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Final pechau kucha com 520
The document summarizes the Media Now Kit created in 1972 by Ron Curtis and Bill Hohlfeld at the Southwest Iowa Learning Resource Center. The kit was designed to increase students' knowledge, skills, and attitudes toward media through experiential learning modules focusing on media analysis and production. Researchers analyzed a sample of the kit's modules to evaluate how well they incorporated experiential learning theories, cognitive development frameworks, and different media types. The analysis found the modules effectively supported skills development and positive media attitudes. The discussion explores tensions between collaborative and individual learning. It concludes the kit achieved its goals and significance, and proposes updating it to incorporate digital media literacy.
Final pechau kucha com 520
- 1. Media Now Kit 1972 COM520 Media Studies Seminar Diane Quaglia Beltran, Ed Crane, Jonathan Friesem Media Education Lab
- 2. Media Effects TV Setsper Households 1946 0.5% 1956 55% 1960 87% Robert Finch, 1970 secretary of HEW DeFleur, M.L., & Sandra Ball-Rokeach, S. (1989). Theories of Mass Communication, (5th ed). New York, NY: Long-man.
- 3. 1972 Context • Consumersculture • Spiro Agnew speech
- 4. Problem Teacher expectations No programor materials available Curtis, R. (1973). Introductory Brochure for Media now. Red Oak, IA: SILRC.
- 5. Theoretical Framework Pedagogy - The Activity JohnDewey (1938) Experience and Education
- 6. Experiential learning • Reading •Looking/Viewing • Producing • Listening • Speaking • Writing
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- 8. Theoretical Framework Educational Objectives The Skills Bloom,B.S., Engelhart, M.D., Furst, E.J., Hill, W.H. & Krathwohl, D.R. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals: Handbook I: Cognitive Domain
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- 11. Theoretical Framework Content Knowledge The Outcomes MarshalMcLuhan (1964) Understanding Media: The Extension of Man (1970) Education in the Electronic Age
- 12. Medium Type Hot Medium Cold Medium Visual Cinema(16mm,8mm) Sharpphotography TV Cartoon Sound Radio Audio Recording Live Music Print Journal Human Direct Communication
- 13. Development • Ron Curtis •Bill Hohlfeld • Southwest Iowa Learning Resource Center
- 14. Purpose to increase: • Knowledge •Skills • Attitudes toward media Curtis, R. (1975). A Call for New Literacy. Red Oak, IA: SILRC.
- 15. Rational Activity Skills Outcome Evaluation Attitude Toward Media Media Analysis Synthesis Curtis, R. (1976).A Call for New Literacy. Red Oak, IA: SILRC.
- 16. Pedagogy Learning by Doing Curtis,R. (No date). Script for Media Now Presentation. Red Oak, IA: SILRC. Hodgkinson, A.W. (1970). An Investigation into the Practice of Screen Education. Washington, DC: Office of Education (DHEW). Bureau of Research. Curtis, R. (1976). A Call for New Literacy. Red Oak, IA: SILRC.
- 17. Pedagogy Self contain learningmodules Collaborative Learning Individual Learning
- 18. Pedagogy Activity Media Analysis Media Production Skills Outcome Evaluation Attitude Toward Media Synthesis Curtis, R. (1976).A Call for New Literacy. Red Oak, IA: SILRC.
- 19. Media Now Kit RonCurtis & Bill Hohlfeld (1972) Southwest Iowa Learning Resource Center
- 20. Media Now Kit RonCurtis & Bill Hohlfeld (1972) Southwest Iowa Learning Resource Center
- 21. Research Questions Did thekit meet the purpose of the curriculum? • Knowledge • Skills • Attitudes toward media
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- 23. Sample Purposive sample • • • • One boxout of three 15 modules out of 50 Content of the box Instructions (not real activity)
- 24. Content Analysis Divide intofour variables Cataloged Digitized Analyzed Interviewed
- 25. Content Analysis • Variable1: Experiential Learning (Dewey) • Variable 2: Active Participation • Variable 3: Cognitive Domain (Bloom) • Variable 4: Medium (McLuhan)
- 26. Content Analysis Variable 1:Experiential learning • Reading • Looking/Viewing • Producing • Listening • Speaking • Writing
- 27. Content Analysis Variable 2:Active Participation • Individual • Pair • Group
- 28. Content Analysis Variable 3:Cognitive Domain Knowledge Comprehension Application Analysis Synthesis Evaluation
- 29. Content Analysis Variable 4:Medium Type Hot Medium Cold Medium Visual Cinema(16mm,8mm) Sharp photography TV Cartoon Sound Radio Audio Recording Live Music Print Journal Human Direct Communication
- 30. Content Analysis • Variable1: Experiential Learning (6) • Variable 2: Active Participation (3) • Variable 3: Cognitive Domain (6) • Variable 4: Medium (4)
- 31. Procedure • Analyzing twice •Current vs. what was available back then
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- 35. Procedure • Interview • Conferencecall with Bill, Ron, Jill, and Liz
- 36. Limitations • Time (twoweeks) • Resources (staff, money, equipment) • Preliminary research
- 37. Validity Triangulation: • Interview • HistoricDocument • Promotional Materials • Research Papers
- 38. Reliability • Inter-Reviewer Reliability •Should we test students learning?
