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Session: 2022/23
Last modified: 13/04/2022 09:24:04
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Title of Module: Creativity Across Learning |
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Code: EDUC11143 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | D
McAuliffe |
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| Summary of Module |
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This module will equip participants to fully engage in the practice of creativity across all forms of learning. The study of creativity indicates that creativity draws on deep levels of knowledge and understanding in specific disciplines and that it takes participants to genuinely new and unexpected destinations. This module will draw together knowledge and insight from diverse areas of learning, combining them in a truly creative and interdisciplinary way. You will engage in the latest creativity in education approaches, including STEAM, and work towards becoming a leader of creativity across learning.
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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 a broad knowledge and understanding of the principal theories, dispositions and concepts of creativity across learning
L2.
To analyse and reflect on practice (including one’s own) in relation to theories and principles of creativity
L3.
Demonstrate a range of effective communication skills and use of ICT to present information in a well-structured and coherent form |
| 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 11.
Deep understanding of key theories, concepts, and principles in relation to creativity across learning.
Critical understanding of how the concept of creativity has evolved over the years, how it operates within the current educational context and how it may impact upon one’s present and future professional practice.
Critical awareness of current creativity across learning practices in relation to their defined purposes, theoretical underpinnings and recent/current research findings.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
SCQF Level 11.
Apply deep knowledge, skills and understanding to the field of creativity across learning in a variety of educational contexts. Critical reflection on professional practice and contemporary issues that impact on it. Synthesise information and gain a coherent understanding of theories and practices relating to creativity.
Retrieve, interpret and use primary and secondary information relevant to this module from a variety of sources including electronic databases.
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| Generic Cognitive skills |
SCQF Level 11.
Apply critical analysis, evaluation and synthesis to issues relating to creativity in education. Give reasoned opinions, identifying flaws in arguments and discriminating between what is of relevance and what is not, especially within the context of creativity across learning practices. Develop and demonstrate an ability to communicate effectively in a variety of professional settings. |
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Effectively and appropriately communicate knowledge and understanding of creativity across learning to a range of audiences. Make effective use of information retrieval systems and information technology applications to present documents in an appropriate form. Use a range of (relevant) IT applications to support and enhance work on the module. |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercise autonomy and initiative and taking responsibility for own work. Work as part of a professional team to analyse information, formulate relevant responses and present these back to the group. Work effectively in collaboration with others in groups or teams, taking a leadership role where appropriate. Systematically identify and address own learning needs within the context of creativity across learning, making use of academic research and scholarship as appropriate. |
| 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 module handbook, and other detailed material made available to participants, will give more specific information on the particular learning and teaching methodologies, and combinations of these methodologies. These will clarify expectations for module content and for the overall balance of learning and teaching methodologies to be used during the module. This module is structured through individual and group tasks delivered through technology enhanced learning methodologies supported by the University Virtual Learning Environment (VLE). |
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 | 20 |
| Tutorial/Synchronous Support Activity | 5 |
| Asynchronous Class Activity | 20 |
| Independent Study | 155 |
| 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:
Burnard, P. & Colucci-Gray, L. (2019) Why Science and Art Creativities Matter: STEAM (re-) Configurings for Future-making Education. Brill | Sense
Craft, A. (2015) Creativity, Education and Society: Writings of Anna Craft. London: Trentham Books
Julian Sefton-Green (et al) (2011) The Routledge International Handbook of Creative Learning. London: Routledge
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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:
In line with the Academic Engagement and Attendance 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 Moodle, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure
For the purposes of this module, academic engagement equates to the following: Outline attendance requirements in addition to Regulations
Students are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study.
Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory- framework/
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Career-Long Professional Learning |
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| Moderator | A Pirrie |
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| External Examiner | S Reekie |
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| Accreditation Details | |
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| Version Number | 1.01 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Assessment will be based on the submission of a multi-modal essay. This web-based essay will be the equivalent to a 4,000 word assignment.
Module handbooks, and other detailed material made available to participants, will clarify the relationship between formative and summative assessment tasks and the specific learning outcomes for the module. This will enable participants to relate feedback from formative assessment to their individual progress on the learning outcomes for the module and further prepare for summative submission. Detailed guidance as to how participants should prepare for formative and summative submissions will be provide via the Moodle.
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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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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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