Degree | Type | Year |
---|---|---|
Journalism | OT | 3 |
Journalism | OT | 4 |
You can view this information at the end of this document.
The objectives of the course are:
1. INFORMATION SOCIETY, EDUCATION AND COMMUNICATION
1 Communication and education (formal, non-formal and informal).
2 The challenge of lifelong learning. The Tics and the new educational opportunities.
3 The current media culture and educational values. The role of the family and the group of equals.
2. THE EDUCATIONAL FUNCTION OF THE MEDIA
1 Origins. Theoretical context. Ideological approaches to the educational function of the media: the current debate.
2 Educational media. Television and education. The models of educational television. Educational audiovisual platforms,
3. Social networks and video games, educational function?
3. MEDIA AND INFORMATION LITERACY
1 The conceptual framework of media and information literacy
2 The international development of media literacy: the role of UNESCO and the European Commission
3 Media education policies and strategies Learners' critical reflection and audiovisual production. The use of media in educational contexts. Communicative participation and active citizenship.
4. CHILD AND YOUTH AUDIENCE
1.Children and media: Children's rights and communication.
2 Prevention of risks and promotion of critical and creative use of the media
5. EDU COMMUNICATIVE PROJECT
1 Conceptualization and definition of the project. Implementation phases.
2 Preliminary research; bibliographic search and benchmarking.
3 Design of the project and implementation of the pilot.
4 Planning, production and evaluation.
***TEl contenido de la asignatura será sensible a los aspectos relacionados con la perspectiva de género y con el uso del lenguaje inclusivo
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Practical lessons | 27 | 1.08 | 7, 21 |
Seminar | 6 | 0.24 | 3, 17 |
Theoretical sessions | 15 | 0.6 | 3, 7, 11 |
Type: Supervised | |||
Exam | 3 | 0.12 | 7, 17 |
Project | 3 | 0.12 | 3, 7, 10, 17, 21, 11 |
Type: Autonomous | |||
Group work | 30 | 1.2 | 7, 21 |
Student work | 20 | 0.8 | 3, 11 |
The methodology of the course consists of:
1) Theoretical sessions of the subject's basic agenda
2) Reading sessions and case studies
3) Practical sessions related to the edu comunicative project.
The class group will simulate a news room wit maximimum organization flexibility.
A detailed schedule outlining the content of each session will be presented on the first day of the course and will be available on the course’s Virtual Campus, where students will find all teaching materials and necessary information for eective course monitoring. Should the teaching modality change for reasons of force majeure according to the competent authorities, the teaching sta will inform students of any modifications to the course schedule and teaching methodologies.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Exam | 30% | 3 | 0.12 | 3, 4, 2, 8, 7, 9, 17, 20 |
Project - Communication and Education field | 45% | 30 | 1.2 | 14, 3, 5, 1, 28, 7, 9, 10, 12, 16, 17, 15, 18, 20, 19, 22, 21, 23, 35, 24, 25, 26, 27, 32, 31, 29, 30, 13, 33, 34, 11 |
Tasks - Seminar | 25% | 13 | 0.52 | 14, 3, 4, 2, 5, 6, 1, 28, 8, 7, 9, 12, 16, 17, 15, 18, 20, 19, 35, 26, 27, 32, 31, 29, 30, 13, 33, 34, 11 |
Evaluation Activities
The evaluation of the course will consist of three evaluative activities:
Edu-communicative Project: Group work, minimum 3-5 people. The project guidelines will be available on the virtual campus, the practical sessions will be dedicated to working on the edu-communicative projects from the beginning, and the group tutorials will be aimed at monitoring both the design and the development of the project.
Seminar Submissions: The submission will take place either before or after as indicated on the virtual campus.
Exam: At the end of the course, a theoretical exam on the content learned during the semester will be held.
Students have the right to review the evaluation carried out. Once the grades are published, a review tutorial will be scheduled to conduct the same.
RE-EVALUATION
The re-evaluation activity will consist of a theoretical exam that will include aspects from the theoretical sessions, seminars, and concepts worked on in the development of the edu-communicative project.
NOT EVALUABLE
Students who have not submitted any formative activity cannot be evaluated.
SINGLE ASSESSMENT
This course/module does not provide for a single assessment system.
PLAGIARISM
If the student commits any irregularity that could lead to a significant variation in the grade of an evaluation act, that evaluation act will be graded with 0, regardless of the disciplinary process that may be initiated. If several irregularities occur in the evaluation acts of the same course, the final grade for that course will be 0.
USE OF ARTIFICIAL INTELLIGENCE
For this course, the use of Artificial Intelligence (AI) technologies is permitted exclusively for support tasks, such as bibliographic or information searches, text correction or translation, layout improvement, or audiovisual product enhancement—always as a support tool.
Students must identify which parts were generated using this technology, specify the tools used, and include a critical reflection on how these tools have influenced the process and the outcome of the activity.
Lack of transparency in the use of AI in this graded activity will be considered a breach of academic integrity and may result in partial or total loss of marks for the activity, or more severe sanctions in serious cases.
Basic references:
ALBERO ANDRÉS, MAGDALENA.(2010) Jóvenes, internet y participación política. Límites y oportunidades. Octaedro. Barcelona.
ALBERO ANDRÉS, M. (2004). The Internet and adolescents: the present and future of the information society. En Goldstein, Buckingham, Brougère. Toys, Games and Media. New Jersey/London. Lawrence Erlbaum Ass., 109-129.
BUCKINGHAM, DAVID. (2005) Educación en medios. Alfabetización, aprendizaje y cultura contemporánea. Paidós. Barcelona.
BUCKINGHAM, DAVID. y WILLET, REBEKAH. (Eds.) (2006) Digital Generations. Lawrence Erlbaum. London.
BUTLER; ALLISON T. (2019). Educating Media Literacy : The Need for Critical Media Literacy in Teacher Education, BRILL, ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/uab/detail.action?docID=5963858.
CARLSSON, ULLA.,TAYIE, SAMY. JACQUINOT, GENIÈVE., PÉREZ TORNERO, JOSÉ MANUEL. (2008) Empowerment trough Media Education. An Intercultural Dialogue, Goteborg, Nordicom.
LIVINGSTONE, SONIA. y BOVIL MOIRA. (2002) Young People and New Media. Sage, London.
MASTERMAN, LEN (1993): La enseñanza de los medios de comunicación. Madrid, La Torre.
MORIN, EDGAR (1999). Los siete saberes necesarios para la educación del futuro. UNESCO, París.
PEREZ TORNERO, JOSÉ MANUEL y VARIS, TAPIO. (2012) Alfabetización mediática y nuevo humanismo, Barcelona, UOC.
PEREZ TORNERO, JOSÉ MANUEL (2020). La gran mediatización I. El tsunami que expropia nuestras vidas. Del confinamiento digital a la sociedad de la distancia. UOC Press: Barcelona.
*** The specific bibliography will be provided to students through the virtual campus
Basic office software, social media domain and blog content management.
Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.
Name | Group | Language | Semester | Turn |
---|---|---|---|---|
(PLAB) Practical laboratories | 11 | Catalan | first semester | morning-mixed |
(PLAB) Practical laboratories | 12 | Spanish | first semester | morning-mixed |
(TE) Theory | 1 | Spanish | first semester | morning-mixed |