Step 1: Watch as many videos as you want
Step 1: Watch as many videos as you want from the green playlist below*.
There are over 66 videos, each around 1-minute long.
The topics are varied and many were submitted by you. Have a suggestion that we can add?
Deze video’s worden ingezet als leermiddel in onze mediawijsheid projecten. De selectie omvat zowel door leerlingen ingezonden materiaal als door docenten gekozen content. Het is belangrijk te benadrukken dat de inhoud of boodschap van de getoonde video’s niet noodzakelijkerwijs de visie van de docenten of de school vertegenwoordigt. Ze zijn primair bedoeld als stimulans voor discussie en het ontwikkelen van kritische mediavaardigheden.
We streven naar een gevarieerd en inclusief aanbod, en daarom moedigen we leerlingen aan om video’s voor te dragen die zij relevant of interessant vinden. Als je een video hebt die je graag in het project opgenomen ziet, neem dan contact op met de vakgroep Engels.
You will use at least one of the videos later on in the task (in Produce Phase 1,2,3 and 4) [all phases are VERY short so do not worry].
*If you are at home you may also go to your own social media on your phone, laptop or tablet to select your own source material for produce phase 1,2 and 3.
5A T1a Infographics: Digital Literacy, Social Media (News), AI and Excel
Ask your teacher to discuss this page in class
This task can only be completed in 3 weeks if you use ChatGPT (free version without account) or a different AI tool. The task will explain when and how to use AI.
Learning Goals (PTA)
Examenprogramma (PTA)-koppeling
De CEFR doelen en overige leerdoelen worden telkens per phase besproken.
Domein B: Kijk- en luistervaardigheid
2 De kandidaat kan:
- Analyseren welke informatie uit sociale media video’s relevant is.
- De hoofdgedachte en belangrijke elementen van de video’s aangeven.
- Conclusies trekken over intenties, opvattingen, en gevoelens van de sprekers.
- Anticiperen op het vervolg van gesprekken in de video.
- Aantekeningen maken tijdens het bekijken van video’s.
Domein C: Gespreksvaardigheid
3 De kandidaat kan:
- Reageren in sociale contacten tijdens discussies over de video’s en infographics.
- Informatie uitwisselen en beschrijven van zaken of personen uit de video’s.
- Uitdrukking geven aan gevoelens en standpunten verwoorden tijdens de feedbacksessies.
Subdomein C2: Spreken
- Presenteren van de verworven informatie in de vorm van een infographic. (optioneel)
Domein D: Schrijfvaardigheid
Subdomein D1: Taalvaardigheden
- De kandidaat kan:
- Schriftelijk communiceren over de inhoud en het proces van de infographic.
- Informatie verstrekken en presenteren in de infographic.
- Beschrijven van zaken of personen en uitdrukking geven aan gevoelens en standpunten in de infographic.
Subdomein D2: Strategische Vaardigheden
- Gebruik van tekstverwerkingsprogramma’s en naslagmateriaal voor het maken van de infographic.
Domein F: Oriëntatie op Studie en Beroep
- Toepassing:
- Het project simuleert een real-life scenario waarin studenten de rol aannemen van een data-analist of content creator. Dit biedt inzicht in beroepen gerelateerd aan media, communicatie, data-analyse, en grafisch ontwerp.
- De vaardigheden die studenten ontwikkelen, zoals kritisch denken, creatief probleemoplossen, en effectieve communicatie, zijn direct overdraagbaar op verschillende studie- en beroepsvelden.
Door deel te nemen aan dit project, werken studenten aan essentiële vaardigheden die belangrijk zijn voor hun academische en professionele toekomst, in lijn met de eindtermen van het VWO-curriculum voor het vak Engels.
The Story Behind This Task
You are…
Most bold words contain hidden translations. Hover over them! Try it with Data Analyst! below:
You are… A Junior Data Analyst at a Thriving Digital Media Agency!
