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Public Relations Education
Association for Education in Journalism and Mass Communication
Journal of
JPRE
Volume 4, Issue ...
Volume 4, Issue 2, Fall 2018
A publication of the Public Relations Division of AEJMC
ISSN 2573-1742
© Copyright 2018 AEJMC...
Table of Contents 
Research Articles
1-20				
		
21-50 What do Employers Want? What Should Faculty Teach? A
Content Analys...
Teaching Briefs (continued)
PRD GIFT Winners from AEJMC 2018									
107-114 Teaching Trolling: Management and Strategy
L...
PRD GIFT Winner AEJMC 2018
Sparking Creativity Through
Purpose-Driven Storytelling
Chris Cooney, Washington State Universi...
116		
personal narrative construction with Adobe Spark as a media creation
tool in an assignment that empowers students to...
Vol. 4(2), 2018	 Journal of Public Relations Education	 117
In the second part of the assignment, Personal Introduction Pr...
118		
Appendix
Assignment
These are the assignment instructions provided to students.
Assignment - Part 1: Personal Profes...
Vol. 4(2), 2018	 Journal of Public Relations Education	 119
•	 Your major, area of interest, minor, or other active academ...
120		
vision of yourself and the real possibilities that exist there today.
C. Situation Analysis - Do a strength, weaknes...
Vol. 4(2), 2018	 Journal of Public Relations Education	 121
Assignment - Part 2: Presentation 1 - Personal Introduction
Pr...
122		
your story must include all of the elements listed in the outline.
A. Introduction - Start with an overview of yours...
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Cooney (2018) Sparking Creativity Through Purpose-Driven Storytelling, Journal of Public Relations Education, Volume 4, Issue 2, 115-122

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Cooney (2018) Sparking Creativity Through Purpose-Driven Storytelling, Journal of Public Relations Education, Volume 4, Issue 2, 115-122

  1. 1. Public Relations Education Association for Education in Journalism and Mass Communication Journal of JPRE Volume 4, Issue 2, Fall 2018 A publication of the Public Relations Division of AEJMC ISSN 2573-1742
  2. 2. Volume 4, Issue 2, Fall 2018 A publication of the Public Relations Division of AEJMC ISSN 2573-1742 © Copyright 2018 AEJMC Public Relations Division   Journal of Public Relations Education Editorial Staff Emily S. Kinsky, West Texas A&M University, editor-in-chief Tiffany Gallicano, University of North Carolina at Charlotte, senior associate editor Lucinda Austin, University of North Carolina at Chapel Hill, associate editor Chuck Lubbers, University of South Dakota, associate editor of reviews Kathleen Stansberry, Elon University, web manager Note from the Editor-in-Chief: In this issue, you will find three research articles, all five of the top AEJMC PR Division’s Great Ideas For Teaching presented in Washington, D.C., and two reviews by Matt Kushin, which relate to one another on the topic of teaching social media. Volume 4, Issue 2 reflects an incredible amount of work done prior to my editorship. The previous editor-in-chief, Chuck Lubbers, handled the review assignments for each of the research articles for this issue prior to me moving into this role on Jan. 1, 2018, and two of them were accepted for publication under his tenure in 2017. The first acceptance letter I was honored to send as the editor went to Drs. Brunner, Zarkin and Yates. A special thanks to Chuck for his work with authors and reviewers to get us ready for Volume 4. Thank you to Tiffany, Lucinda, Chuck and Katie, who have invested countless unpaid hours proofreading, editing and formatting this issue. Without your service, this issue would not exist. Special thanks go to Rebekah Grome, who also came to our aid with proofreading.
