Media and Information Education in the UK - A Report for the EU / COST: Transforming Audiences Project

This is a position paper on the capacity for media and information education in the UK in 2014 to facilitate media, digital and information literacy as defined by the European Commission (EC) and on the relationship between UK media/information education, regulation and law. Because the UK has a long tradition of media education within the formal curriculum (schools and colleges), the premise of this report is that the most tangible evidence of media literacy education is to be found in the teaching of Media Studies at GCSE and A-level and in higher education. Therefore the most substantive section of the report is analysis of the extent to which achievement in Media Studies can be mapped against the EC objectives for media literacy. For this purpose, media education in the mainstream curriculum is measured for its capacity to develop media literacy against a pragmatic working model derived from publications from the EC, COST/ANR, UNESCO and the UK regulator, Ofcom. Information education is currently a distinct category from media education in the UK, with a mandate for entitlement (in the case of e-safety) but without formal qualifications or assessment. The report demonstrates that the composite model of media literacy is too broad in scope and ambition for mainstream education to ‘deliver’. The model derived for this analysis, from EC, COST and Ofcom documents and reports, covers public sphere engagement and empowerment outcomes, a broad range of stakeholders, an equally broad range of media/information content/contexts and a pedagogic intention to combine cultural, critical and creative learning. This analysis of formal media education concludes that the performance criteria and assessment objectives of teaching specifications and awarding body marking materials, combined with the achievement rates in the A and A* grade boundaries, indicate that only a small percentage of people studying media in the curriculum can be said to acquire all the cultural, critical and creative learning. Furthermore, specifications, combined with teacher choices, cover a relatively narrow range of the media/information contexts included in the COST definition. Finally, topic choice means that public sphere engagement and citizen empowerment is difficult to relate to achievement in Media Studies. Therefore the great success of the UK in providing media education in the mainstream curriculum (currently threatened by curriculum reforms for 2016) is balanced by the lack of a coherent match between curriculum content, assessment modes and media literacy policy objectives. There is therefore a fundamental mismatch between the objectives of media literacy as articulated in policy and the capacity of education as the agent for its development in society. Related to this, media literacy/education is mistakenly burdened with responsibility for fixing access and engagement barriers that are media producer/design/regulation issues. The data and analysis in this report supports that view. The UK is currently very well placed to provide media literacy through media education, given the status of Media Studies as an established curriculum subject. However, to coherently match Media Studies to the policy objectives for media literacy expressed in EC, COST and Ofcom statements, funding (for teacher training), and government support and endorsement for Media Studies is essential. Given the uncertainty over the continuation of Media Studies in the formal curriculum in secondary and further education, this is unlikely to be supported within the UK. This report on the state of UK Media Education in 2014 is one of 28 reports mapping the state of Media Education in each of the EC member states. All reports can be found at www.translit.f

The Hypanis fluvial deltaic system in Xanthe Terra: a candidate ExoMars 2018 Rover landing site

The search for life on Mars is a cornerstone of international solar system exploration. In 2018, the European Space agency will launch the ExoMars Rover to further this goal. The key science objectives of the ExoMars Rover are to: 1) search for signs of past and present life on Mars; 2) investigate the water/geochemical environment as a function of depth in the shallow subsurface; and 3) to characterize the surface environment. ExoMars will drill into the sub-surface to look for indicators of past life using a variety of complementary techniques, including assessment of morphology (potential fossil organisms), mineralogy (past environments) and a search for organic molecules and their chirality (biomarkers). The choice of landing site is vital if the objectives are to be met. The landing site must: (i) be ancient (≥3.6 Ga); (ii) show abundant morphological and mineral evidence for long-term, or frequently reoccurring, aqueous activity; (iii) include numerous sedimentary outcrops that (iv) are distributed over the landing region (the typical Rover traverse range is a few km, but ellipse size is ~ 104 by 19 km). Various ‘engineering constraints’ also apply, including: (i) latitude limited to 5º S to 25º N; (ii) maximum altitude of the landing site 2 km below Mars’s datum; and (iii) few steep slopes within the ellipse

Advisor/Mentor Role in Guiding Future Primary Care Physicians

One component of UMMS’s mission is to provide affordable, high-quality medical education to state residents and to increase the number of PCPs practicing in underserved areas of the state. This study responds to our growing need to recruit future PCPs by investigating differences in relationships with advisors/mentors between those students who pursue a primary care residency and those who do not. Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2009

Increasing the Depth of the Recruitment Pool for Future Women Academic Leaders: Should We Begin with Medical School Electives?

