Tag Archives | collaboration

Collaborating Across Boundaries to Engage Journalism Students in Computational Thinking

Kim Pearson, Monisha Pulimood, and Diane Bates

Abstract: Journalism educators seek ways to create a positive environment for learning computational journalism. This paper describes a multi-semester collaboration between undergraduate journalism and computer science students. Data indicate that such collaborations can strengthen journalism students’ confidence in their ability to employ computing tools and methods. However, journalism students did not show as much positive change as did students in computer science and other majors. Future research will focus on student preparation for such collaborations. This research contributes to the search for teaching and curriculum design strategies for integrating computational thinking into the journalism curriculum.

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Developing Collaborative Simulations to Benefit Multiple Classes

Marsha Ducey and Karen S. Olson

Abstract: This article describes the process used to develop a collaborative simulation for college students taking advanced-level courses in public relations (PR) and journalism. PR students organized a news conference to convey information to “the media” about an evolving crisis, and journalism students reported on a situation where the final outcome was unknown. This interaction of students from multiple classes resulted in both expected and unexpected learning opportunities. The involvement of nonstudent role players added to the effectiveness. Collaborative simulation may be of particular interest to teachers in small programs because of the ability to utilize one simulation for multiple classes.

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Teaching in the Galapagos Islands, Summer Study Abroad

Experiential Learning: The Culture and Environment of the Galapagos, Reporting, Writing, Multimedia Sound Recording and Editing

Joseph B. Treaster

We had just finished lunch at a small restaurant in the Galapagos Islands and were walking down the main street when we saw a sea lion tottering on two flippers on the worn cement apron of an open air fish market.

The sea lion, dark brown and rising less than waist-high to the people gathered at the market, was a regular visitor. Along with a couple of scruffy pelicans, the rather elegant sea lion counted on bloody scraps of cut-up wahoo and snapper for afternoon meals.

Our group from the University of Miami was spending a little more than two weeks in the Galapagos Islands, a territory of Ecuador out in the Pacific Ocean on the equator, 600 miles from the mainland.

Charles Darwin did some of his most important work in developing his theories of evolution in the Galapagos and we were walking around in his footsteps. We climbed a volcano, swam with sea lions and penguins and explored an abandoned penal colony. We followed the migration of giant Galapagos tortoises, got within inches of blue-footed boobies and prehistoric-looking marine iguanas and got to know a lot of people who live and work in the Galapagos.

Our program embodies the concepts of experiential learning and the scholarship of teaching and learning. I and another professor teach students writing, research and critical thinking, the theory and practice of working with sound, Social Media and a range of digital editing skills. We immerse the students in the environment and culture of Latin America. What they see and experience becomes the subject material for multimedia projects designed to be published in the University of Miami’s environmental publication online, TheMiamiPlanet.org.

We take students from majors across the campus and show them how to move away from the ponderous essay style of writing that they have grown up with and begin to produce clear, straightforward material for a mass audience. What we have is an adaptation of journalism to benefit students who are preparing for a wide range of careers and most certainly will be expected to at least write effective memos and letters and be comfortable with the professional uses of Twitter, Facebook, Instagram and other Social Media and digital tools. Some of our students become markedly better writers and add to their inventory of digital skills. Others come away improved, but not great.

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