Reboot 2010-aejmc
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The document discusses approaches to converging journalism curricula to incorporate digital and multimedia skills. It provides examples from universities that are redesigning curricula to focus on storytelling across multiple platforms, include partnerships for collaborative student projects, and teach essential skills like basic HTML, video/audio production, and social media. Pressure points include balancing industry demands with resources, and adjusting curricula to minimize technology overload while focusing on core reporting skills.
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Reboot 2010-aejmc
- 1. REBOOTING THE CURRICULUM Teaching Journalism in a Digital Tempest AEJMC 2010: Denver Division Sponsors: Newspaper & Radio-TV Rich Beckman, Miami Amy Eisman, American Jan Larson, Wisconsin-Eau Claire Jody Brannon, News21 , HQ’d at Arizona State bit.ly/aej10-reboot
- 2. Converging the Curriculum University of Wisconsin-Eau Claire Department of Communication and Journalism Jan Larson Associate Professor of Journalism
- 3. Designing Curriculum Begin at the end It is not about the toys
- 4. Designing Curriculum Identify desired results Determine acceptable evidence Plan learning experiences and instruction
- 5. Pressure Points Administrative Industrial Student Expectations
- 6. Finding our focus Needs Wants Nice, but not necessary
- 7. Lead from the front Educate Advocate Partner
- 8. Evolving Faculty Start Collaborate Manage the Fear Factor
- 9. Journalism at Wisconsin CJ105 Comm. Survey CJ222 News Rept./Writing CJ321 PA Reporting CJ 412 Mass Media Law CJ414 Mass Media Ethics CJ429 Jour Seminar Print B’cast News editing AV prod Adv. Reporting B’cast 105 Communication Literacy CJ200 Grammar Slammer (nfc) CJ280 Multimedia Comm Skills CJ222 News Reporting & Writing CJ321 Intermediate News Reporting & Writing C380 Visual Comm CJ412 Mass Media Law CJ414 Mass Media Ethic CJ429 Digital Newsroom CJ400 options
- 10. Converging the Curriculum American University School of Communication Amy Eisman Director of Writing Programs
- 11. GRAD STUDENTS American Observer Updated twice weekly, allowing students to try out every job in a newsroom
- 12. UNDERGRADS Two professors collaborated across divisions to provide content to Gannett's Content One special report.
- 13. Our City: vimeo Reporting for the Our City project is being facilitated by establishing partnerships with universities and colleges worldwide. The International Multimedia Workshops for Ethical Reporting on the World's Most Under-Reported Issues trains professors who then prepare their students to participate. Meet the professors and share their thoughts about our training and vision.
- 14. More on partnerships: vimeo Reporting for the Our City project is being facilitated by establishing partnerships with universities and colleges worldwide. The International Multimedia Workshops for Ethical Reporting on the World's Most Under-Reported Issues trains professors who then prepare their students to participate. Meet the professors and share their thoughts about our training and vision.
- 15. Converging the Curriculum University of Miami School of Communication Rich Beckman Professor Knight Chair in Visual Journalism
- 16. roma.glocalstories.org Colorful but Colorblind is a project aimed at remedying anti-Roma stereotyping through the creative use of multimedia in reporting minority issues in new member states of the European Union in Central and Eastern Europe (Bulgaria, the Czech Republic, Hungary, Romania and Slovakia) and internationally. Conceived by Transitions (TOL), a Prague-headquartered media development organization and Internet publisher, the project is implemented in close cooperation with four partner organizations in the target countries, the Center for Independent Journalism (CIJ) in Budapest, the Center for Independent Journalism (CJI) in Bucharest, the Media Development Center (MDC) in Sofia, and MEMO 98 in Bratislava. Leading specialists in multimedia storytelling and production from the School of Communication at the University of Miami took part in the project as trainers, producers and videographers.
- 17. mdg.glocalstories.org Fourteen University of Miami multimedia graduate students teamed with students from seven Knight Center for International Media partner schools in Africa and Asia to tell stories that personalize the UN Millennium Development Goals. Each team found personal local stories that shed light on critical global issues, including poverty, maternal health, environmental sustainability, universal education, gender equality, HIV AIDS and children's health.
