report

Mapping Digital Media: Estonia

The Mapping Digital Media project assesses the global opportunities and risks that are created for media by the following developments:

* the switch-over from analog broadcasting to digital broadcasting;
* growth of new media platforms as sources of news;
* convergence of traditional broadcasting with telecommunications.

Covering 60 countries, the project examines how these changes affect the core democratic service that any
media system should provide—news about political, economic and social affairs. The Mapping Digital Media
reports are produced by local researchers and partner organizations in each country.

Table of contents: 

Mapping Digital Media 4
Executive Summary 6
Context 11
Social Indicators 12
Economic Indicators 14
1. Media Consumption: The Digital Factor . 15
1.1 Digital Take-up 15
1.2 Media Preferences 19
1.3 News Providers 21
1.4 Assessments 25
2. Digital Media and Public or State-administered Broadcasters . 27
2.1 Public Service and State Institutions . 27
2.2 Public Service Provision 33
2.3 Assessments 34
3. Digital Media and Society 36
3.1 User-Generated Content (UGC) . 36
3.2 Digital Activism 40
3.3 Assessments 44
4. Digital Media and Journalism 45
4.1 Impact on Journalists and Newsrooms . 45
4.2 Investigative Journalism 49
4.3 Social and Cultural Diversity .52
4.4 Political Diversity 54
4.5 Assessments 55
5. Digital Media and Technology 56
5.1 Broadcasting Spectrum 56
5.2 Digital Gatekeeping 58
5.3 Telecommunications 60
5.4 Assessments 60
6. Digital Business 62
6.1 Ownership 62
6.2 Media Funding 66
6.3 Media Business Models 69
6.4 Assessments 72
7. Policies, Laws, and Regulators 74
7.1 Policies and Laws 74
7.2 Regulators 76
7.3 Government Interference .78
7.4 Assessments 78
8. Conclusions 80
8.1 Media Today 80
8.2 Media Tomorrow 81
List of Abbreviations, Figures, Tables, and Companies . 82

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Author

Urmas Loit (lead reporter) Andra Siibak (reporter for section 3

Year

2014

Length

86 pages

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Report on Open Educational Resources (OER) in less used languages

The study “Open Educational Resources (OER) in less used languages: a state of the art report” is the first public output of the LangOER network, an ambitious project with highly motivated partners adressing the role of OER in less used European languages which run the risk of being linguistically and culturally marginalized in a fast developing digital world.

The LangOER network, consisting of nine European partners, is a three-year project (January 2014 - December 2016) co-funded by the European Commission (Lifelong Learning Programme, KA2 action).

The Report and the annex to the study are both available for download

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Linda Bradley, Sylvi Vigmo (LangOER network)

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Leitfaden Social Media

"Leitfaden Social Media" is a diverse and concise guideline for social media in companies. It covers various aspects of the use of social media relevant to business. Amongst other it deals with social media for marketing, internal collaboration, content, media selection/production, recruiting, costumer relationship, monitoring etc. In an excursus also IPR restriction for the use of social media in a business context are dealt with. Moreover, best practices are presented and help to gain insight in the use of social media for companies. The guideline was published and created by BITKOM the Federal Association for Information Technology, Telecommunications and New Media

Table of contents: 

Vorwort
Social Media in Deutschland – Ein Überblick
Social Media Handlungsfelder für Unternehmen
Strategie- und Zieldefintion als Grundvoraussetzung
Marketing
PR
Interne Kommunikation und Kollaboration
Social Customer Relationship Management
Social Intelligence
Service und Support wird in Social Media zu einem »must-have«
Human Resources und Recruiting
Besondere Herausforderungen für B2B-Unternehmen
Social Media Organisation, Governance und Risiken
Personelle Ressourcen für Social Media
Exkurs I: Vom Shitstorm kalt erwischt
Zielgruppen
Social Media Inhalte und Medien-Mix
Exkurs II: Corporate Blogs – Türöffner in eine neue Welt der Kommunikation
Social Media Guidelines
Social Media Montoring
Social Media Erfolgsmessung
Exkurs III: Typische rechtliche Herausforderungen für Social Media im Unternehmen
Accounts und Kontakte
Inhalte
Wettbewerb und Einwilligung
Checkliste für Unternehmen zum Social Media Einsatz
Best-Practice Beispiele
Social Media bei der Conet Group
Datev
»Unser bester Botschafter« – Social Media Governance bei Microsoft Deutschland
T-Systems: Social Media im B2B-Großkundenumfeld

