for Students

Intellectual Output 2 of our project, Curricular Auxiliary for students in media production – radio, film and television, will have 3 main sections:

Section 1, Presentation of the field of Media Production and related professional qualifications, will contain: description of qualifications; related occupations; Tasks and specific tasks.

Section two will cover Specific learning units Vocational training standards:

  • Techniques and technologies of cine – TV;
  • Cine – TV composition;
  • Lighting techniques;
  • Multimedia materials in digital television;
  • Sound technology in radio and Cine – TV;

Each unit of learning will have the following structure:

  • Learning outcomes;
  • The content of the learning unit;
  • Learning recommendations / Tasks;
  • Self-evaluation tests;
  • Bibliographical references;
  • Auxiliary materials (glossary of terms, illustrations).

Section three will include examples of evaluation techniques that can be used to optimize motivation to support practical work.

This section aims, first of all, to develop students’ ability to distinguish between different roles and contexts, seeks to encourage the development of expressive and self-presentation capacities, for a better, self-knowledge that takes into account the context. The section will contain:

  • A questionnaire that allows us to find out the expectations of the students about the experience they are going to take. It contains a set of questions with multiple and open answers;
  • a questionnaire about the company’s expectations, that allows us to investigate what the company expects in terms of student internship. Their ex-ante evaluation allows us to better address the learner and to evaluate the job satisfaction of the trainee. It will contain a set of questions with multiple and open answers;
  • Intermediate questionnaire for students, that allows us to verify student satisfaction with current experience and to investigate the experience gained in the company, and allows the student to monitor motivation and goal orientation. What will result from the feedback analysis will allow corrective interventions.
  • A final questionnaire for students and companies.

 The two final questionnaires addressed to pupils and companies are useful tools to investigate the satisfaction of the two actors involved (companies and students) about the practice. They also allow a more in-depth interpretation of the work experience as a whole.

The curriculum auxiliary will be tested during the pupils’ work experiences in the school. There will be a follow-up of the expectation of using auxiliaries and satisfaction through the learning process involving the three main actors: the teacher, the tutor from the practice and the student by administering a semi-structured questionnaire with closed and open questions. It is transferable in VET schools with media classrooms.