Module EFPM303 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM303: Creativity and Education Futures
This module descriptor refers to the 2019/0 academic year.
Module Content
Syllabus Plan
The precise structure of the module varies each year according to the teaching team and student interest but in general around a third of the module’s sessions explore the theoretical landscape of creativity and education futures with particular reference to the notion of radical uncertainty and possible responses to this.The remaining two thirds of the sessions explore practical application of these theoretical perspectives and consider implications for individuals, institutions and systems.
Key issues include
- How creativity can be understood, with a focus on ‘little c creativity’ from a wise, humanizing perspective
- Changing childhoods: guiding discourses and key principles
- Approaches to working in partnership to nurture creativity including the roles played by cultural venues and providers
- Boundaries between education, arts and community in relation to pedagogy in particular
- Learner voice and participation in educational futures
- Transformative education and learner voice
- Implications of responses to radical uncertainty for individuals, institutions and systems.
The module seeks to enable you to synthesise creativity, the arts and educational futures through active reflection on practice and theory. Independent, collaborative and peer to peer learning is also encouraged.
Core staff are joined by visiting lecturers who specialize in the applied areas such as arts-education partnership, student voice and participation; a visit is also made to a local cultural venue either in Exeter or ‘local’ to distance students around which critical activities and thinking occur (face-to- face or online as appropriate).
This module descriptor captures two modes of delivery: campus-based (C) and distance (D). In the Learning and Teaching section below there are two sets of numbers: one pertains to campus-based delivery and one to distance delivery. Students enrolled on the distance mode will be expected to undertake more independent guided study than those on the campus-based mode.
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 29 (C) 15 (D) | 271 (C) 285 (D) | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and teaching | 26(C) | 4 recorded lectures (45 minutes each), 5 seminars (face to face or online 2 hrs each), 3 sessions based on practice (2 hrs each), 3 expectations to contribute to online debate with tutors + peers for 1 hr within a given week, 2 cross group online student presentations with tutor feedback and debate (lasting 2 hrs each) |
| Scheduled Learning and teaching | 12(D) | 4 recorded lectures (45 minutes), 1 session based on practice (2 hrs), 3 expectations to contribute to online debate with tutors for 1 hr within a given week, 2 cross group online student presentations with tutor and peer feedback and debate (lasting 2 hrs each) |
| Scheduled Learning and teaching | 3(C & D) | Supervision by academic tutor, face to face or online. |
| Guided independent study | 81 (C) | Directed study: preparation reading texts and preparing critiques for above detailed learning and teaching activities |
| Guided independent study | 60 (D) | Directed study: preparation reading texts and preparing critiques for above detailed learning and teaching activities |
| Guided independent study | 35 (D) | Online directed tasks to study key aspects of creativity and education futures |
| Guided independent study | 90 (C & D) | Assignment preparation |
| Guided independent study | 100 (C & D) | Self-directed study related to module including self-guided reading and reflective writing in relation to core module themes |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Paired presentation (either online or face to face) on an aspect of creativity and education futures | 10/15 minutes presentation | 1-4, 6, 10, 14-15 | Peer and tutor verbal or online feedback |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Written essay offering critical, theory-based rationale for arguments made in formative presentation | 30 | 2500 words | 1-8, 10, 12,15 | Written tutor feedback |
| Reflective Portfolio and Commentary focused on professional practice (your own or observed practice of others) | 60 | Equivalent to 4000 words (there will be no word limit for the reflective portfolio but the commentary needs to be between 2000 and 3000 words) | 1-11 | Written tutor feedback |
| Contributions to online discussions | 10 | 500 words | 1-9, 15 | Written tutor feedback |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Written essay offering critical, theory-based rationale for arguments made in formative presentation | Written essay offering critical, theory-based rationale for arguments made in formative presentation (2500 words) | 1-8, 10, 12, 15 | 6 weeks |
| Reflective Portfolio and Commentary focused on professional practice | Reflective Portfolio and Commentary focused on professional practice (your own or observed practice of others). Equivalent to 4000 words (there will be no word limit for the reflective portfolio - but the commentary need to be between 2000 and 3000 words) | 1-11 | 6 weeks |
| Contributions to online discussions | Reflection on online discussion experience (500 words) | 1-9-,15 | 6 weeks |
Re-assessment notes
If students are referred/deferred with regard to their contributions to the online discussions, then they will be asked to submit written reflections on their online discussion experience in this module (max. 500 words)