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BITKOM Bundesverband Informationswirtschaft, Telekommunikation und neue Medien e. V

Year

2012

Length

72p

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Social Media in Adult Education - A Best-Practice Guideline from Baden-Württemberg (D)

This Best-Practice Guideline is based on the results of the project "Bildungsmanagement 2.0" (education management 2.0) a coaching project which accompanied further education institutions from Baden-Württemberg by implementing a social media strategy in their institution. The guideline explains the strategy which was used to implement social media in the institutions as well as the lessons learned made by the institutions in a way that can easily be followed by other training institutions interested in implementing social media in their organisation.

Table of contents: 

SOCIAL MEDIA REVOLUTION - Introduction
SOCIAL MEDIA GUIDANCE - The Project
SOCIAL MEDIA INNOVATION - The Process
RESUMÉE

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MFG Innovationsagentur für IT und Medien Baden-Württemberg, Karlsruher Institut für Technologie (KIT) – Fernstudienzentrum

Year

2013

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20 p.

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Workshop 'Mobile Learning – using iPads and Co. in education' on 15-16 March 2013 in Linz, Austria

The workshop "Mobile Learning - using iPads and Co. in education" was organised in the framework of the European project MEDEAnet. This website includes information about this event, short biographies of the speakers and the presentations and handouts used.

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Ursula Simmetsberger, Claudia Pointner, Tanja Jadin, Alois Bachinger, Sigrid Zwaiger

Year

2013

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ONAIR: "Let's Discover What's Behind News"- Pedagogical Kit

ActiveWatch publishes a new educational product aimed at secondary school pupils to better understand news production and to learn how to question and verify credibility of information in the media.

The pedagogical kit was developed within the ONAIR European project for media education, an initiative of the Sapienza University in Rome, and it benefits of the support of the Romanian Ministry of Education, Research, Youth and Sports.

SHARP: "Teaching and Learning Digital Media" Pedagogical Kit

S.H.A.R.P European network introduces a new and FREE pedagogical resource for professionals interested in media education and new technologies.

The pedagogical kit "Teaching and Learning Digital Media" is intended for teachers, educators, trainers and others who want to improve their competences in the field of education about and through new media technologies. The central areas of inquiry are images (still imagery, films, videos) and web tool creation and application (platforms for information searches, for sharing, for producing media content, etc.).

The material is based on the educational experiences engendered during the S.H.A.R.P project by the different partners within their own contexts. These projects were conducted with different targets (e.g. students, teachers, adults, elderly people, minorities) and with particular topics (chosen from the main themes of Sharp: identity, memory, territory....) in mind.

The information presented in the kit sheds light on the main theme of the S.H.A.R.P (Sharing and RePresenting) from both theoretical and practical perspectives. The five theoretical chapters of the kit aim to provide help in answering the five main questions below. They can be used to plan and implement trainings "about and with media"; to work with ICT in the didactic field; to analyse and produce images and films with a school class, with university students or in adult education; and to facilitate social enquiries with given groups. The five questions are:

1. How can I plan a project?

2. How can I didacticise ICT in a project?

3. How can I analyse images, film and sound?

4. How can I produce images and films?

5. How can I collect significant social resources?

The kit also contains a series of practical examples on using new media for developing media skills. You can find a detailed description of nine workshops conducted by S.H.A.R.P partners from 7 EU countries: Italy, France, Portugal, Cyprus, Lithuania, Romania and Bulgaria.

ActiveWatch is the Romanian partner of the project and we contributed to the kit with Chapter 7: Visual Language and Representation of Reality.

The entire pedagogical kit is available for FREE in English and some chapters were translated into Romanian by local partner. Soon, the material will also be available in French.

