REPUBLIC OF THE PHILIPPINES

TECHNOLOGICAL UNIVERSITY OF THE

PHILIPPINES
COLLEGE OF INDUSTRIAL EDUCATION
PROFESSIONAL INDUSTRIAL EDUCATION
DEPARTMENT
Ayala Blvd, Ermita, Manila, 1000 Metro
Manila

INFORMATION SHEET 1.2.3

Advance digital media development tools

I. Learning Objectives:

1. Use basic digital video editing.

2. Appreciate the importance of basic digital video editing in life.
3. Perform various kind of video editing techniques

II. Discussions

Advance Digital provides sales and content strategy, product development and
technology to the Advance Local media group, part of Advance Publications.
Advance Publications is an American media company owned by the descendants
of Samuel Irving Newhouse, Sr.Advance Local operates 12 local news and
information websites affiliated more than 30 newspapers. Its headquarters are at
1 World Trade Center in New York, New York. Advance Digital's headquarters are
located at the Harborside Financial Center in Jersey City, New Jersey.The unit's
Advance Digital name was established December 16, 2011; its previous name was
Advance Internet. Its president is Peter Weinberger.The president of Advance
Local, established in 2010 and based in New York, is Randy Siegel. Advance Local
web sites provide local information such as breaking news, local sports, travel
destinations, weather, dining, bar guides and health and fitness.

4 Effective Use of Digital Media to Advance Population Health Goals

As digital media transform the landscape for health communication, public health
professionals are seeking new and more effective ways to engage audiences.
During the second panel, two digital media experts described a variety of health
communication projects in digital space and identified a number of strategies for
success. Dana March, editor-in-chief of 2×2, a digital media project at Columbia
University’s Mailman School of Public Health, described the school’s fellowship
program and discussed some of the stories featured on the project’s website.
Based on her experience with 2×2, March provided suggestions for effective
health communication using digital media. Carlos Roig, executive vice president
for media content strategy for Home Front DC, discussed the predominance of
digital communication in the 21st-century media environment, and he reviewed
factors to consider when planning digital communication initiatives. After
describing several successful projects, he offered advice on using digital and social
media effectively to advance population health goals.

ENGAGING A LAY AUDIENCE

The 2×2 Project

Established in 2012 by the Department of Epidemiology at Columbia University’s
Mailman School of Public Health, the 2×2 project presents findings from emerging
public health research in engaging, easy-to-read online stories designed for lay
audiences. Its goal is to spark conversation among thought leaders and policy
makers about important public health issues and to help translate scientific
research findings into practice. The project focuses not only on topics typically
associated with public health, such as obesity, but also on social issues such as
poverty, education, and gun violence that have a major impact on health. The
project uses a variety of storytelling methods, including visual strategies, in
addition to traditional journalism.

The Fellowship Program

The 2×2 project is staffed by journalists participating in the Communicating Health
and Epidemiology Fellowship (CHEF) at the Mailman School of Public Health. The
CHEF program, which supports four or five fellows each year, provides training on
topics such as communicating with lay audiences about public health issues, using
social media effectively, generating conversations across digital platforms, and
writing commentary aimed at stimulating action. March collaborates with CHEF
participants to develop stories through a brainstorming process called “idea lab.”
The project uses three social media platforms—Instagram, Facebook, and Twitter
—and it soon will add an audio platform called Clammr.

Timely Content Linked to Popular Culture

The 2×2 project recently published a week-long series on the public health
implications of Internet addiction, gambling, and gaming. The series included a
lengthy, in-depth story called “Gambling with America’s Health.” Pacific Standard
magazine re-posted the story on its website.
Another week-long series focused on gun violence. Stories explored the role of
advertising in promoting gun viole nce and described advocacy group campaigns
to make gun ownership and shooting attractive to children.

The 2×2 project also publishes commentary to provide context for conflicting
media reports about the risks and benefits of popular treatments such as
hormone replacement therapy. When the latest research findings conflict with
previous reports, 2×2 journalists provide insights on the evolving landscape for
evidence-based care.
Journalists participating in 2×2 review health-related documentaries produced by the
PBS program Frontline. The project’s stories about League of Denial—a documentary
about traumatic brain injuries in the National Football League—discussed the
potential for the sports-related injuries to become a global epidemic. Additionally,
2×2 produces a feature called PHresh, which reviews the week’s public health news,
discusses the media’s portrayal of population health issues, and spotlights various
important topics, some of which have been covered by the media and some of which
have not.

