School of Communication Studies - Te Kura Whakapāho

Permanent link for this collection

https://hdl.handle.net/10292/1316
The School of Communication Studies is committed to innovative, critical and creative research that advances knowledge, serves the community, and develops future communication experts and skilled media practitioners. There is a dynamic interaction between communication theory and media practice across digital media, creative industries, film and television production advertising, radio, public relations, and journalism. The School is involved in research and development in areas of:
  • Journalism
  • Media and Communication
  • Media Performance
  • Multimodal Analysis
  • Online, Social and Digital Media
  • Asia-Pacific Media
  • Political Economy of Communication
  • Popular Culture
  • Public Relations
  • Radio

Browse

Browsing School of Communication Studies - Te Kura Whakapāho by Author "Cochrane, T"

Now showing 1 - 8 of 8
  • Thumbnail Image
    Item
    Building Global Learning Communities
    (Association for Learning Technology, 2013) Cochrane, T; Buchem, I; Camacho, M; Cronin, C; Gordon, A; Keegan, H
    Within the background where education is increasingly driven by the economies of scale and research funding, we propose an alternative online open and connected framework (OOC) for building global learning communities using mobile social media. We critique a three year action research case study involving building collaborative global learning communities around a community of practice of learning researchers and practitioners. The results include the development of a framework for utilising mobile social media to support collaborative curriculum development across international boundaries. We conclude that this framework is potentially transferrable to a range of educational contexts where the focus is upon student-generated mobile social media projects. Keywords: community of practice; mlearning; global collaboration framework (Published: 6 September 2013) Citation: Research in Learning Technology 2013, 21 : 21955 - http://dx.doi.org/10.3402/rlt.v21i0.21955
  • Thumbnail Image
    Item
    Developing a Mobile Social Media Framework for Creative Pedagogies
    (International Association for Development of the Information Society (IADIS), 2014) Cochrane, T; Antonczak, L; Guinibert, M; Mulrennan, D; Sanchez, I; Isaias, P
    This paper explores an overview of an evolving framework to enable creative pedagogies as applied to three different higher education contexts. Based upon our experiences, we propose a critical framework for supporting and implementing mobile social media for pedagogical change within higher education, and we illustrate the use of this framework in the context of three University courses: Communications Studies, Journalism, and Graphics Design.
  • Thumbnail Image
    Item
    Heutagogy and Mobile Social Media: Post Web 2.0 Pedagogy
    (ascilite, 2012) Cochrane, T; Antonczak, L; Gordon, A; Sissons, H; Withell, A; Brown, M; Hartnett, M; Stewart, T
    O’Reilly coined the term web 2.0 seven years ago (O'Reilly, 2005), yet in the past seven years we have seen minimal evidence of wide-spread impact of web 2.0 on traditional higher education pedagogy. Seven years on, we argue that today’s school-leaving students are entering higher education within an increasingly post web 2.0 society that is predominantly characterised by engagement with mobile social media. We argue that there is a need for higher education to engage with new pedagogies that are appropriate for an emerging post web 2.0 society. We present a framework for preparing lecturers to engage with post web 2.0 pedagogies by experiencing the potential of mobile social media within authentic communities of practice.
  • Thumbnail Image
    Item
    Mobilizing Journalism Education
    (2013-07-06) Mulrennan, DL; Cochrane, T; Sissons, H; Pamatatau, R; Barnes, L; Morris, L; Tsolakidis, C
    This paper evaluates several examples of integrating mobile social media within new pedagogical frameworks applied to journalism education, representing the reified activity of a journalism lecturer community of practice. We propose a mobile social media framework as a catalyst for new pedagogies that support student participation within a professional community. The framework leverages Skype and Twitter for facilitating authentic collaborative student-directed projects, establishing student eportfolios using a collage of social media, curating and critiquing mobile social media source material around news events using Storify, and the use of new and emerging collaborative mobile video applications such as Vyclone and Vine.
  • Thumbnail Image
    Item
    Mobilizing Journalism Education
    (2013-07-06) Mulrennan, DL; Cochrane, T; Sissons, H; Pamatatau, R; Barnes, L; Morris, L; Tsolakidis, C
