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Session: 2022/23
Last modified: 23/06/2022 16:45:52
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Title of Module: Podcasting |
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Code: BROA10003 |
SCQF Level: 10
(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: | Nicholas
Sheridan |
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| Summary of Module |
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This module is designed to enable students to build upon their existing and established audio production practice base and to develop this practice into one suitable for the medium of podcasting.
Students will be expected to research the latest developments in the field and create work that applies and reflects these innovations.
Strategies for the dissemination and circulation of content will be an important component of both understanding contemporary audiences and developing an awareness of how new content can be promoted. Social media platforms are expected to play an important role in this process.
NB: The medium of podcasting remains essentially unregulated and the implications and boundaries of this will be explored in this module. Some of the content of this module may contain material which you would not hear on radio and subjects such as religion, sex, etc may be examined.
Key points are:
- Podcasting developments
- High profile podcasts
- Niche podcasts
- Podcast hosting and distribution
- Social media strategies
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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 and evaluate innovative applications of audio programme making
L2.
Apply advanced audio production knowledge to create a series of related podcasts suitable for a range of new media platforms |
| 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 10.
Demonstrate and/or work with:
Knowledge that covers and integrates most of the principal areas, features, boundaries, terminology and conventions of a subject discipline.
A critical understanding of the principal theories, concepts and principles.
Detailed knowledge and understanding in one or more specialisms some of which is informed by or at the forefront of a subject/discipline.
Knowledge and understanding of the ways in which the subject/discipline is developed, including a range of established techniques of enquiry or research methodologies. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Use a range of the principal skills, practices and/or materials associated with a subject/discipline.
Use a few skills, practices and/or materials which are specialised, advanced, or at the forefront of a subject/discipline.
Execute a defined project of research, development or investigation and identify and implement relevant outcomes.
Practise in a range of professional level contexts which include a degree of unpredictability and/or specialism. |
| Generic Cognitive skills |
SCQF Level 10.
Critically identify, define, conceptualise, and analyse complex/professional level problems and issues.
Offer professional level insights, interpretations and solutions to problems and issues.
Critically review and consolidate knowledge, skills, practices and thinking in a subject/discipline.
Demonstrate some originality and creativity in dealing with professional level issues.
Make judgements where data/information is limited or comes from a range of sources. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Use a wide range of routine skills and some advanced and specialised skills in support of established practices in a subject/discipline, for example:
Make formal presentations about specialised topics to informed audiences.
Communicate with professional level peers, senior colleagues and specialists.
Use a range of software to support and enhance work at this level and specify refinements/improvements to software to increase effectiveness.
Interpret, use and evaluate a wide range of numerical and graphical data to set and achieve goals/targets. |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Exercise autonomy and initiative in professional/equivalent activities.
Take significant responsibility for the work of others and for a range of resources.
Practise in ways which show a clear awareness of own and others’ roles and responsibilities.
Work effectively, under guidance, in a peer relationship with qualified practitioners.
Work with others to bring about change, development and/or new thinking.
Deal with complex ethical and professional issues in accordance with current professional and/or ethical codes or practices.
Recognise the limits of these codes and seek guidance where 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: | ALL students are required to evidence experience of and competence in using a digital audio workstation (DAW) software package (e.g. Adobe Audition, REAPER, Pro Tools, Hindenburg, etc) |
| 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 and teaching will draw on lectures and tutorials that explore a range of illustrative examples. Support will also be available via the VLE. Independent research will be supported by tutor and student led feedback and activities. Use of a range of technology will be required including audio editors and internet based audio transmission applications. Independent research will develop and extend the tutor led initiatives. |
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 | 20 |
| Practice Based Learning | 70 |
| Independent Study | 90 |
| 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:
Abel, J. 2015. Out on the Wire: The Storytelling Secrets of the New Masters of Radio, Broadway Books: New York.
Biewen, J. and Dilworth, A. (eds), 2017. Reality Radio: Telling True Stories In Sound. 2nd ed. Chapel Hill: The University of North Carolina Press.
Llinares, D., Fox, N. and Berry, R. (eds), 2018. Podcasting: New Aural Cultures And Digital Media. 1st ed. Basingstoke: Palgrave MacMillan.
Morris, T. and Tomasi, C., 2017. Podcasting For Dummies. 3rd ed. Hoboken: John Wiley & Sons.
Nuzum, E., 2019. Make Noise: A Creator's Guide To Podcasting And Great Audio Storytelling. New York: Workman.
O'Connell, M., 2017. Turn Up The Volume. Abingdon: Routledge.
Spinelli, M. and Dann, L., 2019. Podcasting: The Audio Media Revolution. London: Bloomsbury.
Weldon, G. NPR's Podcast Start Up Guide. New York: Ten Speed Press
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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 Gilgallon |
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| External Examiner | Neil Hollins |
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| Accreditation Details | NA |
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| Version Number | 2.08 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Report (40%) - (2500 Words)
Write a review of at least 4 innovative approaches to audio programme making (for example specialist podcasts, audio tours, educational applications and audio apps) and consider the future of audio programme making. Include comment on the understanding and targeting contemporary audiences and the significance of different audio access portals (for example radio, online, MP3, Sound-Cloud, Audio-boo, iTunes). |
Podcasts and promotion (60%)
Create a series of podcasts around a specialist topic and include a plan to promote and circulate the content via social media. There must be a minimum of two podcasts, a maximum of four, with a total combined duration of between 20 to 25 minutes. (Duration is much more flexible in podcasting than in traditional broadcast radio.) |
(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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