Course Topics
Media Studies/Media Ecology/Media Education in Perspective The NY School and the birth of media ecology Mcluhan, global village and electronic identity Neil Postman and the technopoly of entertainment Walter Ong, secondary orality and mass movements Levy, Web-TV relationship and the future of media Techno-addictions, control and new scenarios

Teaching format
Frontal teaching, practical activities carried out directly in the classroom.

Educational objectives
Indicate the disciplinary objectives Analysis of different approaches to the study of communication from a historical perspective: media studies, media ecology, media education. Analysis of the main models of media production: radio, television, Web. Analysis of the fundamental parameters of film production. Analysis of the differences between analogue and digital paradigm with respect to the evolution of media production. Disciplinary skills Basic knowledge and understanding of the main dynamics of the contemporary communication context and market. Knowledge and understanding of the sources, authors and fundamental literature relevant to the field of study. Knowledge and understanding of the professional contexts referable to different areas of production. Knowledge and understanding of the consequences of digital convergence with respect to the study of media and access to current and future professions. Transversal/soft skills Critical skills and the ability to select sources and content for use in different areas, in both professional and research contexts. Skills related to the selection of specific tools and resources for different purposes, also with respect to the analogue/digital paradigm. Competences related to the access and inclusion parameters of contents and tools for media production and dissemination. Communication skills Ability to share what has been learnt with interlocutors of various types and through multiple approaches and modalities. Ability to learn and develop acquired skills independently, also in the direction of an approach aware of the need for constant updating of these skills.

Assessment
Achievement of the learning objectives is assessed by means of the following examination procedure: - Intermediate assessments carried out through the publication of critical texts and comments on the course platform. These evaluations should not be understood first in quantitative terms but in terms of direction, i.e. designed for a process of fine tuning of the interests and objectives of the students, in the direction of promoting the greatest possible significance to the educational path and its applicability in the professional field or in the continuation of studies. The process of orientation and reorientation of choices related to topics and contents by students, not being linked precisely to the evaluation weighing of the same, does not in any way constitute a form of possible discrimination towards students unable to attend and therefore implicitly inclusive. In any case, the teacher proposes the same intermediate orientation evaluation procedure also to non-attending students who request it, adapting to the specific timing and needs, and carrying out the related discussions also in telematic mode. - Final written essay and related discussion interview

Evaluation criteria
Awarding a single final grade.