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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S Supplementary reading Teaching methods Assessment methods Language of instruction Quality assurance methods Petrović, G. (2002). Logika. Zagreb: Element. (e) Seminar reference books A variable group of selected articles and chapters. Ghiraldelli, P. Jr., Peters, M. A., Standish, P., Žarnić, B. (Ed.). Encyclopaedia of Philosophy of Education (http://www.philosophy-of-education.org/ENCYCLOPAEDIA). Hessong, R. F. i Weeks, T. H. (1987). Introduction to Education. New York: Macmillan Publishing Company. Žarnić, B. (Ed.). Filozofija odgoja: obrazovni portal (http://www.vusst.hr/~berislav/phed). Polić, M. Filozofija odgoja: elektronički priručnik (http://www.radionicapolic.hr/prirucnik/). Polić, M. (1997). Čovjek, odgoj svijet: mala filozofijsko-odgojna razložba. Hrvatski Leskovac: Kruzak. Žarnić, B. (in print). Eseji iz filozofije odgoja. Split: Visoka učiteljska škola. Frontal lectures, the use of multimedia. Oral exam Croatian and <strong>English</strong> language. Student feedback via questionnaires and surveys. Lecturers responsible for the same subject area collaborate closely and monitor each other's work. Course title Media in education Course code HZE005 Type of course Lecture + Seminar / Advisory hours Level of course Basic level course Year of study Second Semester Three ECTS (Number of credits allocated) 3 ECTS Contact hours (15 lectures + 15 seminars/advisory hours) = 0.75 ECTS Student study time (67.5 hours) = 2.25 ECTS Name of lecturer Prof. Dr Stjepan Rodek Learning outcomes and competences Critical and pedagogical consideration of the role of media in contemporary education, as well as the development of the so-called ‘media literacy’ in students, which should enable them to understand and appreciate the mechanisms of media influence and effect upon young people. Prerequisites Competences and skills acquired upon the completion of the first year graduate study programme (teacher education). Prerequisites defined by the Faculty Statute. Course contents Definitions of basic terms: media, mass media, teaching media, pedagogy of the media, didactics of the media. Research trends in the field of media application. Evaluation research. ATI (Aptitude-Treatment-Interaction) research. Action research. 75
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S Recommended reading Supplementary reading Teaching methods Assessment methods Language of instruction Quality assurance methods Media in learning and teaching: selection, function, and classification. Auditory, visual, and audio-visual media in education. Multimedia approach to education. New information and communication media. Theory of media effect: Traditional approach. Uses and Gratification Approach to media, Interactional approach, Latent consequence approach. Košir, M. et al.. (1999). Život s medijima - priručnik o medijskom odgoju za roditelje, nastavnike i učitelje. Zagreb: Doron. Rodek, S. (1992). Istraživački trendovi u području primjene medija - različiti pristupi i teorije. U Istraživanja odgoja i obrazovanja, 9, Zagreb: Institut za pedagogijska istraživanja. Trowler, P. (2002). Komunikacija i mediji. U Haralambos, M. & Holborn, M. (Eds.). Sociologija – teme i perspektive. Zagreb: Golden marketing. Craggs, C. E. (1992). Media Education in the Primary School. London - New York: Routledge. Dichanz, H. i Kolb, G. (1979). Unterrichtstheorie und Medienpraxis. Stuttgart: Ernst Klett Verlag. Masterman, L. (1994). Media Education in 1990's in Europe. A Teachers Guide, Strassbourg: Council of Europe Press. Postman, N. (1994). Das Verschwinden der Kindheit. Frankfurt/Mein: Fischer Taschenbuch Verlag. Rodek, S. (1986). Kompjutor i suvremena nastavna tehnologija. Zagreb: NIRO Školske novine. Rodek, S. (1988). Nove informacijske tehnologije - izazov odgoju i obrazovanju. Odgoj i obrazovanje na pragu 21. st. Zagreb: PKZ i Savez pedagoških društava Hrvatske. Lectures, seminars, advisory hours. Students are expected to carry out an independent research mini-project on media issues, either of their own choice or as agreed and arranged with the lecturer. Seminars are organized as workshops with an emphasis on the students’ active participation. Upon the completion of the course the students take an oral examination, where their competence is evaluated through an interview. The completed project quality is also subject to evaluation, as are the results thereby obtained. Croatian and German language. Student evaluation via questionnaires. Lecturers responsible for the same subject area collaborate closely and monitor each other’s work. 76
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