Course Nieuws en Journalistiek 1e year Bachelor Communication Science

TBL BLENDED?

Dr. Anita van Hoof, Drs. Esther Schagen

Bachelor Communication Science

Dutch program First year students in 2018: 67 About half of the first year students directly come

from VWO

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Nieuws en Journalistiek in ‘t jaar 3

JAAR

diversity, of globalization diversity, of globalization

Communicatiewetenschap

Methode en technieken van sociaalwetenschappelijk onderzoek

Sociale wetenschappen

Social media analytics (200)Kwantitatieve

onderzoeksmethoden (200)Public relations and

reputation management (300)

Social science for society 1 (200). Keuze uit: networks,

Social science for society 2 (200). Keuze uit: networks,

Risico- en gezondheidscommunicatie

(300)

3Keuzeruimte

Keuze uit: stage, minor, keuzevakken (in binnen- of buitenland)

New media challenges (300)

Bachelorthesis communicatiewetenschap (300)Multivariate analyse CW BSc

(300)

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Marketing- en persuasieve communicatie (300)

Media entertainment (300) Media, maatschappij

en politiek (300)

Wetenschapsfilosofie (200)

Bachelorwerk-groep

communicatie-wetenschap 2

(200)

Bachelorwerkgroep communicatiewetenschap 1

(100)

Methodologie van sociaal-wetenschappelijk onderzoek

(100)

Beschrijvende en inferentiële statistiek (100)

Sociologie van de sociale wetenschappen (200)

Mentoraat Bachelorwerkgroep communicatiewetenschap 2 (200)

Nieuws en journalistiek (200)

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Communicatiewetenschap (100)

Interpersoonlijke communicatie (200) Communicatie

klassiekers (200)

Gedrag en communicatie in organisaties (200)

PERIODE 6PERIODE 1 PERIODE 2 PERIODE 3 PERIODE 4 PERIODE 5

Werkvormen in bachelor 4

Case: Nieuws en journalistiek

Started as ‘standard’ course 2-3 hall lectures a week 1 tutorial in week 2, 3, 5, 6 Testing: group assignment and individual written exam

Need for more activating teaching methods First years students need more guidance and

stimulation to get really engaged and come to a deeper understanding of the material. Flipped the classroom Team based learning

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Phase 1 The flipped classroom

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How does it work?

Basic idea: you can study the matter at home, but in the lectures it’s more useful to process and apply.

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Why does it work?

Advantages: Study Information when it suits the student Use class time for learning activities that are active and social During the class time more opportunity for questions and discussion

Ultimate goal: Better understanding of the course matter (also long term) Better study results

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Flipped classroom researched

More and more research A lot of positive results

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Flipping Nieuws en Journalistiek

Knowledge clips! Video’s 7-15 minutes

In which we explain difficult / factual topics or concepts So we can apply it in the knowledge clip lectures

For example News as 'public sphere' or 'imagined communities' Typology of news sources News values Definitions of framing

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New course design: Flipping Nieuws en Journalistiek

1. Monday: classic hall lecture For more ‘narrative’ topics

2. Tuesday: watch knowledge clips, make assignment 1 or 2 short clips + short assignment Deadline every Tuesday 18:00

3. Wednesday: knowledge clip lecture Feedback on the knowledge clip assignments Apply concepts on news products Clarify the difficult matters, answer and ask questions

4. Friday: workgroup Applying knowledge in group assignment

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Flipping Nieuws en Journalistiek

What are the requirements? 1. Attendance knowledge clip lectures 2. Watching the knowledge clips 3. Making the knowledge clip assignments

Only then we can see if flipping the classroom works!

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¹

² ²

¹ miss max 1 ² miss max 2 deadlines

Knowledge clip lectures

Practice with matter in hall lecture setting Based on the information discussed in knowledge

clip Small assignments, questions, quizzes 2 teachers present Use of socrative.com (also to check attendance)

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What do students tell us?

Start working with the material sooner They appreciate the knowledge clips Are forced to work on the course 4 times a week (“vet

irritant”) At the start they thought the knowledge clip lectures

were dull and unnecessary They don’t want mandatory lectures (nor knowledge

clip lectures or workgroups) They try to avoid reading the course materials

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What do course evaluations tell us?

Same level of enthusiasm for subject matter Spend more time on course Learned more Feld better prepared for exam Performed better in exam

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Phase 2 Team Based Learning

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Every week has a central theme Three meetings: hall lecture, knowledge-clip lecture,

tutorial

Layout course thema’s per week

week 1 (kalenderweek 14) het nieuws en de nieuw(e/s) consument

week 2 (kalenderweek 15) kernbegrippen en idealen

week 3 (kalenderweek 16) nieuwseffecten en framing

week 4 (kalenderweek 17) journalistiek in productie

week 5 (kalenderweek 18) nieuwseffecten van politiek nieuws

week 6 (kalenderweek 19) nieuws in de 21e eeuw

week 7 (kalenderweek 20) journalistiek in de praktijk

Week 8 (kalenderweek 21) responsie

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Applying knowledge

Work in divers teams of five students Idea: a divers team possesses more knowledge! Teamwork in knowledge-clip lectures and tutorials

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Flipping Nieuws en Journalistiek

1. Monday: Classic hall lecture – all students The more ‘narrative’ subjects

2. Wednesday: knowledge-clip lecture – two groups First hour: test Second hour: assignments, processing the subject matters Room for questions / additional explanation

3. Friday: tutorial – groups of 25 students Applying knowledge

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Teamwork

Students work throughout the course on a portfolio of assignments with their team

In Knowledge-clip lecture: 1st hour Test: first individual, than with team 5 questions per test In Canvas. Use Lockdown browser

In Knowledge-clip lecture: 2nd hour Team assignment

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Team assignment knowledge-clip lecture

Je krijgt 4 artikelen van deze week. Welk bericht is het meest objectief en Waarom?

Op welke criteria baseer je dat?

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Tutorials: 3 assignments

Week 1: Nieuw(e/s) consument Write essay on news consumption: first individual (in class)

than team essay

Week 2-5: Analysis of news News values and objectivity News frames and use of news sources

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Tutorials: 3th assignment

Week 5-7: Journalism at work Week 5: start preparation journalism at work Monday: guest lecture Tuesday/Wednesday: visit and participation Pauw

Academy Friday: final tutorial – reflection journalism at work

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Opdrachtportfolio

Cijfer is 40% van je eindcijfer Opdracht 1: Verslag ‘de nieuw(e/s) consument: 20 % van cijfer opdrachtportfolio

Opdracht 2: Verslag analyse van nieuwsproducten 30 % van cijfer opdrachtportfolio

Opdracht 3: Verslag van Reflectie op jaournalistieke praktijk: 30 % van cijfer opdrachtportfolio

Opdracht 4: Toetsen tijdens kennisclipcolleges: 20 % van cijfer opdrachtportfolio

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Conclusion

Better understanding of what students find difficult Students are present at lectures, more engaged Better results, deeper learning Challenging A lot of work in the transition phase, but regular

work load once the design is good Finding the right form for the knowledge clip

lectures

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