Journal of Applied Communications
Volume 100 Issue 2 Article 9
Teaching Convergence in 21st Century Undergraduate Agricultural Communication: A Pilot Study of Backpack Multimedia Kits in a Blended, Project-Based Learning Course
Jamie Loizzo
Abigail Borron
Amanda Gee
See next page for additional authors
Follow this and additional works at: https://newprairiepress.org/jac
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.
Recommended Citation Loizzo, Jamie; Borron, Abigail; Gee, Amanda; and Ertmer, Peggy A. (2016) "Teaching Convergence in 21st Century Undergraduate Agricultural Communication: A Pilot Study of Backpack Multimedia Kits in a Blended, Project-Based Learning Course," Journal of Applied Communications: Vol. 100: Iss. 2. https://doi.org/10.4148/1051-0834.1033
This Research is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Journal of Applied Communications by an authorized administrator of New Prairie Press. For more information, please contact [email protected]. Teaching Convergence in 21st Century Undergraduate Agricultural Communication: A Pilot Study of Backpack Multimedia Kits in a Blended, Project- Based Learning Course
Abstract Twenty-first century agricultural communication students are expected to have an increasingly diverse set of skills when they graduate.Expertise is expected in: writing, editing, design, marketing, media relations, event planning, interpersonal communication, digital development, e-publications, online video, mobile applications, podcasting, and social media.This expansion of needed skills is due in no small part to the proliferation of communication channels and convergence of media platforms today. In order to continue preparing students for professions in agricultural communication, it is imperative that the curricula reflect current industry needs and available technology. In this article, one approach for expanding curricula to incorporate these newer technologies by implementing backpack multimedia journalism kits for science communication is discussed. The kits were developed to address these criteria: 1) students needed opportunities to gain a variety of broad technological skills, 2) the technology had to be mobile and cost effective, and 3) the technology needed to be able to produce a variety of content across a variety of platforms. The mobile multimedia kits included iPad-minis and video accessories. Through an agricultural communication blended-learning, project-based undergraduate course, the authors tested the effectiveness of the kits, as well as researched students’ perceptions and experiences with the course design and mobile communication technologies. The results of the study showed students valued the selected technology and gained targeted video production skills. Although students’ liked the course design, they experienced challenges with course requirements, time management, and using the technological audio recording components.
Keywords Agriculture Communication, Backpack Journalism, Convergence, iPad, Multimedia, Project Based Learning, Undergraduate
Authors Jamie Loizzo, Abigail Borron, Amanda Gee, and Peggy A. Ertmer
This research is available in Journal of Applied Communications: https://newprairiepress.org/jac/vol100/iss2/9 Published byNewPrairiePress, 2017 Research icture this: Awell-known agriculture company hasposteda position a for communication undergraduate programs across thecountry. following: as The position isdescribed ‘Communications Specialist.’ isposted The jobdescription online andcirculated toagricultural Literature Review Learning, Undergraduate Agriculture Communication, Journalism, Backpack Convergence, iPad, Multimedia, Project Based Key Words components. challenges withcourserequirements, time management, andusingthetechnological audio recording and gained targeted videoproduction skills. students’ Although likedthecoursedesign, experienced they technologies.communication valued students theselected showed thestudy technology of The results thekits,of asresearched students’ aswell withthecoursedesignandmobile perceptionsandexperiences blended-learning,communication project-based undergraduate course, theauthors tested theeffectiveness platforms. The mobilemultimediakitsincludediPad-minis andvideoaccessories. anagricultural Through cost effective, neededto and3)thetechnology be of able content to avariety of across produce avariety toneeded opportunities technological broad gain of skills, a variety to had 2)thetechnology be mobileand isdiscussed. sciencecommunication kits for developedThe kitswere to thesecriteria: address 1)students to incorporate technologiescurricula thesenewer by implementing backpack multimediajournalism needs andavailable technology. Inthisarticle, industry oneapproach expanding current for reflect communication, inagricultural professions itisimperative for students preparing thatthecurricula channels today. communication proliferation of andconvergence mediaplatforms of to Inorder continue applications, podcasting, to andsocial neededskillsisdueinnosmallpart media.Thisexpansion of the event planning, communication, interpersonal digital development, e-publications, onlinevideo, mobile graduate.Expertise skillswhenthey isexpectedof in: writing, editing, design, marketing, mediarelations, expected are students communication to agricultural have diverse anincreasingly set century Twenty-first Project-Based LearningCourse Backpack MultimediaKitsinaBlended, Communication: A PilotStudyof Undergraduate Agricultural Century Teaching Convergence in21st Abstract planning, web design, video production, development anddesign, e-publication aswell public speaking, mediarelations, communication, crisis andmarketing, branding event agriculture and shouldwork well alone orinteams. writing, The jobdutiesinclude The Co P Loizzo etal.:TeachingConvergencein21stCenturyUndergraduateAgriculturalC mmunications Specialist shouldbeamotivated individual withapassion for mmunications Specialist Jamie Loizzo, Abigail Borron, Amanda GeeandPeggy A. Ertmer Journal of Applied Communications, Volume 100, No. 2•100 1 DOI: 10.4148/1051-0834.1033 https://newprairiepress.org/jac/vol100/iss2/9 Research of ourgrowing globalsociety, technology, andconnectivity. discussions of21 While (2) communication, (3)collaboration, and(4)creativity. These competencies relate tothecontext (2015) outlinedthe ‘Four C’s’ andInnovation Skills’ of ‘Learning thinking, toinclude: (1)critical the development of21 tofoster inacurriculum shouldbeincluded competencies ofthedisciplineandprofession? What communication tobethecore stakeholdersbelieve as: agricultural such dothevarious What first stepistocomplete aneedsassessment(Molenda, 2013). askingquestionsThis comprises communication approach curriculum, anagricultural