REBUILDING
EDUCATION

SMART Goals

Specific: 

• Upon completing the course, students will be able to interpret how various aspects of identity, such as age, class, religion, race, gender, sexuality, and ability, intersect and shape media representation. 
• Upon completing the course, students will be able to summarise specific barriers that exist in various media outlets (such as newspapers, social media, TV, radio, and advertising) with respect to representation. 
• Upon completing the course, students will be able to describe different identities in society and use that knowledge to explain media representations. 
• Upon completing the course, students will be able to interpret from the theories (neocolonialism, antiracism, etc.) and concepts (intersectionality, positionality, etc.) introduced in the course to assess normative questions and differentiate empirical cases portrayed in the media. 
• The course coordinators, student assistants, and external lecturers will create and maintain a safe learning environment where students can share their beliefs, learn from each other, and receive feedback and criticism in a constructive manner. 

Measurable: 

• Students will be able to demonstrate their understanding of intersectionality and the ways in which it impacts media representation through written or oral assessments.
• Students will analyse specific examples of media representation and apply their knowledge of different identities and barriers to representation. 
• Students will complete a project that involves critically analysing media content and demonstrating an understanding of how various theoretical concepts apply to empirical cases. 
• Students will complete anonymous surveys about the learning environment throughout the semester, which will be used to assess the effectiveness of the efforts to create a safe space. 

Achievable: 

• The course content and assessments will be designed to match the level of study and prior knowledge of the students by assessing it with an introductory quiz during try-out classes. 
• The course will provide opportunities for students to develop the skills and knowledge necessary to achieve the goals, through lectures, discussions, readings, and assignments. 
• The course coordinators, student assistants, and external lecturers will take specific steps to promote a safe learning environment, such as setting ground rules for discussions, encouraging respectful dialogue, and addressing any inappropriate behaviour. 

Relevant: 

• The course goals are relevant to the discipline of media studies, as well as broader social and cultural issues related to representation and social justice. 
• The course goals align with the learning outcomes of the honours program.
• A safe and respectful learning environment is essential for students to feel comfortable engaging in discussions and learning from one another. 

Time-bound: 

• All course goals and assessments will be completed by the end of the semester.
• Students will receive feedback on their progress and performance throughout the course, with opportunities to revise and improve their work before final assessments.
• The course coordinators, student assistants, and external lecturers will regularly review and assess the learning environment throughout the semester to ensure that it remains safe and respectful. 

Course Content

The course aims to introduce students to concepts and theories that will help them understand the misrepresentation of minorities in media outlets (Ross 2019: 1). This course seeks to give students the tools to both understand the occurring misrepresentation and underrepresentation and thus, critically think about their relationship to them. The course connects different theoretical perspectives on discrimination, notably anti-neocolonialism, antiracism, intersectional feminism. Against the background of this conceptual agenda, we explore a broad variety of manifestations of difference in a variety of means of mass communication and how they relate to one another ‘intersectionally’. The end goal of such a course could be twofold: 

• To empower minorities by providing students with the knowledge and tools to identify and challenge misrepresentation of marginalised groups in media outlets. This could include promoting critical thinking and analysis of media representation, encouraging students to use their own voices and platforms to advocate for better representation 

of minorities, and fostering a sense of empathy and understanding for diverse perspectives. 

• To promote understanding of misrepresentation of minorities in media outlets, particularly among individuals who may not have experienced discrimination themselves. This understanding can help to break down barriers and promote social justice, as it enables individuals to recognize and challenge the stereotypes and biases that perpetuate systemic inequality. 

Ultimately, the combination of these goals would contribute to a more equitable and inclusive society, where individuals are empowered to challenge discrimination and promote representation and justice for all.

