Almaden, Angel Mica V.

BEED-II

QUESTIONS TO PONDER
To better comprehend what each skill and competency requires and how educators are to
learn and teach them in class, it is useful to summarize each one as a set of questions for
discussion and reflection.
Write your answers a separate sheet.
1. Can I read/write? Do I know how to write and send emails, create documents and simple
spreadsheets, use a web browser, and make sense of the search results returned by a search
engine?
● Yes, Yes I know how to write and send emails, create documents and simple
spreadsheets, use a web browser, and make sense of the search results returned by a
search engine. As you can see, complicated text answers are difficult to read and also
difficult to use in a meaningful way without directly analysing the content. Some
situations make sense for long-form answers (like when you expect only a few responses
and have time to read them all). But when you’re expecting the system to run in the
background, you won't want to analyze everyone’s submissions.

2. Do I know where to find information on local and national news, politics and events? Do
I know where I am likely to find reliable, factual information on a given topic? Do I have
an understanding of the relationship between what the information is about and its ability
to make itself stand-out?
● Depending on the topic, urban residents are more likely to use mobile and online sources.
Academic journal articles are probably the most reliable source of current thinking in
your field. To be the most reliable they need to be peer reviewed. This means that other
academics have read them before publication and checked that they are making claims
that are backed up by their evidence. Gathering information and having a careful study on
it makes you think how your ability to stand out and analyze, digest and familiarize with
it and to make it truthful.

3. Can I make sense of documents and images that must be scrolled through rather than
flipped (i.e., like the pages of a book)? Do I have the stamina and ability to listen to and
understand videos of people talking? How about animation? Do I know at least three ways
to share information online? Do I know how to evaluate if a particular information source
is factual/true and trustworthy? Do I know how to synthesize the contents of several texts
with the same topic into a coherent whole? Do I know how to best match the manner in
which I communicate information to my intended audience?
● Communication within an organization is essential. Knowing the target audience that you
intend to communicate with is just as important. You can communicate until you're blue
in the face, but if your message falls on deaf ears, then you're just wasting your time and
energy. Maintain eye contact with the speaker, visualize what the speaker is saying, limit
judgments, don't interrupt, wait for a pause to ask questions, ask clarifying questions,
empathize with the speaker and pay attention to nonverbal cues are the things we should
have to understand better of what people is trying to say. The techniques used by
animators to bring characters and stories to life have improved immeasurably over the
years, yet there remains only three primary types of animation: traditional, stop-motion,
and computer. Always Verify the Accuracy of Your Information. In every case you
should verify that the information someone is giving you is accurate and factual. In every
case you need to determine what is fact and what is opinion. Synthesizing a text is the
process of pulling together background knowledge, newly learned ideas, connections,
inferences and summaries into a complete and original understanding of the text. When
students synthesize, they are made aware of how their thinking changes and evolves as
they read a text.
4. Do I understand and accept the fact that with all these digital tools at my command, I
have both the ability and responsibility to learn whatever I have to learn, and to do so on
my own? Do I understand and agree that there are morally acceptable and unacceptable
behaviors that ought to govern what, how, why, and with whom Icommunicate online?
● Every action we take leaves a trail of information that could in principle be recorded and
stored for future use. Relating to or using calculation directly with digits rather than
through measurable physical quantities. Providing displayed or recorded information in
numerical digits from an automatic device a digital watch.

EVALUATION
Use the following questions to evaluate your understanding of the concepts, principles, and
ideas in the module. Write your answers on a separate sheet.

1. Can you explain to a classmate how Media Literacy and Digital Literacy are related?
● I think, the first relation can be found in the technologies. Digitalization opened new
opportunities to make media products with high level of quality. It means , e.g., we can
see fairy tale heroes who are moving as alive, films about predicted future seem more
realistic. Fantasy is named for us as fantasy. But news, especially adverts, announces —
they are made too. If filmed future seem so real, isn't it the same way simply to
manipulate our minds with information from cameras, counting frames, giving them
special order. The speed of appearing on the screens is the result of digitalization too.
Then litirated person can link this and be well critical to the information that is always a
product by someone with the goals. Own goals, not ours.