Welcome to the world of digital media, where information travels faster than light, and data tells stories more powerfully than words ever could. As a junior data analyst in a cutting-edge digital media agency, you have a crucial role to play.
Your agency specializes in turning complex data into compelling stories, helping clients understand their audience and make impactful decisions. Your latest project? Creating an engaging infographic that will not only inform but also captivate viewers.
Imagine sitting at your desk, surrounded by screens filled with raw data, social media statistics, and trends. It’s your task to sift through this digital sea and find the pearls of information that will make your infographic shine.
You have tools at your disposal: powerful AI software that can analyze trends, and Excel to transform numbers into visually striking graphs and charts. Your mission is to use these tools to bring data to life.
But it’s not just about the data; it’s about telling a story. Who is your audience? What do they care about? How can you make them see what you see? Your infographic needs to be more than just numbers and charts; it needs to speak, to persuade, to inform.
Your challenge is to blend technology, creativity, and narrative in a way that captures the essence of the data and presents it in a clear, engaging, and visually stunning format. You’ll need to use your English skills to ensure your message is clear and compelling, reaching a global audience.
Remember, in the fast-paced world of digital media, your infographic could influence decisions, spark discussions, or even change perspectives. It’s your time to shine as a data storyteller.
Are you ready to dive in and create an infographic that tells a story worth sharing? Let’s get started and see what story your data will tell!
Your journey begins now! Dive into this exciting task and show the world your ability to turn data into stories, using your creativity, technical skills, and linguistic prowess. This is your stage to innovate and impress! 🌟💻📊🌍
Grammar, Vocab and Rewards
Grammar
Creating an infographic, especially in an educational context, involves using various grammatical structures to convey information effectively and clearly. Here are five grammatical elements ranked in order of their likelihood and importance for use in an infographic:
- Simple Present Tense: Most likely the most important, as it is used to describe facts, general truths, and habitual actions. This tense is essential for stating facts or describing the current state of affairs, which is a common requirement in infographics.
- Comparatives and Superlatives: These are crucial for infographics that involve data comparison or showcasing trends. They help in comparing and contrasting different items, statistics, or data points.
- Passive Voice: Useful for focus on the action or result rather than the doer, especially in formal or scientific contexts. It’s important for infographics that present findings or results where the “doer” is less important than the action itself.
- Descriptive Adjectives and Adverbs: These are important for providing detailed descriptions and adding clarity to the information being presented. They help in making the infographic more engaging and informative.
- Conditional Sentences: While less likely than the others, they can be important for infographics that deal with hypothetical situations, predictions, or scenarios based on certain conditions.
These grammatical structures help in ensuring the infographic is not only informative but also grammatically coherent and engaging.
Grammar Instructions for Infographic Creation
1. Simple Present Tense
- What It Is: We use the simple present tense to talk about facts, things that are always true, or actions we do regularly.
- How to Use in an Infographic: Use it when you state facts or describe what your infographic is about. For example, “Social media influences daily life.”
- Quiz Tip: Look for sentences about general facts or regular actions to identify the simple present tense.
2. Comparatives and Superlatives
- What They Are: Comparatives compare two things (using ‘-er’ or ‘more’), and superlatives describe the extreme quality of one thing in a group (using ‘-est’ or ‘most’).
- How to Use in an Infographic: Use them to show differences or the highest/lowest degree. For example, “Facebook is more popular than Twitter.”
- Quiz Tip: Find sentences that compare things or show the highest or lowest degree.
3. Passive Voice
- What It Is: The passive voice makes the action more important than the person who does the action. We use ‘be’ + past participle (like ‘is made’).
- How to Use in an Infographic: Use it to focus on what happens, not who does it. For example, “The survey was conducted by students.”
- Quiz Tip: Look for sentences where the action is more important than who does it.
