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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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Title Playing a critical role: experiential learning resources and analytical media studies in higher education
Author(s) Demetrious, Kristin
Conference name Australasian Society for Computers in Learning in Tertiary Education. Conference (24th: 2007: Nanyang, Singapore)
Conference location Centre for Educational Development, Nanyang Technological University
Conference dates 2-5 December, 2007
Title of proceedings ICT: Providing Choices for Learner's and Learning
Editor(s) Atkinson, Roger
McBeath, Clare
Publication date 2007
Conference series Australasian Society for Computers in Learning in Tertiary Education Conference
Start page 184
End page 192
Publisher Nanyang Technological University
Place of publication Singapore
Summary 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).
Notes Reproduced with the kind permission of the copyright owner.
ISBN 9789810595784
9810595786
Language eng
Field of Research 130306 Educational Technology and Computing
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2007, Nanyang Technological University
Persistent URL http://hdl.handle.net/10536/DRO/DU:30008067

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.