elearning_label_learning_and_society
Katalogs
Cimu - Central Information Management Unit
13 Marts 2007
Site of the Central Information Management Unit which offers information about ICT issues in Malta
Katalogs
Ministry of Informatics and Communications
13 Marts 2007
This official site offers the latest news about policies
Projekti
Relate Media: Teaching resources about the media, sex and relationships
29 Maijs 2003
This project will focus on the production and evaluation of teaching materials concerned with the representation of love, sex and relationships in the media.
This project will focus on the production and evaluation of teaching materials concerned with the representation of love, sex and relationships in the media.
These materials will draw on research conducted with young people themselves; and they will be developed from existing good practice in media literacy and health communication in three different countries, under the guidance of longstanding specialists in these fields.
They will be published on a CD-ROM, which will include teachers’ notes, lesson and course plans, media materials and examples of outcomes from the piloting undertaken as part of this project.
They will be intended for use in both school classrooms and non-formal settings. The primary target age group will be young people aged between twelve and fifteen. The project will involve partners from three countries, each of which takes a different approach culturally and educationally to issues of love, sex and relationships, and to media literacy: the UK, Netherlands and Spain.
The project seeks to respond to public concerns about the widespread availability of sexual content via the media.
It focuses on the ‘fascination and influence’ of the media; the relationships between fiction and reality; and seeks to develop young people’s abilities both in the critical analysis and evaluation of the media, and in creating their own media messages. The materials will aim to enhance young people’s understanding of two key areas of media literacy: media representation and the media industries.
The approach will also enable them to explore and represent their own perspectives and concerns relating to these issues.
The materials will place a central emphasis on young people's voices.
The project aims to enhance links to and between media teachers/advisors and sexual health educators, and between students. In the majority of countries, media literacy does not yet occupy a secure location in the curriculum; and so it is vital to find ways of integrating it within existing subjects.
The materials generated here will have multiple applications, since they will be relevant both to media literacy settings and within health promotion and social education programmes, increasing the chance that they will have impact and longevity.
The project will also stimulate networking around media education related issues between partners working in formal and non-formal educational institutions.
The project will begin with an initial 'scoping' phase, aiming to identify and evaluate examples of practice in this field across Europe. It will then research and produce draft teaching materials, partly drawing on the applicants’ current research.
These materials will be adapted for use in the three countries, which will involve translation and in some cases the selection and incorporation of appropriate (nationally-specific) media contents.
The resulting materials will be piloted in classrooms and evaluated. The work will be disseminated via a project website, a CD-ROM and final dissemination conferences in the three partner countries.
These materials will draw on research conducted with young people themselves; and they will be developed from existing good practice in media literacy and health communication in three different countries, under the guidance of longstanding specialists in these fields.
They will be published on a CD-ROM, which will include teachers’ notes, lesson and course plans, media materials and examples of outcomes from the piloting undertaken as part of this project.
They will be intended for use in both school classrooms and non-formal settings. The primary target age group will be young people aged between twelve and fifteen. The project will involve partners from three countries, each of which takes a different approach culturally and educationally to issues of love, sex and relationships, and to media literacy: the UK, Netherlands and Spain.
The project seeks to respond to public concerns about the widespread availability of sexual content via the media.
It focuses on the ‘fascination and influence’ of the media; the relationships between fiction and reality; and seeks to develop young people’s abilities both in the critical analysis and evaluation of the media, and in creating their own media messages. The materials will aim to enhance young people’s understanding of two key areas of media literacy: media representation and the media industries.
The approach will also enable them to explore and represent their own perspectives and concerns relating to these issues.
The materials will place a central emphasis on young people's voices.
The project aims to enhance links to and between media teachers/advisors and sexual health educators, and between students. In the majority of countries, media literacy does not yet occupy a secure location in the curriculum; and so it is vital to find ways of integrating it within existing subjects.
The materials generated here will have multiple applications, since they will be relevant both to media literacy settings and within health promotion and social education programmes, increasing the chance that they will have impact and longevity.
The project will also stimulate networking around media education related issues between partners working in formal and non-formal educational institutions.
The project will begin with an initial 'scoping' phase, aiming to identify and evaluate examples of practice in this field across Europe. It will then research and produce draft teaching materials, partly drawing on the applicants’ current research.
These materials will be adapted for use in the three countries, which will involve translation and in some cases the selection and incorporation of appropriate (nationally-specific) media contents.
