Course Code:

Course Title: Media and Information Literacy

Course Type: Core
Pre-requisite: N/A
Co-requisite: N/A
Quarter: 2nd

Week 13 Module 11

Current and Future Trends of Media and Information

The dynamics of effective communication are at the center of the exchanging of

information between the sender and the receiver or vice versa through the use
of media and technologies.
Objectives

At the end of this module, you are expected to:

1. Evaluate current trends in media and information and how it will

affect/how they affect individuals and society as a whole
2. Describe massive open on-line
3. Predict future media innovation
4. Synthesize overall knowledge about media and information with skills for
producing a prototype of what the learners think is a future media and
innovation.
BEFORE ANYTHING ELSE
Watch the “Watch Your Day in 2020” video, see the link.

https://www.youtube.com/watch?v=zJUQENC-SVQ
Directions: Based your answer on the video above. (not more than 50
words)

1. According to the video, what information will you be able to see in the
bathroom mirror?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________
2. What will be the features of the appliances in the kitchen and bedroom?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________
3. Do you think these features can make the world better, as the video states?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________

I Choose Technology
https://beccdavis.wordpress.com/2016/09/15/i-choose-technology/

So, where did technology begin and where is it now?

ICT has progressed at a rapid rate during the last 100 years, more so than any
other period in history. Below shows an ICT timeline of events, and wow things
have changed!
What does it do for Education?

ICT is an integral part of

education that ensures students
are equipped for our ever-
changing world. Developing a
classroom with ICT promotes
creativity, engagement and
motivation to ensure student
achievement is optimized.
However, the key is to ensure when selecting the appropriate ICT tools, it
facilitates an inclusive and purposeful learning environment for all students.
ICT gives the best opportunities to ensure our students today are successful
and this prospect may lie within how we use ICT that makes the difference.

Where will it end up in the future?

I believe there is no actually answer.

However, I can tell you it is only going to
continue to grow, advance, empower and
transform every aspect of our lives. With ICT
you can be anyone, do anything and work
anywhere, and for this we need to nurture
and embrace it!

Source: https://beccdavis.wordpress.com/2016/09/15/i-choose-technology/

Many of the technological advances we are seeing today will shape our daily life
in the future – the way we relax, interact, communicate and conduct business.
From virtual worlds, avatar emotions, artificial intelligence, computer
generated storytelling and narrative, interactive 360 holographic images, mixed
reality, stress disorder virtual therapies and so much more. ICT will continue to
advance, empower and transform every aspect of our life. Check out some of
these emerging technologies and trends.

• Haptics technology

- Is a feedback technology (using computer applications) that takes advantage

of the user’s sense of touch by applying force, vibrations and/or motions to the
User. Simple haptics is used in game controllers, joysticks and steering wheels
and is becoming more common in Smartphones. Haptics is gaining widespread
acceptance as a key part of virtual reality systems (i.e. computer simulated
environments) - adding the sense of touch to previously visual only solutions. It
is also used in virtual arts, such as sound synthesis, graphic design and
animation. There are many possibilities for Haptics to be applied to gaming,
movies, manufacturing, medical, and other industries. Imagine your doctor
operating on your local hospital from his computer in Australia.

• Contextual awareness

- By combining ‘hard sensor’ information such as where you are and the
conditions around you, combined with ‘soft sensors’ such as your calendar,
your social network and past preferences - future devices will constantly learn
about who you are and how you live, work and play. As your devices learn
about your life, they can begin to anticipate your needs. Imagine your PC
advising you to leave home 15 minutes early or take a different route to avoid a
traffic jam on your way to work. Consider a “context aware” remote control that
instantly determines who is holding it and automatically selects the Smart TV
preferences for that person

Voice and tone recognition

- Not only can voice and tone recognition be used to confirm a person’s identity
but tone recognition can be used to detect a person’s health or emotional state.
This technology will open new opportunities in security and healthcare – with
mobile applications.

• Intelligent routing to devices

- This future technology will be useful to, for example, local councils. While on
the move, staff will be able to provide the precise description and location of a
street-based issue using Smartphones and mobile devices that can take photos
and have GPS (global positioning system) support. Intelligent routing will then
alert the responsible team to action.

