The first, of two courses, I would redesign is COMM 1373 Media Writing. This is the introductory writing and reporting course for all communication majors and includes the instruction of the variety of writing styles used in journalism, RTF (radio, television, film), advertising and public relations.
This course is ideal for redesign to an online setting because of very nature of its content – it’s authentic, ever-changing and adaptable to media platform.
Course material can be kept constantly up-to-date, content can be delivered to learners in a variety of convenient mediums, and learner assignments and/or content can be returned and/or delivered to the instructor in another set of convenient platforms.
The second course I would redesign is COMM 3381 Photojournalism. This course is essentially a visual storytelling class that is emphasizes journalism, but does touch on advertising imagery and public relations. I would redesign this course for the same concepts mentioned previously – the nature of the course content and the mediums by which to exchange feedback, reflection and assignments.
The greatest caveat for these courses is the development of e-portfolios as Bates refers to in chapters three, four, six, seven, eight, ten and eleven. He and others refer to e-portfolios because they can provide many dimensions to a given course. E-Portfolios should not be a junior or senior item, they need to be developed from the beginning of a learner’s academic career. Bates also refers to Wenger’s “community of practice” and e-portfolios represent a structural framework that can be used by both the learner and instructor.
One of the strongest components of an e-portfolio is it’s use as a reflective tool to present progress of achievement for over a period time. The artifacts that make up the e-portfolio are representative not only of a body of work, but of evidence of learning.
My teaching style is very experiential and constructivist in nature and the development of e-portfolios allow me to better coach my students to reach their learning goals.
References
Bates, A.W. (2016). Teaching in a digital age. Creative Commons CC BY license. Retrieved http://opentextbc.ca/teachinginadigitalage/
Wenger, E., Trayner, B. and de Laat, M. (2011) Promoting and assessing value creation in communities and networks: a conceptual framework Heerlen NL: The Open University of the Netherlands
Planning Questions
| 17. What LMS or course building tool will you use to house your course? |
Course Sites, a Blackboard free product |
| 18. Will learners need training on how to use the course management tool? |
Yes, learners will need minimal training for the course management tool. |
| 19. How will you provide that? |
In a blended environment of live online conference with Q&A and discussion, select reading material of web links and videos and custom video made by me. In addition, I will offer email response and one-on-one in-person or online tutoring. |
| 20. How is your system managed/filtered for learners? |
It will be managed for student currently enrolled in the course only. |
| 21. Will learners be involved in individual or collaborative projects? |
Primarily individual projects, but there may be occasion to team up on story projects. |
