"This guide is for trainers who wish to introduce the concepts of constructive journalism to reporters and editors. It is aimed at journalists who wish to apply these principles as well as at editors interested in implementing a constructive approach in the newsroom or in creating constructive forma
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ts. The Toolkit provides general knowledge about constructive journalism as well as a set of flexible training modules, handouts and other resources that can be used according to the training goal and the target group." (https://constructive-journalism.com)
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"The Learning Power of Listening guide is intended for those who wish to coordinate, participate in, or support the use of SenseMaker—a complexity-aware, narrative-based method—in conducting assessments, monitoring progress, and carrying out evaluations or research. The guide can be used for per
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sonal reference or for training others involved in a SenseMaker process. The experiences on which the guide is based, as well as the examples used, focus mainly on development programs, and particularly on efforts that focus on poverty reduction, social justice, peacebuilding, resilience, behavioral change, and restoring and protecting natural resources. They come from organizations and programs that have used SenseMaker over the last decade. The guide starts with considerations for judging the suitability of the method, followed by descriptions of the four phases of any SenseMaker process. Besides detailed guidance on preparing for and implementing a SenseMaker process, examples, and advice are offered for each phase. Despite its practical focus, this is not a do-it-yourself guide: there is no shortcut to learning SenseMaker. Mastering its practice requires deep, hands-on involvement in at least one to two processes from start to finish. Guidance from an experienced SenseMaker practitioner is also recommended. The guide summarizes practices that have evolved in international development, providing practical tips and examples of context-specific adaptations." (About this guide, page 9)
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"The Digital citizenship education handbook is intended for teachers and parents, education decision makers and platform providers alike. It describes in depth the multiple dimensions that make up each of 10 digital citizenship domains, and includes a fact sheet on each domain providing ideas, good
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practice and further references to support educators in building the competences that will stand children in good stead when they are confronted with the challenges of tomorrow’s digital world. The Digital citizenship education handbook is consistent with the Council of Europe’s Reference Framework of Competences for Democratic Culture and compatible for use with the Internet literacy handbook." (Back cover)
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"Auf den folgenden Seiten stellen wir Ihnen 13 konkrete Unterrichtseinheiten für die Klassen 3 bis 6 vor. Diese unterstützen Sie dabei, mit Ihren Schülerinnen und Schülern ausgesuchte Teilkompetenzen aus dem Medienkompetenzrahmen NRW zu erarbeiten. Die Unterrichtseinheiten bauen auf den Inhalten
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der Lernplattform Internet-ABC auf. Unter internet-abc.de finden Sie darüber hinaus viele weitere Anregungen für die Förderung der Medienkompetenz Ihrer Schülerinnen und Schüler. Der Medienkompetenzrahmen NRW definiert die relevanten Schlüsselqualifikationen, die Kindern und Jugendlichen bis zum Ende ihrer Schullaufbahn vermittelt werden sollen. Mehr Informationen zum Medienkompetenzrahmen und weitere Vorschläge für Ihre Unterrichtsgestaltung finden Sie unter medienkompetenzrahmen.nrw.de." (Vorwort)
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"The Introduction to Technology Enabled Learning MOOC (TELMOOC), a massive open online course developed by the Commonwealth of Learning and Athabasca University, was offered a total of ten times between January 2017 and July 2021. The purpose of TELMOOC was to provide an accessible learning opportun
