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Presentation
Presentation
Media and Education. Conceptualizations of Literacy at the intersection of academic research and an economy based on Information and Communication Technologies (ICT).
Media literacy and media education. Conceptualizations.
Game-based learning. Case of co-creation with students.
Media creation in the context of the Visual Arts curriculum, from a student-centered perspective, in which the student is the active agent of their learning and within the framework of an action research project.
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Master Degree | Semestral | 5
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Year | Nature | Language
Year | Nature | Language
1 | Mandatory | Português
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Code
Code
ULHT573-9093
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
1. Communication and the sharing of meanings in a highly mediated world requires multiple literacies, often referred to as media literacy, information literacy, visual literacy, multimodal literacy or digital literacy.
2. Game-based learning1. Games as a motivating factor
2. Games as active learning environments
3. The creation of games by students, enhancing multiple literacies; creating a game prototype as part of a playful learning framework.
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Objectives
Objectives
to Know the main European and national policies related to Education for the Media. To Acquire research skills in media education and citizenship: - to Know the educational paradigms that support the use and creation of media in Education - to Use digital media creation tools that contribute to the development of digital competence and critical analysis of the media, in the context of Visual Arts Teaching.
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Teaching methodologies and assessment
Teaching methodologies and assessment
In this UC, students use digital media and, in particular, the process of game design and prototyping as a collaborative and transient process: the projects will be continued by their "future/current students" within the scope of the subjects they teach or will teach in the future. This methodology requires students to leave their "comfort" zone, but with proper monitoring, students realize that the important thing is the process. What is innovative about this methodology (in quotes) is that it seeks to contribute to transdisciplinarity, a fundamental competence in the 21st century.
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References
References
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Costa, C., Tyner, K., Henriques. S., & Sousa, C. (2018). Game Creation in Youth Media and Information Literacy Education. International Journal of Game-Based Learning, 8(2), 1-13. DOI: 10.4018/IJGBL.2018040101
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Costa, C. Car, V., Papadimitriou, S., (2017). Good Practices and Emerging Trends. In Frau-Meigs, D., Flores, J., Velez, I., Public policies in media and information literacy in Europe: Cross-Country Comparisons. Routledge. ISBN: 9781138644373
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Gee, J. (2008). Learning and Games. In: K. Salen (Ed.) The Ecology of Games: Connecting Youth, Games, and Learning, 1st ed. Cambridge: The MIT Press.
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Office Hours
Office Hours
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Mobility
Mobility
No