Media and Information Literacy Las 4th Quarter A

MEDIA AND INFORMATION LITERACY
Name of Learner: ___________________ Grade Level: _____

Section: _____________________________ Date: ____________
LEARNING ACTIVITY SHEET

Massive Open Online Course (MOOC)
Background information for learners
From the development of the printing press to the

advent of the internet, the world has encountered small
and big changes, composed of both good and bad,
which affected almost every aspect of human
experience. How we access information, entertain
ourselves, communicate, do business, and learn are
some crucial areas where the internet, as a dominant
and powerful instrument nowadays, is significantly
making a difference. One of the major trends today in the field of education
that resulted from the introduction of this new technology is about online
learning, specifically called MOOC.
What is MOOC?
MOOC is an acronym coined by Dave Cormier in 2008 which he based on
the course introduced online by Stephen Downes and George Siemens in the
same year. However, it was only in 2012 where this development hit the roof
because of the three free courses offered online by Stanford University in
2011 which attracted over 160,000 enrollees worldwide.
MOOC is the short form for Massive Open Online Course or Massive Open
Online Content. It refers to the flexible approach of delivering quality
educational experience and content to any person at any preferred place and
time through online platforms. Participants of MOOCs are high school or
higher education students, professionals, unemployed, retirees and
homemakers who do it for varied reasons like skill and career advancement,
college preparation, supplemental learning, and training. Some participants
get involved just out of curiosity or for the benefit and pleasure of learning.
KEY FEATURES
MASSIVE – It can accommodate many interested participants or

enrollees that can reach up to hundreds of thousands.
OPEN – It means anyone can enroll because there are no enrollment
prerequisites and courses are mostly free.
ONLINE – It can be accessed only via the internet-connected devices.
COURSE – It is intended to teach a specific skill, concept, or subject.
Note: Practice Personal Hygiene protocols at all times.

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BENEFITS OF MOOCs
Learning can happen at the comfort and convenience of the

participant. The participant can track his/her progress and can learn
at his/her own pace.
MOOC has discussion forums where participant can learn and work
collaboratively with others.
The participant gets information from networks of websites, pages,
and other platforms for a more dynamic and interactive learning.
MOOCs are comprised of varied learning activities like videos,
worksheets, projects, assignments, and quizzes to gauge learning. The
participant can get credit that can be of use in school (course credit),
work (promotion) and profession (CPD Units).
WEAKNESSES OF MOOCs
There is no real time communication between the participant and the

instructor.
There is no genuine human interaction.
The process of grading and evaluation is not as real and reliable as it
should be.
Learning can be slowed down by poor internet connection or absence
of needed devices.
MOOC courses are simplified versions of college courses so it cannot
match the level of the actual thing.
There is higher chance of dropping out because of language problem,
structure of the course, lack of meaningful interaction and motivation
and sometimes bullying that results from peer evaluation.
Today, millions of people are already familiar and have accessed with
MOOCs provided by many universities and organizations around the world.
Thousands of courses as well, have already become available through varied
international MOOC platforms like Coursera, Edx, Khan Academy and
Udacity, among others. In the Philippines, the University of the Philippines
Open University (UPOU) has become the pioneer institution to provide free
varied online courses to Filipinos like technopreneurship, business process
management, Philippine arts and culture, oral communication, and inter-
local government cooperation, among others.
There are varying opinions about this new paradigm. Whether it will
continue to serve as answer to overcrowding, distance learning and
augmenting formal learning or it will cease and be replaced by another
model in the future. Nothing is certain but the fact remains that it has
already transformed traditions on education and access to information and
has established that there are no limitations for anyone willing to learn.
Learning Competency with code

Describe the impact of massive open online (MELC11 –Q2/Week2)

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Activity 1: MATCHING TYPE
Match the descriptions in Column A with the correct word in
column B.
Column A Column B
1. MOOCs have varying arrangement, style, and a. Open
b. Structured
framework.
c. Insufficient
2. MOOCs have no enrollment requirements. d. Flexible
3. MOOCs are designed to fit participant’s e. Free
f. Collaborative
convenience. g. Massive
4. MOOCs contents are simplified and lacking in h. Self-paced
i. One-directional
depth. j. Online
5. MOOCs build networks of learning among k. Reliable
l. New
participants.
m. Cheap
6. MOOCs can be accessed without cost. o. Universal
p. Offline
7. MOOCs allow their participants to track their
progress.
8. MOOCs allows large-scale and unlimited
participation.
9. MOOCs only works when there is internet
connection.
10. MOOCs have little to no student-teacher
interaction.
Activity 2: FACT or BLUFF
Watch the video on YouTube titled “What is MOOC?” by Dave Cormier

through the link: https://m.youtube.com/watch?v=eW3gMGqcZQc) or read
the transcript of the video on the next page if you do not have internet
connection. After that, evaluate the statements as Fact or Bluff based on
what is presented on the clip. Cross out your answer. If the statement is
bluff, write a corrected version on the space provided.

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1. The Massive Open Online Course was created to connect people who
share similar interest in a particular thing or topic.
F B
2. The Massive Open Online Course is the only mode of learning
available online.
F B
3. The Massive Open Online Course is considered as a virtual school.
F B
4. The Massive Open Online Course does not consist of facilitators,
instructors, or teachers.
F B
5. The work created by participants in Massive Open Online Course can
be shared with others and they can all learn from it.
F B
6. Video materials are the only learning materials found in Massive Open
Online Course.
F B
7. In Massive Open Online Course, all learning materials are uploaded
and accessed in one central location.
F B
8. In Massive Open Online Course, a participant has no freedom or
autonomy over his actions.
F B
9. Massive Open Online Course brings together individuals who share
similar interest over a particular topic or course.
F B
10.In Massive Open Online Course, only the facilitator or teacher has the
authority to gauge the success of a participant
F B
Transcript of the video (Length: 4 minutes, 27 seconds)
What is MOOC?
Narrated by: Dave Cormier
Video by: Neal Gillis
Research by: Bonnie Stewart, Alexander McAuley, George Siemens and Dave
Cormier

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The massive open online course is a response to the challenges faced by
organizations and distributed disciplines at a time of information overload. It
used to be that when you wanted to know about something you could do a
few things - you could ask someone, you could buy a book, you could try to
figure it out for yourself or you could call a school. If that school offered the
course and the thing you were trying to figure out, you could there and take
it.
You could get access to information about a topic. An instructor at comb
through journals and books to pull the information together from a library.
You might even find others who are also interested in the same things that
you are.
The MOOC is built for a world where information is everywhere. Where
social network is obsessed with the same thing that you are is a click away –
a digital world. A world where an internet connection gives you access to a
staggering amount of information.
This video will introduce you to how a massive open online course is one
way of learning in a networked world.
A MOOC is a course, it is open, it is participatory, it’s distributed, and it
supports lifelong networked learning. In one sense, a massive open online
course is just that. It is a course, it has facilitators and course materials, it
has a start and end date, it has participants, but a MOOC is not a school,
it’s not just an online course. It is a way to connect and collaborate while
developing digital skills, it is a way of engaging in the learning process that
engages what it means to be a student. It is maybe most importantly an
event around which people who care about a topic can get together and work
and talk about it in a structured way.
The course is open. All the work gets done in areas accessible for people to
read and reflect and comment on. The course is open in a sense that you
can go ahead and take the course without paying for it. You might pay to get
the credit through an institution, but you are not paying for participating in
the course. It is also opening in the sense that the work done in the course
is shared between all the people taking it. The material put together by the
facilitators, the work done by the participants, it is all negotiated in the
open. You get to keep your work and everybody else gets to learn from it.
The course is participatory. You really become part of the course by
engaging with other people’s work. Participants are not asked to complete
specific assignments but rather to engage with the material with each other
and with other material they may find on the web.
You make connections between ideas and between you and other people.
You network. One of the outcomes that people get from the course are the
network connections they have built up through engaging with each other.
The course is distributed and all these blog posts and discussion posts, video
responses, articles, tweets, and tags all knit together to create a networked
course. They are mostly not found in one central location but rather all over the
internet, in different pockets and clusters. There is no right way to do the
course, no single path from the first week to the last. This allows for new ideas
to develop and for different points of views to co-exist.
It also means that one of the side effects of a MOOC is the building of a
distributed knowledge base on the net.
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The course is a step on the road to lifelong learning. MOOCs promote
independence among learners, encourages participants to work in their own
spaces and to create authentic networks that they can easily maintain after
the course finishes. A MOOC can promote the kind of network creation that
lifelong learning is all about. The course part is just the beginning. And how
can you go about finding one of these? Well, news that a MOOC will be
offered usually spreads on online networks, people who have reputations for
interesting skills or innovative thinking on a topic decide to collaborate by
offering an open online course covering that topic. Anyone who wants to join
in can.
In a MOOC you can choose what you do, how you participate and only you
can tell in the end if you have been successful just like real life.
Activity 3: THINK CRITICALLY
Take a look at the article published by Inside Higher Ed in January, 2019

