Module Descriptors
REFLECTIVE PRACTICE: DIGITAL MEDIA PRODUCTION
CCIF40288
Key Facts
Faculty of Arts and Creative Technologies
Level 4
15 credits
Contact
Leader: Rowena Beighton-Dykes
Hours of Study
Scheduled Learning and Teaching Activities: 43
Independent Study Hours: 107
Total Learning Hours: 150
Assessment
- REPORT weighted at 40%
- CLASS PRESENTATION weighted at 30%
- JOURNAL weighted at 30%
Module Details
Module Additional Assessment Details
Students must submit work for all assessments, and must pass the Reflective Learning Journal assessment.
Assessment 1: A report of 1000 words describing the range of key learning experience undertaken, relating and evaluating learning needs to actual activities, and identifying future training requirements. (40%) [Learning Outcomes 1&2]
Assessment 2: A presentation incorporating visual information on a success story associated with their area of study, such as an entrepreneur, film exhibition, film, TV or media product. (30%) [Learning Outcomes 1&3]
Assessment 3: The Reflective Learning Journal considering personal progress, including informal documentation of the learning experience. (30%) [Learning Outcomes 1&2]
Assessment 1: A report of 1000 words describing the range of key learning experience undertaken, relating and evaluating learning needs to actual activities, and identifying future training requirements. (40%) [Learning Outcomes 1&2]
Assessment 2: A presentation incorporating visual information on a success story associated with their area of study, such as an entrepreneur, film exhibition, film, TV or media product. (30%) [Learning Outcomes 1&3]
Assessment 3: The Reflective Learning Journal considering personal progress, including informal documentation of the learning experience. (30%) [Learning Outcomes 1&2]
Module Texts
Chambers, E. and Northedge, A. (2008). The Arts Good Study Guide. 2nd ed. Milton Keynes: Open University Worldwide.
Kroehert, G (1999). Basic Presentation Skills. Maidenhead: McGraw-Hill.
Moon J. (2006). Learning Journals. 2nd ed. London: Routledge.
Negrino T. (2004). Creating a Presentation in PowerPoint . Berkeley, CA: Peachpit Press.
Kroehert, G (1999). Basic Presentation Skills. Maidenhead: McGraw-Hill.
Moon J. (2006). Learning Journals. 2nd ed. London: Routledge.
Negrino T. (2004). Creating a Presentation in PowerPoint . Berkeley, CA: Peachpit Press.
Module Learning Strategies
An introduction to module: 2 Hours
Research Workshops: 10 Hours
Presentation skills workshop, including communication techniques, creating visual support materials: 10 Hours
Seminars considering and evaluating learning: 5 Hours
Group turials, presentations and critiques with formative feedback: 15 hours
Individual Tutorials: 1Hour per student
Total contact time per student: 43 Hours.
Research Workshops: 10 Hours
Presentation skills workshop, including communication techniques, creating visual support materials: 10 Hours
Seminars considering and evaluating learning: 5 Hours
Group turials, presentations and critiques with formative feedback: 15 hours
Individual Tutorials: 1Hour per student
Total contact time per student: 43 Hours.
Module Resources
Students will have access to Burton College library and computer rooms/resources.
Module Indicative Content
This module runs parallel to other level 1 modules, in particular Exploring Specialist Pathway, and offers students the opportunity to evaluate their progress and reflect upon strengths and weaknesses. A thorough review of progress will be carried out, drawing upon their own perceptions and those of their peer group, line managers, tutors and mentor. Students will consider how to develop their experience in order to broaden and deepen their skills and associated portfolio to fulfil their future needs, whether they be academic or vocational.
Students will also investigate a success story that relates to their area, evaluate the reasons for the success, and present their findings to an audience.
After students will also investigate a success story that relates to their area, evaluate the reasons for the success, and present their findings to an audience. The success story may be taken from the student's work experience, such as a business that has increased its trade or audience as a result of publicity developed that includes digital media production (Moving Image or New Media). Other examples might include investigating areas such as the growth of a well-known business that uses media as a vital part of its process, such as EBay, Amazon, education and training companies. The evaluation of the product must show how the wider picture can inform small-scale or local products, and how it relates to the student's own experience and potential.
As a result of discussions and personal reflection students will identify learning and experimental needs to promote their progress. They will research possible activities to enhance their portfolio, and investigate future contributions in support of their work.
After they will research possible activities to enhance their portfolio, and investigate future contributions to support their work. Students will work their way through their ideas in their Reflective Learning Journal, which may, for example, show brainstorming or listing of needs and successes. They will be expected to use suggestions in Jenny Moon?s reflective learning handbooks to experiment with a range of reflective strategies. The content of the Reflective Learning Journal will help students shape a formal report about their progress and identified needs. As a result of the evaluation students should investigate how they will address their needs, such as taking part in open college days in order to gain customer relations experience, or attending workshops on using PowerPoint to gain presentation skills.
Students will also investigate a success story that relates to their area, evaluate the reasons for the success, and present their findings to an audience.
After students will also investigate a success story that relates to their area, evaluate the reasons for the success, and present their findings to an audience. The success story may be taken from the student's work experience, such as a business that has increased its trade or audience as a result of publicity developed that includes digital media production (Moving Image or New Media). Other examples might include investigating areas such as the growth of a well-known business that uses media as a vital part of its process, such as EBay, Amazon, education and training companies. The evaluation of the product must show how the wider picture can inform small-scale or local products, and how it relates to the student's own experience and potential.
As a result of discussions and personal reflection students will identify learning and experimental needs to promote their progress. They will research possible activities to enhance their portfolio, and investigate future contributions in support of their work.
After they will research possible activities to enhance their portfolio, and investigate future contributions to support their work. Students will work their way through their ideas in their Reflective Learning Journal, which may, for example, show brainstorming or listing of needs and successes. They will be expected to use suggestions in Jenny Moon?s reflective learning handbooks to experiment with a range of reflective strategies. The content of the Reflective Learning Journal will help students shape a formal report about their progress and identified needs. As a result of the evaluation students should investigate how they will address their needs, such as taking part in open college days in order to gain customer relations experience, or attending workshops on using PowerPoint to gain presentation skills.