Audioblogs and Tvblogs, tools for collaborative learning in journalism

Vidales, Nereida López; Aldea, Patricia González

doi:10.3916/c42-2014-04

Cited by 6 publications

(2 citation statements)

References 3 publications

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“…As Shirky (2008) states, "if anyone can be a publisher, then anyone can be a journalist" (p. 71). Analysing citizen journalism and the open comments section on social media and internet forums clearly shows that participants communicate and interact with one another and the media channel, creating online discussions that may even gain more attention than the news articles posted by the hosting website itself (López-Vidales & González-Aldea, 2014). For this reason, social media editors also work to smooth out the rougher areas of social media journalism, so they can incorporate new technology responsibly and try to stem the flow of inaccurate information (Myers, 2011).…”

Section: Introductionmentioning

confidence: 99%

Digital Competencies for New Journalistic Work in Media Outlets: A Systematic Review

Cózar

Escolar

Navazo-Ostúa

2022

MaC

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Media organizations operate in a rivalry-charged ecosystem nowadays, as a consequence of emerging patterns of news production, distribution, and consumption. Furthermore, the growing of public social media manifestations and the arrival of digital journalism require new professional roles, responsibilities, and skills inside the media industry. In this context, Faculties of Communication need to equip students with the digital competencies that are relevant to new media outlets and journalistic work. Based on this approach, the main objective of this study is to answer the following questions: What does the literature suggest about the digital skills that new professional profiles should acquire in the field of journalism? Which dimensions of digital competence are gaining visibility and which dimensions are being neglected? To answer the scientific objectives, a systematic review has been carried out following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) statement. The application of the two models of digital competence, Bloom’s taxonomy (1956), and digital competence in education (Redecker, 2017), serves as a framework in two ways: to determine the level of digital competence development, and to identify the dimensions on which greater emphasis is being placed. The results show a lack of studies linked to key aspects of digital competence, especially those related to personal growth, emotional state (Redecker, 2017), and the development of a deep level of acquisition of this competence (Bloom, 1956). This article proposes to reflect on whether we want to train professionals according to the model demanded by the media outlets nowadays, or whether we prefer to train communication professionals with a deep level of digital competence, since they are able to respond to the future and changing needs of the 21st century.

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Section: Introductionmentioning

confidence: 99%

Digital Competencies for New Journalistic Work in Media Outlets: A Systematic Review

Cózar

Escolar

Navazo-Ostúa

2022

MaC

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“…Las herramientas TIC están vinculadas con la Web 2.0, sus soportes nos van a permitir pasar de ser exclusivamente un receptor de información a un participe de información, bien creándola, compartiéndola o mejorándola a través de la colaboración (López y González, 2014). De ahí que autores como Brioli, Amaro, y , destaquen la importancia de estos recursos para promover la interacción continua entre docentes y estudiantes.…”

Section: Herramientas Tecnológicas Para El Aprendizaje Colaborativounclassified

Metodologías de aprendizaje colaborativo mediado por las TIC en educación secundaria

Corporán¹

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The uncertainty experienced at the beginning of this year 2020, as a result of the pandemic that started in China and has spread throughout the world, has forced the school to reinvent itself in an unprecedented situation, generating learning scenarios, old for some and new and forced for others. This situation has caused great confusion, since teachers and students were not sufficiently prepared, among other things, due to ignorance, lack of adaptation to new technologies, lack of connectivity and forms of online assessment, etc. Consequently, the implementation of effective pedagogical practices is very difficult. Given this reality, we cannot ignore that Information and Communication Technologies (ICT) are vital for education, but these must be accompanied by a gear of pedagogical elements. In this sense, this research proposes Collaborative Learning Methodologies through ICT as an effective model to improve learning in the classroom and promote continuous training among teachers. Although it is a generalizable area, our work has as a cultural, socioeconomic and geographic framework secondary education in the Dominican Republic. Specifically, the general objective of this study is to evaluate the ICT-mediated collaborative learning methodologies used by teachers in the technical professional and high school (secondary) modality in public and subsidized educational centers in Santo Domingo, San Cristóbal and Villa Altagracia. A quasi-experimental design and a mixed methodology were used. First, through a questionnaire applied to 542 teachers with open and closed questions that evaluated teachers' conceptions, level of knowledge of ICT tools and collaborative practices with students and colleagues. The findings found indicated that teachers have a good understanding of collaborative methodologies, but needed more training in this area. As a pilot test, a training proposal was designed and implemented for 28 teachers, who improved their skills in these methodologies. As a result of this course-workshop, five teachers who participated in a case study were monitored. To monitor and evaluate the projects, the following tools were used to collect the necessary information to provide content to the case studies: teacher follow-up guide, observer guide and student rubric. The triangulation of the instruments indicated IV significant differences regarding student satisfaction and the teaching role. The better the perception of the students about the teaching role, the greater was their motivation.Likewise, other indicators were found referring to the improvement of social skills or increased learning.

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Comments, What For? User Participation and Quality of the Debate in Four European Newspapers Political J-blogs

Larrondo-Ureta¹,

Peña-Fernández²,

Onaindia³

et al. 2020

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In recent years, we have witnessed an increase in the spaces for content written by audiences in the news media and the growing integration of such material in areas that had been reserved for news professionals until now. And, without a doubt, political issues have been one of the ones that have generated the most debate on the networks. And, without a doubt, political issues have been one of the issues that have created the most citizen participation. To contribute to this debate, the article summarizes findings of a broader project on the activity of audiences employing qualitative research of the users' comments collected from the political blogs of Elpais.com, Guardian.co.uk, Lemonde.fr, and Repubblica.it. As results indicate, the patterns of the audience's participation varied across countries. Still, it coincides in that there are lower levels of dialogue between participants as well as of involvement of the authors-bloggers than expected.

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Audioblogs and Tvblogs, tools for collaborative learning in journalism

Cited by 6 publications

References 3 publications

Digital Competencies for New Journalistic Work in Media Outlets: A Systematic Review

Digital Competencies for New Journalistic Work in Media Outlets: A Systematic Review

Metodologías de aprendizaje colaborativo mediado por las TIC en educación secundaria

Comments, What For? User Participation and Quality of the Debate in Four European Newspapers Political J-blogs

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