titled “Why MOOCs Didn’t Work, in 3 Data Points.” (Source:
https://www.insidehighered.com/digital-
learning/article/2019/01/16/study-offers-data-show-moocs-didnt-achieve-
their-goals). After reading, please answer the following guide questions.
1. What information is contained in the article? Provide a short

description.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What are the three presented factors that contributed to the supposed
failure of Massive Open Online Course?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. What purpose of the Massive Open Online Course was not realized based
on the findings that through the years most enrolled students in
the program came from highly developed countries?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. What could have contributed to the large number of MOOC enrollees
not completing their courses or dropping out from them?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. Do you think the Philippines should adapt to this trend or innovation?

Explain your answer.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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6. Based on the issues raised in the article regarding MOOC, what are the
potential challenges Philippines may face in implementing this new
paradigm?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Why MOOCs Didn't Work, in 3 Data Points

By Doug Lederman / January 16, 2019
MIT researchers document low retention rates, enrollment declines and
general affluence of students to explain why massive open online course
providers have largely ditched their original model.
It has become a platitude by now to say that massive open online courses
largely failed to achieve the promise many advocates saw to expand access
to high-quality education democratically throughout the world.
But now two researchers have provided the analysis and data to prove it.
In an article in Science entitled "The MOOC Pivot" (subscription required for

full article), Massachusetts Institute of Technology's Justin Reich and José
A. Ruipérez-Valiente strive to explain why MOOCs largely fell short of their
purported mission of transforming education worldwide, leading the top
providers of the courses -- including Coursera and edX, which MIT co-
founded with Harvard University -- to focus instead on the more traditional
role of helping colleges take their academic programs online.
That trend has been well documented in the pages of Inside Higher Ed and
"Inside Digital Learning," as evidenced in articles such as this, this, and this.
What Reich and Ruipérez-Valiente -- director and a postdoctoral associate,

respectively, in MIT's Teaching Systems Lab -- add to our understanding of
the MOOC landscape are an analysis of data from all courses taught on edX
by MIT and Harvard from 2012 to 2018, which quantitatively back up what
a lot of people have suspected. The data cover 5.63 million learners in 12.67
million course registrations.
First, one of the big knocks against MOOCs since their beginning was the
low rate at which students completed the courses, even as defenders pointed
out that many students took MOOCs for knowledge or edification, rather
than for a credential. The critique stuck, nonetheless. And Reich and
Ruipérez-Valiente show that completion rates in MIT and Harvard MOOCs
did not increase -- and in fact fell, for all participants, those with a stated
intention to complete and those who paid to take "verified" courses -- from
2013-14 to 2017-18, as shown in the graph below.

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Among all MOOC participants, 3.13 percent completed their courses in
2017-18, down from about 4 percent the two previous years and nearly 6
percent in 2014-15. And among the "verified" students, 46 percent
completed in 2017-18, compared to 56 percent in 2016-17 and about 50
percent the two previous years.
The fact that course completion rates "barely budged" despite "six years of
investment in course development and learning research" is problematic, the
researchers argue. "A strategy that depends on bringing new learners into
higher education cannot succeed if educational institutions cannot support
learners in converting their time and financial investment into completing a
course to earn a credential with labor market value," they write.
The edX data released by the MIT researchers also reinforces another
critique often leveled against the MOOCs -- that they did not, despite
highfalutin rhetoric about democratizing access to higher education, bring
high-quality education to all corners of the world.
Data on the geographic dispersion of students in the MIT and Harvard

MOOCs show that they overwhelmingly live in highly developed countries. In
2017-18, the latest year for which statistics were available, more than two-
thirds of enrolled students (68.7 percent, or 954,426 people) came from
those countries categorized as having "very high" human development, and
roughly another third combined (15.9 and 14 percent, respectively) for those
in the high and medium categories. About 55,000 students, or 1.43 percent
of the total, came from countries in the "low" category.

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Certainly 55,000 people got access to education they might not otherwise
have had. But "rather than creating new pathways at the margins of global
higher education," the authors write, "MOOCs are primarily a
complementary asset for learners within existing systems."
The third and last major point the study makes is the one on which they
most add to our understanding of MOOCs. The data above on the extent to
which MOOC students stick with individual courses largely affirms what we
already knew -- that most students do not complete.
But Reich and Ruipérez-Valiente also share data showing how irregularly
students stick with MOOCs in general. While 1.1 million students took their
first massive open course in 2015-16, only 12 percent took a MOOC in the
2016-17 academic year.
And that proportion -- of first-time MOOC users who also enrolled in a

MOOC the following year -- has fallen every year since 2012-13, from a high
of 38 percent that year to 7 percent in 2016-17.
Reprinted with permission from J Reich et al., Science 383:6423 (2018)

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The rest of the paper focuses on how the MOOC providers -- having failed, in
the authors' view, to pull off a dramatic transformation of higher education
through democratizing access -- are trying new business models in which
they resemble more traditional forms of change within higher education.
"The 6-year saga of MOOCs provides a cautionary tale for education policy
makers facing whatever will be the next promoted innovation in education
technology, be it artificial intelligence or virtual reality or some unexpected
new entrant," they write. "New education technologies are rarely disruptive
but instead are domesticated by existing cultures and systems. Dramatic
expansion of educational opportunities to underserved populations will
require political movements that change the focus, funding, and purpose of
higher education; they will not be achieved through new technologies alone."
Activity 4: CREATING CONNECTIONS
Conduct a simple survey among 5 individuals from your community or

outside about their experiences on online and/or distance learning using
any approach convenient for you (text, call, personal – observing physical
distancing or messenger). By online learning we mean that they at least have
taken lessons, activities or assessments and have interacted with their
teacher/instructor and classmates on the internet. Distance learning on the
other hand means that they have worked on activities provided by their
teacher online and checks them for feedback with little to no real time
interaction.
Present the summary of your survey using a graphic organizer. Then, write a
short reflection about the result of your survey below the graphic organizer
and submit pictures to your teacher as proof of the survey you have
conducted.
Ask your interviewee the following questions:

Name (optional)
Age
Status (working, student, unemployed etc.)
Topic/Concept/Skill Learned
Reason/s for getting associated with distance / online learning
Benefits attained from getting associated with distance / online
learning
Difficulties or problems encountered in getting associated
with distance / online learning
Would you recommend this alternative mode of learning to others?
Why?

