MEDEAnet webinar "Programming as creativity"
As ICT and digital media are an integrated part of our daily life it’s important to show young students on what’s behind these tools and what it means to develop your own app or game. More and more teachers start to integrate elements of programming and coding into their class settings not only to teach the students on how to code but also to stimulate their creativity in creating their own games.
Within this one hour webinar you get an introduction on how teaching programming can enrich your teaching by being introduced to some interesting best practice cases. This webinar was attended by 30 participants from 15 countries.
This webinar addresses teachers, educators and people interested in getting to know more about programming in schools.
To see the discussion linked to this webinar go to http://www.media-and-learning.eu/content/programming-as-creativity-medea...
Net Children Go Mobile- Research
Mobile internet access and use among European children. Initial findings of the Net Children Go Mobile project.
1.2 The policy agenda
1.3 The project
1.4 Framework and methodology
1.5 This report
2. Access and use
2.1 Where children use the internet
2.2 How children access the internet
2.4 Age of first use
2.5 Parental uses of the internet smartphones and tablets
3. Online activities
3.1 Types of online activities
3.2 Smartphone users
3.3 Tablet users
3.4 Social networking and media sharing platforms
4. Summary of findings and preliminary observations
6. The network
MLOL - MediaLibraryOnLine
MediaLibraryOnline (MLOL) is the first Italian network of public digital libraries. It is a portal that permit a free access to music, film, e-book, newspaper, audiobook, big data, content for e-learning and etc..
The MLOL user can access to the resources directly by Internet or a mobile device, from home or office.
SVEA Web 2.0 Guidelines
The SVEA guideline offers tips on how to implement social media in the management process of training institutions, as well as an orientation for trainers who want to use such tools in their courses. Some important issues connected to copyright and privacy are also discussed.
2.1 How to implement social media in the knowledge management process of your training institution?
2.2 Organisational Preconditions
2.2.1 What infrastructure is needed to start using web 2.0 in your institution?
2.2.2 What impact does the integration of social media in the organisational
setting of your institution have on your staff policy?
3.1 Changing roles
3.2 How to implement successful e-learning 2.0 courses
3.2.1 For what educational purposes can you use social media tools?
3.2.2 Which online learning methods exist?
3.2.3 How to structure a course when using social media tools,
and what role do you, as a trainer, have in each course phase?
3.2.4 How can you moderate/mentor activities during the online phase?
3.2.5 How to organise feasible evaluation?
3.2.6 How to achieve high-quality learning results?
3.3 What are the main important legal issues to be respected when using social media
tools in the training environment?
3.3.1 Protecting IPR in your work
3.3.2 IPR in the work of others
3.3.3 Creative Commons
3.3.4 Privacy issues
3.3.5 Dos and don’ts
SHARP: "Teaching and Learning Digital Media" Pedagogical Kit
S.H.A.R.P European network introduces a new and FREE pedagogical resource for professionals interested in media education and new technologies.
The pedagogical kit "Teaching and Learning Digital Media" is intended for teachers, educators, trainers and others who want to improve their competences in the field of education about and through new media technologies. The central areas of inquiry are images (still imagery, films, videos) and web tool creation and application (platforms for information searches, for sharing, for producing media content, etc.).
The material is based on the educational experiences engendered during the S.H.A.R.P project by the different partners within their own contexts. These projects were conducted with different targets (e.g. students, teachers, adults, elderly people, minorities) and with particular topics (chosen from the main themes of Sharp: identity, memory, territory....) in mind.
The information presented in the kit sheds light on the main theme of the S.H.A.R.P (Sharing and RePresenting) from both theoretical and practical perspectives. The five theoretical chapters of the kit aim to provide help in answering the five main questions below. They can be used to plan and implement trainings "about and with media"; to work with ICT in the didactic field; to analyse and produce images and films with a school class, with university students or in adult education; and to facilitate social enquiries with given groups. The five questions are:
1. How can I plan a project?
2. How can I didacticise ICT in a project?
3. How can I analyse images, film and sound?
4. How can I produce images and films?
5. How can I collect significant social resources?
The kit also contains a series of practical examples on using new media for developing media skills. You can find a detailed description of nine workshops conducted by S.H.A.R.P partners from 7 EU countries: Italy, France, Portugal, Cyprus, Lithuania, Romania and Bulgaria.
