<a href="Embedded video from CNN Video” title=”McCain concedes defeat”>McCain concedes defeat
The following link takes you to a demo video for online Publishing
The following links take you to some of the outstanding assignments posted by my online journalism students as part of their practicals during the 2010/2011 academic session; Department of Communication and Language Arts, University of Ibadan, Nigeria:
We must all work together to save Nigeria–Our Collective Heritage–from the shackles of bloody scavengers in human apparels.
University of Ibadan
Department of Communication and Language Arts
Google docs link:
Basic Online Reporting Techniques
The course is a ten-week practical-oriented course that is designed to equip the students with the fundamental skills of online journalism. The world is moving and the new technologies are changing the media business. This course is, therefore, designed to introduce the journalism students of this department to the arts of online reporting that would make them fit into the mobile world of modern journalism. The course will require the students to engage in a number of practical exercises on how to use multimedia facilities to publish news stories online. Specifically, the students will be required to start and complete some tasks on the use of audio-visual facilities and materials that facilitate online publication of news stories, interviews, sound slides, and pictures that can enhance such stories.
Also, the course will expose the students to the online journalism practice around the world using the giant multinational media outfits such as CNN, BBC, Aljazeera, etc. as reference points. The course will equally expose the students to the fundamentals of the Internet.
The course will also teach the students how to apply media ethics and theories to online journalism. Examples will be drawn from the local contents giving attention to the normative values that shape how the media operate in Nigeria
Regular attendance at lectures and active participation in the assigned practical and theoretical exercises are mandatory. Any student that fails to meet 75% of attendance and participation will be asked to repeat the course.
Access to the Internet is mandatory because students will do virtually all the assignment and tasks online. Therefore, each student is expected to have a good, Internet-compliant laptop as we may not rely on the desktops in the Department considering the epileptic electricity supply.
This course is designed to complement those journalism courses we already have in the Department. Three contact hours a week shall be maintained.
By the end of the lectures, the students are expected to be able to:
(a) Have good knowledge of the media ethics and theories,
(b) Apply the ethical principles and theoretical underpinnings to online journalism,
(c) Use the Internet to locate appropriate sites that are relevant to their job as journalism students,
(d) Have a clear understanding of what online journalism entails and requires
(e) Draw similarities and distinction between online journalism and conventional reporting,
(f) Become familiar with various Internet terminologies,
(g) Create blog account and start blog of their own,
(h) Use the blog and other content management systems to publish stories independently,
(i) Acquire skills to write, edit and publish text sounds, sound, and audio online,
(j) Have good understanding of online journalism around the world.
The course will be graded using two criteria: Full participation in practical exercises, discussions during lectures, and attendance at lectures (70%), and a written exam (30%). Five exercises shall be given to the students during the course.
(i) Attendance , not below 75%, will attract 10 marks,
(ii) Each exercise correctly completed according to instructions, and submitted before the deadline will attract 10 marks,
(iii) If the student fails to follow the instructions accurately, or the assignment is not satisfactorily completed, but submitted before the deadline, 4 marks will be awarded,
(iv) If the student submits the assignment after the deadline, even though, all instructions are followed, 0 mark will be awarded,
(v) There will be five discussions throughout the ten weeks of lecture. Total possible marks for discussion 10 marks. To score the maximum points for discussion, the student must participate actively at each class discussion by making meaningful contributions, ask interesting questions about the subject of the discussion or give intelligent responses to questions from classmates.
The written exam shall cover the areas of media ethic and theories. The exam will test the students’ understanding of the theories and ethical principles and how these can be applied, in practical terms to, online journalism.
Relevance of theories and ethics in online journalism
Sources credibility in online journalism
MY EXPERIENCE WITH TWEETER
In my several years of using the Internet, I had always been skeptical about social networking such as face book, tweeter and the likes. Instead, I used to give priority to other personal issues. However, the story changed dramatically recently when Professor Mindy Macadams, my online journalism teacher, introduced me to some online packages that can serve as reliable tools for online journalism. TWEETER is one of such online packages.
When I opened an account with tweeter, I connected to some people. Through direct messages and tweets, I learnt that most of the people I have connected with share my dream; some are in the same field as I am. In some of my initial messages to my new tweeter friends, I invited people to be my friends. But Mindy, my teacher, quickly corrected me. So I have learnt that in tweeter, “it is not cool” to invite people to be one’s friend. This is the culture in face book, not in tweeter. Indeed tweeter is a fine social network that enables one to connect to different people that matter.
Like Google and Yahoo, tweeter also allows users to engage in online chats with friends. Mindy has engaged most of his online students in tweet chat. However, I cannot comment much on my experience with tweeter chat yet. The reason is that I not join the tweet chat session of Tuesday (9/11/2010). When I opened the site later, I however, read the conversations by some of my colleagues during their chat. What I read in these discussions are wonderfully exciting. I hope to join the second session on Wednesday, but I think I should send this post today in order to beat the deadline for submitting this assignment. After the Chat on Wednesday, I hope to write more on experience with tweeter chat.
The soundslides describe the state of poor power supply in Nigeria.