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Reflection: Write a 5-sentence insight about the activity and the
information gathered from the respondents.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Activity 5: MOOC-UP!
Pretend you are to enroll for a Massive Open Online Course. If you have
internet connection, go to the web, and explore for a possible MOOC that
suits your choice and fill out the Application Form-A below. If you do not
have access, fill out the Application Form-B. (Adopted from the MIL
Teaching Guide published by the Commission on Higher Education and
Philippine Normal University.)
MOOC APPLICATION FORM - A

Enrollee’s Name
Grade Level
Email Address
Interests/
Hobbies
MOOC Platform
(ex: Edx,
Coursera, UPOU
etc)
Description of
the MOOC
Platform
Course Title
Course
Objective/s
Name of the
Teacher/s or
Instructor/s
Reason/s for
enrolling in the
course
Signature

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Date
MOOC APPLICATION FORM - B

Enrollee’s Name
Grade Level
Email Address
Interests/
Hobbies
Course/s
interested to
take online
Reason/s for
wanting to take
the course/s
online
Signature
Date
Student’s notes:
3 things I have learned about Massive Open Online Course
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
3 things I did not understand about Massive Open Online Course
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
3 essential values about life or human relationship that I have
acquired from learning about Massive Open Online Course
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________

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Rubrics:
Short-Answer Essay
CONTENT 3 2 1
The content The content is The content is
accurate and slightly accurate inaccurate with
well-explained. and somewhat little to no
explained. explanation.
ORGANIZATION 2 1
OF IDEAS The ideas presented are The ideas presented have no
logically arranged. coherence.
Graphic Organizer
Criteria 5 4 3 2
Labels The graphic Most parts of Few parts of There are no
organizer is the graphic the graphic proper labels
properly organizer are organizer are or titles at all.
labeled. properly properly
labeled. labeled.
Organization It is extremely It is organized It lacks It is not
organized, in a way that organization organized and
and the flow makes it easy on some is difficult to
of information to parts that understand.
is easy to understand. result to
follow. confusion.
Text and Content is Content is Content is Content is
Content easy to read easy to read hard to read hard to read
and contains and contains and presents and presents
most most of the least no essential
essential essential essential information
information information information
Reflection
Content 5 4 2
The reflection The reflection The reflection
contains personal contains personal does not contain
insights of the insights of the personal insights
learner and in- learner and an of the learner and
depth analysis of analysis of the lacks analysis of
the information information the information
derived from the derived from the derived from the
activity. activity. activity.
Organization of The ideas are The ideas are The ideas are not
Ideas presented in a presented in arranged
very logical and logical and logically.
coherent manner. coherent manner.

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MOOC Application Form
Criteria 5 3 2
Accuracy Information are Most information Many information
all correct and are correct and are incorrect and
accurate. accurate. inaccurate.
Completeness All parts are filled 2-3 parts are not 4 or more parts
out properly. filled out. are not filled out.
References:
edX. (2019). About MOOCs. Retrieved from https://www.mooc.org
EDUCAUSE. (2020). Massive Open Online Course (MOOC). Retrieved
from https://library.educause.edu/topics/teaching-and-
learning/massive-open-online-course-mooc
Newton, D. (2020). The Depressing and Disheartening News about
MOOCs. Retrieved from
https://www.google.com/amp/www.forbes.com/sites/dereknewton/2
020/06/21/the-depressing-and-disheartening-news-about-moocs/amp/
Bowden, P. (2019). Beginners Guide to Massive Open Online Courses.

Retrieved from https://www.classcentral.com/help/moocs
Inside Higher Ed. (2019). Why MOOCs Didn’t Work, in 3 Data Points.
Retrieved from https://www.insidehighered.com/digital-
learning/article/2019/01/16/study-offers-data-show-moocs-didnt-
achieve-their-goals
BCcampus. What is a MOOC. Retrieved from
https://opentextbc.ca/teachinginadigitalage/chapter/section-7-1/
Ignite Engineers. (2020). MOOC Advantages and Disadvantages.
Retrieved from https://www.igniteengineers.com/mooc-advantages-
and-disadvantages/
study.com. What is a MOOC and How Can It Help Me in My
Career? Retrieved from https://study.com/blog/what-is-a-mooc-
and-how-can-it-help-me-in-my-career.html
Romualdo, A. (2017). UPOU: Pioneering MOOCs in the country.
Retrieved from https://www.up.edu.ph/upou-pioneering-moocs-in-
the-country/
▪ CHED. (2016) Teaching Guide for Senior High School Media and
Information Literacy (PDF File). Retrieved from
https://lrmds.deped.gov.ph/detail/12805
Cormier, D. (2010). What is a MOOC?. Retrieved from
https://m.youtube.com/watch?v=eW3gMGqcZQc
IMAGE CREDITS
• https://p1.pxfuel.com/preview/691/1014/321/online-
course-teacher-training-internet-learning.jpg
• https://upload.wikimedia.org/wikipedia/commons/thumb/b/b8/MO
OC-_Massive_Open_Online_Course_logo.svg/1598px-MOOC-
_Massive_Open_Online_Course_logo.svg.png
25
Answer key
ACTIVITY 1
1. b 6. e
2. a 7. h
3. d 8. g
4. c 9. j
5. f 10. i
ACTIVITY 2
1. T 6. F
2. F 7. F
3. F 8. F
4. F 9. T
5. T 10. F
ACTIVITY 3: Answers may vary
Prepared by:
EMMANUELIZA D. DILLIG
Writer

26
Section: _____________________________ Date: ____________

Implication of Media and Information to an Individual and the Society
Background Information for Learners:
Media and information have an overall impact to individual (personal,

professional, educational) and to the society (economic, social, political, and
educational).
It helps every individual and the society to cope up in the fast changing and
challenging world. Every individual needs to be media and information literate
for him to engage in a digital society. One needs to be able to understand,
inquire, create, communicate, and think critically. It is important to effectively
access, organize, analyze, evaluate, and create messages in a variety of forms.
A media literate person can decode, evaluate, analyze, and produce both
print and electronic media. Emphases in media training range widely,
including informed citizenship, aesthetic appreciation and expression, social
advocacy, self-esteem, and consumer competence. (Aufderheide,1992 as
cited in Koltay,2011)
Everywhere you go, you see all forms of media.
From the films that you watch to the books that you read, you see different
images and messaging being relayed to you. Even the Google articles and
Facebook posts that you browse each day continue to dominate people’s
lives around the world.
The same is especially true for Filipinos.
With the advent of social media, Filipinos have also become drawn to the
platform, especially in a day and age where Facebook, Twitter, and other
social media platforms have taken over people’s lives. According to We Are
Social, Filipinos hold the record for spending the most time on social media
in 2018. Along with the constant reliance on social media comes the risk of
misinformation, fake news, and disinformation.
This is where the need for media literacy comes in.