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ity to teachers, particularly for those in the Global south, to expand upon their knowledge and skills regarding the use of technology and open educational resources in teaching and learning. Designed with the inquiry MOOC (iMOOC) model that complies with the Community of Inquiry framework, the TELMOOC has been successful as a large-scale educational implementation. This book presents a critical perspective into the design and delivery of the TELMOOC. Of particular interest to administrators, educators, and instructional designers is the descriptions and outcomes of the course from the view of the participants. How and why the course interactions were incorporated to descriptions of new educator roles are included in this research-based book that intends to provide a roadmap for others to follow. Articulated in the book is a proposed way in which MOOCs completion rates should be reported as well as an introduction to a holistic quality framework for MOOCs (The PAGE MOOC Success framework). Finally, an evidence-based model of online delivered teacher professional development for MOOCs is outlined showcasing the experiential opportunities provided to educators in the TELMOOC." (Publisher description)
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"Auf insgesamt 36 Arbeitsblättern bietet das Arbeitsheft einen Querschnitt durch die Welt der Medien in insgesamt vier Kapiteln. Zunächst werden die begrifflichen Grundlagen und die Bedeutung von Medien für unser Alltagsleben wie auch für die Demokratie erarbeitet, dann werden zentrale Medien wi
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e Zeitung, Smartphone oder Social Media vorgestellt und ihre Besonderheiten bei der Nutzung analysiert. Im Anschluss widmet sich das Material unterschiedlichen Herausforderungen im Umgang mit Medien: Dabei wird u.a. die Rolle von Influencer/-innen hinterfragt, das Prinzip der Plattformökonomie untersucht oder die Gefahr einer Medienkonzentration erörtert. Abschließend beschäftigten sich die Lernenden mit ihrer eigenen Medienkompetenz: Wie erkenne ich sexistische Werbung? Habe ich meine Mediennutzung im Griff oder sollte ich mal "handyfasten"?" (Verlagsbeschreibung)
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"According to the 2020 UNESCO Director-General Report on the Safety of Journalists and the Danger of Impunity, a total of 24 of the 156 journalists and media workers killed during 2018-2019, lost their lives to attacks by groups engaged in violent extremism as well as terrorism. Journalism educators
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and trainers have a role to play in supporting the quality of reporting on this complex topic, as well as in raising journalists’ ability to protect themselves while covering terrorist attacks. Building on a previous UNESCO publication Terrorism and the media: A Handbook for journalists (2017), this new manual is designed primarily for media trainers and journalism educators. Based on real life lessons and extensive analysis of the risks and pitfalls in covering terrorism, the handbook adds significant value to media’s role in covering these challenges." (Short summary, page 3)
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"Este trabajo tiene como objetivo avanzar en la comprensión de una serie de casos del Sistema Interamericano de extraordinario contenido y valor para fortalecer el rol de los jueces en la prevención de situaciones que vulneren el derecho a libertad de expresión, el acceso a la información, así
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como la protección de periodistas." (Introducción)
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"En este documento presentamos una secuencia didáctica para que las y los docentes trabajen en el aula sobre las desinformaciones en contextos electorales teniendo en cuenta que las y los adolescentes son parte fundamental de los debates públicos e incluso en varios países pueden ejercer el derec
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ho al voto. Si bien es de esperar que los contenidos específicos de las desinformaciones puedan variar a lo largo del tiempo y de país en país (y en niveles subnacionales), hay algunos elementos del fenómeno que son comunes en toda la región y en todos los períodos electorales. Proponemos abordar estos elementos en las aulas como una estrategia para mitigar la masiva circulación de estos contenidos y propiciar que jóvenes tomen decisiones informadas, un desafío que, por supuesto, tenemos también las personas adultas. En el Programa de Educación de Chequeado sabemos que la escuela en general y los docentes en particular pueden promover espacios de participación que fomenten la construcción de habilidades de pensamiento crítico para que, al momento de votar, las y los jóvenes lo hagan a partir de información verificada. Entendemos que enseñar en la escuela estas habilidades, especialmente aquellas vinculadas con la identificación de desinformación, como parte de la Alfabetización Mediática e Informacional (AMI) es prioritario para el fortalecimiento del sistema democrático." (Introducción)
