Module EFPM916 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM916: Thinking Skills and Creativity in the Internet Age
This module descriptor refers to the 2021/2 academic year.
Module Aims
This module will enable you to develop your own understanding of what thinking skills and creative thinking are, whether and how we can teach for thinking and creativity and how teaching thinking relates to dialogue and networked technologies. You will also learn about the implications of the Internet Age for teaching and learning. The module will equip you with knowledge and understanding of a range of different theories and contemporary approaches to thinking skills. It will also introduce you to research on teaching thinking and creativity within the context of the internet age. It will be an excellent preparation for either developing and applying your own approach to teaching thinking in your own educational context or for continuing to further research and you will gain a good understanding of issues around thinking skills and creativity.
| On successfully completing the programme you will be able to: | |
|---|---|
| Module-Specific Skills | 1. Demonstrate the ability to reflect on and critically evaluate claims that have been made about teaching thinking, and creativity; 2. Demonstrate the ability to examine and critically evaluate various accounts of the relationship between cognition, networked communication technologies and social context; 3. Demonstrate a systematic conceptual understanding of theories of social and meditational aspects of learning; 4. Demonstrate the ability to relate this knowledge in a critical and self-aware way to the practice of teaching and learning and furthermore of thinking as a subject in its own right; 5. Demonstrate the ability to evaluate and critique the arguments and the ideas around the development of dispositions, habits, skills and strategies in the context of the Internet Age (or 21st Century skills) in order to form your own original synthesis; 6. Demonstrate your originality and self-direction in dealing with complex issues by identifying dispositions, habits, skills and strategies for the Internet Age and applying these to other curriculum areas and to 'real-world' problems; 7. Demonstrate your originality and self-direction in dealing with complex issues by identifying dispositions, habits, skills and strategies for the Internet Age and applying these to other curriculum areas and to 'real-world' problems; |
| Discipline-Specific Skills | 8. Demonstrate the ability to review and evaluate critically current research and advanced scholarship relevant to the module content through close analysis of practice and theory; 9. Demonstrate awareness of ethical issues in relevant areas of the study and be able to discuss these in relation to personal beliefs and values; 10. Demonstrate the ability to critique theory, policy and research orally and in writing, drawing on relevant reading and research; 11. Demonstrate the ability to apply research-informed knowledge to evaluate ongoing school-based programmes; |
| Personal and Key Skills | 12. Demonstrate the ability to make sound judgements in the absence of complete data based upon critical reflection; and 13. Demonstrate the independent learning ability required for continuing professional development. |
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 |
|---|---|---|---|
| Essay outline/plan | 500 words | 1-13 | Written feedback from tutor |
| Presentation | 5-10 minute presentation (500 word equivalent) 10 minutes questions | 1-8 | Oral peer and tutor 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 |
|---|---|---|---|---|
| Theorised essay | 60 | 4,000 words | 1-13 | Written |
| Digital assessment | 30 | 2,500 words | 1, 2, 4, 6, 8, 11, 12 | Written |
| Reflective summary of contributions to online discussions | 10 | 500 words | 1, 2, 4, 5, 6, 9,12, 13 | Written |
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 |
|---|---|---|---|
| Theorised essay | Theorised essay (4,000 words) | 1-13 | 6 weeks |
| Digital assessment | Individual digital assessment (2,500 words) | 1, 2, 4, 6, 8, 11, 12 | 6 weeks |
| Reflective summary of contributions to online discussions | 500 word reflection on a topic discussed on the module | 1, 2, 4, 5, 6, 9, 12, 13 | 6 weeks |
