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Summary The course has two main aims. On the one hand, the students should deal with abstraction of facts regarding fitting concepts and, on the other hand, learning to compare things in a proper manner based on available literature with regard to the respective aspect. In addition to this, further clear goals can be differentiated: Classification of and a critical discussion on lietarture literature and research results, preparing insights from other contexts for the object journalism in East Europe, deepening one's knowledge and being ale able to differentiate it based on what one has learned during one's studies (e.g. the definition of journalism). For this, on the one hand, texts from the research literature were presented and discussed in the face-to-face sessions and, on the other hand, it was discussed beyond this how the respective insights can be applied to the object of the seminar. The blog that was to be produced served thereby as a structural basis for the discussion: in editorial work the manifold and uncategorized knowledge bases from literature as well as own small research work could be evaluated in a focused manner for the joint blog project. |
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The seminar started in a traditional manner with a reading part in which we dealt with journalism and its general challenges, especially in East Europe, all based on existing literature. The task here for the students was a classic one, presenting and commenting on the respective texts. Other than in a traditional seminar we discussed the contents in the face-to-face session, both in general as well as in alignment with the speakers' suggested structure (infosinformation on/perspectives of the text, relevant aspects, structure, content-related, what's missing, etc.) on how the text was to be published in the blog. In the second part the students that wanted to attain a graded certificate of participation presented a "best practice" example. Here one understands journalistic content that contains or will contain a content-related ambitious piece for the general public. This aspiration should be critically examined based on questions we worked out beforehand (goals, content, independence with regard to funding, etc.). The students subsequently prepare their research in the semester holidays for a longer contribution in the course blog (4500 words).
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Learning content: Transformation of the media systems in the wake of the political system change and the problems that cropped up here (problem of simultaneity (Offe): the political economy of those acting). current Current media regulations and laws, development of the eastern European media markets, chnages changes in journalism due to digitization, the resulting consequences for journalism in the sense of problems and new possibilities.
Expectations: I actually did expect that more students would participate in the seminar, ideally also studnets students that had some prior knowledge of eastern East Europe as we have the Institute for East European Studies at the department. I did not expect any expert blogging skills by my students, even though they study media and communication, with regard to blogging competencies.
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Problems: First I set up an official FU blog and not a user blog, which led to a slowing down of the registration process and the getting-to-know the Wordpress system. The FU blog does not allow for little creative freedom. It ws was not clear to me which role should be assigned to the students. At the start I only assigned them an author's role, whereby they were very limited when it came to editing pages so that I changed their role to administrator. I also saw some uncertainty in the students when it came to the divergence from a traditional seminar design. The students were quite irritated that they had to post a blog entry instead of handing in a term paper, especially with regard to the grading.
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