Developing and Assessing Experiential Learning Opportunities Cindy Royal School of Journalism and Mass Communication Texas State University

Teaching Journalism and Mass Communication, Vol. 5, no. 1, pp. 22-32, Summer 2015 http://www.aejmc.us/spig/journal

Classroom experiential learning projects can extend the benefits of student media to more participants. Social media tools offer efficient and cost-effective ways to engage students that allow them to publish their work, promote events, and enhance their professional networks. A case study of one such project is performed to provide a framework for assessing the ability to create engaging and productive experiences within journalism curricula.

Introduction an entire class or a recruited group of students, Experiential learning has always been an impor- or as an activity for a student organization, or tant aspect of a university education. On the one that is engaged by student media. Typical most basic level, the experience of “going to col- media coverage of an event may include one lege” provides learning in the form of being on story using few sources, photos, or a short video one’s own for the first time, making friends, and package. However, web and social-media tools finding one’s way around a new campus and com- provide a much larger news hole for more exten- munity. More is often learned outside of class sive coverage that a large-scale event often merits. than in, and experiences provide the opportunity A team of reporters can extensively cover a con- to reflect upon and assimilate classroom learn- ference, engaging an external audience, often on ing. There is a growing trend to more formally a national or international level, and providing a introduce educational experiences in which stu- permanent archive of the activities. Students can dents can participate, innovate, and influence use tools and technologies in their reporting to the processes and work flows. Social media tools cover the event in innovative ways. offer efficient and cost-effective ways to engage Experiential learning has been discussed students that allow them to publish their work, in journalism for the past two decades. Most promote events, and enhance their professional recently, the “teaching hospital” model, where networks. journalism students receive practical experi- There are many ways to engage students by ence as an integral part of their education, has getting them involved in conferences, seminars, been proposed and promoted (Knight Founda- and workshops. Rather than simply attend an tion, 2013). However, few case studies exist that event, students can actively engage the event by illustrate innovative ways to add student media providing extensive coverage via a blog and other experiences into journalism curricula. This study social media tools. The event can be covered by outlines one such endeavor, the SXTXState.com

Keywords: experiential learning, social media, journalism education, teaching hospital model

Correspondence: Cindy Royal, Texas State University, [email protected]

project from Texas State University, in which stu- this way, concepts a student has learned in the dents cover the South By Southwest Interactive past are summoned to usage by the experience Festival in Austin, Texas. Since 2008, this project (Dewey, 1938). Dewey was careful to point out has put students in contact with professionals and that while “all genuine education comes about cutting-edge communication topics, allowing through experience, this does not mean that all them to use the most current technologies and experiences are genuinely or equally educative” media platforms. Internships, traditional student (Dewey, 1938, p. 13). Their purpose should be media participation, and classroom exercises can based on the learners’ needs, with a comprehen- qualify as experiential learning, but this analysis sive criteria that includes a realistic setting, physi- describes a course-level experiential activity. A cal or psychological challenge and risk, emphasis rubric is introduced that can provide an assess- on balance of action, reflection and application, ment tool for judging the level of experience pro- active participation of learner in multiple roles, vided by any experiential learning environment. and progress monitoring and feedback. In Dew- ey’s model, the instructor acts as facilitator of the Literature Review experience. Experiential learning is a “process during which Lewin’s model (1951) is similar to Dewey’s a person experiences an event, acquires com- in that it is based on the integration of past and petencies and then compares the knowledge current concrete experiences. Lewin emphasized gained with that gleaned in similar situations” the feedback mechanism to describe the learning (Brandon, 2002, p. 62). Bloom (1956) devel- and problem-solving processes. oped a taxonomy of learning that is applicable Piaget, mostly concerned with child develop- to experiential environments. He identified three domains: cognitive, or mental skills; affective, or ment, described experiential learning as a cycle emotional and attitudinal areas; and psychomo- of interaction between the environment and the tor, or manual and physical skills. Each domain individual. Like Dewey and Lewin, Piaget pre- had a series of categories that reflected the level sented a process of accommodation of concepts and type of learning, thus demonstrating learning to the real world and assimilation of events and as a series of phenomena that can each be exer- experiences into existing concepts and sche- cised and measured in different ways. Bloom’s mas, highlighting the balanced tension between Taxonomy was later synthesized by Lorin Ander- what is experienced and what is already known son into the following categories: Remembering, (Piaget, 1966). Understanding, Applying, Analyzing, Evaluating, Based on these earlier models, Kolb (1984) and Creating (Pohl, 2001). These categories rep- described the processes by which learning con- resent a hierarchy moving from passive learning tains a holistic structure, a transformational pro- (remembering, understanding) to active learn- cess, and the process of self-regulation. There is ing (applying, analyzing, evaluating and creat- an interaction between concrete experience and ing) and highlight the role of experiences in the abstract conceptualization (acquiring experience) process. and active experimentation and reflective obser- Various theorists have defined approaches to vation (transforming understood experience). experiential learning. Dewey discussed experien- Honey (1992, pp. 6.38-6.42) offered the fol- tial learning in regard to the agency it creates. He lowing as characteristics of an experiential learn- stated that experiential learning consists of obser- ing environment that have more practical ramifi- vation of conditions and an understanding of cations than those offered by Dewey. how it relates to past experiences and judgment • addressed career development needs that integrates what is observed and recalled. In • encouraged initiative Royal Experiential learning opportunities 24

