Introduction: Teaching in Post-Truth—Challenges, Lessons, and Innovations in Journalism Education

2019 ◽  
Vol 74 (2) ◽  
pp. 127-129
Author(s):  
Robert E. Gutsche
Keyword(s):  
Public Relations ◽  
Learning Outcomes ◽  
Lesson Plans ◽  
Journalism Education ◽  
Special Issue ◽  
Potential Influence

Educators across disciplines—including journalism, public relations, and advertising—have struggled with the potential influence of a “post-truth” era on their lesson plans, learning outcomes, and on epistemological examinations of content and context of their fields. This special issue addresses the challenges and solutions for working and teaching some 4 years into the most-recent age of “post-truth.”

Concluding Thoughts and Challenges

2011 ◽  
Vol 25 (3) ◽  
pp. 569-575 ◽  
Author(s):  
Michael J. Palenchar
Keyword(s):  
Public Relations ◽  
Strategic Communication ◽  
Theory And Practice ◽  
Issues Management ◽  
Special Issue ◽  
Organizational Rhetoric ◽  
Management Communication ◽  
Stakeholder Interests ◽  
Self Interest ◽  
Socially Relevant

This special issue of Management Communication Quarterly mines the rhetorical heritage to explore the challenges facing those who engage in and critique external organizational rhetoric, setting its sights on helping organizations make society a better place to live. Toward this end, rhetoric focuses on strategic communication influences that at their best result from or foster collaborative decisions and cocreated meaning that align stakeholder interests. This special issue demonstrates the eclectic and complex theories, applied contexts, and ongoing arguments needed to weave the fabric of external organizational communication. Over the years, Robert Heath and others have been advocates for drawing judiciously on the rhetorical heritage as guiding foundation for issues management and public relations activities. Rather than merely acknowledge the pragmatic or utilitarian role of discourse, this analysis also aspires to understand and champion its application to socially relevant ends. In that quest, several themes stand out: (a) In theory and practice external organizational rhetoric weighs self-interest against others’ enlightened interests and choices; (b) organizations as modern rhetors engage in discourse that is context relevant and judged by the quality of engagement and the ends achieved thereby; and (c) in theory and practice external organizational rhetoric weighs relationship between language that is never neutral and the power advanced for narrow or shared interests.

scholarly journals Penerapan Metode Diskusi Terbimbing untuk Meningkatkan Kemampuan Guru dalam Pembuatan RPP di SMKN 3 Gowa

2021 ◽  
Vol 8 (4) ◽  
pp. 534
Author(s):  
H. Karnedy Bolong
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Learning Outcomes ◽  
Data Reduction ◽  
Lesson Plans ◽  
Research Instrument ◽  
Average Value ◽  
Analysis Technique ◽  
Three Stages ◽  
Target Set

The purpose of this study was to improve the ability of teachers in making lesson plans through guided discussions at SMKN 3 Gowa. The research used is school action research which is carried out in 2. This research instrument uses tests and non-tests. The data analysis technique used was descriptive which was carried out through three stages, namely: data reduction, data exposure, and inference. The results of this study indicate that the data in the first cycle with an average value of 59.7 with completeness of 43.3% and the ability of teachers to use lesson plans by 50% where these results have not reached the target set, then the action is taken in Cycle II by doing improvement of learning and lesson plans, so that learning outcomes increase to 72.0%. So it can be concluded that the guided discussion method can improve the ability of teachers in making lesson plans at SMKN 3 Gowa.

scholarly journals Mobile Social Media and the News: Where Heutagogy Enables Journalism Education

2017 ◽  
Vol 73 (3) ◽  
pp. 322-333 ◽  
Author(s):  
Danielle Mulrennan
Keyword(s):  
Social Media ◽  
Public Relations ◽  
Teaching Method ◽  
Communication Studies ◽  
Journalism Education ◽  
Traditional Teaching ◽  
Participatory Action ◽  
Broadcast Media ◽  
Traditional Teaching Methods ◽  
Journalism Students

Journalism schools are under pressure to look beyond traditional teaching methods to prepare students for the post-Internet, rapidly evolving news landscape. Heutagogy is a net-centric teaching method in which learners are highly autonomous and self-determined. In this article, Participatory Action Research theory was applied within a heutagogical framework to the redevelopment of a social media course for journalism students at AUT University, New Zealand. The findings form the basis of recommendations across the wider journalism curriculum, and there are also implications for other areas of communication studies, public relations, and online or broadcast media.

scholarly journals Editorial: Opening for debate and contestation: OECD’s International Early Learning and Child Well-being Study and the testing of children’s learning outcomes

2019 ◽  
Vol 17 (1) ◽  
pp. 1-10
Author(s):  
Claudia Diaz-Diaz ◽  
Paulina Semenec ◽  
Peter Moss
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Outcomes ◽  
Large Scale ◽  
Well Being ◽  
Early Learning ◽  
Comparative Assessment ◽  
Special Issue ◽  
Standardized Measures ◽  
Childhood Education

