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Session: 2022/23
Last modified: 20/04/2021 12:11:29
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Title of Module: Broadcasting: Concepts & Contexts |
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Code: BROA07006 |
SCQF Level: 7
(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: | Kate
Cotter |
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| Summary of Module |
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This module aims to provide an introduction to the development and different forms of programming within the UK broadcasting industry. The analysis and application of key theoretical paradigms, codes and conventions which govern specific genres will be considered within the cultural, political and historical context of broadcast output. Concepts pertaining to issues of ideology, representation, television aesthetics, public service broadcasting and the advent of digital/multi-platform delivery will also be examined within the framework of the production process, audience reception and global impact. Consideration will be given to the following:
- Key historical developments within a UK context
- Contemporary debates on public service broadcasting
- Audiences and contemporary patterns of consumption
- Globalization and impact of multi-platform delivery on processes of production
- Genre and hybridity
- Mediated representation
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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 knowledge and understanding of the development of specific programming forms within the UK broadcasting industry
L2.
Explain and demonstrate understanding of key concepts and theoretical approaches to broadcasting
L3.
Analyse and evaluate broadcast texts within a cultural, political and historical context
L4.
Demonstrate knowledge of the contemporary multi-platform approaches to broadcasting and audiences |
| 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 7.
Demonstrate and/or work with:
a broad knowledge of the subject/discipline in general
knowledge that is embedded in the main theories, concepts and principles
an awareness of the evolving/changing nature of knowledge and understanding
3.1.5 an understanding of particular media forms and genres and the way in which they organise understandings, meanings and affects |
| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
use some of the basic and routine professional skills, techniques and practices and or materials associated with a subject/discipline
engage critically with major thinkers, debates and intellectual paradigms within the field and put them to productive use
understand forms of communication, media and culture as they have emerged historically and appreciate the processes through which they have come into being, with reference to social, cultural and technological change |
| Generic Cognitive skills |
SCQF Level 7.
present and evaluate arguments, information and ideas which are routine to the subject/discipline
analyse closely, interpret, and show the exercise of critical judgement in the understanding and, as appropriate, evaluation of these forms of broadcast output |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
convey complex ideas in well-structured and coherent form
carry out various forms of research for essays, projects, creative productions or dissertations involving sustained independent enquiry
evaluate and draw upon the range of sources and the conceptual frameworks appropriate to research in the chosen area
gather, organise or deploy ideas and information in order to formulate arguments cogently, and express them effectively in written, oral or other forms
retrieve and generate information, and evaluate sources, in carrying out independent research
deliver work to a given length, format, brief and deadline, properly referencing sources and ideas and making use, as appropriate, of a problem-solving approach
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| Autonomy, Accountability and Working with others |
SCQF Level 7.
exercise some initiative and independence in carrying out defined activities at a professional level
study independently, manage and organise own workloads and meet project deadlines |
| 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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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 | 18 |
| Personal Development Plan | 12 |
| Asynchronous Class Activity | 50 |
| Independent Study | 84 |
| 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:
Aldridge M. (2012) The Birth of British Television: London: Routledge
Bignell J. (2013) An Introduction to Television Studies (3rd ed.), London: Routledge
Kackman, M. (2011) Flow TV: television in the age of media convergence, London: Routledge
O’Donnell, V (2013) Television Criticism. London: Sage
Rudin R. (2011) Broadcasting in the 21st century, Basingstoke: Palgrave MacMillan
Digital Resources
Critical Studies in Television
Historical Journal of Film, Radio and Television
Media Culture and Society
Screen
Harrison, P.(2020) The Age of Static, How TV Explains Modern Britain, UK: Melville House
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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 |
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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 | Rachael Stark |
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| External Examiner | TBC |
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| Accreditation Details | Skillset |
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| Version Number | 2.05 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Written assignment:essay - 50% |
| Case Study - 50% |
(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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