The resulting materials will be piloted in classrooms and evaluated. The work will be disseminated via a project website, a CD-ROM and final dissemination conferences in the three partner countries.
Projekti
Re-working Angles of Perception Strangeness
29 Maijs 2003
Its aim is to contribute to fight xenophobic tendencies by enhancing dialogue and cooperation with creators of audiovisual and multimedia content targeting young people.
1. The chosen topic „STRANGENESS“ is parchingly up to date but requires sensitive handling at the same time. It is closely connected with matters of xenophobia and right-wing extremism, a problem to the enforcement and development of which audio-visual media have unfortunately contributed and do contribute a substantial share.
Our project objective is to be categorised within the framework of processing and challenging these developments and shall contribute to necessary efforts diminishing the causal complexes of xenophobic tendencies.
2. E-learning is eventually an expression of the societal utilisation of opportunities provided by modern information and communication technology. It can and must embody a catalyst for the process of learning.
A prerequisite therefore is the fact that e-learning must recognise the various stages of development of its users, picking them up – so to say – at particular stages whilst consciously initiating the above mentioned catalytic effects. In this respect it become necessary that the process of education becomes aware of and increasingly focussed upon the development of particular kinds of competencies, an orientation that embodies another significant precondition – apart from the already mentioned demand-wise adequacy – for the development of the catalytic effects.
Under these two aspects the current reality and practice bear substantial deficits. Our project shall make a concrete – although exemplary – contribution to the reduction of these deficits.
3. Within the context of our project we will lead selected representatives of the supply-side – that is persons and institutions involved in the process of manufacturing multi-media products – towards a constructive dialogue and targeted co-operation. This regards in particular:
- persons providing content (authors) and realisation (film-makers)
- one person designing multi-media surfaces (designer of learning materials)
- persons programming and producing multi-media products (software and printing media producers).
Within the context of our project these actors will co-operate with a particular and significant consumer- group: juveniles. On the one hand this group of consumers will consider selected products on the topic of strangeness provided by the above mentioned supply-side, on the other hand will these products be confronted with the results of the juveniles own design and realisation of products on this topic.
Furthermore the project team will consist of institutions investigating juveniles with their specifics and problems, teachers, institution training and working with juveniles (Faculty of Social Science) and persons who are working immediately with young people (project applicant) and who are increasingly applying multimedia products to their work ... .
At least for the filed of education and extra-curricular work with juveniles a constructive cooperation of these persons and institutions – usually working parallelly but separated – shall eventually create the preconditions for developing recommendations targeted at the introduction of qualitatively more appealing multi-media products that are more adequate for the lifestyle and stage of development of juveniles whilst recognising the complexity of the societal reality: hence, products that secure the necessary catalytic effect of e-learning. Yet, all this presupposes the existence of particular competencies in juveniles (esp. media-competence), the development of which must be enforced continuously and more strongly.
The topic-wise fixation on strangeness of the various project-activities (with regard to its above mentioned significance) is further important for recognising and emphasising a focus on existing juvenile openness and tolerance.
4. Innovative products trigger societal changes and, thus, effect societal further or upward development.
Depended on the extend to which multimedia products and their significance for matters of elearning are made a topic of immediate supply-and-demand consideration on the one hand and the collaterally acting participants of the multimedia supply side become constructively cooperative including actors of education and youth-work on the other, necessary orientation for changes and developments can be given.
Consequently does our project objective meet the above outlined requirements regarding innovative capacity.
Our project objective is to be categorised within the framework of processing and challenging these developments and shall contribute to necessary efforts diminishing the causal complexes of xenophobic tendencies.
2. E-learning is eventually an expression of the societal utilisation of opportunities provided by modern information and communication technology. It can and must embody a catalyst for the process of learning.
A prerequisite therefore is the fact that e-learning must recognise the various stages of development of its users, picking them up – so to say – at particular stages whilst consciously initiating the above mentioned catalytic effects. In this respect it become necessary that the process of education becomes aware of and increasingly focussed upon the development of particular kinds of competencies, an orientation that embodies another significant precondition – apart from the already mentioned demand-wise adequacy – for the development of the catalytic effects.
Under these two aspects the current reality and practice bear substantial deficits. Our project shall make a concrete – although exemplary – contribution to the reduction of these deficits.
3. Within the context of our project we will lead selected representatives of the supply-side – that is persons and institutions involved in the process of manufacturing multi-media products – towards a constructive dialogue and targeted co-operation. This regards in particular:
- persons providing content (authors) and realisation (film-makers)
- one person designing multi-media surfaces (designer of learning materials)
- persons programming and producing multi-media products (software and printing media producers).
