Section One Module Title: INVESTIGATIVE TECHNOLOGY PROJECT
Code: GLOSBCU1004
Credit Value: 40
Level: 6
Module Overview As technology becomes more important in the creation of moving images, an understanding through a practiceled knowledge applied approach is essential for graduates who wish to work in, or around, technical roles. This module will provide students with the opportunity to apply knowledge and skills gained during the course to a relevant technical query related to technology used within the industry . Module work will improve students understanding of a specific technical issue in a recognisable technology area. Learning will evolve round (but not be limited to) literature reviews of existing scholarship, lab tests, written reports, and lecture sessions culminating in a word processed document of between s ix and seven thousand words. This will provide evidence of students’ ability to conduct research to an acceptable standard. This theoretical, practical and critical approach will underpin much of the project work ; students will do primary and secondary action research. The project topic, reflective process, proffered solutions, and consideration of wider issues should be explicit and remain in focus throughout. There must be suitable evidence that the student is able to manage their own time, independently organise research activities and efficiently utilise available resources. The project therefore provides opportunity to demonstrate technical and general employability preparation for career progression. It is designed to amalgamate enquiry, experimentation, exploration, testing and critique so the student can advance into post graduate study or work in some technical capacity within the moving image industry. INDICATIVE CONTENT: 1.
A proposal document which outlines the project aims and how it is to be achieved, expressed as a number of objectives, rationale, tasks/activities, resources, expenditure, schedule and safety assessment. The project proposal document is the foundation for the project activity through the academic year and benefits from formative feedback. The proposal document will be considered as part of the final assessment and an aspect of the project’s management.
2.
First progress report and mini viva to be held in the last week of November 2016. Evidence to be considered at the progress review will include a short written progress/evaluation document covering knowledge gained, initial research findings and possible methodologies with a question/answer session. There should be discussion on how the module will influenc e practical work in Film Production & Direction.
3.
The main submission will allow for the exploration of existing research in the chosen area, going on to detail the student’s chosen methodology and findings. The analysis and verification of results may be achieved through comparison to established theory, techniques, experimentation, and via the creation of an artefact. The knowledge gained will be discussed, conclusions drawn and recommendations for further study highlighted. A poster summarising the projects key points is also produced.
4.
A final project viva is undertaken after submission of the main report and poster. The presentation, supported by appropriate audio/visual media, offers the opportunity to reflect on the project and for students to demonstrate depth of knowledge and defend the approach and conclusions through response to questions.
24 TH JUNE 2016 GLOSBCU1004 – LEVEL 6
Module Learning outcomes:
1. Appraise an appropriate body of published research/ professional output and research methodologies in order to develop a research problem expressed as a research question.
2. Devise a project plan that applies key methods and techniques, underpinned by debates/theories to create an appropriate response to the research question.
3. Synthesise the knowledge gained from the research activities to create an artefact that expresses ideas in answer to the research question recognising the limitations of the project and areas for potential development or further research.
4. Successfully communicate the results of the project giving consideration to appropriate and relevant academic, ethical and professional requirements.
Library & Learning Resources – available through REBUS (Reviewed Annually) Purchase
Kumar, R (2014). Research Methodology: A Step-by-Step Guide for Beginners. 4th ed. London / California / New Delhi / Singapore: Sage. 2014.
Essential (Books/Journals/Specific chapters/Journal Articles)
Bell, J (2014). Doing Your Research Project: A Guide for First-Time Researchers. 6th ed. Berkshire / New York: Open University Press. Creswell, J. W (2014). Research Design (International Student Edition): Qualitative, Quantitative, and Mixed Methods Approaches. 4th ed. London / California / New Delhi / Singapore: Sage. Deane, M (2010). Inside Track to Academic Research, Writing & Referencing. Harlow, England: Longman. McNiff, M (2013). Action Research. 3rd ed. Abington Oxon: Routledge. Polonsky, M. J (2015). Designing and Managing a Research Project: A Business Student's Guide . 3rd ed. London / California / New Delhi / Singapore: Sage. Wilson, E. B (2003). An Introduction to Scientific Research. 3rd ed. New York: Dover Publications Inc.
