| CODE | MSS1007 | ||||||||||||||||||||
| TITLE | Presenting Science in the Digital Age | ||||||||||||||||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | ||||||||||||||||||||
| MQF LEVEL | 5 | ||||||||||||||||||||
| ECTS CREDITS | 4 | ||||||||||||||||||||
| DEPARTMENT | Mathematics and Science Education | ||||||||||||||||||||
| DESCRIPTION | The Internet is also undergoing constant change. This study-unit critically examines recent changes in the technology and accompanying transformations such as in language, design and social networking. Those who were born twenty years ago are constantly connected, live hybrid lives and do not even blink as they stretch themselves across both sides of the screen. But how productive can they be? How can this be connected to science and engaging with STEM? This study-unit critically investigates the Internet, new media and digital technologies in context of science, scientific development and dissemination. It also looks at the roles media play in contemporary society, culture, business, politics, the arts and everyday life. This study-unit explores the interface between emerging new media technologies and cultural practices involving information, communication, knowledge, identities power and science and technology. Study-Unit Aims: This study-unit aims to: - foster key skills in evaluation, strategy, interaction design and writing for the web within a science context and the scientific community; - support students in communicating ideas through the use of various social media and Internet based activities; - help students design user friendly interfaces as vehicles for their communication outcomes; and - venture beyond the web and show participants how to evaluate the implications of emerging applications such as mobile technologies, Internet of things and social media for the setting and dissemination of science related information. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - identify the place of science in the multimodal reality of today; - identify, avail of and create new processes that facilitate and enhance science communication; - identify digital tools and applications that can be used to facilitate and support active communication practices; - search, harvest, collect, filter and collate information in context of science; and - review and compare different approaches and methodologies that enhance user experience in science communication. 2. Skills: By the end of the study-unit the student will be able to: - identify digital tools and applications that can support and facilitate active setup and propagation of science related news; - create, simulate and foster technology based practices that enhance discussions about science; - demonstrate collaborative skills through the use of Web 2.0 tools; and - review and compare different approaches and methodologies to the integration of communication skills that will make science easier to understand. Main Text/s and any supplementary readings: Carrington, V., Robinson, M (2009). Digital Literacies. Social Learning and Classroom Practices. UKLA. SAGE Publications. Jones, R.H., Hafner, C.A. (2012). Understanding Digital Literacies. A Practical Introduction. Routledge. Norman, D.A. (2010). The Design of Everyday Things. Basic Books. |
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| STUDY-UNIT TYPE | Lecture, Project, Ind Online Learn & Group Learn | ||||||||||||||||||||
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| LECTURER/S | Patrick Camilleri |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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