Within the context of our project these actors will co-operate with a particular and significant consumer- group: juveniles. On the one hand this group of consumers will consider selected products on the topic of strangeness provided by the above mentioned supply-side, on the other hand will these products be confronted with the results of the juveniles own design and realisation of products on this topic.
Furthermore the project team will consist of institutions investigating juveniles with their specifics and problems, teachers, institution training and working with juveniles (Faculty of Social Science) and persons who are working immediately with young people (project applicant) and who are increasingly applying multimedia products to their work ... .
At least for the filed of education and extra-curricular work with juveniles a constructive cooperation of these persons and institutions – usually working parallelly but separated – shall eventually create the preconditions for developing recommendations targeted at the introduction of qualitatively more appealing multi-media products that are more adequate for the lifestyle and stage of development of juveniles whilst recognising the complexity of the societal reality: hence, products that secure the necessary catalytic effect of e-learning. Yet, all this presupposes the existence of particular competencies in juveniles (esp. media-competence), the development of which must be enforced continuously and more strongly.
The topic-wise fixation on strangeness of the various project-activities (with regard to its above mentioned significance) is further important for recognising and emphasising a focus on existing juvenile openness and tolerance.
4. Innovative products trigger societal changes and, thus, effect societal further or upward development.
Depended on the extend to which multimedia products and their significance for matters of elearning are made a topic of immediate supply-and-demand consideration on the one hand and the collaterally acting participants of the multimedia supply side become constructively cooperative including actors of education and youth-work on the other, necessary orientation for changes and developments can be given.
Consequently does our project objective meet the above outlined requirements regarding innovative capacity.
Projekti
Project M
29 Maijs 2003
The aim of Project M is to increase the skills of young people in the fields of media literacy, image education and intercultural dialogue.
In order to achieve this, six innovative organisations from three EU member states will combine their expertise in media literacy, pedagogy, research, large-scale interactive game design and new media technology.
Together, they will produce a powerful tool for the development of competencies for media literacy, which will be particularly attractive and effective in working with young people.
This tool, Project M, is an interactive activity that engages people at many different levels, making them aware of the different values behind and uses of information and communication.
The game is entered through a website, and participants compete to promote their version of a real-life issue (in this version, on genetics).
The finale for each game happens at a live venue (e.g. pop festival, college campus, local community), where through a series of interactive and creative workshops, they compete to develop and promote their interpretation of the topic.
The ‘game’ will be played in rounds. These rounds work in levels up to the finale, where a jury together with those physically attending and those from around the world visiting the website will decide who has won.
To win the game you will have to find real information about the game subject and process this information through several media and discussions to get your point of view across to all other participants and the audience.
The final Users Guide will be produced on CD-Rom, ready for implementation. As well as a step-by-step guide to adapting the activity to local conditions, it will contain the latest thinking around media literacy in an accessible format, and situate the activity within an empowering pedagogical framework.
The project focuses particularly on the development of critical thinking in relation to an informed set of developing values. As well as competencies for media literacy, the project will enhance the target group's capacity for intercultural dialogue, given the strong overlap between these areas in the pedagogical approach that will be adopted.
It will focus on the target group of young people, given the challenge that has been identified in the Call. The results of the project will include:
-An analysis of current thinking and practice around the development of competencies for media literacy, including
a focus on e-learning
-A series of 3 projects, implementing an interactive large-group multimedia activity in different contexts
-An evaluation of each of the 3 projects, in relation to the development of competencies
-A final Users Guide for the implementation of the interactive multimedia activity
Given the extensive networks and reputation of the partner organisations, dissemination of the final product will prove effective and efficient.
The on-line open source website will facilitate sustainability, feedback and ongoing
development.
We are confident that this project will break new ground, and open up possibilities for media literacy work that had not been considered before.In order to achieve this, six innovative organisations1 from three EU member states will combine their expertise in
media literacy, pedagogy, research, large-scale interactive game design and new media technology.
Together, they will produce a powerful tool for the development of competencies for media literacy, which will be particularly attractive and effective in working with young people.
Together, they will produce a powerful tool for the development of competencies for media literacy, which will be particularly attractive and effective in working with young people.
This tool, Project M, is an interactive activity that engages people at many different levels, making them aware of the different values behind and uses of information and communication.
The game is entered through a website, and participants compete to promote their version of a real-life issue (in this version, on genetics).