  3. 3. Table of Contents  Research Articles 1-20 21-50 What do Employers Want? What Should Faculty Teach? A Content Analysis of Entry-Level Employment Ads in Public Relations Brigitta R. Brunner, Kim Zarkin, & Bradford L. Yates 51-86 Teaching Digital and Social Media Analytics: Exploring Best Teaching Briefs PRD GIFT Winners from AEJMC 2018 87-98 Building a Social Learning Flock: Using Twitter Chats to Enhance Experiential Learning Across Universities Amanda J. Weed, Karen Freberg, Emily S. Kinsky, & Amber L. Hutchins 99-106 Diagnosing Health Campaigns: A Campaign Evaluation Assignment Laura E. Willis
  4. 4. Teaching Briefs (continued) PRD GIFT Winners from AEJMC 2018 107-114 Teaching Trolling: Management and Strategy Leslie Rasmussen 115-122 Sparking Creativity Through Purpose-Driven Storytelling Chris Cooney 123-127 Looking in to see out: An Introspective Approach to Teaching Ethics in PR Regina Luttrell & Jamie Ward Reviews 128-133 Social Media Campaigns: Strategies for Public Relations and Marketing Matthew J. Kushin 134-145 Meltwater Media Intelligence Software Matthew J. Kushin
  5. 5. PRD GIFT Winner AEJMC 2018 Sparking Creativity Through Purpose-Driven Storytelling Chris Cooney, Washington State University Rationale The Digital Strategies and Techniques course begins with a two- part assignment in which students produce a multimedia story about their transformation from a college student to a communication professional. The assignment aligns with the Washington State University Foundational Competencies for Communication, which require students to “creatively adapt content and conventions to diverse contexts, audiences, and purposes,” including the use of digital communication technologies (UCORE, n.d., para. 7). Adobe Spark requires less than one hour of classroom instruction for students to gain the skills necessary to complete the assignment. Having a minimal need for technical instruction enables students to focus on the structure of their stories and the significance of the elements they contain. Student Learning Goals This assignment furthers the following WSU Communication learning goals: “Defining, analyzing, and solving problems;” “combining and synthesizing existing ideas, images, or expertise in original ways;” “thinking and working in imaginative ways characterized by innovation, divergent thinking, and risk-taking” (WSU, n.d., para. 3). Connection to Practice My Great Idea For Teaching (GIFT) combines the process of Journal of Public Relations Education 2018, Vol. 4, No. 1, 115-122
  6. 6. 116 personal narrative construction with Adobe Spark as a media creation tool in an assignment that empowers students to confidently engage in communication strategy development and purpose-driven multimedia storytelling grounded in PR practices. The problem-solving approach, creative process, and media creation tool used in this assignment are intuitive and approachable. Students follow a strategic content creation process that requires research, strategic development, ideation, content creation, and implementation. Evidence of Student Learning Outcomes The intuitive workflow of Adobe Spark gave students the confidence to make mistakes and experiment without significant risk of wasted time or effort. Students can quickly explore new possibilities that they previously saw as unattainable. I could then provide feedback during the class period and suggest changes, which the student could often implement before the end of the class period. Student Examples Listed below are examples of the multimedia narratives students produced based on the assignment instructions. Karen Gallardo, https://spark.adobe.com/video/oTxttwh2VDj21 Kelly-anne Cubley, https://spark.adobe.com/video/xD0EXPQVhfe6g Niko Balocco, https://spark.adobe.com/video/IXDHt3Po4joRR Assignment For the first part of the assignment, Personal Professional Assessment and Vision, students write a structured narrative, grounded in their personal values and goals, that describes how they will leverage their strengths and overcome obstacles to achieve what they define as success. Cooney
  7. 7. Vol. 4(2), 2018 Journal of Public Relations Education 117 In the second part of the assignment, Personal Introduction Presentation, students translate their written story into a multimedia narrative using Adobe Spark, a free storytelling tool that is part of the Adobe Creative Cloud. The assignment requires students to engage in a planning and creative process that mirrors the situation analysis and strategy development process used in professional public relations. The assignment is a practical and meaningful introduction to strategy development and digital content creation. References UCORE. (n.d.). UCORE Categories and Course Lists. Retrieved from https://ucore.wsu.edu/students/categories-and-courses/ Washington State University (n.d.) WSU Learning Goals: Communication Learning Goals. Retrieved from https://ucore.wsu.edu/students/ learning-goals/ Editorial Record: Submitted to AEJMC-PRD GIFT Competition by February 5, 2018. A blind copy was peer reviewed by the PRD Teaching Committee, led by Chair Katie Place, and selected as a Top GIFT. First published online on August 17, 2018.
