Three approaches Simulation Games Constructive Alignment and Multimodal

Three approaches Simulation Games, Constructive Alignment and Multimodal Approach Dr Indrani Lahiri, FHEA Lecturer in Media and Communications Employability Lead, Faculty of Technology De Montfort University

Objectives Simulation Games (1) The ability to apply tools to specific scenarios (2) Time management (3) Bridging the gap between declarative and functional knowledge (4) Facilitating learning in the classroom (5) Stimulate, inspire and instil enthusiasm for learning Constructive alignment (1) Promote active learning (2) Demonstrate connection between Intended Learning Outcome, Assessment approaches and learning activities (3) Transform students from listeners to active creators Multimodal approaches (1) Create Rubrics-assessment and feedback (2) Promote participatory learning

Simulation games in Public Relations Transforming experience into learning Bridging the gap between ‘Susan’s and Roberts’ through simulation games How simulation games coupled with #debriefing and processing session can decrease the gap between ‘Susan and Robert’s’ (Biggs and Tang, 2007) and provide students with an opportunity to put theory into practice across disciplines at De Montfort University. In order to evaluate the effectiveness of the role plays (simulations) we will be using the four dimensional framework for learning through games (de Freitas and Oliver, 2005). We have also reflected upon academic literature from both the UK and Internationally with regards to how games and simulations can be an effective tool for exploratory learning and mimic the working environment.

Susan Robert

Example Simulation Games Media and Communication s Employability

PR Campaign Simulation Game

Instructions Form two groups- CEO and PR experts Read • Information on Leicester City Healthcare Hubs (2 mins) • Identify and match the S (Strengths)W (Weaknesses)O (Opportunities)T (Threats) Process (3 mins) • Discuss with the CEO Implement • Solve the problem- max. 2 solutions (5 minutes) 25/05/2021

Learning Outcome Identify internal factors for PR campaign plan Take the first step to develop PR Campaign Learn locally and apply to real life scenarios globally 25/05/2021

Leicester City Healthcare Hubs (2 minutes) Evening and weekend GP appointments now available for Leicester city patients until end of April 2018. Healthcare hubs are funded by Prime Minister’s Challenge Fund. The project is supported by NHS Leicester City Clinical Commissioning Group. Book with the GP/Nurse • Call 0116 366 0560 or NHS 111 for an appointment 4 Healthcare Hubs • • Willows Medical Centre Westcotes Medical Practice Brandon Street Surgery Saffron Surgery Opening hours • Weekdays: 18: 30 to 22. 00 Weekends and bank holidays: 09. 00 to 22. 00

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Patients need to be registered for using the service Appointments easier There may not be free appointments for the day 25/05/2021 Fill forms before you can be seen every time you are at the hub Less pressure in hospitals Patients need to provide permission to the healthcare professional to see their medical records

Not for urgent care Long waiting list Only 4 hubs Appointments to be made through 01163660560 Runs until the end of April 2016 GP available during weekends and bank holidays 25/05/2021

SWOT (3 minutes) Threats Opportunities Weaknesses Strengths 25/05/2021

Solve the Problem (5 minutes) ? ? 25/05/2021

Declarative and Functional Knowledge Unistructural Multistructural Identify, Classify, narrate, recognise, define report Relational Extended abstract Integrate, analyse, Reflect, make an differentiate, original case construct, solve a problem

Constructively Aligned outcome based Teaching and Learning AND Multimodal approach in Public Relations Dr Indrani Lahiri, FHEA Lecturer in Media and Communications Employability Lead, Fo. T De Montfort University

Constructively aligned outcome-based teaching and learning ILO What learners should know? Assessment Approaches Have the learners learnt? Learning Activities How will the learners learn? Biggs, J. and Tang, C. (2011: 113 -132) 25/05/2021

MEDS 2010, Year 2, Level 5, Cohort size: 56 1. The ability to demonstrate awareness and show understanding of a range of key concepts and debates around public relations in society and how these apply to public relations practice. 2. To demonstrate an ability to learn and recognise the application of digital communications and social media in the pursuit of strategic communications. 3. Produce basic public relations creative written work evaluated against standards appropriate to current practice. 4. To demonstrate awareness and understanding of critical ideas around the relationship between public relations and the media, and appreciate the implications for practice. Essay (1, 3, 4) Lecture x 1 hr Seminar x 1 hr Personal digital identity, online presence search, watch videos in group and analyse, definition variations, watch campaigns and discuss, analyse press release, skills required and activities involved Five questions Online Campaign Plan (1, 2, 3) Workshop x 2 hr Construct social media messages, write press brief, do PESTLE and SWOT analysis, develop key messages, identify objectives, plan strategy and tactics, basic data collection, constructing graphs, design social media sites. Briefs provided Group presentation (1 -4) Workshop x 2 hr Decide learning sets, mode of communication, develop blog, form own company, develop own brief, identify problem and solution, video storytelling, allocate roles, design logo, Pecha Kucha as practice, presentation