Teaching Methods/Learning Formats

The course places high importance on critical thinking, problem-solving, and understanding of the significance of representation in media outlets. The course encourages students to avoid taking texts, lectures, and data at ‘face value’ to interrogate the assumptions, positions, and biases which may underline the manifestations of difference and discrimination. Our lectures are therefore not aimed to provide students with sole access to information, but to encourage them to think about differences critically through rich debate,

media exemplification, open-ended Q&A, and interactive learning. Similarly, the course reading materials do not include ‘textbook’ style introductions to the subject matter, but examples provided by guest lecturers with personal experience in the field. While the core aim is to encourage critical thinking and problem-solving, students must also understand a basic set of concepts and theories to be able to engage in a rich and informed discussion about differences in media representation. Our lectures will identify and define these concepts/ theories (representation, intersectionality, positionality, etc.), reinforce them through exemplification, and test students’ functional knowledge through a practical assessment of creating a media outlet. This course will equip students with an environment where they can exert their intellectual and creative freedom. In encouraging this rich debate on differences in representation in media, we also ask students to remain cognisant of the richness of identity and experience – not always evident in our appearances – that we all bring to the learning environment and engage with one another with empathy and respect. 

Assessment

The examination in this course is designed to assess students’ comprehension of the concepts and theories discussed in class, as well as their ability to apply them to empirical analysis. As a teacher, it’s important to keep in mind that the examination serves multiple purposes beyond simply testing students’ knowledge. 

• Firstly, it is intended to encourage students to keep up with the course readings and attend lectures, as these are essential for effective participation and success in the course. You can reinforce this by providing regular reminders of upcoming readings and assignments, as well as emphasising the importance of attendance during class sessions. 
• Secondly, the examination is intended to enable students to share their thoughts and questions on the readings and media examples with their peers and guest lecturers. As a teacher, you can encourage this by fostering a classroom culture that values open discussion and encourages all students to contribute their ideas. 
• Thirdly, the examination is designed to assess students’ level of understanding of the content of the lectures, as well as their ability to apply the concepts and theories discussed in the lectures and readings in empirical analysis. To achieve this, you can include elements such as class participation, class-led discussion, and a symposium in the examination. 

Class participation: This element of examination is designed to assess your engagement and participation in the course. This includes attending lectures, actively participating in class discussions, and engaging with the course material through assignments and readings. Good participation involves showing up prepared, asking thoughtful questions, and sharing insights and ideas with your classmates. You can evaluate this by observing and taking notes on student participation during class sessions. 

Class-led discussion: This element of examination involves leading a class discussion on a particular topic related to the course material. Students will take turns leading discussions, and each discussion will be based on a specific reading or media example. The goal of this element is to give students an opportunity to practise their analytical skills and engage with

their peers in a facilitated discussion. Students will be assessed on their ability to lead the discussion effectively, facilitate participation from their classmates, and demonstrate a deep understanding of the material. You can evaluate this by assessing the quality of the discussions and the level of engagement among the students. 

Symposium: The symposium is the culminating project for the course and involves a group presentation and discussion of a media-related issue. Students will form groups and select a media-related topic to research and present to the class. The symposium will be structured as a panel discussion, with each group presenting their research and then participating in a Q&A session with the class. The goal of the symposium is to encourage collaborative learning and to provide an opportunity for students to apply the concepts and theories they have learned in the course to real-world media examples. Students will be assessed on their ability to work collaboratively, present their research effectively, and engage in thoughtful discussion with their classmates. You can evaluate this by assessing the quality of the presentations and the level of understanding demonstrated by the students. 

‘Good’ class participation (students): 

• Actively listens to others and demonstrates respect for diverse opinions.
• Contributes to discussions by sharing thoughtful and relevant comments and questions. 
• Encourages others to participate by asking open-ended questions or inviting different perspectives. 
• Demonstrates critical thinking by challenging assumptions and supporting arguments with evidence. 
• Offers constructive feedback to peers, and acknowledges and responds to feedback received. 
• Demonstrates a willingness to learn and engage with new ideas, perspectives, and ways of thinking. 
• Consistently participates throughout the class and engages in group work.
• Follows class rules and guidelines for discussion and participation. 