24 TH JUNE 2016 GLOSBCU1004 – LEVEL 6
Recommended
Myers, G. F (2015). Project Management: Efficient & Effective: The Beginners Pocket Guide to Successful Project Completion. Place of publication not known: Create-Space Independent Publishing Platform. SHARP, J. 2002. The Management of a Student Research Project, 3rd ed. Aldershot: Gower.
Background Box, H. C (ed) (2010). Set Lighting Technician's Handbook: Film Lighting Equipment, Practice and Electrical distribution. 4th ed. Massachusetts / Oxford: Focal Press. Brown, B (2014). The Filmmaker's Guide to Digital Imaging: for Cinematographers, Digital Imaging Technicians, and Camera Assistants. Massachusetts / Oxford: Focal Press. Goldberg, N (1992). Camera Technology: The Dark Side of the Lens. New York / London / Toronto: Academy Press. 1. Holman, T (2010). Sound for Film and Television. 3rd ed. Massachusetts / Oxford: Focal Press. Hurkman, A (2014). Colour Correction Handbook: Professional Techniques for Video and Cinema . U.S.A: Peachpit Press. Hurkman, A (2014). Colour Correction Lookbook: Creative Grading Techniques for Video and Cinema. U.S.A: Peachpit Press. Millerson, G (1991). The Technique of Lighting for Television and Film. 3rd ed. London / New York / Tokyo / Toronto / Amsterdam / Sydney: Focal Press. Rumsey, F & McCormick, T (2013). Sound and Recording. 7th ed. New York & London: Focal Press. Scoppettuolo (2016). Learning Davinci Resolve 12: A Step-by-Step Guide to editing and Colour Grading. Place of publication not known: Learning Paths. Stump, D (2014). Digital Cinematography: Fundamental, Tools, Techniques, and Workflows . Massachusetts / Oxford: Focal Press. ONLINE
The Cinematography Mailing List
24 TH JUNE 2016 GLOSBCU1004 – LEVEL 6
LEARNING SCHEDULE (REVIEWED ANNUALLY) PLEASE NOTE (1) SCHEDULE IS INDICATIVE AND SUBJECT TO CHANGE. (2) STUDENTS WILL BE NOTIFIED OF ANY CHANGES (3 ) S E S S I O N LENGTH AT G.C IS 3.5 HRS PER (4) STUDENTS HAVE 15 HRS CONTACT TIME (5) TOPICS BELOW ARE NOT PRESCRI P TI V E A ND A RE NO T SUBSTITUTES FOR THE STUDENTS OWN TESTS TO BE FASHIONED FOR THE PROJECT .
PRE-SESSION ACTIVITIES/LEARNING
SESSION TOPIC/S (INCL. DELIVERY STYLE AND INDICATIVE FORMATIVE LEARNING ACTIVITIES)
POST-SESSION ACTIVITY
SESSION 1 / WEEK 1
WRITING TECHNICAL PAPERS 1
TO BE DETERMINED BY STUDENT AND DISCUSSED WITH LECTURER TO BE DETERMINED BY STUDENT AND DISCUSSED WITH LECTURER TO BE DETERMINED BY STUDENT AND DISCUSSED WITH LECTURER TO BE DETERMINED BY STUDENT AND DISCUSSED WITH LECTURER TO BE DETERMINED BY STUDENT AND DISCUSSED WITH LECTURER
STUDENT DETERMINED
DISCUSSION / Q AND A / PEER
SESSION 2 / WEEK 2 STUDENT DETERMINED
THE LITERATURE REVIEW
SESSION 3 / WEEK 3 STUDENT DETERMINED
METHODOLOGY
SESSION 4 / WEEK 4 STUDENT DETERMINED
CONDUCTING TESTS
SESSION 5 / WEEK 5 STUDENT DETERMINED
EXPLORING THE RESULTS RESEARCH ANALYSIS
