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Universidade Lusófona do Porto

New models of pedagogy and online participatory environments

Presentation

In this curricular unit, the program focuses on pedagogical models in the area of ¿¿media and information literacy.

Programme

Media and Information Literacy and Digital Citizenship

Level of Qualification|Semesters|ECTS

| Semestral | 7

Year | Type of course unit | Language

1 |Mandatory |Português

Code

ULP6062-21845

Recommended complementary curricular units

Research metodologies.

Professional Internship

Não

Syllabus

1. Framework and guidelines on MIL: From formal to informal 1.1. International programs 1.2. National framework 2. Media Education and pedagogy 2.1. The fields of education and curriculum implementation 2.2. Media education from pre-school education to secondary education and higher education 2.3. Lifelong learning 2.4. Educators training 3. New models of pedagogy and online environments: 3.1. Educational ¿model¿ for participatory learning and media literacy 3.2. Ludoliteracy 3.3. Do it by yourself 3.4.Communities of practice 3.5 Implications for the digital citizenship 4. Mediation and new learning environments: 4.1. Visual platforms 4.2. Social networks 4.3. The changing new environments 5. Present debates and future implications for community intervention: 5.1. Teaching through learning: the implications of the changing model 5.2. Digital models and digital citizenship 5.3. Implications for policies in education 5.4 Implications for research community intervention.

Objectives

We intended to provide the students with rigorous conceptual tools that enable them to critically analyse and adopt pedagogical models in the area of media literacy and information. Thus, the student should be able to: 1. Become familiar with the pedagogical references in the field of media education; 2. Recognize national, European and international foundations, guidelines on media education; 3. Know the pedagogical models available for the various levels of education (from pre-school education to higher education), including lifelong learning, and education for the media; 4. Critically analyse new models of pedagogy and virtual environments; 5. Identify advantages and disadvantages of teaching and learning, both formal and informal, using new communication and information technologies, focusing on the development of digital citizenship, the definition of public education policy and the implementation of practices.

Teaching methodologies and assessment

The teaching methodology consists in the accomplishment of expositive classes, with debate and collaborative work in the research of themes defined in the programme. The methodologies adopted imply also the critical reading of essential texts, which: - provide an understanding of the themes mentioned in the program, - support active and critical participation during class; - support the preparation of the evaluation work, and - contribute to the research in which the students will be working. The evaluation method consists of continuous assessment which implies two types of evaluation: preparation of 1 assignment, to be defined in the first session, with a weighting of 90%, and participation in learner activities, with a weighting of 10%.

References

Brites, M.J. (Coord.) (2017). Digital Literacy and Education (2014-July 2016), national reports (Portugal, UK, Ireland, Spain, Serbia and Italy), ELN - European Literacy Network, Digital Literacy Team (WG2). URL: https://www.is1401eln.eu/en/gca/index.php?id=149

Freire, P. (1998). Pedagogia da autonomia ¿ saberes necessários à prática educativa. São Paulo: Paz e Terra.

Jenkins, H., Purushotma, R., Clinton, K., Weigel, M., & Robison, A. (2006). Confronting the challenges of participatory culture: Media education for the 21st century. Chicago: The MacArthur Foundation.

Pinto, M. (Coord.) (2011). Educação para os Media em Portugal: experiências, actores e contextos. Braga: CECS.

A. Ravenscroft, J. Dellow, M. J. Brites, A. Jorge & D. Catalão (2018). RadioActive101-Learning through radio, learning for life: an international approach to the inclusion and non-formal learning of socially excluded young people. International Journal of Inclusive Education, DOI: 10.1080/13603116.2018.1503739.

 

Office Hours

Nome do docente  

Horário de atendimento

Sala

Elisabete Guedes Pinto da Costa

Terças-feiras

17h30-18h30

Teresa Sofia Castro

Terças-feiras

17h30-18h30