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Session: 2022/23
Last modified: 27/04/2022 13:23:51
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Title of Module: Recorded Audio Formats |
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Code: BROA08005 |
SCQF Level: 8
(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: | Geoff
McQueen |
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| Summary of Module |
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This module aims to extend students audio programme making skills into longer format productions. Students will be expected to devise, produce and evaluate an audio drama, discussion programme, quiz, or documentary. Students will have the opportunity to develop their research, writing, studio and audio production skills. Students will also critically evaluate their own personal and professional skills.
- Develop an understanding of various radio and podcast formats and genres.
- Develop skills in the critical analysis of audio output.
- Develop skill in the production of various radio and podcast formats.
- Develop skills in self-criticality.
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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.
Plan and produce a sophisticated long form (approx. 15 minutes) pre-recorded programme or programme element displaying a critical understanding of the chosen genre / format
L2.
Produce a programme of a high technical standard demonstrating attention to superior production values
L3.
Critically evaluate production processes in personal and professional audio output.
L4.
Display an understanding of the development of a chosen genre / foprmat by means of a presentation. |
| 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 8.
Demonstrate and/or work with:
A broad knowledge of the scope, defining features, and main areas of a subject/discipline.
Detailed knowledge in some areas.
Understanding of a limited range of core theories, principles and concepts.
Limited knowledge and understanding of some major current issues and specialisms.
An outline knowledge and understanding of research and equivalent scholarly/academic processes.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Use a range of routine skills, techniques, practices and/or materials associated with a subject/discipline, a few of which are advanced or complex.
Carry out routine lines of enquiry, development or investigation into professional level problems and issues.
Adapt routine practices within accepted standards.
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| Generic Cognitive skills |
SCQF Level 8.
Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues that are within the common understandings of the subject/discipline.
Use a range of approaches to formulate evidence-based solutions/responses to defined and/or routine problems/issues.
Critically evaluate evidence-based solutions/responses to defined and/or routine problems/issues.
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| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Use a range of routine skills and some advanced and specialised skills associated with a subject/discipline, for example:
Convey complex information to a range of audiences and for a range of purposes.
Use a range of standard applications to process and obtain data.
Use and evaluate numerical and graphical data to measure progress and achieve goals/targets
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| Autonomy, Accountability and Working with others |
SCQF Level 8.
Exercise autonomy and initiative in some activities at a professional level.
Take significant managerial or supervisory responsibility for the work of others in defined areas of work.
Manage resources within defined areas of work.
Take the lead on planning in familiar or defined contexts.
Take continuing account of own and others’ roles, responsibilities and contributions in carrying out and evaluating tasks.
Work in support of current professional practice, under guidance.
Deal with ethical and professional issues in accordance with current professional and/or ethical codes or practices, under guidance.
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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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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 | 10 |
| Laboratory/Practical Demonstration/Workshop | 15 |
| Tutorial/Synchronous Support Activity | 15 |
| Independent Study | 160 |
| 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:
BBC Editorial Guidelines: www.bbc.co.uk/editorialguidelines
Crisell, A (1994), Understanding Radio, 2nd Edition edn, Routledge, London.
Geller, V., 2011. Beyond Powerful Radio. 2nd ed. Oxford: Focal Press.
McLeish, R. and Link, J., 2016. Radio Production. 6th ed. Abingdon: Focal Press.
Morris, T. and Tomasi, C., 2017. Podcasting For Dummies. 3rd ed. Hoboken: John Wiley & Sons.
Starkey, G., 2014. Radio In Context. 2nd ed. Basingstoke: Palgrave Macmillan.
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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 | Chris Gigallon |
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| External Examiner | Neil Hollins |
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| Accreditation Details | Skillset |
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| Version Number | 2.06 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Presentation 30% |
| Audio production piece 50% |
| 1500 word reflection 20% |
(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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