WORKSHOP / OBSERVATION / DEMONSTRATION / DISCUSSION / Q&A WORKSHOP / OBSERVATION / DEMONSTRATION / DISCUSSION / Q&A WORKSHOP / OBSERVATION / DEMONSTRATION / DISCUSSION / Q&A
WORKSHOP / OBSERVATION / DEMONSTRATION / DISCUSSION / Q&A
SESSION 6 / WEEK 6 STUDENT DETERMINED
WRITING TECHNICAL PAPERS 2 DISCUSSION, CONCLUSSIONS, RECOMMENDATIONS FOR FURTHER WORK
TO BE DETERMINED BY STUDENT AND DISCUSSED WITH LECTURER
WORKSHOP / PRESENTATION / DEMONSTRATION / DISCUSSION / Q&A
SESSION 7 / WEEK 7 STUDENT DETERMINED
REFERENCING
SESSION 8 / WEEK 8 STUDENT DETERMINED
LENSES: CONCEPTS, PROBLEMS THEORIES AND TESTS
SESSION 9 / WEEK 9 STUDENT DETERMINED
1:1 TUTORIALS
SESSION 10 / WEEK 10
CAMERA SENSORS: CONCEPTS, PROBLEMS THEORIES AND TESTS 1
STUDENT DETERMINED
PRESENTATION / DISCUSSION / IN-CLASS ACTIVITY WORKSHOP / OBSERVATION / DEMONSTRATION / DISCUSSION / Q&A / LAB TESTS
WORKSHOP / OBSERVATION / DEMONSTRATION / DISCUSSION / Q&A / LAB TESTS
SESSION 11 / WEEK 11 STUDENT DETERMINED
1:1 TUTORIALS
SESSION 12 / WEEK 12 STUDENT DETERMINED
COMPRESSION AND CODECS: CONCEPTS, PROBLEMS THEORIES AND TESTS OBSERVATION / DEMONSTRATION / DISCUSSION / Q&A / WORKSHOP
SESSION 13 / WEEK 13 STUDENT DETERMINED
1:1 TUTORIALS
SESSION 14 / WEEK 14 STUDENT DETERMINED
LIGHT: CONCEPTS, PROBLEMS THEORIES AND TESTS
SESSION 15 / WEEK 15 STUDENT DETERMINED
1:1 TUTORIALS
SESSION 16 / WEEK 16 STUDENT DETERMINED
SOUND THEORY / SOUND PRACTICE: CONCEPTS, PROBLEMS THEORIES AND TESTS
OBSERVATION / DEMONSTRATION / DISCUSSION / Q&A / WORKSHOP /LAB
OBSERVATION / DEMONSTRATION / DISCUSSION / Q&A / WORKSHOP /LAB
SESSION 16 / WEEK 16 STUDENT DETERMINED
1:1 TUTORIALS
SESSION 17 / WEEK 17 STUDENT DETERMINED
LAB / STUDIO TESTS
SESSION 18 / WEEK 18 STUDENT DETERMINED
LAB / STUDIO TESTS
SESSION 19 - SESSION 35 / WEEK 19 - 40:
STUDENT LED LAB AND STUDIO TESTS / 1:1 TUTORIALS
STUDENT DETERMINED
STUDENT DETERMINED SESSION WITH LECTURER SUPERVISION
STUDENT DETERMINED SESSION WITH LECTURER SUPERVISION STUDENT DETERMINED SESSION WITH TECHNICIAN SUPERVISION
TO BE DETERMINED BY STUDENT AND DISCUSSED WITH LECTURER TO BE DETERMINED BY STUDENT AND DISCUSSED WITH LECTURER TO BE DETERMINED BY STUDENT AND DISCUSSED WITH LECTURER TO BE DETERMINED BY STUDENT AND DISCUSSED WITH LECTURER TO BE DETERMINED BY STUDENT AND DISCUSSED WITH LECTURER TO BE DETERMINED BY STUDENT AND DISCUSSED WITH LECTURER TO BE DETERMINED BY STUDENT AND DISCUSSED WITH LECTURER TO BE DETERMINED BY STUDENT AND DISCUSSED WITH LECTURER TO BE DETERMINED BY STUDENT AND DISCUSSED WITH LECTURER TO BE DETERMINED BY STUDENT AND DISCUSSED WITH LECTURER TO BE DETERMINED BY STUDENT AND DISCUSSED WITH LECTURER TO BE DETERMINED BY STUDENT AND DISCUSSED WITH LECTURER TO BE DETERMINED BY STUDENT AND DISCUSSED WITH LECTURER TO BE DETERMINED BY STUDENT AND DISCUSSED WITH LECTURER
24 TH JUNE 2016 GLOSBCU1004 – LEVEL 6
SECTION TWO – ASSESSMENT (REVIEWED ANNUALLY)
Assessment method
1.