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Learning Competency with Code:
Discuss the implication of media and information to an individual and the

society (MELC12 –Q2/Week3)
Activity 1. Read the news feature below taken from the Philippine Star- Lola
Techie urges senior citizens to be IT Savvy (https://www.philstar.com./other-
sections/news-feature/2014/06/27/958884/lola-techie-urges-senior-citizens-
to-be-it-savvy-/amp/)
MANILA, Philippines-Local television personality Tessie “Lola Techie” Moreno

is urging senior citizens to use information technology to spread their “elderly
wisdom” especially among the young.
The information and Communications Technology Office of the DOST (DOST-

ICTO) has tapped Moreno to give talks to senior citizens in various barangays
in Quezon City as part of the celebration of the national ICT Month 2013 with
the theme “Inclusive ICT for a Smarter Philippines”.
As part of its program, the DOST – ICTO through the National Computer
Institute (NCI) is conducting basic computer literacy courses specifically designed
for senior citizens. The program focused on communication tools particularly
social media, such as Facebook, Twitter, and Skype.
Moreno, a 71-year-old grandmother, known for her role as a computer-savvy lola in a

series of television commercials and viral videos with local telecom operator
Bayantel, told the elderly on how they can improve their lives using IT as she shared
her real -life experiences in learning how to use technology, and how it has made her
to be more productive despite learning how to use it at an advance age.
In her talk, Moreno said that there is a next generation of the elderly who are
catching up in the use of ICT.
ÏCT can open up opportunities to enable us to use our collective elderly wisdom to
contribute once more to society,” Moreno said. “Through ICT, we can warn the new
generation not to commit the same mistakes again as we did in our time, offer some
solutions by actually showing them how, through our loving example, and advocate
for reforms through social media, blogging and email campaigns.”
For Lola Techie. The availability of “Skype” breaks the barrier of distance
in talking face-to-face with her children and grandchildren.
Yet Google helps her in doing important research. While Facebook and other
social networking services like Twitter, Plurk and Multiply keep her
connected with the digital world.
According to DOST-ICTO Undersecretary Louis Napoleon Casambre, by

empowering the members of the society, ICT as a true enabler has given
Filipinos the tools to realize their dreams and has helped them achieve financial
independence.

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Answer the following questions:
1. What is the strategy of the government to help the senior

citizens more media and information literate?
2. How did Lola Techie use technology and the internet in her daily life?
3. What is the importance of being tech-savvy according to Lola Techie?
4. Based on the news article, how would media and information literacy
help our society especially in the educational and economic aspects?
5. In your own opinion, is it right to urge seniors to become tech-savvy?

Explain.

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Activity 2. Think of 3 social media networks that you usually visit/use.
Try to reminisce on your purpose of visiting the network. List down at least
5 benefits you gained, and the issues/problems encountered.
Social Media Benefits Issues/Problems

Network
Activity 3: The following are some popular quotations on media and

information literacy. Write down your interpretation of each quotation.
1. “Don’t believe everything you read on the internet just because

there’s a picture with a quote to it.” – Abraham Lincoln
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. “If a great internet connection connects us all… then why are many of
us becoming increasingly isolated?” - Stephen Richards
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. “I use social media as an idea generation, trend mapper and strategies

compass for all of our online business ventures.” - Paul Barron, CEO,
Creator of Foodable Network
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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4. “The media transforms the great silence of things into its opposite.
Formerly constituting a secret, the real now talks constantly. News
reports, information, statistics, and surveys are everywhere.” -
Michael de Certeau
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Answer the question:
5. What is the connection of media and information to the growth and

development of an individual and society in the different aspects of
life? Discuss.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Activity 4. Watch a 3-minute excerpt of the debate (“The Anxiety over the
Impact of Technology on Children,”)
(https://youtube.com/watch?v=EheCmXHOjUO).
Answer the following questions and discuss.
1. What is the stand of Mr. Nicholas Carr on the issue? Is he on the

affirmative or on the negative? Write at least one of his arguments.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. What is the stand of Ms. Genevieve Bell on the issue? Is she on the
affirmative or on the negative? Write at least one of her arguments.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Do you think senior high school learners should be allowed to own

smart phones? Explain.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

31
Activity 5. Imagine that you are the editorial cartoonist of your
school organ. Make an editorial cartoon emphasizing the effect of
media and information to the education.
Rubrics in Scoring the Editorial Cartooning
Source: https://www.google.com/search?ei=fmf6XqqON8asoASKmJygCA&q=editorial+cartoon+rubric
Reflection:
___________________________________________________________________________
___________________________________________________________________________

32
___________________________________________________________________________
___________________________________________________________________________
References:
Media and Information Literacy by Boots Liquigan, Diwa

https:www.google.com/search?q=overall%20implication%20of%20media%20and%2
0informationto%20individual%20and
%20the%20society%20%20%20whole&tbm=isch&hl=en&hl=en&prmd-
inv%ved=OCBQQ=I8BahcKEwjAzfT4iqnqAhUAAAAHQAAAAQEw&biw=360&bih=56
0
Prepared by:
Ruth Ann B. Tuddao

Writer
Answer Key
Exercise 1.
Questions 1-5. Answers may vary
Exercise 2. Answers may vary
Exercise 4.
1. Negative. Mr. Carr believes that smartphones are not dangerous
to children because it help in the formation of their brains. He
also believes that children should interact with the world.
2. Affirmative. Ms. Bell believes that there is a persistent anxiety about
the impact of technology to children.
3. Answers may vary

33
Section: _____________________________ Date: ____________

Different Dimensions of Information and Media
Background Information for Learners

In the previous lesson, you have learned that media is the main means of
mass communication and its implication to every individual and the society. It is
said that he primary goal of media is to have an easier access to information and
share reliable information to the audience. Moreover, there are lots of ways to
deliver information. These are the tools used to transmit information.
In this module, you will describe the different dimensions of Information in
Media and how information is being used, produced, and disseminated through
media. The table below shows the different types of information in Media and its
dimension.
Types of
Information in Definition Example Features
Media
Text Information and -disseminate -newspaper, Types of Text
Media/ Text Media information through flyers, books, 1. Hypertext- serves to
media products magazines, link different electronic
-text is a simple and posters, and documents.
flexible format of banners 2. Unformatted Text -
presenting information fixed size characters.
or conveying ideas 3. Formatted Text -
whether hand-written appearance can be
printed or displayed on changed (italic, bold, font
screen size, font style).

34
Design Principles and
Elements
1. Emphasis – highlights
a part of the text.
2. Appropriateness- the
text is suitable to the
audience.
3. Proximity- how near or
far the text elements.
4. Alignment – how the
text is positioned.
5. Organization –
conscious effort to
organize the text
elements in a page.
6. Contrast – creates
visual interest.
Visual Information -sources of data or -photography, Purpose of Visual Media

and Media/ Visual information in the form video, 1. gain attention
Media of visual presentation. screenshots, 2. create meaning
infographics, 3. facilitate retention
data Elements of Visual
visualizations Design
(charts and 1. Line- describes a
graphs), comic shape or outline.
strips/cartoons, 2. Shape – a geometric or
memes, and organic area that stands
visual out from the space next
notetaking to or around it.

35
3. Value- the degree of
light and dark in a
design.
4. Texture- way a surface
feels or is perceived to
feel.
5. Color- determined by
its hue (color), intensity
and value.
Audio Information -media communication -radio Purposes of Audio

and Media/ Audio that uses audio or broadcast, Media
Media recordings to deliver music, sound 1. give instruction or
and transfer information recording, information
through the means of phonograph 2. provides feedback
sound. record, CD’s, 3. to personalize or
-Audio refers to a and audio card. customize
sound, especially when Elements of Sound
recorded, transmitted, Design
or produced. 1. Dialogue- speech
conversation, voice-over.
2. Sound Effects – any
sound other than music
or dialogue.
3. Music – vocal or
instrumental sound.
Principles of Sound
Design
1. Mixing – the
combination, balance,
and control of multiple
sound elements.