‘Bad’ class participation (students): 

• Dominates discussions or interrupts others. 
• Dismisses or belittles the opinions of others. 
• Refuses to participate or frequently disengages from discussions. 
• Demonstrates a lack of preparation or understanding of course materials.
• Fails to respect others’ experiences, identities, or cultures. 
• Engages in inappropriate or offensive behaviour. 
• Consistently misses class or is habitually late. 

‘Good’ class participation (teachers): 

• Encourages student participation and creates a safe and respectful environment for discussions. 
• Provides clear guidelines and expectations for participation and holds students accountable. 
• Acknowledges and incorporates diverse perspectives and experiences in discussions. 
• Facilitates discussions that encourage critical thinking and promote deeper learning.
• Offers constructive feedback to students and provides opportunities for revision and improvement. 
• Adapts teaching strategies to meet the needs and interests of the students.
• Models respectful behaviour and active listening skills. 
• Maintains a positive and professional demeanour throughout the class. 

’Bad’ class participation (teachers): 

• Dominates discussions or dismisses students’ perspectives. 
• Fails to create a safe and respectful environment for discussions. 
• Provides unclear or inconsistent guidelines for participation. 
• Uses a teaching style that does not encourage critical thinking or deeper learning.
• Offers unhelpful or dismissive feedback to students. 
• Fails to adapt teaching strategies to meet the needs and interests of the students.
• Demonstrates a lack of respect or professionalism towards students.

Scientific Justification

This course was designed to help students learn with an active posture about diversity and inclusion in media. In order to prepare this course, we have used the five steps to a significant learning course through backward design as explained by Dee Fink (2003). First, we have considered the situational factors. Students are not required to have any prior knowledge to enrol in this course, should integrate different disciplines and the teaching method of the course should be inclusive. These are our main challenges regarding the design of the course. Therefore, we have decided that our first step with the course would be to problematize representation in media. Students should be able to recognize different ways that minorities have been portrayed in the media and how that was a problem for those communities. This leads to our second step, defying learning goals and what students should take away from this course. We used Bloom’s Taxonomy to ensure that students would start with lower-order thinking skills and move toward higher-order thinking skills. Bloom’s Taxonomy was introduced to show a “staircase” to “higher levels of thought,” this model therefore presents a basis for our learning goals (Krathwohl 2002). Bloom’s Taxonomy biggest strength is its ability to place a structure behind ‘thinking.’ This guideline has aided the formulation of our learning goals to ensure the students go through the building blocks of thought, and moreover, ensure that students grasp a foundational understanding first – and most importantly – and thereafter begin to evaluate and create. Bloom’s taxonomy is built through six building blocks starting from remembering (recalling facts and basic concepts) and going to understand, apply, analyse, evaluate and finally, create (produce new or original work) (see fig. 1). Our use of Bloom’s Taxonomy can be seen in the key terms we used in our learning goals. The first of which is ‘interpret,’ which is related to ‘conceptual knowledge’ under the knowledge dimensions and fits under ‘understanding’ in the cognitive process dimension. The second learning goal uses the term ‘summarise’ which relates again to the cognitive process dimension of ‘understanding’ however it falls under the factual knowledge under the knowledge dimensions. The third learning goal enlists the words ‘describe’ and ‘explain’ wherein both fall under conceptual knowledge dimension, however describing relates to ‘remember’ as a cognitive knowledge dimension and leads to explaining which falls under the ‘analyse’ cognitive process dimension. Lastly, the fourth learning goal contains the key terms ‘interpret,’ ‘asses’ and ‘differentiate.’ ‘Assess’ and ‘interpret’ falls under conceptual knowledge, however, fall under ‘understand’ and ‘evaluate’ (respectively) as cognitive process dimensions. And ‘differentiate’ falls under procedural knowledge and the ‘analyse’ cognitive process dimension. The idea was to create a process wherein students can go through the ‘thought’ journey outlined by the Bloom’s Taxonomy model.1 2 Our third step was to come up with feedback and assessment procedures. Since our goals mainly entail that students explain concepts and interpret cases, a debate and a symposium were the most appropriate assessment methods. Because of that, one of the first assessment forms is the debate on movies. Students will be able to demonstrate the concepts they learned while applying it to one specific and previously determined case. In the end of the course, they would do a presentation focused on a case of their own interest, which would reflect their critical assessment of media, incorporation of different concepts and a thorough in depth analysis of an empirical case based on theory. In between, there will be smaller activities connected to different media outlets to ensure they understand the problems related to the specific media outlets presented and start to think of ways the situation could be improved. The fourth step was to create the activities that would lead to those assessment forms. Although a theoretical approach was necessary, our choice was to keep it to short and essential moments in order to give students more time to reflect and participate in class. That was the thinking behind 45 minute lectures and then active dynamics and conversations after. Finally, the fifth step was to connect all the key components of the previous steps. After a symposium with feedback from different teachers, we adjusted our lesson plan according to the questions and feedback received.

