Why do we communicate? What tools do we need to do so? And how do we design our digital lives? The world of communication is large and multi-faceted. Using concrete research assignments, Kingcom helps people examine it more closely under the microscope.<\/p>\n
In a workshop of several hours led by an expert, small groups of learners research a topic that they have chosen themselves. They have the numerous attractive experience stations in the exhibitions at their disposal, though they are also allowed to ask the public or refer to statements from experts. They publish their research findings as a blog entry on the website kingcom.ch.<\/p>\n
Kingcom is an educational service provided by the Museum of Communication<\/a> in Bern.<\/strong><\/p>\n . . .<\/p>\n Researchers are:<\/strong><\/p>\n We would be happy to tailor the service to meet individual requirements of other interested parties.<\/p>\n <\/div>\r\n \r\n Option A \"Kingcom classic\"<\/strong> (workshop of at least 4 hours duration, preparation by telephone in consultation with the workshop leader)<\/p>\n Short introduction to the exhibition; tour with stops at the stations relevant to the selected research assignments Option B \"Kingcom Plan B\"<\/strong> (workshop of 3.5 hours duration, preparation: formation of groups of three)<\/p>\n Introduction to Kingcom, selection of research assignments Option C \"Kingcom light\"<\/strong> (workshop of 2.5 hours duration, preparation: group formation and selection of research assignments)<\/p>\n Tour of the exhibition and allocation of the research zones A) Content research<\/span><\/strong><\/p>\n B) Planning work varies depending on the duration of the workshop<\/span><\/strong><\/p>\n C) Production<\/span><\/strong><\/p>\n Participation in a Kingcom workshop involves pursuing two overarching objectives. The selection of the\u00a0<\/span>research assignment<\/span><\/a><\/span>\u00a0adds many further, level-specific learning objectives. In the interests of clarity, these objectives are not included here.<\/span><\/p>\n Gathering, summarising, evaluating and publishing information \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span>Finding, evaluating, preparing and presenting information\u00a0<\/span><\/a><\/span><\/p>\n Competences from the Lehrplan 21 curriculum for Cycles 2-3:<\/span><\/p>\n \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span>Pupils are able to extract important information from factual texts. Using traditional and digital media, as well as information technology competently as a tool \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span>Pupils are able to use current media in a way that is appropriate for the objective and the target group. They are able to discuss and present their thoughts and knowledge to an audience or to make it available to the public. Workshop leadership Teaching staff We follow the\u00a0guidelines<\/a> for data protection in primary schools in the canton of Bern, in particular Chapter 4.1.6 (photos, video and audio recordings at primary school). The points listed below form topics covered in every workshop.<\/p>\n Protection of personal information:<\/strong><\/p>\n Copyright:<\/strong><\/p>\n Collective memory<\/strong> Copyright Core statement<\/strong> Images<\/strong> Kingcom<\/strong> O-sound<\/strong> Research assignment<\/strong> Learners or teachers are also allowed to develop research assignments of their own. However, these should fulfil the following criteria:<\/p>\n Social skills<\/strong> Source<\/strong> Storyboard<\/strong> Teaser<\/strong>\n
\nDiscussion of the timetable for the day, objectives, how to handle data correctly, organisation of groups
\nPlanning and research in the research groups
\nPublication of the research results as a blog post
\nViewing of the blog and mutual feedback<\/p>\n
\nTour of the exhibition and allocation of the research zones
\nPlanning and research in the research groups (individual break in the groups approx. 20 min.)
\nRecording the conclusion of the research results, creating a photo for the article
\nShort presentation of the research findings to the plenary<\/p>\n
\nPlanning and research in the research groups (short individual break in the groups)
\nRecord the conclusion of the research results, creating a photo for the article
\nShort presentation of the research findings to the plenary<\/p>\n <\/div>\r\n \r\n \n
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\n<\/span><\/strong>Interdisciplinary competences from the Lehrplan 21 curriculum:\u00a0<\/span><\/p>\n
\n<\/span>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span>Pupils are able to acquire factual texts as part of their research and, with the help of key questions, are able to use the information contained in these texts in further assignments.
\n<\/span>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span>Pupils are able to develop their own ideas in relation to the questions and tasks set; and are able to research, structure and evaluate information.
\n<\/span>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span>Pupils are able to gain knowledge about the past from conversations with contemporary witnesses.
\n<\/span>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span>Pupils are able to examine the use and effect of language.