6000 WORD PROCESSED PROJECT REPORT (AS A PDF FILE) INDICATIVE CONTENT TO BE CONTAINED IN THE PROJECT REPORT: POSTER (OUTLINING THE PROJECT) PROJECT PROPOSAL ARTEFACTS (AUDIO, VIDEO AND IMAGE FILES SUBMITTED AS. MOV’S AND MPEG 3 OR 4) RESEARCH LOGS BIBLIOGRAPHY / REFERENCE LISTS
2.
Rationale for method Explanation of why this assessment method has been chosen and how it supports achievement of the learning outcomes and alignment with the programme LT&A strategy
RECORDED VIVA VOCE
Emphasis is placed upon student centred learning and independence. Regular contact between student and lecturer / project supervisor is encouraged. Assessment is centred around a theory-practice-critique approach in line with the learning outcomes in Birmingham City University’s teaching, learning and assessment strategy. SUMMATIVE ASSESSMENT: Key rationale for a mixed method assessment strategy (report, viva, practical tests etc.) are anchored in Bloom’s taxonomy: remembering (literature reviews, reports, poster, viva), understanding (lab and studio tests, evaluation, critique), applying (tests, research logs), analysing (report, viva), evaluating (report, viva) and creating (research questions, lab tests, and production which takes place in complementary modules). Work is designed to amalgamate key skills learnt during the programme in preparation for entry into post graduate study or employment. There is a module guide in the form of comprehensive guidance notes, including a schedule of dates, important information and directions for each deliverable. Tutorials are run through the year and cover all aspects of undertaking the research and writing up the project. The university/college VLE, ISSUU, Facebook will be used to provide additional guidance on all aspects of undertaking the project.
FORMATIVE ASSESSMENT: Students will work on various mini practical tests over the course of the module. They will receive constant verbal feedback from lecturing staff. Group work will allow interaction and support from peers. The group as a whole will discuss the development and ideas behind their own individual tests. Constructive criticism will be offered throughout the process encouraging reflexive practice.
Assessment outline Guidance on what the assessment should include, level of criticality, articulation, expectations of referencing, the impact of formative activity, etc.
BREAKDOWN OF SUMMATIVE ASSESSMENT METHODS WRITTEN EXAMS: 0% PRACTICAL EXAMS: 0% COURSEWORK: 100% ASSESSMENT WEIGHTINGS WORD PROCESSED PROJECT PROPOSAL: 0% 6000 WORD PROCESSED PROJECT REPORT (AS A PDF FILE): 80% POSTER (OUTLINING THE PROJECT): 0% ARTEFACTS (AUDIO, VIDEO AND IMAGE FILES): ASSESSED AS PART PROJECT REPORT RESEARCH LOGS: ASSESSED AS PART PROJECT REPORT RECORDED VIVA VOCE: 20%
24 TH JUNE 2016 GLOSBCU1004 – LEVEL 6
Assessment Scope Explanation of the scope and range of the assessment.
Feedback Scope Expectations of feedback in terms of timing, format, feedforward, etc.
1.
6000 WORD PROCESSED PROJECT REPORT (AS A PDF FILE) Should contain
Explanation of topic relevance to production Literature review Explanation of relevance of research to work in Film Production & Direction module Methodology Findings Proposals for further research Artefacts Research logs / record of activities Bibliography and reference list
2.
RECORDED VIVA VOCE (additional context and defence of work)
Feedback on formative mini tests / exercises will be provided in class during sessions. Summative assessment will be given twenty working days after final submission. Summative assessment feedback may be in either recorded video or written form with a digital (or printed) version handed to each individual student. Summative assessment will be combined with a lecturer student 1:1 session.
Plagiarism
You are reminded of the University’s Disciplinary Procedures that refer to plagiarism. A copy of the Disciplinary Procedure is available from iCity. Except w here the assessment of an assignment is group based, the final piece of w ork that is submitted must be your ow n w ork. Close similarity betw een assignments is likely to lead to an investigation for cheating. You must also ensure that you acknow ledge all sources you have used. Submissions that are considered to be the result of collusion or plagiarism w ill be dealt w ith under the University’s Disciplinary Procedures, and the penalty may involve the loss of academic credits. If you have any doubts about the extent to w hic h you are allow ed to collaborate w ith your colleagues, or the conventions for acknow ledging the sources you have used, you should first of all consult module documentation and, if still unclear, your tutor.
