How to stimulate motivation and interest in today's students, who are less attracted to individual study and traditional one-way teaching methods? ‘Use of participatory methods in teaching at the university’ by Alzbeta Kucharcikova and Tokarcikova, (2016) focuses on ‘learning by doing’ methodology, which involves activities such as group work, brain storming, management games, solving case studies, etc. Such participatory approach stimulates both the implementation of learning knowledge and cooperative and relational skills among students, as well as personal commitment and subjectivation process. In this perspective and methodological context, positive results have been produced in pre-schools, as discussed by Nicoleta Ciobanu, in ‘Active and Participatory Teaching Methods’ (2018) -; in medical schools, Margarita Rubio et. al, ‘The impact of participatory teaching methods on medical students’ perception of their abilities and knowledge of epidemiology and statistics’ (2018), and in foreign language learning - Harkaitz Zubri-Esnaola et. al, ‘Inclusivity, participation and collaboration: Learning in interactive groups’ (2020). Within a framework of media, film and youth studies convergences, this paper aims to investigate how more inclusive teaching methodologies may use audiovisual media within a participatory audiovisual field, with the aim of verifying effectiveness, weaknesses and possible implications in learning and teaching.
Digital Media Education and Participatory Methods: Teachers and Students in the (Audiovisual) Field
Paola Lamberti
2024
Abstract
How to stimulate motivation and interest in today's students, who are less attracted to individual study and traditional one-way teaching methods? ‘Use of participatory methods in teaching at the university’ by Alzbeta Kucharcikova and Tokarcikova, (2016) focuses on ‘learning by doing’ methodology, which involves activities such as group work, brain storming, management games, solving case studies, etc. Such participatory approach stimulates both the implementation of learning knowledge and cooperative and relational skills among students, as well as personal commitment and subjectivation process. In this perspective and methodological context, positive results have been produced in pre-schools, as discussed by Nicoleta Ciobanu, in ‘Active and Participatory Teaching Methods’ (2018) -; in medical schools, Margarita Rubio et. al, ‘The impact of participatory teaching methods on medical students’ perception of their abilities and knowledge of epidemiology and statistics’ (2018), and in foreign language learning - Harkaitz Zubri-Esnaola et. al, ‘Inclusivity, participation and collaboration: Learning in interactive groups’ (2020). Within a framework of media, film and youth studies convergences, this paper aims to investigate how more inclusive teaching methodologies may use audiovisual media within a participatory audiovisual field, with the aim of verifying effectiveness, weaknesses and possible implications in learning and teaching.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
