Crime, accidents, and crises are often covered by young journalists without training or working experience. This makes them vulnerable TO stress reactions and other health problems. For first responders, handling human tragedies and coping with stress reactions are part of one's basic training. The same should be the case for students attending schools of journalism. Some universities have experience giving these kinds of lessons. How they do it will be presented at this seminar.
In this session Eggert will discuss training consists of ‘attendance’ phases and ‘e-learning’ phases and proposing that blended learning can enrich continued training for working journalists and make it more efficient. He will share with the audience the design of our blended learning courses, the topics covered and the electronic tools usde. The presentation will include an evaluation of participants’ performance after attending a course, and he will present and discuss the hypothesis of why blended learning increases the efficiency of any training for working journalists. Metze will describe work over the past 4 years in which an experienced Dutch investigative journalist and a small, respected weekly, developed a 6-month training program called The Investigative Teaching Lab, from which theysubsequently developed a non-profit platform for investigative journalism. The core principles of the effort are teamwork and a multi-method, multi-perspective approach to investigative journalism. In the teaching lab, teams of 4 to 6 participants study, discuss and work on one big investigation. He will present on the opportunities, challenges and results of the methodology and using the same principles for developing a nonprofit business model.