design(ID) todeveloping instructional the knowledge areas (Lowrey,specialized andmediaplatforms Daniels, &Becker, 2005) Taking an theworkforce,for convergence communication programs needtoincorporate asitrelates to two tofive years tostay relevant and that,be updatedevery inorder prepare toadequately students technologies, communication today isfastpaced, inreal time, andatconsumers’ fingertips. Age’Information (Castells, 2010). andemergingmobilemultimediaThanks totheInternet communication called their pathstobecoming professionals agricultural ‘The inwhat is often andidentifyproficienciesto determine communication studentsneedtomasteron agricultural programs,education communication. agricultural including thediscipline, Within itisimportant education, on focused PK-12 areskills often alsobeappliedinundergraduate can theframework reality ofa21 reality 100) and found halfofthem 100) andfound “expected andcommunication totakeanequal amountofagricultural University,freshmen State atOklahoma Texas Tech University, and Texas (n= A&MUniversity involved inpodcasting, web design, andvideo production (84.4%) (Morgan&Rucker, 2013, p. 56). master. asthose such Faculty skills alsoacknowledged thegrowing technology-based needfor communication thinkingare studentsto foundational competencies agricultural for and critical (n=19)fromfaculty 14different universities agreed professional aswriting, such skills speaking, andefficiently”[media] effectively (p. 23). Inanadditional Delphi studyofacademic stakeholders, communicatorsagreed shouldunderstand agricultural “the mediamixandhow tousethem communicators shouldbeableto that agricultural “effectively communicate verbally” and87.5% thatwithinthe (2013) reported ‘Core Area of Communication’ 91.7%agreed withthestatement neededintoday’sskills profession. (n=37), participants InaDelphi studyofindustry Morgan examined industry, faculty, andstudentperceptions communication and curricula ofagricultural From theseviewpoints, relevant21 astheagriculture industry, stakeholders such positions ofvarious academic leaders, andstudents. be identified by examiningcurrent andinternships, jobdescriptions the aswell asconsidering technologically rich,technologically (Tucker, globalsociety 2012). The Partnership 21 for areskills defined asthecompetencies studentsneedinorder tobesuccessfulinafast-paced,
S writing andmultimedia work.writing communication isrequired,of scienceinagricultural along withexamplesofthecandidate’s andinternationally. nationally concepts andcurrent issuesfacing theindustry Abachelor’s Specialist shouldhaveThe Communications background knowledge ofagriculture science throughchannels. socialmedia as producing andmaintainingmessagingefforts podcasts W T On thestudentside pecifically in the communication literature,pecifically Morgan(2010)recommended thatcurricula o assistincompiling needsassessmentdata, upon recent bedrawn thathave studies can hile thepresented ishypothetical, description itisrooted inwhatisbecoming the st century agricultural communication career. agricultural century literature, Intheeducation 21 Journal ofAppliedCommunications,Vol.100,Iss.2[2016],Art.9 st century agricultural communication Required skills? agricultural competencies can century , Watson communications agricultural (2011)surveyed andRobertson st century agricultural communication skills can beidentified. communication can skills agricultural century Journal of Applied Communications, Volume 100, No. 2•101 st Century Learning Learning Century st century century st century century 2 Published byNewPrairiePress, 2017 Research communication, andethics. Concurrently, references tiedto21 toskills writing, editing, publicspeaking, design, marketing, mediarelations, planning, event interpersonal communication competencies,agricultural expectations, andprofessional remain skills thesame: (92.6%) (p. 10-11). course”writing (94%)and communications“to complete atleast one internship” agricultural writing, andweb design.” also Students “expected toenroll inaleastone communications-based courses” and70.6% “expected abroad tolearn setofcommunication aspublicrelations, such skills (Boers, Ercan, Rinsdorf, & Vaagan 2012; Tucker, 2014). Many ofthese21 e-publications, events, virtual online video, mobileapplications, podcasting, andsocialmedia communicators are with: expectedtohave experience digitaldevelopment, web design, are becoming more frequent intheliterature andprofessional jobdescriptions. Agricultural positions within agricultural companies,positions withinagricultural media, government agencies, andnon-profits. segmented jobsandduties are converging numberofprofessional into asmall communication relations, marketing, photographer, designer, programmer, andjournalist. Therefore, theseonce- beginning, outtheresponsibilities ofpublic itisapparent thatone person isexpectedto carry instance, going tothehypothetical back ‘Communications Specialist’ atthe position described convergence beingintegrated. skills digital withpractical (68%)wereeducators teaching courses based on communication theory World”“Communications inthe Virtual (p. 165). The research alsoshowed thatcommunication as titles such “Beginning Web Design,” Convergent for Journalism,” Storytelling “Digital and ofconvergencethat programs were courseswith orplanningtoteach avariety eithercurrently delivery. andfound (n=110)across communication departments thecountry surveyed Sarachan and publicrelations jobsthatrequire message theuseofmobileandinteractive for technologies programs toconsider a “convergence curriculum” toprepare buddingcommunicators journalism for in thefield” (Poynter, 2013, p. 2). communication (2011)pointedoutaneedfor Sarachan and48%ofnewsroom leaderseducators responded, “the academy isnotkeepingupwithchanges changes.” programseducation are upwithindustry “keeping notedthat39%of The report insight intoeducators’ andpracticingjournalists’ on whetherornot journalism (n=1,800)views ofcommunicationmessages platforms. through avariety communication, audiencesare receiving thisisalsorelevant asagricultural andinteracting with producers to “consider themulti-channel perspective from thebeginning” (p. 54). Inagricultural websites,but alsofor YouTube, blogs, andsocialmediasites. Boersetal. (2012)advise media intendedplatforms, theiroriginally and radioare for content developing notonly increasingly together online (Boers, Ercan, Rinsdorf, & Vaagan, 2012). Newspapers, magazines, news, television is predominantly discussedastheresult ofprint, television, coming andradiomediaplatforms electronic mediaandtelecommunications” &Filk, (Gundelsweiler 2012, p. 47). Convergence Convergence of Technologies, Roles, andInformationConsumption consumption (Kolodzy, Grant, DeMars, & Wilkinson, 2014). technologies, mediaplatforms, professional communication roles, andaudienceinformation professionalfocused have skills emerged, atleastinpart, from theconvergence ofcommunication