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"The handbook is an advocacy tool that details laws and regulations that enable and impact freedom of expression, media freedom, work of human rights defenders and activists in Zambia." (Publisher description)
"Die Box ist eine Sammlung von 16 ausgewählten Methoden aus der medienpädagogischen Praxis der Projekte klicksafe und Handysektor. Hier lernen Jugendliche das eigene Nutzungsverhalten auszuwerten, digitale Geräte bewusster einzusetzen und über digitales Wohlbefinden nachzudenken. Die Strategien
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reichen vom Handyfasten über Time-Out-Übungen bis hin zum handkräftigenden Finger-Yoga. Die Methoden sind für den Einsatz im Schulunterricht sowie für die außerschulische Jugendarbeit konzipiert. Sie eignen sich gut für die spontane Nutzung in Vertretungsstunden. Darüber hinaus können sie in abgewandelter Form im Familienkreis kreativ eingesetzt werden." (Seite 2)
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"Le projet Generation Africa est basé sur des expériences vécues par la jeunesse africaine qui est la plus grande démographie de jeunes dans le monde et dont le futur va déterminer la forme que prendra nos sociétés sur les décennies à venir. La collection comprend 25 réalisateurs et socié
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tés de production sur 16 pays et elle rassemble une myriade de récits liés autour du thème de la migration. Ces récits sont uniques dans le sens qu’ils nous offrent la perspective d’initiés sur des thèmes universels qui ne peuvent que ressortir de témoignages de personnes qui les ont vécus. Grâce à nos partenaires de diffusion de par le monde et la distribution en ligne, un grand nombre de personnes pourra visionner ces récits remarquables sur l’espoir, la perte et la détermination. Mais la sensibilisation ne se traduit pas toujours en changement ou action.
C’est pour cela que la méthodologie d’apprentissage de STEPS assiste les communautés à gérer avec le sujet et à recevoir les outils pour engager l’audience de manière plus effective, pour susciter une discussion constructive avec elle. La méthodologie d’apprentissage de STEPS assiste des animateur.rice.s depuis plus de deux décennies dans l’explication et la coordination de la projection et en les guidant durant les discussions qui s’ensuivent. Ceci a produit des partages en groupe qui sont importants et plein d’empathie Les sujets abordés peuvent aussi bien être liés à la défendre les droits humains qu’à la lutte contre le sigma du VIH/sida. Le guide de facilitation et de vulgarisation de STEPS a pour approche de se concentrer sur des personnes qui font face à des combats que des milliers d’autres personnes de par le monde vivent aussi. Dans ce Guide de Facilitation Generation Africa, les facilitateurs.trices apprendront à acceuillir des projections (en présentiel et à distance) et à utiliser des films pour discuter de problèmes de société suivi de questions pour suivre sur des discussions après chaque projection " (Introduction)
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"The Generation Africa project centres on the lived experiences of African youth, the largest youth demographic in the world, whose futures will determine the shape of global fortunes over the next few decades. Working with 25 filmmakers and production companies from 16 countries in Africa, the coll
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ection weaves together myriad narratives connected through the theme of migration. The stories are unique in that they give an insider perspective on universal themes, which can only come through stories told from the inside. Through global broadcasting partners and online distribution, many people around the world can watch these incredible stories of hope, loss and determination. However, awareness does not always necessarily lead to change or action.
This is where the STEPS learning methodology assists communities to come to terms with the subject matter and receive the tools to effectively engage an audience to elicit a constructive discussion. For over two decades, the STEPS learning methodology has assisted facilitators in explaining and coordinating screenings, and guiding subsequent discussions which has resulted in powerful yet empathetic group sharing.