Strategies for Success

As March was describing other 2×2 stories, she highlighted several effective
digital communication strategies.
Produce timely, engaging visual content Because Instagram, Facebook, and
Twitter are visually driven, the 2×2 project produces provocative content to
support visual information sharing. For example, it posted an open letter to
LeBron James featuring an altered image of the athlete to show how much weight
he would gain if he consumed the amount of sugar contained in the Coca-Cola
and McDonald’s products he advertises. Citing data showing that celebrity
endorsements of unhealthy foods have a negative impact on public health, the
letter urged James to drop the endorsements.

The format of digital content should reflect the fact that people get most of their
online news through mobile devices, March said. By creating websites that are
optimized for such mobile devices, population health professionals can maximize
their opportunities to generate conversations in digital space.

Content based on current news stories can also help generate interest in public
health issues, she said. By adding to discussions that are already under way in the
news media, the 2×2 project seeks to capture public attention and foster
continued dialogue.

Incorporate relevant data Stories are strengthened by data, March said, and data
are more powerful in the context of stories. Online communications about public
health topics should reflect this synergy between stories and data.

Speak with a unified voice across digital platforms Covering events live on Twitter
can help foster engagement, March said. Live tweeting creates easy-to-read content
for people at the event, she added, and it helps build networks of people who are
interested but unable to attend in person. To stimulate conversation across the
digital landscape, health journalists should speak with a consistent voice across
online platforms.

Build relationships The most successful social media strategies are those that build
relationships and foster continued dialogue about public health. Therefore, March
suggested, communications projects should seek not only to distribute content but
also to generate conversation and promote ongoing engagement. Because people
throughout the world use social media, population health professionals should seek
engagement on a global scale.

Five Ways to Use Technology and Digital Media for Global Learning

Our global future is developing through communication, collaboration, and

innovation—all of which are dependent on technology. The Internet is now a global
marketplace, a global workspace, and a global meeting place that provides a vast
array of opportunities to not only learn about the world, but interact with the world.

And yet researchers such as Henry Jenkins from MIT have found that the digital
divide in the United States can now be more accurately characterized as a
“participation gap.” This gap is growing between youth who have the opportunities
and support to participate in rich digital media experiences through technology and
the Internet, and those who are not given opportunities to access, create, and
participate in the global digital media culture.
A Global and Digital Opportunity for Educators

Digital media literacy in a global era offers more than using technology to do the
things that were done by hand before—such as data or word processing, retrieving
information, presenting knowledge, and one-to-one communication—it now allows
easy participation in the sophisticated global experiences and networks that our
wired world affords.

Much has been learned in the past decade about the potential of a technology-rich
approach in education. This is recognized in the American Recovery and
Reinvestment Act (ARRA), which includes funds for classroom technology and related
professional development. To truly transform teaching and learning for the global
era, educators can seize this moment to pair digital media and technology with
global learning for the 21st century.

How to Harness Digital Media and Technology for Global Learning

Consider these five strategies for using digital media and technology to help students
both understand and contribute to the richness and complexity of our wide world.

1. Develop media literacy on a global scale. Help students identify, access, analyze,
and evaluate media from around the world, including international news sources
that are available in both local languages and English translation. Go deeper to
facilitate awareness of how and why different events, peoples, communities, and
cultures are represented in the global mass media and how this both reflects
different contexts and affects cross-cultural understanding.
Just a sampling of world headlines after President Obama’s recent trip to Turkey
shows that mass media can often shape how an event is perceived in multiple
countries: “Arabs hail Obama overture to Muslims” (Agence France-Presse), “Good
but not enough” (Daily Star, Lebanon), “Turkish leader criticizes Obama” (AP), and
“American public did not understand this visit” (Hürriyet, Turkey).

Get started: Ask students to use multiple foreign media outlets when conducting
research, and ask them to analyze the reasons why different sources take different
angles as part of their findings. Be sure to build this into assessment rubrics.

