Unit 5: MIL, Teaching and Lifelong Learning

Key Topics

Basic understanding of MIL and the instructing and learning process
Lifelong learning and MIL
MIL skills facilitation
Pedagogical approaches for MIL educators about and through MIL

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Learning Objectives

After completing this unit, educators will be able to:

Identify the ways in which MIL can enhance the teaching and learning process: MIL in learning
Develop MIL knowledge facilitation strategies
Explore pedagogical approaches associated with MIL
Develop particular activities that utilize these pedagogical approaches

Level of Competencies Targeted in this Unit:

Basic/Intermediate

Pedagogical Approaches and Activities

Information, media and digital skills development in education settings are normally based on constructivist theory. The ideal approach is one where learners take part in the active process of learning by selecting and transforming information to make decisions, thus “relying on his or her cognitive structure that give[s] meaning and organization to experiences, going beyond the given information [Jerome Brunner, 12].” Below are some constructivist approaches that can be adapted by educators according to the different MIL learning objectives in the learning space and learning approaches that are summarized in the next paragraphs (Bruner, 1960).

Pedagogical Approaches to Teaching MIL

In summary: as discussed earlier in this Curriculum (Part 1) various pedagogical approaches are possible. Please review the list in Part 1 and decide which approach to apply to the suggested Activities below and others that you may formulate.

Activities

Ask educators to identify and describe examples of any of the 10 pedagogical approaches to teaching MIL listed above that they are familiar with, and have educators identify the key components that make them effective in teaching and learning MIL through group work. Guide educators in developing activities that would illustrate these strategies in their own work.
Assign a learning activity in teams to create an article (entry) in Wikipedia, so that students develop the ability to write and publish a written document in open access public media. You could request learners to cooperatively work on a similar subject, for example, document the history of their community and ask each team to work on a specific subtopic. Ask learners to select a topic, research it and while identifying reliable information sources and then proceed to write a simple text for an entry in Wikipedia. The text has to comply with Wikipedia values and editorial elements and needs to be unique, in other words, not already covered by Wikipedia. Instructions for developing this activity:
1. Read Wikipedia policy requirements and upload an “article”, which should be original, substantiated with citations and compilation of used references. Consult videos on the Internet which are about the same subject and check how other articles are written using the same repertoire.
2. Visit the section “” to learn how to edit, upload images and format following the link
3. Read in detail the section “”.
4. Make use of your at all times.
5. Look for video tutorials on how to prepare the Wikipedia articles on the web if you feel lost.
Assign learners the task to analyse why the institutions providing content are important in their learning processes, and what are the best MIL sources to use in the process of selling/buying something like a car. Learners could be divided in groups to identify information and media sources to document their role as vendors, customers, and traffic authorities
Do a documentary search about the role of MIL skills in the learning process, in order to answer how these skills help trainees to learn. Why is MIL vital to make better decisions? And why is life-long learning easier to MIL competent individuals? Create a table with the questions and answers to summarize your findings based on your documentary search.
Look for information on the environmental impact of COVID-19 masks use. Search for ten information items generated in mass media (5) and in books and journals (5). Check what are the most reliable sources in terms of giving comprehensive and objective data, citations and references. Create a table comparing their reliability with a column for the 10 sources, and columns for statistics, citations and references. Grade 0 for missing elements and the number of found elements for each source. Explain which sources were more reliable

Assessment & Recommendations

Written examinations
Essays, reflection and reaction papers to lectures, case studies, audiovisual presentations/viewings
Participation in group learning activities
Production of information-education-communication materials (e.g. posters, brochures, infographics, social media cards, vlogs)
Research paper
Investigative story/report

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