New Media Technologies For Teaching And Learning Digital Journalism

NMTs for teachin and NMT f t hing d learning digital j journalism Jude Mathurine Coordinator New Media Lab Rhodes University j.mathurine@ru.ac.za

What are your challeng to teaching ‘ ges ‘online journalism’ and mainsstreaming new media? • Low bandwidth/No ba andwidth • Electricity • Too few computers • Expensive software • Trainers/educators ne d t i i T i / d t eed training • Digital evangelists vs luddites and obstructionists in your department r • Generational, ideologi , gical differences

What are your challeng to teaching ‘ ges ‘online journalism’ and mainsstreaming new media? • Carry capacity (class size) • Gender in class vs gla ceiling ass • Attention economy

Hardware solutions? • Students purchase netbo computers (Linux or ook Windows OS) as a prerequisite for enrolment (most books, documents and te eaching materials could be provided electronically an cut down on printing nd costs [although copyright remains an issue]) t • Get Microsoft , Nokia Ap Nokia, pple to subsidise costs based on bulk sales • Keep a lab of high end computers for more advanced prod p duction

Hardware solutions? • Refurbished computers from international NGOs, s e.g. e g Computer Aid; also bbusiness, business state agencies • Find out what mobiles yo students use our • S t up your labs t allow student mobile phones t Set l b to ll t d t bil h to connect to computers (uppload and share podcasts, video, video documents via bluuetooth, uetooth cable)

Hardware solutions? • Virtualisation • S t up dumb t Set d b terminals net i l etworked to a server which k dt hi h sees each keyboard, mouse and screen as a separate user • Fewer actual computers needed

Hardware solutions? • Students use cyber cafe to complete es assignments • Assignments are emailed in or submitted on other d platforms like Google Do ocs • OLPC (one laptop per chhild)

What can you do y • Get students to set up Google Account e Account. • Gmail username and passwor offers doorway to: rd • Blogger (bl Bl (blogging) i ) • Google Docs (Editing/Proofingg) • Google Spreadsheets (data an y ) g p ( nalysis) • Google Calendar (Timetable/SSMS reminder) • Google Reader (RSS feeds) • Google Alerts (filters) • Google Groups (listserv/discus ssion groups) • Google Analytics (Analysing your website performance) • Google Maps (Geography and geo spatial distribution of d information) • Youtube (online video bookma arks)

What can you do y • Share subject related website links with your colleagues and students through delicious s; • To d T do with students: ith t d t • Set up new media account for your class r • Get students to bookmark, summmarise and tag web g pages that they stumble acros in particular categories ss relevant to your teaching • Get students to review pages and services and tag content to optimise for search (SEO) h

What can you do y • Produce research assignment documents and ts, ts documents, reports on Wikis • Use Wikis like WetPaint, Wikip pedia etc. for collaborative research projects and essays f generation of h j t d for ti f indigenous knowledge and da ata • Use for participatory p p y research (crowdsourcing) and storytelling

• Use blogs for teac g & g ching learning • Comment writing • Expert blogging (in depth reseearch in field) • Online writing and editing skills • How to use a Content Manage ement System • Use as an online newspaper • Rudimentary HTML, CSS (Blo ogger) • Search engine optimisation (categories, tagging) • Social S i l media optimisation (li k di ti i ti (link klove, seeding, kl di shepherding) • Discuss citizen media and ope journalisms, p pen j premises of blogging • Follow bloggers to keep up to date on your field. Use an RSS reader Blog rea reader. ading becomes habit. habit

What can you do y • Wordpress • LiveJournal • Blogger • Ning (keep your student/staff b Ni (k t d t/ t ff bl blogs t together b th by • creating a blog social network) • Build a website? • Yola • All these sites allow the user to export their work onto a hosted solution. Start with blog and migrate later g • Teach coding by getting students to alter blog and website templates

Mobile website • Use your blog RSS feeds to crreate a mobile website (without programming) • Introduce students to the mobile web and writing and editing f th ‘ all screen’ iti d diti for the ‘small ’ • Put African content onto the m mobile web • Graduate to own mobile platfo p orms when you have the time, money, cappacity • Use Mofuse (allows some cus stomisation of your pages. Limited free versio and paid on for version) • Use Wapple

Video • Youtube • Capture and share video mate erial that can be used for training, illustration • Capture Y t b video on you h d d i using C t Youtube id ur hard drive i Vixy.net or Zamzar etc. • Convert video to 3GP or MP4 (can be played on your student cellphones

Online economics s • Create an Adwords account – enter your students on the Google Online Marketing C Competition 2010 • Distinguish between traditiona and emerging online al advertising models d ti i d l • Get students to understand ho to build better web ow p g pages to maximise revenue generation ge • Gets students to consider techhnical and cultural factors affecting the success of online advertising e • Discuss online marketing and media planning • Explain concepts used in onlin marketing and ne advertising