36
2. Pace- time control,
editing.
3. Transition- how you
get from one segment to
another.
Motion Information -A form of media that -film and Design Principle and
and Media/Motion has the appearance of cinema, Elements
Media moving text and television, 1. Speed – A fast
graphics on a display. It online videos, movement and slow
is combined with audio, phone gaming movement.
text, and/or interactive 2. Direction – Indicates a
content to create movement from one
multimedia. direction to another.
3. Timing – It can be
objective or subjective.
Objective in minutes and
subjective in emotions.
4. Transition – It is used
to switch between scenes.
5. Sound and Color –
Adds meaning to the
motion.
Sources of Motion
Information
1. personal
2.social Media
3. media Companies
Manipulative -loosely defined as any - Types of
Information in material, program, or advertisements Manipulative
Media/ Manipulative application / commercial Information
Media -use to formulate new 1. Consumer Confusion-
information to aid Consumer cannot decide

37
learning through the which product to buy due
use, analysis, to varied offers.
evaluation, and 2. Crowd Manipulation –
production of interactive Manipulate the public by
and hands-on media. making them believe that
there is a great demand
for the product.
3. Propaganda –
Advertising firm can
release a commercial paid
by political candidate.
4. Hoax- Use to deceive
the public.
Multimedia -computer information -text, graphics, Evaluating and Rating

Information and can be represented images, audio, Multimedia Information
Media/Multimedia through audio, video, video, 1. Content- The
and animation PowerPoint presentation varies
presentation depending on its content.
2. Purpose or application-
Multimedia presentation
can be used in many
ways.
3. Manner of
Presentation – It can be
presented based on the
following factors.
-Audience
- Topic
Characteristics of
Multimedia

38
1. Electronic or digital –
Multimedia is delivered
electronically using
various computer
applications and online
tools.
2. Interactive – Because it
responds to the
audience’s visual and
auditory senses.
3. Dynamic – Because it
can be projected, played,
recorded, and accessed
using technology and
computer applications.
Advantages and Limitations
Types of Information in Advantages Limitations

Media
Text Information and Media/ -Text information covers -The book must be updated
Text Media a wide range of topics. regularly for accuracy and
-It is easy to access. timeliness.
-It should be well- -Text information can be lengthy
researched and and hard or tiresome to read.
discussed -Finding information can mean
comprehensively. browsing over several materials
which can be consuming.
Visual Information and -It catches the attention -It can be distracting. The
Media/ Visual Media of the audience because audience might lose sight of the
message in the process of

39
of its artistic deciphering or interpreting the
presentation. visual presentation.
-It teaches the audience -Its meaning could be interpreted
to be more analytical to differently because of its artistic
visually process the presentation.
message. -It takes time and effort to
-It allows the artist to produce visual information, which
present the information can be costly, too.
and express the
message in a creative
manner.
Audio Information and Media/ -It is easier to process -Retention of information could be
Audio Media since the information is difficult since the details were
already communicated relayed orally.
verbally. -The audience can become easily
-The audience pays distracted if the sound is not
more attention to the audible.
information, making it
easier for them to
absorb such content.
-Audio information is
much faster to relay
since it can be said
orally.
Motion Information and -Motion media is an -Motion media could be subjected
Media/Motion Media effective form of to different interpretation from the
communication because audience.
it is both visual and -It takes a lot of effort and time to
auditory. produce, which could delay
-The information is information dissemination and
easier to understand learning.
because the

40
presentation is
dynamic.
-Motion media gives the
audience the
opportunity to learn
and enjoy at the same
time.
Manipulative Information and -It boosts the image of a -It can be biased and subjective to
Media/Manipulative Media person or a product. protect a person’s image.
-It filters the -It distorts the facts and covers up
information to be sensitive issues.
disseminated to the -It hides the truth that the public
public. must know.
-It provides a sense of
control and order when
it comes to the kind of
information to be
shared.
Multimedia Information and -The information is -There is too much information to
Media/Multimedia presented in a more absorb which overwhelms the
interesting and audience.
organized manner. -The speaker becomes too
-It complements and dependent on technology, which
empowers the speaker he has mastered operating.
to make his lecture
more dynamic and
interactive.
-It makes the
information easier to
understand since the
presentation is

41
presented in a creative
manner.
Learning Competency with Code:

Describe the different dimensions of text information and media, visual
information and media, audio information and media, motion information
and media, manipulative information and media and multimedia
information and media. (MELC13 –Q2/Week4)
Activity 1: IDENTIFYING MEDIA
Directions: Identify the following examples of media/information by placing

the answer on the blank before each number. Choose your answer from the
box below. (10pts)
Text Media Motion Media
Visual Media Manipulative

Media
Audio Media
Multimedia
_______________1. Cinema _______________6. Online videos
_______________2. Infographics ______________7. Radio Broadcast
_______________3. Text and Graphics _______________8. Commercial
_______________4. Flyers _______________9. Newspaper
_______________5. Chart ______________10. Memes

42
Activity 2: LIKE OR DISLIKE
Directions: In this exercise, you are tasked to shade the LIKE button
if the statement is Advantage and shade the DISLIKE button if it is

Limitation. (10pts)
1. Motion media is an effective form of

communication because it is both visual and
auditory.
2. In multimedia, the information is presented in a
more interesting and organized
manner.
3. Manipulative Media can be biased and subjective to protect
a person’s image.
4. Text information covers a wide range of topics.
5. Visual Information teaches the audience to be more

analytical to visually process the message.
6. Text information can be lengthy and hard or tiresome to

read.
7. Motion media could be subjected to different interpretation
from the audience.
8. The audience can become easily distracted if the sound is

not audible.
9. Audio information is much faster to relay since it can be

said orally.
10. The speaker becomes too dependent on technology, which

he has mastered operating.

43
Activity 3: AD ANALYZER
Directions: In this exercise, you are tasked to choose an ad of your choice
from a commercial, the internet, a magazine, billboard, poster, or radio.
Complete the following chart of your ad. Paste the picture of the ad on the
space below. Complete the chart by writing your answers in the box.
Describe the Product or Service and Who Are the Where Did You See the Ad? Was This an Effective
Target Audience? Place to Put the Ad? Why or Why Not?
What is the Purpose of the Ad? What is the Message? Did it Make use of Appropriate Design elements and
Principles? What would you Change or Include to
this Ad? Why?

44
Activity 4: CRITICAL THINKING
Directions: In this activity, you are tasked to select a printed ad and answer
the following questions. Cut the ad and paste it in the box.
1. What does the text tell you? How effective it is?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Is the image effective? Is the image related to the text? Yes or No, Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. What is the hook applied in that ad that captured your interest?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

45
4. Do you think the design elements and principles are properly used in the
ad? Yes or No, how did you say so?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Activity 5: STEP UP!
Directions: Use the information you have learned from the lesson in real life.
Perform a task based on the role assigned to you.
Goal Make a creative infomercial calling for the prevention of the

spread of the Covid19. It should capture the attention of the
audience to apply necessary precaution.
Role You are a well-respected TV actor/Endorser
Audience Your show/vlog is always a hit and you have large followers.
Situation A casting manager invited you to do a short public service
infomercial to prevent/stop the spread of Covid19.
Performance Do a two-minute infomercial to convince the public to become
more responsible in their action and promote proper hygiene.
The infomercial should be presented creatively with a powerful
message and clear information.
Standards The most effective infomercial will be assessed based on the
criteria and rubrics for infomercial presentation.

