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Session: 2022/23
Last modified: 13/03/2020 14:28:45
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Title of Module: Crossmedia Collaboration |
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Code: DAAD08011 |
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: | Blane
Savage |
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| Summary of Module |
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Crossmedia Collaboration is designed to help students learn and develop collaboration skills in a TV studio environment. In this module, students will form small groups and each team will respond to one of suggested topics to create a crossmedia work of their own. This task will require collective efforts in researching, discussing and interpreting ideas and applying individuals' experiences, skills and technical knowledge and each group must agree on their creative rationale and share the responsibility of the creative production and project management. Students will gain first-hand experience and knowledge of developing a new work in contemporary creative practices and evaluate their own process while gaining solid experience of working in a crossmedia and collaborative context.
- Gain understanding and experience of relevant concepts and skills in crossmedia practices.
- Participate in convergent and collaborative projects.
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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 an understanding of the relevant theories and concepts that underpin crossmedia practice
L2.
Apply a range of creative skills in the context of crossmedia and creative collaboration
L3.
Exercise autonomy and initiative by undertaking individual responsibilities within the process of a crossmedia collaborative project
L4.
Demonstrate an ability to work as part of a team in a crossmedia context
L5.
Reflect upon creative and critical contexts that inform a crossmedia project |
| 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 discerning understanding of the principles of collaborative and interdisciplinary practice. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Apply a range of collaborative performance processes in the creation of work including: working collective, ensemble, co -creation and hierarchical and non-hierarchical structures. |
| Generic Cognitive skills |
SCQF Level 8.
Understand group dynamic to operate collaboratively with collective, creative and professional contexts to pursue shared goals. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Explain and defend creative, technical and/ or conceptual choices. |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Demonstrate sensitivity to the roles and contributions of self and others in collaborative activities. |
| 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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| Engaging in a structured process of inquiry based learning, students will develop knowledge and understanding of collaborative process in the creative contemporary practices. Learning and teaching will primarily take place through a series of lectures, workshops, group tutorials, individual tutorials and online learning materials. The collective and collaborative learning will be central to the learning in this module. A central focus of the assessment strategy on the module lies in supporting learners’ development of knowledge and understanding of crossmedia and creative collaboration while closely mentoring and monitoring each group's project management, shared research, collective and reflective learning. |
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) |
| Laboratory/Practical Demonstration/Workshop | 24 |
| Tutorial/Synchronous Support Activity | 12 |
| Independent Study | 164 |
| 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:
Berghaus, G. (2005) Theatre, Performance and the Historical Avant-Garde. Basingstoke: Palgrave Macmillan.
Dowd, T. et al. (2013) Storytelling across Worlds: Transmedia for Creatives and Producers. Abingdon, Oxon: Focal Press.
Dixon, S. (2015) Digital Performance: a History of New Media in Theater, Dance, Performance Art, and Installation. Cambridge, Mass: MIT Press.
Tharp, T. (2013) The Collaborative Habit: Life Lessons for Working Together. New York: Simon and Schuster.
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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 | Shona Wallace |
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| External Examiner | |
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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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Group Project [Portfolio of Practical Work] (60%):
Each group is required to document the process and outcome of their group project in a digital portfolio format. |
Group Presentation [Presentation] (40%):
Each group is required to share and discuss their group project in a short presentation format. |
(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
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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