Digital Content Creation

The advent of digital media has been seen by many commentators to require new paradigms, in scholarship, in creative practice and in pedagogy. "New" media are, according to some, so fundamentally different from "old" media that they require different methods of analysis, different theoretical and conceptual frameworks, and different forms of intellectual and political engagement. In relation to education, the interactive, participatory possibilities of digital media are believed to transcend the limitations of hierarchical, top-down "mass" media, and hence to undermine what are seen as the authoritarian "knowledge politics" of traditional pedagogy. The potential they offer for learners to become creators -rather than merely "consumers"of knowledge has been seen by some as little short of revolutionary.

This article reports the results of a study that took place at a private university in Bogota, Colombia. An English language course was the scenario for applying a set of sessions that sought to determine how blended learning could influence the development of digital skills for creativity and communication via a pedagogical intervention during an academic term. A quasi-experimental design was carried out to measure the variable ‘communication and content creation skills’ by conducting a pre- and post-test survey. From the statistical test, the general hypothesis was accepted for the scope of this study, stating that the b-learning model did not develop the skills chosen in this implementation meaningfully. These findings imply that creativity and communication skills can be influenced by this model; also, thought-content-creation skills received a major influence according to the internal statistical tests. However, the statistical tests that comprised this method also suggested that the impact was not high enough to prove the main hypothesis. Furthermore, findings provide an opportunity to explore research designs that are not common in this field of education.

This article discusses the relationship between the fake news phenomenon and journalism, which goes beyond the impersonation-based mechanism. It traces the current vulnerabilities of journalism -due to economic and technological changes -, and it argues that they facilitate deceptive journalistic practices, fake news being one of them. The article takes European Union's mobilization against fake news as a point of reference. What particularizes the EU's approach is that the threat of fake news is (i) correlated with the awareness of the weakened state of journalism, and (ii) is expected to benefit news media organizations. Amongst EU's initiatives, a new copyright Directive (2019/790) will grant a special provision to press publishers which will allow them to negotiate license fees from digital platforms.

Digital competence is one of the eight key competences for lifelong learning developed by the European Commission, and is a requisite for personal fulfilment and development, active citizenship, social inclusion, and employment in a knowledge society. To accompany young learners in the development of competence, and to guarantee optimal implementation of information and communication technologies (ICTs), it is necessary that teachers are, in turn, literate. We had 43 secondary school teachers in initial training to assess their own level of competence in 21 subcompetences in five areas identified by the DIGCOMP project, using the rubrics provided in the Common Digital Competence Framework for Teachers (Spanish Ministry of Education). Overall, pre-service teachers' conceptions about their level of digital competence was low (Initial). Students scored highest in information, which refers mostly to the operations they performed while being students. Secondly, in safety and communication, excluding protection of digital data and preservation of digital identity. Lowest values were achieved in content creation and problem solving, the dimensions most closely related with the inclusion of ICTs to transform teaching-learning processes. The knowledge or skills they exhibit are largely self-taught and, so, we perceive an urgent need to purposefully incorporate relational and didactic aspects of ICT integration.

Introduction. This article presents a chronological review of theories that contemplate minors as digital content creators. Theoretical framework. We have selected material that refers to emerging terminology to describe the online behaviour of juvenile users. Conclusions and discussion. Results confirm that there are diverse new words and phrases for describing and labelling young people’s online presence and participation. The plethora of neologisms contributes to experts categorizing different users as “generations” of digital content creators yet the time period elapsed between each new generation is very short and we observe that the differences in the way users interact with the technology are very small: we have observed designations such as the WhatsApp, Twitter, selfie and Snapchat generations. Therefore we question what really determines a new generation of young creators of digital content and we argue against the excessive labelling with the word “generation” and propose...

This Abstract was written by the authors for those who no longer read long texts. Even in social networks. What do we propose? We propose abandoning the idea that television has finally lost the battle for the viewer at the Internet resources. We propose to stop thinking the only thing that TV channels can offer is the linear time that the channels are selling now. And we strongly disagree with the statement that, if TV is physically not able to publish information earlier then on the Internet, television should agree to be an outsider of the world of information. And why? Because every TV channel has already something that will not be available soon for bloggers and other Internet media. Its name is Verified Information. Over the years of production, each channel has accumulated tones of it. And it is exactly the resource which can give excellence to a TV channel. And each channel has a website. A good one or not so good one. What do we need to do? Just connect the information that is hidden from the user's eyes and, in fact, the user. Are we ready to share our wealth just like that? Of course, yes, at some levels. We are ready to forward to a viewer all necessary information on the topic, opinions of respected experts, links to the sites that are useful for document processing, and even the top 10 hashtags in social networks. And we are ready to do all of these at the right time and the right place. We are ready to become like a supermarket, which has just everything for free. Positive emotions can be a bonus. But we, of course, would like to sell our most valuable and rarest delicacies. Rare shots, of course, are worth a lot. As well as consultations of leading experts. A good analysis of the situation is a necessity for many. Completely assembled information upon request (all, of course, all info-the picture and sound recordings, links to documents, multiple versions, a portrait of the audience interested in the issue)-this resource will always be in high demand. That is why we are confident that we can return television to its leading position in the Media space. We are talking about a completely new form of media presentation. We call it "Story +". Oops, even this text was too long. Thanks to everyone who has read it. Further, you can find more letters for a person who would like to know some details.

