11

Media and Information

Literacy
Quarter 2 – Module 2:
Current and Future Trends of Media
and Information
Media and Information Literacy – Grade 11
Quarter 2 – Module 2: Current and Future Trends of Media and Information
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Development Team of the Module

Writer: Melanio R. FLorino, Jr.
Editors:
Reviewers: Divilyn M. Rodriguez
Illustrator:
Template Developer: Neil Edward D. Diaz
Management Team: Reynaldo M. Guillena
Jinky B. Firman
Marilyn V. Deduyo
Alma C. Cifra
Aris B. Juanillo
May Ann M. Jumuad

Printed in the Philippines by Davao City Division Learning Resources Management

Development System (LRMDS)
Department of Education – Davao City Division, Region XI
Office Address: Elpidio Quirino Ave., Poblacion District, Davao City, 8000 Davao del Sur

Telefax: (082) 224-3274, (082) 222-1672

E-mail Address: davao.city@deped.gov.ph

 11

Media and
Information
Literacy
Quarter 2 – Module 2:
Current and Future Trends in
Media and Information

3
Introductory Message
For the facilitator:
Welcome to Media and Information Literacy Alternative Delivery Mode
(ADM) module on Current and Future Trends in Media and Information.

The activities in this module are arranged sequentially to help the

learners understand the topic and develop the desired skill or learning
competency.

As a facilitator, you are expected to orient the learners on how to use

this module. You also need to keep track of the learners' progress while
allowing them to manage their own learning.

Remind the learner that if there are things he/she doesn’t

understand, he/she must not hesitate to call for your help and assistance.

For the learner:

Welcome to Media and Information Literacy Alternative Delivery Mode
(ADM) module on Current and Future Trends in Media and Information.

The activities in this module are arranged sequentially to help you

understand the topic and develop the desired skill or learning competency.

As a learner, you must learn to become responsible of your own

learning. Take time to read, understand, and perform the different activities
in the module. If there are things you don’t understand, do not hesitate to
call your facilitator / teacher for assistance.

The following are some reminders in using this module:

1. Use the module with care. Use a separate sheet of paper in

answering the exercises.

2. Do not forget to answer Let us Try before moving on to the other

activities in the module.

3. Read the instructions carefully before doing each task.

4. Observe honesty and integrity in doing the tasks and checking

your answers.

5. Finish the task at hand before proceeding to the next.

6. Return this module to your teacher/facilitator once you are

through with it.

We hope that you will find meaningful learning as you go through the
different activities in this module.

4
 Let Us Learn

This module was designed and written for you, our learners. It will help
you become aware of the implication of media and information.

Learning Competency:
 Describe the impact of massive open online course.

Specific Objective: After going through this module, you are expected to:
 Write a descriptive essay on the impact of massive open online course.

Let Us Try

Determine whether the statements below are true or false. On the blank
before the number, write T if the statement is true; F, if it is false.

______1. MOOC is Massive, Online, Open, Course.

______2. You can interact in real-time with real people in MOOC.
______3. People can exchange ideas on MOOC.
______4. Type of questions can be asked in MOOC.
______5. Students are not required to buy textbooks on using MOOC.
______6. NMOOC is based on traditional university course.
______7. MOOC is a model for delivering learning content online to any
person who wants to take a course, with no limit on attendance.
______8. MOOC is good for those students who have no electronic gadgets.
______9. MOOC encourages teachers to become tech savvy.
______10. MOOC is a useful form of online learning.
______11. M in MOOC means massive that there is limited to a number of students
who can enroll from anywhere in the world.
______12. MOOC can be accessed anytime, anywhere.
______13. MOOC is a text type education.
______14. MOOC is not a tuition free course.
______15. MOOC is best for senior high school students.

5
Lesson
The Power of Media and
2 Information
21st Century is a century of giving information, from saving by different
means to sharing it for using different platforms of media. People have always the
energy to know different, and by this people learn differently and react differently.
People’s lives are influenced by the power of media and information.

The following activities will help you, as a learner, to know about the power
of media and information.

Let Us Study
Activity 1: Oh, the best!
Below are some technological advances discussed and shown in the previous
lessons.

Virtual Reality Lens Egg Checker App Flip Phone

Laptop with pen Tablets Smart TV

Questions: Answer these questions by filling in the mind map.

1. Which one do you like best?

2. Which ones already exist?

3. Which ones do you think might become a ―hit‖? Explain your answer.

6
 Technology I Technology that Technology I
like best is/are already like best
Technologies of existing
the Future

In the traditional classroom, the teacher is the primary source of information,

and the learners passively receive it. This model of the teacher has been in
education for a long time, and it is still very much in evidence today. However,
because of the access to information and educational opportunity that technology
has enabled, in many classrooms today we see the teacher’s role shifting to the
―guide on the side‖ as students take more responsibility for their own learning
using technology to gather relevant information.

