media in education

The association for Media Literacy

Media literacy is an educational initiative that aims to increase students' understanding and enjoyment of how the media work, how they produce meaning, how they are organized, and how the media construct reality. AML is concerned with helping students develop an informed and critical understanding of the nature of the mass media, the techniques used by media industries, and the impact of these techniques. Media literacy also aims to provide students with the ability to create their own media products.

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What is Media literacy
About us
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Association for Media Literacy

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Past articles

The Academic Advanced Distributed Learning Co-Lab (AADLC), an independent node in the Advanced Distributed Learning Initiative (ADLI), has a vision to advance sustainable, immersive, distributed learning technology to enable global access to high-quality educational opportunities. This resource lists links to a number of publications by AADLC personnel and associated faculty written prior to 2005, containing papers and publications about video games, metadata standards, ...

Table of contents: 

Learning Object Repository Papers
SCORM and Learning Object Papers
Papers by the Games, Learning, and Society Research Group (formerly GAPPS)

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Format

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Academic ADL Co-Lab

Year

2005

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link repository

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Playing Video Games Motives, Responses, and Consequences

From security training simulations to war games to role-playing games, to sports games to gambling, playing video games has become a social phenomena, and the increasing number of players that cross gender, culture, and age is on a dramatic upward trajectory. Playing Video Games: Motives, Responses, and Consequences integrates communication, psychology, and technology to examine the psychological and mediated aspects of playing video games. It is the first volume to delve deeply into these aspects of computer game play. It fits squarely into the media psychology arm of entertainment studies, the next big wave in media studies. The book targets one of the most popular and pervasive media in modern times, and it will serve to define the area of study and provide a theoretical spine for future research.

This unique and timely volume will appeal to scholars, researchers, and graduate students in media studies and mass communication, psychology, and marketing.

Table of contents: 

Foreword. Preface.
P. Vorderer, J. Bryant, K.M. Pieper, R. Weber, Playing Video Games as Entertainment.
M. Sellers, Designing the Experience of Interactive Play.

Part I: The Product. H. Lowood, A Brief Biography of Computer Games.
B.P. Smith, The (Computer) Games People Play.
S. Smith, Perps, Pimps, and Provocative Clothing: Examining Negative Content Patterns in Video Games.
E. Chan, P. Vorderer, Massively Multiplayer Online Games.

Part II: Motivation and Selection.
G.C. Klug, J. Schell, Why People Play Games: An Industry Perspective.
P. Ohler, G. Nieding, Why Play? An Evolutionary Perspective.
T. Hartmann, C. Klimmt, The Influence of Personality Factors on Computer Game Choice.
C. Klimmt, T. Hartmann, Effectance, Self-Efficacy, and the Motivation to Play Video Games.
M. von Salisch, C. Oppl, A. Kristen, What Attracts Children?
A.A. Raney, J.K. Smith, K. Baker, Adolescents and the Appeal of Video Games.
J. Bryant, J. Davies, Selective Exposure to Video Games.

Part III: Reception and Reaction Processes.
D. Williams, A Brief Social History of Game Play.
J.L. Sherry, K. Lucas, B.S. Greenberg, K. Lachlan, Video Game Uses and Gratifications as Predicators of Use and Game Preference.
R. Tamborini, P. Skalski, The Role of Presence in the Experience of Electronic Games.
S.M. Zehnder, S.D. Lipscomb, The Role of Music in Video Games.
K.M. Lee, N. Park, S-A. Jin, Narrative and Interactivity in Computer Games.
M.A. Shapiro, J. Pe¤a-Herborn, J.T. Hancock, Realism, Imagination, and Narrative Video Games.
A-S. Axelsson, T. Regan, Playing Online.
F.F. Steen, P.M. Greenfield, M.S. Davies, B. Tynes, What Went Wrong With The Sims Online: Cultural Learning and Barriers to Identification in a Massively Multiplayer Online Role-Playing Game.

Part IV: Effects and Consequences.
K.M. Lee, W. Peng, What Do We Know About Social and Psychological Effects of Computer Games? A Comprehensive Review of the Current Literature.
R. Weber, U. Ritterfeld, A. Kostygina, Aggression and Violence as Effects of Playing Violent Video Games?
K.E. Buckley, C.A. Anderson, A Theoretical Model of the Effects and Consequences of Playing Video Games. D.A. Lieberman, What Can We Learn From Playing Interactive Games?
U. Ritterfeld, R. Weber, Video Games for Entertainment and Education.
K. Durkin, Game Playing and Adolescents' Development.

Digital Library >Technology >Video

The EdITLib Digital Library is your source for peer-reviewed and published articles and papers on the latest research, developments, and applications related to all aspects of Educational Technology and E-Learning.

Research projects about ICT in education

An overview of researches relevant to ICT in education, in Netherlands and outside.

Een overzicht van de onderzoeken in verband met ICT in educatie, in Nederland en daarbuiten.