• offered training that would lead Psychosocial mode to different job positions • Personal growth—pursues excellence • allowed input and maturity • used mistakes as learning opportunities, • Social growth—becomes exemplary • provided frequent feed- member of community (Gibbons & back on performance Hopkins, pp. 33-34) • encouraged use of knowledge gained in other learning settings This model expands upon Bloom, who ends with Creating, and upon Dewey, who culminates Just as Bloom’s taxonomy suggested a hier- with Feedback, but adds the Development and archy, Gibbons and Hopkins (1980) created a Psychosocial modes as the learner seeks mastery scale to determine the level to which an educa- and acceptance into a community. tional setting is experiential. Using a five-stage Experiences can be very important in deter- scale (each with two parts), the degree of expe- mining whether a student chooses to enter a jour- rience is based on the extent of direct contact nalism career. Exposure to the field of journalism with objects, forms, features, and processes; the while one is in school significantly increases the extent that students are involved in the analysis, chances that the individual will work as a jour- planning, and execution of an activity; the extent nalist (Feldmax, 1995). This early introduction that participants are responsible for mastering an to and assimilation in a community of practice activity; and the extent that participants have an via experience is critical to the formation of iden- opportunity to experience personal growth. tity (Wenger, 1998). In 2002, Brandon discussed experiential Receptive mode learning as a new path in journalism education. • Simulated—sees by watching films, She addressed the long history of journalism television or digital presentations education: teaching the printing trade, the addi- • Spectator—sees the real thing in normal tion of writing to the curriculum, the tension setting between skills/theory and professionals/scholars in journalism programs, and the skills and com- Analytical mode petencies needed to excel as a journalist. Bran- • Exploratory—plays, experiments, don referenced several major studies in the 1980s explores and probes the setting and 1990s performed by the major professional • Analytical—studies the setting and organizations in journalism that outlined the experiences it systematically challenges to the future of journalism education, culminating with recommendations by Dickson Productive mode (2000) that included a balance of practical and • Generative—creates, builds, organizes, theoretical, alliance building in the community, theorizes or otherwise produces a broad media core, integration with the cen- • Challenge—sets difficult but desirable tral mission of the university through offerings tasks to accomplish for non-majors, and evaluation of professional accreditation based on academic standards. Development mode Few other studies in journalism have dealt • Competence—strives to become skillful directly with experiential learning theory. in important activities Rhodes and Roessner (2009) discussed experi- • Mastery—develops high standards of ential learning in magazine curricula and Steel, quality performance Carmichael, Holmes, Kinse, and Sanders (2007) Royal Experiential learning opportunities 25

