Study On The Design Of Digital Learning Resources For The Course Of Visual Culture And Media Literacy

In the information age,media are always present in time and space,everywhere,people are involved in more and more fields of knowledge,and they are exposed to more and more media information.However,most of us have no time to think or interpret it.Real digested information is diminishing.Overloading and media dependence do not bring about the growth of knowledge and the strengthening of social insight.Instead,they lead to emotional alienation between people,affect the profound understanding of cultural connotation,and reduce the sense of social responsibility.For contemporary college students,they are in another stage of shaping values and social responsibility.Media literacy education can not be ignored.In the 21 st century,a new media literacy requirement was proposed for college students.From the emphasis on ability standard to the higher order goal of attaching importance to core literacy.Therefore,it is worth studying to improve students 'media literacy and to create a curriculum content system of media literacy that is in line with current times and has national characteristics.Chinese scholar Gaoping supplemented the "expanding media level" and "personal expression level" on the basis of the "three stages and eight levels" of media literacy proposed by James Potter,and pointed out that under the new media era,it should also have the ability to use new media and consume habits.And the ability to express their opinions and express their personal wishes.Professor Lin chongde also proposed the core literacy requirements for student development in the 21 st century.He believes that the "literacy" possessed in the 21 st century is not only the learning of knowledge and skills,but also the integration of emotions,attitudes,and values.In the background of this research,we choose to reconstruct the curriculum system of visual culture and media literacy,and design and develop the digital learning resources of the curriculum.The research mainly uses design-based research methods.After three rounds of iteration,the reconstructed curriculum design plan,classroom teaching design,and digital learning resources are invited to different experts,course teachers,professionals,and students at different stages.To solicit opinions and suggestions on content knowledge points,design and use of digital learning resources,and revise,supplement and perfect them before the next iteration.In the first round of the iteration,through interviews with teaching design experts,experts in the field of media literacy research,and teachers,the following suggestions were obtained:1.The correspondence between classroom content knowledge points and resource content knowledge points is not obvious;2.Case analysis needs to be added to the learning content of digital resources.3.The interactive function of the digital learning resources page is not flexible enough.The second round of iteration was first supplemented with content and resource modifications based on the recommendations of the first round of iteration.Next,technical experts and visual communication professionals were asked to conduct interviews and communicate with classroom teachers.The problems were found to be: The contrast of visual expression elements is not strong;The page presentation is not high;The case selection only reflects the Mongolian cultural characteristics.The third round of iteration is based on the revision and perfection of the second round of iteration.The digital learning resources are sent to the selected students for trial.The students propose that the content may appear staggered when they publish their views at the same time.The expansion of knowledge points is more than two issues(the above issues have been completely revised in subsequent studies).After the completion of the three rounds of iteration,three teachers were asked to evaluate students 'use of digital learning resources from three aspects: student works,participation in discussion of space activities,and students' learning and reflection.The conclusion is as follows: 1.The reconstructed curriculum content system can meet the learning needs ofstudents.From the perspective of process performance,they properly integrate theoretical knowledge and tools,and the visual expression ability is significantly improved;2.Digital learning resources can fully support students 'independent learning from the aspects of structure design,navigation design,module page color design,and interactive design;3.Digital learning resources have expanded their content organization,supplemented cases such as Chinese culture,ethnic culture,and campus culture,and will improve students ' "seeing" literacy and cultivate students' "seeing" ability.It is beneficial to enhance students' national cultural self-trust and national cultural inheritance consciousness.Therefore,the author thinks that the design research of digital learning resources of visual culture and media literacy is an effective attempt.At present,the digital learning resources of this course are being tested again in this semester's teaching.