Assignment 1 • Learn about the existing theories and practices • Does not know how to apply theories in practice Assignment 2 • Practical elements introduced, watch videos, short films, social media, IMC • Brief provided- PR campaign plan (conditional) Assignment 3 • Total freedom in thinking and application • Innovation Prestructural and Unistructural Multistructural and Relational Extended Abstract Feedback- Formative and Summative Marking guidelines and Rubrics 25/05/2021

Natural Learning style Innovative Technologies Multimodal Approach Integrating information Motivate, Recognise, dynamic approach, develop transferrable skills, Interractive 25/05/2021

Rubrics 25/05/2021

Marking Criteria Assessment feedback MEDS 2010 Faculty of Technology Leicester Media School Media and Communication Assignment 1: Essay (30%); Word Limit: 1500 -2000; Deadline: 17. 12. 2017 Student Name: Student Number: P. . . The learning outcomes that are assessed by this coursework are: The ability to demonstrate awareness and show understanding of a range of key concepts and debates around public relations in society and how these apply to public relations practice. Produce basic public relations creative written work evaluated against standards appropriate to current practice. To demonstrate awareness and understanding of critical ideas around the relationship between public relations and the media, and appreciate the implications for practice. Tutor’s Assessment Comments and Advice to Student Date: 11. 01. 2016 Key components of this assignment Mark Organisation, grammar and presentation of assignment Analysis and argument Evidence, research, referencing and bibliography The ability to critically evaluate political, social, economic or technological developments and understand their impact on public relations practice Programme: MEDS 2010 Comment /5 /10 Some construction problems. Too long sentences. Too long quotes should be paraphrased. Sometimes there are weak transitions, like, press release part. The essay demonstrates some strong arguments. Some citation gaps, example, Horton. Considering the definition of profession would have been better 25/05/2021

Bibliography Biggs, J. and Tang, C. (2011) Teaching for Quality Learning at University. 4 th Edition. Berkshire: Open University Press. Bonwell, C. and Eison, J. (1991). Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report No. 1. [online] Washington, DC: The George Washington University, School of Education and Human Development, pp. 69 -71. Available at: http: //ac. els-cdn. com/S 0363811197900072/1 -s 2. 0 -S 0363811197900072 main. pdf? _tid=33410330 -2 bcc-11 e 6 -9 cb 000000 aacb 35 d&acdnat=1465206851_a 2 d 3437 fa 014 bb 63 f 4 c 592 cd 89 e 0 f 8 ac [Accessed 6 Jun. 2016]. D’Andrea, V. and Gosling, D. (2005) Improving teaching and learning in higher education: A whole institution approach. Maidenhead: Open University Press. Freire, P. (2007). Education as the Practice of Freedom. Education for Critical Consciousness. London: Continuum Gramsci, A. (2011). Notebook 4: Description of the Manuscript. Prison Notebooks. Vol. 2. West Sussex: Columbia University Press Lubbers, C. and Gorcyca, D. (1997). Using active learning in public relations instructions: Demographic predictors of faculty use. Public Relations Review, 23(1), pp. 67 -80. Serrano, M. , O'Brien, M. , Roberts, K. and Whyte, D. (2015). Assessing Critical Pedagogy: 'Non-traditional learning' and module assessment. [online] Liverpool: The University of Liverpool and the Higher Education Academy, pp. 1 -19. Available at: https: //www. liverpool. ac. uk/media/livacuk/cll/reports/assessing_critical_pedagogy_nontraditional_, learning_and_module_assessment. pdf [Accessed 4 Jun. 2016]. Shapiro, H. (2010). Global Pedagogies and Communities of Meaning and Hope: Education in a Time of Global Fragmentation. In: J. Zajda, ed. , Global pedagogies: Schooling for the future, 1 st ed. London: Springer, pp. 3 -21. Tan, O. S. (2003. ) Problem-based learning innovation: Using problems to power learning in the 21 st century. Singapore: Thomson Learning 25/05/2021

Learning outcomes By the end of the module, students will be able to: 1 Explain how advertising texts produce coherent forms of address by creating models of their intended consumer audience 2 Provide a thorough evaluation of theoretical approaches to advertising, applying specific methodological approaches to the analysis of advertising texts 3 Identify and apply a range of contemporary advertising methods and approaches in work with others to create texts in response to creative briefs 4 Provide an in-depth analysis of the representation of people and products in advertisements and with reference to ‘cultural frames for goods’ 5 Account for changes taking place in advertising in the current global context, with particular reference to new and changing communication technologies, products and services, retailing methods and changing modes, cultural frames and politics of consumption

Learning outcomes This is what you should be able know and do by the end of the module! 1. Apply historical and theoretical knowledge to produce public relations materials. 2. Produce public relations work of a standard appropriate to current public relations practice. 3. Effective writing and demonstration of critical thinking. 4. Evaluate the structure, content and consequences of both traditional and emerging digital media usage in Public Relations. 5. Produce culturally appropriate materials and methods of communication that reflect multicultural values and global perspectives in Public Relations practice. 6. Understand the impact of the political, technological, economic and social changes on both the practice of public relations and the way that public relations can shape world views.