ‘Field activities’, or activities which involve the gathering of information in every day situations.

5. ASSESSMENT: Procedures, Assessment and Grading Criteria. Students have the option of using Continuous Assessment (PEC) distributed throughout the semester. In addition to this, those students looking for a non-Continuous Assessment (Article 10) shall be eligible for final evaluation. To qualify for the final evaluation, the student must apply in writing to the dean or director of the center in the first two weeks of teaching of the subject, explaining the reasons that keep him/her from following the continuous assessment system. Continuous Assessment in any case serves as formative assessment during the teaching-learning process. Students who fail the course either by Continuous Assessment or Final Evaluation, will have to undergo Special Assessment through a set of activities to be specified at the time by the lecturer responsible for the course. However, these students are advised to contact with the lecturer before the date foreseen for this call.

6

In general terms, the assessment criteria are as follows:

1. Participation in the network and attendance. 80% of the sessions attendance is required

2. Use of multimedia languages that show the level of understanding and development of the contents.

3. Creative ability which will manifest itself at any time during the course and in any kind of participation.

4. Ability to synthesize when it comes to showing the acquired knowledge: A degree of textual coherence (written expression), both at a macro-structure and micro-structure level of the text.

5. Ability to establish relationships between everyday situations and theoretical frameworks from which they can be interpreted. Ability to interpret real situations based on conceptual frameworks.

6. Teamwork skills 7. Ability to explore, analyze and create new contexts of communication. 8. Student behavior that persistently or grossly interferes with classroom activities

is considered disruptive behavior and may be considered in the evaluation process. Such behavior inhibits other students’ ability to learn and an instructor’s ability to teach.

All this will be implemented in each of the tasks proposed throughout the course. The objective of the proposed assessment system is to accompany the student through their learning process, using this formative evaluation. GRADING:

• 20% …….. Attendance, active participation and attitude in face classes (theoretical and practical) through oral interventions: formulate questions and answers by the teacher, personal comments to interventions by other students, commitment (individual and group) in development content.

• 40% …….. Delivery individual work on the platform based on the reading and reflection of the papers offered by the teacher. The capacity of synthesis and selection of the most relevant aspects of the issue addressed will be assessed, as well as critical of the outstanding aspects of the object of analysis work, originality and a clear and coherent expression, oral and written.

• 40% …….. Group work and oral presentation, which will include a selection of works, practices, projects, activities, etc. that the teacher responsible for the course will be specifying throughout the course depending on the content of each of the parts (20%) And the delivery of a final research group work (20%).

Assessment criteria for final work:

• Attendance and participation • Understanding of the fundamental concepts of the subject • Thorough completion of assignments • Submission of assignments on time and in the correct format • Assignments show originality • Clear and coherent oral and written expression

7

The grading will follow the system specified in R.D. 1125/2003, comprising a numerical grade and a corresponding qualitative grade:

0,0 - 4,9 FAIL (SUSPENSO (SS)) 5,0 - 6,9 PASS (APROBADO (AP)) 7,0 – 8,9 MERIT (NOTABLE (NT)) 9,0 – 10 DISTINCTION (SOBRESALIENTE (SB)) 9,0 – 10 MATRICULATE WITH HONORS (MATRÍCULA DE HONOR)

Both the Final Assessment, in exceptional and duly justified cases, and the Special Assessment will be carried out in accordance with the same procedure.

6. BIBLIOGRAPHY

Ambrós, A. & Breu, R. (2011) 10 ideas clave: Educar en medios de comunicación. Barcelona: Grao

Area Moreira, M. Et. Al. (2008) Alfabetizaciones y tecnologías de la información y la comunicación. Madrid: ed. Sintesis.

Bruns, A. (2008) Blogs, Wikipedia, Second life, and Beyond : from production to produsage. Peter Lang.

Buckingham, D. (2008). Children and media: A cultural studies approach. The international handbook of children, media and culture, 219-236.

Cabañes, E. & Rubio, M (2015) GAMESTAR(T): Pedagogías libres en la intersección entre el arte, la tecnología y los videojuegos. Sello AG Plataforma Edigorial

Cabrero, J. (2007) Nuevas tecnologías aplicadas a la educación. McGraw Hill. Interamericana de España S.L.

Carpentier, N., & De Cleen, B. (2008) Participation and media production : critical reflections on content creation. Cambridge Scholars Pub.

Darley, A (2002) Cultura visual digital: Espectáculos y nuevos géneros en los medios de comunicación. Paidós Ibérica.

García-Varcárcel, A (2003) Tecnologías educativas: implicaciones educativas del desarrollo tecnológico. Madrid: Aula Abierta. Ed. La Muralla

Gee, J. P. (2004) Lo que nos enseñan los videojuegos sobre el aprendizaje y el alfabetismo. Editorial Archidona: Aljibe.

Gros, B. (coord.) (2008) Videojuegos y aprendizaje. Grao

Hague, C., & Payton, S. (2011). Digital literacy across the curriculum. Curriculum Leadership, 9(10).

Jenkins, H. (2009) Fans, Bloggers, and Gamers: Media Consumers in a Digital Age. New York University Press

Jenkins, H (2008) La cultura de la convergencia y los medios de comunicación.

8

Ediciones Paidós.

Jenkins, H. (2006). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. An Occasional Paper on Digital Media and Learning. John D. and Catherine T. MacArthur Foundation.

Lacasa, P. (2018 ). Expresiones del futuro. Como se comunicaran las proximas generaciones. Madrid: Ediciones Morata.

Lacasa, P., de-la-Fuente, J., & Martín-Garrido, B. (Eds.). (2016a). Social Networks and Adolescents. iBook http://apple.co/1QIjYpL. Madrid: iTunes: Apple Store (iBook).

Lacasa, P., de-la-Fuente, J., & Martín-Garrido, B. (Eds.). (2016b). Young Digital. Multimodal discourses. iBook http://apple.co/21CfreT. Madrid: Apple Store (iBook, online).

Lacasa, P., de-la-Fuente, J., & Martín-Garrido, B. (Eds.). (2016c). Youth Digital. Interactive Workshops. iBook http://apple.co/1RjtAsm. Madrid: iTunes: Apple Store (iBook).

Lacasa, P (2011) Los videojuegos: Aprender en mundos reales y virtuales. Morata

Lacasa, P. (coord.) (2006). Aprendiendo periodismo digital: Historias de pequeñas escritoras. Madrid: Antonio Machado Libros.

Lemke, J., Lecusay, R., Cole, M., & Michalchik, V. (2015). Documenting and assessing learning in informal and media-rich environments. MIT Press.

Martín, J.P. (2011) Servicios Google como herramienta educativa. Anaya Multimedia.

Montero E (2010) Aprendiendo con videojuegos: Jugar es pensar dos veces. Narcea

Perez Rodriguez, M. A. (2004) Los nuevos lenguajes de la comunicación: enseñar y aprender con los medios. Barcelona: Paidós

Prensky, M.R. (2011) Enseñar a Nativos Digitales. Ediciones SM.

Sturken, M. & Cartwright, L (2009) Practices of Looking: An Introduction to Visual Culture. Oxford: Oxford University Press.

Vázquez-Cano, Esteban y Sevillano, Mª Luisa (Edits.) (2015) Dispositivos digitales móviles en Educación. El aprendizaje ubicuo. Educación Hoy-Estudios. Narcea, S.A de Ediciones.