Introducing Immersive Reality into the Journalism Curriculum

H. Sissons, T. Cochrane
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引用次数: 4

Abstract

Following the introduction of the Google Cardboard virtual reality (VR) head mounted display (HMD) in 2014, mainstream journalism began exploring the potential of VR to transform news storytelling as an immersive experience (Lalwani, 2015; Somaiya, 2015). However, unlike the transformative impact of social media on journalism and journalism education (Mulrennan, 2017), VR has taken several years for this to filter into the curriculum of journalism higher education. AUT’s journalism programme includes a final semester, capstone, assessment in which students produce a piece of long-form immersive journalism that provides the opportunity to embed VR storytelling as an authentic immersive experience. To address this we created a collaborative curriculum design team in 2019 to design a workshop (Sissons & Cochrane, 2019) to introduce journalism students to the potential of VR to explore and create an immersive journalism experience. We used a design based research methodology (McKenney & Reeves, 2019) to structure the curriculum design process into four phases: initial analysis and exploration, development of a prototype curriculum intervention, evaluation and redesign of the intervention, and dissemination of identified design principles and findings. Meeting weekly the design team brainstormed a workshop that mapped the affordances of mobile XR to a real world project, and created a simple demonstration XR environment (https://seekbeak.com/v/kvPq47DpjAw). We founded the workshop design upon the principles of heutagogy (Blaschke & Hase, 2019), as the principles of heutagogy map closely to the core journalism graduate profile outcomes (Cochrane, Sissons, & Mulrennan, 2017). In this workshop students worked in teams to film and compile an interactive experience based on the University’s Journalism Media Centre, creating an interactive tour using SeekBeak (https://seekbeak.com). Using AUTEC ethics processes we obtained informed consent from the participating students for a feedback survey that will inform the second phase redesign of the curriculum design for 2020. Anonymous post-workshop student feedback survey responses, with a 78% return rate (https://www.surveymonkey.com/results/SM-5SMVCVSJ7/) were very positive. We believe this collaborative curriculum design approach provides a simple model that can be utilised in other higher education discipline contexts. References   Blaschke, L. M., & Hase, S. (2019). Heutagogy and digital media networks: Setting students on the path to lifelong learning. Pacific Journal of Technology Enhanced Learning, 1(1), 1-14. doi:https://doi.org/10.24135/pjtel.v1i1.1 Cochrane, T., Sissons, H., & Mulrennan, D. (2017). Mainstreaming Mobile Learning in Journalism Education. In H. Crompton & J. Traxler (Eds.), Mobile Learning in Higher Education: Challenges in Context (pp. 19-30). New York: Routledge. Lalwani, M. (2015). ABC News introduces VR initiative with 360-degree tour of Syria. Retrieved from http://www.engadget.com/2015/09/17/abc-news-introduces-vr-initiative-with-360-degree-tour-of-syria/ McKenney, S., & Reeves, T. (2019). Conducting educational design research (2nd ed.). London: Routledge. Mulrennan, D. (2017). Mobile Social Media and the News: Where Heutagogy Enables Journalism Education. Journalism & Mass Communication Educator, OnlineFirst(0), 1-12. doi:10.1177/1077695817720762 Sissons, H., & Cochrane, T. (2019). Newsroom Production: XRJournalism Workshop. Retrieved from https://tinyurl.com/XRJournalism Somaiya, R. (2015, 20 October 2015). The Times partners with Google on virtual reality project. Retrieved from http://www.nytimes.com/2015/10/21/business/media/the-times-partners-with-google-on-virtual-reality-project.html?smid=tw-nytimestech&smtyp=cur&_r=1
将沉浸式现实引入新闻课程
随着2014年谷歌Cardboard虚拟现实(VR)头戴式显示器(HMD)的推出,主流新闻业开始探索VR的潜力,将新闻叙事转变为沉浸式体验(Lalwani, 2015;Somaiya, 2015)。然而,与社交媒体对新闻和新闻教育的变革性影响不同(Mulrennan, 2017), VR花了几年的时间才进入新闻高等教育的课程。AUT的新闻项目包括最后一个学期的评估,学生们将制作一篇长篇沉浸式新闻,提供将VR故事作为真实沉浸式体验的机会。为了解决这个问题,我们在2019年创建了一个合作课程设计团队,设计了一个研讨会(Sissons & Cochrane, 2019),向新闻系学生介绍VR的潜力,以探索和创造身临其境的新闻体验。我们使用基于设计的研究方法(McKenney & Reeves, 2019)将课程设计过程分为四个阶段:初步分析和探索,开发原型课程干预,评估和重新设计干预,以及传播确定的设计原则和发现。设计团队每周召开一次会议,进行头脑风暴,将移动XR的功能映射到现实世界的项目中,并创建了一个简单的演示XR环境(https://seekbeak.com/v/kvPq47DpjAw)。我们根据heutagogy的原则(Blaschke & Hase, 2019)建立了研讨会设计,因为heutagogy的原则与核心新闻毕业生简介结果密切相关(Cochrane, Sissons, & Mulrennan, 2017)。在这个工作坊中,学生们以小组为单位,以大学新闻媒体中心为基础,拍摄和编辑互动体验,使用SeekBeak (https://seekbeak.com)创建互动之旅。使用AUTEC伦理流程,我们获得了参与调查的学生的知情同意,以进行反馈调查,这将为2020年课程设计的第二阶段重新设计提供信息。工作坊后的匿名学生反馈调查反应,有78%的回复率(https://www.surveymonkey.com/results/SM-5SMVCVSJ7/)非常积极。我们相信这种合作课程设计方法提供了一种简单的模式,可以在其他高等教育学科环境中使用。参考文献Blaschke, L. M.和Hase, S.(2019)。教育与数字媒体网络:让学生走上终身学习之路。中文信息学报,26(1),1-14。doi:https://doi.org/10.24135/pjtel.v1i1.1 Cochrane, T., Sissons, H., & Mulrennan, D.(2017)。移动学习在新闻教育中的主流化在H.克朗普顿和J.特拉克斯勒(编辑),高等教育中的移动学习:背景下的挑战(第19-30页)。纽约:劳特利奇出版社。Lalwani, M.(2015)。美国广播公司新闻推出VR计划,360度游览叙利亚。检索自http://www.engadget.com/2015/09/17/abc-news-introduces-vr-initiative-with-360-degree-tour-of-syria/ McKenney, S., & Reeves, T.(2019)。开展教育设计研究(第2版)。伦敦:劳特利奇。Mulrennan, D.(2017)。移动社交媒体与新闻:Heutagogy使新闻教育成为可能。新闻与大众传播教育,网络教育(0),1-12。doi:10.1177/1077695817720762 Sissons, H., & Cochrane, T.(2019)。新闻编辑室制作:XRJournalism Workshop。检索自https://tinyurl.com/XRJournalism Somaiya, R.(2015年10月20日)。《纽约时报》与谷歌合作虚拟现实项目。检索自http://www.nytimes.com/2015/10/21/business/media/the-times-partners-with-google-on-virtual-reality-project.html?smid=tw-nytimestech&smtyp=cur&_r=1
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