Because of the COVID-19 pandemic that might endanger the lives of the
students and teachers in the past normal face-to-face classroom instructions,
schools and college universities across the country are beginning to redesign
learning spaces to enable this new model of education, foster more interaction and
small group work, and use technology as an enabler.

The future of technology in education is helping teachers to expand beyond

linear, text-based learning and to engage students who learn best in other ways. Its
role in schools has evolved from a contained computer class into a versatile
learning tool that could change how we demonstrate concepts, assign projects and
assess progress.

Future of Technology in Education: Examples and Possibilities

 Social media in education allows learners and educators to post thoughts,

ideas, and comments in an interactive learning environment. Also, students
can follow influencers and learn from their posts.

 Ipads & computer technology helps students be more responsible. Owning

their own device or borrowing the school’s devices gives students the
opportunity to improve their decision-making skills as well as taking
ownership of a valuable and often expensive device.

 Better Simulations and Models are digital simulations and models that can
help teachers explain concepts that are too big or too small or processes
which happen too quickly or too slowly to demonstrate in a physical
classroom. Other simulations the organization is developing include software
that allows students to experiment with virtual greenhouses in order to
understand evolution, software that helps students understand the physics
of energy efficiency by designing a model house, and simulations of how
electrons interact with matter.

7
 Global learning sites like Glovico.org, students can set up language lessons
with a native speaker who lives in another country and attend the lessons
via Skype, hangouts, etc. Learning from a native speaker, learning through
social interaction, and being exposed to another culture’s perspective are all
incredible educational advantages. Also, podcasts are another popular
learning method, with hundreds of free educational programs now available
online.

 More efficient assessment allows teachers to collect real-time assessment

data from their students. When the teacher gives out an assignment, she or
he can watch how far along students are, how much time each one spends
on each question, and whether their answers are correct. With this
information, a teacher can decide what concepts students are struggling
with and can pull up examples of students’ work on a projector for
discussion.

 E-book or digital textbook is a PDF on a tablet, smartphone or laptop that

students can carry around and now there is no need to carry five textbooks
anymore. It’s all digital. What used to take hours in the library to find, now
students find instantaneously.

 Student database and results tracking allow teachers to track individual

progress, and are encouraged to identify learning objectives and differentiate
instruction based on the needs of their students. Also, ―My dog ate my
homework‖ just won’t work it anymore, everything is saved on cloud. Other
than that, student is able to check their grades immediately in the digital
diary. Basically, students will each have a digital portfolio where they store
all of their projects, assessments, notes.

 Interactive textbooks & case studies. The way that we think of textbooks is
completely changing. It is no longer limited to merely text and pictures.
Today’s textbooks often have web-based sites that include assessments,
animations, additional materials, videos, and other materials to support the
learning of new content. Normally students have questions after reading a
material and they can answer them in an interactive way.

 Digitalization of everything. Students don’t need pass notes in class

anymore. And have their room full of notebooks, books and papers. Now
everything is available online.

 Extended classroom communities. Technology facilitates to extend classroom

community by using web-based platforms like Edmodo or others. Teachers
and students can use this platform to discuss homework, post assignments,
and interact with peers as they work on projects.

 Flexibility and online learning are now easy for anyone to learn at their own
pace, rather than being forced to adhere to strict timelines. The future of
technology in education is about making it possible for people to learn from

8
 any place in the world. Online learning means that people can learn at
varying pace, depending on their ability and the amount of time that they
are willing to devote to their learning effort. Given learning materials are
delivered to learners online, learners can schedule their learning timetables
as they wish and submit homework and exams online.

 Making learning fun again. Teachers can now use videos, animations and
other forms of content to enhance the process of learning. Nowadays, with
the help of technology, it is now common for learners and teachers to use
games as a way of enhancing the process of learning and teaching. As a
result of the use of various forms of content, learning and teaching are now
fun and more meaningful than the way it was in the past.

 Cost Reduction. Technology has contributed to significant reductions in the

costs of accessing education. Everything is available online now.
 Improved student-teacher Interaction – more and more teachers are now
using technology to keep in touch with their students, for example e-mails
and services like Dropbox that allows you to upload and share content with
a large number of people.

