1. JOURNALIST, CITIZEN AND LEARNER?
A CONSIDERATION OF CONTEXT IN
LEARNING MOBILE JOURNALISM THROUGH
MOBILE LEARNING
Dr Bernhard Gross
University of the West of England
3. Mobile Learning and context
“ In musical forms like the blues, swing, bebop and rock, structure and space
are provided for improvisation or jamming or ‘riffing’when the musical
piece is performed; in these cases we get a musical User Generated Context.
An educational plan can be regarded as a musical composition. We lay out a
lesson plan or learning design in the form of resources and tutorial support in
our learning environment. We often define the envisaged temporal
sequencing of learning. Some of these plans may be based on educational
theories. However, it is only when we run the educational plan that questions
may arise as learners interact with resources and other people.”
(Cook, 2013, p.2)
“ With regard to students as native experts, we identify the need to support
them in using their naïve status of native experts and reach a higher level of
reflexivity. To achieve this we propose ‘reflexive context awareness’as an
urgent educational task.”
(Pachler, Bachmair, Cook, 2010, abstract)
5. Mobile Journalism
Cit e
iz nJo na ism
ur l
Photo by Petteri Sulonen, Flickr
Pr f ssio lJo na ism
o e na ur l
6. Mobile Journalism
Use
rGe r t dCo e
ne a e
nt nt(UGC)
Cit e
iz nJo na ism
ur l
Photo by Petteri Sulonen, Flickr
Pr f ssio lJo na ism
o e na ur l
7. Mobile Journalism
Use
rGe r t dCo e
ne a e
nt nt(UGC)
Cit e
iz nJo na ism
ur l
Photo by Petteri Sulonen, Flickr
Pr f ssio lJo na ism
o e na ur l
http://tvvj.files.wordpress.com/2011/03/mobile-kit.png
8. Mobile Learning of MoJo
Visual Journalism
¤
¤
¤
¤
UG Level 2 30-credit module
Critical engagement with AND practice of journalism
Lectures and workshops
Journalistic fieldwork
Story ideas blog
¤
¤
¤
Develop story ideas
Develop MoJo skills
Increasingly complex series of tasks
Mobile learning is means to achieve a mobile end
9. Mobile Learning and context
“ In musical forms like the blues, swing, bebop and rock, structure and space
are provided for improvisation or jamming or ‘riffing’when the musical
piece is performed; in these cases we get a musical User Generated Context.
An educational plan can be regarded as a musical composition. We lay out a
lesson plan or learning design in the form of resources and tutorial support in
our learning environment. We often define the envisaged temporal
sequencing of learning. Some of these plans may be based on educational
theories. However, it is only when we run the educational plan that questions
may arise as learners interact with resources and other people.”
(Cook, 2013, p.2)
“ With regard to students as native experts, we identify the need to support
them in using their naïve status of native experts and reach a higher level of
reflexivity. To achieve this we propose ‘reflexive context awareness’as an
urgent educational task.”
(Pachler, Bachmair, Cook, 2010, abstract)
12. Citizen/Journalist
“ The free flow of information is fundamental to a functioning
democracy, and in a traditional media environment, the primary
concern of journalists has been to make information available. But
today, information— along with misinformation and disinformation—
is in overwhelmingly abundant supply.”
(Singer, 2006, p. 14)
“ As the nature of the media environment changes, the definition and
self-conceptualization of the journalist must shift from one rooted in
procedure— the professional process of making information
available— to one rooted in ethics— the professional norms guiding
determinations about which information has true societal value.”
(ibid, p. 15)
15. Student
“ The planning and delivery of learning and teaching is dependent on the
institutional systems that support it. Academic calendars and
assessments can sometimes work against flexible delivery. For
example, while technology offers potential flexibility for learners this
is restricted to timetable freedom;”
(Gordon, 2014, p. 20)
“ •Provide you with safe and appropriate space, suitably equipped for
teaching, learning and research activities;
•Provide you with information, as appropriate, related to the health and
safety of yourself and others;”
(UWE Charter, 2010, p. 8)
16. Students’attitudes and risk awareness
self-perception
A35 I enjoy taking pictures or recording videos and audio of my friends.
¤
Strongly Disagree=0; Disagree=1; Neither Agree nor Disagree= 1; Agree=9; Strongly Agree=13
A36 Outside my circle of friends, I enjoy taking pictures or recording videos and audio of objects, such as
buildings, graffiti or scenery.
¤
Strongly Disagree=1; Disagree=2; Neither Agree nor Disagree=3; Agree=9; Strongly Agree=9
A37 Outside my circle of friends, I enjoy taking pictures or recording videos and audio of stuff going on around
me.
¤
Strongly Disagree=1; Disagree=3; Neither Agree nor Disagree=5; Agree=7; Strongly Agree=8
A38 Outside my circle of friends, I enjoy taking pictures or recording videos and audio of people in public, going
about their own business.
¤
Strongly Disagree=2; Disagree=7; Neither Agree nor Disagree=10; Agree=2; Strongly Agree=3
A39 I feel confident, I know the legal implications of how I record and use media with my mobile device(s)
¤
Strongly Disagree=0; Disagree=2; Neither Agree nor Disagree=3; Agree=14; Strongly Agree=5
A40 I feel confident, I can judge the risk to my own health and safety when I record and use media with my
mobile device(s).
¤
Strongly Disagree=0; Disagree=1; Neither Agree nor Disagree=2; Agree=11; Strongly Agree=10
A 41 I feel confident, I can judge the risk to the health and safety of others when I record and use media with my
mobile device(s).
