Heather Ward, pICT Faculty Fellow 2006


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Heather Ward, Journalism
Principle Practice Exposed

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Heather Ward, pICT Faculty Fellow 2006

  1. 1. Project’s Place in Class Class has 4 distinct phases. First phase Context in which journalism is practiced. History of journalism, journalism in a democratic society, present day view of journalism among the public, effects of media conglomeration, and effects of journalistic decision-making on society. Second phase Principle definition phase. Premise, logic, and necessity of 9 principles; how principles are affected by context. *PRINCIPLE PRACTICE PROJECT*
  2. 2. Project’s Place in Class (continued) Third phase Case studies of journalism principles in a practice context. Fourth phase Principles practically applied in new contexts.
  3. 3. History of Principle Practice Project Goals addressed Develop analytic skills; learn the perspectives and values of this subject. By writing an analytical essay that connects a principle to a context issue, students develop analytic skills. By sharing these essays with others (in the same principle group and the rest of the class), student learn perspectives and values of this subject. Implementation Wasted class time, Did not meet sharing goal.
  4. 4. Past Problems with Principle Practice Project Class goals and project goals of: Develop analytic skills Learn the perspectives and values of this subject were neither fully addressed nor assessed by the original principle practice project. The essays written were fascinating and relevant; students clearly made the connections and took a strong position. The group presentations (in-class presentation created by small principle-specific groups) were catastrophes and did not help the class learn other perspectives.
  5. 5. Possible Solutions Explored Extra time and energy Meet with small groups to help create presentation. No, this does not directly help meet class or project goals. Change grading emphasis Amping up my grading criteria on the project and asking the class to participate in grading the group presentations only hurt student grades. No, this was not helping meet class or project goals. Implement technology Use technology to bring the focus of the project back to meeting the class and project goals.
  6. 6. Perks of Technology Solution to Project Problems Goal focus is stronger Removing small group skills from the forefront of this project allows analytic skills and learning diverse perspectives on the subject to be the main focus of the project. Distribution of presentation is more efficient and practically guaranteed. Improved focus makes assessment of progress toward class and project goals more meaningful and more predictable for students.
  7. 7. Stepwise Scenario of Project Implementation <ul><li>Student Learning Outcomes: </li></ul><ul><li>Develop analytic skills by connecting principle knowledge to practice context issues. </li></ul><ul><li>Learn the perspectives and values of this subject by being exposed to 5 in-depth essays which connect each principle to one of 5 key practice context issues. </li></ul><ul><li>Students are assigned to principle project groups. </li></ul><ul><li>Practice-delineated portions of the essay are chosen among group members. </li></ul>
  8. 8. Scenario of Project Implementation (continued) <ul><li>Principle practice group member writes his/her portion of the principle practice essay and turns it in to me (electronic and hard copy). </li></ul><ul><li>I create one document from the group’s five essays and post it on Blackboard. </li></ul><ul><li>I create a 10-15 question quiz about the content of the essay and post it on Blackboard. </li></ul><ul><li>Students log onto Blackboard and are exposed to the essay and take the 10-15 question quiz. </li></ul><ul><li>Student progress toward goals is assessed. </li></ul>
  9. 9. Assessment Strategy Each student’s development of analytic skills will be reflected in his/her essay. The essay will be graded according to the content and style rubric already in place for this project; essentially: The essay demonstrates student’s thorough understanding of the principle. The essay demonstrates student’s thorough understanding of the practice context issue. The essay clearly explained the link between the principle and the practice issue. The essay relies on logic and evidence clearly and appropriately. The essay’s tone and style are appropriate. Each student’s learning of diverse perspectives and values of this subject will be reflected in his/her scores on the content quizzes of the principle practice essay to which everyone is exposed via Blackboard.