\n<\/span>D.2.B.1<\/span><\/a><\/span>,\u00a0<\/span>TTG.2.A.1<\/span><\/a><\/span>,\u00a0<\/span>RZG.7.3.c-d<\/span><\/a><\/span>,\u00a0<\/span>D.5.B.1.c-d<\/span><\/a><\/span><\/p>\n
\n<\/span><\/strong>Competences from the Lehrplan 21 curriculum for Cycles 2-3:<\/span><\/p>\n
\n<\/span>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span>Pupils are able to design and adapt platforms and to use these in an interactive way for collaborative working, the exchange of opinions, communication and publication.
\n<\/span>MI.1.3.f<\/span><\/a><\/span>,\u00a0<\/span>MI.1.4.c<\/span><\/a><\/span>, <\/span>D.3.B.1.h-i<\/span><\/a><\/span>, <\/span>D.4.B.1.h<\/span><\/a><\/span>, <\/span>MU.5.A.1.g<\/span><\/a><\/span>,<\/span> NT.1.3.c<\/span><\/a><\/span>, <\/span>NT.3.3.a<\/span><\/a><\/span><\/p>\n <\/div>\r\n \r\n
\n<\/span><\/strong>Researchers will be accompanied during the workshop sessions (excluding the lunch break) by Monika Gurtner or Anja Vogel, experienced teachers and cultural mediators. The leader is responsible for the timetable for the day, methods and exhibition contents. This person is also in charge of technical assistance in the creation of multimedia content.<\/span><\/p>\n
\n<\/span><\/strong>The teacher \u2013 and other very welcome accompanying staff \u2013 will carry out their supervisory duties throughout the entire duration of the workshop (including the lunch break). Workshop leaders can use the teachers for support, if required.<\/span><\/p>\n <\/div>\r\n \r\n \n
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\nCan you still remember? 9\/11, William Tell, fondue, Mani Matter ... When lots of people remember the same thing, this is called a collective memory. They bring us together and serve as a point of reference.<\/p>\n
\n<\/strong>Legal or illegal? Copying correctly means taking note of copyright. If you have not produced the material yourself, you have to ask the owner for permission to use the material and indicate its origin (see also Source). Copying text, images or video material from the Internet and publishing it as a blog entry is forbidden in Kingcom! Entries with copied content will be deleted.<\/p>\n
\nWhat do I want to say? The core statement should summarise the research findings in one sentence and stick in the minds of the readers of the blog.<\/p>\n
\nClick, click! It\u2019s as quick as that. But images \u2013 especially moving images \u2013 have power. They attract attention and have to be created very carefully. You should be able to see clearly what they are about. Details cannot be seen on a screen. That\u2019s why you should get up close to the subject! Photos and videos for the blog should always be produced in landscape format.<\/p>\n
\nA crown for everyone! Everyone taking part in a workshop and researching the world of communication becomes the 'King\u00a0<\/em>or Queen of\u00a0Com<\/em>munication'.<\/p>\n
\nExactly as it was: 'O' here stands for 'Original'. Original sounds are genuine passages from an interview. They make blog entries particularly interesting and credible.<\/p>\n
\nFinding things out for yourself gives you strength! Through the research assignments<\/a>\u00a0on the kingcom.ch website, individual topics at the Museum for Communication can be studied more closely under the microscope. In addition, possible methods are listed: learners are free to choose from this list or use their own methods. In addition, the 'At the museum' section gives the areas of the exhibitions where research is especially fruitful, and the 'On the Internet' section contains useful links on the topic. The research assignments marked with an asterisk are particularly demanding.<\/p>\n\n
\nClever chap! A person who is able to empathise with others, is patient and always strives with others to find a good solution has high-level social skills. These are an important prerequisite for successful communication.<\/p>\n
\nWhere does it come from? In communication, by a source, a person is referring to the origin of a piece of information. Researchers in particular always quote the source. People who copy make themselves unpopular \u2013 and in cases of plagiarism <\/a>even liable to prosecution. The workshop leader, teachers or\u00a0Wikipedia\u00a0<\/a>are available to help you with quoting your sources correctly.<\/p>\n
\nA good plan is half the battle. A storyboard refers to a planning document with outlined frames. This provides a good overview and is absolutely essential for a good video clip. Templates can be requested from the workshop leader.<\/p>\n
\nShort and appealing: a teaser is a 'taster' or something to whet the appetite. This short text underneath the title of the blog entry contains the core statement (see above) and entices people to click on the entry.<\/p>\n <\/div>\r\n \r\n