One of the problems in teaching online journalism is that what you teach today may be out of date by the time the student graduates.

This is not just a technological problem (current services stop running; new ones emerge that you haven’t taught; new versions of languages and software are released) but also a problem of medium: genres such as audio slideshows, mapping, mashups, infographics and liveblogging have yet to settle down into an established ‘formula’.

In short, I don’t believe it’s wise to simply ‘teach online journalism’. You have to combine basic principles as they are now with an understanding of how to continue to learn the medium as it develops.

This year I set MA Online Journalism students at Birmingham City University an assignment which attempts to do this.

It’s called ‘Communities of Practice’ (the brief is here). The results are in, and they are very encouraging. Here’s what emerged:

‘Communities of Practice’

The ‘Communities of Practice’ assignment asks students to focus not just on developing technical skills around a particular medium of their choice, but on exploring the communities of practice that exist around it. In fact, at this stage the development of technical skills was one of the ways of making contact with those communities.

If, for example, you are developing skills in data journalism, it makes sense that you should be joining relevant mailing lists, following particular blogs, attending meetups, and having conversations (in person, or via email, Facebook or Twitter) around your area.

In addition, as a Masters level student, I’d say you should really be actively contributing to the development of the medium, by publishing your own experiences and reflections on those platforms, and on your own blog.

Two side benefits of this: you build your social capital within those communities (because you are contributing to them, not just taking away), and you build your professional status and reputation.

Hedy Korbee’s blogging on data journalism, for example, led to contacts with Microsoft Canada’s Open Source Strategy Lead, and raised awareness of her soon-to-be-launched hyperlocal website. Other students attended events and made other useful contacts in their fields.

A small aside here: the assignment constitutes a minor part of the Multimedia Journalism module on the course, accounting for 25% of the final marks, and it is assessed on 3 criteria: research, reflection, and creativity. The design of the assessment is geared to ensure that students focus more on learning than execution, and are therefore prepared to take more risks in their work (the second assignment, for which this builds the foundations, focuses more on execution).

The importance of a community’s culture

The culture of the communities of practice was important. Desi Velikova found a warm welcome on this Flash forum, and found that she was able to contribute without being an expert as one of the members needed to put himself in beginners’ shoes to write some tutorials.

Hedy Korbee, meanwhile, identified the divide between journalists and data experts and the problems for people joining those groups who, like her, don’t possess the expertise to actively contribute:

“I’ve learned that the culture of these groups requires asking practical, answerable questions based on specific problems that users face and I don’t think my skills are at a level yet where I can make a useful contribution.

“In light of this, I’ve also joined groups with meetups, such as Toronto OpenStreetMap, where I can interact with and hopefully get inspired by others who share an interest in data and mapping.  I am particularly looking forward to attending my first Hacks and Hackers Toronto meetup.”

Finding workarounds was key. In one instance, Hedy contacted a particularly approachable member of the community directly. Andy Watt, meanwhile, struggled to find communities around audio and video, so he created his own on LinkedIn, and two Twitter lists. Interestingly, he rejected the option of using his own website to host discussions “as it may have been perceived as a ploy to drive traffic to my own site.” Samuel Negredo identified communities around a blog, forums around particular software, and events.

Identifying best practice and reflecting on your own

Identifying best practice was a key process for students. Hedy Korbee’s ‘Five great audio slideshows‘ is a good example, and clearly influenced her own work. Desi Velikova compiled a list of resources for starting Flash 8.

Andy Watt’s blog focused more on documenting his own processes, posting various stages of particular experiments as he continued to edit them. Samuel blogged about the process of filming architecture. And Desi blogged about using one dataset as the basis for exploring 4 visualisation tools.

Being required to talk about process publicly in this way does two things: firstly, it engenders a reflexive approach to production, identifying what works and what doesn’t so that further work is of higher quality. Secondly, it provides material around which other members of the production community can talk: those who are not as proficient will learn from it, and be inclined to help in return in future; those who are more proficient may chip in with their own suggestions now. In short, it’s an investment.

Breadth versus depth

In terms of the structure of the MA, this assignment marks the point at which students move from breadth to depth. To my mind an online journalist needs an awareness of the wide range of storytelling possibilities in the medium, and the variety of newsgathering and distribution tools and techniques. But they also need to stand out in a particular field.

Communities of practice are key to both. One student commented that “Although I will never be a Flash expert, I will feel much more confident if I am in a situation to work on such a project”. Another said “Maybe I won’t be able to keep up with every development, every day, but the work I have done around communities of practice is helping me to identify and organize better the resources which are available”.

This is the nature of working in networks: our connections are key assets we need to work to build, and the ability to access expertise and advice a key skill. You do not achieve either by learning in isolation, producing in seclusion – the traditional mode of education. As these students go forward to specialise in online audio or video, slideshows, infographics and data, they do so within networks.

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The penultimate session in my 10-class module in Online Journalism from last year covered a range of areas. There’s a little bit on audio slideshows, a lot on community, and related to that, I covered wikis too. I’ve split them into 3 presentations for ease of use. This year (the module starts again on Monday) I’ll probably take an axe to all of this…

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As a new semester begins it seems a good time to finally post about how my second year journalism degree students approached the ‘interactive’ element of their portfolio way back in May (yes, everything they do is interactive, but bear with me).

For the first time I gave them an open brief in terms of what they did interactively (in previous years I asked them to produce Flash interactives). Having been taught how to create everything from audio slideshows and image maps to multimedia interactives, Google Maps and Yahoo! Pipes mashups, I was curious to see what they would pick. Would they all plump for the same option?