As indic The 2013 Media co A nother way communication practices are converging iswithinprofessional roles. For Loizzo etal.:TeachingConvergencein21stCenturyUndergraduateAgriculturalC ated intheoutlinedstudies, itappearsmany ofthetraditional andfoundational nvergence is often described as described nvergence convergence mediato isoften “technical ofprint ‘State ofJournalism’‘State by report thePoynter provided MediaStudies Institutefor Journal of Applied Communications, Volume 100, No. 2•102 st century competencies century st century, digitally- 3 DOI: 10.4148/1051-0834.1033 https://newprairiepress.org/jac/vol100/iss2/9 Research and careers are evolving inthe21 and careers are evolving and platforms currentnsider thefollowing examplesoftheconvergence oftechnology communicationsprofessional context: inanagricultural skills
viewing. now produce thatissufficient can onlineMobile technologies content for atahighenough quality large,a needtocarry bulkyequipment intothefield totakephotos andrecord audioandvideo. producing content on anddistributing the Web (Westlund, 2013). Given this, there isnolonger adapted to usingmobiledevices,and thepublichave quickly andtablets, assmartphones such for trendsdigital journalism showed media, thatnews public relations andcommunications companies, images, aswell asproducing content andpostingittotheweb. oftheliterature regarding Areview goals, soundand andcapturing are mobiletechnologies bothwriting becoming for more crucial podcasts, andsocialmediamessages. Inorder thesemulti-platform communication toachieve proficiencies, digitalstorytelling also todevelop usingphoto slideshows, YouTube videos, websites, Communication Mobile Agricultural communication kitsare discussed. andtheauthors’ technology journalism approach toassemblingmobile, multimedia agricultural based communication projects viamobiletechnologies. section, Inthefollowing backpack research theuseofmultimedia journalism’ ‘backpack Internet- developing kitsintendedfor study abroad experiences, andcollegeextension programs? acrosscommunication classes, programs get themostoutofpurchased technology internships, agricultural isthe mostcosteffective? How can technology communication majors? What technology bestenablesthedevelopment of21 technology toward communicators, future developing agricultural questions thefollowing are posed: What • • • •
Co These examplespr social mediaposts. magazine editions, aswell asawebsite withinteractive content, asarticles, such videos, and to Feed Growing Planet’ hard Our copy (http://food.nationalgeographic.com) included it now presents cross-platform content. Their recent Future on focus ‘The ofFood: How National Geographic. Traditionally, National only, publication Geographic wasaprint but social mediawere used. news. viaradioairwaves, Inaddition thestories todelivering online photos, videos, and agricultural stations covering andreporters ofNational (NPR) collaboration Radio Public Media(http://www.harvestpublicmedia.org). Public Harvest a This sitecomprises ofplatforms. across skills avariety and technology also required thecommunications specialiststoemploy acombination ofcommunication Monsanto’s ‘America’s Farmers’ (http://www.americasfarmers.com campaign ). effort This farmers’ personal stories. campaign. interviewing, Required included skills writing, features anddeveloping about Journalism, publicrelations, were skills involved andtechnical inthedevelopment ofthis Communication websites, specialistsdeveloped blogs, photos, videos, andsocialmediasites. Beck’s IFarm’ Hybrids ‘Why (http://www.whyifarm.com marketing andsalescampaign ). As notedear The authors’ response tothesequestions hasbeentodevelop, implement, and lier, current towrite, communicators and future neednotonly agricultural but Journal ofAppliedCommunications,Vol.100,Iss.2[2016],Art.9 ovide concrete evidence of how agricultural communication concrete ovide ofhow skills agricultural evidence st century. From theoutlinedexamplesandwithaneye Journal of Applied Communications, Volume 100, No. 2•103 st century skills among undergraduate agricultural among skills undergraduate agricultural century 4 Published byNewPrairiePress, 2017 Research undergraduates for 21 undergraduates for andinnovative teachingdesigns, mobiletechnologies to incorporate inorder toprepare Research Questions implementing effective mobilemultimedia kitswasinvestigated. ofcontexts.the web across avariety thesecriteria, considering After thecostofpurchasing and and costeffective, ofcontent for neededtobeableproduce avariety and3)thetechnology ofbroad skills, technological togainavariety had tobemobile opportunities 2)thetechnology considered topurchase, technologies which were keptinmind: thesecriteria 1)studentsneeded light, in-the-field bagfor recording, portable writing, andweb content production. Astheauthors the backpack kits. the backpack lightweight aluminumtripod.Ravelli selectedfor 1and2show themultimedia Figures technology BluetoothwirelessSony microphone, iPad, for audiomiccable Manfrotto LED light-mini, and (http://www.iographer.com/) iPad-mini case, Polaroid lenses, shotgunmicrophone, Sennheiser kits. Bluetoothkeyboard, Each kitcostapproximately $1,400andincluded: Logitech iOgrapher uploading content totheInternet. funding,Through grant various we purchased ten multimedia Pro andiMovie, theiPad-mini writing, asa tabletfor operates videoproduction, photography, and keyboard, mobilecase, wireless microphone, mini-toplight, lenses, andapplications, asFilmic such minis, withvideoaccessories, communication. agricultural for theaddition ofabluetooth With withlimitedfunctionality.camera a specific Instead, atimplementingiPad- arrived we ultimately Technology SelectionandImplementation Methods communication undergraduateprogramagricultural atalarge Midwestern university. “multimedia sciencecommunication,” kitsfor kits, journalism known asbackpack otherwise inthe communication. Keepingthisinmind, toimplementandresearch aplanwasdeveloped theuseof mobile content production mobile anddesigntoimplementcoursespreparing studentsfor The following section describes the following sectionThe describes research context anddatacollection methods. questions were: sciencecommunication. for implementation anduseofthemobiletechnology The research were multiple research questions on focused thedesignofmultimedia course, aswell asthe (PjBL) design, withmobilecommunication kits, communication course. inanagricultural There undergraduate program. More specifically, we implementedablendedproject-based learning and researching iPad multimedia communication sciencecommunication kitsinanagricultural
3. 2. 1.