ActiveWatch is the Romanian partner of the project and we contributed to the kit with Chapter 7: Visual Language and Representation of Reality.
The entire pedagogical kit is available for FREE in English and some chapters were translated into Romanian by local partner. Soon, the material will also be available in French.
Search the kit
Share your project
Digital & Media Literacy Education - A Teacher’s Guide
This guide, in the form of a free PDF, has been produced as part of the project Virtual Stages Against Violence (VSAV), which can be framed within the conceptual and methodological horizon of media literacy. Aimed at teachers and educators, the guide constitutes the Toolkit of the project and contains five units with a series of educational activities about the topics and problems already dealt with in both the online game and the theatre plays. As the whole project does, these activities aim at developing an increased awareness among young people of both the risks and opportunities of digital media and online communication.
The Toolkit offers innovative and participatory methods to support, integrate and enrich the work carried out by educational institutions such as schools. The chosen education tools aim primarily to an active acquisition of skills and not just an acquisition of knowledge. The Toolkit is therefore a valuable complement to develop educational activities, raised more effective as being part of a creative, interactive and transversal learning experience.
Questa guida, nella forma di un PDF gratuito, è stata prodotta come parte del progetto Virtual Stages Against Violence (VSAV), che può essere inserito nella cornice concettuale e metodologica dell’educazione ai media. Diretta a insegnanti ed educatori, la guida costituisce il toolkit del progetto e contiene cinque unità con una serie di attività educative sugli argomenti e sui problemi già trattati nel campo del gioco online e delle commedie teatrali. Come anche il progetto stesso nel suo insieme, queste attività hanno la finalità di sviluppare una maggiore coscienza tra i giovani sia riguardo i rischi e le opportunità dei media digitali, sia riguardo la comunicazione online.
La guida offre innovativi metodi partecipativi per sostenere, integrare e arricchire il lavoro portato avanti dalle istituzioni scolastiche ed educative in generale. Gli strumenti educativi scelti hanno lo scopo primario di far acquisire attivamente delle capacità, non limitandosi quindi all’acquisizione di conoscenza. Per questo motivo la guida è un prezioso aiuto allo sviluppo di attività educative, rese anche più efficaci in quanto parte di un’esperienza di apprendimento trasversale e interattivo.
Preface, Virginia Careri – Project Coordinator VSAV, CESIE
Introduction, Gianna Cappello – DPDS, University of Palermo
How to use this guide
How to document the activities
1 UNIT ONE: PARTICIPATION
1.3 The Big Brain – “Learning on the game, learning through the game”
2 UNIT TWO: CREDIBILITY
2.3 The Big Brain – “Learning on the game, learning through the game”
3 1. UNIT THREE: IDENTITY
4.3 The Big Brain – “Learning on the game, learning through the game”
4 UNIT FOUR: PRIVACY
4.3 The Big Brain – “Learning on the game, learning through the game”
5 UNIT FIVE: AUTHORSHIP AND CREATIVITY
5.3 The Big Brain – “Learning on the game, learning through the game”
Alberoventi is a social networking platform developed within an extensive communication research project with the aim of helping teachers and educators of all levels to use new educational resources and methodologies, taking particular advantage of the resources of the Web.
Alberoventi offers a variety of different experimentations and services through protected autonomous platforms where members can get into action individually or (mainly) in groups and interacting with the others in order to achieve goals, thus developing at the same time the tools to use and their own knowledge on the selected topic. These platforms are partially designed on the characteristics and necessities of each single group and the possibilities made available for each of them depend on the particular collaborative education methodology chosen or developed specifically for that group.
