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Session: 2022/23
Last modified: 14/06/2022 16:17:52
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Title of Module: Research for Broadcast |
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Code: BROA09006 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | Bettina
Talbot |
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| Summary of Module |
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The focus of this module will be to facilitate a learner-centred approach to research-engaged learning where the students participate as active and productive members of research communities.
They will be encouraged to develop skills in terms of TV journalistic methods of research and inquiry. They will also be encouraged to view these research skills and techniques from a theoretical point of view. Industry professionals will help students develop effective ideas, identify and develop research skills and give feedback on pitching sessions. This will encourage a reflective and collaborative learning experience for the students.
Key Elements:
- TV journalistic research methods and theories
- Research case studies
- Deskbound and field research skills
- Input and feedback from industry researcher on programme ideas
- Research based Proposal Pitch and Taster Tape
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate detailed knowledge of methodological research skills and techniques within the broadcasting industry and apply these to the process of researching a programme idea for a short production.
L2.
Demonstrate ability to present an idea in a concise and memorable way including production of a teaser tape.
L3.
Demonstrate critical reflective skills in regard to your research methods. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
Demonstrate and/or work with:
A broad and integrated knowledge and understanding of the scope, main areas and boundaries of a subject/discipline.
A critical understanding of a selection of the discussed theories, principles, concepts and terminology.
Contribute ideas for productions – sources of ideas and how to access them, current trends and developments as well as the changing needs of the industry, the requirements of channels, commissioning editors and funders, how to check your idea is original and regulatory framework and codes of practice.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Practise routine methods of enquiry and/or research.
Practise in a range of professional level contexts which include a degree of unpredictability.
Evaluate a research proposal – different styles and genres of productions, the range of difficulties which may affect the realisation of the proposal, how to break down a proposal into practical research tasks, what different resources are needed for different types of production and what the production schedule is and the importance of deadlines.
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| Generic Cognitive skills |
SCQF Level 9.
Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues.
The ability to draw on a range of sources in making judgements.
Identify sources of information and present findings. Also obtain archive material.
What factors to take into account when assessing the suitability of information. The different types of research resources available and which are suitable for particular productions. Ways of keeping accessible and comprehensive records of contacts and how to check sources for their validity.
Legal and ethical considerations affecting the use of archive material in productions. Types of copyright and what sort of materials they apply to. How to secure licences and permissions, and what should be covered in the terms and conditions.
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| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Use a range of IT applications to support and enhance work.
Make formal and informal presentations on standard/mainstream topics in the subject/discipline to a range of audiences. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercise autonomy and initiative in some activities at a professional level.
Study independently, set goals, manage their own workloads and meet deadlines.
Plan and schedule production activities. The required sequence and likely duration of activities in the different stages of the production process. The types of contingencies that can occur, and how to allow for these in the schedule. Who should receive copies of the schedule and when. Also who needs to be informed of changes to the schedule.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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The focus of this module will be to facilitate learning experiences that empower the students as critical partners by working with staff, industry practitioners and peers to transform the learning environment. The students will receive relevant subject knowledge and theoretical background on the research process. Group-work and seminars will provide an appropriate forum to discuss and develop research skills for the planning and design stage of the short production. They will be asked to critically reflect on their understanding of various research strategies and transferable research skills and techniques.
The students will pitch their ideas to peers and industry specialists thereby receiving feedback that will enable them to hone their skills. This peer assisted learning will afford them the opportunity for reflective and collaborative learning. It will also encourage students to use creative approaches and creative thinking as part of the research strategy. The students will develop the ‘research mindedness’ expected of contemporary graduates.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 36 |
| Tutorial/Synchronous Support Activity | 6 |
| Independent Study | 158 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Bertrand, I & Hughes, P (2005) Media Research Methods: archives, institutions, texts. Palgrave Macmillan, London.
Chater, K (2004) Research for Media Production (Media Manuals). Focal Press, Oxford.
Deacon, D (2010) Researching Communications: a practical guide to methods in media and cultural analysis. Bloomsbury Academic, London.
Emm, A (2014) Researching for Television and Radio (Media Skills). Routledge, Oxon.
Jensen K, B (2002) Handbook od media and Communications Research Qualitative and Quantitative Methodologies. Routledge, Oxon.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
The minimum threshold for engagement and attendance will contain
measurable reference to elements such as attendance, completion of
assessment, engagement with online and electronic learning resources (e.g
Moodle, Library) and will be quantifiable via resources such as attendance
monitoring and learner analytics software (e.g. My Journey). |
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Supplemental Information
| Programme Board | Arts & Media |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Arts & Media |
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| Moderator | Kathryn Burnett |
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| External Examiner | TBC |
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| Accreditation Details | ScreenSkills |
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| Version Number | 2.10 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| The first assessment is an Individual presentation/pitch of 5 mins to a small industry panel and a teaser tape. The student will be required to produce a portfolio of documentation related to this assessment. This should comprise of pre-production research including interview transcripts and an in depth outline of the documentary genre and research approach. The student will have carried out formative pitch assessments that are peer assessed. This part of the assessment is worth 80% of the overall mark and relates to learning outcome 1, 2 |
| The second assessment is a reflective essay of approximately 1,500 words that reflects upon your research methods, their application and the way you incorporated them in your Pitch Proposal. This part of the assessment is worth 20% and relates to Learning outcome 3. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content. The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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