Jill Hopke

Environmental Communication. Social Movements. Mobile Media.

Tag: teaching (page 2 of 3)

“Multimedia Storytelling in Journalism” Guest Lecture

Next week I am giving a guest presentation on “Multimedia Storytelling in Journalism.” Below are the slides for my presentation and links to the examples I use.


The examples can be accessed as follows:

The Homestretch trailer, Spargel Productions and Kartemquin Films
“How Ebola Roared Back,” The New York Times
“Here is the Average Student Debt Burden in Each State,” The Huffington Post
“Homeless Families,” WBEZ
“Ebola’s Patient Zero,” Frontline and The New York Times
“News Video on the Web,” Pew Research Journalism Project


The Homestretch documentary is screening in Chicago and at select venues nationally starting in January 2015, including:

Thursday, Jan 8, 2015 at 7:00pm
Chatham 14 Theaters
210 W 87th St.
Chicago, IL
Admission $6

See here for a full listing of upcoming screenings.

Slides for “Maintaining Journalism Principles and Ethics in a Digital Age” Lecture

I am giving a presentation on Tuesday, December 2, 2014, to undergraduate journalism students on some of the challenges to maintaining journalistic ethics in a digital age. Below are the slides from my presentation.

An excellent resource for verification best practices I came across while preparing this presentation is the Verification Handbook (see here) from the European Journalism Centre (EJC).

Resources for Using Social Media in #HigherEducation

Social media is a hot topic and its potential for supporting learning within higher education settings is no exception. I had the chance a few weeks ago, on October 24, 2013, to co-lead a workshop at the UW DesignLab on “Social Media in the Classroom,” as part of their instructor support series, with the goal of helping faculty and instructors across campus integrate digital media assignments into their courses.

We covered trends in academic social media, social media integration into instruction and communications with students, and some of the latest tools for social media curation and management. You can find the Power Point slides here and the accompanying handout here.

Below are some resources that I collected while preparing the workshop.

AEJMC News: Tweet up with Your Colleagues (November 2012, page 8)
Businesses{Grow} blog: Case study: Using social influence to build a personal brand (October 4, 2012)
CNNMoney/Fortune: Universities are Failing at Teaching Social Media (September 26, 2012)
EdSocialMedia: Exploring Social Media in Education
Educational Marketing Group: Higher Ed Pinterest Examples and Directory (March 8, 2012)
EDUCAUSE Review Online: Overcoming Hurdles to Social Media in Education (April 1, 2013)
Edudemic: 25 Ways Teachers Can Integrate Social Media Into Education (July 28, 2012)
Impact of Social Sciences (LSE Public Policy Group blog): Social Media’s Politics of Circulation have Profound Implications for how Academic Knowledge is Discovered and Produced (July 29, 2013)
Inside Higher Ed: Grading Clout? (August 30, 2012)
Mashable: 3 User-Generated Campaigns That Got it Right (June 26, 2012) – The article mentions UW-Madison’s #UWRightNow project capturing a day in the life of the university and connecting with alumni around the world.
Mashable: 7 Ways Teachers Use Social Media in the Classroom (August 18, 2013)
The New York Times: Technology and the College Generation (September 27, 2013)
PCMag.Com: 21 Great Apps and Tools for Social Media (March 13, 2012)
Social Media Examiner: 14 Social Media Tools Used by Marketing Pros (September 4, 2013)
Stanford Social Innovation Review: Saving Higher Education with Social Media? (June 17, 2013)

You can find an archive of previous UW DesignLab workshops here and learn more about the project’s mission to democratize through improving digital literacies here. The UW DesignLab is located within College Library, room 2250, on the UW-Madison campus, 600 N. Park Street, Madison, WI 53706.

Special thanks to Don Stanley, @3rhinomedia, for advice on designing this workshop!


Teaching Philosophy: Creating Collaborative Spaces to Learn and Teach

I believe that learning is a collaborative process of making connections. Student learning happens in a variety of settings on campus—classrooms, labs, through peer mentoring, student organizations—and beyond the academy. To both learn and teach, one has to first listen. Living life is a continual learning process. Learning is about making mistakes, reflecting on them and growing mentally and emotionally as an outcome of these reflections, both personally and collectively.

As an instructor, I seek to create a hands-on learning community in the classroom that facilitates peer-to-peer learning and validates the life experiences students bring to the learning setting. I have taught a wide-range of undergraduate material, including: radio production, composition and public speaking, within the topical areas of media systems, strategic communication, journalism and communication for the life sciences. In addition, in the fall of 2010 I co-coordinated an interdisciplinary graduate seminar addressing issues of science and communication in the twenty-first century. Through these experiences, I fostered a commitment to helping students engage with the world around them, both locally and beyond our borders. In my time as a graduate student at the University of Wisconsin-Madison, outside of formal teaching duties, I have also shared my experiences researching abroad through giving guest lectures and in informal conversations with fellow learners. Continue reading

Learning Through Doing and the Importance of Understanding Your Audience

Following-up on my blog post from August 19, 2012 (“‘Microblogging’ Science in 140 Characters or Less: A Twitter Primer”) I gave two microteaching lessons on science communication to my Delta Program summer course The College Classroom. Below is a reflection on that experience. Thanks to my fellow learners and colleagues for being an engaging audience and for the very insightful feedback.

Round One
In planning for the microteaching activity, my goal was to develop a lesson, on the theme of “Using Social Media to Communicate Science,” that would be salient to an audience of graduate students in the bench sciences. To make my lesson learner-centered, I engaged in backward design to first develop the learning outcomes:
1. Students will come away from the lesson with an appreciation for the “science” of communication and the value of communicating science with broader publics via social media, specifically Twitter.
2. Students will understand the principles of “tweeting” and be able to write about science for Twitter.

I wanted to focus on using Twitter and its utility for communicating science. However, I recognized the need introduce the underlying communication theory. In the interest of time, I decided to focus on deliberation, framing and trends in news consumption via social media platforms (see here for a blog post based on my lesson). I outlined the lesson to first give a short introduction to science communication, social media usage trends and Twitter best practices, then engage in a Think, Pair, Share (TPS) activity to have students chose a life sciences news story and write sample tweets based on the content. I had planed to have students discuss the exercise with a partner, based on the following questions, but we ran out of time:
1. How did you choose what content from the article to highlight? Did you focus on the facts and/or add your own opinion in the tweet? Why or why not?
2. How would you hashtag (index) this material?
3. Where did this activity fall on the continuum of easy to challenging? Why?
4. How might you apply (or not) social media to communicate your own research?

One of the strengths of my first round of microteaching was that I started out my presentation by asking the class how many of them had heard of Twitter (a handful) and how many used Twitter (no one). One thing I could have done better from that point would have been to narrow focus to either the key communication theory concepts or the mechanics of how to use Twitter (e.g. set-up an account, what are hashtags, etc.) Continue reading

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