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
- 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.
- 15. Converging the Curriculum University of Miami School of Communication Rich Beckman Professor Knight Chair in Visual Journalism
- 20. Converging the Curriculum News21 Carnegie-Knight Initiative of the Future of Journalism Education Jody Brannon National Director
- 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
Notas del editor
- 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.
- 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.).
- Our primary focus is on teaching students to be competent, committed journalists regardless of the delivery method.
- 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
- 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.