The finale for each game happens at a live venue (e.g. pop festival, college campus, local community), where through a series of interactive and creative workshops, they compete to develop and promote their interpretation of the topic.
The ‘game’ will be played in rounds. These rounds work in levels up to the finale, where a jury together with those physically attending and those from around the world visiting the website will decide who has won.
To win the game you will have to find real information about the game subject and process this information through several media and discussions to get your point of view across to all other participants and the audience.
The final Users Guide will be produced on CD-Rom, ready for implementation. As well as a step-by-step guide to adapting the activity to local conditions, it will contain the latest thinking around media literacy in an accessible format, and situate the activity within an empowering pedagogical framework.
The project focuses particularly on the development of critical thinking in relation to an informed set of developing values. As well as competencies for media literacy, the project will enhance the target group's capacity for intercultural dialogue, given the strong overlap between these areas in the pedagogical approach that will be adopted.
It will focus on the target group of young people, given the challenge that has been identified in the Call. The results of the project will include:
-An analysis of current thinking and practice around the development of competencies for media literacy, including
a focus on e-learning
-A series of 3 projects, implementing an interactive large-group multimedia activity in different contexts
-An evaluation of each of the 3 projects, in relation to the development of competencies
-A final Users Guide for the implementation of the interactive multimedia activity
Given the extensive networks and reputation of the partner organisations, dissemination of the final product will prove effective and efficient.
The on-line open source website will facilitate sustainability, feedback and ongoing
development.
We are confident that this project will break new ground, and open up possibilities for media literacy work that had not been considered before.In order to achieve this, six innovative organisations1 from three EU member states will combine their expertise in
media literacy, pedagogy, research, large-scale interactive game design and new media technology.
Together, they will produce a powerful tool for the development of competencies for media literacy, which will be particularly attractive and effective in working with young people.
Projekti
Peer
29 Maijs 2003
This project involves bringing together teenagers from different countries to explore the issue relating to disabilities, and to develop a documentary film and website.
This project involves bringing teenagers from different nations together to explore the issue of disabilities, and to develop a documentary film and website to educate others
about this issue.
The participants will be teenagers from several European countries, and they will train others, both teachers and peers, to use both the documentary and the website.
about this issue.
The participants will be teenagers from several European countries, and they will train others, both teachers and peers, to use both the documentary and the website.
Projekti
Collecting the World
28 Maijs 2003
This project aims to develop an original software to realise didactic paths enabling users to collect multimedia objects in order to fill a personal album.
The project is aimed to develop an original software to realize virtual didactic “paths”. In these virtual paths (online and offline) users will be able to collect multimedia objects that will fill a personal album.
As in the traditional game of collecting and exchanging cards, the multimedia objects collected by a user can be exchanged online with other users.
The software will be the platform for the realization of 10 thematic paths dedicated to the topics of development education, human rights and intercultural communication. In these paths, mostly targeted to young people, users will be able to surf virtual environments that will be ludic and didactic in the same time.
By surfing these environments, users will find and collect multimedia objects (pictures, texts, movies, sounds, etc.) that will compose their personal album. This album will remain to the users as a didactic tool on the topic.
The 10 paths will be published in a free web site in at least 4 languages. It will also be published a Cd-Rom with all these paths included, that will be distributed in schools. In this way the paths can be used both by single users connected to the web and as an educational tool in schools.
The possibility of exchanging the collected objects will make the website a meeting point where users can communicate to each other, developing interaction, intercultural communication and building up a virtual intercultural community.
The software will also be completed with a development kit that will let education professionals (teachers, educators, intercultural operators, etc.) to produce more paths and more albums by themselves.
Workgroups with education professionals will be organized in order to let them use the development kit.
The scope is to use this kit as a research and didactic tool, to work with young people. The traditional way to involve young people in thematic researches, usually lead to the production of materials as placards, posters, drawings, photos, texts, etc.
This development kit is aimed to give education professionals a new tool by which, digitalizing the research collected material, it will be possible an easy-to-do and user-friendly publication in a multimedia path and in a collection album.
The path and the album can be the final result of the research. In this way, the
research will be a good way to a first introduction for young people to the use
of new media.
The results of these workgroups can produce new paths and albums that will be published on the web site
As in the traditional game of collecting and exchanging cards, the multimedia objects collected by a user can be exchanged online with other users.
The software will be the platform for the realization of 10 thematic paths dedicated to the topics of development education, human rights and intercultural communication. In these paths, mostly targeted to young people, users will be able to surf virtual environments that will be ludic and didactic in the same time.
