媒体能力的演变

E. Smyrnova-Trybulska
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引用次数: 3

摘要

本文提出了与媒体和媒体能力的演变有关的问题,回顾和分析了数字技术发展背景下选定的历史、技术和教育条件。并对数字、信息和媒体能力、当前发展趋势和未来趋势进行了比较。合格的媒体用户和合格的信息技术用户之间的差异和要求越来越不明显。描述了媒介教育的3代——1.0、2.0和3.0。在发展的第一阶段,媒体教育的主要目的,被称为媒体教育1.0,不仅是培养对媒体和媒体信息的批判性思维技能,而且在一般意义上,培养批判态度和自主性。媒体2.0教育可以与21世纪初互联网和包括社交媒体在内的信息和通信技术的动态发展联系起来讨论。在thescТОntТПТc dТscoursО oП rОcОnt вОars, tСО concОpt oП“alРorТtСmТc culturО”Сas appОarОd, orТРТnallвdefining中,一组与视频游戏相关的软件产品文化文物,现在描述了大规模机器学习算法的大数据逻辑改变文化实践,处理和理解方式的现象(Gillespie, 2014)。这一媒介教育的演进阶段可以被定义为媒介教育3.0。人工智能、虚拟现实和增强现实可以通过沉浸式学习、用户之间的协作、逼真的模拟和多渠道的交流来加速教学过程。在各级教育系统发生变化的背景下,以及准备新课程所面临的挑战,这个话题非常重要。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
EVOLUTION OF MEDIA COMPETENCES
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.
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