DIDACTIC GUIDE OF GENDER
EXPERTS – SUMMARY
Module 8
LEONARDO DA VINCI PROJECT
GENDER EXPERTS: A PROFESSIONAL PROFILE
FOR EQUAL OPPORTUNITIES
MODULE 8
DESIGN AND PREPARATION OF RESOURCES FOR
EQUAL OPPORTUNITIES.
1.- INTRODUCTION
There are three very important aspects to keep in mind, when we are designing
resources to struggle against the inequality of opportunities, because the success or
the failure depends on them:
•
•
•
What design
For who design
For what design
Once we have answered these questions, the next step is to create the resources
that make possible the information spreading, the equal opportunities...For that, there
are techniques we have to work about in order to avoid mistakes. For example, the oral
language is sometimes charged with stereotypes that cause discrimination situations
and which we should eliminate. Then we eliminate misunderstanding words and we will
use a equalitarian and fair language when we are giving a speech. Other language that
is also charged with stereotypes is the written one. For that reason, when we have to
write didactic materials, contents… is necessary to pay attention in how we write and
the treatment we are giving the text. The working unit corresponding this subject is in
charge of giving a global vision of how the publishers deal with the didactic materials,
how the texts are charged of symbols that do not promote the equal opportunities, how
documents from the administration promote the inequality…
Finally, it is very important the visual and sonorous language when we are
preparing the audiovisual materials, because the draw the addressee’s attention. To
make the message be delivered the corresponding programmes must be handled
properly. Of this the last unit of this module will work with. Next, the working units that
the module contains are described, which goal is to promote the proper use of oral,
written and audiovisual language, to create resources that promote the equal
opportunities.
MODULE 8
Design and
preparation of
resources for E.O.
Didactic Unit 1
Design and preparation of resources for oral
techniques
Didactic Unit 2
Design and preparation of resources for written
techniques
Didactic Unit 3
Design and preparation
audiovisual techniques
20 Hours
DIDACTIC GUIDE – SUMMARY. MODULE 8.
of
resources
for
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INDEX CARD 1
MODULE 8: DESIGN AND PREPARATION OF RESOURCES FOR EQUAL
OPPORTUNITIES - 20 HOURS
DIDACTIC UNIT
1
PRESENTATION
AUTHORS
OBJECTIVES
CONCEPTS
RESOURCES
DESIGN AND PREPARATION OF RESOURCES FOR
5
hours
ORAL TECHNIQUES
This didactic unit tries to make the student use the oral messages
and prepare these without stereotypes of gender, contributing to
the promotion of the equal opportunities among men and women.
Renata López Prada – ADESPER
• To handle oral techniques that eliminate stereotypes of
gender in the communication.
• To handle and keep in mind the oral language to promote
the E.O, among men and women.
• To understand the importance of the communication in the
world.
Oral techniques, communication in the association and speak with
an audience.
Computers and Internet
CONTENTS
The communication is a very important factor of integration of any collective. The
communication process the individual is very important, but is the association that
besides bears the payment of a bad communication: the lack of motivation, the lost of
identification and the lost of being a member of the association. The work meeting are
also a communication way, but they are not always the ideal one, it is an occasion that
may help us to fulfil our objectives. When we are giving a speech it is very important to
have a speech prepared, from the beginning to the end, that is , we have to prepare the
shape with an introductory beginning, a development (subject) and an end. Other factor
that influences, is the non-verbal communication, it adds extra information to the
message. All these factors make the success in the techniques of oral communication
and make us great speakers, thing to bear in mind if we want our messages not only to
be listened to, but also to be heard.
Simulation
ACTIVITIES
Analysis of real situations
Role Playing
Initial assessment: Questions
Training assessment: Students’ participation, carrying out and
ASSESSMENT
involvement in the activities. Systematic observation.
Final assessment: Answers to questions.
• Alcoba S., (2000). La Expresión oral, Barcelona,Ariel.
• Brehler R. (1997). Prácticas de oratoria moderna. Madrid.
El Drac.
SOME
• De Manuel F y Martinez-Vilanova R., (1992 2ª ) Habilidades
BIBLIOGRAPHIC
de comunicación para directivos, Madrid, ESIC
REFERENCES
• Comunicación oral en la empresa. Barcelona, IESE
• Vallejo-Nájera J.A (1994), Aprender a hablar en público
hoy, Barcelona, Planeta.
DIDACTIC GUIDE – SUMMARY. MODULE 8.
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INDEX CARD 2
MODULE 8: DESIGN AND PREPARATION OF RESOURCES FOR EQUAL
OPPORTUNITIES - 20 HOURS
DIDACTIC UNIT
2
PRESENTATION
AUTHORS
OBJECTIVES
CONCEPTS
RESOURCES
DESIGN AND PREPARATION OF RESOURCES FOR
5
hours
WRITTEN TECHNIQUES
IN this didactic unit it is being tried to approach the student to the
use of written messages, without any stereotype of gender, but
capacities, abilities and knowledge of the human being, man or
woman.