An examination of the impact of organisational constraintson change in UK Higher Education brought about by the introduction and use of learning technologies

The uptake and diffusion of the use of Learning Technologies in UK Higher Education is an instance of the adoption of change.
There has been considerable research into the ways in which the uptake and diffusion of innovation can effect change processes. This work has identified the importance of barriers and drivers to change as a part of the process. Areas of study have included general instances, those specific to technology and those relevant to the use of learning technology in higher education.
It has also been shown that a higher education institution’s organisational structure may itself inhibit or accelerate the way in which it will respond to external changes and adopt new practices.
This study reviews the development and growth in the use of learning technologies. It sets these activities in the context of changes in computing and predominant theories in education and psychology from a UK and US perspective.
This study goes on to describe the methodology adopted when undertaking an extensive survey of use of learning technology at the University of Southampton to make an initial case that institutional approaches associated with the known organisational models may amplify or dampen the known barriers and drivers for change.
The full thesis will take forward this work by analysing this data alongside a range of previously published data undertaking additional research into institutional approaches and the use of learning technology across a range of UK Higher Education Institutions.

System requirements: 
University's login needed

Bewegte Bilder zaubern

Using video and computers in class.

Table of contents: 

Introduction: Living in a digital age
Working with video and media literacy
How to do it
Practical examples

System requirements: 
Acrobat Reader

Media Edu

Mediaedu.co.uk is a site developed by Media Studies teachers and examiners.

It contains hundreds of pages of information, links and activities to help you with your coursework and revision.

Table of contents: 

• About us
• Advertising
• A-level
• Animation
• Ardnox High
• Articles
• Audience
• BBC News Report
• Blogs
• British Pop music
• Btec first
• Btec nationals
• Careers
• Case studies
• CCMs
• CD Cover Design
• Comics
• Competitions
• Contact us
• Contribute
• Copyright
• Cover Zone
• Creditrs
• Documentaries
• Downloads
• Equipment
• Exemplar Materials
• Film Poster Analysis
• Film STudies
• Forum
• FAQs
• GCSE
• Genre
• Glossary
• Ideology
• Image Analysis
• Inset Training
• Institutions
• Interactive
• Internet
• Interviewing
• Jobs
• Key Concepts
• Key Stage Three
• Key tutorials
• Latest Resources
• Magazines
• Mailing List
• Media Language
• Mocks
• Moving Images
• Music Press
• Music Video
• Narrative
• News
• OCR Nationals
• Podcasts for Students
• Podcasts for teachers
• Pop music on TV
• Presentations
• Quiz Shows
• Quizzes
• Radio
• Remote
• Representation
• Sitcoms
• Sky news
• Soaps
• Sport on TV
• Still images
• Storyboarding
• Subscribe
• Terms & COnditions
• Tes forum
• Useful books
• Useful links
• Video games
• Visits & trips
• Youtube

Media Smart

Media Smart develops and provides, free of charge and on request, educational materials to primary schools that teach children to think critically about advertising in the context of their daily lives.
Our materials use real examples of advertising to teach core media literacy skills.

Table of contents: 

Kids
• About us
• Games
• House Hippo
• Quiz
• What do you think?
• Downloads

Parents
• Media Glossary
• Media literacy and your child
• Tell us what you think

Teachers
• Our materials
• Media literacy skills & curriculum links
• Order our materials
• Evaluation Research
• Feedback

About
• Media literacy core skills and learning objectives
• Key documents on media literacy
• Expert group
• Our research
• Supporters
• What others say about us
• Take up in schools
• Facts and figures
• Reviews
• Watch our infomercial
• FAQs
• Contact us

System requirements: 
Adobe Reader, Flash

Voice Recognition Technology in Education

A 40-page booklet that examines the issues and strategies to consider before attempting to use speech recognition with users with physical and communication difficulties. Sample pages of this booklet are available as a 220Kb PDF download.
The purpose of this booklet is not to provide the latest information on specific voice recognition software, nor does it attempt a critical comparison with like-for-like systems. What it does endeavour to do is provide the reader with practical information based on research and experience gained through working directly with young people at the ACE Centre, as well as information resulting from involvement in the Becta (British Educational Communications and Technology Agency) Voice Recognition Project.

Table of contents: 

Foreword
Background
Issue 1: Why use voice recognition?
Issue 2: Before starting: Training the support providers
Issue 3: Which type of software is most appropriate?
Issue 4: The importance of specific educational objectives
Issue 5: Matching the software to the individual user
Issue 6: Techniques and tips for successful implementation
Issue 7: Specific techniques for introducing voice recognition
Issue 8: Additional support for specific learning difficulties
Issue 9: Additional support for speech difficulties
Issue 10: Physical difficulties and multi-modal input
Issue 11: What equipment is needed?
Issue 12: Looking after the voice
Further reading
Some useful contacts

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