There is a need for agricultural communication There programs agricultural toupdatetheircurricula isaneedfor It isimpor W Ba How dostudentsdescr process anonline ofdeveloping video? W W e reviewed digital video camera andaudiogear options, digitalvideocamera e reviewed butdecided againstinvesting in hat are students’ scienceconcepts perceptions through aboutagricultural the oflearning hat are students’ perspectives oftheblended, PjBLformat? ckpack multimedia communicationckpack refers, specifically, ina carried tomobiletechnology Loizzo etal.:TeachingConvergencein21stCenturyUndergraduateAgriculturalC tant for agricultural communication tonoticethistrend educators toward agricultural tant for st century careers. century This studyrepresents afirst steptoward integrating ibe their experiences usingiPad-minisibe theirexperiences videoproduction? for Journal of Applied Communications, Volume 100, No. 2•104 5 DOI: 10.4148/1051-0834.1033 https://newprairiepress.org/jac/vol100/iss2/9 Research media connectivity. andmultimedia fromof communication content creation purposes writing toonline andsocial test. scientistsconducting ahorserespiratory torecordaccessories footageofveterinary communication 2.An undergraduatestudentusesaniPad-mini agricultural Figure andvideo torecordaccessories avideointerview. communication 1.An undergraduatestudentusesaniPad-mini agricultural Figure andvideo W e believed theiPad-minis,e believed coupled withthevideogear, avariety had thepotentialtoserve Journal ofAppliedCommunications,Vol.100,Iss.2[2016],Art.9 Journal of Applied Communications, Volume 100, No. 2•105 6 Published byNewPrairiePress, 2017 Research components ofthePjBLframework: Table 1demonstrates how communication themultimedia courseaddressed agricultural thekey 4) studentvoice andchoice, 5)revisingandreflection, ofthefinal and6)apublicviewing project. following: 1)in-depthinquiry, question, 2)adriving on 3) afocus whatstudentsneedtoknow, p. 1). According (2015)thePjBLcoursedesigninvolves Education the Institutefor totheBuck students indesign, problem-solving, decision making, orinvestigative activities” (Thomas, 2000, was spentonline andinthefield thefinal developing projects. were conducted (LMS). online management viaalearning system ofstudents’The majority time andeditingfinal project videos,technology whilethecourseinstruction, readings, anddiscussion course metface-to-face once aweek hands-on for work how aslearning tousethemultimedia such the called “flippedis popularly classroom” model(Kim, Kim, &Getman, Khera 2014). That is, our iteration. efficiency, the2014 theneedtoimplementmultimedia kitsfor realized backpack we quickly &Lillard,(Loizzo 2015). Basedon thefirst pilotofthecourse, mobile andtheneedtointegrate online program called WeVideo andeditedtheirfootageinacloud-based traditional videocameras the first iteration ofthecourse, studentsproduced teamusing anExtension farms videosfor small 2014, titled Communication” inAgricultural “Multimedia basedon ablended, PjBLdesign. In Research Context
W PjBL in The blendedlear e developed, facilitated, semestersof2013and thespring andpilotedacourseduring Loizzo etal.:TeachingConvergencein21stCenturyUndergraduateAgriculturalC volves complex projects questions on orproblems challenging thatinvolve “based ning instructional designapproach the2014coursewassimilartowhat ning instructional for Journal of Applied Communications, Volume 100, No. 2•106 7 DOI: 10.4148/1051-0834.1033 https://newprairiepress.org/jac/vol100/iss2/9 Research evaluation plans for the course. plansfor evaluation research theirvideotopic. Table objectives andsummative 2highlightsthelearning andformative the multimedia kits, andmobiletechnology, butalsothebasicsofdigitalstorytelling aswell as thecollege’sAgriculture andfor YouTube channel. had how tolearn touse The studentsnot only theResearch for Programs science topicoftheirchoice agricultural OfficeoftheCollege of Table 1 Public audience Senior AssociateDean Senior audience Public Journals andreflection Revision andresearch Select topic voice andchoice Student we, How can asmultimedia communicators, usemobile Need toknow sciencetopic Agricultural question Driving Communication MultimediaCourse Agricultural In-depth inquiry PjBL Framework Designof Communication” Learning “Multimedia in Agricultural Project-based Course Students inthe2014coursewereStudents required an avideoproject todevelop featuring Journal ofAppliedCommunications,Vol.100,Iss.2[2016],Art.9 Online viewers Peers Instructors Scientists Peer Review Discussions Class timeusage parameters: 1scientist,Video 1gradstudent, visualtopic shootingandediting Video terms Video treatment Video technique Interview Digital storytelling production Video usage Mobile device our college’s Research? Office ofAgricultural sciencecommunication todevelop technologies videosfor Journal of Applied Communications, Volume 100, No. 2•107 8 Published byNewPrairiePress, 2017 Research Table 2 research study. Pseudonyms were usedtoprotect thestudents’ identities. 2014).pilot semester (spring in this and 2 males) of the 10 consented (5 females to participate Seven Research Participants plan to share the final project 5) Developasocialmedia video 4) Editanduploadanonline interview 3) Conductanon-camera and script 2) Developavideooutline techniques storytelling andinterviewing 1) Describeandapplydigital Objective Communication”“Multimedia inAgricultural Course. Objectives,Learning Formative Assessment, andSummative Designfor Assessment
