Tag Archives: pedagogy

My online journalism Masters course is changing its name. Here’s why

telegraph-newsroom image by alex-gamela

MA student Alex Gamela took this image of the Telegraph newsroom during the first year of the MA

My MA in Online Journalism has a new name: the MA in Multiplatform and Mobile Journalism*. It’s still a course all about finding, publishing and distributing journalism online. So why the name change?

Well, because what ‘online‘ means has changed.

For the last 18 months I’ve been talking to people across the industry, reflecting on the past 7 years of teaching the MA, and researching the forthcoming second edition of the Online Journalism Handbook. Here, then, are the key conclusions I arrived at, and how they informed the new course design:

1: Adapting to new platforms is a specific skill

In the last few years a significant change has taken place. Journalism is now increasingly ‘native’, playing to the strengths of multiple platforms rather than just using them as promotional ‘channels’. It went from web and social to chat, keeps remembering email, and in the near future will take in cars, the home and other connected devices too. Continue reading

Free ebook on teaching collaborative journalism and peer-to-peer learning

Stories and Streams free ebook on teaching collaborative journalism with peer to peer learning

I’ve just published a free ebook documenting a method of teaching collaborative journalism. Called ‘Stories and Streams’ the method, which was piloted last year, uses investigation teams and focuses on student-driven, peer-to-peer learning. Traditional lectures are not used.

You can download the free ebook from Leanpub.

You can read more about the background to the project here. A research report co-written with Jon Hickman and Jennifer Jones is published in a research report in ADM-HEA Networks Magazine. A fuller report will be included in a HEA publication on collaborative learning soon.

I’m also about to start a new class using the same method again, so if you have a class you’d like to get involved, let me know.

Stories and Streams: teaching collaborative journalism with peer to peer learning

In January 2012 I was facing an old problem: as I prepared to teach a new undergraduate online journalism class, I wanted to find a way to encourage students to connect with wider networks in the area they were reporting on.

Networks have always been important to journalists, but in a networked age they are more important than ever. The days of starting your contacts book with names and numbers from formal organisations listed in the local phonebook are gone. Now those are instantly available online – but more importantly, there are informal groups and expert individuals accessible too. And they’re publishing for each other.

Because of this, and because of reduced resources, the news industry is increasingly working with these networks to pursue, produce and distribute stories, from Paul Lewis’s investigative work at The Guardian to Neal Mann’s field reporting for Sky, the Farmers’ Weekly team’s coverage of foot and mouth, and Andy Carvin’s coverage of the Arab Spring at NPR.

How could I get students to do this? By rewriting the class entirely.

Continue reading

Journalism Reloaded – What journalists need for the future

In a guest post Alexandra StarkSwiss journalist and Head of Studies at MAZ – the Swiss School of Journalismargues that it’s time for journalists to take action on business models for supporting journalism. Stark proposes a broadened set of skills and a new structure to enable greater involvement from journalists, while also fostering further teaching of such skills.

Ask a journalist if his or her job will remain important in the future: “Of course,” he or she will answer while privately thinking, “What a stupid question!” Try changing this stupid question just a bit, asking: “How will it be possible that you’ll still be able to do a good job in the future?” It’s likely you won’t receive an answer at all. Continue reading

Soft skills: can you make a ‘born journalist’?

Perseverance and confidence - what students want to learn

When asked to write what they wanted to learn, two students in one of my classes explicitly asked for "Perseverance" and "Confidence"

Are journalists born or made? Some will tell you that there are certain qualities you can’t teach: dogged determination, for example; nosiness; skepticism.

It’s a sort of nature/nurture debate that runs through not only the profession itself, but also many of those who train journalists. “There’s only so much you can teach,” they will say.

But is there? Continue reading

Why your mark doesn’t matter (and why it does)

It’s that time of year when students get their marks and with them, sometimes, disappointment, frustration or outright confusion. These emotions tend to arise, I think, because students and academics often have very different perceptions of what marks mean.

So here are four reasons why your mark does not matter in the way you think it does – as well as some pointers to making sure things are kept in perspective. Continue reading

Why your mark doesn’t matter (and why it does)

It’s that time of year when students get their marks and the usual protests are made. I say “usual” because these tend to follow a particular pattern – and I want to explore why that happens, because I think students and academics often have very different perceptions of what marks mean.

