Using Facebook to enhance collaborative learning for media law students in journalism
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Dr David Clarke & Julie Gillin
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Using Facebook to enhance collaborative learning for media law students in journalism
- 1. Using Facebook to enhance collaborative learning for Media Law students in Journalism Dr David Clarke Julie Gillin Journalism subject group Sheffield Hallam University
- 2. Research timeline • CCRC funded research 2013-14: • Pilot study: identified a gap in provision for journalism Media Law students @ levels 6 & 7 • FB site created with Julie Gillin (ECR) in September 2014 • Student survey April 2015 • Summer 2015: analysis of data • Presenting @ AJE Greenwich 26 June to journalism educators • Research bid 2015-16: • Writing up paper on findings for AJE Journal/Journalism Practice
- 3. Objectives • Essential Media Law (core knowledge) • NCTJ syllabus: Contempt/ Defamation/ anonymity • Regulatory guidelines • Ethical practice • Journalism students reporting from court • Understanding of media law in practice • Examples of good/bad practice • Teaching/Learning • Theory & practice • Applying theory to practice • Court reporting • Social space • Collaboration • Community of Practice • Staying safe (legally & practically) • Appropriateness • Social media protocol
- 19. + Feedback (86%) Very useful! Great! Fast communication between teachers + students and also a great place to share relevant stories: worth reading. Helps expand court story writing knowledge Having the page made it easier to apply my media law knowledge in real life. It helped as people could organise to go to court together + people could share their experience at court. It helped to keep up to date on assignments + on- going court trials. Easier way of keeping up with information than Blackboard. Had interesting stories to keep up to date with current stories in the news, especially the je suis charlie coverage
- 20. - Feedback (13%) Could have been more advice on sourcing best stories when @ court I would have liked to see more tips for court story writing rather than links to new stories I didn't really look at anything posted on it. I felt I didn't have time and that it was not relevant to the actual assignment.
- 21. What we learned • easy to set up • team effort encouraged sense of 'community' • created a safe, secure communal space for learning • places Media Law as central to journalistic education • External examiner commended the Media Law FB page: "...[it] increased student engagement...example of excellent practice, reflected in student feedback' • Invited to share good practice with colleagues @ Teeside University
- 22. Issues? • FB as a 'learning space' not recognised by timetabling • Staff input not recognised by AWP • Requires time commitment from staff • Concerns about security • Concerns about staff/student boundaries
- 23. Future? • Writing up outcomes for AJE Journal/Journalism Practice • FB page rolling over into 2015-16 academic year, retaining current students • Potential for model to be adopted by other educators • Potential to tap into graduate experience as part of the community of knowledge
Hinweis der Redaktion
- How we set it up = 43 members: 11 staff (2 administrators), 5 PGs, 27 UGs. 21 responses to survey. Stats: page created 22 September 2014...422 posts by 1 June 2015 Posts: everyone can see a) who has seen a post and b) they can be liked and c) commented upon as a thread FB group allows new posts to be flagged up on home pages of participants Court reporting assignments: preliminary analysis has shown intensification of activity Jan-Feb 2015 (prior to UG court portfolio deadline)
- We thought about: privacy, social media protocol ( not using DM) moderation, appropriateness of language - setting the tone... SEE HANDOUT ON PROTOCOLS We chose GROUP rather than PAGE because we preferred the privacy settings. This did not require students or staff to become 'Facebook friends' in order to participate. We ensured module specific information was on Blackboard and students would be guided there for module/assessment specific information. The group space on Facebook allowed us to see how many students were looking and/or ‘liking’ the page and specifically who they were. This helped with moderation and also allowed us to monitor the level of interest.
- It as a good year for strong news stories with implications for media law.
- And we talked a lot about Charlie Hebdo. Dave and Carolyn in Paris. Julie here…..decided it was appropriate to say ‘Je Suis Charlie’ Sense of community – we are all journalists. And one of our students was there and posted…..leads us to how the students used the site.
- And significant events around journalism practice
- Law on court reporting: bona fide journalists are allowed to Tweet from court following ruling by Lord Chief Justice in 2010...however, student journalists must ask for permission from judge. There is a legal danger as Tweets are public. Tweeting from court requires advanced level of legal knowledge and only for experienced court reporters....not appropriate for students. Examples of how we used the site: Tutor used the group to prompt students about upcoming court cases.
- Tutors discussed sensitive topics – like this sex case. Court reporting can be tough. Preparing them for cases like this which happen all the time.
- Students used the space to ask for help and share experiences
- Tutors flagged up important cases and students used the space to discuss this. Some like this prompted quite emotive responses. Also important as it drew in students who didn’t always make the connections between media law and their journalism (sports journalists_
- And alerted them in real time to potential dangers in reporting of breaking stories - specifically contempt, court sketching, reporting of sexual offences in court. etc
- And how the students used the site: students used the group to ‘buddy up’ to go to court & also to ask for advice, e.g. how to avoid being sued for defamatory comments on blogs etc
- Tutors used the space to promote guest speakers and record events such as the trip to House of Commons.
- We provided links to quizzes and useful sources.
- When a former student died we felt we should share this with our students. Part of a course identity…they will always be our students.
- Tutors used the space to celebrate student success. Building on the sense of community. In later stages we used it to post related job and placement opportunities. More immediate on FB than BB. Students responded with ‘likes’ and with comments.
- Example: FIFA - reminder to Sports Journalists that its not match reports etc