Assessment submission deadline(s)
Submission method
Return of work
(e.g. electronic/Moodle/other)
(Date not 20 days)
JUNE 2017
ELECTRONIC TO LECTURER (VERIFICATION THROUGH SIGNATURE BY BOTH PARTIES)
21ST JULY 2017
Exceptional Circumstances explanation Assessment resubmission Submission method deadline(s) (e.g. electronic/Moodle/other)
Return of work
*Resubmission deadline(s) are only relevant if you are unsuccessful in your first attempt – please see University Regulations on resubmission policy and procedure.
24 TH JUNE 2016 GLOSBCU1004 – LEVEL 6
Marking Criteria Undergraduate bands
Criterion 1
0 – 39%
40 – 49%
50 – 59%
60 – 69%
70 – 79%
80 – 100%
Fail
Third
2:2
2:1
First
First
Appraise an appropriate body of published research/ professional output and research methodologies in order to develop a research problem expressed as a research question
Mark: Little or no relevant research, appraisal of research or consideration of professional output has gone into the proposal. Little or no appraisal / consideration of research methodologies. Inability to identify or clearly articulate a potential research question or legitimate problem
Potential research question is identified but not articulated clearly.
Potential research question is identified and articulated clearly.
Potential research question is identified and articulated clearly.
Potential research question is identified and articulated clearly.
Potential research question is identified and articulated clearly.
Methodologies are not clearly articulated but there is evidence of student aw areness of research approaches in the field.
There is sufficient evidence that research and consideration of professional output has influenced the definition of the question / problem.
There is evidence of understanding of the significance of the problem w ithin the field.
There is evidence of understanding of the significance of the problem w ithin the field.
There is evidence of understanding of the significance of the problem w ithin the field.
Structured and justified research / and consideration of professional output has influenced the definition of the question / problem.
Structured and justified research / consideration of professional output has influenced the definition of the question / problem.
The question / problem identified show s innovative and creative thinking and eventual research may have value w ithin practice and industry
Methodologies are articulated and there is good evidence of student aw areness of research approaches in the field.
Methodologies are articulated and there is very good evidence of student aw areness of research approaches in the field.
There is evidence that research / consideration of professional output has influenced the definition of the question/problem. How ever, the research lacks detail and may have been provided by questionable authorities in the field.
Methodologies are articulated and there is sufficient evidence of student aw areness of research approaches in the field. Research has some detail and sources are cited follow ing established Harvard reference conventions.
Harvard reference conventions follow ed with little or no errors.
Harvard reference conventions follow ed with little or no errors. There is reasoning regarding the application of the possible solutions / findings to practice.
Structured and justified research / consideration of professional output has influenced the definition of the question / problem. Methodologies are articulated and there is excellent evidence of student aw areness of research approaches in the field. Harvard reference conventions follow ed with little or no errors. There is reasoning regarding the application of the possible solutions / findings to practice.
24 TH JUNE 2016 GLOSBCU1004 – LEVEL 6
Criterion 2
Devise a project plan that applies key methods and techniques, underpinned by debates/theories to create an appropriate response to the research question.
Mark: Substantial deficiencies through one or a combination of incompleteness, superficiality or incoherence. Major additional w ork and redrafting of the report required.
There is evidence that the student can apply methods and techniques underpinned by relevant debates / theories to create an appropriate response to the research question.
Serious shortfall in demonstration of key methods and techniques w ithin the project plan that connect to the research question.
Background research/debate has enabled only cursory issues that connect to the research question.
The response to the research question is poor. How ever, there is evidence to suggest that some further w ork and re-drafting could bring performance to a pass standard
Criterion 3 Mark:
There is evidence of ability to project plan using methods and techniques that posit a limited consideration of the research questions.
Evidence of generally competent w ork show ing that the student can apply methods and techniques underpinned by relevant debates / theories to create an appropriate response to the research question. There is evidence of ability to project plan using methods and techniques that posit a consideration of the research questions.
Evidence of good quality w ork, involving in-depth analysis of theories/concepts/ debates leading to the achievement of a demanding research question and pertinent project plan. Some areas could have been covered more thoroughly and/or w ith greater depth and insight.
Evidence of much high quality w ork involving in-depth analysis of theories/concepts/ debates leading to the achievement of a demanding response to a relevant research question and the articulation of an effective and pertinent project plan.