By surfing these environments, users will find and collect multimedia objects (pictures, texts, movies, sounds, etc.) that will compose their personal album. This album will remain to the users as a didactic tool on the topic.
The 10 paths will be published in a free web site in at least 4 languages. It will also be published a Cd-Rom with all these paths included, that will be distributed in schools. In this way the paths can be used both by single users connected to the web and as an educational tool in schools.
The possibility of exchanging the collected objects will make the website a meeting point where users can communicate to each other, developing interaction, intercultural communication and building up a virtual intercultural community.
The software will also be completed with a development kit that will let education professionals (teachers, educators, intercultural operators, etc.) to produce more paths and more albums by themselves.
Workgroups with education professionals will be organized in order to let them use the development kit.
The scope is to use this kit as a research and didactic tool, to work with young people. The traditional way to involve young people in thematic researches, usually lead to the production of materials as placards, posters, drawings, photos, texts, etc.
This development kit is aimed to give education professionals a new tool by which, digitalizing the research collected material, it will be possible an easy-to-do and user-friendly publication in a multimedia path and in a collection album.
The path and the album can be the final result of the research. In this way, the
research will be a good way to a first introduction for young people to the use
of new media.
The results of these workgroups can produce new paths and albums that will be published on the web site
Projekti
IMAGEDUC
28 Maijs 2003
The object of this project is to create an educational Internet site exploring media news and our common iconographic background.
The object of the Imageduc project is to create a teaching internet site for media news and for our common iconographic background.
It will begin by implementing a monthly European media measure instrument, initially targeted on news and advertising.
With the help of its partners it will launch transversal European surveys on image issues, associating research people and artistic and historical patrimonial institutions.
It therefore aims to reach a monthly publication of the European media measure instrument and to implement teaching modules.
These tools shall permanently pay attention to the reception of images by young people and work on the image of the other.
The diffusion of the results achieved, going beyond children and teenagers, will concern medias in general and patrimonial institutions.
It may notably be used for programs such as Enee (European digital learning space) or
Celebrate.
It will begin by implementing a monthly European media measure instrument, initially targeted on news and advertising.
With the help of its partners it will launch transversal European surveys on image issues, associating research people and artistic and historical patrimonial institutions.
It therefore aims to reach a monthly publication of the European media measure instrument and to implement teaching modules.
These tools shall permanently pay attention to the reception of images by young people and work on the image of the other.
The diffusion of the results achieved, going beyond children and teenagers, will concern medias in general and patrimonial institutions.
It may notably be used for programs such as Enee (European digital learning space) or
Celebrate.
Projekti
Dialogical Media Literacy
28 Maijs 2003
Its aim is to experience dialogical learning in the context of media literacy and to foster critical analysis at a European level among people from different backgrounds.
The Knowledge Society has the generation and exchange of knowledge as its foundations. It requires certain minimum knowledge without which access to media is not possible neither analysing critically its messages. More and more diversity occurs in our societies, linked in many cases to inequalities that have specific barriers for access. The persons without basic training and those belonging to cultural minorities, specially migrants are the main beneficiaries of the project, as well as the technical and political responsible persons when it comes to design experiences and to establish lines of action in this field.
The project Dialogical Media Literacy ( DIMELI) has as its main objective experiencing dialogic learning in the ambit of media literacy, as well as the fostering of critical analysis at a European level among people from different cultural backgrounds, gathering the results obtained in a handbook of good practice. We define dialogic learning as the one that parts from the equality of all the participants in the educational process and all the people with cultural intelligence.
Whenever there is discussion about a critical analysis of the messages, implicitly a
perspective is being taken from which educators are in a situation of superiority (traditional) or another one where everything is relative. From a dialogic perspective, it is the collective of participants who reaches agreements about the interpretation of the reality throughout a process of consensus and argumentation. Nevertheless, cooperation between participants, not only serves to interpret reality but also it is the instrument through which people carry out instrumental learning to have access to the own messages, as it would be regarding the learning of the ICT.
The operative objectives that we propose are the following:
1. To create actual and virtual learning spaces: a first level of critical analysis of reality are those spaces where we dialogue about issues of common interest. The participating institutions will create Groups of Analysis and Learning of Communication Media, where the persons of different cultures organise themselves democratically to debate and critically analyse the messages of the different media and, where a trainer offers his/her instrumental support.