This special issue aims to bring critical perspectives to bear on a growing phenomenon in education: comparative assessment of educational performance using standardized measures of outcomes or ‘international large-scale assessments’. We focus on one of its latest examples: the International Early Learning and Child Well-being Study. Proposed by the Organisation for the Economic Co-operation and Development (OECD, n.d.a) in 2012, this study is now being put into practice, targeting early childhood education and young children in particular. The articles in this edited collection offer varied critiques of this project as well as critiques of the influential role that the OECD is playing in how member countries design, implement and assess their early childhood education.

scholarly journals Enterprise Education: Learning through Personal Experience

2009 ◽  
Vol 23 (3) ◽  
pp. 175-182 ◽  
Author(s):  
Colin Jones
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Student Development ◽  
Personal Experience ◽  
Potential Influence ◽  
Reflective Process ◽  
Student Reflection ◽  
Enterprise Education ◽  
Potential Depth

This paper outlines the development of a reflective process through which student feelings are brought to the surface to advance their learning outcomes. A key notion in relation to the capacity of student development is the ability of students to alter their collective habits of thought and in turn the nature of the learning environment. The paper examines student reflection in the context of students' heightened awareness of self and their potential influence on their environment. The notion of ‘surfacing feelings’ is used to describe the outcome of individual and group reflection through which several parties become aware of the active reflections of individual students, thereby increasing the potential depth of overall reflection. Finally, the author considers the transferability of the ideas discussed to other educational contexts.

Finding Good Places to Work and Live: Contemporary Contexts and Ways Forward

2011 ◽  
Vol 25 (3) ◽  
pp. 541-549 ◽  
Author(s):  
David McKie
Keyword(s):  
Public Relations ◽  
Special Issue ◽  
Organizational Rhetoric ◽  
Good Society ◽  
Social Agenda ◽  
Foundational Work ◽  
Scholarly Attention

This special issue builds on foundational work to set an enlarged social agenda for external organizational rhetoric. After considering possible limits to the broadening of such rhetoric, it analyzes the redirection of scholarly attention, which is essentially concerned with the good organization’s potential to contribute to the good society. It notes how this has been, out of necessity, accompanied by a territorial extension of contextual, geographical, and temporal frames that expand the approaches of internal rhetoric and mainstream public relations.

Call for Papers—Special Issue: Advocacy and Public Relations

2009 ◽  
Vol 3 (3) ◽  
pp. 328-329
Author(s):  
Eileen Mayers Pasztor ◽  
Barbara Thomlison
Keyword(s):  
Public Relations ◽  
Special Issue ◽  
Issue Advocacy

scholarly journals PENGAJARAN LANGSUNG, STRATEGI MOTIVASI ARCS, METODE PEMECAHAN MASALAH, DAN HASIL BELAJAR

Vidya Karya ◽  
2020 ◽  
Vol 34 (2) ◽  
pp. 110
Author(s):  
Wahidah Wahidah
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Direct Instruction ◽  
Instrument Validation ◽  
Lesson Plans ◽  
Learning Tools ◽  
Student Questionnaire ◽  
Addie Model ◽  
Motivation And Learning ◽  
Motivation Strategies

Abstract. The purpose of this study is to produce a set of direct instruction models with ARCS motivation strategies and problem solving methods that are valid, practical, and effective so that it is feasible to increase students' motivation and learning outcomes. This research is a research and development using ADDIE model. The test subjects were students of class X-PMIA 2 at SMAN 3 Banjarmasin. Data collection using the instrument validation sheet learning tools, observation sheet implementation of lesson plans, learning achievement tests, and student questionnaire responses. Data were analyzed descriptively. The results showed that the learning tools developed were: (1) valid based on practitioner assessment and academics (2) practical based on the effectiveness of lesson plans that are categorized as good, and (3) effective N-gain of learning outcomes by 0.46 with moderate category and learning motivation of participants students are categorized as good. Keywords: Direct instruction, ARCS motivation, problem solving, learning outcomes. Abstrak. Tujuan penelitian ini adalah menghasilkan perangkat model pengajaran langsung dengan strategi motivasi ARCS dan metode pemecahan masalah yang valid, praktis, dan efektif sehingga layak untuk meningkatkan motivasi dan hasil belajar peserta didik. Penelitian ini merupakan penelitian dan pengembangan menggunakan model ADDIE. Subjek uji coba adalah peserta didik kelas X-PMIA 2 di SMAN 3 Banjarmasin. Pengumpulan data menggunakan instrumen lembar validasi perangkat pembelajaran, lembar pengamatan keterlaksanaan RPP, tes hasil belajar, dan angket respon peserta didik. Data dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa perangkat pembelajaran yang dikembangkan: (1) valid berdasarkan penilaian praktisi dan akedemisi (2) praktis berdasarkan keterlaksnaan RPP yang berkategori baik, dan (3) efektif N-gain hasil belajar sebesar 0,46 dengan kategori sedang dan motivasi belajar peserta didik yang berkategori baik. Kata Kunci: Pengajaran langsung, motivasi ARCS, pemecahan masalah, hasil belajar

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