4. Descriptive Adjectives and Adverbs
- What They Are: Adjectives describe nouns, and adverbs describe verbs, adjectives, or other adverbs. They make descriptions more specific.
- How to Use in an Infographic: Use them to make your information clear and interesting. For example, “Rapidly growing technology changes our lives.”
- Quiz Tip: Identify words that give more detail about a thing (adjective) or how something is done (adverb).
5. Conditional Sentences
- What They Are: These sentences express a condition and its result. They often use ‘if’ (like ‘If this happens, then that happens’).
- How to Use in an Infographic: Use them for situations that depend on a condition. For example, “If people use less plastic, pollution decreases.”
- Quiz Tip: Look for sentences that show a condition (‘if’) and a result.
Remember: Understanding these grammar topics helps make your infographic clear and informative. Try to use them correctly to improve your English skills and make your infographic stand out!
Vocab
Your teacher will discuss these words in class.
- Infographic
- Analysis
- Digital Literacy
- Artificial Intelligence (AI)
- Data
- Visuals
- Design
- Algorithm
- Graph
- Presentation of data
- Innovation
- Context
- Interpretation
- Collaboration
- Spreadsheet
- Technology
- Communication
- Critical Thinking
- Multimedia
- Evaluation
- Analytics
- Visualization
- Interactivity
- Narrative
- Algorithmic
- Interface
- Optimization
- Integration
- Usability
- Demographics
Rewards
Rewards come in the form of learning many important skills such as critical thinking, use of AI and other tools like excel. Of course, there are heaps of English you will be exposed to this project while you watch videos, do research or present your findings. These are valuable rewards. Fortunately for those not intrinsically motivated, there is some XP to be earned (300XP) and 70GEMs (140XP). At the end of the year, you will take a writing test. On that test, the skills you learn here, such as presenting information in an infographic or analyzing a message from a video, will be tested.
Mining Expeditions
The instructions indicate that your infographic will be used to present data, insights, and other information. It’s important to note that this doesn’t require you to give a physical presentation in front of the class. A presentation in front of class is NOT part of this task.
A well-designed infographic should effectively convey information to those who view it. However, if you opt to actively present your infographic in class, you will be awarded 100 GEMs. You can choose to do this presentation during or after the designated task period in class.
FAQ
Before the FAQ, a question your teacher should ask you: what do you think YOU will be learning THIS TASK?
A1: This project is about learning how to use social media videos to create an infographic poster. You’ll learn about digital literacy, AI, and how to use Excel.
A2: An infographic is a visual way to show information. It uses pictures, graphs, and few words to make data easy to understand.
A3: No, you don’t need to be an artist. You will use Excel and other tools to create your infographic. It’s more about being creative with information!
A4: You will learn about analyzing videos, creating visuals in Excel, using AI tools, and improving your English language skills.
A5: The project will take three weeks. Each week, you will do different activities to build your infographic.
A6: This project is for individual work, but you will share ideas and get feedback from classmates.
A7: Don’t worry! We will give you instructions and help you learn how to use these tools.
A8: Yes, there will be some quizzes to test your understanding of digital literacy and the tools you use.
A9: Try not to miss any classes, but if you do, ask your teacher or a classmate for help to catch up.
A10: Your infographic will be graded (for GEMs) on how well you use and present information, the design in Excel, and how clearly you present your ideas. There are some other criteria, look at the rubric for those.
A11: Yes, you can choose a video that interests you, but it should be suitable for the project’s theme. Fortunately, with the right hook or angle, most videos can be used.
A12: Always feel free to ask your teacher or classmates for help. It’s okay to have questions!