• Eye tracking technology

- Eye tracking technology measures eye positions and movements which are
analysed through computer applications. Future laptops, smartphones and
tablets could contain thousands of tiny imaging sensors built into the display
screen. Eye tracking technology could have many possible applications,
including:

- Law enforcement – lie detection

- Airport security – identifying suspicious behaviour, e.g. to catch

terrorists before they strike

- Retail – recording, monitoring and analyzing consumer behaviour to

‘tailor’ marketing to individuals • Safety - alerting and awakening a
drowsy or distracted driver would save many lives
 - Health care – assisting people with disabilities or paralysis to
communicate (laptop) and improve mobility (electric wheelchair)

- Human-computer interaction – using screen icons and a blink here or a

gaze there. Say goodbye to the mouse and keyboard.

• Internet glasses!

- Technology that can display images directly onto our retinas while not
blocking our sight is being developed. This technology can be used in
eyeglasses and have uses ranging from e-Gaming to military defense. In the
next 10-20 years experts predict that Internet glasses will replace
Smartphones. Imagine these viewing experiences:

- Seeing building schematics and locations of others (especially useful for

security or fire fighters)
- Giving a speech while information is streamed to your eyeglasses in real
time
- Receiving turn by turn directions as you walk toward your destination
- Viewing virtual recipes while cooking without losing your rhythm
- Walking down the street, seeing one of your friends show up "on screen"
2 blocks and 1 cafe away

Massive open Online Course (MOOC)

is defined by Educause as a model for delivering learning content online to any

person who wants to take a course, with no limit on attendance. It can be
characterized by the following:

a. A revolutionary approach to education that veers away from the physical

to the virtual
b. A kind of learning that happens online, breaking the norm of traditional
schools or universities for higher education
c. Utilizes information technologies like analytics to help instructors gauge
their students’ learning.
d. Emphasis on connectedness.

Implications

1. By taking learning into virtual space, attendance is no longer a

determining factor in one’s education. This makes MOOC learning a
popular alternative for those whose life situations make them unable to
attend regular schools.
2. Managing MOOC is relatively cheaper than running educational
institutions. By taking out the expenses of Universities- which are
passed down to students in exorbitant fees-MOOC addresses the high
cost of education.
3. Analytics provides information about the learning process of the
students. Through the use of data collected through analytics, MOOC
provides a means to improve learning.
4. Since it focuses on connectedness as part of the learning process, MOOC
allows education to take place on a global scale. Connecting learners and
instructors all over the world to one another to maximize education.

Innovative humanities MOOC, “Visualizing Japan,” nominated for the Japan Prize
In a Q&A, course co-founder Professor Shigeru Miyagawa discusses his unique online
course and its impact on digital education.

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 Open Courseware (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 Open Courseware 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 Gennifer
Weisenfeld — 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 Gennifer Weisenfeld of Duke,
who are the principal faculty for the MOOC. Beyond the scholars, we work with some 200
museums and collections, each 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.

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
students 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.

Story by MIT SHASS Communications

Editorial and Design Director: Emily Hiestand
Staff Writer: Daniel Evans Pritchard
http://news.mit.edu/2015/visualizing-japan-mooc-nominated-for-japan-prize-0925
The Use, Advantages and Disadvantages of Wearable
Technology

• Wearable technology is seen to be the up and coming technology of the

future.
• Wearable technologies today are smart watches. These watches are worn
as a typical wristwatch but do more than just tell time. Modern smart
watches perform the same functions as smartphones.
• Smart watches as a wearable are developed for convenience, but its
inability to function as an independent gadget puts it at a distinct
disadvantage.
• Another example is a Fitness tracker. It is derived from smart watches in
form and physical design but serves health applications. Fitness trackers
aim to promote health and wellness among its enthusiasts,
unfortunately, issues in their accuracy have been raised in several
reviews.
• Virtual Reality (VR) wearable technology is gradually growing in
popularity among enthusiast. Oculus, a high-end VR headset is intended
for entertainment has been released to the public on March 28, 2016.
This wearable technology takes users to computer generated worlds and
let them experience it as if they were actually there. Oculus have so far
received positive reviews among users. However, concerns were raised
about VR technology’s potential to cause a total disconnect from the
physical world.

The Concept of 3D Environment

• 3D or three dimensional in its

literal sense refers to anything
that has width, height, and depth.
The physical world is an example
of a 3D environment. The concept
of 3D environment is explored to
mimic the physical world in
media.
• Films are among the most
common media offerings that
incorporates 3D. 3D films make
objects in their material appear
solid to the audience through the
illusion of perception. Earlier 3D
motion pictures require audience
to glasses with red and blue lenses. According to How Stuff Work, these
lenses force one eye to see the red part of the image and the other eye to
see the blue or green part.
 • Computer software with 3D design capabilities like Daz Studio allows
graphic designers to create 3D art and environments. This new
technology is steadily revolutionizing digital graphics in media.
• Another notable development is 3D printing. This technology brings
digital data and design to the physical world literally. The concept of 3D
bio-printing or 2D printing, using human materials like tissue ad bones
to create organs or body parts that can be theoretically translated to an
actual human body aims to solve that.