Table of contents: 

About us
Partners list
Sample project
Culture
Identity
Territory
Dissemination
Culture
Identity
Territory
Pedagogical kit
Search the kit
Contact us
Share your project
English
Français
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S.H.A.R.P network partners: CEM - Centro Educazione Media (Pavia, Italy) CLEMI- CENTRE DE LIAISON DE L'ENSEIGNEMENT ET DES MÉDIAS D'INFORMATION (Paris, France) Centro de Formação de Escolas do Concelho de Almada (Portugal) Easy Communication Association (Sofia, Bulgaria) ISCSP - UTL (Lisabona, Portugal) ActiveWatch- Media Monitoring Agency (Bucharest, Romania) Provincia di Pavia (Italy) Università degli Studi di Pavia (Italy) UNIVERSITY OF ARTOIS (France) UNIVERSITY OF NICOSIA (Cyprus) Vytautas Magnus University (Kaunas, Lithuania)

Year

2012

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Students in the director's seat: Teaching and learning across the school curriculum with student-generated video.

Several links and papers concerning student-developed digital video. Schuck, S. & Kearney, M. (2004). Students in the director's seat: Teaching and learning across the school curriculum with student-generated video. (This study was funded by a UTS Industry Links Research Grant with Apple Computers Australia. )

Project Description
This project investigated the value and use of student-generated digital video for enhancing pedagogy in K-12 schools. It aimed to identify, examine and analyse pedagogical practices in relation to use of this technology in five case schools. A further aim was to articulate the principles, contexts and approaches underlying these practices. An understanding of the practices and approaches which enhance or constrain pedagogy in these five cases will contribute to a future larger study. Principles of good practice developed in this study will be used to inform future research on models for enhancing pedagogy with digital video in education.

Streaming Media in the Classroom

This is a review written by the eStream partnership, published on the 14th June 2004.

This handbook provides teachers (and pupils), decision makers, educational support staff in schools as well as content developers and distributors with information about state of the art streaming media technologies in education. It highlights the opportunities for their practical use in education, and offers practical, hands-on information for everyone interested in planning a streaming activity. The publication includes a selection of educational projects applying streaming media, as well as relevant tools from all over Europe and beyond.

It gathers best-practises and endeavours both technological and pedagogical issues around the educational use of streaming media.

Also available in Greek and German.

Table of contents: 

1. Report outline
2. Executive Summary
3. Introduction
4. Streaming Explained
5. Streaming in Education
6. Creating Streamed Materials
7. Standards and Multimedia Formats
8. Future Developments
9. Case-Studies
10. Tools
11. Networking and Support Consortia
12. Glossary
13. Further Resources

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Helena Bijnens, Mathijs Bijnens, Mathy Vanbuel, ATiT for the eStream partnership

Year

2004

ISBN

3-9500247-3-5

Length

116 pages

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Streaming Media in Education and their impact on teaching and learning

Subtitle: Educational best practices and some first observations of their implementation.

A review written by the eStream partnership, published in July 2005.

The main aim of this publication is to summarise the efforts of eStream undertaken to gain more insight into the impact of streaming media technology on the quality of teaching and learning. The publication, therefore, includes the learning/teaching scenarios developed by the eStream partnership, together with some conclusions. Furthermore, the publication contains considerable information on general aspects of streaming media technology in education, taking into account that readers might be beginners interested in the topic, but with little background in the thematic area. The booklet closes with a chapter dedicated to emerging developments and their impact on streaming media.

Also a German and Greek version available.

Table of contents: 

1 Introduction
2 Streaming technology: a brief account for pedestrians
3 Learning Theories and Learning Styles
4 Information technology and education – Visions of implementation for streaming media 5 Teaching approaches: great opportunities and some pitfalls
6 Examples of implementing streaming media in education
7 The research
8 Emerging developments and their expected impact on streaming media
9 Conclusions
10 Bibliography

System requirements: 
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George S. Ioannidis, Despina M. Garyfallidou, Vasiliki Spiliotopoulou–Papantoniou, University of Patras and School of Pedagogical and Technological Education for eStream project

Year

2005

ISBN

3-9500247-4-3

Length

150 pages

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