Welcome to the InfoSci Platform
Reference Hub1
Journalism and Law 2.0: Collaborative Curriculum Redesign

Journalism and Law 2.0: Collaborative Curriculum Redesign

Thomas Cochrane, Helen Sissons, Danielle L. Mulrennan, Vernon Rive
Copyright: © 2016 |Pages: 20
ISBN13: 9781522503590|ISBN10: 1522503595|EISBN13: 9781522503606
DOI: 10.4018/978-1-5225-0359-0.ch010
Cite Chapter Cite Chapter

MLA

Cochrane, Thomas, et al. "Journalism and Law 2.0: Collaborative Curriculum Redesign." Mobile and Blended Learning Innovations for Improved Learning Outcomes, edited by David Parsons, IGI Global, 2016, pp. 181-200. https://doi.org/10.4018/978-1-5225-0359-0.ch010

APA

Cochrane, T., Sissons, H., Mulrennan, D. L., & Rive, V. (2016). Journalism and Law 2.0: Collaborative Curriculum Redesign. In D. Parsons (Ed.), Mobile and Blended Learning Innovations for Improved Learning Outcomes (pp. 181-200). IGI Global. https://doi.org/10.4018/978-1-5225-0359-0.ch010

Chicago

Cochrane, Thomas, et al. "Journalism and Law 2.0: Collaborative Curriculum Redesign." In Mobile and Blended Learning Innovations for Improved Learning Outcomes, edited by David Parsons, 181-200. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-5225-0359-0.ch010

Export Reference

Mendeley
Favorite

Abstract

This chapter extends the authors' 2013 IJMBL article that covered the establishment of a lecturer Community Of Practice (COP) leading to two journalism 2.0 project iterations in 2011 and 2012. Since 2012 the project has had an increasingly wide impact across the journalism degree curriculum, including the establishment of a specific third year mobile journalism course in 2013, and the integration of mobile social media into over six journalism courses within the degree. In 2014 the journalism COP was also broadened to include two law lecturers from the business faculty of the university to support the integration of new pedagogies within the law degree curriculum. This led to the exploration of new pedagogies within two law degree courses in 2014, including international environment law, and law and media studies. This illustrates the potential of a COP model for supporting the brokering of pedagogical transformation across the boundaries of different (but associated) learning contexts.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.