- 39. Findings Variable 1: ExperientialLearning Read Look/View Produce 10 Listen Speaking 3 Writing 14 10 10 9 93.3% 66.6% 66.6% 66.6% 20% 60%
- 40. Findings Variable 1: ActiveParticipation Individual Pair Group 10(12) 66.6% 1(2) 13.3% 1(2) 13.3%
- 41. Findings Variable 2: CognitiveDomain Knowledge 5 Comprehension Application Analysis Synthesis Evaluation 33.3% 12 80% 11 73.3% 10 66.6% 9 60% 10 66.6%
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- 44. Research Questions Did thekit meet the purpose of the curriculum? • Knowledge • Skills • attitudes toward media
- 45. Experiential Learning Read Look/View Produce 10 Listen Speaking3 Writing 14 10 10 9 93.3% 66.6% 66.6% 66.6% 20% 60%
- 46. Active Participation Individual Pair Group 10(12) 66.6% 1(2)13.3% 1(2) 13.3%
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- 50. Medium Type Hot Medium Cold Medium Visual Cinema(16mm, 8mm) Sharp photography TV Cartoon Sound Radio Audio Recording Live Music Print Journal Human Direct Communication
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- 52. Significance • Media awareness •Media analysis • Better citizens
- 53. Significance • Historical perspective •Media literacy practice • Media consumption is increasing
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- 55. Future Research How canMedia Now support digital media literacy education?
- 56. Current Theoretical Framework MichaelSerazio (2013) Your Ad Here: The cool sale of guerrilla marketing
- 57. Experiential Learning (Serazio) •Reading • Looking/Viewing • Producing • Listening • Speaking • Writing • Search • Share
- 58. Current Theoretical Framework HenryJenkins (2006) Confronting the Challenges of Participatory Culture: Media Education for the 21st Century (2006) Convergence Culture
- 59. Cognitive Domain (Jenkins) Play Performance Evaluation Simulation Appropriation Synthesis Multitasking Analysis DistributedCognition Collective Intelligence Application Judgment Transmedia Navigation Comprehension Networking Negotiation Knowledge
- 60. Current Theoretical Framework DouglasRushkoff (2013) Present Shock (2010) Program or Be Programed
- 61. Variable 3: Medium(Rushkoff) Type Warm Medium Cold Medium Visual Cinema (16mm,8mm) Sharp photography TV Cartoon Sound Radio Audio Recording Live Music Print Journal Human Digital Direct Communication App Website, Blog, Video Social Network Video Games
- 62. Incorporating digital Variable 1:Experiential Learning (Dewey-Serazio) Variable 2: Active Participation (Dewey-Serazio) Variable 3: Cognitive Domain (Bloom-Jenkins) Variable 4: Medium (McLuhn-Rushkoff)
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- 64. Media Now Kit 1972 2014 Diane Quaglia Beltran, Ed Crane, Jonathan Friesem Media Education Lab
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Editor's Notes
- #3 “A child today who comes intokindergarten has had from 3,000 to 4,000 hours sitting in front of that television tube, absorbing unstructured”. Robert Finch, Secretary of Health, Education, and WelfareRising consumption of TV media meant rising concern of media’s effects on children. Simply, what the effect were of passively consuming (watching) all those hours of television.
- #4 Coupled with the concerns about the consumer culture of TV and its effects on children, the idea of a “liberal” media as described by then VP Spiro Agnew, suggested that “protect our children from negative liberal media” “The nattering nabobs of negativism”The creators of the Kits were interested in ways to educate student about the way in which a message could become twisted. The two gentlemen preferred promoting attitudes about media, instead of a one-sided approach, under the guise of protecting children against messages that were contrary to a particular government / administration’s goals.
- #5 The programs that individual teachers were using in their classrooms, “fell far short of teacher expectations because there was no program or materials available that provided a details frame of reference about the media in all its forms” Film classes taught film, Audio classes taught sound, etc. Each theorist provides a way to addressing the problem posed about curriculum that addresses media effects and attitudes toward media.
