Students choose an issue that matters to them and, in collaborative teams, create a media plan and campaign to raise awareness of the issue and gain some traction with (and feedback from) their identified audience.
Through this practical task, students compare and contrast traditional media with new media communication, which makes use of the digital world. They consider their audience’s access to technology and particular devices relevant to their identified forms of communication. Each team takes into account privacy issues and personal information, as well as potential ethical issues and how these will be dealt with.
As part of the task, students self-identify their skills and use this approach to inform assigning roles and responsibility within their team for completing sub tasks associated with their project. Their media plan and campaign should show how they are using multiple methods of communication to reach their audience, and the relationship between these approaches. As a team they decide on how to collaborate, store and manage files and how to keep track of their task development and completion. They evaluate their media plan and campaign and the extent to which their plan connected with their audience.
The project can integrate English in focusing on writing styles such as persuasive or informative texts, taking into consideration writing for digital platforms. It also has links to The Arts: Media arts; for example, Plan and design media artworks for a range of purposes that challenge the expectations of specific audiences by particular use of production processes (ACAMAM076)
Flow of Activities
This project-based task taps into what students are passionate about and aims to integrate the use of ‘new media’ to gather supporters and enact change through the development of a thoughtful plan and specifically created media.
The first step is to identify the issue, decompose the problem and identify how they will validate data from different sources. Give consideration to these questions:
These may include:
These may include:
Traditional media include:
New media include:
The Internet (for many people) is used every day; it enables us to receive news, do business, conduct research, contact friends and relatives, apply for jobs, and even watch TV.
New media often outperform traditional media for three main reasons:
When completing a multi-pronged media campaign, students need to consider the most suitable media to deliver the goals of the project. Each media type has specific formats and conventions that need to be considered. For example, a tweet has a set amount of characters in a message; a webpage contains information organised under headings with consideration of readability; a video clip provides a moving image, but audience attention span and the amount of information being conveyed need consideration.
Project based tasks typically utilise a range of skills. For the team to work effectively and efficiently, roles and responsibilities need to be identified and assigned.
Tasks need to be clearly defined and a timeline for completion set and agreed to by the team members responsible. These tasks need to be monitored by the project manager to ensure the final project is completed by the agreed deadline.
Assist teacher and students to:
These may include:
|New media expert||
|Topic research expert||
In this case the solution is a media campaign together with associated media. These should be evaluated against criteria that described the essential features of particular components.
A relevant component of the evaluation is the team’s demonstration of how they considered and responded to sustainability requirements.
Student performance evaluation
Typically, teachers are required to report on students’ performance. As students progress through the project they collect and keep a variety of pieces of evidence of their input/work.