The intercultural living together in conditions of equality produces an increase of the capacity of critical analysis and the overcoming of the social and cultural stereotypes. Equally, the participants will also learn about the use of ICT through participation in a forum where they will continue to debate the issues dealt with. The link between actual spaces and virtual ones is specially important as the main beneficiaries have difficulties to have access to the net.
2. To create a through media dialogic literacy net that fosters the critical analysis and the overcoming of the social stereotypes that exist regarding the different cultural communities that live together in Europe. A forum will be created where the groups created in the different countries will participate discussing about the issues agreed upon between the co-ordinating team and the partners.
The project will have three main phases. In the first place, the presentation and analysis of the experiences that integrate the dialogic learning, the access of the ICT and the critical analysis of the messages of the mass media. In the second place, the constitution of the actual and virtual groups, as well as the organisation of the technical media to carry it out and the creation of the European network and the forum. Last, the analysis and the elaboration of a handbook of good practice gathering the results obtained.
The main results are the establishing of dialogic basis for the critical analysis of the messages and the access to the media of the collectives pointed out that overcome
the limitations of the relativist and traditional approaches, allowing the dialogue among cultures and the overcoming of the social stereotypes. The products generated will be the handbook, the forums in each country, the European forum, the web page of the forum and other mechanisms for the functioning of the net and the articles published about the project.
The main contribution of this project is to offer instruments that allow the people belonging to the collective pointed out earlier to have access and critically analyse the messages of the media. The creation of the spaces based on equality among people from different cultural background supposes the recognition of the critical capacity of the persons belonging to cultural minorities and of the non academic persons, which allows to transfer this approach to other domains of life and provides these collectives with the instruments that allow them to actively participate in the economic and social domains.
The project Dialogical Media Literacy ( DIMELI) has as its main objective experiencing dialogic learning in the ambit of media literacy, as well as the fostering of critical analysis at a European level among people from different cultural backgrounds, gathering the results obtained in a handbook of good practice. We define dialogic learning as the one that parts from the equality of all the participants in the educational process and all the people with cultural intelligence.
Whenever there is discussion about a critical analysis of the messages, implicitly a
perspective is being taken from which educators are in a situation of superiority (traditional) or another one where everything is relative. From a dialogic perspective, it is the collective of participants who reaches agreements about the interpretation of the reality throughout a process of consensus and argumentation. Nevertheless, cooperation between participants, not only serves to interpret reality but also it is the instrument through which people carry out instrumental learning to have access to the own messages, as it would be regarding the learning of the ICT.
The operative objectives that we propose are the following:
1. To create actual and virtual learning spaces: a first level of critical analysis of reality are those spaces where we dialogue about issues of common interest. The participating institutions will create Groups of Analysis and Learning of Communication Media, where the persons of different cultures organise themselves democratically to debate and critically analyse the messages of the different media and, where a trainer offers his/her instrumental support.
The intercultural living together in conditions of equality produces an increase of the capacity of critical analysis and the overcoming of the social and cultural stereotypes. Equally, the participants will also learn about the use of ICT through participation in a forum where they will continue to debate the issues dealt with. The link between actual spaces and virtual ones is specially important as the main beneficiaries have difficulties to have access to the net.
2. To create a through media dialogic literacy net that fosters the critical analysis and the overcoming of the social stereotypes that exist regarding the different cultural communities that live together in Europe. A forum will be created where the groups created in the different countries will participate discussing about the issues agreed upon between the co-ordinating team and the partners.
The project will have three main phases. In the first place, the presentation and analysis of the experiences that integrate the dialogic learning, the access of the ICT and the critical analysis of the messages of the mass media. In the second place, the constitution of the actual and virtual groups, as well as the organisation of the technical media to carry it out and the creation of the European network and the forum. Last, the analysis and the elaboration of a handbook of good practice gathering the results obtained.
The main results are the establishing of dialogic basis for the critical analysis of the messages and the access to the media of the collectives pointed out that overcome
the limitations of the relativist and traditional approaches, allowing the dialogue among cultures and the overcoming of the social stereotypes. The products generated will be the handbook, the forums in each country, the European forum, the web page of the forum and other mechanisms for the functioning of the net and the articles published about the project.
The main contribution of this project is to offer instruments that allow the people belonging to the collective pointed out earlier to have access and critically analyse the messages of the media. The creation of the spaces based on equality among people from different cultural background supposes the recognition of the critical capacity of the persons belonging to cultural minorities and of the non academic persons, which allows to transfer this approach to other domains of life and provides these collectives with the instruments that allow them to actively participate in the economic and social domains.
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