Renata López Prada – ADESPER
Website RDS Nicaragua:
http://www.sdnnic.org.ni/documentos/guia-no-sexista/capitulo1.htm
• To handle written techniques that eliminate the stereotypes
of gender in the sexist language.
• To assume the most common mistakes in the written
language concerning the inequality suffered by women.
• To promote the equal opportunities among men and women
by the written language.
Written messages and sexist linguistics formulae.
Computers with Internet, magazines and national newspapers.
CONTENTS
The written communication allows a multiple and simultaneous communication,
that is, the same message can be communicating many people at the same time, there
is its importance concerning matters such as the equal gender. We will be able to get to
many people and places. The sexist language appears in documents, press…this
makes evident the necessity of mechanisms to help to eliminate that inequality. To
avoid sexist contents and languages in school and educative handbooks we will keep in
mind aspects such as: to introduce the characters as human beings, without
stereotypes, using generic terminology, he/she.. On the other hand, to avoid that the
sexist language will last other linguistic alternatives are proposed as solutions to that
problem: to eliminate the universal meaning of male gender, to avoid the asymmetric
use of names, surnames, to avoid the exclusive use of the male in professions, jobs…
Analysis of magazines and national press and comparative
ACTIVITIES
analysis among documents.
Initial assessment: Questions
Training assessment: Students’ participation, carrying out and
ASSESSMENT
involvement in the activities. Systematic observation.
Final assessment: Answers to questions.
• Botta, M., Comunicaciones escritas en la empresa,
Barcelona, Granica
• Gómez de Enterría y SánchezJ. La comunicación escrita
SOME
en la empresa. Madrid, Arco/Libros, 2002.
BIBLIOGRAPHIC
• “Comunicación y archivo de la información”. María Pilar
REFERENCES
Sánchez. Editex
• Vaamonde Abellón, L.M, Tecnicas de comunicación hoy,
Madrid McGraw Hill, 1994.
DIDACTIC GUIDE – SUMMARY. MODULE 8.
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FICHA 3
MODULE 8: DESIGN AND PREPARATION OF RESOURCES FOR EQUAL
OPPORTUNITIES - 20 HOURS
DIDACTIC UNIT
3
PRESENTATION
AUTHORS
OBJECTIVES
CONCEPTS
RESOURCES
DESIGN AND PREPARATION OF RESOURCES FOR
10
hours
AUDIOVISUAL TECHNIQUES
This unit tries to approach the technique knowledge of computing
data programmes, audiovisuals and multimedia that make possible
a better capacity to carry out materials or multimedia resources in
terms of equal opportunities.
Rubén Nicolás Ansedes Pérez – Universidad de Santiago de
Compostela
• To carry out audiovisual materials and multimedia with the
use of a computer
• To handle tools to carry out the preparation of materials.
• To gather contents in multimedia materials.
Audiovisual techniques, digital means, digital slides, Power Point
Websites:
http://www.mtas.es/mujer/programas/empleo/ctest.html
http://www.mtas.es/mujer/programas/empleo/innova.html
http://www.mtas.es/mujer/programas/empleo/clara.htm
Computers connected to Internet and with Office XP, 1 projector
and 1 Video-projector.
CONTENTS
The preparation of any material and then the success of it, audiovisual or
multimedia, must answer to questions such as: what we want to do, to who our material
is addressed and for what we want to do it. The digital means offer more didactic
advantages than the others, as it constitute more inter-actives and it increases the
feedback in the learning and teaching process. The digital slides have some
characteristics that increase more their utility: they have inner cohesion, they are agile
when teaching contents, they help to draw the student’s attention in the content of the
subject thanks to the possibility of joining texts and images…. The only thing needed to
be able to prepare them properly is a good knowledge and handle of the computing
programme Power Point. This programme allows carrying out training materials of high
quality and more utility. It is a good instrument as vehicle of information in sensitising,
information campaigns… the result influences in the benefit of the materials and in the
thing that can be given the Equal opportunities.
Debates
ACTIVITIES
Preparation of didactic materials.
Initial assessment: Questions
Training assessment: Students’ participation, carrying out and
ASSESSMENT
involvement in the activities. Systematic observation.
Final assessment: Answers to questions.
• Ramón Tirado Morueta y Ramón Ignacio Correa García:
Diseño y utilización didáctica del retropoyector y el
SOME
videoproyector. En: Tecnologías para la educación :
BIBLIOGRAPHIC
diseño, producción y evaluación de medios para la
REFERENCES
formación docente / coord. por Julio Cabero, Jesús Salinas,
José Ignacio Aguaded Gómez, 2004 Pags. 89-102
DIDACTIC GUIDE – SUMMARY. MODULE 8.
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