The University of Guadalajara in Mexico has just recruited a class of 18 students in its second year of offering an online master's degree in digital journalism.
 |
| Manuel Moreno Castaneda Rector, Virtual University University of Guadalajara |
The
two-year, four-semester program has a design similar to programs at
American University and the City University of New York, but it also
has an innovative selection process.
Three-week selection course
Before being admitted, the applicants must propose a project to develop in new digital media. A preliminary selection of 35 applicants then must take a three-week online course in which they watch videos, read articles, complete assignments, and receive feedback from faculty about their proposal. They are then interviewed by telephone. Only the best from this preliminary group are accepted. (Disclosure: I helped design this program while director of the Digital Journalism Center, Centro de Formacion en Periodismo Digital, at the University.)
Before being admitted, the applicants must propose a project to develop in new digital media. A preliminary selection of 35 applicants then must take a three-week online course in which they watch videos, read articles, complete assignments, and receive feedback from faculty about their proposal. They are then interviewed by telephone. Only the best from this preliminary group are accepted. (Disclosure: I helped design this program while director of the Digital Journalism Center, Centro de Formacion en Periodismo Digital, at the University.)
Rosalia
Orozco, director of the master's program and the Digital Journalism
Center, said the preliminary course helps identify which students are
most likely to thrive in the program, which requires 15 to
20 hours of online work a week. The time commitment is a challenge
since applicants must be working journalists.
Online course
content
As with other online programs, this one makes use of readings, videos, webinars and online forums where students can comment on each others' work and professors offer guidance.
Half the course credits in the program are dedicated to refining the capstone project. Courses include a market survey, competitive analysis, technology assessment, management of online communities, a marketing plan, web design and usability, and a business plan. Along the way, the students get feedback and revise. Another one-fourth of the credits are dedicated to developing the capstone project with a professional journalist as mentor.
Half the course credits in the program are dedicated to refining the capstone project. Courses include a market survey, competitive analysis, technology assessment, management of online communities, a marketing plan, web design and usability, and a business plan. Along the way, the students get feedback and revise. Another one-fourth of the credits are dedicated to developing the capstone project with a professional journalist as mentor.
By
the midpoint of their second year, the students must have a working
version of their project on the web.
Enthusiasm
for master's
 |
| Rosalia Orozco director of master's in digital journalism |
After
one year, 11 of the original 20 are still in the program. One student
is working on a website to distribute scientific information more
efficiently. Nine are creating new local news media, one for web
radio in the community of Ciudad Guzman, another for Chetumal, in the Yucatan Peninsula. One is planning a
redesign and restructuring of the online journal where he works.
As
for the dropout rate of 40 to 50 percent, this is typical, Orozco
says, not just for online courses but for public universities
generally in Mexico. The relatively low cost of the program may be a factor. Although the application fee is steep at $290 USD, tuition for Mexican citizens is $920 a semester, or
$3,680 for the entire program.
International
students, professors
The
second class of 18 has just been selected, including four
international participants from Ecuador, Peru and Colombia. Classes
begin in January.
The
program draws professors from within the university and beyond the
borders, such as Esther Vargas of Peru, who runs a popular journalism
training website, Journalism Classes (Clases de Periodismo),
and teaches the unit on managing communities and social networks;
Stacey Pastor of the U.S., who teaches the marketing and advertising
unit; and Hector C. Farina Ojeda
of Paraguay, who teaches courses on financial journalism and internet
design for usability.
Effectiveness of online training
Howard Finberg, who created the Poynter Institute's e-learning platform, NewsU, said in an interview, "If you understand the strengths and limitations of online teaching, the results can be as good as or better than the results of teaching in the classroom. Better only in the sense that the people you have in your online program should be people who are truly interested in doing this and who are truly invested in this process of learning and self-discovery and are willing to invest the time and energy into developing their skills."
The key factor in online teaching is designing activities that reinforce the teaching goals. "The most effective training is getting people to do something," Finberg says. "Activity-based teaching has the highest retention rate."
NewsU offers its own series of online courses on innovation and entrepreneurial journalism and is developing a certificate program.
Challenges
Effectiveness of online training
Howard Finberg, who created the Poynter Institute's e-learning platform, NewsU, said in an interview, "If you understand the strengths and limitations of online teaching, the results can be as good as or better than the results of teaching in the classroom. Better only in the sense that the people you have in your online program should be people who are truly interested in doing this and who are truly invested in this process of learning and self-discovery and are willing to invest the time and energy into developing their skills."
The key factor in online teaching is designing activities that reinforce the teaching goals. "The most effective training is getting people to do something," Finberg says. "Activity-based teaching has the highest retention rate."
NewsU offers its own series of online courses on innovation and entrepreneurial journalism and is developing a certificate program.
Challenges
Orozco
said the first year has been a learning experience. The professors
are making adjustments based on student feedback. The hardest thing
has been to find professors with both professional multimedia
production experience and at least a master's degree. The University
requires that teachers in a master's program must have a master's.
Another
difficulty has been identifying professional journalists to work as
mentors for the capstone projects. Orozco is trying to get approval
to offer them a small honorarium as an incentive.
From
a budget standpoint, the program is slightly ahead of break-even.
Four participants from the first cohort are university employees and
pay nothing. Those who are paying cover the basic costs. The
university is not really trying to make money.
Another
challenge is expanding the program. Without adding one or two more professors, it will be impossible to accept more students from Mexico and the rest of Latin America, Orozco says. The program's effectiveness depends on the one-on-one coaching of participants.
***
University of Guadalajara, Master's in Digital Journalism
Duration: two years, four semesters
Schedule: Asynchronous online work divided into weekly segments and assignments
Students: Working journalists
Cost: Mexican residents $3,970 for the total program; international students $7,300
***
University of Guadalajara, Master's in Digital Journalism
Duration: two years, four semesters
Schedule: Asynchronous online work divided into weekly segments and assignments
Students: Working journalists
Cost: Mexican residents $3,970 for the total program; international students $7,300
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