46
Rubrics
Criteria 4- Expert 3- Advanced 2- 1-Beginner

Intermediate
Content and The infomercial The infomercial The infomercial The information
Quality of is informative is relevant and gives some new and idea of the
Information and relevant. provides information infomercial show
and Idea sufficient and is relevant very little or no
information. to some extent. new information
and expresses
little or no
relevance.
The information The information The The information
and ideas and ideas information and ideas
presented are presented look and ideas presented need
well organized. good and presented improvement.
interesting. show some
potential but
lack
organization.
There are no There are few There are There are
grammatical grammatical number of numerous
errors. errors. grammatical grammatical
errors. errors.
Presentation, The presenter’s The presenter’s The presenter’s The presenter’s

Style, and voice is very voice is audible. voice is voice is too soft,
Creativity audible. The The diction is somewhat soft almost
diction is clear and and a bit inaudible, which
perfectly clear understandable. audible. There makes it difficult
and are some to understand
understandable. mispronounced what is said.
words. There are several

47
mispronounced
words.
The presenter The presenter The presenter The presenter
delivers an delivers the has some delivers the
outstanding performance problems with performance
performance using the the acting style which have
and uses appropriate and trouble in
appropriate gestures and appropriate portraying the
gestures and acting style, use of role.
acting style, which shows gestures,
which show confidence and which show
great confidence preparedness lack of
and applying some confidence and
preparedness knowledge preparedness.
applying the learned in
knowledge information and
learned in media.
information and
media.
Reflection:
What is the important role of the different types of Information and
Media in our daily lives? How about in the society? Give examples.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

48
References:
• Media and Information Literacy Curriculum Guided by DepEd
• Teaching Guide for Senior High School Media and Information
Literacy by CHED
• Media and Information Literacy by Boots C. Liquigan, Diwa
Learning Systems Inc.
• Media and Information Literacy by Christine Marie Magpile, The
Intelligente Publishing Inc.
• WORKSHEETPLACE.COM
• https://www.google.com/search?q=food+poster&tbm&client=ms-
android-
vivo&prmd=ivn&hl=en&ved=2ahUKEwid7su6685nqAhW8zlsBHRl1B-
YQrNwCKAJ6BQgBEK0B&biw=360&bih=654
• https://www.slideshare.net/mobile/arnielping/media-
and-infomation-literacy-mil-text-information

49
Answer Key
Activity 1: Identifying Media
1. Motion Media 6. Motion Media
2. Visual Media 7. Audio Media
3. Multimedia 8. Manipulative Media
4. Text Media 9. Text Media
5. Visual Media 10. Audio Media
Activity 2: LIKE OR DISLIKE

1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
Prepared by:
MYRA P. BERBANO
GHERALDINE D. CHUA
Writers

50
Section: _____________________________ Date: ____________

The different dimensions and how are they formally and informally
produced, organized, and disseminated
Background Information for Learners
In the previous lesson, you have learned to describe the different types
of information in different media presentations and how each of them
interconnects and differs from one another. As you go on in this module,
you will understand how these various forms of media and information are
formally and informally produced, organized, and disseminated.
Information communication can either be formal or informal. Formal

information is when the media/information is socially disseminated, and its
objective is official and driven by facts and actual events. It is backed by
organizational procedure, and it is necessary to fulfill its goals. On the other
hand, the media/information is informal when it is basically unsocial or is
highly opinionated and subjective. The primary goal of this media is to
preserve and establish relationships. Moreover, since it is not defined by any
channels, messaging moves a lot faster, but it is without any paper trail or
official documentation.
Anyone can be a creator of media and information, but here are

the topmost people involved in producing them.
Text Visual Audio Motion Manipulative Multimedia
Media Media Media Media Media
Ad agency
Author Painter Commentator Actor or Teachers
Photographe
Writer r Emcee Director marketing Students
Scriptwrite
Contributor Graphic Disk jockey r firm Motivational
Columnist Artist or (DJ) or Radio Make-up Public or public
Blogger designer Announcer Artist Relations speakers
Data Sculptor Narrator Production (PR) firm Salespeople
Encoder Cartoonist Voice-over design
Lay-out Music Artist team
and Musician Music and
Graphic Audio
Artist Team
Editor
Publisher
51
The information created by these producers are disseminated
through the most appropriate channel or medium either informally or
formally. These channels are may be in the form of web-based
communication, emails, letters, social media, presentations, conference
calls, forums, face-to-face meetings, etc.
Learning Competency with Code

analyze how the different dimensions (*text information and media, *visual
information and media, *audio information and media, *motion information
and media, manipulative information and media, and multimedia
information and media) are formally and informally produced, organized,
and disseminated. (MELC 14-Q2/Week 5)
Activity 1: CLASSIFYING MEDIA

Directions: Categorize the media/information that are found in the pool box
according to their form. Write them inside the column where they
belong. (20 points)
Painting Conversation Humor Audio Non-fiction
Lecture PowerPoint Sculpture book Drama
Documentary presentation Fiction Horror Photo
Propaganda Podcast Billboard Music Charts
Cartoon Suspense

Activity 2: ANALYZING SITUATIONS

Directions: In this exercise, you are tasked to draw a happy face if the
statement conveys a positive attitude in using different media presentations.
On the other hand, draw a sad face if otherwise. (10 points)
_____1. It is alright to always keep the volume loud when listening to the radio
so that everyone can have access to music.
_____2. The writer should do a thorough research on the topic to provide

accurate information.
_____3. Children’s book should use long, difficult words so that the child will
learn them at an early age.

52
_____4. Only professional photographers should take pictures so that the
images will look beautiful and sharp.
_____5. An artist should comply with the instructions of his client in terms of
product specification.
_____6. It is acceptable to download a copy of a movie from an unauthorized

site if it is only for personal use to save money.
_____7. It is acceptable to use a documentary as part of your presentation in

class to support your report in history.
_____8. Manipulating data to boost the sales of the company and prevent it
from closing is ok.
_____9. It is acceptable to hire the services of an advertising firm to improve

the image of a controversial person running for public office.
_____10. We should allow the audience to ask questions after our multimedia
presentation so that we can clarify any vague information for them.
Activity 3: THINKING CRITICALLY

Directions: Write True if the underlined concept is correct. If it is False,
write the correct concept on the blank to make the statement true.
________1. A data encoder oversees encoding the text into soft copy or MS
Word Document.
________2. Manipulative media refers to the various forms of media and

content that are expressed using combination of several platforms, such
as photos, videos, and music.
________3. With the use of hoax, people are deceived from the kind of
information they get from advertisements.
________4. A publisher is one who writes personal opinions about the

issues or topics that interest him as well as shares his reflections,
experiences, and activities through a blog entry.
________5. Billboard refers to a large outdoor board containing text

information and images designs posted as a form of advertisement.
________6. Through a lecture, the participants can acquire information

about current events.
________7. Text information catches attention of the audience because of

its artistic presence.
53
________8. A commentator has a similar role with a narrator because it
provides the voice in motion picture or television commercial.
________9. The Best Screenplay is given to a film with the best script or
storyline.
________10. A PR firm provides deals with clients who make products in
need of marketing strategies to boost sales.
Activity 4: ASSESSING MEDIA VALUE

Directions: Evaluate the visual below by filling up the media and
information design framework worksheet. (30 points)
Source:https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.globaltimes.cn%2Fcontent%2F1191365.shtml&psi
Component Guide Questions Answers

Target Who is/are the intended
Audience audience?
Sender/Author Who is the producer?
Purpose What is the purpose of
the visual?
Key Content What are the facts
relevant to this visual?
What message does it
want to convey?
Form/Style Did it make use of
appropriate design
elements and
principles? Was it
presented formal or
informal? How?
Medium/ Is this the best platform
Format to use? Why?