Evidence of high quality w ork involving in-depth analysis of theories/concepts/de bates leading to the achievement of a demanding response to a relevant research question and the articulation of a valid, pertinent and w ell-structured project plan. There is evidence of creativity in the devised project plan. There is ingenuous application of know ledge acquired in the research phase of the project.
The content demonstrates depth of know ledge in the subject area relevant to the project plan aims and has benefited from good research.
Synthesise the knowledge gained from the research activities to create an artefact that expresses ideas in answer to the research question recognising the limitations of the project and areas for potential development or further research. No or little synthesis of know ledge gained from the research process. Work lacks connection / comparison to relevant theory; techniques / experimentation used are inappropriate. Written w ork and artefact created do not permit understanding of limitations or present solution(s) pertaining to research questions or problems
There is adequate synthesis of know ledge gained from the research process. There is some connection /comparison to relevant theory although this may not be clear or explicit. Written w ork and artefact created permits understanding of solution(s) and limitations pertaining to research questions or problems. Work addresses areas for potential development and further research
There is good synthesis of know ledge gained from the research process.
There is very good synthesis of know ledge gained from the research process.
Excellent synthesis of know ledge gained from the research process.
Clear connection / comparison to relevant theory.
Very clear connection / comparison to relevant theory w ith detailed point by point illustrations.
Excellent connection / comparison to relevant theory w ith detailed point by point illustrations.
Written w ork and artefact created permits very clear understanding of solution(s) and limitations pertaining to research questions or problems.
Written w ork and artefact created permits critical understanding of solution(s) and limitations pertaining to research questions or problems.
Written w ork and artefact created permits critical understanding of solution(s) and limitations pertaining to research questions or problems.
Work clearly, and in a structured manner addresses areas for potential development and further research
Work clearly, and in a structured manner addresses areas for potential development and further research
Work clearly, and in a structured manner addresses areas for potential development and further research
Written w ork and artefact created permits clear understanding of solution(s) and limitations pertaining to research questions or problems. Work clearly and in a structured manner addresses areas for potential development and further research
Excellent synthesis of know ledge gained from the research process. Excellent choice of research articles / journals Excellent connection / comparison to relevant theory w ith detailed point by point illustrations.
24 TH JUNE 2016 GLOSBCU1004 – LEVEL 6
Criterion 4
Successfully communicate the results of the project giving consideration to appropriate and relevant academic, ethical and professional requirements.
Mark: Report requires major drafting/redrafting in most or all sections. Serious shortcomings in structure and/or presentation, but enough indication of ability to suggest some additional w ork should lead to a pass standard. There may be some error or lack of evidence in citing references in the report. Little or no defense of approach
Includes major elements but there may be omissions or shortcomings in logical order, such as inappropriate use of chapters, sections, figures and appendices. The text may have significant shortcomings in style, language and/or lack of conciseness. It may not be straightforward to follow . How ever, there should be adequate demonstration of ability to present a readable account, supported by some relevant tables/diagrams/vi sual forms presenting data. Relevant academic, ethical and professional requirements are considered.
Report generally follow s guidelines including all main elements. There may be some shortcomings in clarity of both text and visual presentation and some minor omissions of content. Relevant academic, ethical and professional requirements are clearly discussed.
No significant shortcoming in structure with all the main elements included. Tabulated /diagrammatic / visual presentation of data is clear and the report is w ell referenced throughout. Style and language generally in accordance with the guidelines although there may be some minor deficiencies. Relevant academic, ethical and professional requirements are clearly discussed in detail.
Report includes all necessary elements and is appropriately referenced throughout. Presentation of result/findings is clear and is supported using suitable visual/diagrammati c / tabular techniques. Succinct text w ith style and language in accordance with guidelines and w ith no significant shortcomings. Relevant academic, ethical and professional requirements are clearly discussed in detail w ith illustrative examples.
Clear academic style and language in accordance with guidelines and w ith no shortcomings. Report includes all necessary elements and there is demonstration of ability to produce professional documentation. Defence of approach is critical, exhibits original thinking and key points are articulated w ith evidence. A creatively structured / logical argument is presented. Relevant academic, ethical and professional requirements are clearly discussed in detail w ith illustrative examples. Some evidence of justification regarding the relevance of academic, ethical and professional requirements discussed.