The Paperless society

• The paperless society is a

society where communication is
done electronically and all forms of
printed communication have
become obsolete. It is characterized
by the shift from letters to e-mails,
newspapers to news web pages,
books to e-books, and so on.

Ubiquitous Learning

• Ubiquitous learning is
common in the age of information.
Since information in the digital age
can be accessed by anyone, at any
given time and place, ubiquitous
or an ever-present type learning of
learning is possible.

THOUGHTS TO PONDER!

MOOC is an online course with the option of free and open registration, a
publicly shared curriculum, and open-ended outcomes. MOOCs integrate
social networking, accessible online resources, and are facilitated by leading
practitioners in the field of study. Most significantly, MOOCs build on the
engagement of learners who self-organize their participation according to
learning goals, prior knowledge and skills, and common interests. As you
continually develop your knowledge, this model for digital practice will help you
in achieving your greatest desire in education.

Ubiquitous learning

• It is common in the age of information.

• Since information in the digital age can be accessed by anyone, at any
given time and place, ubiquitous or an ever-present type of learning is
possible.

Media and information are a mutable entity. It is ever changing in nature. It is

product of continuous development. As citizens of the media and the information
age, one must be able to adapt to the changes in media and information.

TRY ME!

From the technological advances discussed in the article above, answer

the following questions: answer it through filling in the mind map.

▪ Which ones did you like the best?

▪ Which ones already exist?

Which ones do you think might become a reality next year? Explain your

Technologies of
the Future Technology that might
Technology I like best happen next year

Technologies Technologies
of the Future of the Future
Technologies of
the Future
COMPREHENSION CHECK!
Based on the article above, these are following questions and discuss the
answers: (not more than 50 words)

1. When and where can a student who has enrolled in an MOOC study and
submit projects or answers?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________
2. Describe “Visualizing Cultures” as a traditional subject. How many
students first enrolled in the course? Why did the professors change the
course “Visualizing Japan” into an MOOC platform? What are its effects?
Did it improve its number of students? How many professors worked on
the MOOC subject?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_____________________________________
3. Do you think the Philippines should have an MOOC in the future?
Explain your answer.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________

CHECKPOINT!
Discuss the following questions: (not more than 30 words)

1. Do you think these technological advances can make communication in

life better?
________________________________________________________________________
________________________________________________________________________
_________________________________________________________
2. What problems or issues can they solve?
________________________________________________________________________
________________________________________________________________________
_________________________________________________________
3. What possible issues can you foresee these technologies? Explain your
answer.
________________________________________________________________________
________________________________________________________________________
_________________________________________________________
RESOURCES

GetManiatech, (2015 Jan 19). Watch your day in 2020: Future technology.
Retrieved from https://www.youtube.com/watch?v=zJUQENC-SVQ

Iversityclips (2013, August 18). What is a MOOC? Retrieved from https://

www.youtube.com/watch?v=b_N_NHbC80E.

I Choose Technology (n.d.) Technology in the 20th century. Retrieved from

http://www.ichoosetechnology.com.au/home/what-is-ict/ict-in-the-future

ICT in the future. (2016). I Choose Technology. Retrieved 13 September 2016,

from http://www.ichoosetechnology.com.au/home/what-is-ict/ict-in-the-
future

Marius, M. (2011). 7 insights on the future of technology and the Internet. ICT
Pulse. Retrieved 13 September 2016, from http://www.ict-
pulse.com/2011/07/7-insights-on-the-future-of-technology-and-the-internet/

Plourde, M. (2013). Massive open online courses. Retrieved from http://

www.wamda.com/2013/05/what-are-moocs-what-mean-for-middle-east
Pritchard, D. E. (2015, September 25). Innovative humanities MOOC,
“Visualizing Japan,” nominated for the Japan Prize. Retrieved from http://
news.mit.edu/2015/visualizing-japan-mooc-nominated-for-japan-prize-0925
on September 27, 2015.

What is ICT in education ? – “ICT”is Information and Communication Technology.

“ICT in Education” means “Teaching and Learning with ICT”..
(2016). Elmoglobal.com. Retrieved 13 September 2016,
from http://www.elmoglobal.com/en/html/ict/01.aspx

https://whatis.techtarget.com/definition/massively-open-online-course-MOOC