Module EFPM907 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM907: Creativity in Education: Valuing, Facilitating and Assessing It
This module descriptor refers to the 2019/0 academic year.
Module Aims
- To develop understanding of the key concept of creativity and its value in education.
- To provide an introduction to a range of philosophical standpoints towards creativity within and across disciplines.
- To provide an introduction to important pedagogical issues for creativity in learning and teaching
- To consider creativity within and across disciplines including the arts and sciences in different cultural contexts from the stances of theory, policy and practice.
| On successfully completing the programme you will be able to: | |
|---|---|
| Module-Specific Skills | 1. demonstrate a critical understanding of the nature and value of creativity in education; 2. demonstrate a critical understanding of creativity in relation to learning in different disciplines; |
| Discipline-Specific Skills | 3. critically reflect upon and evaluate your own approach or that of other specialist practitioners to fostering creativity in learning and teaching; 4. critically appraise the module content in order to question and inform your own research interests or professional practice; |
| Personal and Key Skills | 5. synthesise and organise ideas to present an argument; 6. undertake both directed and independent study to recognise, justify and analyse key ideas in the literature and relate to practice; 7. work collaboratively in small groups with peers; and 8. present ideas verbally and through writing and engage in critical reflective debate. |
Module Content
Syllabus Plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
- understanding creativity and how it can be framed and is valued across disciplines in education
- considering the varied rhetorics of creativity including Possibility Thinking, Wise Humanising Creativity and (post-humanising) creativity as ways of understanding and nurturing creativity;
- exploring characteristics of different disciplines, discussing misapprehensions and raising questions about how creativity manifests within and across disciplines (including interdisciplinary) in various cultural contexts;
- researching children’s creativity;
- documenting and assessing creativity within and across disciplines;
- developing knowledge and understanding of creative teaching and learning;
- gaining an introduction to different creative pedagogical perspectives and the implications for different teaching contexts and cultures.
The module seeks to enable you to apply approaches to creativity through active reflection on practice (your own or that of others) and theory. Independent, collaborative and peer to peer learning is also encouraged, face to face and online. The module staff are well-connected to regional and international creativity specialists and practitioners and the module usually includes an experience with a creative educational setting (this is dependent on mode of study).
This module descriptor captures two modes of delivery: campus-based (C) and blended (B). In the Learning and Teaching section below there are two sets of numbers: one pertains to campus-based delivery and one to blended delivery. Students enrolled on the blended 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 |
|---|---|---|
| 24 (C) 6(B) | 270 (C) 282 (B) | 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 Activities | 24 (C) | (C): 2 x 1.5 hr lecture, 4 x 1.5 hr workshops, 2 x 1.5hr seminar (2 Saturdays with (B) students) AND 8 x 1.5 hr lecture/seminars |
| Scheduled Learning and Teaching Activities | 12 (B) | (B): 2 x 1.5 hr lectures, 4 x 1.5 hr workshops, 2 x 1.5hr seminars (2 Saturdays with (C) students) |
| Scheduled Learning and Teaching activities | 3 (C) 3 (B) | Supervision by academic tutor, face to face or online. |
| Scheduled Learning and Teaching activities | 3 (C) 3 (B) | Face to face or online debates facilitated by tutors |
| Guided Independent Study | 32 (B) | Independent Study using online directed tasks to study key aspects of creativity in practice |
| Guided Independent Study | 80 (C) 60 (B) | Directed study: preparatory work for taught sessions including reading; research tasks; collaborative tasks |
| Guided Independent Study | 90 (C) (B) | Assignment preparation |
| Guided Independent Study | 100 (C) (B) | Self-directed study |
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 |
|---|---|---|---|
| Face to face or online presentation | 1500 word equivalence/ 10 minutes in length | 1-8 | Verbal from tutor or peers |
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 assignment | 40 | 2,500 words | 1-6, 8 | Written and verbal from tutor |
| Reflective portfolio and commentary | 50 | 3,500 words | 1-6, 8 | Written and verbal from tutor |
| Reflective summary of contributions to online discussions | 10 | 500 words | 1-8 | Written from tutor |
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 Assignment | 2500 words | 1-6, 8 | 6 weeks |
| Written Assignment | 3500 words | 1-6, 8 | 6 weeks |
| Reflective summary of contributions to online discussions | 500 words | 1 - 8 | 6 weeks |
