We’re back and the second edition of my Journalism Technologies module for first year students at the University of Huddersfield has begun. As last year, the first week served as an introduction, with the lecture looking at the development of personal computing from the introduction of the Altair in 1975, to the Microsoft-Apple deal of 1997.
We’ve got slightly more students than last year and the lecture room was absolutely packed. When I asked what the phrase ‘Silicon Valley’ meant to people, someone piped up with “isn’t it what they put in breast implants?” If they learned nothing else during the 50 minutes or so I was talking, at least I was able to put everyone right on that.
In the seminars I kicked off by asking everyone their three favourite apps, according to how much battery life they’d spent on them over the past week. The big riser this year was undoubtedly Spotify: not only do roughly half of the students in my groups use it, all of those who do subscribe to the Premium service (students get this half price, but still). A couple of years back YouTube was the main way in which 18-year-olds were accessing music. Since then, Spotify has just got too good for many to turn down. Who says people don’t pay for content online?
I’ve got two new modules running at the University of Huddersfield. One is a final year optional class called Journalism Innovation, based around applying themes of both innovation and entrepreneurship to journalism. The other is a core part of the first year of all our journalism courses, and it’s called Journalism Technologies. A mixture of lectures and workshops, each week myself and my colleague Caroline Pringle are going to be exploring the key players and themes in online and social media, and teaching students the practical skills to help them get the best out of platforms from Google to Snapchat.
The first lecture was yesterday and was a bit of a background one, covering the development of personal computing from the Altair in 1975, through the Microsoft and Apple battles, ending roughly in the mid-1990s. Each lecture follows a three-part structure, with an opening narrative followed by a section outlining the impact of that particular thing on journalism, before concluding with a look at a particular theory or concept which the students can then delve into more with a reading or two.
I’ve embedded the presentation above (the title is borrowed from Robert Cringely’s memorable 1996 Channel 4/PBS series of the same name, which can be found on YouTube). Being delivered first thing yesterday morning, this was also jointly the first session at the university to be recorded for the new lecture capture system, HudStream.