    This paper evaluates several examples of integrating mobile social media within new pedagogical frameworks applied to journalism education, representing the reified activity of a journalism lecturer community of practice. We propose a mobile social media framework as a catalyst for new pedagogies that support student participation within a professional community. The framework leverages Skype and Twitter for facilitating authentic collaborative student-directed projects, establishing student eportfolios using a collage of social media, curating and critiquing mobile social media source material around news events using Storify, and the use of new and emerging collaborative mobile video applications such as Vyclone and Vine.
  • Thumbnail Image
    Item
    Mobilizing journalism education
    (UNESCO, 2013-07-06) Mulrennan, DL; Cochrane, T; Sissons, H; Pamatatau, R; Barnes, L; Morris, L; Tsolakidis, C
    This paper evaluates several examples of integrating mobile social media within new pedagogical frameworks applied to journalism education, representing the reified activity of a journalism lecturer community of practice. We propose a mobile social media framework as a catalyst for new pedagogies that support student participation within a professional community. The framework leverages Skype and Twitter for facilitating authentic collaborative student-directed projects, establishing student eportfolios using a collage of social media, curating and critiquing mobile social media source material around news events using Storify, and the use of new and emerging collaborative mobile video applications such as Vyclone and Vine.
  • Thumbnail Image
    Item
    Mobilizing Journalism Education
    (2013-07-06) Mulrennan, DL; Cochrane, T; Sissons, H; Pamatatau, R; Barnes, L; Morris, L; Tsolakidis, C
    This paper evaluates several examples of integrating mobile social media within new pedagogical frameworks applied to journalism education, representing the reified activity of a journalism lecturer community of practice. We propose a mobile social media framework as a catalyst for new pedagogies that support student participation within a professional community. The framework leverages Skype and Twitter for facilitating authentic collaborative student-directed projects, establishing student eportfolios using a collage of social media, curating and critiquing mobile social media source material around news events using Storify, and the use of new and emerging collaborative mobile video applications such as Vyclone and Vine.
  • Thumbnail Image
    Item
    Nurturing Global Collaboration and Networked Learning in Higher Education
    (Association for Learning Technologies, 2016) Cronin, C; Cochrane, T; Gordon, A; Verjans, S
    With the ubiquity of mobile social media in 2014, we consider communities of practice in the wider context of networked communication and networked learning in higher education. In this paper we build upon previous work of establishing a framework for utilizing mobile social media to support collaborative curriculum development focused upon redefining pedagogy across international boundaries (Cochrane et al., 2013a; Cochrane & Keegan, 2012). We present and critique a case study of global collaboration in practice in higher education, building upon previous work of establishing a framework for utilizing mobile social media to support collaborative curriculum development focused upon redefining pedagogy across international boundaries (Cochrane et al., 2013; Cochrane & Keegan, 2012). The iCollab project is an international community of practice connecting students and lecturers in seven modules across seven higher education institutions, in six countries, to explore and evaluate mobile web tools, engage in participatory curriculum development, and create opportunities for students to develop international collaboration and cooperation skills. The iCollab project challenges the typical format of modules/courses/programmes which run for a set period of time, with units of assessment leading to grades; iCollab students work across cohorts, levels, institutions, countries and academic terms, using social media and mobile tools for international collaboration, multimedia production and reflective practice -- as well as exploring the creation and negotiation of digital identities. This paper describes the inception and evolution of the iCollab project; how iCollab participants create, share and aggregate work and interact with one another; and the challenges and opportunities of openness -- particularly learning, teaching and engaging with our students in networked publics.
Items in these collections are protected by the Copyright Act 1994 (New Zealand). These works may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use:
  • Any use you make of these works must be for research or private study purposes only, and you may not make them available to any other person.
  • Authors control the copyright of their works. You will recognise the author’s right to be identified as the author of the work, and due acknowledgement will be made to the author where appropriate.
  • You will obtain the author’s permission before publishing any material from the work.