{"title":"媒体能力的演变","authors":"E. Smyrnova-Trybulska","doi":"10.28925/2414-0325.2019s7","DOIUrl":null,"url":null,"abstract":"This article presents issues related to the evolution of media and media competences, a\nreview and analysis of selected historical, technological and educational conditions in the context of\nthe development of digital technologies. A comparison is also made between digital, information\nand media competences, current development trends and future trends. The differences and\nrequirements between qualified media users and qualified users of information technology are\nbecoming less and less distinct. The 3 generations of Media education - 1.0, 2.0 and 3.0 were\ndescribed. The main purpose of media education in the first phase of development, referred to as\nmedia education 1.0, was to develop not only critical thinking skills towards the media and media\nmessages, but also - in a general sense - critical attitude and autonomy. Media 2.0 education can be\ndiscussed in connection with the dynamic development of the Internet and information and\ncommunication technologies, including social media, at the beginning of the 21st century. In the\nscТОntТПТc dТscoursО oП rОcОnt вОars, tСО concОpt oП „alРorТtСmТc culturО” Сas appОarОd, orТРТnallв\ndefining a set of cultural artefacts that are software products, related to video games, and now\ndescribing the phenomenon in which the Big Data logic of large-scale machine learning algorithms\nchange how culture is practiced, processed and understood (Gillespie, 2014). This stage of evolution\nof Media education could be identified as Media education 3.0. AI and VR and AR can accelerate\nteaching and learning processes through immersion, collaboration among users, realistic simulations\nand multi-channel communication. The topic is quite important and current in the context of changes\nin the education system at various levels and the challenges involved in preparing new programs.","PeriodicalId":145377,"journal":{"name":"OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY","volume":"99 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"EVOLUTION OF MEDIA COMPETENCES\",\"authors\":\"E. Smyrnova-Trybulska\",\"doi\":\"10.28925/2414-0325.2019s7\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This article presents issues related to the evolution of media and media competences, a\\nreview and analysis of selected historical, technological and educational conditions in the context of\\nthe development of digital technologies. A comparison is also made between digital, information\\nand media competences, current development trends and future trends. The differences and\\nrequirements between qualified media users and qualified users of information technology are\\nbecoming less and less distinct. The 3 generations of Media education - 1.0, 2.0 and 3.0 were\\ndescribed. The main purpose of media education in the first phase of development, referred to as\\nmedia education 1.0, was to develop not only critical thinking skills towards the media and media\\nmessages, but also - in a general sense - critical attitude and autonomy. Media 2.0 education can be\\ndiscussed in connection with the dynamic development of the Internet and information and\\ncommunication technologies, including social media, at the beginning of the 21st century. In the\\nscТОntТПТc dТscoursО oП rОcОnt вОars, tСО concОpt oП „alРorТtСmТc culturО” Сas appОarОd, orТРТnallв\\ndefining a set of cultural artefacts that are software products, related to video games, and now\\ndescribing the phenomenon in which the Big Data logic of large-scale machine learning algorithms\\nchange how culture is practiced, processed and understood (Gillespie, 2014). This stage of evolution\\nof Media education could be identified as Media education 3.0. AI and VR and AR can accelerate\\nteaching and learning processes through immersion, collaboration among users, realistic simulations\\nand multi-channel communication. The topic is quite important and current in the context of changes\\nin the education system at various levels and the challenges involved in preparing new programs.\",\"PeriodicalId\":145377,\"journal\":{\"name\":\"OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY\",\"volume\":\"99 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1900-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.28925/2414-0325.2019s7\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.28925/2414-0325.2019s7","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
This article presents issues related to the evolution of media and media competences, a
review and analysis of selected historical, technological and educational conditions in the context of
the development of digital technologies. A comparison is also made between digital, information
and media competences, current development trends and future trends. The differences and
requirements between qualified media users and qualified users of information technology are
becoming less and less distinct. The 3 generations of Media education - 1.0, 2.0 and 3.0 were
described. The main purpose of media education in the first phase of development, referred to as
media education 1.0, was to develop not only critical thinking skills towards the media and media
messages, but also - in a general sense - critical attitude and autonomy. Media 2.0 education can be
discussed in connection with the dynamic development of the Internet and information and
communication technologies, including social media, at the beginning of the 21st century. In the
scТОntТПТc dТscoursО oП rОcОnt вОars, tСО concОpt oП „alРorТtСmТc culturО” Сas appОarОd, orТРТnallв
defining a set of cultural artefacts that are software products, related to video games, and now
describing the phenomenon in which the Big Data logic of large-scale machine learning algorithms
change how culture is practiced, processed and understood (Gillespie, 2014). This stage of evolution
of Media education could be identified as Media education 3.0. AI and VR and AR can accelerate
teaching and learning processes through immersion, collaboration among users, realistic simulations
and multi-channel communication. The topic is quite important and current in the context of changes
in the education system at various levels and the challenges involved in preparing new programs.