 Lifelong Learning. The future of technology in education is also about

revolutionizing education by normalizing lifelong learning. Online learning is
a great way to facilitate today’s knowledge-driven society and the ongoing
demands for continuous professional development. The nature of
employment has changed, and keeping one job for life is no longer expected.
As a result of globalization, educational institutions around the world are
now integrating technologies into all elements of their courses. Online
education has become part of mainstream teaching and learning, since
students now have access to a wide range of increasingly impressive online
resources.

 Classes available online + live streaming. Schools can create private

channels and upload classes video on YouTube, so that students who are
sick, can watch it from home and ask questions in real time.

 Differentiate assignments to fit student’s personal learning styles. They are

no need to assign a project like ―write a book report using MS Word‖ or
―create a slideshow in PowerPoint‖. Now, students receive the ―book report‖
assignment and make their own determination how best to communicate
their thoughts, be it audio, visual, written, musical, video, artistically. As
long as they fulfill the requirements of the project, the delivery format will be
up to them. Like these students can find their passion, develop their
strengths and polish their skills that they will need for their future.

Source: https://apiumhub.com/tech-blog-barcelona/future-technologyeducation

9
 Let Us Practice
Read the following interview and answer the questions that follow.

―Innovative humanities MOOC, ―

School of Humanities, Arts, and Social Sciences
September 25, 2015

Shigeru Miyagawa, professor of linguistics and the Kochi-Manjiro Professor of

Japanese Language and Culture at MIT, has earned a reputation as a leading voice
for the use of technology and digital innovation in education. Since the earliest days
of the Web, he has worked to realize its potential as a tool for teaching and learning,
and he was a member of the faculty committee that recommended the creation of MIT
OpenCourseWare (OCW) in 2001. He has continued to advocate for the open sharing
of educational materials, for which he was honored with the 2012 President's Award
for OpenCourseWare Excellence.

In 2002, Miyagawa and MIT professor of history (now emeritus) John Dower co-
founded “Visualizing Cultures,” a groundbreaking program that leverages digital
technology to support image-drive research. Most recently, “Visualizing Japan” — a
massive open online course (MOOC) inspired by “Visualizing Cultures,” co-taught by
Miyagawa, Dower, Harvard University historian Andrew Gordon, and Duke
University art historian GenniferWeisenfeld — has been nominated for the Japan
Prize in Education Media. This is a prestigious international prize awarded to
educational broadcast and digital media programs selected from around the world.

SHASS Communications spoke recently with Professor Miyagawa about “Visualizing

Japan” and his experience with MOOCs.

Q: This course grew out of the pioneering ―Visualizing Cultures‖ project and
website, which you founded 2002 with MIT Professor Emeritus John Dower.
Can you tell us a little about what led you to transform that project into a
MOOC?

A: Beyond the tremendous excitement of sharing this material with students all
over the world, I saw the MOOC as a great way to collaborate across
institutions: MIT, Harvard, and a professor from Duke pitched in. The
University of Tokyo joined us by producing two companion MOOCs.

This fall, we are offering ―Visualizing Japan‖ and the two UTokyo MOOCs as an
xSeries from edX. Along with the faculty, we had a terrific collaboration between
MITx and HarvardX. HarvardX produced the videos in their amazing Hauser
video facility. MITx helped us to develop a suite of assessments that mimic the
way historians handle visual material.

The earlier project, ―Visualizing Cultures,‖ from which we drew material and
methodology for the MOOC, also was made possible through collaborations of
faculty and museums. ―Visualizing Cultures‖ has units by over 10 scholars from
a variety of institutions, including John Dower of MIT, Andy Gordon of Harvard,
and GenniferWeisenfeld of Duke, who are the principal faculty for the MOOC.
Beyond the scholars, we work with some 200 museums and collections, each

10
 institution agreeing to our use of visuals under a Creative Commons license,
which allows learners to freely download, copy, distribute, and alter the images.

Q: From your experience with ―Visualizing Japan,‖ what are the challenges and
benefits of teaching a humanities course as a MOOC? Are there any discoveries
from the course that you would recommend for other humanities MOOCs? What
about this course do you think has made it translate so successfully into the
MOOC format?

A: One component of the MOOC that I wasn't sure about was the discussion
forum. Would anyone participate? Will the discussion be civil and constructive?

I got a glimpse of what the forum was going to be like on the first day of the
MOOC, when we put up an image from a later lesson, a 1930s image of the
Ginza area in Tokyo. We asked the learners to comment on what aspects of
modernity they see in the image. 804 learners put up comments, many
consisting of a long and thoughtful paragraph, and also reacted to others'
postings. It was a remarkable thing to see.

