COMPETENCE AREA 3 | CONTENT AND MEDIA CREATION
Nowadays, we encounter a wide variety of digital information, design, and entertainment offerings every day, with which we spend more and more of our time. From newspaper articles, audiobooks, and news programs in the media libraries of broadcasters, to cooking recipes, blog entries, short video “stories,” and text contributions in social media, we are constantly exposed to new forms of communication and information. The aim of this module is to provide an introduction to the most important aspects of digital media and to enable a critical assessment of the opportunities and risks associated with their use.
Digital content is as diverse as the internet itself: audiobooks, news programs, cooking recipes, blog posts, short video “stories,” text posts on social networks, sketch and tutorial videos on YouTube, Instagram or TikTok, digital artworks such as NFTs, wikis, webinars, or travel and gaming live streams on platforms like Twitch. This diversity is not least because the internet often encourages us to abandon the role of the classic consumer and to produce content ourselves. This is reflected in the former motto of YouTube: “Broadcast Yourself” – meaning, “send yourself.” While Google has mainly provided the platform since 2005, it is the users who are responsible for the entertainment value of the website.
Compared to the model of a traditional television station, the classic separation between producer and consumer has largely disappeared. These two roles are merging into the concept of the so-called prosumer. For mature and responsible navigation of the internet, it is therefore useful to understand how digital content is created – which ultimately means seeing yourself not only as a consumer but also as a producer.
This raises several questions: What different types of content are there? In what formats can this content be best implemented? How, with what tools, and for what purpose can it be created? What skills and knowledge are necessary? And what can already be achieved with a simple smartphone?
This module takes a closer look at creating digital content and formats by providing an overview of their different types and the tools associated with them. Participants not only engage with these formats on a conceptual level but also have the opportunity to develop and implement their own first creations. In addition, they are encouraged to rethink existing formats in innovative and interdisciplinary ways.
3.1 Creating digital content and formats
Creating different types of digital content and using digital media to express yourself.
Formats, content, and tools – what, how, and what for?
The aim of this task is to give participants an overview of the types, functions, and possible uses of tools for digital content development. In a second step, participants can then independently learn about selected tools and present them to each other.
Snap, pull, push – digital content in practice
The aim of the task is for participants to explore different formats and tools for creating digital content. In doing so, they independently acquire theoretical knowledge and apply it in an interdisciplinary manner to various practical scenarios.
3.2 Publishing and remixing digital content and formats
Adapting, improving, and integrating information and content. Creating independent and relevant content.
Digital museum tour at REMIX.MUSEUM
The aim of the task is to give participants an overview of remix culture, the history of remixing, its various media forms, and its socio-political relevance.
A remix rarely comes alone
The aim of this task is to enable participants to discover the creative potential of remix culture. They learn how to remix their own and other people’s creative works using various digital tools, thereby gaining an insight into the significance of remixing for creative processes.
3.3 Dealing with copyright and licenses
Understanding copyright and licenses and applying them to digital data, information, and content.
Legal puzzles
The aim of this task is for participants to develop a basic understanding of the legal terms relevant to dealing with copyrights and licenses and to become familiar with various points of contact for open content. In addition, they learn the terms and conditions of the various Creative Commons licenses in a scenario-based learning process.
Who is right – and if so, how many?
The aim of this task is to teach participants where and why legal gray areas exist on the internet with regard to copyright law, how they can deal with copyright infringements themselves, and what internet policy approaches exist in Germany with regard to copyright law and copyright reform.
3.4 Understanding and developing code
Planning and developing a series of instructions for a computer system to solve a specific problem or task.
Programming myths defragmented
This exercise aims to demystify the task of writing code and the programmers behind it, while at the same time allowing for an exploratory dive into the subject matter.
Getting to know Scratch
Participants will be introduced to the practice of programming. They will learn how code is structured and be taught the basic commands of a programming language in a modular format.