Lecture 1.1 Diversity and Media Outlets

KNOWLEDGE: Students’ goal of the week is to remember facts and basic concepts in the field of representation in media outlets. 

Team-based learning 

Pre-class preparation 

• Students are expected to read the course manual. 
• Teacher is supposed to remind the students about the first session.

In-class 

• Teacher is expected to welcome the class with an energizer and a circle of names.
• Teacher is supposed to elucidate requirements of the course, mainly ‘good’ and ‘bad’ participation, along with the description of the end assignment.
• Teacher is supposed to begin the session with a set of questions for students (see: course manual; learning objectives) in order to assess their knowledge on misrepresentation and under-representation of minorities in the media. 

Post-discussion lecture: clarification session 

• Teacher is expected to familiarise the students with concepts fundamental to the course (diversity, good and bad representation, misrepresentation, inclusion, exclusion). 
• Teacher is expected to familiarise the students with information on media outlets and provide knowledge on the big questions: “how is the representation of minorities in media constructed?” and “what do we consider as bad and good representation?” 
• Lecturer is expected to answer questions which have aroused during the discussion by conducting a Q&A. 

Mobilisation: 

• In-class: course coordinator (Rashmi) 
• Post-discussion lecture: an external professional (expertise in communication, media and/ or culture) 

Didactics: 

• In-class: teacher is expected to elucidate ‘’good’ and ‘bad’ participation to students and answer any questions arising from such a description; teacher is expected to provide an extensive description of requirements regarding the end assignment; 
• Post-discussion lecture: lecturer is expected to stimulate the students to discuss the topic during the lecture by asking them direct questions; 

Lecture 1.2 Historical Perspective

Team-based learning 

In-class 

• Teacher assistant is expected to welcome the class with an energizer and give space for possible questions, which have aroused since the last session. 

Post-discussion lecture: clarification session 

• Lecturer is expected to familiarise the students with information on media outlets and provide knowledge on the big question: “how did we come about to talk about representation, misrepresentation and underrepresentation of minorities in the media?”. 
• Lecturer is expected to answer questions which have aroused during the discussion by conducting a Q&A.

Mobilisation: 

• In-class: teacher assistant 
• Post-discussion lecture: Astrid Elburg 

Didactics: 

• In-class: teacher assistant is expected to welcome the guest lecturer; teacher assistant is expected answer any questions which have aroused since the last session; 
• Post-discussion lecture: lecturer is expected to stimulate the students to discuss the topic during the lecture by asking them direct questions; 

Lecture 2.1 Movies

COMPREHENSION: Students’ goal of the week is to explain concepts of mis-representation and under-representation by locating them in a practical case of a movie and news articles. 

Team-based learning 

Pre-class preparation 

• Students are expected to hand in a (debatable) movie/ series episode/ TV show episode of their choice which portrays misrepresentation or under-representation of minorities. 
• Teacher is expected to choose one to two diverse cases and prepare a debatable questionnaire for the session with a student assistant. 
• Teacher is expected to upload the case on Canvas at least 24 hours before the session. 

