"The contributions in this book are the result of four years of experience in online teaching at the Konrad Adenauer Center for Journalism (CFJ) at the prestigious Ateneo de Manila University, Philippines. First presented at a workshop at the Ateneo de Manila in December 2004, the individual chapter
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s draw on the wealth of faculty experience to identify best teaching practices. The book is divided into five parts devoted to different aspects of online journalism education and training. After the prefaces, the second part explains the fundamental differences between traditional teaching and online courses. Online teaching differs from traditional teaching in that it does not allow direct eye contact. Therefore, Part II addresses how to effectively design virtual learning situations. Part III designs strategies for engaging online students in active and fruitful class participation using synchronous and asynchronous teaching methods. Part IV addresses how to assess students and ensure high academic standards in the context of a multicultural virtual classroom. Part V complements this handout on online pedagogy by discussing upcoming changes in the rapidly evolving field of online journalism instruction. This publication is aimed primarily at journalists in online pedagogy, but is also recommended for others working in the field of online instruction." (KAS Regional Programs website 9/21/2007)
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"This review mission covers the period from the start of the Regional Training Programme in Environment Journalism and Communication in the Eastern African Region in February 2002 until September 2003. In other circumstances this would be referred as a pilot phase. The main conclusion of this review
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is that there are needs to focus, refine and reconsider objectives as well as the organizational structure and the development of quality in the implementation capacity of the programme to improve its efficiency and effectiveness." (Executive summary)
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"This paper discusses how journalism education can best address the information needs of a developing nation in Asia Pacific. It takes as a case study the review of the Communication Arts Department Curriculum at Divine Word University and looks at its different components (media literacy, general e
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ducation, academic and practical courses) and how they meet Papua New Guinea's needs for information. It examines the way in which the curriculum has developed since the Department began offering courses in 1979, discussing both the practical and ideological influences that have shaped its construction. The current curriculum based on a western vocational journalism model trains students to work in the mainstream media. The paper will argue that focusing on meeting the needs of the mainstream media in PNG has prevented the Department from looking at the wider information needs of the people and civil society organizations. This calls for a stronger communication & development component, which can prepare graduates to address the communication needs of a developing country and contribute to the development of a civil society. By expanding the curriculum beyond the craft elements of journalism the university will, hopefully, help the students to achieve their professional and intellectual potential as well, so that they might become appropriate leaders and active contributors to development in PNG." (Abstract)
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"From the establishment of the region's first journalism school at the University of Papua New Guinea (UPNG) in 1975 with New Zealand aid, Robie traces three decades of South Pacific media education history. He profiles journalism at UPNG, Divine World University and the University of the South Paci
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fic in Fiji with Australian, Commonwealth, French, New Zealand and UNESCO aid. He also examines the impact of the region's politics on the media in the two major economies, Fiji and Papua New Guinea - from the Bougainville conflict and Sandline mercenary crisis to Fiji's coups. The book draws on interviews, research, two news industry surveys, and the author's personal experience as a Pacific media educator." (Publisher description)
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"Uzbekistan faces severe ecological problems including the rapidly shrinking Aral Sea, desertification, residues of biochemical weapons, and environmentally related respiratory disease. Even so, the country’s print and broadcast media do little in-depth or analytical reporting on environmental iss
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ues, nor are journalists trained to cover such topics. In Spring 2002, a U.S. Fulbright lecturer at the Uzbek State World Languages University and his Uzbek colleague developed the first envirojournalism course at any university in Uzbekistan. The pilot course faced administrative and operational obstacles. It was also hindered by students’ inadequate scientific backgrounds and their limited access to information and resources." (Abstract)
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"USAID’s Latin American Journalism Project (LAJP), which focused on journalistic standards and practices in Central America from 1988 to 1997, was the Agency’s first major media initiative. The project stemmed from an assessment and conference, and a proposal by Florida International University
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(FIU), that concluded that educational and training programs carried out over the long term would have a positive impact on journalism throughout the region. As designed and implemented by FIU, the project provided training to nearly 7,000 participants on different aspects of journalism. When funding lapsed in 1997, the Agency passed the torch to the Center for Latin American Journalism (CELAP), a private, self-supporting institution that continues to provide journalism training in Latin America. As a part of its global assessment of media assistance, USAID’s Center for Development Information and Evaluation (CDIE)1 evaluated the achievements, impacts, and limitations of the LAJP and CELAP programs in October 2002." (Executive summary)
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"Uzbekistan is the most populous and economically significant of the five Central Asian republics of the former USSR. Although authoritarian, its government appears to recognize the need to train journalists in Western journalistic theory and practice. The observations and experiences of the authors
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, as recent Fulbright-sponsored journalism scholars in Central Asia, are combined with limited sources on mass media in the region, to discuss the most effective journalism education under current conditions in Central Asia." (Abstract)
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"This university level module offers a fresh approach for teachers and students of journalism on how to promote social and cultural diversity through the media. It involves individual reflection, helping the student to take a closer look at their own value system and how this can impact on their wor
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k as journalists. It sharpens their analytical skills when gathering information for their stories and broadcasts. And, it gives students practical reporting and interviewing skills resulting in better stories and programmes drawing on the experience of a wider range of groups in society. In short, the course described here aims to make students into better journalists." (Introduction)
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"This manual is intended for persons whose media organization has asked them to plan and present training programs. Our main concern is with programs where employees are taken out of their normal assignments to attend activities aimed at helping them learn new skills or develop their existing skills
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. We recognize that a great deal of training in the media takes the form of on-the-job training. No doubt you are familiar with the situation in which someone skilled in a job shows a novice how to do the work. This manual is less concerned with this form of training, although it is discussed briefly in section six." (Foreword)
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