Video journalism course

People in community media and civil society institutions need skills in making videos. First level of our training course prepares them to become a web-TV reporter. What does it mean? They learn how to write their own story, how to shoot and how to distribute their first video report. Topic? It may be everything what is interesting and important in their community.

There are no special requirements for participating in the first level of the whole training course. There is only a request to be a member or an employee of a civil society institution. Why is that? Because our main goal is to educate media trainers for the third sector.

Aim

The main aim of this module (video journalism) is to give people in community media institutions and other NGOs skills in making videos. They will be recquired to use these skills to produce videos within their own community.

Training course framework

Video journalism module (level A) of the training course consists of a combination of face-to-face and online activities. Face-to-face sessions are the central element of the course and online tasks run in between sessions, as preparation for the face-to-face sessions or as follow up. Online elements in the course are compulsory.

Distinction between content and support: (mixed model based on the models by Mason)

• content is provided in print form /web presence/ and tutoring is done by email or conferencing system
• content tends to be static over time and support can be provided by tutors who are not necessarily the autors of the content
• courses often include some basic collaborative activity among students, peer commenting and online assessment.

Integration of online components in support of face-to-face courses: (based on the 1 star Foundation -basic common model by Quinsee)

• every module has a web presence with module information, announcements, calendar to support face-to-face training, but e-learning is more embedded in the course
• design to support more sophisticated learning and deeper discussion
• discussion forums are not moderated and other tools (e.g. blogs) might be available
• learning resources are more developed, including lecturers' own materials, there are links to library and web resources (RSS).