With subject matter ranging from defending human rights to combating HIV/Aids stigmatisation, the STEPS outreach facilitation guides take an honest, people-first approach to dealing with real battles that millions of people around the world encounter. In this Generation Africa Facilitation Guide, facilitators will be equipped with the knowledge to host screenings (in-person and remote), understand how to use films to discuss social issues and guiding questions for a post-screening discussion." (Introduction)
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"This tool is on how to categorize and analyse outcomes already harvested with informal workers in an online workshop using Tool 7, and how to use this analysis to discuss achievements, challenges, and strategy with the same participants. Tool 7 took you through how to support participants in a work
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shop to harvest outcomes: WIEGO outcomes – that is changes made by informal workers, Nets or MBOs1 that WIEGO has influenced directly, for example through a training or other intervention; and outcomes that those workers, Nets or MBOs in turn have influenced through their own actions. In this Tool 8, the WIEGO facilitation team first categorizes and analyses outcomes that were harvested in the Tool 7 workshop; and then in a second online workshop, you facilitate participants interpreting findings and identifying implications for improving their strategies, and potentially for WIEGO to improve your original training workshop. The online workshops described in these two tools (7 and 8) aims to strengthen capacity of participants in telling their stories and in analysing their influence and its strategic implications. Note: there are separate tools in the WIEGO MLE Toolkit (5 and 6), for doing this in a face-to-face workshop." (The Focus of this Tool)
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"This tool is on how to categorize, analyse and interpret outcomes already harvested using Tool 5, in a workshop setting. Tool 5 takes you through how to support participants in a workshop to harvest: WIEGO outcomes – that is changes made by informal workers, Nets or MBOs1 that WIEGO has influence
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d directly, for example through a training or other intervention; and outcomes that those workers, Nets or MBOs in turn have influenced through their own actions; or outcomes that WIEGO has influenced directly – assuming this is an internal WIEGO workshop rather than a workshop with informal workers. Tool 6 demonstrates how you collectively categorize, analyse, and interpret the outcomes identified during the workshop 5. This tool comes in this face-to-face version and in an online version (Tool 8). The workshops described in these two tools aims to strengthen capacity of participants in telling their stories and in analysing their influence and its strategic implications." (The Focus of this Tool)
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"A great way to find out if WIEGO’s interventions – trainings or other kinds of supports to Nets and MBOs – have worked well, or if people have used our tools and materials, is to engage them in a follow-up evaluation workshop. This Tool 5 takes you through the process of supporting participan
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ts to describe changes they or their organizations have influenced since WIEGO’s interventions, or since they got WIEGO’s toolkits or materials. You can also use it within WIEGO to harvest outcomes that members of the WIEGO team, individually or collectively have influenced. This tool comes in this face-to-face version and in an online version (Tool 7). Tool 6 takes you through how to collectively analyse those outcomes and consider their strategic implications. The online version is Tool 8. The workshops described in these two tools aims to also strengthen capacity of Net or MBO participants in telling their stories and in analysing their influence and its strategic implications." (The Focus of this Tool)
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"This Tool 7 is an online version of Tool 5 of the WIEGO MLE Toolkit: How to conduct a participatory workshop: harvesting outcomes. That tool discusses the rationale and gives illustrative examples of running a participatory OH workshop, and these are not repeated here. Please read them first. Tool
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8 is the online version of Tool 6 on outcomes analysis and strategic learning. A great way to find out if WIEGO’s interventions – trainings or other kinds of supports to Nets and MBOs – have worked well, or if people have used our tools and materials, is to engage them in a follow-up evaluation workshop. This Tool takes you through the process of supporting participants to describe changes they or their organizations have influenced since WIEGO’s interventions, or since they got WIEGO’s toolkits or materials. The online workshop in Tool 8 should take place one or a few days after this first workshop, giving you time to analyse the harvested outcomes before the workshop. It engages participants to interpret the analysis of the outcomes they harvested. They consider if and how well they are using the materials and having the influence they hope to have, whether on their own institutions or on external actors. The online workshops described in these two tools (7 and 8) aims to strengthen capacity of participants in telling their stories and in analysing their influence and its strategic implications." (The Focus of this Tool)
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"In dieser fächerübergreifenden Unterrichtseinheit werden die Schülerinnen und Schüler für das Thema digitale Achtsamkeit sensibilisiert. Sie sollen erkennen, dass es wichtig ist, selbstbestimmt und vernünftig über die Verwendung digitaler Medien zu entscheiden. Oft lassen wir uns von Emotion
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en leiten und verfallen in Nutzungsmuster, die auf Dauer vielleicht nicht gesund sind. Die Lernenden sollen dies durchschauen und Strategien entwickeln, ihr Verhalten zu reflektieren und ggf. anzupassen. Ebenso lernen sie, dass es Apps und Internetangebote gibt, die dabei helfen können, gesünder zu leben und lernen, wie man diese Angebote finden kann." (Seite 2)
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