Apparently not. In fact, the results are the most diverse and downright fascinating I’ve ever seen from an online journalism class.

Here’s what they did:

• Kasper Sorensen created

  a map of water issues stories in Europe

• Ashley Snape created a

  map of Environmental Activity in Australasia

• Natalie Chillington created a photo slideshow of the top ten endangered animals
• Alice Fanning not only created a

  map of UK environmental protests but also a Yahoo! Pipe mashup of eco news.

• Emma Foster created an audio slideshow – ‘Tescopoly’ – and a map of eco-businesses in the UK
• Hayley Smith created a Yahoo! Pipes mashup of environmental technology news, alerts and photos
• Kat Higgs created an audio slideshow about mistreatment of animals
• Stephanie Grant created an audio slideshow to mark African Liberation Day
• Stephen Nunes set up a YouTube channel and posted 3 mini-videos looking at how environmentally friendly his accommodation was; he also included links to full audio on many of his stories for the website
• Tuuli Platner stole the show with her YouTube video song promoting the site and her reporter blog. Journalists are becoming brands, and Tuuli has understood that brilliantly.

In addition the class submitted stories from their blogs and from the Environmental News Online website; their Twitter tweets and their bookmarks; their rss reader subscriptions and their comments on other blogs.

You could say I’m quite demanding like that.

What was interesting to see was students commenting on each others’ blogs about what they were planning to do – particularly useful when students were reporting on areas that crossed disciplines and other correspondents could see additional leads or angles.

In other words, the blogs became a team management and communication tool, as well as a publishing one.

Many students tried a number of things – a Pipes mashup; an audio slideshow – before settling on what they eventually submitted. They bookmarked, they twittered, and they blogged. They linked. They commented – one noted how her blog hits spiked after she posted a comment on another blog.

I was pretty pleased, all in. The vast scope of possibilities in online journalism is impossible to teach in ten weeks, so I tried to focus on broader issues: experimentation; possibilities. That gave them scope to latch onto what stimulated them, or what the story suited. I only hope they take it further as they begin their final year…

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Vuvox is to Flash what WordPress is to Dreamweaver. Vuvox is, effectively, a content management system for multimedia content – an easy way to create Flash interactives without having to know Flash.

I first explored it a few months ago, but still haven’t had the time to really see what it can do. But here’s some things:

• Photo gallery
• Image slideshows with hyperlinks
• Panoramas
• Audio slideshows – simply upload the audio and the images and it does the rest. These already have a tradition in online news, with Soundslides becoming something of an industry-standard tool.
• Interactive image maps (click on the speech bubbles)
• Integrated video galleries (or links to embedded media)

Vuvox also works with RSS feeds, Flickr, Buzznet and Picasa, so you can create dynamically updated content.

One problem: the resulting movie is hosted by Vuvox  (although you can embed it). If you want to get the movie to host yourself you’ll have to use an .swf ripper, which is probably breaking the terms and conditions of Vuvox.

Anyway, over to you – what uses can you think of?

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Two approaches to reporting on war have crossed my virtual desk recently. First, a broadcast journalist at ITV News told me about their video blogs from Afghanistan – embedded below:

[blip.tv ?posts_id=729959&dest=-1]

Second, Reuters send me a press release about ‘Bearing Witness, “a unique multimedia package and online documentary to mark 5 years of reporting war in Iraq”
Watch the video. Then, go to http://iraq.reuters.com/

Spot the difference?

For years journalists accused blogs of being indulgent navel-gazing ego-trips. The ITV News video blog from Afghanistan doesn’t do anything to challenge that myth, with little insight, reflection or indeed seriousness. The feeling, as I tweeted at the time, is of a lads’ jolly. Put another way, the film uses the narrative of a ‘behind-the-scenes’ promo, as if this is indeed only a “theatre” of war, where the stars remark on the quality of the catering and the sets.

Oliver Luft at Journalism.co.uk went further:

“Three things stand out: First, it’s just like a traditional piece of broadcast news, presenter driven, sets constructed and people artificially placed to interview. Second, if there is a war about, it seems a very jolly one – no blood and guts, not too much slumming it for the ITV boys. Third, there seems to be millions of them out there, using a tonne of kit. Why not just send a reporter with a lightweight camera and a laptop?”

The Reuters piece, on the other hand, tells a very different story.

“Covering news in hostile places is a worthwhile thing,” says former Iraq bureau chief Andrew Marshall at the start. “It can bring about change, it can inform the world, and it is worth us risking our lives.”

Video, audio slideshows, maps, timelines and links are combined to provide a reflective and informative angle on the conflict. This genuinely is ‘behind the scenes’ – the dangers faced by journalists, what they do and why they do it.

And importantly, it goes some way to address the cynicism of viewers who believe journalists are only there for the scoop and the status.

Now obviously the video blog and the multimedia interactive are different mediums with very different investments of time and money. But the reflectiveness of the Reuters piece could have just as easily been done with a video blog.

Instead, ITV have gone for entertainment over insight – which is understandable: that’s what ITV News is known for, what the audience has perhaps come to expect. This is blog-as-diary rather than blog-as-journalism.

But while hearing producer Matt Williams talk about the “fun” of being a fellow soldier with Prince Harry may be entertaining on a personal level, it may also damage the journalistic reputation of ITV News when viewers ask, understandably: “Where is your critical distance?” Or: “It’s not ‘fun’ for my brother on the front line”.

Put another way: imagine that these were on the journalist’s own personal site, or Facebook page, and a viewer came across them. What would they think about the journalist?

In both these examples of online journalism the implicit question is ‘Why are we doing this?’ The answers provided by the two pieces could hardly be more different.

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