T en studentsenrolled inthe Communication” inAgricultural “Multimedia courseinthe Loizzo etal.:TeachingConvergencein21stCenturyUndergraduateAgriculturalC Reflective journals Online classdiscussion plan assignment Social media communication blog Search EngineOptimization for finalgrading same rubricinstructorused ‘rough cut’ videosbasedon Peer-review ofoneanother’s Reflective journals with interviews Shoot footagetobeused Shoot on-camerainterviews development Interview question and timeline Video planningdocument reflective journals Online discussionsand and timeline Video planningdocument Summative Assessment analysis Topical andtarget audience Formative Assessment Journal of Applied Communications, Volume 100, No. 2•108 assignment communication plan final gradeofsocialmedia Instructor feedbackand of Agriculture Presentation totheCollege grade Instructor reviewandfinal Rubric forassessment Final videoproject Final presentation Instructor review Peer review Final videoproject and gradebyinstructor Final assignmentfeedback to theCollegeof Agriculture End ofsemesterpresentation 9 DOI: 10.4148/1051-0834.1033 https://newprairiepress.org/jac/vol100/iss2/9 Research Table 3 writing prompts intheironline toreflectwriting journals on theirprogress technology. anduseofthenew into the course throughout werejournals the semester. incorporated Each week, students answered withparticipants. one-on-oneand in-depthsemi-structured online reflection interviews Student sources were collected, online including: reflection participant journals, assignments, final videos, measures. validity for ofevidence thedataandbuildatrail triangulate Therefore, multiple data the students. (2015)recommended multiple collecting sourcesstudy,Yin ofdatainacase soasto implementation, thephenomena ofthecoursedesignandtechnology including by asexperienced multiple methods(Thomas, 2011). Inthecontext ofthisstudy, wasthemultimedia thecase course, isanevent,case time, place, orphenomena multiple inwhich perspectives are researched through Qualitative ResearchMethods iPad-mini. international exchange program through USAID. had usedan never Prior tothiscourse William the study. contexts. Board approvedThe Institutional Review thedesignofandimplementationfor details of ourcontext andresults, readers may findaspectsofthestudythattransfer, to, orapply their own of thisstudy, results are notintendedtobegeneralizable. However, by description providing rich withnochanges. approved thecategories andinterviewer participants Given thequalitative nature checking. memberandreliability for research andgraduate studentinterviewer participants The ofthefindings, andvalidity order toensure trustworthiness categories were the presented tothe coding, grouping open-codesinto categories, re-categorizing, themes. andestablishingfinalized In procedures, ofqualitative studies, useinavariety ña (2009)for by asdescribed Salda open- included andthemes.categories ledthedevelopment of identify andconfirm codeswhich recurring Coding transcripts, reflection journals, (e.g., andcourseartifacts assignmentsandfinalvideo projects) to length, video recorded, andtranscribed. The theinterview researchers thencodedandtriangulated topic, 2)the coursedesign, 3)andtheiPad multimedia kits. were 30-45minutesin The interviews questions on focused studentperceptions of: 1)project about the video development andlearning theresearch participants, theninterviewed finalgrades She were given. after Theinterview who didnotdesign, teach, protocol. tousetheinterview inthecoursewastrained orparticipate William Taylor Rianne Rachel Morgan Justin Annie Pseudonym Research Participants One ofthestudents, William, wasagraduate studentfrom Malawi, ofan visitingaspart Africa
In aneff Case-based ort tomitigateresearcherort biases, communication graduatestudent anagricultural qualitative methods were used to answer our 2013).research questions (Yin, A Journal ofAppliedCommunications,Vol.100,Iss.2[2016],Art.9 rdaeMse’ Orangecorn Graduate/Master’s Freshman Sophomore Sophomore Junior Senior Junior School classification Journal of Applied Communications, Volume 100, No. 2•109 Agribusiness Swine nutrition Rabbit tracking Foodborne illness Agriculture education carp Invasive Asian Selected researchvideotopic 10 Published byNewPrairiePress, 2017 Research Research Questions ConnectedResearch Questions to Themes Table 4 the research questions. Table 4 demonstrates how thethemesaddress theresearch questions. across themesfound are thedataandtoanswer highlightedtosupport andpost-interviews artifacts Results your alonger for life timethanjusttoconcentrate on theory.” interactive withtheCollege ofAg.” said, William thatremains wasmore oriented in “It practical wrote,Rachel likehow thecourseislaidback.“I Ilikehow it’s hands-on. really Ilikehow we are liked, what we didn’t up.” likeaboutdifferent things–andthatwould bethewrap Inherjournal, And then, we would whatwasdifficult, cometogether back andreview whatwaseasy, whatwe we thechapters videosthatportrayed had upanddosmall readwould partner aboutthosetopics. consisted ofreading andassignments. For instance, asfollows: class atypical “We Rianne described hands-on timewasusedfor work,would explainthatface-to-face class whiletheonline work thecoursedesigninhis/herown words.Each studentwasaskedtodescribe Mostoften, they Theme 1: Hands-onwithOnlineRigor what people were thinking just because it was typed in anelectronic device.” what peoplewere itwastyped thinkingjustbecause discussion thatyou doinanonline sense, can andso, itwaskindofhard exactly toget for afeel discussion,as anin-class “We read topics andwe discussedthem, butthere’s somuch only mentioned theonline thatshefound discussions tobetootime-consuming andnotasmeaningful I thinksome ofusdidn’t know even aboutit. So, itwaslike, oh, we had todothat.” Morgan had different things. We had ajournal. We had adiscussion. We had ablog. There awhile, for doing it.” Justindescribed, would wasalittleconfusing, say“I theonline part atfirst, we because had thediscussions, Ithink, aswell. Those were kindofhard. I’m bad aboutremembering tokeep demanding, had thanthey expected. andchallenging said Rachel “We wrote journals, blogs; we Research question 3. 2. 1.
