2022/3, Trimester 1, Blended, Edinburgh Napier University
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Occurrence: | 001 |
Primary mode of delivery: | Blended |
Location of delivery: | CRAIGLOCKHAR |
Partner: | Edinburgh Napier University |
Member of staff responsible for delivering module: | James Dunn |
Module Organiser: | |
Learning, Teaching and Assessment (LTA) Approach: |
Learning and TeachingLectures will be held within the first six weeks to describe and explain the dissertation process and workshops will also take place within the first 13 weeks to help students prepare an outline of their research, to develop their outline into a full research proposal, and to provide a more in depth understanding of research methods related to their planned research approach.The general approach to teaching and learning is different from taught modules since students are allocated individual supervisors. Supervisors allocated to students do not present new knowledge to their students; they act as a facilitators in relation to the research process. Supervisors will be concerned, for example, with the development of the research topic, the suitability of research methods adopted for the dissertation and the extent to which students are making appropriate and timely progress in relation to their work.Assessment StrategyAn dissertation outline is submitted early in the first semester. The dissertation outline, which is not assessed, is the starting point for a proposed area of research, related to the student’s programme of study. The outline is also used to allocate supervisors to students. Supervisors can advise on the initial feasibility of the proposed topic in terms of its breadth and depth. Students will then make a detailed appraisal of their proposed research by reading key references (including books, journals and electronic sources) to determine the current state of knowledge, considering ideas as to how their research should be undertaken and assessing its practicality. Students will then submit a 2000 word full dissertation proposal (25%) in week 12 of the first semester and this assessment will address learning outcomes 1 - 5. The full proposal is a critical component since it provides a detailed “road-map” for the rest of this module. It will conform to the assessment guidelines to ensure all key areas are considered an
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The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.
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The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.
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Student Activity (Notional Equivalent Study Hours (NESH)) |
Mode of activity | Learning & Teaching Activity | NESH (Study Hours) |
Face To Face | Lecture | 8 |
Face To Face | Practical classes and workshops | 3 |
Face To Face | Project Supervision | 2 |
Online | Guided independent study | 10 |
Independent Learning | Guided independent study | 377 |
| Total Study Hours | 400 |
| Expected Total Study Hours for Module | 400 |
Assessment |
Type of Assessment | Weighting % | LOs covered | Week due | Length in Hours/Words |
Report | 25 | 1 - 5 | 12 (TR1) | HOURS= 0, WORDS= 2000 |
Dissertation | 75 | 2,3,4,6 | 1 | HOURS= 0, WORDS= 10000 |
Component 1 subtotal: | 25 | |
Component 2 subtotal: | 75 | | | |
Module subtotal: | 100 | | | |
2022/3, Trimester 2, Blended, Edinburgh Napier University
VIEW FULL DETAILS
Occurrence: | 002 |
Primary mode of delivery: | Blended |
Location of delivery: | CRAIGLOCKHAR |
Partner: | Edinburgh Napier University |
Member of staff responsible for delivering module: | James Dunn |
Module Organiser: | |
Learning, Teaching and Assessment (LTA) Approach: |
Learning and TeachingLectures will be held within the first six weeks to describe and explain the dissertation process and workshops will also take place within the first 13 weeks to help students prepare an outline of their research, to develop their outline into a full research proposal, and to provide a more in depth understanding of research methods related to their planned research approach.The general approach to teaching and learning is different from taught modules since students are allocated individual supervisors. Supervisors allocated to students do not present new knowledge to their students; they act as a facilitators in relation to the research process. Supervisors will be concerned, for example, with the development of the research topic, the suitability of research methods adopted for the dissertation and the extent to which students are making appropriate and timely progress in relation to their work.Assessment StrategyAn dissertation outline is submitted early in the first semester. The dissertation outline, which is not assessed, is the starting point for a proposed area of research, related to the student’s programme of study. The outline is also used to allocate supervisors to students. Supervisors can advise on the initial feasibility of the proposed topic in terms of its breadth and depth. Students will then make a detailed appraisal of their proposed research by reading key references (including books, journals and electronic sources) to determine the current state of knowledge, considering ideas as to how their research should be undertaken and assessing its practicality. Students will then submit a 2000 word full dissertation proposal (25%) in week 12 of the first semester and this assessment will address learning outcomes 1 - 5. The full proposal is a critical component since it provides a detailed “road-map” for the rest of this module. It will conform to the assessment guidelines to ensure all key areas are considered an
|
The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.
|
The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.
|
Student Activity (Notional Equivalent Study Hours (NESH)) |
Mode of activity | Learning & Teaching Activity | NESH (Study Hours) |
Face To Face | Lecture | 8 |
Face To Face | Practical classes and workshops | 3 |
Face To Face | Project Supervision | 2 |
Online | Guided independent study | 10 |
Independent Learning | Guided independent study | 377 |
| Total Study Hours | 400 |
| Expected Total Study Hours for Module | 400 |
Assessment |
Type of Assessment | Weighting % | LOs covered | Week due | Length in Hours/Words |
Report | 25 | 1 - 5 | 12 (TR1) | HOURS= 0, WORDS= 2000 |
Dissertation | 75 | 2,3,4,6 | 1 | HOURS= 0, WORDS= 10000 |
Component 1 subtotal: | 25 | |
Component 2 subtotal: | 75 | | | |
Module subtotal: | 100 | | | |