Alberoventi is currently in Beta version. Its present projects are aimed at the training of high school and university students and of teachers. At present among its activities there are collaborative writing, web tv productions and foreign languages teaching.
Alberoventi's activity also include a big effort to constitute a network of schools and teachers interested in the use of the new methods offered through the online platform.
Mappe della mente - Maps of the mind
This e-book aims at providing the reader with the ability to manage on sight complex situations or information flows and to define problems or logical paths. It contains a collection of visualization tools: mental maps, various kinds of graphics and charts, treemaps, interactive dynamic maps, etc.
In this book the author explains the characteristics, the functions and the use of various visualization tools. Knowing the best mental tool for something and using it well is the best way to improve and simplify our understanding of what we read and learn. This enhances our information organization skills providing an easier way to learn and it also eases communication.
Questo e-book ha lo scopo di fornire al lettore l’abilità di gestire a vista situazioni complesse o flussi di informazione e definire problemi e percorsi logici. Contiene una raccolta di strumenti di visualizzazione: mappe mentali, vari tipi di grafici, mappe ad albero, mappe dinamiche interattive, ecc.
In questo libro l’autore spiega le caratteristiche, le funzioni e l’uso di vari strumenti di visualizzazione. Conoscere il miglior strumento mentale per qualcosa e saperlo usare bene è la maniera più efficace per affinare e semplificare la comprensione di ciò che viene letto e imparato. Tutto questo migliora le abilità di organizzazione dell’informazione, facilitando l’apprendimento e la comunicazione.
MEDEA2020 Workshop about use and reuse of video in learning and teaching
These are the recordings of the MEDEA2020 Workshop on use and reuse of video in learning and teaching. It took place in Turin on 20th-21st April 2012. The workshop was aimed at teachers and others interested in the topic. Some videos are in English, some in Italian.
Different experiences were shown during the workshop, as well as use and good practices of European media archives and elements about the policy of reutilization of video packs.
Queste sono le registrazioni del workshop MEDEA2020 sull'uso e il riutilizzo del video nell’apprendimento e nell’insegnamento. Il workshop ha avuto luogo a Torino dal 20 al 21 aprile 2012 ed era rivolto a insegnanti e altre persone interessate al tema. Alcuni video sono in inglese, gli altri in italiano.
Durante il workshop sono state mostrate esperienze diverse, le buone pratiche di utilizzo degli archivi mediatici europei ed alcuni elementi in merito alla politica di riutilizzo degli imballaggi video.
Summary of MEDEA2020 workshop in Torino
• Introduction to the MEDEA Awards - Sally Reynolds, ATiT, Belgium (MEDEA2020 partner)
• Making video in school - Antonio Mandarano, Istituto Avogadro,Torino, Italy (MEDEA Awards 2011 Finalist)
• Creating and Using video in school - Cinzia Chelo, Scuola Media Brofferio, Asti (MEDEA Awards 2011 Finalist)
• Making creative use of news to build media literacy with school children, making your own news, young people presenting their own news - Helen Shreeve, BBC, UK (MEDEA Awards 2010 Winner)
• Unlocking the European media archives, what can users find and what can't they find? Examples of good practice - Marco Rendina, Cinecittà LUCE, Italy (EUscreen and Europeana project partner)
• Policy of re-use - Eleonora Pantò, CSP, Italy (MEDEA2020 partner) and Alessandro Bernard (videomaker)
• The use of moving images in education: examples of past and present - Mathy Vanbuel, ATiT, Belgium (co-founder MEDEA Awards and EUscreen project partner)
Federica - the University of Naples web-learning portal
Federica is the web-learning portal of the University of Naples Federico II (http://www.unina.it), free and open to all, created to provide unrestricted access to academic knowledge. It has a key focus on open access, flexibility and portability, targeting university students as well as the world of continuing education. With a single access point, Federica combines a range of services ensuring four different learning experiences:
• Courseware (http://www.federica.unina.it/courseware): Federica hosts the Federico II courses, presented in the same format, through a flexible and user-friendly interface: syllabuses, lessons, research materials, images, audio and video files, as well as links to web resources. The contents are protected under Creative Commons License.