ive themeswere identified from thedataanalysis. Specifically, from excerpts course
video production? usingiPad-minisexperiences for anonlinedeveloping video? concepts through the process of science aboutagricultural learning the blendedPjBLformat? W Ho W hat are students’ perceptions of hat are students’ perspectives of F The studentsalsodiscussedho O w do students describe their w dostudentsdescribe verall, coursedesign. thestudentsexpressed ofthePjBLblendedlearning favorable views Loizzo etal.:TeachingConvergencein21stCenturyUndergraduateAgriculturalC w the online portions ofthe coursewerew theonline portions more rigorous, Journal of Applied Communications, Volume 100, No. 2•110 5. usingiPad-minis Experiences for 4. Perceptions agricultural oflearning 3. Makingconnections withclassmates 2. Freedom vs. Responsibility 1. Hands-on withonline rigor Theme video production science through videoproduction and scientists 11 DOI: 10.4148/1051-0834.1033 https://newprairiepress.org/jac/vol100/iss2/9 Research swine researcher whoshe featured inher video: me. So, Iwantedtowork withher.” establishinga connection described withthe Rianne vividly habitat management and said, “Once Imether, good, shewasreally and shewantedtowork with in theCollege of Agriculture. and ecology worked Rachel withanassistantprofessor ofwildlife students expressed anexcitement establishingconnections for scientistsworking with real-world to work together effectively. Annie said: respective videos. astohow The studentsworked inandoutsideofclass itoutamongst themselves process, their for itwasrecommended thatstudents work withone anothertoshoottheinterviews scientists. Asthiswasthefirst many timefor ofthestudentstoengage inthevideo production design wasthatstudentswere abletomakevaluableconnections withclassmates, aswell as Theme 3: MakingConnectionswithClassmatesandScientists scientists. video projects, andthestudentscouldselecttheirtopicsbasedon theavailableandparticipating Then, thescientists would have already agreed inthestudents’ ahead oftimetoparticipate Taylor proposed: responsive busyandnotalways tothestudent’sthe scientistswere videoproduction very schedule. the researcher.” that were coming upandyou couldn’t you meetthembecause were on someone relying else, like same respect, Ididn’t attimeswhenthere were frustrating itwasreally deadlines [likeit]because professional world, andthingslikethat.” Riannesaid, likedthefreedom“I thatwe had, butinthe I likedthat. Ithinkthattaughtusalot. It’s justmirroring whatwe have todo, you know inthe Morgan explained, “You andself-motivatedtoget thatdone. kindofhad tobeaself-starter So, Justin said, itgave todowhatIwantedwithmyproject.” me[the]creativity likeditbecause “I scientists, conduct interviews, and edittheirvideosaccording tocoursemilestones and deadlines. thatwiththefreedomfound theresponsibilities contact came ofmanagingtheirtimetoeffectively context,world freedom theirtopics, tochoose andself-paced nature ofthecourse. Incontrast, they was thetension between freedom andresponsibility. discussedhow enjoyed they Students thereal- Theme 2: Freedom vs. Responsibility
A In a their goals. That wasagreat thinginacoursetosay thatstudentscouldhelpeach other accomplish adate, andsuch such Iwould doa, b, c, d, andsomeone assist. would volunteer tocamera Iwantedtohave aninterview,When thewholegroup I couldjustinform tosay thaton S Half ofthestudentsr dependent upon otherpeopleoutsideoftheclassroom. do toimprove it. It’s something isso that’s hard really towork theclass withbecause beinthesyllabus, howitwill itsays exactly structured look intoit, orwhatwe couldreally just move on scientist, andget anew orsomething. thatway, So maybe, ismore theclass I don’t know ifwe needtohave adefinite cut-offdateor, ifyour scientistisn’t cooperating, Half ofthestudentsexpr tudent interviews and journals showed andjournals thatanother perceived outcome ofthecourse tudent interviews nother themethatemerged related tostudents’ perspectives ofthePjBLcoursedesign ddition to developing relationships with classmates and supporting one another, andsupporting ddition relationships todeveloping withclassmates the Journal ofAppliedCommunications,Vol.100,Iss.2[2016],Art.9 ecommended thata ofscientists’‘bank thecourse. for bedeveloped essed difficulties inworking theirvideos, withscientistsfor as Journal of Applied Communications, Volume 100, No. 2•111 12 Published byNewPrairiePress, 2017 Research agricultural communication careers.agricultural Justinsaid: versatile, andeasytotroubleshoot, infuture couldforesee andthatthey usingmobiletechnology wasportable, thatthetechnology mentioned likedhow thatthey easyitwastousethedevices Theme 5: ExperiencesusingiPad-minis for Video Production more confidence through intheirskills theproject format. andgain todevelop aboutthevideointerviews, valuedtheopportunity butthey being nervous before,video interview experience.” sothatwasawholelearning ofthestudentsdescribed Several organization, design, working withclients, andinterviewing. Riannesaid, had conducted never a “I “soft skills.” For communication professionals, timemanagement, include skills thesesoft content topics: ofresearchscience topicsexpandedtheirviews anddeepenedtheirunderstandingofchosen scientist demonstrates how studentengagement inandvideoproduction agricultural ofreal-world or thescientific research process. from excerpt The following Morgan’s withafood interview Previously, some studentshad beenexposed to eitherthevideomessage never development process scientists.occurred through theprocess ofstudentsresearching theirvideotopicsandinterviewing selected, aswell asgainingadeeperunderstandingofthenature ofscienceandresearch. This somethingcould learn thatwould helpmeprepare thatinternship, for aswell.” farm,family aswell asthis summerIhave withFarm aninternship Credit, andso, Ithought interests: “Growing farm, upon myfamily toour whatIlearned Ithoughtthatcouldapply interested inasacareer.” Taylor itrelated hertopicbecause toherbackground chose andfuture and he[thescientist]works alotwithstudents. So, Ithoughtthatkindoffit withwhatIam videos. Justinselectedhisvideotopicbecause, involved with4-Handyouth“I’m development, very sciencetopicthrough more learned thedevelopment ofthe abouttheiragricultural ultimately interest, andmotivation appeared pursued, toplay topicthey arole intheagricultural andthey and choice’ component inthecourse. ofthePjBLframework Each student’s knowledge, prior Theme 4: PerceptionsofLearning Agricultural Sciencethrough Video Production
