Global Media Education (5 cr)

Evaluation scale

H-5

Objective

After completing the study module the student:
- is familiar with different research approaches and theoretical concepts of media education
- is able to give examples of current approaches to media education practices in different cultural contexts
- is able to give examples of new trends and challenges in media education in different cultural contexts
-Is able to communicate and co-operate with international peers and teachers in academic contexts.

Execution methods

Lectures 20 h
Group studies 50 h
Individual studies 65 h

Profile: HYBRID 3

Accomplishment methods

Active participation in lectures.
Individual and group assignments.
Learning diary.

Content

Students get acquainted with different research approaches and theoretical concepts of media education and media education practices in Finland and in different cultural contexts. The study module is organized in cooperation with Finnish and international media education scholars.

Materials

Media literacy in Finland; National media education policy. http://urn.fi/URN:ISBN:978-952-263-676-8 Other literature will be announced at the beginning of the study module. 

 

Assessment criteria, satisfactory (1)

0
The student is not able to name research approaches and theoretical concepts of media education or give examples of current approaches and challenges to media education practices in Finland and/or in her/his own cultural context.The learning diary is poorly structured. Writing lacks coherence and logic. The in-text and end-of text references are missing. The learning diary is shorter than a minimum required length.
1
The student is able to name or describe only few research approaches and theoretical concepts of media education and gives few examples of current approaches and challenges to media education practices in Finland and/or in her/his own cultural context.The author only lists the ideas from the reference materials. The author’s point of view is not revealed. The learning diary is poorly structured. The author uses only web sites and lecture notes as references. Writing lacks coherence and logic. The in-text and end-of text references are missing or poorly marked. The learning diary is too long or too short.
2
The student is able to name or describe some research approaches and theoretical concepts of media education and gives some examples of current approaches and challenges to media education practices in Finland and/or in her/his own cultural context. The author’s point of view can come out occasionally. The learning diary is poorly structured. The author uses only a few of the following materials: journal articles, book chapters, governmental documents, or uses predominantly only web sites or lecture notes. Writing lacks coherence. The author uses in-text and end-of-text references to acknowledge some of the sources. The references are relevant and less relevant. Recent and less recent references are used. The format of the references is not consistent with a chosen referencing style. The length of the essay is either too short or too long.

Assessment criteria, good (3)

3

The student is able to describe several research approaches and theoretical concepts of media education well and to give examples of current approaches and challenges to media education practices in Finland and/or in her/his own cultural context. The student summarizes well the ideas of the reference materials but the writing lacks extensive analysis of the content in the reference materials. The structure of the learning diary is quite clear and understandable. The author uses some of the following materials: journal articles, book chapters, governmental documents. Writing is quite accurate. The author uses in-text and end-of-text references to acknowledge most of the sources. The references are relevant and mostly recent. The format of the references is mostly consistent with a chosen referencing style. The length of the essay is appropriate.

4
The student is able to describe and discuss several research approaches and theoretical concepts of media education well and and to give examples of current approaches and challenges to media education practices in Finland and/or in her/his own cultural context.The author’s point of view is well formulated from the reference materials. The author uses a variety of materials, e.g. journal articles, book chapters, governmental documents. Writing is accurate and ideas are well formulated. The structure of the learning diary is clear and understandable. The author uses in-text and end-of-text references to acknowledge most of the sources. The references are relevant and recent. The format of the references is consistent with a chosen referencing style. The length of the essay is appropriate.

Assessment criteria, excellent (5)

5
The student shows an excellent understanding of several research approaches and theoretical concepts of media education and gives various examples of current approaches and challenges to media education practices in Finland and in her/his own cultural context. The student uses a variety of materials, e.g. journal articles, book chapters, governmental documents. Writing is precise, logical and convincing. The structure of the learning diary is clear and understandable. The author uses in-text and end-of-text references to acknowledge all the sources. The references are relevant and recent. The format of the references is consistent with a chosen referencing style. The length of the learning diary is appropriate.