explained experiential learning in general in the participate and competitively selected. Course United Kingdom. sessions leading up to the event are handled both in person and online via Google Hangouts. The Method current online presentation of the project is at The method employed by this project is case SXTXState.com. study. This research study will assess this project Over the years, the project has evolved from with the following questions: a simple blog where students merely covered the • Which specific aspects of the project con- panels they attended to a full-blown project in form to the Gibbons and Hopkins tax- which students preview panels and perform pre- onomy of experiential learning, and how liminary interviews of attendees, both in person do they manifest in the progression of and via the Web. This important preliminary experiential development? preparation serves to integrate students with var- • What were student impressions of the ious course topics and engage with a robust and student media environment (captured in important community of tech and communica- post assessments)? tion professionals. • What are some observations of the impli- Over time, tools have been added to enhance cations for the learning process? student coverage. In addition to a blog, which was initially hosted on Blogger, then WordPress. Case Study com, then ultimately a self-hosted WordPress For the past eight years, students in the School installation, students have engaged Twitter, live of Journalism and Mass Communication at streams via Ustream, video interviews, Skype, Texas State University have covered the South By Pinterest, Instagram, Storify, and group messag- Southwest Interactive Festival (SXSW), a major ing via Beluga, GroupMe, and WhatsApp. Each technology conference that takes place in Austin, year, a new feature is added so that students are Texas, each March (sxsw.com). SXSW Interac- engaging with and using the most current tech- tive has grown to more than 32,000 attendees nologies that are being discussed at the event. in recent years and now includes more than 400 In 2014, students experimented with Google panels and keynotes and some 1,500 speakers. Glass. The larger conference also includes music and Using the Gibbons and Hopkins scale as a film festivals, and the SXSW brand has grown to model, the project was assessed as an experien- include new events for education (SXSWEDU) tial learning environment, identifying activi- and start-ups (SXSW V2V). ties as students progressed through the scale of This project started as a class assignment for experientiality. the Advanced Online Media course, consisting mostly of graduate students who have taken a Receptive mode: Simulated and Spectator. series of digital media courses, including basic Gibbons and Hopkins’ receptive mode includes Web design and digital issues courses. These two states: Simulated, where one engages with courses ground students in both the technical and the experience in a virtual manner through rel- conceptual aspects they will encounter in cover- evant media, and Spectator, where engagement ing the event. As part of the Advanced Online is in the normal setting. The project engages Media course, students also were introduced to the Simulated phase in many ways. The prepa- other topics that dealt with advanced Web design, ration phase includes students first becoming programming and data journalism techniques. familiar with the event via exploring the website For the past three years, the project has evolved and analyzing the programming as it rolls out in into its own course, with students applying to advance. The event selects programming via an Royal Experiential learning opportunities 26

innovative online system in which prospective Analytic mode: Exploratory and panelists submit proposals, and the community Analytical. votes and comments on them. In the fall, stu- The Analytic mode has students engaging in and dents who will participate in the project start exploring the environment. Related to the Recep- reviewing the panels and accepted programming tive mode, students go beyond merely observing as it is announced beginning in November and to explore and understand the purpose of the event and what their roles will be. Students are December. This head start allows the students to required to write blog posts on panel topics they have more time to assimilate the event’s objec- find interesting, as well as to look at past posts tives and goals, well before the spring class begins. to critique previous coverage and make recom- There are many other online resources that are mendations for the current year’s project. After either introduced in class or that students are initial observations are made, students begin to encouraged to seek out that enhance the simu- identify sources they can interview and preview lated aspect of the experience. These discussions in advance of the event, for publication on the happen in class and on the course blog, so these project’s blog. preliminary pieces are not part of the main proj- As the participants begin to work on the cur- ect’s coverage, but used to get students familiar rent year’s project, they are divided into three with the event. groups: content, social media and design/func- In addition to the preliminary posts and tionality teams. The main group is the content interviews, it has been beneficial to have past par- team, which determines the direction of the con- ticipants of the project visit with the new class tent and makes sure coverage is complete and robust, starting early in the spring semester. The and describe their role and the effect of their par- instructor is tasked with the role of “publisher,” a ticipation. Students are able to ask questions and mostly hands-off, but coaching and directional have a better idea of what is expected and what role. they might hope to get out of the event. They While all students in the class are responsible are able to simulate the experience through the for some level of content, the two other teams experiences of others. They also watch videos of have specific roles. The social media team is past speakers to gain the feel of the conference. responsible for all the social media aspects of the In the Spectator aspect, students attend the project, including posting to Twitter and Face- event. They go to panels and keynotes and are book and recommending new tools for commu- part of the experience when it begins in March. nication. This group is responsible for publiciz- The Simulated preparation in advance of the ing the project, announcing new content on the event is critical to the students’ readiness for its site and engaging with the audience. content and overwhelming scale. This is where Another group is the design/functionality team that works on the appearance of the Word- the experience could have ended, with simple Press site and recommends changes and addi- attendance, but the project is designed to engage tions, which include widgets and plug-ins that students with a multimedia reporting oppor- add functionality. This organizational structure tunity and a chance to learn and practice skills. provides the systematic requirement of the Ana- This project offers a unique opportunity to seam- lytical aspect, placing students into competency lessly weave and navigate the virtual and physical groups and assigning responsibilities. worlds, with students communicating via a vari- Coordination and planning are key aspects. ety of online methods as well as participating in Students need to know their schedule for the events in person in real time. event and what they are expected to do when Royal Experiential learning opportunities 27