The forum was active right up to the end of the course. One challenge for
MOOCs is the drop off — sometimes precipitous — in enrollment. We started
with 3,000 and 1,172 completed the course. This is actually a high completion
rate for a MOOC.
One clear trend that a student taking my residential class that used the MOOC
identified is that the more that a learner participates in the discussion forum,
the more likely that she is likely to stay with the course. In the beginning, each
learner averaged two postings, but by the end, each learner was putting up
more than 10 postings, showing that the most active participants completed the
course.

The use of visuals is central to ―Visualizing Japan,‖ and we developed a

pedagogy for use of visuals as primary source during the 15 years that John
Dower and I, with Ellen Sebring, worked on the earlier project, ―Visualizing
Cultures.‖ Many learners in the MOOC pointed out that visuals made the
content more accessible. The visuals also made it possible to develop machine
graded assessments that went beyond the standard multiple-choice quizzes,
something that Ellen Sebring spearheaded.

Q: In what ways do you think digital tools like MOOCs are shaping or will shape
the future of education? Is there anything you learned from producing this
MOOC that you’ll bring back to the classroom with you?

A: MOOCs provide a rare opportunity for people of all ages from countries across
the globe to study together using high quality instructional material. On the
first day of the MOOC, a learner introduced himself as a 15-year-old being
homeschooled. This was his 16th MOOC, and his first humanities MOOC. He
had taken 15 STEM MOOCs before that.

He was so taken by the course that we appointed him as a community [teaching

assistant], an honor bestowed on learners who show a commitment to the
course and a high standard of community interaction. He lives in Cambridge,
Massachusetts, so I invited him to visit my MIT class that was using the MOOC.
He said that his high school education consisted mostly of studying with
MOOCs. He was accepted into the Class of 2019 at MIT and is now a freshman.

11
 I teach a residential class at MIT under the same title, ―Visualizing Japan,‖ and
use the MOOC as the primary textual material. Last year was the first time to
teach it, so I had just nine students. That contrasted with 3,000 students in the
MOOC running simultaneously. Right away, I noticed that something was
different. The students were assigned the video lectures from the MOOC to
study. When they came into the class, they appeared to have retained the
information from the video lectures much more than when I assigned reading.

As a result, instead of doing a traditional lecture with PowerPoint, I peppered

them questions about the content of the lectures. I hardly used the PowerPoints
I prepared. This so-called flipped class, where students study the lecture ahead
of time, and in class we engage in active discussion, became the new format for
the class. Most of the classes during the semester were of this type, although I
did have several traditional lecture-style classes.

One student doing research on the use of MOOC material for classroom
teaching measured the amount of time that the teacher (me) was speaking and
also the students. He found that during the traditional lecture class, I was
speaking 80 percent and student’s 20 percent. But in the flipped class format, it
was 50-50. And I could tell the difference. The students were much more
attentive in the flipped class, more engaged. MIT News did a nice story about it.

This semester, I have 17 students, which is nearly the limit for a

communication-intensive course. I began the course in the flipped format. In
the first week of the semester, a large contingent of faculty and students from a
Japanese university visited the class. They were surprised by this way of
teaching, and afterwards several came up to me and asked how these students
knew so much about Japanese history when it was only the first week.

Q: Two elements that tie ―Visualizing Japan‖ together are its grounding in visual
archives and the effort to challenge popular stereotypes about pre-war Japan. Is
there something particular about visual media that makes them a more effective
way to challenge false ideas?

A: Visuals are a wonderful way to teach analytical skills, collaboration, and

cultural sensitivity. We often team up students to work with visuals, and each
member will come up with a different interpretation, which leads to a lively
debate about the meaning of the visual. To defend one's position requires a
close reading of the visual and an understanding of the cultural context. Visuals
challenge and often dissipate stereotypes. The unit on the Hibiya Riot is a good
example. The 1905 incident was the first social protest in the era of imperial
democracy. It undermines the stereotype of the Japanese as polite and
obedient.

The learners today have access to a limitless number of visuals, many

inaccessible until recently. This means that students can get hold of a
heretofore inaccessible visual, analyze it, and discover something new and
exciting. This is rare in an undergraduate class — for a student to make a
discovery no one else has made before.

Source: Visualizing Japan,‖ (Retrieved fromhttp://news.mit.edu/2015/visualizing-japanmooc-

nominated-for-japan-prize-0925 )

12
1. When and where can a student who has enrolled in an MOOC study and submit
projects or answers?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

2. Describe ―Visualizing Cultures‖ as traditional subject. How many students first

enrolled in the course? Why did the professors change the course ―Visualizing
Japan‖ into an MOOC platform?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

3. What are the effects? Did it improve its number of students? How many
professors worked on the MOOC subject?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Let Us Practice More

Answer the question below.

