Playing a critical role: experiential learning resources and analytical media studies in higher education
Demetrious, Kristin 2007, Playing a critical role: experiential learning resources and analytical media studies in higher education, in ICT: Providing Choices for Learner's and Learning, Nanyang Technological University, Singapore, pp. 184-192.
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Centre for Educational Development, Nanyang Technological University
2-5 December, 2007
Title of proceedings
ICT: Providing Choices for Learner's and Learning
Atkinson, Roger McBeath, Clare
Australasian Society for Computers in Learning in Tertiary Education Conference
Nanyang Technological University
Place of publication
This article compares two Information and Communication Technologies (ICTs) used in the Faculty of Arts, Deakin University Australia, and investigates the relationships between technology, pedagogy and key issues in the teaching and practice of public relations, in a media studies context. The online role-play ‘Save Wallaby Forest’ and the e-simulation ‘PRessure Point! Getting Framed (GF), in their different ways, afford learning environments with capabilities that present public relations and media students with opportunities to discover a critical consciousness, break out of naturalised world-views, and explore alternative approaches to organisational communication. Furthermore, they present students with complex ethical issues to investigate based around the idea that media industries are powerful discursive producers and reproducers of social norms, values and beliefs which in turn shape notions of identity and influence the formation of public opinion in society (Fairclough 1999; Habermas 1995). This article explores the intersections and differences between these distinct ICTs in their relationships to a constructivist learning approach and ethical questions about how public relations both produces and reproduces world views through practice. This interacting nexus – between technology, pedagogy and theme – is significant because “what happens in the learning process” relates to the learning outcome and therefore has the potential to develop holistic reflexivity in studies of public relations (Laurillard 2003, p.42).
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