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Combining an arts-informed and textual approach to teaching information and communication theories

机译：结合艺术知识和文本方法来教授信息和传播理论

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This paper reports on an experiment of using a hybrid pedagogical approach to tackle the challenge of teaching “Information and Communication theories” to students enrolled in Master of Communication and Digital Content at the School of Communication and Journalism of Aix Marseille University in France. The hybrid pedagogical approach combines the classical textual/verbal approach with an arts informed pedagogy, augmented by creative writing and storytelling activities. The fact that the arts-informed approach was not used in isolation but in combination with the traditional textual/verbal approach and creative writing and storytelling activities offered students a wide choice of learning modalities through which they could express themselves. Our preliminary findings suggest that using a hybrid pedagogical approach rather than one single pedagogical approach improved students’ understanding of the abstract concepts implied by the communication theories discussed during the lectures. Students illustrated their understanding of these theories by recasting them in various real life or plausible situations during the creative writing activity which we call “Communication Stories” or cStories.
机译：本文报告了一项实验，该实验采用混合教学法来应对法国艾克斯·马赛大学传播与新闻学院的传播与数字内容硕士课程的学生教授“信息与传播理论”的挑战。混合教学法将经典的文本/语言方法与艺术知识的教学法相结合，并通过创造性的写作和讲故事活动加以增强。并非孤立地使用艺术知识的方法，而是与传统的文本/语言方法以及创造性的写作和讲故事活动相结合的事实，为学生提供了广泛的学习方式供他们表达自己的选择。我们的初步发现表明，使用混合教学法而不是单一教学法可以提高学生对讲座中讨论的传播理论所隐含的抽象概念的理解。学生通过在创意写作活动（我们称为“交流故事”或cStories）中在各种现实生活或可能发生的情况下重铸它们，来说明他们对这些理论的理解。

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