Certainly! Here’s the single point rubric for the “Digital Literacy and AI Skills through Social Media Analysis” task.
| Criteria | Below Standard (Needs Improvement*) | Meets Standard | Above Standard (Excellence) (10GEMs per element) |
|---|---|---|---|
| Understanding of Digital Literacy and AI Concepts (*Ask the pupil during show phase. If pupil does not understand, no issue.) | Needs more depth in understanding digital literacy and AI concepts. | Demonstrates clear understanding of key digital literacy concepts and AI functionality. | Shows exceptional insight into digital literacy and AI, going beyond basic concepts. |
| Analysis of Social Media Videos (Should be visible on poster = reason for infographic.) | Analysis lacks depth or clarity in understanding the content and context of videos. | Effectively analyzes social media videos for content, context, and message. | Provides an in-depth, insightful analysis of social media videos. |
| Use of Excel for Data Presentation (Should be visible on poster.) | Excel visuals are basic or lack clarity. | Skillfully uses Excel to create informative and clear visuals, graphs, and figures. | Excel visuals are exceptionally detailed and innovative, enhancing the presentation significantly. |
| Infographic Design and Creativity (Should be visible on poster.) | Infographic lacks visual appeal or creativity. | Designs an informative, visually appealing, and creative infographic. | Infographic demonstrates exceptional creativity and is visually outstanding. |
| Integration of AI Tools (*Ask the pupil during show phase. If pupils is vague, no issue.) | Limited or ineffective use of AI tools in the project. | Effectively incorporates AI tools in the analysis and creation of the infographic. | Uses AI tools in a highly innovative and effective way, adding significant value to the project. |
| English Language Proficiency (Should be visible on poster.) | English usage needs improvement for clarity and effectiveness. | Uses English effectively in the infographic and demonstrates improved language skills. | Exhibits high proficiency in English with advanced vocabulary and excellent clarity. |
| Peer Feedback Incorporation (*Ask the pupil during show phase, if pupil is vague about what the feedback was, insufficient but does not result in fail on task. Explain importance of peer feedback = peer = audience.) | Feedback from peers is not effectively incorporated. | Successfully integrates peer feedback into the project. | Excellent integration of peer feedback, enhancing the project significantly. |
Teacher’s Overall Comments:
Yes! This playlist combines a mix of genres and themes, each reflecting different aspects of the task – from the analytical rigor to the creative storytelling and the dynamic nature of digital media. It’s designed to motivate, inspire, and accompany students as they navigate through the world of data analysis and infographic creation. Enjoy the rhythm of innovation and creativity! 🎵💻📊🌐
No, but at the end of the year you get a writing test. On that test, the skills you learn here, such as presenting information in an infographic or analyzing a message from a video, will be tested.
Uhm…YES! In fact, you sort of have to. Not only is it one of the learning goals of this task to use AI more effectively and to support your learning, you will not be able to finish it in the time given without it. We hope that the AI-skills you learn this task will benefit you the rest of the school year, and your life really… Give us feedback about it whenever you like, we are excited about it and we hope you are too!
Lees hoofdstuk 4: https://slo-kerndoelen.files.svdcdn.com/production/uploads/assets/updates/Startnotitie-kerndoelen-digitale-geletterdheid.pdf?dm=1668593033 en https://www.kennisnet.nl/artikel/16021/1-plus-1-is-3-als-we-digitale-geletterdheid-integreren-in-bestaande-vakken/ en https://www.onderwijsvanmorgen.nl/digitale-geletterdheid-naast-taal-en-rekenen/ en https://www.slo.nl/sectoren/vmbo/digitale-geletterdheid-vmbo/digitale-geletterdheid-vo/digitale-geletterdheid-onderwijspraktijk/visievorming/ en https://www.onderwijsvanmorgen.nl/digitale-geletterdheid-onmisbaar-nu-toekomst/ en… naja, je snapt het wel. De kritische denker gaat nu op zoek naar bronnen die het tegenoverstelde beweren of gaat op zoek naar onderzoek dat onderschrijft dat dit nodig is of juist iet werkt, etc. Dat is precies wat we willen, kritisch denken en het leren selecteren van informatie. Dat ga je dit project ook doen! Heel veel succes!