About this paper

Appears in:
Pages: 368-375
Publication year: 2018
ISBN: 978-84-09-02709-5
ISSN: 2340-1117
doi: 10.21125/edulearn.2018.0164

Conference name: 10th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2018
Location: Palma, Spain

A UNIVERSITY TEACHING EXPERIENCE OF PROJECT-BASED LEARNING FOR A COURSE OF INFOGRAPHY APPLIED TO HEALTH JOURNALISM

D. Garcia-Martul, G. Franco Alvarez

Universidad Carlos III de Madrid (SPAIN)
We explain our experience with project-based learning, as innovation teaching project, for a course of Infography applied to Health Journalism. In our course, we had 50 students of Journalism, but this one was an optative course. For this reason, we realized our students had different motivations, skills and knowledges. Then it was not easy to teach a specialized course about reporting in health journalism using a visual (infographic) language.

It is well known that keeping the student interest and attention at high levels during the course, is a difficult task. And this difficulty rise due different factors. One of the most important is the difference level of knowledge that the students attains during their studies. We found different academic profiles between our students, but also a broad gap in digital tools for newspapers design. However, the most important problem was how to match different motivations between them.

The lecturer's role must be the integration of all students in the same learning aim. Its level of knowledge and its interpretation of the subject may transform the lesson in a very accessible and effective one, but not always it is possible in a teaching environment with so many gaps between students and for teaching practical courses.

We have found that organizing the course on projects may reduce the differences between the level of knowledge, skills and motivation of students by increasing cooperation, communication, and by permitting them to self-organize in work teams. Another positive effect of teamwork is the motivational dimension of the above mentioned process. Complexity may arise in natural ways even in the most "simple" projects; so it is a non-declared motivational factor when came up gradually.
@InProceedings{GARCIAMARTUL2018AUN,
author = {Garcia-Martul, D. and Franco Alvarez, G.},
title = {A UNIVERSITY TEACHING EXPERIENCE OF PROJECT-BASED LEARNING FOR A COURSE OF INFOGRAPHY APPLIED TO HEALTH JOURNALISM},
series = {10th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN18 Proceedings},
isbn = {978-84-09-02709-5},
issn = {2340-1117},
doi = {10.21125/edulearn.2018.0164},
url = {http://dx.doi.org/10.21125/edulearn.2018.0164},
publisher = {IATED},
location = {Palma, Spain},
month = {2-4 July, 2018},
year = {2018},
pages = {368-375}}
TY - CONF
AU - D. Garcia-Martul AU - G. Franco Alvarez
TI - A UNIVERSITY TEACHING EXPERIENCE OF PROJECT-BASED LEARNING FOR A COURSE OF INFOGRAPHY APPLIED TO HEALTH JOURNALISM
SN - 978-84-09-02709-5/2340-1117
DO - 10.21125/edulearn.2018.0164
PY - 2018
Y1 - 2-4 July, 2018
CI - Palma, Spain
JO - 10th International Conference on Education and New Learning Technologies
JA - EDULEARN18 Proceedings
SP - 368
EP - 375
ER -
D. Garcia-Martul, G. Franco Alvarez (2018) A UNIVERSITY TEACHING EXPERIENCE OF PROJECT-BASED LEARNING FOR A COURSE OF INFOGRAPHY APPLIED TO HEALTH JOURNALISM, EDULEARN18 Proceedings, pp. 368-375.
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