The Covid 19 pandemic has changed the way of teaching and learning in the past two years. While we are thankful for the technologies that make teaching possible during a time of limited mobility, we also receive complaints about the lack of engagement in online learning. The pandemic also took away students’ belonging to a learning community and social interactions, which may have a profound impact on their future development. To make up for the drawbacks of the pandemic, this study showcased how pedagogy and content can be innovated to nurture creativity and entrepreneurship in teaching mass communication courses. The Technological Pedagogical Content Knowledge (TPACK) framework developed by Koehler and Mishra (2008) illustrates how the connections and interactions among the three knowledge areas -- content, pedagogy, and technology can produce effective teaching. During the time of excessive online learning, pedagogy and content that can integrate well with technologies are even more critical to inspire students. In this educational practice, pedagogies such as project-based learning and problem-based learning are applied; Course content with current topics and cases is widely used. Multiple digital platforms are implemented to provide flexibility and interaction in online learning. Real-world business opportunities were sought to offer learning and knowledge application on-site despite limited campus teaching and social interactions. As a result, students have built start-ups business and companies and created meaningful real-world campaigns and projects, which are great examples and achievements of this innovative approach. This valuable experience will inspire more innovation and resilience in future education.

Authors:
Shujun Jiang, United Arab Emirates University, United Arab Emirates

About the Presenter(s)
Dr Shujun Jiang is a University Associate Professor/Senior Lecturer at United Arab Emirates University in the United Arab Emirates

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