In-class: application of a problem; collaborative discussion of problems and solution-making 

• Teacher is expected to welcome the class with an energizer and give space for possible questions, which have aroused since the last session. 
• Teacher is expected to give space to students (those whose case was chosen) for the oral presentations of the case. 
• Students are expected to dynamically engage in a post-presentation discussion in order to answer the question: how could this mis-representation/under-representation be improved upon?
• Student assistant is expected to put forward ‘controversial’ statements from the questionnaire in order to engage students in a debate.

Post-discussion lecture: clarification session 

• Student assistants are expected to answer questions which have aroused during the discussion by conducting a Q&A. 
• Student assistant is expected to provide fundamental knowledge on the big question: “what is the misrepresentation and under-representation in movies?” by conducting a micro-lecture. 

Mobilisation: 

• In-class: course coordinator (Rashmi) 
• Post-discussion lecture: student assistants 

Didactics: 

• Pre-class preparation: teacher is expected to provide an extensive description of requirements regarding the assignment; students are expected to put forward ideas on the case and upload it on time (general academic skills); 
• In-class: teacher assistant is expected to observe the participation of students in the debate; teacher assistant is expected to ask follow-up questions if the debate is not dynamic; teacher assistant is expected to engage students individually if they seem distracted and/ or uninterested; teacher assistant is expected to lead the discussion if students fail to do so; 
• Post-discussion lecture: teacher assistant is expected to stimulate the students to discuss the topic during the lecture by asking them direct questions; 

Lecture 2.2 News

Team-based learning 

Pre-class preparation 

• Course coordinator is expected to choose 5 diverse cases of mis-representation and/ or under-representation of minorities in news outlets. 

In-class: application of a problem; collaborative discussion of problems and solution-making 

• Teachers are expected to welcome the class with an energizer and give space for possible questions, which have aroused since the last session. 
• Teacher assistant is expected to provide students with the news article and comprehensively explain the assignment (dissection of a news article and re-doing them to present a ‘good’ representation). 
• Students are expected to present their results in groups.
• Students are expected to dynamically engage in a post-presentation discussion in order to answer the question: how could this mis-representation/under-representation be improved upon?

Post-discussion lecture: clarification session 

• Lecturer is expected to answer questions which have aroused during the discussion by conducting a Q&A. 
• Lecturer is expected to provide fundamental knowledge on the big question: “what is the misrepresentation and under-representation in news?” by conducting a micro-lecture. 

Mobilisation: 

• In-class: teacher assistant 
• Post-discussion lecture: an external professional (expertise in news outlets/ HR manager/ editorial manager on diversity) or Sanne Osnabrugge (communication strategy) 

Didactics: 

• In-class: teacher is expected to provide an extensive description of requirements regarding the in-class assignment; teacher assistant is expected to observe the participation of students in the debate; teacher assistant is expected to ask follow-up questions if the debate is not dynamic; teacher assistant is expected to engage students individually if they seem distracted and/ or uninterested; teacher assistant is expected to lead the discussion if students fail to do so; 
• Post-discussion lecture: teacher assistant is expected to stimulate the students to discuss the topic during the lecture by asking them direct questions; 

Lecture 3.1 Books

APPLICATION: Students’ goal of the week is to interpret the information given in the last two weeks and apply it to a book case and a theatre session. 

Team-based learning 

Pre-class preparation 

• Students are expected to hand in a 400 word summary of a book of their choice which portrays misrepresentation or under-representation of minorities. 

In-class: application of a problem; collaborative discussion of problems and solution-making 

• Teacher is expected to welcome the class with an energizer and give space for possible questions, which have aroused since the last session.
• Teacher is expected to give space to students for the oral presentations of the case.
• Students are expected to present a book which (explicitly or implicitly) problematizes minorities. 
• Students are expected to dynamically engage in a post-presentation discussion in order to answer the question: how could this mis-representation/under-representation be improved upon?