like, “Hey, how’s itgoing, Rianne?” So, bigbuildingpointaswell. thatwasareally I sawhimon thestreet theotherday andwaslike, “Oh hey, Name)!, (Scientist’s andhewas needtocontactwhether Iever himagain, Idon’t know, buthe’s there, andI’ve got hisemail. My researcher cool, isreally andso, connection makingthatextra wasawesome. You know, In g A neat. isreally outbreaks –which doing tostoplisteria the consumer, andhow itiscontracted, andwhere it’s found, is andwhat[theuniversity] experience. And then, alotaboutthebasicsoflisteria, Ijustlearned affect andhow itcan beeninaresearchI’ve really never labbefore at[theuniversity]. So, thatwasafun Man As mentio nother similarity across student experiences was the development of what is often called called across wasthedevelopment ofwhatisoften studentexperiences nother similarity eneral, thestudentsenjoyed withtheiPads. usingandlearning Multiplestudents y of the students described learning more learning specificy ofthestudentsdescribed detailsaboutthetopicsthey Loizzo etal.:TeachingConvergencein21stCenturyUndergraduateAgriculturalC ned, the his/hervideotopicasone eachstudentchose way toincorporate ‘voice Journal of Applied Communications, Volume 100, No. 2•112 13 DOI: 10.4148/1051-0834.1033 https://newprairiepress.org/jac/vol100/iss2/9 Research for improvementfor infuture videoproduction efforts. Taylor said, techniques. videostorytelling acknowledged learned thatthey However, room alsodescribed they 3.Figure capture ofRianne’s Screen finalswine research video. were postedtothecollege’s YouTube publicaudiences. for channel associate deanofresearch in theprojects. andthescientistswhoparticipated 3) The videos(Figure iPad-minis andaccessories. thesenior debutedtheirvideostoapublicaudienceincluding They application. camera recording. during or freeze Therefore, tousingthestandard mostofthestudentsswitched iPad withtheFilmicPro glitches students alsoreported app, where theappwould sometimes pause the built-iniPad microphone, hollow sounding. theaudiotobesomewhat causing ofthe Some not work withtheiPads consistently andmany ofthestudentsthenrecorded theiraudiousing easier.” where ifwe maybe would have beenon anactual Mac withanactual screen thatitmighthave been workspace asmall thinkthatitwassuch thatitwashard“I where toget atright you neededto, Taylor discussedhow itwasdifficult tomakedetailededitsusingherfingertips. explained, She
to acomputer oranything. there It’s right inyour all hands. on helpedistheeditingwithiMovie theactual iPad.what really You don’t have toupload it making avideo. Ithoughtitwaseasytotransport, kindoftakeon thego withyou and… thanavideocamera,something that’s madefor more user-friendly isspecifically which A lotofpeoplehave aniPad, andit’s kindofneattoseethatyou makeavideowith can Man By theendofsemester It alsotur In co y of the students described a sense of pride incompleting theirvideosand asenseofpride y ofthestudentsdescribed ntrast, some ofthestudentsdidnotlikeeditingon themobiledevices. For instance, ned out that the Sony Bluetoothmicrophonesned outthattheSony andmini-plugconnectors did Journal ofAppliedCommunications,Vol.100,Iss.2[2016],Art.9 , produced avideoproject eachstudent successfully usingthe Journal of Applied Communications, Volume 100, No. 2•113 14 Published byNewPrairiePress, 2017 Research (Figure 4).(Figure used themultimedia Romania videonarratives ofHeifer project kitstodevelop beneficiaries studyabroad program inRomania. inaservice-learning took part overseas, While thestudents learning.” otherswhileIwasstill educate attachments worked, andso, how learn touseitmyself, itwascooltobeablenotonly butalsoto kindsofquestions andaskedmeall abouthow thisworked wassuperintrigued andhow“He the offtothedean. andwasexcitedshot videoatacollege event toshow thetechnology said, She student usedthegear ataconference where othersaskedabout how itworks. Similarly, Rianne perceived prestige withusingthetechnology. thatcame how sheandafellow described Rachel mobile, cutting-edge way toproduce communications materials. the ofthemdescribed Some
strong point of my video is the organization of it and just how things flow very logically.strong ofitandjusthow pointofmyvideo istheorganization thingsflow very video wasn’t andthe shotscouldhave beensetupalittlebetter, theclearest butIthinkthe done any videoediting, process soitwasalearning me, for andlikeIknow some ofmy I thinkthatmyfinal well, outpretty videoturned itbeingmy first for video. Ihave never Immediatel The studentsalsolikedthatthe Loizzo etal.:TeachingConvergencein21stCenturyUndergraduateAgriculturalC y following thePjBLmultimediay following course, students oftheparticipating several y were a part of a program that was trying outanew,y were ofaprogram thatwastrying apart Journal of Applied Communications, Volume 100, No. 2•114 15 DOI: 10.4148/1051-0834.1033 https://newprairiepress.org/jac/vol100/iss2/9 Research 2014; Tucker,2014). theliterature identifies writing, While speaking, editing, andmultimedia mobile technologies into curricula to effectively prepare toeffectively 21 studentsfor intocurricula mobile technologies communication undergraduate degree teachingmethodsandimplement programs new todevelop converging (Boersetal., 2012; &Filk, Gundelswiler 2012 ). There agricultural isaneedfor Discussion andConclusion this potential. thecourse. for andinstructor developer The useofmultiple researchers, however, helpedmitigate ofresearcherpossibility bias, asone ofthemembersourresearch teamwasalsothecourse (n=7).the majorlimitations ofthestudywassamplesize Another limitation relates tothe student reflection journals, sound findings—one datafor totriangulate of andpost-interviews mini technology. from Althoughdatawascollected multiple sources—such ascourse artifacts, Limitations program toRomania, tocreate Romania videonarratives ofHeifer project beneficiaries. 