So here are four reasons why your mark does not matter in the way you think it does – as well as some pointers to making sure things are kept in perspective.

1. Marks are not a high score table

Marks measure a number of things, but primarily they (should) measure whether you can demonstrate that you have learned key principles covered in the course. They do not measure your ability. They are not a measure of you as a person. They measure a very specific thing in very specific ways.

This is often the hardest thing to explain to students – particularly those who are extremely talented, but have received bad marks. I might know you are first class; you know you are first class; but that has to be demonstrable and transparent in a piece of work and accompanying documentation not just to me but to a second marker, a moderator and an external examiner (in the UK at least).

This is particularly important when the skills being taught are not just craft skills but involve issues such as research, law, project management, and analysis.

These are skills that sometimes have to be explicitly demonstrated outside of the project they relate to in an evaluation or report. In the field of online journalism – where things are still in flux and part of your skill is being able to follow those changes – I think they are particularly important (They can also often generate objections on the grounds of being too ‘theoretical’, but the point is that these are not objects of abstract study but are intended make you a better practitioner.)

The key advice here is: read the brief, and make sure any documentation explicitly addresses the areas mentioned.

That said, don’t think that you can blag a pass mark through documentation alone – the project will give the lie to that.

2. Effort does not equal success

You can spend twice as much time as somebody else on a project, and still get lower marks. Some people are naturally good at things, and for others it takes a long time. Life’s a bitch.

But also, often, it’s about a lack of focus and planning: spending 20 hours writing blog posts is not going to be as successful as if you spent half of that time reading other blog posts to get a feel for the medium; researching your subject matter; and re-writing what you have written to make it better.

Put another way: it’s better to do something wrong once, then review it and do it better second time, than do it wrong 10 times without reflection.

3. Success does not mean a good mark

If your article is published in a magazine or newspaper, that’s good – but it doesn’t mean that it’s of professional quality. Some editors have low standards – especially if they aren’t paying and need to fill space at short notice.

Likewise, your blog post may have accumulated 3,000 hits – but that doesn’t necessarily mean that it meets the requirements of the brief.

To reiterate point 1: marks measure something very specific. They do not measure you as a person, or even the project as a whole. That’s not to undermine your achievements in getting so many hits or selling an article – those are things you should be rightly proud of (and mention at every interview).

4. Marks don’t matter

I exaggerate, of course. But you shouldn’t take marks too seriously. If you only wanted to pass a module and move on, then move on – it’s quite likely your lack of investment in the subject that was the reason for low marks. If you want a good mark because you want a good degree classification, then you should be using your time effectively and reading feedback from previous assignments – but also be aware of the way that degrees are classified (it’s often more complex than you might assume).

But if you want to be better in the areas that were being measured, then read the feedback – and ask for more if you need to (academics have learned that lengthy written feedback doesn’t tend to be read by students and so keep it short, but are generally happy to talk to you in depth if you want to).

Sometimes the feedback will sound much better than the mark indicates. This quite often comes down to language and style: being ‘sound’ might seem good to you, but in the language of the assessment bands it typically means average or, more often, below average; ‘good’ and ‘excellent’ are equivalents for higher categories. Negative feedback is often sandwiched between positive feedback.

Don’t underestimate how hard it is to get a high mark at undergraduate – and especially postgraduate – level. You may be used to high grades, but the bar is raised at each level. Anything above 60% (in the UK) is actually very good. The average is generally around 58% – anything higher or lower will require explanation for external examiners (who check that marking is consistent across institutions).

To get a first class mark typically means you have to perform at the top level in every category being assessed. That’s in italics for a reason: you might be the greatest writer the world has ever known, but your research isn’t first rate. You might have spent hours scouring official documents for an international scoop (yes, I’m exaggerating again) but your understanding of the legal ramifications was flawed. And so on.

But here’s the thing: given the choice between a great mark and a great story, I think you should go for the latter.

Caveats: this is assuming that your objective is to get a job in journalism, and you are confident of passing. Also, always have a backup plan if the story falls through.

The marks are only a signpost along your journey through education. If you write a blinding blog post, be proud of it regardless of where it ranks against the criteria it was being formally assessed on.

Marks, and the accompanying feedback, are there to focus your attention on blind spots and weak spots in your work. Use them in that way – but don’t use them to rate yourself or to compare yourself with others. Once you start playing a game of high score rankings, you’ve already lost.