A 2002 report from the AAMC Project Implementation Committee indicated, “The pool from which to recruit women academic leaders remains shallow” (Bickel, et al., 2002). Since hen, much attention has been focused on improving conditions for women at the faculty level. Yet, few studies address the possibility that the medical school experience could impact the initial depth in this recruitment pool. Is there a trend in medical school that may be negatively impacting women’s success in pursuing a career in academia? Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2006

Characterizing Rock Abundance At ExoMars Landing Site Candidates

We present preliminary work to characterize surface rock abundance at ExoMars Rover landing site candidates. A challenge in quantifying the abundance of surface rocks is using the population of large (≳1 m) rocks that are resolved in orbital images to infer the size of the smaller, unresolved rock population. This is particularly relevant for the ExoMars Rover mission, where the Landing Module’s clearance of 35 cm makes it necessary to know the probability of encountering rocks where 0.35 < D < 1 m. ‘Float rocks’ are individual fragments of rock not associated with a continuous outcrop or body of rock —e.g. transported rocks or impact debris. These can be identified in Mars Reconnaissence Orbiter HiRISE images, where the mid-afternoon local solar time, dictated by MROs’ orbit, causes float rocks to appear as bright sunlit features adjacent to strong shadows. However, the smallest features resolvable in HiRISE images occupy around 3-4 pixels, corresponding to ~1-m sized rocks. This inherently limits the ability to directly identify from orbit the small, but potentially hazardous rock population. ‘Outcrop’ is defined as continuous expanses of bedrock or surficial deposits exposed at the surface. Both float rocks and outcrop can contribute to slopes that may constitute a hazard for landed missions. We present rock counts at ExoMars Rover landing site candidates and assess approaches to constrain the morphological characteristics of Mars’ surface that are relevant to rover and lander safety

Measuring Unprofessional Behavior During an 8-Station OSCE

Standardized patients (SPs) are widely used in medical education but their use to assess professionalism is limited. This study investigated the utility of SPs assessing unprofessional behavior during an annual end of third year Objective Structured Clinical Examination (OSCE). Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2006

Rolling Out a State-of-the-Art Simulation Center: Early Experiences

The Simulation Center, opened in the Fall 2006, contains state-of-the-art simulation technology (e.g., high-fidelity adult and pediatric mannequins, task trainers, and real-time/recorded observation and scenario review via audio-visual equipment) that provides an interactive learning environment designed to replicate the clinical setting. It is available to the School of Medicine, Graduate Medical Education, the School of Nursing, and the Graduate School of Biomedical Sciences. Event facilitators (i.e., faculty or residents) were asked to assess their initial perception and utilization of the center. Presented at the 2008 Society on Simulation in Healthcare Conference

Pre/Post Comparison of Medical Students\u27 Self-Reported Competence Ratings for Content and Skill Areas Included in an End of Third Year Assessment

The End of Third Year Assessment (EOTYA) evaluates medical students using multiple objective Structured Clinical Examinations (OSCE) and offers comprehensive feedback to students on their content knowledge and skills. This study measures the change in students\u27 perceived level of competence before and after completing the EOTYA. Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2004

Technical boys and creative girls: the career aspirations of digitally-skilled youths

Digital technology is increasingly central to our lives, particularly among young people. However, there remains a concern from government and businesses of a digital skills gap because many youths, especially girls, tend to be consumers rather than creators of technology. Drawing on 32 semi-structured interviews with digitally-skilled teenagers (aged 13-19), we investigate their digital career aspirations and examine how identities and discourses of gender can interact with the type of digital careers that are of interest to these youths. While we found digitally-skilled young people still articulate traditional gendered discourses of digital competence, especially around technical abilities, we highlight the growing importance of creativity as a career pathway into digital technology. Implications of the findings are discussed in relation to the new computing curriculum in England, which prioritises technical computing skills, and the discontinuation of Information and Communications Technology (ICT), which facilitates a broader usage of software and digital productivity

Residents Report on the Importance of an Undergraduate End of Life Interclerkship

Does the perceived value of a third year End of Life (EOL) Interclerkship change after medical students complete their first year of residency? Several research studies indicate students’ perceptions about specific learning experiences change after graduating from medical school. The value that medical students put on their education of end of life issues increases after they leave medical school. This finding highlights the importance of teaching end of life issues to undergraduate medical students. Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2006