Data security • Teach students to take an inteerest in managing data (creating systems for organisin and storing data) and ng data security (virus guards, protecting your identity online) li ) • Download and distribute free v virusguards like: g • Clamwin • Or AVG

Photo-editing Educators complain about high pr rice of software Photo-editing software is available for free e Photoshop is now online Upload i t U l d picture and retouch th d t h them at Ph t h t Photoshop.com Or install the GIMP Open Source programme p p g Once again – no need for expens sive photo editing tools photo-editing

Classes • Subscribe to educational new media/journalism podcasts, videos • Share podcasts on university s server or through free file sharing services lik B h i i like Box.net t conserve bandwidth t to b d idth • Show students how to upload podcasts cellphones (via Bluetooth or cable)) • Make own podcasts of classes for your students to s download • Share your Powerpoints through Slideshare; • Learn, read, rate, rank • Control access (share only wit your students) th • Use other users slideshows BUT ALWAYS ATTRIBUTE • SHARE contents with colleagu using file sharing ues space

Research • Create basic research instrumment using Surveymonkey • Collect, collate and analyse da (though limited to ten ata questions in free version)

What can you do y • Use Free Open Source Softw ware as replacements for expensive proprietary tools • The PRINCIPLES of productio and editing within a on particular communications di cipline (f example, ti l i ti dis i li (for l journalism, advertising) are MOORE important than what software is used

What can you do y • MS Moviemaker – video-editin video editin ng • Audacity – audio editor • Gimp – photo editing • Inkscape – vector creation I k t ti • Scribus – Desk top publishing • Notepad2 – HTML editing, p g • Soundslides Pro • Nouveau – WYSWIG web edit (Dreamweaver tor Knockoff) • Ardour – audio editor • Open Movie editor – duh? • Kino – digital video editor

Open Office p

Flash animation o widgets or • Teach and learn Flash animat tion or get students to use •Dipity (animated timelines) •Mindmeister (mindmapping for web development, story development planning) •Google Maps – (geo spatial di istribution of media and information) f ) •Polls – (students learn to prod duce microform for online interaction))

The Commons •Contribute and use Creative C Contribute Commons Material •Always attribute •Teach students to contribute a respect the commons and •Build an African Digital Commons •Students must understand inteellectual property rights •Use Flickr/Compfight to get Creative C /C f Cr Commons Images for slideshows •Use CCMixter to get Creative Commons sound g

Communications •Use Twitter to publicise JIT inf Use formation on the course, share links to new documents, video etc. •Engage in dialog with your stu udents •Encourage students to microb blog •Assess microblogs – Alerts (si imilar to headline and blurb writing) will be the first draft of history g) y

Web Pub blishing • XHTML and CSS • U Bl Use Blogger • Blogger allows users to s up own blog and set manipulate th bl t plate and stylesheets t i l t the blog templ t d t l h t to change the layout, look a feel of the blog and • S Same code and skills need d t d d d kill eded to develop and l d redesign of templates on database websites run on Wordpress, Joomla, Wordpress Joomla Drup pal, pal

Production softw ware • You don't need expensive e don t equipment • Many students have cell ph hones that can shoot low end photos (2MP) • And output video (3GP or M MP4) • The school just needs the ccables, software (generally free) f ) and card readers that will enable students to output their mobile material (sound, pictures, video) onto a laptop or desktop be p p p efore editingg • Low-end cameras or mobile phones for video e

Does this mean w don’t we need high end eq quipment? • NO • Industry will probably insist o having some high end on equipment and you will need to produce some high d quality work • It just means you probably n need fewer high end units than you think if you think s smart • Find out what equipment your students have in their pockets, what laptops they h k t h tl t th have, what software they h t ft th run • Build your course around that y • Teach the principles not the technology • The technology will change; The principles remain the same

Free Books t download to Examples We The Media by Dan Gillmor Convergence Culture by Henry Je enkins The Long Tail by Chris Anderson Journalism 2.0 b M k B i J li 2 0 by Mark Briggs Free Culture by Lawrence Lessig Get your class to read chapters fro books for free from om http://books.google.co.za

“This is a time …for new ped This for dagogical experiments to see what works and wha doesn’t in the new at millennium…But millennium But we should also resist the hype, d hype maintain a critical attitude and pedagogy and e continue to combine print l literacy and classical materials with new literac and materials.” cies (Douglas Kellne 2002) er

Database of Af frica J-Schools http://journalismsch hools.unesco-ci.org

New Media Technologies For Teaching And Learning Digital Journalism

by Jude Mathurine on Oct 11, 2009

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New Media Technologies For Teaching And Learning Digital Journalism — Presentation Transcript