Аннотация, написанная авторами для тех, кто уже давно не читает длинные тексты. Даже в соцсетях. Что мы предлагаем? Мы предлагаем отказаться от мысли, что телевидение окончательно проиграло битву за зрителя у интернет-ресурсов. Мы предлагаем перестать думать, что единственное, что есть у телеканалов сегодня-это линейное время, которое каналы продают. И мы категорически не согласны с тем, что, физически не успевая выдавать информацию раньше интернет-ресурсов, телевидение должно довольствоваться ролью аутсайдера. Почему? Потому что у любого телеканала есть то, чего нет и не скоро будет у блогеров и прочих интернет-сми. Есть верифицированная информация. Каждый канал за годы работы накопил ее столько, что уже не догонишь. А еще у каждого канала есть сайт. В той или иной стадии развития. Что нам надо сделать? Просто соединить информацию, скрытую от глаз пользователя, и, собственно, пользователя. Готовы ли мы делиться наработанным просто так? На каких-то уровнях, безусловно, да. Нам совсем не жалко подсунуть зрителю в нужное время и в нужном месте и полезные для оформления документов сайты, и дополнительную информацию по теме, и мнения уважаемых экспертов, и даже топ-10 по хэш-тэгу в соцсетях. Мы готовы стать универсамом, в котором есть все и бесплатно. Бонус-позитивные эмоции участия. Но самые редкие деликатесы и самые ценные сорта вин мы, все-таки, будем продавать. Редчайшие кадры, естественно, стоят немало. Как и консультации ведущих специалистов. Добротный анализ ситуации-нужен многим. Полностью сформированная по запросу информация (вся, безусловно, вся-и картинка, и ссылки на документы, и различные версии, и портрет заинтересованной в данном вопросе аудитории)-ресурс, который будет востребован всегда. Именно поэтому мы уверены, что можем вывести телевидение в лидеры интренет-пространства. Мы говорим о принципиально новой форме подачи материала. Мы назвали ее «Cюжет +» Черт, даже этот текст получился слишком длинным))) Спасибо всем, кто дочитал. Ниже - гораздо больше букв для тех, кому нужны детали и подробности.

Андрей Вернидуб, Марина Изварина

Este artículo analiza el proceso de creación y difusión de videos que desarrollan niños YouTubers peruanos para comprender el tipo de habilidades que se despliegan en dicho proceso a través del método de la etnografía digital. Los resultados evidencian ciertas habilidades tanto técnicas como sociales y críticas que hacen referencia a una experiencia
diferente vivida dentro de la cultura colaborativa contemporánea.

Marketing communication activities have witnessed a radical transformation  over the past decade with the Internet and social media revolution. Consumers now have unprecedented access to information and networking practices, in other words, they can share feelings and opinions more easily by online word of mouth by reviews, transforming them from passive to active recipients in the marketing process.  However, the influence of such social media activities on the Mauritian consumer is yet to be well understood. There is a lack of academic references remain  with regards to the relationship of Facebook marketing activities with marketing outcomes such as brand awareness, loyalty, word of mouth and engagement in the Mauritian context.

This research report details phase 1 of an ongoing design based research project. Motivated by the current context of the emerging participatory youth media ecology and national support for digital textbooks in the hands of all students, we set out to determine the feasibility of students creating their own interactive digital textbooks using primary source documents. In collaboration with a history teacher, the research team designed a theory driven curriculum supplement and implemented this with four 10th grade history classes. The process and preliminary findings are presented and discussed.

We work to introduce middle-school children to STEM through Design for the other 90% activities in a project called d.loft. This movement focuses on designing solutions to address the most basic needs of 90% of the world’s population. The work takes place in after-school, summer school, and camp venues. This approach aims to help students see themselves as innovators and problem solvers who can address issues in their own communities and globally. Each year the project takes up an interdisciplinary challenge relating to issues affecting people worldwide such as access to water, energy and shelter.

This research report details phase 1 of an ongoing design based research project. Motivated by the current context of the emerging participatory youth media ecology and national support for digital textbooks in the hands of all students, we set out to determine the feasibility of students creating their own interactive digital textbooks using primary source documents. In collaboration with a history teacher, the research team designed a theory driven curriculum supplement and implemented this with four 10th grade history classes. The process and preliminary findings are presented and discussed

Figure 1: from left to right, (a) a sphere with bevel on faces of 5 sides then Catmull-Clark subdivision (b) a spring with bend on Y axis (c) a torus with taper on Y axis (d) Cloth(red) covering a torus(green) after tapering it during a physics simulation. ... Digital Content Creation ...

During a weeklong design thinking camp, youth ages 11-14 created comic books. This activity served as a "take away" product used as a tool for reflection and representation of their experiences. Together, students in design teams documented the week's activities using an iPod touch, generating the media they then included in comic books created using the software, Comic Life. Most studies of comics for learning examine the benefits of comic consumption. By contrast, we aim to understand the possible value of comic production. We found that youth vividly depicted themselves, their teammates, and their group work. Humor and joking dominated comics and our analysis indicated that the comic form was expressive, with depictions of self and others made possible by the ease of the technology and the comic form. The comics also generated excitement and a desire among students to share their experiences with friends and family.