2. Can you explain how critical thinking is important to both Media and Digital Literacy?
● Critical thinking doesn’t mean to criticise anything only. Critical thinking means to have
your own idea about the information unit that you have, or to have the way how to get the
own idea. When you are attacked with the information of media - you need to know that
it doesn’t exist by itself, it doesn’t appear by mistake. Your mind is the point of influence.
It means, behind the every information unit there is the person who needs something
from you. What do you really know about the point that you read, listen or watch from
the texts of the media? Who do you suppose the expert in the question that you are
listening or watching to? How does it link with your life? Firstly, you need to stop the
worries about real connection with your life - in fact it can influence on your life maybe
5% of all events. Then filter of the truth of the information. The 85% of the information
have the purpose - you need to buy something, or you must be afraid till the level you
need to buy something to protect yourself. 10% of the media information can be useful
for you - it can learn you or protect you, or make you entertained. Excuse me for the
percentage, it’s out of the research, it’s based only on my own life experience. Turn off
the news and you will find the stresses of your life become less. Or, learn information
literacy to be skilled, defensing of the attacks by people who need not you but your
pockets.

3. If your principal asked you to insert Media Literacy into your subjectand you could only
accommodate three skills/competencies, which competencies would you aim for? On what
basis would you choose the three and exclude the others?
● My three would be 1) the ability to research and understand multiple vectors in every
story, 2) how to recognize online predatory grooming, and 3) how to recognize raw data
reporting from filtered data aligning with an agenda. Number two is to increase online
safety, and three extends from one and binds the competency from two into any
consideration for seeing how false narratives, even semi-accurate agenda steering can do
harm and create unfounded barriers to the whole truth.
4. If you had to create a report on Boyle’s Law, can you create a plan for locating and
accessing the information you need? How would you ensure that you actually understand
the information you find?
● Boyle law is the experimental gas law which is derived from the kinetic theory of gases.
Real gases obey this law at low pressure. However, the product of PV (the product of
pressure and volume) is generally decreased at high pressure. At this stage, the real gas is
departed to show its ideal behaviour.

5. Can you explain why an email from a woman in an abusive relationship promising you
100,000 US dollars in exchange for your help is likely to be a scam? Can you explain how
an advertisement on social media from an unknown company promising you a chance to
win a brand new, top-of the-line smartphone is also likely to be a scam?
● First of all, how does she know you? That should be the first clue. She is in some foreign
country, right? Now, if she can’t make her escaped with one hundred thousand dollars,
you’d better believe you would be risking your life to try to do it. She gave you a phone
number to call which is not toll free. You will be charged a hefty sum per minute if you
try calling. The last item is, she will need money from you in order to wire the prize. Or
else you have to pay “taxes” on it first. Last, if you allow it to go this far, she will send
you a check or money order for somewhat over the agreed amount, then tell you she
made a mistake and needs back the excess that you sent her. The check or money order
you deposit will bounce and you will be out the money you refunded to her. Scam all the
way my friend.

Supplementary activity
Watch a TED talk online on a topic that is completely new and foreign to you. Write a
summary of the video. Create an outline or a mind-map of the speaker's lecture, using only
what you were able to understand from the video. Then ask yourself the following
questions:
1. How many times did I have to watch the video? If you had to view it more than once,
why?
● A lot of times until I really get what the speaker wants to convey. The ideas they share,
the things they went through all of what they say we should try and understand. We
should give time to listen and understand what they want us to hear because they are
dedicated to researching and sharing knowledge that matters through short talks and
presentations.

2. Can I summarise the speaker's lecture in a paragraph of written text? Why or why not?
● No, because everything the speaker says is important and its already summarised for us to
understand it better. Every word the speaker says is essential to other words.

3. At any point in the lecture, did the speaker say anything that made me doubt the
trustworthiness of what he/she said?
● That depends on people's perspective. The TED talk that I watch is precise and on point
so there were no doubts in my point of view.

4. If I had difficulties in extracting information from the speaker's lecture, what are the
chances of students doing the same thing? Does this exercise change how I will evaluate the
suitability of online content for my classes?
● I'm not so sure about this but I think it also depends on people's perspective on how they
absorb the information that the speaker wants to convey. It might change on how we
evaluate the suitability of online content for classes.