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Session: 2022/23
Last modified: 07/04/2021 15:18:55
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Title of Module: Experiential Event Design |
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Code: TOUR09028 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 10 |
ECTS: 5
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | Jenny
Flinn |
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| Summary of Module |
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This module explores the principles and practices of event and experience design. The module is broken down into three key areas. Firstly, the module is underpinned by the principles and practices of experiential consumption and the increasing importance of experiences within contemporary society. Secondly, this is applied by examining the role of creativity, design and innovation in creating unique environments, products and experiences for specific target markets and audiences. Finally, the module examines how these experiences may be managed, evaluated and analysed. A range of practical case studies of relevant events and organisations are drawn upon throughout the module in order to demonstrate the practical application of experience theory to the events industry.
- Understand the nature of event experiences and growing importance of experiential event consumption
- Understanding the importance of creativity and experience design and be able to apply this in a range of business settings
- Appreciation the practicalities of managing experiences successfully
- Evaluate and analyse the success of event and experience design
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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.
Critically review design issues surrounding the creation of events.
L2.
Analyse the use of creative design techniques.
L3.
Critically examine the experiential design of specific events |
| 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 a broad knowledge of the scope, main areas and boundaries of event design
Exhibit an understanding of creative experiential design techniques within the context of events
Develop a critical understanding of the design issues in a number of specific events.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Use a selection of principal event design techniques
Examine related event design issues in past and upcoming events.
Investigate policies and activities of several event design organisations
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| Generic Cognitive skills |
SCQF Level 9.
Identify and analyse routine event design problems and issues
Draw on a range of sources to help identify solutions to event design problems
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| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Apply a range of communications methods and information technology in support of event design techniques |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercise autonomy and initiative in class and module study activities in so far as they relate to event design.
Work both individually and in groups in practical tutorial based activities
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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 emphasis of the learning activities at Level 9 is on enquiry based learning, employing small group teaching with lecturers becoming facilitators providing encouragement and support to enable the students to take more responsibility for what and how they learn.
Material and learning will be delivered through lecture, tutorial and access to internet sites including YouTube and Moodle. Lectures in particular rely heavily on multimedia presentations to illustrate experiences within class. Practical work including Eventscape mind mapping and physical event environment creation also exhibit and reinforce learning.
Independent study consists of; individual reading preparation for class contact hours, preparation for coursework assignments and independent reading and research for subject area.
Asynchronous activity consists of unsupervised group student led group seminar work meetings.
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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 | 12 |
| Tutorial/Synchronous Support Activity | 6 |
| Asynchronous Class Activity | 19 |
| Independent Study | 63 |
| 100
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:
BERRIDGE G. (2007), Events Design and Experience, Elsevier, ISBN0750664533
Details of further resources, including textbooks, journals and online resources will be identified at the beginning of each delivery in the module handbook and made available via Moodle.
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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 | Marketing, Innovation, Tourism & Events |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Marketing, Innovation, Tourism & Events |
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| Moderator | Brionyu Sharp |
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| External Examiner | Chantal Dickson |
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| Accreditation Details | |
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| Version Number | 1.03 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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A report based on a case study examination of the experiential design of a live event worth 100% of the total module mark
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(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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The Equality, Diversity and Human Rights policy underpins student engagement. We aim to make UWS a fair and equal place to study an institution which addresses specific issues covering all aspects of equality, diversity and human rights. Where required module assessment will be adapted to meet student requirements.
http://www.uws.ac.uk/equality/
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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