- #6 “Experience is the basis of how knowledge is organized” (110) “ Sound educational experience involves continuity and interaction between the learner, and what is learned” (Dewey, John. Experience and education. >Finish citation<“Progressive education should link experience and learning” (7-8) Experiences foster the intelligent activity of analysis and synthesis (105)“It is the educators business to arrange the kinds of experiences which will…engage that student’s activities [and are] more immediately enjoyable, since [these activities] will promote desiring future experiences” (16)
- #7 The creation of knowledge by doing is enabled by active participation. The boxes use 6 modes of engagements to facilitate that experience. These engagements vary by module, are done by individuals working alone, or – as the modules require – in pairs or groups. Students learn about media, by engaging in activities that foster learning about media, and always w/ the guidance and facilitation of a teacher.
- #8 In most cases, the individual engages with the activity, to gain experience, and thus knowledge. When the task situation requires more than one person to create and complete an experience, students work in pairs (eg: one person films another person), or if the task requires more than two people to create and complete and experience (eg: an audience to listen, watch, discuss an activity). Yonty will talk more about this and how experiential learning is evident in the Media Now boxes.
- #9 How to fram a curriculum. Bloom provided guides for curriculum, based on steps / processes in learning, that can meet educational outcomes
- #10 “This taxonomy of learning behaviors can be thought of as “the goals of the learning process.” That is, after a learning episode, the learner should have acquired new skills, knowledge, and/or attitudes.” “This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills”“The categories can be thought of as degrees of difficulties. That is, the first ones must normally be mastered before the next ones can take place.”
- #11 The cognitive domain involves knowledge and the development of intellectual skills, according to Bloom’s 1956 Taxonomy. “There are six major categories, which are listed in order below, starting from the simplest behavior to the most complex. The categories can be thought of as degrees of difficulties. That is, the first ones must normally be mastered before the next ones can take place.”While it is not clear that the Media Now kits follow this development as delineated by Bloom, the activities enable major portions and foundational components of the cognitive domains, through the modules’ activities.
- #12 Provides insight into 1) what media is 2) and how media effects people In understanding media, hot an cold mediums hot: one sense engaged / presented info cold = multi-senses engaged, creates opportunity for understanding. Medium = message General summary of this theory.
- #13 The Hot medium that create passive consumers, and the cold medium that facilitated passive consumption is something that concerned the creators of the Media Now project.
- #14 The situation of the 70 such that some educators felt that instructing using media wasn’t enough, that they should also instruct about media, using the theoretical foundations of Dewey, Bloom and McLuen, to help students develop attitudes about media. Building on curriculum from themedia classes they instructed, as well as other research about how to instruct using media (the North Reading Report), these two teachers created SILRC to create a central resource of equipment, expertise, and knowledge, to help teachers who wanted to teach understanding of media.
- #15 By creating a curriculum that integrated various media formats, the Media now curriculum’s goal was to create knowledge about media, by giving students activities and skills which would help the students gain positive attitudes toward media. This means that students, would develop their own awareness of media by doing media.
- #16 Activity is the what the students do, using the Media Now kit. By doing a series of a activities, students gain the skills of evaluation and synthesis, to help them develop attitudes toward media.
- #18 Originally, the SILRC created three kits that contained everything needed to create a more comprehensive curriculum that was light, and portable. The boxes had everything needed for ‘mini-lessons’ or modules that students used, under the guidance of a student workbook.
- #19 Using media to study, understand, and develop attitudes about media: make a film, to understand what it “means” to make a film, and thus what it means to ‘consume’ a film.
- #20 While there was a SLG and TG, students had the ability to decide the order of the modules. What you see here are books and boxes. Book s are guides, scrapbooks, and notebooks, and the boxes contain a variety of activities from recording demo tapes, making a camera from scratch, and developing film, learning to act, and how to create lighting for effect – to name a few.
- #21 As Chris Traeger from Parks & Recreation would say, these kits LITERALLY had everything needed to help students develop the knowledge about, learn the skills for, and develop attitudes toward media.
- #28 Experiential Learning
- #48 Teacher is not the source of knowledge, but the resource for learning?
- #49 Focus on analysis and evaluation and not much on production Synthesis = Production
- #51 Looking into the differences of the media
- #53 So what? Old and not relevant Curriculum appears to be outdated because of context in which kits were used, and the development / increasing use of digital technology. Curriculum requires funding and resources in order to update it to current contexts and technologies, and to confirm to the current technologies that are involved in digital media, and therefore, media literacy.
- #54 Future applications- Media literacy Children need to be media literacy today more than ever This curriculum gives a creative ad engaging way to learn and understand media civic engagement
- #58 Online search – locating information Google Analytics Share on social networksLike