Download to read offline
Uploaded byReynolds Center for Business Journalism
Using Multimedia in Business Journalism
Mark Tatge discusses the challenges and strategies for teaching business journalism, emphasizing the importance of understanding the audience and using multimedia to enhance learning outcomes. He highlights the demand for business reporters and the necessity to simplify complex topics through effective communication and diverse resources. The document outlines various teaching techniques, including the use of videos, discussions, and multimedia assignments, to engage students and improve their reporting skills.
More Related Content
Similar to Using Multimedia in Business Journalism
More from Reynolds Center for Business Journalism
Using Multimedia in Business Journalism
- 1. By Mark Tatge,Eugene S. Pulliam Distinguished Professor of Journalism, DePauw University, mark@tatge.net
- 2. Challenges ofteaching business. Understanding your audience. Knowing your audience. How multimedia advances learning. Using different multimedia channels. Multimedia resources. Conclusions.
- 4. Appeared on CNN, MSBNC, FOX,PBS, ABC network as guest commentator
- 5. “A gem ofa teaching text,” says Pacific Coast Business Times Publisher Henry Dubroff. “Mark Tatge has provided information hungry consumers, bloggers and working journalists with an inside look at the craft of economic reporting.”
- 6. Eugene S.Pulliam Distinguished Professor at DePauw University. Teach journalism, media studies and multimedia reporting. Created Ohio University’s business journalism program. Developed multimedia curriculum at OU.
- 7. Factors on yourside: Basic curiosity. Uncertain economic times. Business reporters in demand.
- 8. Business iscomplicated. Few students have a background. Liberal arts - Math phobia. Time – What do I focus on teaching?
- 9. Explain complextopics. Reinforce key points. Provide transitions. Spark debate. Improve learning outcomes.
- 11. Born after 1982: Optimists Team players Trusting, accepting of authority Rule followers Love structure Forward looking
- 12. 94% havecell phones. 56% generate own entertainment. 58% create personal content online. 75% use social networking sites. 64% text while driving a car. Sources: Pew Research Center, “Millennials Rising, The Next Generation,” Harrison Group survey (2007)
- 16. Perception Attention Selection Organization Integration Source: Sweller J. , Evolution of human cognitive architecture, “The Psychology of Learning and Motivation.,” 2003 Photo Courtesy of Wikipedia
- 17. Working memory– limited, can handle only small amounts of information before it has to be integrated into long term memory or lost. Long term memory – stores accumulated knowledge. This is where learned information is stored.
- 18. Using multiple channelscan increase the effectiveness of learning outcomes provided the brain can process the information.
- 19. Ohio University graduateJessica Beinecke uses multi-channel learning at Voice of America . http://youtube/QPAEPDzfL7g
- 20. Organization still key Ask: What message? Who is my audience? What desired outcome?
- 22. Cable news,WSj.com – discussion. Blogs / discussion boards. Blackboard / Moodle – resources. TV Clips, movies – reinforce concepts. Presentations - discussion
- 23. 20 minuteslecture 1-2 Video clips Summary Break Class discussion 10 minute lecture Recap Presentations / Group projects Walk off video
- 24.
- 25. Lecture for15-20 minutes. Follow up with a video. Videos change the pace. Offer new insights. Prompt discussion.
- 26. Never underestimatethe power of humor http://youtu.be/F1GUoQpkr0s
- 27. http://www.youtube.com/watch?v=wkygXc9IM5U
- 28. Video ReportingAssignments.
- 30. Assign homeworkon class blogs. Post “news” to Tumblr, Delicious or Twitter. Require students to follow one another. Assign topical blogs. Stocks, economic indicators, newsmakers. Assign beats. Have students post items to Twitter .
- 31.
- 33.
- 37.
- 38. Many different searchengines: www.youtube.com www.vodpod.com http://www.videosurf.com/ http://www.truveo.com/ http://www.bing.com/videos/browse http://www.metacafe.com/ http://video.filestube.com/ http://www.dogpile.com/ http://www.blinkx.com/ http://video.search.yahoo.com/
- 39. Have guestsvisit via Skype or FaceTime http://www.youtube.com/watch?v=Y4p9Afqh_8M
- 40. Store & OrganizeYour Class Videos
- 44. Seasonally Adjusted Unemployment rate Award prizes and points. Source: U.S. Department of Labor
- 50. Allows you to download and save videos from the Web. http://youtubedownload.altervista.org/
- 51. Upload, store,play videos
- 52.
- 53. Mergers/Smergers: http://www.youtube.com/watch?v=F1GUoQpkr0s&feature=player_embedded Kentucky Math: http://www.youtube.com/watch?v=ntJQCpDGslU The Corporation: http://www.youtube.com/watch?v=wkygXc9IM5U Credit Default Swaps: http://www.youtube.com/watch?v=jHVnEBw93EA Hudsucker Proxy: http://vodpod.com/search/browse?q=hudsucker+Proxy Economic Meltdown: http://www.youtube.com/watch?v=ieQrgX9bNtg&feature=player_embedded History of The Credit Card: http://vodpod.com/watch/2895982-frontline- secret-history-of-the-credit-card?u=mtatge&c=bizreporting For complete listing see: http://vodpod.com/mtatge/bizreporting
Editor's Notes
- #10 What are some of the reasons we use multimedia. But good teaching also requires something else – understanding your audience.
- #17 Worth looking at how the brain processes information. People smarter than I have studied this. Pictures and video help stimulate the brain, but it can only hold information in short-term or working memory for a very short period of time -20 seconds – before it has to start committing it to longer term memory. If it doesn’t commit to storage memory – the information is lost.
- #18 Brain operates not unlike a computer – with short and long-term memory. The key is to get students to retain or store the information presented. By offering more channels or ways to attract attention, we raise the likelihood that students will retain the information.
- #19 Well established that – offering different channels – increases the opportunity for absorption and recall.By adding new and different channels of information – we increase the opportunities for improving how students learn.
- #25 Video Time: 8 minutes: This movie contains lessons in manufacturing, marketing, product development and finance. The Hudsucker Proxy (1994) -When Waring Hudsucker, head of hugely successful Hudsucker Industries, commits suicide, his board of directors, led by Sidney Mussberger (Paul Newman), comes up with a brilliant plan to make a lot of money: appoint a moron to run the company. When the stock falls low enough, Sidney and friends can buy it up for pennies on the dollar, take over the company, and restore its fortunes. They choose idealistic Norville Barnes (Tim Robbins), who just started in the mail room..
- #26 Videos can increase or slowdown the pace of the lecture by
- #28 Video Length: 5.5 minutes / Clips from full length movies can be used to help explain technical issues such as corporate structure
- #32 Every student subscribes and is required to discuss stories they find interesting. Project WSJ.com on a screen so they can see the stories.
- #33 Classrooms are wired for Direct TV – open with market news playing. Keep discussions topic and focused on the news
- #36 Files, syllabus, schedule, exercises and quizzes are all offered on Blackboard – offers easy access and reference.
- #37 Aplia continues to put more business related tools online – particularly in the areas of finance and economics.
- #39 Some sites – like You Tube – allow you to save your videos to play later.
- #40 http://www.youtube.com/watch?v=Y4p9Afqh_8M
- #41 Many of the video sites that allow to search for content also allow you to save videos.
- #44 Chart stocks on a daily basis / follow news
- #49 Best of the investment sites – free stock, financial information
- #53 Video Length 4 minutes. Teaching accounting while maintaining a sense of humor.