Mithome09-schedule

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Media Literacy, Teaching and Learning And 21st Century Skills:

JOURNALISM IN THE K-12 CLASSROOM -- WHAT'S GOING ON? -- Room 335

SEMINAR TITLE: Student As Researcher, Producer and Publisher: New Media, Education, and Journalism

===THIS SESSION LIVE STREAMED AT:
http://www.ustream.tv/channel/infovalet
twitter has: #homeinc===


FORMAT

The entire session (and at least one of the breakouts) will be videotaped and is ON THE RECORD.) We hope to stream it live, as well.

SCHEDULE

  • 10:15 a.m.-10:20 a.m. -- Densmore intro / format explanation; ask participants to be thinking of logical breakouts, and explains there will be one chance

to "switch." I think I'd like the presenters to all start by sitting with the participants all about the room and as I call you each by name, you stand up -- but only come forward after the one-minute videos). I think this will add a little drama, and emphasize that this is not a "panel discussion."

  • 10:20 a.m.-10:30 a.m. -- Remix of one-minute videos shown. Upload your one-minute video by Friday, Oct. 16, to YouTube with the tag "mithome09". Sarah

Platanitis (413-530-7006 / anselblue@gmail.com) will download and remix them together with a title page between each. Please email her with your title page info (10 words, max, with your name and location/affiliation) and a confirmation that you've uploaded to YouTube.

  • 10:30 a.m.-10:45 a.m. -- We all come forward. Bill Densmore goes to the white board and asks audience participants to shout out suggestions for

conceptual tie-ins from what they've just seen; this discussion is interactive with the presenters.

    -- Organically through this discussion, we learn a bit more about the context and background of some of the videos, projects and people represented. -- By the end of 15 minutes, we've resolved into two-to-four breakouts appropriate to the overall participant-group size.

-- Densmore asks each group to appointed a raccounteur who will be responsible for reporting back a summary of their discussion/conclusions/insights (and emailing notes for wiki posting). Densmore assigns one or two presenters to each breakout group as discussion facilitator(s).

HOW IT WORKS: The breakouts

We'll have assigned a room (or a section of Room 335) where the two-to-four breakouts can meet. Each of we presenters will stick with our assigned breakout through BOTH breakout periods.

  • 10:45 a.m.-10:50 a.m. -- Breakouts assemble
  • 10:50 a.m.-11:10 a.m. -- First breakouts meeting. Be sure to ask everyone to give their name, affiliation, what they bring and what they want to learn.

Please circulate a sign-in sheet so we capture names and email addresses from those who are OK providing them.

  • 11:10 a.m..-11:15 a.m. -- Breakout switch (discussion can continue during this five-minute period, but there will be people coming and going and the

discussion leaders may have to repeat a bit of intro).

  • 11:15 a.m. -- 11:30 a.m. -- Second breakout period. Participants can switch breakout topics or stay where they are, as they wish. The point of this

exercise is to give people "permission" to divide their attention between two topics during the 45-minute breakout period.

LEARNING / NEXT STEPS / THE QUESTION

11:30 a.m. -- Reconvene together in Room 335. Bill Densmore moderates.

    • Ask each raccounteur for a one-minute summary of what was learned and what was decided for next steps. (This, realistically, will probably take 10
    minutes).
    • For the final five minutes, a moderated discussion equally involving presenters and participants to answer this question:

    "Do we see the tools and pedagogy necessary to help secondary students become critical, skeptical media users, smart, principled creators and engaged citizens? If not, what's needed?"