Second MEDEAnet webinar “The Case for Media Education in the Classroom”, 18 October 2012, 4pm CET

MEDEAnet webinar The Case for Media Education in the Classroom
Slide from Presentation Nicoleta Fotiade

32 participants took part in this one-hour webinar to get an insight into different ways to integrate various media education schemes and approaches in the classroom in order to improve their students’ daily engagement with the media.

Nicoleta Fotiade from ActiveWatch in Bucharest, who is an expert in media education, gave a short introduction to various media education schemes and critical thinking methods in training settings that could help your students open their minds towards their critical interaction and use of information media. Using Nicoleta’s presentation as starting point, Marianna Vivitsou from the University of Helsinki in Finland discussed the examples provided from the pedagogic point of view and extrapolate them into a broader discussion based on her own media education experience. She shared her experience of a collaborative wiki project with Greek students in 2009-2010.

Following those two short presentations of around 20 minutes each, participants were given an opportunity to exchange experiences and to ask questions during a moderated online live discussion.

This webinar was aimed at teachers and trainers as well as representatives from educational ministries responsible for the development of the overall curriculum in different regions and countries.

Join our online discussion!

You can join our online discussion where you can connect with speakers and participants, share your experiences or ask questions. To contribute to this forum topic in our online community of practice for those interested in media-based learning, you can register for free here.


This webinar is also published in the Media & Learning Resources Database.


Nicoleta Fotiade

In her presentation media education expert Nicoleta Fotiade (ActiveWatch, Romania) introduced various media education schemes and critical thinking methods in training settings that could help teachers open their students' minds towards their critical interaction and use of information media.

Marianna Vivitsou

In her presentation Marianna Vivitsou (University of Helsinki in Finland) discussed her experience of bringing media education in the classroom through a collaborative wiki project Greek students undertook in 2009-2010.


Nicoleta Fotiade, ActiveWatch, Romania

Nicoleta Fotiade

Nicoleta Fotiade is Program Director of the Media Education and Research Department in ActiveWatch (local Romanian human rights NGO based in Bucharest).

She graduated with a BA in Journalism in Bucharest, Romania and a MA in Communication from the University of Westminster, London (UK). She has been working in the field of media education, media research and elections for nine years.

In her country, Nicoleta is committed to make media education available among teachers and students. She is involved in teachers training, development of educational materials, workshops with children and youngsters and an advocate for media education in formal training.

Marianna Vivitsou, Department of Teacher Education and CICERO Learning Network, University of Helsinki

Marianna is currently a Doctoral Scholar at the Department of Teacher Education, University of Helsinki. She also works as a Researcher at CICERO Learning Network, Faculty of Behavioral Sciences, University of Helsinki. Her thesis focuses on Social Media and how Teachers integrate connective technologies into pedagogical practices. Marianna’s academic interests reflect and are inextricably linked with her experience as State School Teacher in Greece, her home country. Acknowledging the benefits of the participatory culture that the Web 2.0 infrastructure can generate, she introduced the digital environments and tools (e.g., weblogs, wikis and other social networking sites) to her adolescent students in the late 2000’s and early 2010’s. The findings out of these interventions indicated active student engagement in collaborative knowledge construction, enhanced peer support in learning and increased student leadership and initiative taking. Moreover, these strengthened Marianna’s view of technology as an essential component of human progress overall. In this respect, social networking sites and Web 2.0 services and tools are vehicles of educational change toward the School of the Future. In this space, content emerges out of the learners’ definitions of own needs in an on-going negotiation process founded upon the principles of democratic, communitarian, global citizenship.


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