they are there. There is no “newsroom” per se, of noise and lighting. The interview ended up but participants gather each day in the same being held at a nearby restaurant, where space in location before heading out for the day’s panels the seating area was limited. The instructor knew and events. Students are expected to produce and in advance that the musician environment often post content throughout the day, which means presented these challenges and volunteered to using a laptop or mobile device, writing content, assist the student. In another situation, a student shooting and editing video—all while attending secured an interview with the CEO of Gowalla. panels and conducting interviews. This is a very The instructor volunteered to assist the student in hectic environment, with the ability to provide getting equipment set up and making the proper additional content and editing in the evenings introductions. While the instructor had a gener- and directly after the event. ally hands-off role, willingness to assist at certain times helped alleviate some of the more stressful Productive mode: Generative and situations. Challenge. During each class period throughout the The Generative aspect of the Gibbons and Hop- semester, students provide reports from each kins scale is where the production of work on the team and discuss any challenges or issues. While site begins. Production of content on the main there are certain goals for the project, students site begins early in the spring semester, primar- are highly encouraged to work autonomously, ily consisting of panel previews. Students are be creative and go beyond the baseline require- encouraged to do research on and speak directly ments. Students are encouraged to find new to those who have had panels accepted, rather ways to cover the event beyond simply attend- than merely restate what is in the schedule. In ing panels and videotaping segments. They are addition, students over the years have identified encouraged to find ways to visually represent the new ways to provide coverage, with weekly news conference that include interviews with panelists roundups of panelists and technology topics or and other attendees and taking advantage of the writing posts identifying panels by theme (e.g. wide range of offerings at the event (outside con- Top 5 Panels for Web Designers and Top 5 Panels vention center, videogame arcade, book signings, for Journalists). The student teams set their own trade show, workshops, etc.) goals and schedules. The Challenge aspect occurs throughout the Development mode: Competence and semester, as students are encouraged to employ a Mastery. broad range of skills including photos and video Again, the project could stop at the Productive in their coverage. Students are encouraged to mode, satisfied with the content produced on arrange interviews, either in person or via Skype, the site and the experience of attending panels. and get interesting, engaging and visual content The Competence aspect begins with previous on the site. The role of the instructor is critical at courses students have taken in which they learn this point, pushing students to put in extra effort and execute multimedia skills. The preparation and to stretch their comfort zones. In many cases, phase allows students time to set up interviews the instructor accompanies students for par- and hone their editing skills. But once the con- ticularly tricky interviews that might include a ference begins, the fast pace requires students to high-profile subject or occur in a location that achieve the Mastery phase through confident use offers challenge. For example, one student chose of equipment and software so they can be most to interview a musician who would be speaking productive in making their posts. There is no time on an Interactive panel. The interview was to be to learn a new skill during the event, so students before a gig, thus presenting challenges in terms are expected to know how to use a camcorder, Royal Experiential learning opportunities 28

