Are they learning anything or just being taught? Why do they sit and wait for me to tell them what to do next? How I can ensure I get across all course content in this environment? Why do students need a break in the middle of class? How can the time be better spent? Lectures were introduced as way of ensuring content was covered while still allowing for professional experience to be included in a meaningful way. This ensured consistent delivery of content to large cohorts, but raised new pedagogical questions centred on the passivity of lecture These were How do I know if they are listening? Are they engaging with the content, or simply writing down the overheads? Is note taking is an accurate measure of engagement? Is attendance guaranteed? Could they miss important conte In the next stage of development, some workshops were replaced with tutorials to discuss lecture material, allow students to raise learning issues and provide an opportunity to assess student grasp of the lecture material. In practice the directed reading/tutorial discussion model was deeply flawed. The major problems were Students didnt do the readings unless they were presenting to the class Presentations tend to regurgitate readings Students passive in discussion of readings, offer little new ide There is no opportunity to learn this way after graduation The last of these concerns prompted the research that ended with this model. Research begun in journalism education moved into professional education generally, pedagogical theory, learning heory and problem-based learning pedagogy, guided by the following questions How do I know if they are learning anything? Why do they have to know this? Why am I teaching this way? Is there a way to get them more involved in their education? How can I make this more like practice? Several theoretical positions on education became significant to this research. Canadian academic G. Stuart Adam's compelling defence of journalism as an intellectual activity, Notes Toward New Definition of Journalism as Art published in 1993, was a seminal influence. So too was the work of Donald Schon, whose two books The Reflective Practitioner(1983)and Educating The Reflective Practitioner(1986), were landmark texts addressing the particular needs of professional education. While Schon looked at the professional education of architects, town planners accountants and designers, the concept of how professionals"think in action"was profoundly· Are they learning anything or just being taught? · Why do they sit and wait for me to tell them what to do next? · How I can ensure I get across all course content in this environment? · Why do students need a break in the middle of class? · How can the time be better spent? Lectures were introduced as way of ensuring content was covered while still allowing for professional experience to be included in a meaningful way. This ensured consistent delivery of content to large cohorts, but raised new pedagogical questions centred on the passivity of lectures. These were: · How do I know if they are listening? · Are they engaging with the content, or simply writing down the overheads? · Is note taking is an accurate measure of engagement? · Is attendance guaranteed? Could they miss important content? In the next stage of development, some workshops were replaced with tutorials to discuss lecture material, allow students to raise learning issues and provide an opportunity to assess student grasp of the lecture material. In practice the directed reading/tutorial discussion model was deeply flawed. The major problems were: · Students didn’t do the readings unless they were presenting to the class; · Presentations tend to regurgitate readings; · Students passive in discussion of readings, offer little new ideas; · There is no opportunity to learn this way after graduation. The last of these concerns prompted the research that ended with this model. Research begun in journalism education moved into professional education generally, pedagogical theory, learning theory and problem-based learning pedagogy, guided by the following questions: · How do I know if they are learning anything? · Why do they have to know this? · Why am I teaching this way? · Is there a way to get them more involved in their education? · How can I make this more like practice? Several theoretical positions on education became significant to this research. Canadian academic G. Stuart Adam’s compelling defence of journalism as an intellectual activity, Notes Toward a New Definition of Journalism as Art, published in 1993, was a seminal influence. So too was the work of Donald Schon, whose two books The Reflective Practitioner (1983) and Educating The Reflective Practitioner (1986), were landmark texts addressing the particular needs of professional education. While Schon looked at the professional education of architects, town planners, accountants and designers, the concept of how professionals “think in action” was profoundly