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.
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 |
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
Banaji, S. & Burn, A. (2010) (2ndedition) The Rhetorics of Creativity: A Review of the Literature, London, Arts Council England. https://www.creativitycultureeducation.org//wp-content/uploads/2018/10/rhetorics-of-creativity-2nd-edition-87.pdf
Beghetto, R. A., & Kaufman, J. C. (2007). Toward a broader conception of creativity: A case for 'mini-c' creativity. Psychology of Aesthetics, Creativity, and the Arts, 1(2), 73-79 https://pdfs.semanticscholar.org/26aa/096578798a27c093bae0a66ceb701a543931.pdf
Boden, M. (2004) The Creative Mind: Myths and Mechanisms, (2nd ed) London: Routledge
Brown, John Seely and Douglas Thomas. (2011). A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. World Future Review (World Future Society), Vol. 3(2), p115-117
Craft, A. (2005). Creativity in schools: tensions and dilemmas. Abingdon: Routledge Falmer.
Dweck, C. S. (2012). Mindset: How You Can Fulfil Your Potential. London: Constable & Robinson Limited.
Flynn, J. R. (2009). What Is Intelligence: Beyond the Flynn Effect(expanded paperback ed.). Cambridge:Cambridge University Press.
Larkin, S. (2010). Metacognitionin Young Children. London: Routledge.
Lucas, B. and Claxton, G. (2010) New Kinds of Smart; How the science of learnable intelligence is changing education. Buckingham: Open University Press.
Littleton, K. and Mercer, N. (2013). Interthinking: Putting talk to work. Abingdon: Routledge.
Sternberg, R. (ed). (1999). Handbook of Creativity. Cambridge: Cambridge University Press.
Trilling, B & P. Hood, (2001) “Learning, Technology and Education Reform in the Knowledge Age, or ‘We’re Wired, Webbed and Windowed, Now What?’”, in C. Paechter, R. Edwards, R. Harrison, & P. Twining, (Eds.), Learning, Space and Identity, Paul Chapman Publishing & The Open University, London, UK, 2001. Also at: http://www.wested.org/cs/we/view/rs/654
UNESCO (2005). Towards Knowledge Societies: Unesco World Report. [www.unesco.org/en/worldreport]
Wegerif, R.B. (2011). Towards a dialogic theory of how children learn to think. Thinking Skills and Creativity, 6(3), 179-190.
Wegerif, R. (2013). Dialogic: Education for the Internet Age. London and New York: Routledge.
Wegerif, R, Kaufman, J. C. & Li , L., (2015) Routledge International Handbook of Research on Teaching Thinking. Routledge.