De training Digital Storytelling en opleiding tot trainer Digital Storytelling worden door het lectoraat Vernieuwende Opleidingsmethodiek en -didactiek van de Faculteit Educatie van de Hogeschool Utrecht samen met de Faculteit Maatschappij en Recht van de Hogeschool Utrecht uitgewerkt tot een multimediale methode voor pedagogen, docenten, coaches, opleiders, leraren en social workers.
New social actors have emerged with the social media. Among them, we highlightedthe digital influencers, people who have millions of online followers, andinduce them in favor or against products and brands to be consumed. Therefore,we aimed to analyze this endorsement process carried out by digital influencers intheir online profiles, having as research field the fitness market that encouragespeople to evaluate and work tirelessly in their bodies. We used the Semiotic ImageAnalysis to investigate the postings of three Brazilian digital fitness influencersand identified four categories that configure the post format: body exposure, bodyextension, interaction between influencer and brand/product, and interaction betweeninfluencer and followers. By means of these categories, we identified thatthese influencers act as brand avatars, creating an intense link with these products,exposing their bodies in advertisements and extending the meanings of theirgood shape to endorsed goods and services.
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The aim of part 3 is the development of basic instruments to measure respondent resilience to disinformation. Cases and examples of disinformation that will be used in the instruments will be taken from a COVID-19 context when applicable. People who are resilient to COVID-19 disinformation are supposed to be ‘media or information literate’. Therefore, the construct that is aimed to be measured with the instruments is Media and Information Literacy, abbreviated as MIL. Instruments that will be developed must be adaptable for different target groups (pupils, library staff and teachers). The basic instruments will therefore contain for instance scales that can be modified to measure the effectiveness of the train-the-trainer workshops as well as that of fake news workshops in secondary education. Final instruments will be used in the IO3 phase to make recommendations for improvement. Analyses of results of those final assessments will be performed for each country separately. Because the basic instruments that will be developed in output 1 are intended to be used as pre- and post-tests in output 2, the focus will be on the impact of the interventions. For evaluating the processes during the interventions and the participant experiences, extra instruments should be developed.
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The growing use of digital media has led to a society with plenty of new opportunities for knowledge exchange, communication and entertainment, but also less desirable effects like fake news or cybercrime. Several studies, however, have shown that children are less digital literate than expected. Digital literacy has consequently become a key part within the new national educational policy plans titled Curriculum.nu and the Dutch research and policy agendas. This research project is focused on the role the game sector can play in the development of digital literacy skills of children. In concrete, we want to understand the value of the use of digital literacy related educational games in the context of primary education. Taking into consideration that the childhood process of learning takes place through playing, several studies claim that the introduction of the use of technology at a young age should be done through play. Digital games seem a good fit but are themselves also part of digital media we want young people to be literate about. Furthermore, it needs to be taken into account that digital literacy of teachers can be limited as well. The interactive, structured nature of digital games offers potential here as they are less dependent on the support and guidance of an adult, but at the same time this puts even more emphasis on sensible game design to ensure the desired outcome. The question is, then, if and how digital games are best designed to foster the development of digital literacy skills. By harnessing the potential of educational games, a consortium of knowledge and practice partners aim to show how creating theoretical and practical insights about digital literacy and game design can aid the serious games industry to contribute to the societal challenges concerning contemporary literacy demands.
IGNITION (European Digital Literacy Coalition for Inclusion, Collaboration and Inclusion in Higher Education) is an Erasmus funded Cooperation Partnership and its main goal is to enhance digital literacy and inclusion for teachers, faculty staff, students and life-long learners in external organizations that partners collaborate with. IGNITION aims to increase awareness of and competence development in digital literacy of all people involved in digital transformation of higher education institutions through the project’s outcomes: A Common Digital Agenda that gives direction to our activitiesan Online Self-assessment tool to learn from and with each other; the Digital Challenge Innovation Learning Lab (DChiLL),the transnational Community of Practice for Digital Literacy and Inclusion (CoP), and the Toolkit for engaging with external stakeholders through digital mediaPartners are Hanze University of Applied Sciences (The Netherlands), South East Technological University (Ireland), Hochschule Bremen (Germany), Polytechnic Institute of Braganza (Portugal).
