Chad Harris 1st Iteration

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Chad's students contributed to a Wiki.

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  • I want to talk mainly about how the blended course design is uniquely suitable for media studies courses, especially at the beginner level, or for upper-division required survey courses like this one. But first, let me talk about the course, and why we engaged in blended learning
  • Chad Harris 1st Iteration

    1. 1. IT and Collaborative Learning in Media Studies Chad Harris Journalism and Media Studies JMS 408 Media and Society
    2. 2. Practical Reason for Blended Learning: Space Limitations <ul><li>200+ students </li></ul><ul><li>Course structure </li></ul><ul><ul><li>Lecture (Mon/Wed) </li></ul></ul><ul><ul><li>Discussion Section (F2F) - based on topical issues </li></ul></ul><ul><ul><li>On-line Modules - collaborative work </li></ul></ul><ul><li>Space Limitations </li></ul><ul><ul><li>10 Sections, 5 classrooms </li></ul></ul><ul><ul><li>Alternate week design </li></ul></ul>
    3. 3. The Pedagogy of IT in Media Studies <ul><li>ICT’s are Media Studies </li></ul><ul><ul><li>Crucial content for the course </li></ul></ul><ul><ul><li>Students explore issues of: </li></ul></ul><ul><ul><ul><li>On-line communities </li></ul></ul></ul><ul><ul><ul><li>On-line scholarship </li></ul></ul></ul><ul><ul><ul><li>De-massified communication technologies </li></ul></ul></ul><ul><ul><ul><li>Authorship and collaborative inquiry </li></ul></ul></ul>
    4. 4. The Pedagogy of IT in Media Studies <ul><li>Blended concept fits the Content of Media Studies </li></ul><ul><ul><li>Ex. Images of Race and Gender </li></ul></ul><ul><ul><li>Wiki space allowed for richer engagement with imagery </li></ul></ul>
    5. 5. 3-Part Course Structure <ul><li>Lectures </li></ul><ul><ul><li>Presentation of Theories </li></ul></ul><ul><ul><li>Images and videos </li></ul></ul><ul><ul><li>“ An act of Communion” </li></ul></ul>
    6. 6. 3-Part Course Structure <ul><li>Discussion Sections </li></ul><ul><ul><li>Topical Issues </li></ul></ul><ul><ul><li>Face-to-Face discussions </li></ul></ul><ul><ul><li>Smaller class sizes </li></ul></ul>
    7. 7. 3-Part Course Structure <ul><li>On-Line Modules </li></ul><ul><ul><li>Discussion boards </li></ul></ul><ul><ul><li>Wikispaces </li></ul></ul><ul><ul><li>Collaborative Documents </li></ul></ul><ul><ul><li>On-line research </li></ul></ul><ul><ul><li>Allowed for rich collaborative inquiry on course topics </li></ul></ul><ul><ul><ul><li>Student-directed work </li></ul></ul></ul><ul><ul><ul><li>Real-world topical issues </li></ul></ul></ul><ul><ul><ul><li>A resource for students to use </li></ul></ul></ul>
    8. 8. What Students Liked <ul><ul><li>Breakout sections </li></ul></ul><ul><ul><ul><li>“ Interesting” </li></ul></ul></ul><ul><ul><ul><li>“ allowed us to share opinion” </li></ul></ul></ul><ul><ul><ul><li>“ got to know others” </li></ul></ul></ul><ul><ul><li>“ relevant to my life” </li></ul></ul><ul><ul><li>“ interactive” </li></ul></ul><ul><ul><li>Lectures </li></ul></ul><ul><ul><ul><li>Videos, images </li></ul></ul></ul>
    9. 9. What would they like to change? <ul><li>On-line modules </li></ul><ul><ul><ul><li>“ extensive” “time-consuming” “could be worth more points” </li></ul></ul></ul><ul><ul><ul><li>Not as collaborative first semester </li></ul></ul></ul><ul><li>Course schedule “confusing” </li></ul><ul><li>Trouble with Wiki space </li></ul>
    10. 10. Next Semester and Beyond <ul><li>Further integration of 3-part structure </li></ul><ul><li>Lectures </li></ul><ul><ul><li>Include more input from student on-line projects </li></ul></ul><ul><ul><li>More visual material </li></ul></ul><ul><ul><li>Clickers as an integration tool </li></ul></ul>
    11. 11. Next Semester and Beyond <ul><li>Breakout Sections </li></ul><ul><ul><li>Discussion topics generated by students? </li></ul></ul><ul><ul><li>On-line work can inform discussions </li></ul></ul>
    12. 12. Next Semester and Beyond <ul><li>On-line Modules </li></ul><ul><ul><li>Student/section blogs? </li></ul></ul><ul><ul><li>Further use of collaborative software (wikis, blogs, rss) </li></ul></ul><ul><ul><ul><li>To generate discussion topics </li></ul></ul></ul><ul><ul><ul><li>Share work </li></ul></ul></ul><ul><ul><ul><li>Generate resources on topics </li></ul></ul></ul><ul><ul><ul><li>Group documents </li></ul></ul></ul><ul><ul><ul><ul><li>Course syllabus </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Department curriculum </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Surveys </li></ul></ul></ul></ul>
    13. 13. Wiki Spaces <ul><li>Wikispaces .com </li></ul>
    14. 14. Rewards <ul><li>Collaborative work </li></ul><ul><ul><li>Rich results </li></ul></ul><ul><ul><ul><li>Student generated material surpassed lecture </li></ul></ul></ul><ul><ul><ul><li>More variety of viewpoints </li></ul></ul></ul><ul><ul><li>Tangible - open to outside world </li></ul></ul><ul><ul><li>Pedagogy - hands-on experience with: </li></ul></ul><ul><ul><ul><li>Web interactivity and collaboration </li></ul></ul></ul><ul><ul><ul><li>On-line community </li></ul></ul></ul><ul><ul><ul><li>Authorship and Copyright </li></ul></ul></ul><ul><ul><ul><li>Getting stuff working </li></ul></ul></ul>
    15. 15. Risks <ul><li>Real world is messy </li></ul><ul><ul><li>Media Studies involves topical issues </li></ul></ul><ul><ul><li>Collaborative work on topical issues can be dangerous </li></ul></ul><ul><ul><ul><li>Instruction on on-line etiquette </li></ul></ul></ul><ul><ul><ul><li>Be aware of harassment issues </li></ul></ul></ul><ul><li>Professor loses control </li></ul>

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