54
Activity 5: PRODUCING A VISUAL MEDIA
Directions: Use the information you have learned from the lesson in real life.
With your teacher’s guidance, perform a task based on the role assigned to
you. (15 pts)
Goal Create an artistic oil poster painting that focuses on how

influential media and information technology to people in the
21st century.
Role You are a well-known visual artist.
Audience Your drawing will be displayed in the art gallery exhibit.
Situation The art curator invited you to participate in their exhibit. The
theme is about raising awareness on the power and influence
of visual information and media.
Performance Make an oil pastel poster on a ½ illustration board. It should
show your interpretation of the powerful influence of media
and information technology on people’s mindset. There
should be an appropriate title for the artwork.
Standards The best poster will be assessed based on the criteria and
rubrics shown below.
Rubrics for Scoring:

Exceeds Meets Approachi Beginning Unaccepta
(5pts) (4pts) ng (3pts) (2pts) ble (1pt)
Instruction The artwork The artwork The artwork The artwork The
& Concepts is planned is planned is shows little student did
carefully; carefully; a satisfactory understand the
an basic ; ing of the minimum
advanced understand understand concepts or the
understand ing of all ing of some and artwork
ing of all concepts concepts instruction was never
concepts and and s is clearly fully
and instruction instruction demonstrat completed.
instruction s is clearly s is clearly ed.
s is clearly demonstrat demonstrat
demonstrat ed. ed.
ed.
Craftmans The The The The The
hip & artwork artwork artwork artwork artwork
Originality demonstra demonstra demonstra demonstra lacks
tes original tes some tes an tes little evidence
personal personal amount of personal of
expression expression average on expression personal
and and logical personal or expressio
outstandin problem- expression problem- n or and
g problem- solving . solving an
solving skills. skills. absence of
skills. problem-

55
solving
skills.
Effort The The The The The
student student’s student student student
puts forth completed puts forth put forth did not
extraordin work is the effort little effort finish
ary effort above required to to finish their work
beyond the average, finish the the in a
requireme yet more project, project; satisfactor
nts to could have but it lacks class time y manner;
complete been done; refinement was not class time
the used class ; used used well. was not
project; time well. class time used well.
used class adequately
time .
extremely
well.
Source: https://www.rcampus.com/rubricshowc.cfm?code=T45B84&sp=yes&
Reflection:
Directions: In the first column, answer the question with four new or
interesting information you have learned and give four practical applications
where you can use the information in the second column.
What new and interesting How can I use and apply
information this information?
have I learned?
1. 1.
2. 2.
3. 3.
4. 4.
References:
• Media and Information Literacy Curriculum Guide by DepEd
• Teaching Guide for Senior High School Media And Information Literacy by
CHED
• Media and Information Literacy by Boots C. Liquigan, Diwa Learning
Systems Inc.
• Media and Information Literacy by Christine Marie Magpile, The Intelligente
Publishing, Inc
• https://www.21stcenturyschools.com/uploads/2/1/5/4/2154274/informat
ion_literacy.pdf
• https://status.net/articles/formal-communication-
informal-communication/

56
Answer Key
Activity 1: Classifying Media

Fictio
n Painting Conversation Humor Propaganda PowerPoint
presentatio
Non- Photo Lecture Drama n
fiction Sculpture Podcast Suspense
Cartoon Audio book Horror
Charts Music Documentary
Billboard
Activity 2: Analyzing Situations

1. 
2. ☺
3. 
4. 
5. ☺
6. 
7. ☺
8. 
9. 
10. ☺
Activity 3: Thinking Critically

1. TRUE
2. Multimedia
3. TRUE
4. Blogger
5. TRUE
6. TRUE
7. Visual Information
8. Voice-over
9. TRUE
10. Ad Agency or Marketing Firm
Activity 4: Assessing Media Value (Possible Answers)
Component Guide Questions Answers

Target Who is/are the This mural is intended for the
Audience intended audience? healthcare who help us fight
against the coronavirus disease
2019 and for everyone.
Sender/Author Who is the producer? The pandemic art was done by
AG Saño and his group “Art
Attack”.
Purpose What is the purpose of This visual aim to pay tribute to
the visual? the healthcare workers in the

57
Covid-19 frontlines. It inspires
every
Key Content What are the facts This artwork depicts healthcare
relevant to this visual? workers as Pinoy super heroine
What message does it “Darna” wearing scrubs and face
want to convey? mask can be found on the side
of a building located in Teacher’s
Village, Quezon City. It
symbolizes how we give value to
their role in preventing the
spread of virus and that they are
the real superheroes during this
time of crisis we are facing.
Form/Style Did it make use of Yes, the painting was well-
appropriate design balanced with a unique focal
elements and point highlighting “Darna” who
principles? is well-known Pinoy superhero
as a symbol of our frontliners. It
was creatively done in a friendly
atmosphere by using design
elements (size, colors, shapes,
and contrast) suited for all ages
and levels of people.
Medium/ Is this the best platform Yes, it is! For a purpose of giving
Format to use? Why? gratitude to the healthcare
workers and make their efforts
known to the world, a
permanent fixture in a 7-storey
building is really one of the best
platforms.
Activity 5: Poster Outputs may differ.
Prepared by
ROSEL L. GANNABAN
Writer

58
Name of Learner: __________________________________________________________

Grade Level/Section: _______________ Date: ____________________
Creative text-based, visual-based, audio-based, motion -based, and

manipulative-based presentation using design principle and element
BACKGROUND INFORMATION FOR LEARNERS
Media products are designed and produced in a wide variety of forms and each
form is used depending on the intended audience of the media product.
Media Forms refer to a technological means and channels by which media is
created, produced, distributed, consumed, and read. It may be in the form
of print, moving images, audio, video or combination of all forms.
(http://www.mediaknite.org/media-forms)
Studying deeply on the different media forms will help learner in obtaining
timely, relevant, and quality information that will help them in the aspect of
decision making.
This module will provide learner an overview on the different media forms,
file formats and basic elements of a creative text-based, visual based,
motion-based and manipulative-based presentation.
Finally, it will help learner in producing a quality media presentation
anchored on the different design principles and elements on the forms of
media and information.

59
LEARNING COMPETENCY WITH CODE
Produce Creative Text-Based, Visual-Based, Audio-Based, Motion-Based and

Manipulative-Based Presentation Using Design Principle and Element (MELC
16-Q2/Week 6)
Activity 1: CROSSWORD PUZZLE

Complete the crossword by filling in a word that fits each clue. Then
classify them by completing the table below.
Visual Media Audio Media Motion Media

60
Across
2 A figure with an illusion of three-dimensional object.
6 It is a speech, conversation or voice over.
9 It is the absence of sound.
10 It is a geometric or organic area that stands out from the space next to or around it.
12 Illusion in surfaces resulting to feeling of smoothness and roughness.
13 It refers to the route that the object will take.
Down
1 It creates texture and can be thick or thin.
3 It is a vocal or instrumental sound or a combination of both.
4 . Any sound other than music or dialogue.
5 It includes impact on the objects and reactions of the environment.
7 It is the degree of light and dark in a design.
8 Used for emphasis and may elicit emotions from viewers.
11 It refers to the growing or shrinking of an object.
12 It can be measured in minutes, seconds, days, etc.
Activity 2: AUDI OR MO!