Post-discussion lecture: clarification session 

• Lecturer is expected to answer questions which have aroused during the discussion by conducting a Q&A. 
• Lecturer is expected to provide fundamental knowledge on the big question: “what is the misrepresentation and under-representation in books?” by conducting a micro-lecture. 

Mobilisation: 

• In-class: course coordinator (Rashmi)/ student assistants 
• Post-discussion lecture: an external professional (expertise in print management, book sale/ writer, artist) 

Didactics: 

• Pre-class preparation: teacher is expected to provide an extensive description of requirements regarding the assignment; students are expected to create a well-written text and upload it on time (general academic skills); 
• In-class: teacher is expected to observe the participation of students in the debate; teacher is expected to ask follow-up questions if the debate is not dynamic; teacher is expected to engage students individually if they seem distracted and/ or uninterested; teachers are expected to lead the discussion if students fail to do so; 
• Post-discussion lecture: lecturer is expected to stimulate the students to discuss the topic during the lecture by asking them direct questions; 

Lecture 3.2 Theatre

Team-based learning 

Pre-class preparation 

• Student assistants are expected to upload scripts for theatrical plays for students at least 24 hours before the seminar and categorise students in diverse groups.
• Students are expected to read the scripts (not memorise!) and consult with the rest of the group about the role assignment.
• Student assistants are expected to provide the students with any equipment that they may need for the class. 

In-class: application of a problem; collaborative discussion of problems and solution-making 

• Students are expected to act out their lines in the script. 
• Student assistants are expected to provide encouragement to students who are not feeling confident and ensure that there is no harm in acting. 

Post-discussion lecture: clarification session 

• Lecturer is expected to answer questions which have aroused during the theatrical play by conducting a Q&A. 
• Lecturer is expected to provide fundamental knowledge on the big question: “what is the misrepresentation and under-representation in theatre?” by conducting a micro-lecture. 

Mobilisation: 

• In-class: student assistants 
• Post-discussion lecture: an external professional (expertise in managing theatre/ casting/ plot-writing) 

Didactics: 

• Pre-class preparation: student assistants are expected to research the issues of mis-representation and under-representation in order to be able to conduct the theatrical play adequately; 
• In-class: student assistants are expected to provide an extensive description of requirements regarding the assignment; student assistants are expected to assess students ‘good’ and ‘bad’ participation based on previously established criteria; student assistants are expected to encourage students not to take the assignment too seriously but to learn well from it; students are expected to participate ‘well’ in the theatrical play; 
• Post-discussion lecture: lecturer is expected to stimulate the students to discuss the topic during the lecture by asking them direct questions;

Lecture 4.1 Social Media

ANALYSIS: Students’ goal of the week is to deconstruct popular social media posts, such as images, video stories, infographics, and live videos and question the accuracy of the portrayal of minorities in social media representation. 

Team-based learning programme prepared in collaboration with external professionals and our potential course coordinator, Rashmi. 

Lecture 4.2 Social Media

Team-based learning programme prepared in collaboration with external professionals and our potential course coordinator, Rashmi. 

Lecture 5.1 Music

EVALUATION: Students’ goal of the week is to select and critique the way representation of minorities in the music and advertising industry. 

Team-based learning 

Pre-class preparation 

• Students are expected to choose a song that represents how certain groups are misrepresented and prepare a presentation about their chosen song. 

In-class: application of a problem; collaborative discussion of problems and solution-making 

• Teacher is expected to welcome the class with an energizer and give space for possible questions, which have aroused since the last session. 
• Teacher is expected to give space to students for the oral presentations of the chosen song 
• Students are expected to dynamically engage in a post-presentation discussion in order to answer the question: how could this mis-representation/under-representation be improved upon?

Post-discussion lecture: clarification session 

• Lecturer is expected to answer questions which have aroused during the discussion by conducting a Q&A. 
• Lecturer is expected to provide fundamental knowledge on the big question: “what is the misrepresentation and under-representation in music?” by conducting a micro-lecture.

