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Advertising and Media Literacy

COURSE:  ETEC 531 (Elective Course), Cultural and New Media Studies, Course Description

TYPE OF ASSIGNMENT:  Group

TITLE:  Advertising and Media Literacy

 

OBJECTIVE:

To design a module to introduce high school students to a theme or topic in cultural and new media studies.

DESCRIPTION:

The objective of this group assignment was to create a digital module in moodle that could be used by students to learn about Advertising and Media Literacy.  Moodle is an open-source learning management system (LMS) used by institutions and organizations worldwide.  As a team, we used BlackBoard Vista and Google Docs to conceptualize our digital module.  We decided that we would create a unit on Advertising and Media Literacy for high school students.  Using Google Docs, we initially collaborated as a team to brainstorm sections that would be placed into the module.

I took on the responsibility of project manager and designer because I had previous experience with Moodle from ETEC 565.  My first step was to set up our shell with the respective sections.  We decided that each member of the team would load their own content for a couple of reasons.  First of all, we were working on different timelines as myself and another member of the team needed to be finished the assignment by the due date and not the extension.  I made sure to set up a framework that was simple to understand so that the remaining three members of the team could easily load their content and were set up for success to finish their contributions to the project.  Secondly, we felt that it was important to reflect our individual teaching styles in the sections that we were responsible for as the assignment asked to develop 5 one-hour lessons.  Specifically, my contributions to this project included setting up the initial document in Google Docs and the framework in Moodle.  I designed the content for the following sections:  “The Message”, the pre and post-tests, and the glossary and collaborated on the resources and references.

VIEW:

Advertising and Media Literacy

Note:  You must be a MET student or instructor enrolled in the Department of Curriculum & Pedagogy moodle to view the project.

 

representation & expression

UDL Guidelines:

  • 2.5 Illustrate through multiple media
  • 4.1 Vary the methods for response and navigation
  • 4.2 Optimize access to tools and assistive technologies
  • 5.1 Use multiple media for communication
  • 5.2 Use multiple tools for construction and composition

Within our digital module, we used Google Forms for several interactivities including the pre and post-tests.  Below, please find embedded our pre-test. Google Forms can be used to create questionnaires, quizzes or tests as there are 7 different types of questions that can be programmed.  Forms can be embedded in websites or blogs with the results viewed in a spreadsheet.  Furthermore, charts and graphs can be generated from the results. Google Forms could be used as an assistive technology for students who have physical difficulty writing.  Many students, if not all,  are more efficient using a keyboard. Teachers could create tests, quizzes or activities with Google Forms as an alternative to more traditional paper and pencil activities, which would create a flexible learning environment for all students.  I used Google Forms to create my Assessment Rubric for this ePortfolio.

 

 

 

representation    |     expression    |     engagement