Paul Simpson, a Senior Lecturer in our Faculty of Business, put in a successful bid for the 2013/4 round of Seed Fund Projects, challenging his students to record and present themselves and their ideas visually, using a package of hand-held digital cameras (ten compact cameras and one DSLR) and a laptop with Adobe Photoshop photo editing software. The objective was to “provide students with enhanced opportunities to put ideas into practice on specific practice-based PR challenges, encouraging student led, and user generated content.” He engaged a total of 65 students from levels 4, 5, and 6 taking courses covering public relations tactics, media relations and professional practice.
The project, underpinned by Kolb’s Learning Cycle, “helps to encourage the active experimentation necessary in Kolb’s model, and helps underline to students why reflection on such experiences is meaningful and not just something required for assessment (Kolb 1984). Additionally, “employers in ‘PR’ increasingly signpost the importance of digital skills alongside more traditional strategic skills for graduates from public relations degrees.”
The Project
Paul’s contention is that “visual narrative is one of the biggest trends in both the public relations industry, and academic interest.” Thus, he felt it “natural to seek to innovate in the area of photography and video, providing the most scope for students to bridge the gap between their knowledge and professional practice.” The project had three main elements:
1. Workshop-based responses to creative briefs
His students were instructed to take existing case studies that had been conducted using only paper and re-create them using digital technology.
Outcomes:
- Students developed their craft in media photo calls, PR-led user-generated content, and photo sharing
- Students increased their understanding of consent in real time
- Students made connections between theory and real-life application
- Project highlights were posted on Pinterest
2. Pinterest Competition
Students took the initiative to create an “online, photo-led shop window for themselves” and created links to digital profiles such as LinkedIn, Twitter, and Facebook.
Outcomes:
- Students were able to connect with the “shop window” of alumni which provided more networking opportunities
- Students were forced to be conscious of their professional identity, reputation and digital footprint
- Using Pinterest piqued students’ interest because it is easy to use and focused on their passions.
3. Student-led campus society
The PR Fraternity is a “student-run society that provides a platform for high profile guest speakers from industry, networking opportunities, and help with job placements… The digital resource allows an executive member to take formal responsibility for covering speakers.”
Outcomes:
- An official record is created on Pinterest and students get a deeper sense of professional development.
- The profile of the PR Fraternity was raised.
Other outcomes
- that the design of assessments has grown to include more photographic evidence and in the future it is expected to extend to video.
- Student interest has increased in that for the first time, several second year students have chosen topics directly related to the role of photography and image in PR.
Paul and two of the students summarised the outcomes of the project in this series of video interviews:
Generating Greater Engagement:
Developing Professional Identity
Developing as a Community
Lessons Learned
There was initial trepidation amongst staff working with photography and video without much training. Additionally, many were not convinced that the idea of “learning through play” would have a positive effect on their students. However, the positive reactions of the students put these fears to rest. Simpson recognized that additional training on the Adobe Photoshop would have been helpful as it is quite technical. Additionally, instead of carrying the cameras in between lecture rooms, it would have been helpful to have a single studio space. Further, this space would provide an exhibition space for work as well as using it online. Paul projects that this may increase innovation at departmental or faculty level and make it easier to provide a consistent resource for students with editing facilities all within a teaching environment.
Future Plans
Paul’s department plans to continue this project into the upcoming academic year with the intention of extending into video capabilities. Because they have a small team, they are considering utilising officers from the PR Fraternity to create a booking system for the equipment. Additionally, Paul has noted that it has been difficult to persuade colleagues to give time to the project because they are very busy and can be reluctant to engage with the equipment without having first developed confidence in its use through formal training.
Paul has summarised this experience on his own blog, and also presented the project at the University’s annual Academic Practice & Technology conference, later recording this presentation as a YouTube video:
References
Kolb D.A. (1984) ‘Experiential Learning experience as a source of learning and development’, New Jersey: Prentice Hall