Identify the given file format if it falls under visual media, audio media or
motion media.
______________1. WAV ______________6. MP4
______________2. MP3 ______________7. AVI
______________3. INFOGRAPHIC ______________8. CHARTS
______________4. SCREENSHOT ______________9. MPG
______________5. WMA ______________10. GIFS

61
Activity 3: FIGURE ME OUT!
Study the pictures in each item and identify what principle of creative text
1.presentation is being used. 2._________ 3._________
m
w
w
w
o
e
c
s
r
t
t
.
.
i
www.ics-sshipping.org/covid19
4._________
5._________
www.semanticscholar.org
Activity 4: LOOK INTO ME!
Research on the fatality rate of the novel-Corona Virus and create an
informative visual based presentation (infographic) using the different
elements and arrange them basing on the different visual design and
principle. Show your creativity and innovation in doing the presentation by

62
using any available mobile or desktop publishing application or any of the
following online application tools:
• Piktochart (www.piktochart.com)
• Canva (www.canva.com)
• Picasa (www.picasa.google.com)
• Smore (www.smore.com)
Activity 5: SURF and DISCUSS!
Cite 3 examples in each interactive media platform and discuss how a user
can interact with them.
Interactive Media Platform Interactive Action
Social Media
1.
2.
3.
Online Game
1.
2.
3.
Online Shopping
1.
2.
3.

63
Visual-Based Presentation Rubric
Criteria 5 4 3 2 1 TOTAL/COM
MENTS
Content Content Content Content Content is Content
is is is questionab is
accurat accurate accurate le. inaccurat
e and but some but Informatio e.
all required some n is not Informati
require informati required presented on is not
d on is informat in a logical presented
informa missing ion is order, in a
tion is and/or missing making it logical
present not and/or difficult to order
ed in a presente not follow. making it
logical d in a presente difficult
order logical d in a to follow.
order but logical
is still order,
generally making
easy to it
follow. difficult
to follow.
Visual Present Presentat Presenta Presentatio Presentati
Presenta ation ion flows tion n is on has no
tion flows well. flows unorganize flow.
well Tools are well. d. Tools Insufficie
and used Some are not nt
logically correctly. tools are used in a informati
. .. used to relevant on
Present show manner
ation acceptab
reflects le
extensiv underst
e use of anding.
tools in
a
creative
way.
Use of Use of Use of Most Visual No visual
Visual visual visual visual elements design
Design design design design are elements
Element element elements elements inappropri used
s is is are ate, or
appropr appropri appropri layout is
iate. ate. ate. messy
Layout Layout is
is cluttered
pleasing .
64
to the
eye/ear.
Use of Use of Use of Some Many No effort
Visual visual visual visual visual was made
Design design design design design to employ
Principle principl principle principle principles correct
es are is s are were used visual
used violated. violated inappropri design
appropr ately. principles
iately .
Rubric adapted from Teacher Planet via http://teacherplanet.com
Reflection
Complete this statement: What I have learned in this activity
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.
References:
Teaching Guide for Senior High School “Media and Information
Literacy” CHED to DepEd.
http://www.mediaknite.org/media-forms
https://en.unesco.org/themes/media-and-information-literacy

65
Answer Key
ACTIVITY 1
Across Down
2 form 1 line
6 dialogue 3 music
9 silence 4 sound effect
10 shape 5 speed
12 texture 7 value
13 motion path 8 color
11 direction
12 timing
Visual Media Audio Media Motion Media
line, shape, value, Dialogue, sound effect, Speed, direction,

texture, color, form music, silence motion path, timing
ACTIVITY 2
1. Audio media 6. Audio/Visual/Motion Media
2. Audio media 7. Motion Media
3. Visual media 8. Visual Media
4. Visual media 9. Motion media
5. Audio Media 10. Motion media

66
ACTIVITY 3
1. Appropriateness
2. Emphasis
3. Repetition
4. Alignment
5. Organization
ACTIVITY 4
Answer may vary
ACTIVITY 5
Answer may vary
Prepared by:
GRACE U. SAPLA
Writer

67

Media and Information Literacy Las 4th Quarter A

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MEDIA AND INFORMATION LITERACY

Name of Learner: ___________________ Grade Level: _____

LEARNING ACTIVITY SHEET

Background information for learners

From the development of the printing press to the

MASSIVE – It can accommodate many interested participants or

Note: Practice Personal Hygiene protocols at all times.

Learning can happen at the comfort and convenience of the

There is no real time communication between the participant and the

Learning Competency with code

Note: Practice Personal Hygiene protocols at all times.

Activity 2: FACT or BLUFF

Watch the video on YouTube titled “What is MOOC?” by Dave Cormier

Note: Practice Personal Hygiene protocols at all times.

Transcript of the video (Length: 4 minutes, 27 seconds)

Note: Practice Personal Hygiene protocols at all times.

Activity 3: THINK CRITICALLY

Take a look at the article published by Inside Higher Ed in January, 2019

1. What information is contained in the article? Provide a short

5. Do you think the Philippines should adapt to this trend or innovation?

Note: Practice Personal Hygiene protocols at all times.

Why MOOCs Didn't Work, in 3 Data Points

In an article in Science entitled "The MOOC Pivot" (subscription required for

What Reich and Ruipérez-Valiente -- director and a postdoctoral associate,

Note: Practice Personal Hygiene protocols at all times.

course to earn a credential with labor market value," they write.

Data on the geographic dispersion of students in the MIT and Harvard

Note: Practice Personal Hygiene protocols at all times.

And that proportion -- of first-time MOOC users who also enrolled in a

Reprinted with permission from J Reich et al., Science 383:6423 (2018)

Note: Practice Personal Hygiene protocols at all times.

Activity 4: CREATING CONNECTIONS

Conduct a simple survey among 5 individuals from your community or

Ask your interviewee the following questions:

Note: Practice Personal Hygiene protocols at all times.

MOOC APPLICATION FORM - A

Note: Practice Personal Hygiene protocols at all times.

MOOC APPLICATION FORM - B

Note: Practice Personal Hygiene protocols at all times.

Note: Practice Personal Hygiene protocols at all times.

Bowden, P. (2019). Beginners Guide to Massive Open Online Courses.

Note: Practice Personal Hygiene protocols at all times.

LEARNING ACTIVITY SHEET

Background Information for Learners:

Media and information have an overall impact to individual (personal,

Everywhere you go, you see all forms of media.

The same is especially true for Filipinos.

This is where the need for media literacy comes in.

Note: Practice Personal Hygiene protocols at all times.

Discuss the implication of media and information to an individual and the

MANILA, Philippines-Local television personality Tessie “Lola Techie” Moreno

The information and Communications Technology Office of the DOST (DOST-

Moreno, a 71-year-old grandmother, known for her role as a computer-savvy lola in a

According to DOST-ICTO Undersecretary Louis Napoleon Casambre, by

Note: Practice Personal Hygiene protocols at all times.

1. What is the strategy of the government to help the senior

3. What is the importance of being tech-savvy according to Lola Techie?

5. In your own opinion, is it right to urge seniors to become tech-savvy?

Note: Practice Personal Hygiene protocols at all times.

Social Media Benefits Issues/Problems

Activity 3: The following are some popular quotations on media and

1. “Don’t believe everything you read on the internet just because

3. “I use social media as an idea generation, trend mapper and strategies

Answer the question:

Name of Learner: _______________ Grade Level: _

_1. Cinema _6. Online videos

_2. Infographics 7. Radio Broadcast

_3. Text and Graphics _8. Commercial

_4. Flyers _9. Newspaper

_5. Chart 10. Memes