• Podstudio (http://www.federica.unina.it/podstudio): Federica’s course lessons are available also as podcast files, easy to use on latest-generation multimedia devices, to browse and read the study materials anywhere and anytime. Federico II was the first Italian University to launch an iTunes U channel.
• Living Library (http://www.federica.unina.it/livinglibrary), the Federica digital library. A gateway to electronic resources, selected and reviewed to facilitate free access to learning materials. An authoritative guide to hundreds of online libraries and archives, journals, e-books, encyclopedias, and databases aimed at improving information literacy and awareness.
• Campus 3D (http://www.federica.unina.it/campus3d): Federica is a 3D interactive environment bringing all university buildings together in a virtual square. It’s a scenographic representation that reproduces the strong analogy between the virtual and the real world. A multimedia pyramid helps students find their way through all Federica's resources for open access to higher learning.
In addition, the learning experience is accompanied by Friendly, the user-friendly version of Federica; My Class, the interaction space for students and professors; and FedericaFeeds, an updated index both for Federica’s news and for the most important worldwide newspapers. Federica’s web applications complete the framework, allowing access to Federica contents also from smartphones, iPad as well as Nintendo and Wii platforms.
Federica è il portale di Web Learning dell'Università degli Studi di Napoli Federico II (http://www.unina.it), gratuito e aperto a tutti, creato per fornire un accesso illimitato alla conoscenza accademica. Il suo centrale punto focale è posto sull’accesso libero, la flessibilità e la portabilità, dedicate agli studenti universitari e al mondo della formazione continua. Con un unico punto di accesso, Federica combina una gamma di servizi che assicurano quattro esperienze diverse di apprendimento:
• Courseware (http://www.federica.unina.it/courseware): Federica ospita i corsi di Federico II, presentati nello stesso formato, attraverso un’interfaccia flessibile e user-friendly: programmi di studio, lezioni, ricerca sui materiali, immagini, audio e file video, collegamenti a risorse web, ecc. I contenuti sono pubblicati sotto licenza Creative Commons.
• Podstudio (http://www.federica.unina.it/podstudio): le lezioni di Federica sono disponibili anche in formato podcast, facile da usare su dispositivi multimediali di ultima generazione, di sfogliare e leggere il materiale di studio in qualsiasi luogo e in qualsiasi momento. Federico II è la prima università italiana a lanciare un canale iTunes U.
• Living Library (http://www.federica.unina.it/livinglibrary), la biblioteca digitale di Federica. Un portale di risorse elettroniche, selezionate e riviste per agevolare l'accesso gratuito ai materiali di apprendimento. Una guida autorevole per centinaia di biblioteche e archivi on-line, riviste, e-book, enciclopedie e banche dati, volti a migliorare l'alfabetizzazione informatica.
• Campus 3D (http://www.federica.unina.it/campus3d): Federica è un ambiente 3D interattivo che porta tutti gli edifici universitari insieme in una piazza virtuale. Si tratta di una rappresentazione scenografica che riproduce la forte analogia tra il mondo virtuale e quello reale. Una piramide multimediale aiuta gli studenti a trovare la strada attraverso tutte le risorse di Federica per l'accesso aperto alla istruzione superiore.
Inoltre, l'esperienza di apprendimento è accompagnata da Friendly, la versione user-friendly di Federica, La mia classe, lo spazio di interazione per studenti e professori, e FedericaFeeds, un indice aggiornato, sia per le notizie di Federica che per i giornali più importanti del mondo. Le applicazioni web di Federica completano il quadro, consentendo l'accesso ai contenuti anche da smartphone, iPad e dalle piattaforme Nintendo e Wii.