Edited By Hana S. Noor Al-Deen
Chapter Two: Connectivism and the Classroom: Translating Theory into Teaching
Connectivism AND THE Classroom
Translating Theory into Teaching
REGINA LEWIS AND BRANDI WATKINS
The emergence of Web 2.0 technology has left an indelible mark on society, affecting even the ways in which instructors might choose to redesign curricula. It has been well-documented that graduates entering fields related to advertising, public relations, and all avenues of marketing must have a full comprehension not only of traditional communication channels but also of emerging platforms such as social media and mobile applications.
While the majority of changes to communication and marketing curricula have included new, stand-alone courses specific to digital media design, website monitoring, web content development, and other digital topics, many instructors teaching traditional courses have recognized that new media must be seamlessly incorporated into their currently existing classes, as well, if students’ educations are to be holistic enough to serve them in the evolving workplace. Put another way, to meet new and upcoming technological demands of the professions, instructors must incorporate new teaching strategies across the board to further familiarize students with new media. A change in workplace practices necessitated change in instruction, which in turn requires a change in the approach to learning. And this, in turn, poses many challenges to developers of curricula such as those associated with historically generalist advertising programs. Inserting new tools into classrooms can be easy; however, inserting the right tools in the right way—such that student learning truly is enhanced—can be quite difficult.
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