DIGITAL MEDIA, IDENTITY AND THE LEARNING DESIGNER

Abstract

Museums, archives, and other educational institutions around the world share on social media activity focused on World War I history. Following these institutions on social media, allow any user to discover interesting content almost every single day. More, experts and educators are sometimes online to answer questions, test knowledge in pop quizzes, and stream behind the scenes with live video. A special point is that of showing that the First World War marked a turning point with the appearance of news and artwork intended to capture the moment in a realistic way, by first-hand participants. Before World War I, war news and art largely depicted heroic military leaders and romanticized battles, done long after the fact, far from the battlefield. This study try to encompass all the forms in which social media contribute to the creation of public knowledge, underlining that, the number of object records created or the number of records made available to the public online, gives us vital information and a strong sense of what in military history is known and where improvement is needed. This article examines how practitioners can make informed choices about curriculum design and pedagogical approaches in their settings, based on historical theories and principles. The approaches advocated here respect some of the tenets of the ideological tradition, but at the same time provide a secure justification for play that inform by evidence from research and curriculum models from different countries. We have emphasized that practitioners should use policy frameworks as a guiding structure.