Modules 1.) Journalistic ‘news value’ What makes articles relevant to readers? 2.) Collecting relevant information Where & how can I gather the information needed to get the message across? 3.) Writing as a construction process Between reality, stereotypes and PR - from the perception to the description of reality Selection and structure of information (important and interesting versus boring information) and concrete ideas for stories. Information platforms and media in the field of adult education, interviews as an information source (conducting, transcribing and texting). Values and attitudes in journalism, constructivism and the relation of truth, reality, objectivity and subjectivity 4.) Using online media and writing for these A how-to for self-publishing and publishing via internet 5.) Making adult education more visible in media Where and how 6.) Writing good PR How to describe adult education for those I want to get interested in AE Personal use of media, online versus print media, requirements of writing for online media European (online) media on adult education, writing journalistic texts and especially headlines and teasers/introductions Focus on facts and content, creativity and humour in texts, organization of PR work Add-on: Transfer and evaluation Get into action back home/back at work, and evaluation on the learning process and learning outcomes.
5 Plenum The trainer resumes the expectations and clarifies which of them can be fulfilled and which of them cannot be dealt with during the seminar. The participants know what topics can be dealt with during the seminar 15 Individual work Participants browse through local newspapers and online news and mark articles on adult education. Participants become aware of representation of adult education in mass media. Notebooks, mobile phones or tablets with internet connection, access to the internet Open discussion Participants discuss the following questions: How many articles on adult education were found? What exactly are they about? ( What specific topics/specific foci are interesting for journalists/mass media?) Why does adult education barely appear as a topic in mass media? pieces of information on the field of adult education would be interesting for the public, even if they were not found in the newspapers or online news? 5 Trainer describes ‘news and gives examples. Participants know what news value is and are able to identify them in a text. Powerpoint Slide 6, 7, 8, 9 45 work Participants get together in 3 groups. Each group reads a different text on basic skills/literacy and numeracy. They note down the news value of the text and collect ideas about how the text could become more interesting. 3 one-page texts on basic skills/literacy and numeracy (Document 2 basic skills) 10 Presentation of results One speaker of each group presents the results. Flipchart (to protocol the results) 15 and -writing Participants walk around the room and collect ideas for news/topics that could be interesting for adult education/in their working context, which they write down on blank flipcharts. (The movement and the writing of the other participants can be an inspiration.) Participants find ideas for newsworthy subjects in the field of adult education. 3 blank flipcharts (only headlines) 5 Individual work Participants select those ideas that fit to their specific work and write down first ideas of a story. Blank sheets of paper Closing The trainer closes the seminar. Optional: The trainer offers an outlook for the next module.
subjects of education. You want to promote a new project on literacy for a special target (such as for refugees, for native speakers…) in your country. It differs from normal language courses in its didactical approach. It is a hands-on format. Language teachers cooperate with artists and the focus is on creative work in combination with language learning. Participants search for data on the number of persons with low reading or writing skills in country and across Europe. Participants search for other background information that helps them to describe why the project is necessary, whom it can help and why the specific didactical approach promises success. Participants summarise the most important findings in key notes on moderation cards (note sources to refer to them). 5 ‘Exhibition’ of findings Participants pin moderation cards on a pin board and walk around to read the others’ findings. The trainer can offer additional information and links and pin them on the pin board as well. Pin board, link-list on moderation cards (document ‘Materials and Tips for Trainers’) 15 The trainer gives input on the interview as a method for collecting information and on how to ask questions. Powerpoint Slide 19, 20 20 Training, interview simulation 2 participants interview 1 person. This person acts as a relevant stakeholder on the ‘Fighting for basic skills like literacy, numeracy’, such as a local politician, business owner, AE provider Information for the interviewed person (such as national and internat. data; Document 3 Interview and Document 1 Materials for Trainers’); for example, use the role descriptions from the LEK-AE simulation game. C 20 Reflection in plenum The participants reflect on the interview, the trainer facilitates the discussion methods of asking questions were used? What was easy and helpful?
