I love school.
I have always been a sit-at-the-front-of-the-room kind of student, thanks, no doubt, to my parents, who were the first in their respective families to go to college. They always impressed the importance of education upon my brother and me, and did everything within their power to provide us with the best educational opportunities possible.
As an adult, I’ve missed classroom learning. I earned my MSW at NYU more than a decade ago and started a PhD in Spanish when we lived in Puerto Rico. I did not finish it because we moved and because, on a deeper level, I was frustrated with the disconnects between academe and “the real world” and wasn’t sure how to resolve those tensions.
I’ve never stopped learning, of course, but when I say I’ve missed learning, I mean I’ve missed the structured guidance of a professor and the collegiality of a classroom of learners with a purpose. It was for this reason that I enrolled in two short courses through edX, both of which I’ve just finished, and one of them for credit.
edX, as you probably already know, is a platform for “MOOCs,” massive open online courses, in which student enrollment is unlimited, all teaching is conducted online, and students do coursework on their own time, rather than a prescribed meeting hour, with a new unit of information delivered each week. Some courses are for credit, others for audit. edX MOOCs cover a vast range of topics–from marketing to DNA methylation data analysis (no, I don’t really know what that means)–and are offered by instructors from a number of different institutions, from the small New York private college, Hamilton, to large universities like UC-Berkeley. There are also courses offered in other languages, with instructors representing a variety of colleges and universities around the world.
The pros and cons of MOOCs are parsed endlessly in think-piece articles, but as Doran Larson, the instructor of “Incarceration’s Witness,” one of the courses I just completed, wrote, “One great advantage of a MOOC is that it can operate like a small, living gallery with an open running time: people can enter and visit, take the time to explore and read and view, and wander back to things they want to study more closely….” I found his course, as well as “Journalism for Social Change,” offered for credit through UC-Berkeley, worth the time I invested in them, and saw right away how they could be valuable continued learning resources for writers and journalists who can’t/don’t want to/aren’t able to take a course in a bricks-and-mortar classroom.
In addition to edX and similar MOOC platforms, there are numerous resources you can access–many of them for free–for the benefit of professional development. The list below is short, but each offers a breadth and depth of online learning opportunities (as well as some offline opportunities, too) that I think you’ll find useful:
Poynter: An institute that describes itself as the “world’s leading instructor, innovator, convener and resource for anyone who aspires to engage and inform citizens in 21st Century democracies,” Poynter has more than 250 free or low-cost courses to sharpen students’ journalism skills. Formats include self-directed study, group seminars, and webinars, and topics include everything from how to conduct interviews to how to use Snapchat. You can review the full list of courses here.
Reynolds Journalism Institute: Hosted by the Missouri School of Journalism, the Reynolds Journalism Institute hosts webinars and other events that are open to registrants not affiliated with the school. Past events have included how to report on science beats more responsibly and effectively and free speech. A list of upcoming events can be found here.
PBS MediaShift: Dubbing itself as “media training for the digital age,” MediaShift, a project of PBS, hosts “series of live online media trainings… in partnership with top journalism and communication schools.” Most of the trainings emphasize digital reporting skills, and cover such topics as iPhone audio reporting. Unlike many of the other resources listed here, these courses, most of which are just one hour in duration, are not free.
Dart Center for Journalism & Trauma: A project of Columbia University’s Journalism School, Dart is an invaluable resource, especially for journalists working in/covering conflict zone issues and other trauma-oriented beats. Though Columbia and Dart are based in New York City, Dart often holds events in other locations, as well as online webinars. A list of upcoming trainings and events is here. Under its “Resources” section, journalists can also find a wealth of self-directed courses on the subjects related to trauma reporting. These can be found here.
IJNet.org: International Journalists’ Network is another useful resource (in full disclosure, I write for the site), particularly for those writers and journalists interested in and/or covering international beats. While the site itself does not host courses or trainings, many of its articles fall under the heading “journalism education” and include announcements about and links to other training opportunities.
LEARNO: The European Journalism Center is responsible for this series of courses, which include fact-checking and data-based reporting, among other topics. Courses are free.
Science journalist Kat Friedrich shared the following resources:
Have any other resources I’ve missed that you’d like to recommend? Please mention them in the comments and I’ll add them to this list.