  8. 8. 118 Appendix Assignment These are the assignment instructions provided to students. Assignment - Part 1: Personal Professional Assessment & Vision Assignment on the course blog: https://comstrat381.com/assignment-1b- personal-professional-assessment-vision/ This assignment will serve as the basis for your Presentation 1: Personal Professional Introduction assignment, so you should complete it before you begin work on your presentation. Overview For this assignment, you will develop a structured narrative, grounded in your personal values and goals, that describes your personal transformation from a college student to a successful communication professional. Although this is a personal story, the structure of this assignment and the process you’ll use to develop it is based on the same creative process you’ll use to research clients and customers, so you can develop communication solutions that meet strategic goals. Task Create a document that captures your structured creative thought process– including relevant details, references, goals, actions, and insights. You will use it to construct a personal story about your transformation from a college student to a successful communication professional. Document Outline A. Personal Information - Start with an overview of yourself; where you came from, how you got to WSU, and what you’re doing right now. • Your name and hometown. Cooney
  9. 9. Vol. 4(2), 2018 Journal of Public Relations Education 119 • Your major, area of interest, minor, or other active academic pursuits. • When will you graduate? How many months away is that? How many days? • What are you doing this semester besides taking 381? • Your hobbies, interests, groups/organizations you are a member of or other things you want to share about yourself. • What are your core values? In other words, what personally do you stand for and consider most important? Research requirement: Include at least two relevant statistics in this section that help establish context or scope for your personal background and interests. Include citations for these statistics. B. Vision of Future Professional Self - Where do you see yourself professionally five years after graduation? • Where will you live? - Geographic location, urban or rural, relevant details about your living situation. • Where will you work? - Type of company or organization, location, relevant details about your work environment. • What will your title be? - How does this title relate to your skills and strengths? Cite a real title and organization with specific job responsibilities and requirements. • Who will you work with? - What kinds of people will you collaborate with at your company or organization? Who will you engage with outside of your company (customers, clients, the public, etc.)? • What work will you do? - What will you create or produce, what impact will it have on people and on society? • What will you do besides work? • How does all of this relate to your core values? Research requirement: Research the location you want to live in and firms and titles in the industry and location you identified. Cite at least two sources in this section to demonstrate a clear connection between your
  10. 10. 120 vision of yourself and the real possibilities that exist there today. C. Situation Analysis - Do a strength, weakness, opportunities, threats (SWOT) analysis on yourself based on your preparedness to begin your professional career and be successful. Include relevant information about your skills and experience. • Summarize your Strengths, Weaknesses, Opportunities, and Threats either in a table or as a bulleted list. • Identify what you think is your greatest opportunity and your greatest threat or challenge. D. Steps to Enable Future Vision - What are 3-4 specific decisions you can make or actions you can take in the next four months to use your personal strengths to capitalize on the greatest opportunity you identified or minimize the most significant threat that could stand in the way of you moving toward your vision of your future professional self? • List your greatest opportunities and most significant challenge. • Then for each of them: • Identify the specific action you can take or change you can make that will address it. • How will taking this action lead to your vision of your future self? • How does taking this action this relate to your core values? Research requirement: Identify 2-3 specific resources (people, organizations, classes, scholarships, etc.) that could help you make the most of a particular opportunity or overcome a challenge. Cite these resources. E. References - Include a references page at the end of your paper. Use MLA style for your citations. Cooney
  11. 11. Vol. 4(2), 2018 Journal of Public Relations Education 121 Assignment - Part 2: Presentation 1 - Personal Introduction Presentation Present your personal story about your transformation from a student to a successful communication professional. Assignment on course blog: https://comstrat381.com/presentation-1- personal-introduction/ Overview Develop a multimedia presentation that describes your transformation from a college student to a successful communication professional. Use Assignment #1B: Personal Professional Assessment and Vision as your reference for your presentation structure and content. Collect and incorporate multimedia elements (photos, video, audio, etc.) to help illustrate your story and engage your audience. Task Create a short, multimedia narrative using Adobe Spark. You can either use Spark Page to create a web page to illustrate your story, then deliver a verbal narrative in class that relates to the web page. Or you can create a standalone Spark Video that may only require a brief verbal introduction in class. You also have the option to combine a Spark Page and a Spark Video to deliver your presentation. Remember, you cannot exceed the 2-minute time limit for your presentation. Your in-class presentation should not exceed 2 minutes. Spark Videos should be 1-2 minutes. Format: A Spark Page or Spark Video. Presentation Outline This is the suggested outline and order for your presentation. You can adjust the order to fit your personal vision and concept for your story, but
  12. 12. 122 your story must include all of the elements listed in the outline. A. Introduction - Start with an overview of yourself. • Include relevant details from your previous assignment. • Introduce your core values. Media requirement: Include at least two images in this section. B. Situation Analysis - Where are you today? What is the most important information about your current situation for your audience if they are to understand where you want to go and how you are going to get there? • Identify your most significant opportunities and most significant challenge. Media requirement: Include at least two images in this section. C. Vision of Future Professional Self - Where do you see yourself professionally five years after graduation? Media requirement: Include at least two images in this section. D. Path to Future Vision - What are you going to do to move toward your vision of your future professional self. • Identify the specific actions you will take. Media requirement: Include at least two images in this section. E. Outcome and Benefit - What is now possible? What is the result of having achieved this vision of your future professional self? • How do you benefit? • How do others benefit? Media requirement: Include at least one image in this section. Cooney

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