Media & Learning 2016 | 10 — 11 March 2016 | Flemish Ministry of Education, Brussels
The Media & Learning 2016 Conference is aimed at practitioners and policy makers who want to contribute to the development of digital and media skills in education and find new and effective ways to embed media into the learning process. We look forward to welcoming you.Call for contributions Pre-conference workshops Conference themes Register now
A recent exploratory study called Video and Online Learning: Critical Reflections and Findings from the Field carried out by Christopher Newman and Anna Hansch from the Alexander von Humboldt Institute for Internet and Society (HIIG), Berlin in Germany investigated how video is being used in MOOCs. While they found that video content played a central role in most of the MOOCs they studied, they also found a great deal of insecurity around the appropriate use and production of video for online learning. In their study they present a number of key findings as well as a really useful set of recommendations.
SENnet (Special Educational Needs Network) is a project supported by the European Commission funding which aims not only at giving students with special needs the possibility to attend classes, but also to help them in establishing real communication. Short videos produced by this network shows examples of how, with the help of the newest technology innovations, teachers are able to understand students’ needs during class and, as a consequence, improve the quality of their school lives, as they become more and more independent. Eye trackers, augmentative and alternative communication, sensory learning for deaf children, they are just some of the examples shown in school settings in different European schools, from Portugal to Estonia, where children with special needs are able to be finally part of the class.
The Media Education Lab in the US has launched a really useful resource for teachers and others interested in exploring propaganda with students. This freely available site provides activities for students to learn how to recognise propaganda and how to develop a responsible attitude to it in their daily lives. Students are invited to rate examples of propaganda, understand better how and why propaganda is used and upload their own examples.
The public report on the Media & Learning Conference 2014 has been published in our Press & Publications section.
Check it out for a detailed review of the programme and the highlights of last year's edition!
Digital Disruption is a specialist education project in the UK that develops and distributes the tools and training to improve young people’s digital literacy and fluency. They call this critical digital judgement skills.
Digital judgement combines ‘traditional’ critical thinking skills, such as source verification, with ‘new’ knowledge about how the digital world works, such as understanding search engine algorithms and how conspiracy theory filmmaking works. They also equip educators with the skills and resources they need, yet often lack, to effectively teach digital judgement in the classroom.
The MEDEA Awards Ceremony took place at the very heart of last year's Media & Learning Conference. On November 21st 2014, in the illustrious presence of Lord David Puttnam, the 8 finalists found themselves in the Flemish Ministry of Education and Training waiting to find out who was to be honoured this year.
Check out the award and prize winners as well as the other finalists on the MEDEA Awards website!
Submit your entries before 30 November 2015 to participate in next year’s Awards.
A recent EU study (Showing films and other audiovisual content in European Schools - Obstacles and best practices) recommends including film literacy in school curricula, and promoting the establishment of general rules for licensing schemes, thus contributing to a wider use of films and other audiovisual content in European Schools. The study carried out in 2014 looked at obstacles and best practices when showing films and other audiovisual content in European Schools. One of the main findings of the study is that film literacy is not recognised as a subject, and most often film serves as an illustration of other subjects. The teaching of film literacy is often dependent on the initiative of individual teachers, who also provide the material to be shown on DVD.
The MIL/PEER Media & Information Literacy Platform for Exchanging Educational Resources is a joint effort by the Evens Foundation and the Modern Poland Foundation. MIL/PEER is a tool to prepare, translate and publish educational resources which also allows organisations to collaboratively work on joint projects. The goal of this platform is to increase the number and quality of media literacy projects in Europe by encouraging international cooperation among media literacy organisations and supporting them in applying for European funds. Before they started to work on MIL/PEER, its founders consulted a number of European media literacy NGOs. They identified three areas where support is most needed: fundraising, international cooperation and tools for sharing educational materials. MIL/PEER provides an answer to all of them.
This year there will be a pre-conference workshop on the theme of using media to support Science, Technology, Engineering and Maths (STEM) teaching on 9 March 2016 as well as a conference track with presentations and discussions on the theme of Making Media Matter for Science Education. Linked to this event, the MEDEA Awards also includes a special prize to recognise excellence in the use of media to support STEM teaching which is open to everyone involved in the teaching of STEM subjects including teachers, content producers and trainers. The closing date for entries is 30 November 2015. Both the workshop and the prize are supported by the Inspiring Science Education project .