smartphone or other camera and have the ability of the project proposed or were on accepted to edit photos and video on the fly, with laptops panels. In 2013, a final requirement was insti- or other mobile devices. Sitting on the floor, mul- tuted for students to develop and submit their titasking during another panel, squeezing into a own panel proposal for the event. Two of these crowded table or camping near an open electrical panels were selected in the very competitive outlet are all likely options for a workspace. Stu- panel-picker process. At least four graduates dents are encouraged to solve their own problems of the project have covered the event for other and do their own troubleshooting. media outlets in subsequent years. And an overwhelming majority of the graduates of the Psychosocial mode: Personal and Social project now work in technology or multimedia Growth. careers that are relevant to the topics to which The Psychosocial mode is where students gain they were exposed at the event. One even works the most long-term benefits, which are some- for the organization that runs the event. times difficult to assess during or directly after The impact of these activities is extensive. the event. In terms of Personal Growth, students They provide an opportunity for students to do gain a level of comfort in interviewing people real-time reporting and offer a deeper integration and networking with top technology leaders with the event, a better understanding of what including Mark Zuckerberg (Facebook), Gary goes into producing timely media and an excel- Vaynerchuk (best-selling author of Crush It and lent opportunity to network with professional The Thank You Economy), Jeff Jarvis (media con- participants. In general, these experiences pro- sultant), Bob Metcalfe (Internet pioneer), Josh vide students with a professional language and Williams (former CEO of Gowalla), David Karp level of comfort in dealing with their network (Tumblr) and Chris Anderson (former editor and a dynamic and increasingly integrated media of Wired). These experiences provide a basis for and technology landscape. future networking in which students can share For academic programs, an activity of this their observations of the most current technology nature provides increased exposure via the blog topics as heard from the people who are develop- itself and the use of embeddable media, like You- ing them. Tube and Storify. Audiences can be attained at The final, and possibly the most important, a national and international level. In 2012, two aspect of the project is Social Growth. Students students in the project were named in a Fast- become slowly integrated into the technology Company.com article for their Storify coverage and media community throughout this pro- of the event (Holmes, 2012). cess. They see that they are not outsiders look- ing in just as reporters, but have valuable insights Student Impressions gained through previous experiences that allow Students over the years provided the following them to be contributing members of the com- feedback on the project: munity. Many students indicated that by the end of the project, they felt more comfortable and at It was truly an eye-opening experience. home with a group to which they had never pre- I was blown away by the ideas I heard viously associated themselves. Many continue to and the people I met. Actually, one of attend in subsequent years, and it is not unusual the panels inspired me to change my to run into former students at the event. thesis idea. I got to interview my favor- In addition, many students have changed ite author and was interviewed by USA career plans or research objectives based on their Today. It was pretty neat to see our pro- experiences. In 2011 and 2012, several graduates gram mentioned on the USA Today web Royal Experiential learning opportunities 29