¤
Strongly Disagree=0; Disagree=2; Neither Agree nor Disagree=0; Agree=13; Strongly Agree=9
17. Students’attitudes and risk awareness
self-perception
A40 I feel confident, I can judge the risk to my own health and safety
when I record and use media with my mobile device(s).
¤ 0=Strongly Disagree
1=Disagree
2=Neither Agree nor Disagree
11=Agree
10=Strongly Agree
A 41 I feel confident, I can judge the risk to the health and safety of
others when I record and use media with my mobile device(s).
¤ 0=Strongly Disagree
2=Disagree
0=Neither Agree nor Disagree
13=Agree
9=Strongly Agree
19. Visual Journalism and Risk
Refer to the checklists below and identify any potential hazards that may be present and all persons who may be at risk by marking the appropriate box with a tick
HAZARD IDENTIFICATION CHECKLIST
PERSONS AT RISK OF INJURY OR HARM
1
Access & egress - obstructions to walkways,
doors, exit routes
17
Fire & flammable materials – also painting, spraying,
non fire retardant materials
33
2
Alcohol & drugs - people under the influence of
18
Fire prevention & fire evacuation procedures
34
3
Animals - including insects, reptiles, birds,
farm animals, horses, pets
19
First aid & medical requirements
35
Gas - including bottled gases, steam cryogenics,
systems under pressure,
Hazardous substances (COSHH), chemicals,
biohazards, contamination
4
Audiences and/or members of the public
20
5
Camera & grip operations and equipment –
track, dolly, jibs, car mounts
21
37
Slipping, tripping, falling
6
Catering – food & drink hygiene
22
Heat & cold - wind and other extreme weather
38
Smoking on set
23
Heights - ladders, scaffold; also mountains, cliff tops,
falling objects
39
Special effects, props, smoke machines
24
Lighting equipment, stands, cables, power supplies
40
25
Lone working – working by yourself and/or in isolated
locations
41
26
Make-up, costumes, unusual garments
42
Tools & machinery; mechanical plant
27
Manual handing, awkward lifting, heavy loads
43
Travel
28
Night working
44
Vehicles/speed – including cars, bikes, skateboards
29
Noise – exposure to loud music, PA systems,
headphones
45
Violence (real or simulated)
7
8
9
10
11
12
13
Confined spaces and/or badly lit spaces
Crowds, demonstrations, protests, police or
military presence
Dangerous substances (COSHH), chemicals
biohazards, contamination
Disused or derelict buildings, dangerous
structures, building sites, wasteland
Dust, sand, mud, airborne particles,
contagions, breathing restrictions
Electrical equipment - including portable
appliances, generators, cables
Equipment hire – non Media Centre supplied
equipment including personally owned kit
36
Scaffolds, towers, including hydraulic platforms and
cranes
Sets, special constructions (including danger of
falling objects)
Set & scenic materials – including glass and sharp
edges, splinters, sharp points etc
Sewerage, contamination, bacteria, virus, infectious
disease
Stunts & dangerous activities – including diving &
flying, mock fights etc
Sports activities - including skateboarding &
snowboarding
14
Explosives, pyrotechnics, fireworks
30
Overseas filming
46
Water & proximity to water – including sea, river,
docks, boats, underwater filming
15
Fatigue, long hours, physical exertion, stress
31
Radiation, radio activity, microwaves, lasers
47
Weapons – guns, knives etc (real or simulated)
16
Firearms, ammunition
32
Roads & traffic – working on or near public highways
48
OTHER – please give details below
Yourself, fellow students, university staff,
assistant crew, helpers,
Actors, performers, contributors, interviewees
Members of the public, bystanders, passers by,
spectators, audience
Residents of student houses, lodgings, hostels
etc.
Pregnant women, nursing mothers, babies
Children, infants, schoolchildren, young
persons or inexperienced crew or helpers
Persons with disabilities or special medical
needs; also non-English speakers
Emotionally vulnerable people or elderly or
physically frail people
People in the workplace
Instructors e.g. climbing, canoe, caving and guides
Emergency service personnel (involved as a result of
planned activity)
OTHER – please give details below
20. Students’attitudes and risk awareness
self-perception
A40 I feel confident, I can judge the risk to my own
health and safety when I record and use media with my
mobile device(s).
¤ Strongly Disagree=0; Disagree=1;
Neither Agree nor Disagree=2;
Agree=11; Strongly Agree=10
A 41 I feel confident, I can judge the risk to the health
and safety of others when I record and use media with my
mobile device(s).
¤ Strongly Disagree=0; Disagree=2;
Neither Agree nor Disagree=0;
Agree=13; Strongly Agree=9
21. VJ and continuous risk assessment
Location
In advance
On arrival
During filming
Adapted from Alpenverein guidance
Conditions
What should be?
Standard
What could be?
Scenarios
What is?
Actual conditions
Team
What do we want?
Motivation
What can we do?
Ability
What are we allowed to?
Behaviour
23. Conclusion:
The reflexive native in context
Learning
Mobile
Journalism
Mobile
Learning &
Context
Exploring
Context
Through
Identification and
Risk
24. Reference List
COOK, J. 2013. Discussion Paper: A brief history of the
concept of User Generated Context.
COOK, J., PACHLER, N. & BACHMAIR, B. 2011.
Ubiquitous mobility with mobile phones: A cultural ecology
for mobile learning. Ubiquitous mobility with mobile
phones: A cultural ecology for mobile learning, 8, 181-196.
GORDON, N. 2014. Flexible Pedagogies: technologyenhanced learning. The Higher Education Academy.
SINGER, J. B. 2006. THE SOCIALLY RESPONSIBLE
EXISTENTIALIST. Journalism Studies, 7, 2-18.
UWE 2010. UWE Charter 2010. Bristol: University of the
West of England.
