Transcript finland

Mastering Media
2005-2006
TV, the Internet, radio, newspapers, magazines,
advertising, email messages, SMS, … We are
bombarded by information in our daily lives. But
how well equipped are our students to deal with
all this information? Is written media losing the
battle to fast-paced superficial visual media? How
actively do young people follow the news or do
they just flick through the gossip columns and
sports pages? These are only some of the
questions that will be asked in this project.
PARTICIPANTS
(6 schools, 101 students, 10 teachers)
COORDINATORS
Kaarina Senior High School, FINLAND
Messukylä Senior High School, FINLAND
MEMBERS
St. Michaels Holy Faith Secondary School,
IRELAND
Kykkos B Lyceum, CYPRUS
ITIS ”Stanislao Camizzaro”, ITALY
Beijing No 55 Middle School, CHINA
FINLAND
Kaarina Senior High School
FINLAND
Messukylä Senior High School
IRELAND
St. Michaels Holy Faith Secondary School
CYPRUS
Kykkos B Lyceum
ITALY
ITIS ”Stanislao Cannizzaro”
CHINA
Beijing no 55 High School
Moodle platform
• for our project we used the open source Moodle platform
• it has all the necessary functions to manage a project
efficiently, such as sharing documents, setting up
discussion forums and news forums
• the Moodle site was gradually built up becoming a kind
of project portfolio – in this way everybody could check
and refer to all the previous work, discussions and
documents
Moodle platform
Student introductions
School introductions
Socializing
News
Aims and tasks
• Awareness of media habits
Survey
• Media literacy
Reading newspapers critically
• Comparisons between countries
Study survey results and
newspaper articles
Discussion forums
Survey
- multiple choice questionnaire
523 answers!
- made the project known in all
schools
- in the following a few comparative
results
Which of the following items or facilities do you have?
100
90
80
70
China
60
Cyprus
Ireland
50
Italy
Kaarina
40
Tampere
30
20
10
0
TV
PC
Phone
Mobile
Internet
At what times of the day do you watch TV?
100
90
80
70
China
Cyprus
Ireland
60
50
Italy
Kaarina
Tampere
40
30
20
10
0
Morning
Afternoon
Evening
Night
th
O
s
er
ys
la
gr
am
m
s
s
ow
co
ca
lp
pr
o
tri
th
Th
ea
Yo
u
s
s
ow
ow
sh
sh
sh
Si
t-
am
e
G
Ta
lk
lit
y
c
s
rie
us
i
s
rts
te
s
es
rie
ta
M
se
m
en
ea
R
oc
u
D
ba
ov
i
Sp
o
de
M
ic
e
Po
l
al
iti
c
Po
l
N
ew
s
What kind of programs do you prefer to watch?
100
90
80
70
60
China
50
40
Cyprus
Ireland
Italy
Kaarina
Tampere
30
20
10
0
How much time a week do you spend reading newspapers?
100
90
80
70
China
60
Cyprus
Ireland
50
Italy
Kaarina
Tampere
40
30
20
10
0
None
Less than an hour
One hour
Two hours
Three hours
More
Which section(s) of the paper do you prefer?
100
90
80
70
China
Cyprus
Ireland
60
50
Italy
Kaarina
Tampere
40
30
20
10
0
International news
Domestic news
Local news
Economy
Sports
Art and culture
Other
Newspaper week
March 6-10, 2006
During the newspaper week, all students from the participating schools read at
least one newspaper every day. They were asked to choose 2-3 articles that
they found the most interesting.
Before this week, everyone had been given instructions on how to analyse the
articles they had chosen. This laid the groundwork for what was to be the core
of the project: learning and sharing this experience with the others.
Here are some instructions for analysing the articles
• what kind of information does the title of the article give you and is
there a choice of words that is somehow eye-catching?
• what do the pictures and captions tell you?
• pay attention to the beginning of the article (what or who is
important, what is the basic information offered by the article)
• who has/who have been described as active parties in the article,
how does the article address these people?
• how much room has been allotted to people or parties representing
different ideologies or points of view?
• who has / who have been interviewed, whose opinions are given?
• what is the tone of the article; pay attention to the choices of
words, for example verbs, adverbs, adjectives, metaphors…
• what has been left out: could the article have included other points
of view?
• the reader’s impression of the article; what did you find important?
Articles
Cultural learning
Reading the newspaper articles gave many
good opportunities for cultural learning.
Especially interesting were all the scanned
pictures and even different alphabets in
some of them!
Students also gave some background
information to the newspapers that they had
chosen.
Cultural knowledge
Cultural knowledge
www.ireland.com/newspaper/front/2006/0309/index.html
Discussion forums
Special attention was paid to facilitating student interaction in the project one of the key elements of any intercultural school project. A Netiquette
was introduced to guide the discussions.
Three different discussion forums were set up during the project year:
1) STUDENT FORUM – for socializing
2) SURVEY DISCUSSION – for discussing
the survey results
3) ARTICLE DISCUSSIONS – after reading the articles the
other students had sent
Discussion topics
Hi! The weather in Ireland is freezing too but better than
usual and warmer than finland im sure!
Ive always wanted to visit china as it looks beautiful and i love the
food.
hello my name is coleen devlin. im 15 and i live in dublin. i like to
go out wit my friends and play camogie ( its a native irish sport)..
wat do you do in your spare time..
The school system in Cyprus is devided differenty... We go to high school at the age of
fifteen and we choose the subjects we want...
Yeah I love art! Mainly renassiance da vinci, carravaggio, dali
and...
...about the Oscars. What do you think, did they choose the right winners? I think
Ang Lee really proved himself this time...
Survey discussions
Article discussions
Students were divided into 7 mixed groups with 1-3 students from each project
school.Each group was given one article to discuss with questions guiding
them to focus attention on media literacy aspects.
Human rights
Usually the foreign press isn’t reliable in describing
present conditions in other countries because it often
represents the ideology of the states that have a
negative vision of them and because they don’t know
what happens in these countries.
If the country isn’t very open internationally, the reader should
also consider how truthful the news is.
We are reminded of the fact that human rights also
contain the freedom of religion and the limitation of
insulting others’ religion. But on the other hand,
northern countries appeal to the freedom of speech.
Recycling
I read the article about recycling in China and I
thought is was really good idea to inform other
about this!
...I didn’t know that it is possible to do such thing
as use recycled paper to produce pencils.
I think that the press can influence people behaviour.
The press could concentrate more on nature and all
the problems we have with it.
In fact it would a main point that the mass-media
spoke of this problem, so that the people can
understand that it is important to maintain the
correct equilibrium with nature.
Young people’s stress
It came a bit surprise to me to know that the problem is
common with so many and, at the same time, so different
countries.
I think that you could also interview young people that could tell us their
opinions about this situation, because they are the real protagonists of the
discussion.
I agree about ”the young people missing from the article”.
I think it’s important to hear their views and opinions
about stress and its causes.
Evaluation
as these examples show,
final project evaluation was very positive
Winners
at the 6th AEC-NET conference
in Serres, Greece
TEAM FINLAND
Sinikka Laakio-Whybrow, Jonina
Altschuler, Maija Ojutkangas and
Merja Laine
Students in Kaarina, FINLAND
celebrate the award with a Chinese meal
In the Finnish media
Ministry Award in Cyprus
Headmaster Mr Antoniou receiving the
award from the Cyprus Ministry of
education and culture
Rewarding students with a meal