The Design Case

Abstract

In this paper, we outline the design of a campus journalism training program focused on equipping students with fundamental skills in news and news writing, essential for their participation in press conferences and higher-level journalistic activities. This seminar-workshop aims to enhance students' cognitive processes, providing a foundation crucial for their future endeavors in campus journalism. The development of this instructional design serves as a model for educators and journalism trainers, highlighting the benefits of structured training sessions in fostering enduring skills development in journalism and related areas of writing and publication. This approach supports ongoing reflection on effective teaching practices and student outcomes within journalism education.

A design case is a detailed description of “a real artifact or experience that has been intentionally designed” (Boling, 2010). This particular design case focuses on the creation and implementation of an instructional course aimed at developing students' cognitive skills, specifically in the domain of campus journalism, with a focus on news and news writing. By documenting the considerations and analyses involved in this instructional design, future designers can leverage these experiences and insights to inform their own design decisions. The goal of this design case is to encourage schools and campus journalism programs to develop targeted and specialized training materials tailored to the unique needs and demands of students and their learning environments. This approach aims to inspire future designers to create informed and improved strategies that align closely with the specific context of campus journalism education.

Context        

The target institution, Lipay Elementary School, currently lacks a structured training manual for campus journalism. The selection process for students participating in scheduled press conferences relies solely on the English teacher's assessment of language mastery, overlooking the distinct skills required for journalism beyond language proficiency. Although language skills are beneficial, journalism entails unique disciplines that extend beyond language education. Additionally, student training predominantly consists of text-heavy materials and practical exercises without sufficient contextual information on journalism rules and technicalities, particularly in news writing.

Recognizing these gaps, we embarked on crafting a seminar-workshop design tailored to address the specific needs of students with limited or no prior knowledge of journalism. Our goal is to develop a targeted instructional approach that prompts school stakeholders to reflect on their practices and support services, fostering an appreciation for how focused skills development can enhance student morale and elevate the institution's legacy.

Design Motivation

The proponent of the instructional design has a background as campus journalist himself. The main purpose of this design is twofold: first, to equip students with essential skills and knowledge about news and news writing; second, to prepare instructors who will implement the design to be competent in teaching journalism using mixed approaches that incorporate cognitive, constructive, and multimedia education principles.

Moreover, as primary assessor of the instructional problem, the designer is concerned about the significant gap between institutional goals and current instructional practices. It appears that expected student performance is heavily reliant on existing student skills, with minimal exposure to the necessary disciplines. As previously mentioned, proficiency in language does not necessarily translate to strong performance in campus journalism when fundamental skills and guiding principles are lacking.

Therefore, to better support students’ skill development, the training being promoted addresses two critical aspects: first, addressing the lack of fundamental knowledge on the topic at hand, and second, fostering collaboration with teachers, content, and peers to enhance their learning experiences through self-directed, cooperative, and collaborative learning. Instructors are encouraged to engage in a partnership of learning with students, facilitating the entire learning process. While direct instruction is necessary in certain areas, instructors are also tasked with enhancing students’ self-esteem to promote critical thinking skills and cognitive processes.

The design of this seminar-workshop instruction prioritizes targeted instruction that considers context, learners, and needs assessment. Upon evaluating the design in relation to current training practices within the institution, it is concluded that the activities designed have great potential to develop information processing skills essential for grasping fundamental concepts of news and news writing, including definition, characteristics, importance, and structure.

Design Decisions & Reflections

Design Decision 1: Why the Instructional Gap?

At Lipay Elementary School, there is currently no structured training manual or consistent seminar workshop implemented to develop students’ skills in campus journalism. Each year, the composition of student participants in the journalism organization changes as senior staffers transition to junior high school, leading to a new cohort of students requiring training. The implementation of a 13-item quiz serves as an introductory overview tailored for beginners in the field of campus journalism. Despite some students having prior experience in press conferences, they lacked the essential fundamentals of news and news writing.

According to the school paper adviser, students are typically handpicked without receiving necessary skills enhancement training, highlighting a critical gap in foundational knowledge. This raises the question: what key elements are currently lacking in the approach to student development in campus journalism?

Design Decision 2. The Morrison Ross Kemp Instructional Model as a Guide

There are several instructional models that were examined to see what framework best fits the goal and objectives of the design. After careful evaluation, the Morrison Ross Kemp (MRK) Instructional Design Model is the best framework to realize the upskilling of the participants in this seminar-workshop, particularly in mastering the fundamentals of news and news writing. This is due to its comprehensive approach that highlights learners’ needs and their cognitive processes. The MRK Instructional Framework facilitates the design and development of the learning activities and assessment tasks to effectively measure and enhance the student’s comprehension of the concepts of news and news writing, including the aspects of its importance, qualities, and structure. Also, this design can be continuously planned, revisited, and evaluated to ensure the effectiveness of the instruction by capitalizing on its cyclical nature (Hanley, 2009 as cited in Basu, 2021; Kurt, 2016).

Furthermore, careful consideration of the inner elements of the MRK ID Model would allow a combination of instructional and assessment approaches to better develop the participant’s mastery of the workshop objectives.

Design Decision 3. Learning Theory and Learning Objectives

The MRK Model for Instructional Design integrates principles from cognitive theory, specifically emphasizing information processing. Given the instructional objectives focused on enhancing students’ higher-order thinking and critical thinking skills, the application of cognitive theory becomes imperative to ensure a comprehensive understanding of news and news writing concepts. Effective information processing is essential for students to grasp foundational knowledge, which forms the basis for future journalistic exercises.

The defined learning objectives are intricately linked to the subtopics covered in this instruction, aligning closely with the overarching goal of the training program. This strategic alignment ensures that each learning objective contributes meaningfully to the students’ development in news and news writing, reinforcing their cognitive processes and critical thinking abilities.

Design Decision 4. Arguments on Cognitivism, Constructivism, and Collaboration

The theories proposed by Piaget, Vygotsky, and Bandura are interwoven and complementary rather than mutually exclusive. Together, they contribute to the development of students’ cognitive skills through a blend of self-directed learning, direct instruction from knowledgeable others, and collaborative engagement with peers. These established learning theories underpin the expected enhancement of participants’ skills and knowledge. To elaborate further, the instructional topics covered in this program focus on fundamental concepts, which are best mastered through social interaction within a group setting. By integrating diverse perspectives and insights, guided by defined learning outcomes, students are afforded opportunities to reflect on their own viewpoints and subsequently enrich their understanding through meaningful interactions with peers and instructors.

Design Decision 5. Learning Strategies, Resources, and Technology

The school’s current journalism training program relies heavily on traditional lectures and one-on-one sessions. However, these practices lack structure, defined objectives, and effective learning strategies essential for equipping students with fundamental concepts in news and news writing. Essentially, students are rushed into advanced topics without a solid foundation, making it challenging for them to comprehend more complex lessons. This approach is akin to attempting a college algebra exam without a thorough grasp of elementary algebra—a risky endeavor that undermines students’ learning and success.

The learning strategies devised for this instruction are meticulously crafted and complemented by substantial resources and technologies to facilitate the learning process. Various assessment approaches are integrated to gauge students’ learning outcomes, both individually and collectively. It’s important to highlight that the resources and technologies incorporated into the learning activities serve a deeper purpose beyond mere integration. They are strategically employed to enhance understanding of the instruction’s topics, offering students