Media and Learning 2010

Several topics have been chosen for the conference reflecting some of the issues and challenges faced by those working to promote the effective use of media in learning. Get an overview of the latest comments and join the discussion!

Are ownership and regulations surrounding the use of existing media resources strangling creativity within the learning sector?
Deborah Arnold

Just before the Christmas break, I would like to take this opportunity to thank our three panellists Kirsty McLaughlin, Morten Rosenmeier and Didier Deneuter as well as everyone who participated in the face to face and online discussion. I don't know how the rest of you feel, but it was one of the most stimulating and lively discussions on IPR and copyright that I have ever been involved in - so let no-one say that this is a dry, boring topic! We still have a great many issues to take up and I look forward to continuing the discussion within MEDEA2020.

In the meantime, have a wonderful time over the festive season and see you in 2011!

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Meeting the costs of multimedia-rich educational games
Caroline Kearney

I've enjoyed reading this thread of comments on the cost of educational games, and am pleased that the discussion has moved in the direction of asking is there really a need to create expensive educational digital games in the current economic climate? I think the answer so far is no not really, as we know of a variety of existing commercial games being used in the classroom for learning purposes (particularly in the UK and Denmark, but also appearing in classrooms elsewhere across Europe) and there are also free online games which teachers can make use of. I think maybe the key question here is not about the cost of getting games into schools, but the conducive conditions available for this to realistically happen. Is formal education at the systemic level and teachers trained in a traditional way ready to integrate games based learning? I think we have a long way to go in order to make this a reality.

I look forward to this session in which I will be a panelist, and to sharing some insights we at European Schoolnet gained through the study ''How are games used in schools?'' (http://games.eun.org) as well as through the teachers guide I produced for the game PING (Poverty is not a Game), also free of charge and available to play online or download together with the teachers' handbook here: http://www.povertyisnotagame.com/downloads/?lang=en

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Is media literacy best taught as a unique subject in primary and secondary schools?
Paul Ashton

Many thanks to Jacques, Hans, Jim and Karl for kicking off this topic, and to all those who took part in the discussion in Brussels. At the outset Jacques made a powerful case for addressing ICT issues head-on with students, using a language-learning analogy, but as the discussion widened a body of opinion emerged that preferred all - or nearly all - media literacy learning to take place in a pre-existing curriculum or other context, to give it a sense of purpose. The discussion included a number of other issues, including funding, and the way in which the narrowness or flexibility of the curriculum and assessment procedures in a given country may be harmful or helpful to the best kind of media literacy work. We closed with a consideration of students' safety online, and how that might best be ensured by teachers. I learned to my surprise that in Denmark there are no filters on internet access in schools, which implies a pedagogy and teacher/student culture in Danish schools markedly different from what I'm familiar with in the UK!

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Higher education and media resources - can universities keep up with student expectations and experience?
Conor Galvin

@ Antonio Teixeira commentary; This notion of 'faculty' is a key one. Universities ARE in so many ways their faculty in the world as we know it. I am in many ways disconcerted by and deeply concerned about glib commentary on the qualitity control discourse... what we (try ) to do in the university is too important.

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The Future of Learning and the role of media and ICT. How is the learning sector changing and how can/should media and ICT be integrated in the future?
Séamus Cannon

It seems to me that a key issue to take account of is that the 'locus of initiative' has changed. 'School' as we have known it is designed by adults for children - the environment, the curriculum, the assessment, and for purposes devised by adults. Digital media are distinguished by how the user exercises initiative in respect of who they collaborate with, on what subject and when they choose to do it. This will have a profound effect on what and how learning takes place and with whom. I suggest that the notion of 'personalised learning strategies' would have to take account of this. It is not something that can be prescribed as in the past and the learner will be much more involved in deciding what their learning strategies will be: what they will learn, with whom and when. How might this then be certified?

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25 - 26 November 2010 Flemish Ministry of Education Headquarters, Brussels
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