4. Figure The iPad-mini studyabroad andvideo wereaccessories used on aservice-learning rofessional communication roles, approaches, andcommunication are technologies P This c ase studyexaminedtheresults ofthepilotblendedPjBLcoursedesignandiPad- Journal ofAppliedCommunications,Vol.100,Iss.2[2016],Art.9 Journal of Applied Communications, Volume 100, No. 2•115 st century careers (Koldzy, century 16 Published byNewPrairiePress, 2017 Research implementation so that students are in touch with the demands of continually evolving 21 evolving implementation sothatstudentsare with thedemandsofcontinually intouch communication programs torespond withconvergence coursesandmobile technology converging,communication roles are andtechnologies rapidly itisincumbent upon agricultural standards. programs withindustry atimewhen education tobeoutoftouch During correlate toteaching effective cross-cultural communication strategies? studyabroad trip, communication service-learning anagricultural content during how doesthis inthestudents’participating projects? And, toproduce ifstudentswere tousethistechnology controversial issues?Ontheflipside, whatare scientists’ perceptions with ofandexperiences thedevelopment oftheirproject,during aswell asprofessional approaches communicating for organisms, aboutthesecontroversial communication whatdostudentslearn issues agricultural subjects. For instance, modified change orgenetically question on focuses climate ifthedriving in aPjBLdesign, science withindifferent andlearning agricultural aswell asstudentexperiences Potential investigating research thetension ofstudentfreedom couldinclude versus responsibility communication programs institutions, atlandgrant aswell asExtension workshops andprograms. designcouldbeappliedandexaminedacrossThe blendedPjBLinstructional multiple agricultural multimediacould develop communication projects withincontexts ofinterest. Extension for and4-Hworkshops where andstudents educators potential tousethetechnology work invideoproduction, photo essays, blogs, socialmediacampaigns, andmore. There isalsothe communication, coursesinagricultural ofskills-based intoavariety be incorporated include which teaching convergence intocoursesfor technologies communication. The iPad kitscould backpack regard toimplementingsimilarblendedPjBLdesigns, multimedia aswell asincorporating were asblogs, notfamiliarwithonline toolssuch learning wikis, discussion boards, andjournals. coursebefore inablendedlearning and group ofstudentshad participated this particular never andrigorous. ofthecoursetobecomplicated theonlinealso found portions This couldbebecause studentstofunction situation intentfor inareal-world (Buck,instructional 2015). The students a pre-determined bankofscientiststowork withthem, thatwould go againstthePjBLdesignand challenges, asworking such around scientists’ schedules. thestudentsrecommended having While multimedia kits. projectThe studentsdidexpress thereal-world intackling andfaced difficulty relationships withscientists, by skills utilizingthe communication aswell develop andtechnology The results showed scienceissuesandresearch, studentswere aboutagricultural abletolearn form toproduce agriculture communication multimedia real-world videoswithbackpack kits.class viaonline activities andworking hands-on in theory digitalstorytelling tolearn collaborating technologies. projects basedon sciencetopicsviainteractive,world communicating complex agricultural mobile into ablendedPjBLenvironment theirknowledge through studentstoapply challenges real- careerfield.in theirchosen But, ofcommunication andapplication integration oftraining theory isimperative tokeepthemcompetitive andstrategy ofmediatechnology world the ever-changing relates tomediaandeducation. Ofcourse, navigatethrough students how training tostrategically 2013; Watson &Robertson, 2011), today’s for itiscritical programs toaddress convergence asit communicators (Morgan, agricultural for skills development ascrucial 2010; Morgan&Rucker,
As theP Ther This studyhasimplic In thisstudy e is a substantial amount of opportunity for future for research resultinge isasubstantialamountofopportunity from thisstudy. Loizzo etal.:TeachingConvergencein21stCenturyUndergraduateAgriculturalC oynter Institutenoted(2013), perceives communication themediaindustry , theblendedPjBLcoursedesignaimedtomeetthesegoals withstudents ations for agricultural communication programsations agricultural andresearch for in Journal of Applied Communications, Volume 100, No. 2•116 st century century 17 DOI: 10.4148/1051-0834.1033 https://newprairiepress.org/jac/vol100/iss2/9 Research Partnership 21 for Morgan, C.A. &Rucker, K. J. (2013). Competencies undergraduates: neededby agricultural An Morgan, C.A. (2010). Competencies communication neededby graduates: agricultural An industry Molenda, M. (2003)., 42(5), Improvement Insearch model. Performance oftheelusive ADDIE 34- Lowrey, W., Daniels, G. L., &Becker, L. B. (2005). Predictors ofconvergence in curricula Loizzo, J. L. &Lillard, P. (2015). Inthefield: Introducing undergraduates toExtension through a Koldzy, J. Grant, A. E., DeMars, T. R., & Wilkinson, J. S. (2014). The convergence years. Journalism Kim, M., Kim, S., Khera, O., &Getman, J. (2014). classrooms ofthree inan The experience flipped Gundelswiler, F. &Filk, C. (2012). Future convergence for mediaplatforms journalisms. the At Castells, M. society: thenetwork rise of (2010). The age: Theinformation Economy, society, and Education. Institutefor Buck (2015). from: Retrieved isProject (PBL)? BasedLearning What Boers, R., Ercan, E., Rinsdorf, L., & Vaagan, R. W. (2012). From convergence toconnectivism: References in agriculture, food, andoutlets. ofplatforms andtheenvironment viaavariety communicating controversial globalissues ethically for thinkingskills critical students todevelop andcommunication withinnovative teachingtechniques inorder technologies and evolve topush communication programs agricultural toadvance needfor critical oftheoverall part is asmall students withconvergence neededtobesuccessfulprofessionals. andskills experiences This study potential toupdateandcreate communication acuttingedge program agricultural thatequips communication careers. Utilizing hasthe ablendedPjBLcoursedesignwithmobiletechnologies Tucker, S. T. (2014). Transforming pedagogies: 21 Integrating Thomas, G. following a (2011).case studyinsocialscience review for the typology A Sarachan, J. (2011). The pathalready gaken: practicesin andpedagogical Technological ña,Salda J. (2009) The codingfor qualitative manual .researchers London, UK: Publications. Sage Poynter MediaStudies. Institutefor (2013). State 2013. Education Journalism of 1-23. Retrieved academic perspective., 97(1), Communications Applied of Journal 50-65. perspective., 94(1&2), Communications Applied of Journal 19-32. 37. doi: 10.1002/pfi.4930420508 Educator, 60(1), 31-46. doi: 10.1177/107769580506000108 andmasscommunication journalism &MassCommunication programs. Journalism blended project-based multimedia production course. Extension of , 53(1). TheJournal Educator& MassCommunication , 69(2), 197-205. 50. doi:10.1016/j.iheduc.2014.04.003 Internet &Higher, 22, An Education exploration ofdesignprinciples. university: urban 37- , theBoundaries 83,Interface/Probing 45-57. (Vol.culture 1). West Susses, UK: Wiley-Blackwell.