site! We also had the project mentioned me realize that I really have nothing to be on TV in San Antonio. It was just so afraid of by actually getting out there and exciting to be part of it. talking to people. I’ve made it a point this semester to really push myself and do It was so inspiring to be surrounded by things I wouldn’t have done before (join- so many people that had innovative ideas ing grad club, volunteering for the editor about our profession. Not to mention, job on the site), and the whole experi- it was a great opportunity to network ence has been the epitome of what I’ve and learn how to write, shoot video and been trying to do. interview on deadline. I think the project is a crucial part of our program, as it not We’re building a base of knowledge that only gives our students the opportunity can be used in marketing, online journal- to learn about what is happening in the ism, social media, development, entre- industry, it is also an opportunity to get preneurship and so much more. This the university’s name out there. It made me so proud to hear people talk about was really affirmed because we were sur- our new media program and the great rounded by people like us in a variety of professionals that emerge from it. It was exciting fields. Also, it was cool to sit in a life changing experience. panels and really feel like I was part of a community of people with similar skills, It was one of the best experiences that interests, and values—I especially felt I have had in my college journey. I was this way during the WordPress panel and exposed to diverse opinions on current Al Franken’s talk on net neutrality. and future technologies and challenged in a new, uniquely creative environ- This is by far the most useful, eye-open- ment. I was able to establish new connec- ing project I’ve ever been part of (espe- tions and talk with peers about various cially for school). I learned more in the ideas presented by people from all over 3 days I was at the conference than I’ve the world. I feel I learned more than I learned in full semesters of most other ever could in the classroom alone. I also classes. It was a lot of work but it was so learned how to blog better, but so much much fun, and I got so many comments more came from this event that I did not about how good our stories were and expect. how cool our site was. I think it gives our program a leg up on other New Media/ I appreciate that the students were very much in control and did not feel micro- Journalism departments because we get managed. I felt really prepared but also to be part of something so huge, and we felt that I had unlimited freedom to be all made so many valuable connections. creative and make my own rules with this This project may have been the most valu- project. The team was very much able to take the project as far as we wanted—and able at preparing me for real-life work of we did! any in my college career—both in my undergraduate teacher preparation and I’ve always been very quiet and reserved, in post-grad. We got some sense of the especially in these big public situations. pace of work, the high expectations of Being at the event for this project made employers, made invaluable contacts and Royal Experiential learning opportunities 30

saw our work have an impact beyond the of this project through the future successes of the classroom. participants. Alumni of this project now work in roles at top local and national organizations Meeting people who are doing what I’d including The New York Times, NPR, Austin like to do, then talking to them, connect- American-Statesman, Spredfast, HomeAway and ing with them, made me feel so validated Blackbaud. However, the framework provided in and inspired. It feels great when some- this analysis provides a way to assess the range of one you admire thinks you are smart. So, experientiality for crafting future projects of this my major takeaway is that I think I know nature. While not specifically meant for assessing what I’m going to do with my vast and student participation, this model provides a scale varied interests. from which expectations for experiential projects can be more meaningfully comprehended. After speaking with so many inspiring As a professor, it is extremely gratifying to and amazing people, I am starting to see students actively engaging with classroom believe that this curriculum should be concepts and networking in a professional envi- the foundation of any PR or J-school ronment. The impressive media projects can be program. submitted to various competitions. These projects can serve as a showcase for student work and Personally, I discovered the reporter in can bring recognition to the program. They can me. I love writing and gaining insight be extensions of existing student media orga- into various topics. nizations or create additional publication and As soon as I sat down in the front row of reporting opportunities for students beyond the the first panel and opened my MacBook traditional student media outlets. There is a per- to start working, everything clicked. I manent archive of the activity that can be used as felt prepared. That moment exemplified the basis for future projects, funding justification all of the hard work that we’ve been put- and program expansion. ting in. I felt right at home. That feeling But there are many challenges associated stayed with me every moment that I was with projects of this nature. Some projects may on site. require funds to secure access or provide other activities during the process. Much time outside Conclusion the classroom is required of both the student Since its inception in 2008, more than 60 and instructor. This event usually occurs during students have participated in the SXTX- spring break, which requires giving up some per- State.com project. Student learning outcomes sonal or otherwise productive time. Different include 1) providing students a real-world report- students have varying reactions to the demands ing environment; 2) developing the platforms of these types of projects, so the instructor must on which reporting and coverage will occur; adjust teaching and motivational techniques to and 3) immersing students in a community accommodate different learning styles. And, all around topics important to their futures in digital participants must become comfortable working media. These outcomes are assessed through the in a setting where new information and skills are content students create, peer reviews of respon- assimilated very quickly. It can be a stressful envi- sibility areas, and final assessment of their own ronment, both for the instructor, who is coordi- panel proposal for the event for the next year and nating the logistics and coaxing and encouraging a final presentation. Perhaps most importantly, students to stretch their capabilities, and for the over time we have been able to offer an assessment students, who are exploring new territory and Royal Experiential learning opportunities 31

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