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Journalism professors from 11 universities present interesting and creative strategies and tools for teaching digital journalism in seven-minute sessions each. Moderators: Debora Halpern Wenger, associate professor of journalism and head of the journalism department at the University of Mississippi; and Matt Sheehan, director of the Innovation News Center, University of Florida College of Journalism and Communications. Topics/Speakers: Google Glass in YOUR Class - Jeremy Littau, Lehigh University Crowdsourcing a Syllabus - Doug Ward, University of Kansas Storify Assignments and Accuracy - Jennifer Cox, Salisbury University Interdisciplinary Collaboration Pros and Cons - Andrea Hickerson, Rochester University of Technology Integrating iPad Journalism Into the Curriculum - Marcus Messner, Virginia Commonwealth University Get Your Game On: Teaching Journalism Innovation Through Interactive Games - Jeremy Caplan, CUNY Graduate School of Journalism Capturing a Storytelling Image - Mikki Harris, University of Mississippi Zeega for Current Events in the Cloud - Donica Mensing, University of Nevada - Reno Rethinking the Research Paper with Digital Projects - Katy Culver, University of Wisconsin-Madison Engagement Outside the Classroom with Google+ - Andrew Matranga, University of Denver The Transmedia Approach to Journalism - Serena Carpenter, Michigan State University
Citation preview
2014 Teach-A-Thon
JEREMY LITTAULehigh
University
Resources
GlassJournalism.comj230glass.blogspot.com
2014 Teach-A-Thon
DOUG WARDUniversity of
Kansas
Crowdsourcinga SyllabusOr, trying to
Doug WardUniversity of [email protected]@kuediting
What I’d envisioned
What I got
What I learned
1. Many undergraduates don’t feel qualified to offer input before a class.
What I learned
2. Students don’t want to look dumb, especially among peers they haven’t met.
To make this work ...1. We’ll have to show students how.
To make this work …2. We’ll have to recruit colleagues to do the same.
To make this work …3. We’ll have to encourage undergraduates to be proactive in their learning.
Crowdsourcinga SyllabusOr, trying to
Doug WardUniversity of [email protected]@kuediting
2014 Teach-A-Thon
JENNIFER COXSalisbury
University
Storify Assignments & Accuracy
Dr. Jennifer Brannock Cox
The lesson
• Pros & cons of online journalism:– Is it better to be first or right?
• What are some of the challenges for online reporters?– Speed – No end to the news cycle– Instant gratification audience– Misinformation possible at all stages
• What’s on the line?– Credibility– Competitive edge– Human lives/emotions
The big deal…
• West Virginia, 2006
• Mine collapse trapped 13 miners
• Reports nationwide: 12 miners’ survived; one dead
• Actually, 12 had died; one survived
• Miscommunication in the rush to break news
• Aftermath:
The activity
• Two teams: – Reporters & writers
• Reporters:– Go to the job fair as vendors are setting up– Conduct interviews with vendors, students, anyone available– Tweet your findings (including attribution & direct quotes)– Use hashtag: #sujobfair– At least 7-10 tweets for participation credit
• Writers:– Write a Storify article using only the information tweeted back from reporters– Write a summary lede & provide text transitions– Publish your Storify by the end of class (1 hour, 15 minutes)
Storify Overview• Used to gather information across social
media platforms
• Uses new format incorporating source & reporter story interaction– Diversity of sources!
• Great for breaking news – social media disappears quickly!
Tweets
Storify
Teachable moments104 students pre-registered for job fair #sujobfair
102 students registered #sujobfair
Teachable moments70 vendors represented at #sujobfair
Organizer says more than 70 vendors are here #sujobfair
Teachable moments
• Look to other sources for confirmation
• Make calls to verify
• DON’T PUBLISH WHAT YOU AREN’T SURE OF!
• Wrap-up discussion with reporters – why the misinformation?– Sources gave conflicting info– Typo in the rush to publish– Nerves – felt like competing with other reporters– Realization that when they are tweeting, they ARE publishing!
• Makes the publication look bad twice!
Thanks!
2014 Teach-A-Thon
ANDREA HICKERSONRochester Institute of
Technology
Interdisciplinary Collaboration: Pros & Cons
Andrea HickersonAssistant Professor, Rochester Institute of
Background
• A new journalism program in 2009 at a “technical” and STEM school?
• Our Goal: Integrate journalism (visual and text-based), technology and entrepreneurship in our curriculum
• wherever it makes sense
Rise Above the Crowd
• “Rise Above the Crowd”• Knight funded• An experiment in live
reporting using smartphones and billboard screens
• Built by multi-disciplinary team of faculty and students in 2011
Joint-seminar in computing and journalism, Spring 2013
– Co-taught with Prof. Jeff Sonstein, Information, Science & Technology
– Students worked in teams to build campus sports publications with different technical limitations and possibilities (cloud, CMS, html5)
Digital Journalism Incubator
• Co-taught with Dr. Vic Perotti, College of Business, Management Information Systems
• Goal: Students build start-ups with the purpose of enhancing educational news
• Current projects: Digital art magazine; Education fact-checker; college project collaboration platform
• #RITDJI
Challenges to Interdisciplinary Collaboration
• 1. Finding the Right Person– Personality? Appropriate skill set? Classroom style? Agree
to disagree or a “right” way?• 2. Institutional logistics
– How will you course loads be effected? Will it be the same? Are your departments collaborating for the same reasons?
• 3. Sustainability– Will your academic units support this long term?
