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Course Nieuws en Journalistiek 1e year Bachelor Communication Science
TBL BLENDED?
Dr. Anita van Hoof, Drs. Esther Schagen
Bachelor Communication Science
Dutch program First year students in 2018: 67 About half of the first year students directly come
from VWO
2
Nieuws en Journalistiek in ‘t jaar 3
JAAR
diversity, of globalization diversity, of globalization
Communicatiewetenschap
Methode en technieken van sociaalwetenschappelijk onderzoek
Sociale wetenschappen
Social media analytics (200)Kwantitatieve
onderzoeksmethoden (200)Public relations and
reputation management (300)
Social science for society 1 (200). Keuze uit: networks,
Social science for society 2 (200). Keuze uit: networks,
Risico- en gezondheidscommunicatie
(300)
3Keuzeruimte
Keuze uit: stage, minor, keuzevakken (in binnen- of buitenland)
New media challenges (300)
Bachelorthesis communicatiewetenschap (300)Multivariate analyse CW BSc
(300)
2
Marketing- en persuasieve communicatie (300)
Media entertainment (300) Media, maatschappij
en politiek (300)
Wetenschapsfilosofie (200)
Bachelorwerk-groep
communicatie-wetenschap 2
(200)
Bachelorwerkgroep communicatiewetenschap 1
(100)
Methodologie van sociaal-wetenschappelijk onderzoek
(100)
Beschrijvende en inferentiële statistiek (100)
Sociologie van de sociale wetenschappen (200)
Mentoraat Bachelorwerkgroep communicatiewetenschap 2 (200)
Nieuws en journalistiek (200)
1
Communicatiewetenschap (100)
Interpersoonlijke communicatie (200) Communicatie
klassiekers (200)
Gedrag en communicatie in organisaties (200)
PERIODE 6PERIODE 1 PERIODE 2 PERIODE 3 PERIODE 4 PERIODE 5
Werkvormen in bachelor 4
Case: Nieuws en journalistiek
Started as ‘standard’ course 2-3 hall lectures a week 1 tutorial in week 2, 3, 5, 6 Testing: group assignment and individual written exam
Need for more activating teaching methods First years students need more guidance and
stimulation to get really engaged and come to a deeper understanding of the material. Flipped the classroom Team based learning
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Phase 1 The flipped classroom
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How does it work?
Basic idea: you can study the matter at home, but in the lectures it’s more useful to process and apply.
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Why does it work?
Advantages: Study Information when it suits the student Use class time for learning activities that are active and social During the class time more opportunity for questions and discussion
Ultimate goal: Better understanding of the course matter (also long term) Better study results
8
Flipped classroom researched
More and more research A lot of positive results
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Flipping Nieuws en Journalistiek
Knowledge clips! Video’s 7-15 minutes
In which we explain difficult / factual topics or concepts So we can apply it in the knowledge clip lectures
For example News as 'public sphere' or 'imagined communities' Typology of news sources News values Definitions of framing
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New course design: Flipping Nieuws en Journalistiek
1. Monday: classic hall lecture For more ‘narrative’ topics
2. Tuesday: watch knowledge clips, make assignment 1 or 2 short clips + short assignment Deadline every Tuesday 18:00
3. Wednesday: knowledge clip lecture Feedback on the knowledge clip assignments Apply concepts on news products Clarify the difficult matters, answer and ask questions
4. Friday: workgroup Applying knowledge in group assignment
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Flipping Nieuws en Journalistiek
What are the requirements? 1. Attendance knowledge clip lectures 2. Watching the knowledge clips 3. Making the knowledge clip assignments
Only then we can see if flipping the classroom works!
12
¹
² ²
¹ miss max 1 ² miss max 2 deadlines
Knowledge clip lectures
Practice with matter in hall lecture setting Based on the information discussed in knowledge
clip Small assignments, questions, quizzes 2 teachers present Use of socrative.com (also to check attendance)
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What do students tell us?
Start working with the material sooner They appreciate the knowledge clips Are forced to work on the course 4 times a week (“vet
irritant”) At the start they thought the knowledge clip lectures
were dull and unnecessary They don’t want mandatory lectures (nor knowledge
clip lectures or workgroups) They try to avoid reading the course materials
14
What do course evaluations tell us?
Same level of enthusiasm for subject matter Spend more time on course Learned more Feld better prepared for exam Performed better in exam
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Phase 2 Team Based Learning
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Every week has a central theme Three meetings: hall lecture, knowledge-clip lecture,
tutorial
Layout course thema’s per week
week 1 (kalenderweek 14) het nieuws en de nieuw(e/s) consument
week 2 (kalenderweek 15) kernbegrippen en idealen
week 3 (kalenderweek 16) nieuwseffecten en framing
week 4 (kalenderweek 17) journalistiek in productie
week 5 (kalenderweek 18) nieuwseffecten van politiek nieuws
week 6 (kalenderweek 19) nieuws in de 21e eeuw
week 7 (kalenderweek 20) journalistiek in de praktijk
Week 8 (kalenderweek 21) responsie
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Applying knowledge
Work in divers teams of five students Idea: a divers team possesses more knowledge! Teamwork in knowledge-clip lectures and tutorials
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Flipping Nieuws en Journalistiek
1. Monday: Classic hall lecture – all students The more ‘narrative’ subjects
2. Wednesday: knowledge-clip lecture – two groups First hour: test Second hour: assignments, processing the subject matters Room for questions / additional explanation
3. Friday: tutorial – groups of 25 students Applying knowledge
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Teamwork
Students work throughout the course on a portfolio of assignments with their team
In Knowledge-clip lecture: 1st hour Test: first individual, than with team 5 questions per test In Canvas. Use Lockdown browser
In Knowledge-clip lecture: 2nd hour Team assignment
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Team assignment knowledge-clip lecture
Je krijgt 4 artikelen van deze week. Welk bericht is het meest objectief en Waarom?
Op welke criteria baseer je dat?
21
Tutorials: 3 assignments
Week 1: Nieuw(e/s) consument Write essay on news consumption: first individual (in class)
than team essay
Week 2-5: Analysis of news News values and objectivity News frames and use of news sources
22
Tutorials: 3th assignment
Week 5-7: Journalism at work Week 5: start preparation journalism at work Monday: guest lecture Tuesday/Wednesday: visit and participation Pauw
Academy Friday: final tutorial – reflection journalism at work
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Opdrachtportfolio
Cijfer is 40% van je eindcijfer Opdracht 1: Verslag ‘de nieuw(e/s) consument: 20 % van cijfer opdrachtportfolio
Opdracht 2: Verslag analyse van nieuwsproducten 30 % van cijfer opdrachtportfolio
Opdracht 3: Verslag van Reflectie op jaournalistieke praktijk: 30 % van cijfer opdrachtportfolio
Opdracht 4: Toetsen tijdens kennisclipcolleges: 20 % van cijfer opdrachtportfolio
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Conclusion
Better understanding of what students find difficult Students are present at lectures, more engaged Better results, deeper learning Challenging A lot of work in the transition phase, but regular
work load once the design is good Finding the right form for the knowledge clip
lectures
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