Participants know how to give interviews. What was difficult or not useful? 10 Input The trainer gives input about how to give correct answers and how to avoid traps during an interview. Powerpoint Slide 21 5 Interview training (individual work or in pairs) The participants find a person to interview about a current topic of the participant’s institution (or one that was collected at the end of module 1) and interview this person after the seminar. Afterwards, they transcribe the interview by the next unit. Optional: Closing The trainer closes the seminar. Optional: The trainer offers an outlook for the next module. Now the learners should have time to do the interview. If is enough time during the seminar, participants can conduct a short interview by telephone or Skype and transcribe it (2-3 hours needed). Another alternative is pair work, so 2 participants hold interviews with each other, then do a transcription and so on. Using the following sequence as a follow-up you may allow several days or weeks to have the interviews and then go on. Optional: Opening The trainer introduces and informs about the structure of the follow up / ongoing course. 15 Reflection in plenum In the next unit, the trainer asks the participants to tell the others about their experiences with the interviews. The participants exchange their experiences. The trainer collects relevant observations to document on the experiences and learning. Flipchart 10 Input The trainer gives tips on how to write a good article using an interview transcript. Participants know how to develop a text on a transcript and are able to an article out of a transcript. Powerpoint Slide 22 Example of a good interview article (Document ‘Materials and Tips for Trainers’) D 45 Individual work with the text (writing an interview) Participants now turn their interview transcript into an article; The trainer answers questions that might arise and helps when needed; Participants who would like feedback on their text, can give it to the trainer. The feedback is provided later by email. Email addresses Closing The trainer closes the seminar. Optional: The trainer offers an outlook for the next module. the seminar Mailing Participants receive feedback on their texts via email. Email addresses
media are not accessible for us and why not? 15 Input Trainer informs about the use of online media (and social media) Participants know about possibilities and specific uses of online media. Participants know what is important to consider when writing for online and social media. Powerpoint Slide 37,38,39,40 30 Group discussion of examples The trainer hands out examples of good practice for Facebook posts, tweets, website entries, newsletters and practice articles in online journals. Participants form groups of 4 and discuss why those are examples of good practice (what was done well). They note the discussion’s results on moderation cards. Final articles, posts, newsletters, website entries on other topics in the adult education field (Document 1 ‘Materials for Trainers’) Moderation cards in different colours (one colour per channel) G 90 Individual work Participants write a short article about a new offer on literacy/basic skills of an adult education institution for different online media/channels: Facebook post a short post or article for the institution’s website a newsletter a short article for an online journal Information about the offer and some background information on literacy/illiteracy/basic education (Document 4 literacy and document 1 Materials for Trainers) H 15 Reflection on the task The trainer moderates a short reflection talk on the task before and the individual experiences with writing for different online media (what is usually used, what is not, what was easy to write, what was difficult…). 15 Plenary session Every group pins the moderation cards on the pin board. The trainer resumes the findings. Pin board with headlines for each channel (colour matches the moderation cards) 10 Individual work Participants think about which media could be useful for their work and should be used in the future (beyond what is already used). Participants know relevant further possibilities for a future use of media. Closing The trainer closes the seminar. Optional: The trainer offers an outlook for the next module.
texts (especially for online media) and for introductions that draw readers in. Participants receive practice in writing journalistic texts. 15 Individual work Participants find a headline and teaser (short text) for the article for EPALE or ELM. 15 Presentation of the exercise and discussion of the results Each participant presents his/her first sentence. Then, the trainer moderates an open discussion: Which sentences invite readers to continue reading the text and why? Flipchart (abstract and protocol on what already works and what is still difficult) 45 Individual work Participants now write an article for EPALE or ELM. Notebook, tablet or computer with access to the internet for searching background information 30 Feedback in pairs Participants pair up, read the article of the partner and give feedback. Closing The trainer closes the seminar. Optional: The trainer offers an outlook for the next module. Add on: How to contact media persons Objectives Participants know the basics about how to contact journalists, influencers and advocates. The participants are able to find influencers, advocates and journalists for their objectives. The participants are able to use strategies to get in contact with relevant journalists, advocates and influencers. min. Method Task Objective Materials 45 The trainer gives input about journalists and influencers as well as adovcates and how to get a story into mainstream media. Participants know the basics about how to contact journalists, advocates and influencers. The educators guide of communication (especially chapter 4); The document 6 “How to contact journalists, influencers and advocates”