Author (and Department): Sheila Webb, Journalism
Activity Type: Discussion
Class: JOUR340
Class Modality: Online
Class Size: 15-20
Description
History of U.S. Journalism J340 is an online class offered in the summers. This allows majors to fulfill a requirement and others interested to earn elective credits. The class covers the Colonial Era to the current one, and focuses on themes, important practitioners, and technological advances that changed how journalism is done.
A critical pedagogical component of the class is the weekly discussions which are based on the text and supplemental materials such as videos and podcasts. Students pose substantive questions to their fellow students about the readings.
The discussion section is designed to facilitate community among the students, to foster interaction in the virtual space, and to afford students the chance to exchange critical commentary on the readings. The discussion section is done in concert with the Reflections, which require more in-depth analysis of the material.
Implementation of RSI
The Discussion Group meets RSI standards because it is interactive, it meets accreditation standards, it is substantive academically, and it is regular, that is, weekly, with scoring and commentary to guide the subsequent submission.
Visit the Regular and Substantive Interaction (RSI) page for more information.
WesternOnline Indicator(s)
- Students have the opportunity to engage with one another and the instructor(s) at regular intervals throughout the course. (WOI 26)
- Instructor regularly participates throughout the course modules/units and activities at multiple stages to support student learning and engagement. (WOI 27)
- Activities allow students to work together to co-construct knowledge and build classroom community. (WOI 40)
Visit the WesternOnline Course Design Indicators page for more information.
Faculty Implementation Notes and Reflection
This type of course activity improves student learning through the following methods:
- The requirement that students engage dynamically with the readings and read and comment on their fellow classmates’ views;
- The outcome is defined, explained, and scored, leading to mastery of the material.
- The discussion board works to reduce student isolation in the online classroom by requiring interaction.
- It facilitates the formation of student groups because it provides the basis upon which the peer critiques are assigned.
Assignment Information
Student Instructions
You are required to contribute substantive discussion questions on the readings each week.
These should not be questions that can be answered with yes or no, and should not be ones that your classmates cannot answer, that is, ones outside the purview of the reading or student experience. The Discussion Board is a way for you to reflect on the readings, to draw connections back or forward, and to engage with fellow students.
For full points:
- Post at least by 48 hours before time due, so your fellow classmates have time to respond;
- Reply to at least one classmate, by name;
- For the commentary, post something substantive, not a summary of the information;
- Do not pose questions that can be answered with Yes or No, as that does not take the conversation further;
- Ask questions that you classmates can answer, that is, material within the context of our class.
- Provide proper citation for footnotes and bibliography.
Student Blog:
I have replaced a final paper or final exam with a research blog. You will create a “dream team” composed of a publisher, reporter, photographer, and wild card, whom You get to hire. These individuals should cross time periods. Students love this assignment as it gives them a chance to discuss individuals and periods they are most inspired by. It is also a way to incorporate visuals. And, it provides a venue to discuss the relationship among time periods, technology, and society. I will share previous examples as we get into the class.
Peer Critique of 2 Blogs:
To encourage interactivity, you will each write a critique of 2 fellow student blogs based on a forthcoming rubric. This assignment gives you the opportunity to get credit for looking at one another’s work, and also provides a way for your fellow students to benefit from your comments before the final due date.
Evaluation and Assessment Criteria/Rubric
The rationale for the assignment is provided in the discussion section in the assignment. Each post can earn up to 10 points under the following instruction rubric (in the Student Instructions section, above).
Posts are expected to engage critically with the readings. Because there may be multiple readings on a given week, to guide the responses, students can make links among the points across the chapters, discuss developments across eras, or highlight the roles of major figures in the chapters.
When I score each weekly submission, I comment extensively on points made, on clarity of writing and argument, and on respectful interaction with fellow classmates. I also guide students toward other sources they might be interested in in preparation for their final project, a research blog on a “dream team” which the student “hires” to cover a theme or issue.
Additional Resources and Information
- Stuff