Mobilisation: 

• In-class: Student-assistant 
• Post-discussion lecture: an external professional (expertise in the music industry: musician/composer/producer) 

Didactics: 

• Pre-class preparation: Students are expected to prepare a well thought out presentation of a certain song 
• In-class: teacher is expected to provide an extensive description of requirements regarding the in-class assignment; Student-assistants are expected to ask questions about the presentation of the students. 
• Post-discussion lecture: lecturer is expected to stimulate the students to discuss the topic during the lecture by asking them direct questions. 

Lecture 5.2 Advertisement

Team-based learning 

Pre-class preparation 

• Students are expected to upload a self-reflection on advertisement, students have a lot of freedom with this assignment and are free to get as creative as they can. 

In-class: application of a problem; collaborative discussion of problems and solution-making 

• Teacher assistant is expected to welcome the class with an energizer and give space for possible questions, which have aroused since the last session. 

Post-discussion lecture: clarification session 

• Lecturer is expected to answer questions which have aroused during the discussion by conducting a Q&A. 
• Lecturer is expected to provide fundamental knowledge on the big question: how the advertisement industry works and how representation is used in this industry ” by conducting a micro-lecture. 

Mobilisation: 

• In-class: Student assistant 
• Post-discussion lecture: contact GV – DIT committee or the student council Didactics:
• In-class: Student assistants are expected to assess the participation and alertness of students; Students are expected to reflect on their uploaded assignment.
• Post-discussion lecture: lecturer is expected to stimulate the students to discuss the topic during the lecture by asking them direct questions; student assistants are required to explain and remind students of the following assignment. 

Lecture 6.1 Pre-Symposium

CREATION: Students’ goal of the week is to create a media outlet that tackles misrepresentation using the knowledge from the course. 

Team-based learning 

Pre-class preparation 

• Students are required to make a short plan of action for their presentation at the symposium; student assistants are expected to prepare a feedback carousel. 

In-class: application of a problem; collaborative discussion of problems and solution-making 

• Student assistants are expected to welcome the class with an energizer and give space for possible questions surrounding the symposium and finale assignment. 

Mobilisation: 

• In-class: Student-assistant. 

Didactics: 

• In-class: Students are expected to work on the final assignment and give feedback on fellow students; the student assistants are expected to give feedback on the assignment of the students. 

Lecture 6.2 Symposium

• The symposium is the culminating project for the course and involves a group presentation and discussion of a media-related issue. Students will form groups and select a media-related topic to research and present to the class. The symposium will be structured as a panel discussion, with each group presenting their research and stimulating an open discussion with the class in a creative manner, and thereafter participate in a Q&A session with the class. The goal of the symposium is to encourage collaborative learning and to provide an opportunity for students to apply the concepts and theories they have learned in the course to real-world media examples. Students will be assessed on their ability to work collaboratively, present their research effectively, and engage in thoughtful discussion with their classmates. You can evaluate this by assessing the quality of the presentations and the level of understanding demonstrated by the students.

Mobilisation: 

• In-class: Rashmi and student-assistant 
• Post-discussion lecture: student-assistant 

Didactics: 

• In-class: Students are expected to ask questions about the different presentations; the student assistants are expected to fuel discussion and debate after the presentations. 
• Post-discussion lecture: Students are expected to upload a self reflection (700 words, 5-working-days-post symposium) on how the knowledge they gained through the course.

References

Ross, T. (2019). Media and Stereotypes. In: Ratuva, S. (eds) The Palgrave Handbook of Ethnicity. Palgrave Macmillan, Singapore.  https://doi.org/10.1007/978-981-13-0242-8_26-1 

Dee Fink, L. (2003). A Self-Directed Guide to Designing Courses for Significant Learning. San Francisco: Jossey-Bass. 

Krathwohl, D. R. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice, 41(4), 212–218. https://doi.org/10.1207/s15430421tip4104_2