Contents
Presenter
Dr Raluca Moise – Senior lecturer in Communication
Paper
The current paper will critically discuss embedding experiential learning into a year 2 UG communications module. Experiential learning literature applied to public relations has mostly focused on the tools and platforms as assignments such as social media platform based assignments (Carpenter & Krutka, 2014), simulations (Andersson, Swenson, & Kinsella, 2014), certifications, content focused assignments like infographics (Gallicano et al., 2015), online teaching (Kim et al, 2021) or campaign projects (Childers & Levenshus, 2016), Twitter chats (Fraustino et al., 2015) to name a few. Experiential learning (EL) is defined as “the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience” (Kolb, 1984, p.41). Unlike cognitive learning theories, which focus more on cognition, or behavioral learning theories, which emphasize overt behavior, EL tends to combine both with perception and experience (McCarthy, 2010). However, the public relations literature has not sufficiently developed the experiential learning in a more substantial manner, and through the present case study, by using the experiential learning framework presented by Chong and Teng (2018, p.82), we aim 1) to critically discuss the embedding of experiential learning practices into a year 2 public relations module; 2) to raise the level of debate and conversation on the connection between academic learning and practice (subsequently, professional).
At the same time, reflection and practice will be the main dimensions of our presentation. Using the MC2001 case study as an opportunity for further reflections, we will then present the learning opportunities for other modules and disciplines rooted in professions. How students learn through practice and reflection will be the question we will tackle in the second part of the presentation, therefore aiming to highlight the transferrable aspects of the case study, an interrogation informed by Bourd et al.’s model of reflection (1994). The module assignments will be brought as an example, with sampled content of how students have engaged throughout the module.
Overall, the paper will present the MC2001 module, from conceptualisation, pedagogical ethos, to student engagement, motivation and impact (especially as thanks to this iteration of the module, the module leader has been nominated and shortlisted by students to 24/25 SU Academic Impact Awards). The broader scope is to highlight transferrable learning points for other disciplines.
References
Anderson, B., Swenson, R. and Kinsella, J. (2014). Responding in real-time: Creating a social media crisis simulator for the classroom. Communication Teacher, 28(2), 85-95.
Boud, D., Keogh, R. and Walker, D. (1994) Reflection: Turning Experience into Practice. Routledge.
Childers, C. C., & Levenshus, A. B. (2016). Bringing the digital world to students: partnering with the university communications oCice to provide social media experiential learning projects. Communication Teacher, 30(4), 190-194.
Chong, T.H. & Teng, Y.T. (2018) ‘The Effects of Experiential Learning on Teaching Perception and Learning Approaches among Public Relations Students.’ The Journal of the South East Asia Research Centre for Communication and Humanities, 10(1), 79-108.
Fraustino, J. D., Briones, R., & Janoske, M. (2015). Can every class be a Twitter chat?: Crossinstitutional collaboration and experiential learning in the social media classroom. Journal of Public Relations Education, 1(1). Retrieved from http://aejmc.us/jpre/2015/.
Kim, C., Quesenberry, K., Sutherland, K., & Freberg, K. (2021). Digital learning: Standards and best practices for public relations undergraduate programs. Journal of Public Relations Education, 7(2), 77-105.
