Values exchanged pres jea version nov 2010


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A brief overview of the AUT journalism Values Exchange. I recommend you also access the VX site as you check out the presentation

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Values exchanged pres jea version nov 2010

  1. 1. + Values Exchanged Learning journalism ethics online
  2. 2. + Values Exchanged Presentation  Follow these guidelines:  Go to Values Exchange – AUT Uni site  Or to the VX main homepage  Watch the introductory videos  Complete a case study  View your reports Hi, this presentation will be more meaningful if you also look at the Values Exchange online and explore what it can do. When I give this presentation at conferences, I usually talk through a ‘live’ case and a ‘closed’ case to show what it can do. I am doing more work on the evaluation too Martin
  3. 3. The Mission Our mission is to promote real democracy, based on the informed, collective wisdom of whole populations. We believe everyone has the right to be part of serious debate about the issues that matter most to us. Thousands of people already use our Values Exchanges – there is no technical reason why democracy cannot be real right now.
  4. 4. + Values Exchanged  Ethical behaviour is tied to several elements  Personal value systems (world view)  Normative social values (audience)  Social control in the newsroom (culture)  Production pressures  learning of ethical behavior is a core element of the journalism curriculum  there is no prescriptive method for learning ethics in a journalistic context
  5. 5. + The issues  what students learn in the classroom—by way of principles—is soon forgotten when they enter the workforce  teaching ‘philosophies’ of ethics on its own doesn’t work  it is difficult for a young reporter, or intern, to challenge the general culture that has entrenched itself in a particular newsroom  beyond getting students to memorize particular clauses, what is its real value of ‘learning’ the code of ethics?  WHAT COULD WE DO DIFFERENTLY TO ENSURE DEEPER LEARNING OUTCOMES FOR STUDENTS?
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  7. 7. + Instant feedback for students
  8. 8. + Modifications to VX  original case studies based on real events and situations that have occurred recently  Ring analysis and Grid adjusted to suit particular needs of journalism curriculum  more relevant to journalism values and also more relevant to the case studies and the students  assignment designed to assess students against “change” criteria and their successes and difficulties We made some small adjustments to VX tools to make it journalism- friendly
  9. 9. + Student responses  All students found VX useful and valuable as a learning tool  All students found VX challenged them  Long-held values and world views  To consider more aspects of journalism ethics  Some found it difficult to make decisions in Ring and Grid analysis  More discussion in class around each case study
  10. 10. Over the course of completing all four cases I found that my thought patterns did change in regards to how I looked at certain aspects of ‘what is ethical’. I think this was because I was forcing myself to look at the cases less subjectively and learning to look at the cases as a whole - taking in all the possible angles, outcomes and consequences, rather than making a decision based solely on initial gut instinct.
  11. 11. + Our response  Better instructions in use of Ring and Grid analysis  Plan time in seminars for discussion of cases  Consider some slight modification of Wedges and Segments in Ring and Grid analysis  Better reporting capability for students to generate their own comparative analysis