2. Discover personal opinions behind global issues. Broaden students’ exposure to

opinions from other countries through digital media created by individuals, such as
blog posts, podcasts, and videos as well as dialogue via comment boards, video-
conferences, and any number of collaborative technology tools.

Asia Society’s Creative Voices of Islam project helps foster an increased

understanding of the diversity of Islamic voices within the multicultural societies of
Asia. Started this year in high schools in the U.S. and Indonesia, students create
digital audio slideshows about their communities’ history, cultures, and traditions,
which they exchange and discuss on Asia Society’s website. Students use the new
perspectives they gained through online exchange to create collaborative
productions and screen the media projects in their communities.

Get started: Look for 'citizen journalist' reporters on the Internet. They can often be
found commenting on or breaking news about unfolding world events. Ask students
to analyze in what ways these perspectives are similar and/or different from media
reports and why individual voices are important in global dialogue. Beyond accessing
others’ opinions, help students exchange theirs through a number of youth-to-youth
global sites, such as TakingITGlobal or Youth Media Exchange.
3. Tap into global knowledge networks. Help students realize the power of
“collective intelligence” through global networks where information is collected and
analyzed. Participation in these networks enables students to develop cross-cultural
understanding while addressing

global issues, synthesizing information from multiple cultures and collaborating in

global teams to responsibly build on existing knowledge as well as generate new
knowledge.

There are many online collaborative science projects leading the way. The GLOBE
program (Global Learning and Observations to Benefit the Environment), operated
by NASA and the National Science Foundation in 110 countries, engages youth,
educators, community members, and scientists in collecting and sharing data
internationally about critical environmental issues.

Get started: Contact organizations that allow students to work together on global
issues and projects. As well as GLOBE, try SEED ePALs, or iEARN. They offer
pedagogical support for educators and engaging programming for students.

4. Engage a global audience through online publishing. These days, students should
not only share their research and ideas through technology within a classroom or
school, but also share their learning worldwide through online publishing tools and
websites that reach a global audience.

One example is the International Insider student newspaper of the College of Staten
Island High School for International Studies (CSI) in New York City. To cover topics
from global warming to the conflict in Iraq, CSI students are in constant dialogue—
using a free blogging program—with student reporters in other countries, such as
Bahrain, Belarus, Egypt, Poland, and Syria. They have also contributed to student
newspapers around the world through the PEARL World Youth News Service, a
partnership between iEARN and the Daniel Pearl Foundation that acts as an
international wire service for publishing youth-produced news articles online and in
student newspapers worldwide.

Get started: Publishing is as easy as starting a free blog using Blogger or WordPress
and other similar programs. For a more structured—and more advanced—option,
consider Oracle Foundation's ThinkQuest competition for students. Integrated global
teams tackle world issues and publish research and recommendations for the world.

5. Harness the power of virtual simulation to understand global complexity and

create solutions. Through the use of virtual reality, games, and modeling applications
that simulate real-world experiences through technology, students can test out
global theories while immersing themselves in the target content.

Global Kids, an afterschool program in New York City, integrated game design into
their Online Leadership Program for teens. Working with Global Kids staff and a
game design company, a group of high school youth created “Ayiti: The Cost of Life,”
in which players learn

about poverty by assuming virtual responsibility for a fictional family in Haiti, making
decisions about when to send children to school vs. work, and how to spend scarce
resources.

Get started: Ayiti and other 'serious games' on global issues can be found through
Games for Change, an organization that promotes digital games for social change.

Any of these examples can contain more than one way to integrate global knowledge
and skills. Get started to see how these can come together in your digital media
projects.
III. Documentation
IV. Reflection

After studying and listening to the reporters, I learned that digital media is vital to
our lives especially in today’s generation. Using different digital medias can
fastended the effectiveness of producing and sharing of information and
knowledege. digital media tools can also use for businesses, education,
entertainment and more. But even though we are living in modern world, we
should considered the proper use of these digital media tools. For us to reduce
the probality of misleading infromation, spreading of fake news, and other
unlawful things that are contadicted in using digital media tools. These are all my
learning in the last part of the reportings. Even though the reporters not
completely discussed the last part, I appreciated their efforts and I respect all of
their discussions.