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Home Postgraduate Programmes Course Units MD236

MD236 Communications, Technology and Education
Credits: 20
Tutor: Dr Sue Ralph

Aims

• to develop students’ knowledge and understanding of the social role and personal influence of the mass media and other communications systems in formal and informal learning;
• to develop students’ perceptual critical and analytical skills in relation to different media products;
• to develop and enhance student’s action skills in relation to design, manufacture distribution and effectiveness of different media-based learning resources;
• to examine and analyse the relationship between learning resource suppliers and specific education systems at the macro and micro level;
• to develop students’ understanding of the importance of their own media consumption as

(a) an experiential resources and
(b) as a factor framing their perceptions and
(c) critical analysis.

Learning outcomes

On completing this module course members will have developed their critical abilities and skills in:

• critically assessing the relationship between the communications technologies (TV, radio, films, recordings, CD-Rom, DVD, Cable, Internet, Satellite, etc.
• auditing the linkages between communications technology and patterns of education and learning in their own institutions
• distinguishing between educational and educative media output and the links with formal, non-formal and informal learning;
• identifying value and goal conflicts between the mass media and education;
• developing projects using communications technology to attain specified educational goals.

Content

The detailed content of the module will be negotiated with course members in the light of their personal learning agendas and specified training needs. Possible topics include:

• approaches to communications research;
• communications technology and the distribution and marketing of services;
• organisation and output of BBC Learning Zone and Channel 4 Schools;
• serving the needs of different social sectors, segments and groups;
• patterns of ICT-consumption and usage;
• distance learning and “virtual universities”;
• uses and abuses of media-based educational and educative programmes;
• the use of programmes and materials in classroom teaching;
• the communication and media studies infra-structure.

Method

The formal classroom-based element if this module will employ a variety of learning approaches including tutor and expert presentations; small, large and whole group discussions; case studies; simulation; media text analyses; seminars etc. This module requires active participation. Sampling current media output is an essential part of the course and students require access to domestic–type video and audio recorders. Course members can form interest groups to pursue topics of their choice. Visits to media organisations are arranged as appropriate.

Time Allocation and Credits

A single module is worth 20 credits under the UCET Credit Rating Scheme. 180 credits represents a full MEd.

Assessment

Portfolio of selected learning resources including, if appropriate, material developed during the module together with a reflective critique not exceeding 4,000 words to be submitted within four weeks of the end of the module or as advised by the academic staff.

Core Publications

Meyer, M. (1997) Educational Programmes on Television: What do people want – what do they get? Luton: John Libby Media.

Gunter, B. & McAleer, L. (1997) Children and Television. London: Routledge.

Negroponte, N. (1995) Being Digital. London: Hodder & Stoughton.

NCET, (1995) Highways for Learning: a guide to the internet. London: NCET.

Indicative Reading
Alverado, M. and Boyd-Barett, O. (eds) (1992) Media Education. London: BFI.

Barrett, E. & Redmond, M. (1995) contextual Media Multimedia and Interpretation. London: MIT Press.

Bates, A., Broadcasting in Education (1984). London: Constable (Although out of date, this book is valuable for its analysis and historical materials).

Bourdieu, P. (1998) Bourdieu on Television an Journalism. London: Pluto Press.

Christiansen, J. & Thygesen, S. (1996) Brave New Media. London: Prentice Hall.

Curran, J. and Gurevitch, M. (eds) (1996) Media and Society. London: Edward Arnold.

Dickinson, R., Linne, O. & Harrindranath, R. (eds) (1998) Approaches to Audiences., London: Edward Arnold.

Downing, J., Mohammadi, A. and Sreberny-Mohammadi, A. (eds) (1995) Questioning the Media: a critical introduction. London: Sage Books. Feldman, Tony (1993) Multimedia. London: Routledge.

Fleming, d. (1993) Media Teaching. Oxford: Blackwell.

Garnham, N. (1990) Capitalism and Communication: global Culture and the Economics of Information. London: Sage.

Gauntlet, D. (1995) Moving Experiences: Understanding Television’s Influences and Effects. London: John Libbey Media.

Koegel, J.F. (1994) Multimedia systems. New York; Addison-Wesley.

Lusted, D. (ed) (1991) The Media Studies Book. London: Comedia. McQueen, D. (1998) Television: A Media Student’s Guide. London: Edward Arnold

Postman, N. (1994) The Disappearance of Childhood. New York: Vintage Books.

Schiller, H.J. (1973) The Minute Managers. New York: Beacon Press.

Stevenson, N. (1995) Understanding Media Cultures. London: Sage.

Stoll, C. (1995) Silicon Snake Oil: Second Thoughts on the Information Highway. London: Macmillan

Restrictions and Availability

This module is open to all registered students up to a maximum of 25 students.

Use of Equipment

Students registered on any of the modules in the degree of MEd in Communications, Education and Technology are encouraged to use the audio-visual equipment at any time, subject to availability; use it not restricted to official class times.