Do you think the Philippines should have an MOOC in this this time of pandemic?
Explain your answer.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

13
Be guided with the rubric below.

Let Us Assess
Write a descriptive essay with no less than 500 words, citing the impact of
massive open online course.

_____________________________________________

Title
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________

14
Below is an essay rubric to be used in evaluating your work.

Criteria 4 3 2 1
Focus & Details There is one clear, well There is one clear, There is one The topic and main
focused topic. Main well focused topic. topic. Main ideas are not clear.
ideas are clear and are Main ideas are clear ideas are
well supported by but are not well somewhat
detailed and accurate supported by detailed clear.
information. information.
Organization The introduction is The introduction The There is no clear
inviting, states the states the main topic introduction introduction,
main topic, and and provides an states the structure, or
provides an overview overview of the main topic. A conclusion.
of the paper. paper. A conclusion is conclusion is
Information is relevant included. included.
and presented in a
logical order. The
conclusion is strong.
Voice The author’s purpose The author’s purpose The author’s The author’s
of writing is very clear, of writing is purpose of purpose of writing
and there is strong somewhat clear, and writing is is unclear
evidence of attention there is some somewhat
to audience. The evidence of attention clear, and
author’s extensive to audience. The there is
knowledge and/or author’s knowledge evidence of
experience with the and/or experience attention to
topic is/are evident with the topic is/are audience. The
evident. author’s
knowledge
and/or
experience
with the topic
is/are limited.
Word Choice The author uses vivid The author uses vivid The author The writer uses a
words and phrases. words and phrases. uses words limited vocabulary.
The choice and The choice and that Jargon or clichés
placement of words placement of words is communicate may be present
seems accurate, inaccurate at times clearly, but the and detract from
natural, and not and/or seems writing lacks the meaning.
forced. overdone. variety.
Sentence All sentences are well Most sentences are Most Sentences sound
Structure, constructed and have well constructed and sentences are awkward, are
Grammar, varied structure and have varied structure well distractingly
Mechanics, & length. The author and length. The constructed, repetitive, or are
Spelling makes no errors in author makes a few but they have difficult to
grammar, mechanics, errors in grammar, a similar understand. The
and/or spelling. mechanics, and/or structure author makes
spelling, but they do and/or length. numerous errors in
not interfere with The author grammar,
understanding. makes several mechanics, and/or
errors in spelling that
grammar, interfere with

15
 mechanics, understanding.
and/or spelling
that interfere
with
understanding.
Reviewer’s
Comments

Source: www.readwritethink.org/files/resources/printouts/Essay%20Rubric.pdf

Let Us Enhance
Write at least 5 social media app or site that you have known that are
used as platform for learning and explain how each makes a good
platform in learning.

1.

2.

3.

4.

5.

16
Answer key to Activities

17
 References

Virtual Reality HoloLenspicture was taken from

https://finance.yahoo.com/news/microsoft-hololens-2-augmented-reality-
jobs-175027873.html on July 3, 2020
Egg Checker apppicture was taken from
http://craziestgadgets.com/2013/12/02/app-controlled-smart-egg-tray/ on
July 3, 2020
Flip Phone picture was taken from
https://www.dailymail.co.uk/sciencetech/article-6356447/Samsung-teases-
folding-phone-prepares-reveal-radical-new-design-Wednesday.html on July 3,
2020

Laptop picture was taken from

https://www.computerworld.com/article/3285911/lenovo-vs-asus-vs-apple-
ipad-approaching-the-ideal-always-connected-pc.html on July 3, 2020

Tablets picture was taken from https://www.techradar.com/news/best-tablet on

July 3, 2020.
Smart TV picture was taken from https://www.expressvpn.com/vpn-
software/vpn-smart-tv on July 3, 2020.

Future of Technology in Education: Examples and Possibilities is an article

fromhttps://apiumhub.com/tech-blog-barcelona/future-technologyeducation
lifted from the Internet on July 3, 2020.
Visualizing Japan,‖ (Retrieved from http://news.mit.edu/2015/visualizing-japanmooc-
nominated-for-japan-prize-0925)

Rubricswww.readwritethink.org/files/resources/printouts/Essay%20Rubric.pdf

18
For inquiries or feedback, please write or call:

Department of Education – Davao City Division

Elpidio Quirino Ave., Poblacion District, Davao City, 8000 Davao del Sur

Telefax: (082) 224-3274, (082) 222-1672

E-mail Address: davao.city@deped.gov.ph

19