- 18. poverty.glocalstories.org The City of Miami has one of the highest poverty rates and one of the lowest median incomes among large US cities, according to the most recent Census Bureau's American Community Survey. Miami ranks in the bottom five of U.S. cities with more than 250,000 people. Miami's Silent Struggle introduces some of the citizens of Miami who are fighting to be more than a statistic.
- 19. GrandAveNews.com/pricing-out-the-west-grove/ More than 40 percent of the 3,000 residents of the 65-block section of Coconut Grove know as The West Grove live below the poverty level and median household income is less than a third that of neighboring Coral Gables. Yet, despite more than 200 abandoned buildings and vacant lots, many residents cannot afford to live in their ancestral homes..
- 20. Converging the Curriculum News21 Carnegie-Knight Initiative of the Future of Journalism Education Jody Brannon National Director
- 21. Comparing Curricula Arizona State: MA | BA (pdf) Berkeley: MA Columbia: MS | MA (pdf) Maryland: MJ & MA (PA reporting; broadcast; MM) | BA (multiplatform journalism) Missouri: MA | BA Nebraska: MA (adv; bcast; news-ed; market, comm & adv; pro. journalism) | BA (adv, bcast, news-ed) North Carolina: MA (mass comm; tech & comm) | BA Northwestern: MA (jour & integrated marketing) | BA Southern California: MA | BA Syracuse: MA (MNO) | BA (N&O) Texas: MA | BA
- 22. ESSENTIALS What to Teach in Multimedia Classes basic html video capture and editing blogging/liveblogging/writing for the Web intro to/versed in latest tool (Twitter, or FourSquare or the next thing) basic concepts of databases
- 23. Overloaded Curriculum? limitations, opportunities & approaches to evolving curricula and teaching strategies Planning BA & MA courses and electives Evolving professors’ skills Evaluate students’ progress in learning teaching so many programs? Apps/approaches should be included? Minimize technologies to focus on reporting and storytelling (i.e., basic communication skills)?
- 24. See? More Overload! What adjustments to the curriculum are 1 or more years out that you expect to have the biggest dividends? What pressure points have you seen between the administration, the industry and student expectations? And how are you addressing them? If the answer to "Are we asking too much of the undergrad and grad curriculums?" is yes, what can we do about it?
- 25. Missouri tracks: Master it all! Curriculum change in 2011 Arts and Culture Journalism (Interdisciplinary) Convergence Photojournalism (Interdisciplinary) Convergence Radio Reporting and Producing (Interdisciplinary) Convergence Television Reporting (Interdisciplinary) Emerging Media (Interdisciplinary) Entrepreneurial Journalism (Interdisciplinary) International Journalism (Interdisciplinary) International Strategic Communication Magazine Design Magazine Editing Magazine Publishing and Management Magazine Writing Multimedia Producing (Interdisciplinary) Multiplatform Design (Interdisciplinary) News Design News Editing News Reporting (Interdisciplinary) Photojournalism Radio-Television Producing Radio-Television Reporting and Anchoring Science and Health Journalism (Interdisciplinary) Strategic Communication Visual Editing and Management Watchdog Journalism (Interdisciplinary) Special Offering:Individually Designed Interest Area
Editor's Notes
- #4: Figure out what you want the students to know and be able to do at the end of the program and work backwards. Identify desired results Determine acceptable evidence Plan learning experiences and instructionDon’t try to do it all in every class. Example of CJ222: accuracy, verification, independence Overarching: Purpose, principles and practices of journalism. Assessment! Direct and Indirect.
- #6: Our program is expensive. Administration wants the benefit of the program, but isn’t always forthcoming with the necessary resources in terms of faculty, equipment or technical support. The industry is concerned that we will “throw the baby out with the bathwater,” and teach tools rather than retain a focus on the core principals and purposes of journalism in a democratic society. Some students want stand-alone courses in every new delivery system that comes down the pike. (We can’t offer independent courses in twitter, second life, etc.).
- #7: Our primary focus is on teaching students to be competent, committed journalists regardless of the delivery method.
- #8: We need to educate ourselves and others about what is realistic and the consequences of layering on more and more with fewer bodies and resources to do the work of journalism. No one else will be an advocate. We need to partner with industry…talk about what’s on the agenda for the conference, my own experience with the Journal-Sentinel
- #9: Anecdote about change Students know the technology, we know the content Collaborate on campus and off People need permission to fail without punishment, but do work to fail forward.