Opportunities in Interdisciplinary Collaboration
• 1. Enhanced Expertise
– You don’t have to know everything; Opportunity for professional development
• 2. Groundwork for grant and research collaboration
– For faculty and students• 3. Model Behavior - practice what you preach
– Collaboration usually sounds like a “good” idea and promises great rewards, but it is a process that is constantly negotiated.
2014 Teach-A-Thon
MARCUS MESSNERVirginia Commonwealth
University
Integrating iPad Journalism into the Curriculum
Marcus Messner, Ph.D. @marcusmessner
journalism interactive conferenceApril 4, 2014
Overview
• “iPadJournos” Mobile and Social Media Reporting Project:• Started in spring semester 2012• Support from VCU Center for Teaching Excellence
and AEJMC Knight Bridge Grant• Class moved out of PC lab and students equipped
with iPad reporting kits• Capstone course in fall semester 2013 covered
gubernatorial election in Virginia
Media partner
Work flow• Students buy a basic set of multimedia production apps
(iMovie for video editing)• Students present and explore additional apps with their iPads
as class assignment• Story pitches with media partner in Facebook group• Story writing and editing in Google Drive• Students engage in Twitter discussions with hashtag
#iPadJournos• Videos on YouTube and Instagram
Reporting kit
Student Learning• Publication opportunity secures high motivation and
engagement of student reporters• Mobile technology improves communication in and
outside the classroom• Photo and video shoots, social media reporting in the
field directly from the iPads• Reporting in fast-pace news environment at all times
of the day and week: Students report, professor edits, TV producer publishes
• Social media content curation
News content
30 multimedia
stories published in
fall 2013
News content
Future of the project
• “iPadJournos” project will be taught for the fourth time in the fall semester 2014 as a capstone in the VCU print-online journalism program
• Students will cover local government and fall elections with original reporting and news curation
• New iPad reporting kits purchased (see equipment details at www.marcusmessner.com)
QUESTIONS?
2014 Teach-A-Thon
JEREMY CAPLANCUNY Graduate School of Journalism
2014 Teach-A-Thon
MIKKI HARRISUniversity of Mississippi
Storytelling Images Teach non-visual students how to make visual stories.
Composition + Light + Moment
Composition + Light + Moment
Composition rule of 3rds
© LeAnna Young
Composition reflection
© Jared Burleson
Composition leading lines
© Jared Burleson
Composition depth
© LeAnna Young
Composition + Light + Moment
Light tells a viewer where to look
© Philip Waller
Light no light, no photo
Composition + Light + Moment
Moment with limited time
© Matt Zelenik
Moment with limited access
© Alex Edwards
Moment exercise
What false first impression do people often have of you?
Mikki K. Harris
clown
shallowdumb
*!#itchymean
shy
stupid
racist
snobby
unapproachable
young
fake
criminal
sheltered
naive
loosedumb jock
What do people who know you well know about you?
Mikki K. Harris
friendly
caringnice
nurturingprotective
mature
witty
hard-working
kind
committed
dependable
determined
funny
scarred
naive
healthyquirky
How long does it take for someone to go from that false first impression to the real you?
Mikki K. Harris
1 hour½ day
secondsweeks
5 minutes30 minutes
months1 nightyears
Assignment:
STEP 1: Understand the time it takes people to go from false first impression to the real you.
STEP 2: Find a person to document. Engage the person without a camera for at least the amount of time determined in step 1.
STEP 3: Think of words to describe the person beyond the first impression.
STEP 4: Observe and anticipate moments that convey each of the words.
Moment friendly
© Kristen Stephens
© Bridge Leigh
Moment supportive
© Kayleigh Skinner
Moment helpful
© Kayleigh Skinner
Moment playful
© Jared Burleson
Moment faithful
Key Takeaways:
No time? Look for reaction to action.
It takes time to establish trust and get access.
Engage people.
Engage more, then observe and anticipate moments.
The best visual stories rely on strong Composition + Light + Moments
Mikki K. [email protected]
2014 Teach-A-Thon
DONICA MENSINGUniversity of Nevada-Reno
Remixing the NewsDonica Mensing
@donicaReynolds School of Journalism, University of Nevada, Reno
2014 Teach-A-Thon
KATY CULVERUniversity of Wisconsin-Madison
(theory + skill)– tradition
awesome
how do you solve a
problem like their
research?
backward design
elo
essentiallearningoutcomes
engage with big questions
progressively challenging problems
personal & social responsibility
integrative learning
digital media assignments
keyassignmentobjectives
learn process of research
explore questionsin depth
apply theories of law & ethics
share findings with public
assignmentdesign
narrow focus
research questions
literature review
primary sources
digital hub with added elements
supportive scaffolding
feedbackat mile markers
proposal
RQs
bibliography
outline
draft hub
lightning presentations
ongoingassessment
did theylearn?
Going beyond the theoretical and secondary research to conduct my own primary research during the final project, creating an account and interacting with real users in Second Life
wantto remix?
bit.ly/culverJI14
(theory + skill)– tradition
awesome
2014 Teach-A-Thon
ANDREW MANTRANGAUniversity of Denver
2014 Teach-A-Thon
SERENA CARPENTERMichigan State University
What Harry Potter Can
Teach Us About Journalism:
The Transmedia Approach
By @Dr_Serena | Michigan State University
ExperienceFIRST
Lisa was a caregiver for 6 years to her mother-in-law.
Now she is earning her MSW so she can continue to work with the elderly.
As an intern she answers calls for the Alzheimer's Association 24-hr Helpline.
"The Ants Go Marching In" - The room was full of laughter as Mike led to group around the room. #Alzheimer #musictherapy