24 TH JUNE 2016 GLOSBCU1004 – LEVEL 6
OVERALL ASSESSMENT CRITERIA: Mark 80% and above: evidence of much work beyond what that is normally expected leading to achievement of demanding objectives. The report demonstrates inventiveness and ability to analyse complex theory/concepts and relate them to practice. Content builds on knowledge/skills from higher level course modules, with depth in areas relevant to the degree title. There is extensive use of a range of relevant sources, which are correctly referenced through the text. Interpretation and analysis of findings is complete, and alternative approaches and application to other domains are considered. Report closely follows conventions with no shortcomings in structure, style or language. Mark 70 - 79%: evidence of much work of the highest quality leading to achievement of demanding objectives. The report demonstrates inventiveness and ability to analyse complex theory/concepts and relate them to practice. Content builds on knowledge/skills from higher level course modules, with depth in areas relevant to the degree title. There is extensive use of relevant sources, which are referenced through the text. Interpretation and analysis of findings is full, and alternative approaches and wider issues are considered. Report closely follows conventions with no major shortcomings in structure, style or language. Mark 60 - 69%: evidence of much good quality work, competently undertaken, and leading to achievement of demanding objectives, but not demonstrating the highest intellectual calibre associated with first class honours. The report demonstrates methodical care and competence in solving problems and in the treatment of information and results. Content involves knowledge/skills from course modules, with depth in areas relevant to the degree title. There is evidence of extensive research, but the benefit to the work, and in general the analysis and consideration of wider issues, is not fully explored. The report closely follows conventions with no major shortcomings in structure, style or language. Mark 50 - 59%: evidence of generally competent work leading to achievement of appropriate, but not fully challenging, objectives. The report demonstrates ability to solve relevant problems and handle data competently. Content relates to course modules but does not demonstrate the depth associated with higher classification. There is evidence of research, but with only limited consideration. Analysis may be narrow and with only limited consideration of wider issues. The report generally follows conventions but may suffer from some shortcomings. Mark 40 - 49%: there is evidence of adequate ability and sufficient effort towards achievement of undemanding, but appropriate, objectives. There is demonstration of a reasonable quantity of relevant work, but without the investigative background, depth, or analysis associated with higher classifications There is evidence of some research, but the analysis is limited, and wider issues are not explored. However, there is evidence of ability to manipulate relevant data in a manner, and with comments, demonstrating an adequate level of understanding for the award. The report contains necessary major sections, but may suffer from significant shortcomings.
24 TH JUNE 2016 GLOSBCU1004 – LEVEL 6
For Office Use Only – not to be published to students
Overview Group Sizes/Rooming/Staffing
Session details
Space Requirements (Per Week)
Please include:
Number of rooms & groups
Term 1, 2 or 3 Week number of term
Hours required per room
Number of students per session
(please state if required together i.e. same day / time)
Session type/event (e.g. lecture, seminar, tutorial, workshop, practical, online activity, etc.)
Session type/event (e.g. lecture, seminar, tutorial, workshop, practical, online activity, etc.) *add more rows as necessary Sessions requiring specialist space (please state event type below)
Please state the kind of specialist space required (use room numbers where known). Where facilities are not currently available please state requirements.
RESOURSES Web-based Resources Moodle - the College / University’s Virtual Learning Environment. Indicative Software Resources Microsoft Office Physical Resources Full-time studio / lab technician Classrooms for Final Year Project support tutorials. Particular resources may be required depending on the nature of the individual project.
24 TH JUNE 2016 GLOSBCU1004 – LEVEL 6
NOTES ON GLOUCESTERSHIRE COLLEGE COURSE HOURS
NO OF ACADEMIC WEEKS IN THE GLOUCESTERSHIRE COLLEGE YEAR: 32
NUMBER OF TAUGHT HOURS PER WEEK: 15
AVERAGE LENGTH OF GLOUCESTERSHIRE COLLEGE SESSION: 3.5 HRS
TOTAL NUMBER OF AVAILABLE HOURS IN THE YEAR: 480
NUMBER OF SESSIONS PER WEEK: 5
START OF ACADEMIC YEAR: 19TH SEPTEMBER 2016
END OF ACADEMIC YEAR: 30TH JUNE 2017
24 TH JUNE 2016 GLOSBCU1004 – LEVEL 6