2022/3, Trimester 1, FACE-TO-FACE, Edinburgh Napier University
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Occurrence: | 001 |
Primary mode of delivery: | FACE-TO-FACE |
Location of delivery: | SIGHTHILL |
Partner: | Edinburgh Napier University |
Member of staff responsible for delivering module: | Mark Huxham |
Module Organiser: | |
Learning, Teaching and Assessment (LTA) Approach: |
Teaching will be based on a combination of classroom-based teaching, fieldtrips, and environmental laboratory sessions. The emphasis will be on developing your practical skills (including census and organism taxonomy), critical thinking and problem solving. Your teachers, all of whom are experienced in the methods and taxa covered, will explain and demonstrate census and analysis techniques, and you will learn from direct experience, independently and via teamwork.
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Formative assessment is designed to give you feed-forward to improve your performance in the summative (credit-bearing) assessment, and to facilitate engagement and peer interaction. Critically evaluating the work of others is a good way to see how to improve your own work. Critical feedback on your own work from others is a valuable tool to improve your work.You will submit a draft report (intro, methods, results) for review by a classmate. You will review a draft report submitted by a classmate and provide critical feedback on that report. Reports will be randomly distributed amongst the class and both the author and reviewer will remain anonymous. The critical feedback from your classmate will act as feed-forward for your assessment, so we expect all students to engage in a critical and helpful manner (as a ‘critical friend’).
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(i) Three classroom-based tests (40 mins each) will assess your organism identification skills and ability to use identification tools such as keys. You can bring your field/lab notebooks to this test and it will be restricted to taxa that we have worked on in the module.(ii) A short online test (40 mins) will assess your learning throughout the labs and tutorials after the final lab. (iii) A scientific report presenting the results from one of the surveys/labs. This will contain the usual headings for scientific writing – introduction, methods, results and discussion. It will also require succinct justification of the methods, protocols and analyses that were used, explaining why these approaches were the most appropriate.You will submit your report along with a risk assessment and the earlier formative draft report that you completed. You must provide a ‘self review’ (a separate single-paragraph («100 word) explanation of how you used peer feedback to inform the preparation of your summative submission). These materials will not be marked, but must be present and deemed competent for you to complete the module. This is to encourage you to make best use of feed-forward.
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Student Activity (Notional Equivalent Study Hours (NESH)) |
Mode of activity | Learning & Teaching Activity | NESH (Study Hours) |
Face To Face | Practical classes and workshops | 32 |
Face To Face | Lecture | 6 |
Face To Face | Tutorial | 8 |
Independent Learning | Guided independent study | 154 |
| Total Study Hours | 200 |
| Expected Total Study Hours for Module | 200 |
Assessment |
Type of Assessment | Weighting % | LOs covered | Week due | Length in Hours/Words |
Class Test | 15 | 1 | 4 | HOURS= 0.75, WORDS= 0 |
Report | 40 | 2,3,4 | 14/15 | HOURS= 0, WORDS= 2000 |
Class Test | 15 | 1 | 6 | HOURS= 0.75, WORDS= 0 |
Class Test | 15 | 1 | 9 | HOURS= 0.75, WORDS= 0 |
Class Test | 15 | 1, 2, 4 | 12 | HOURS= 0.75 |
Component 1 subtotal: | 60 | |
Component 2 subtotal: | 40 | | | |
Module subtotal: | 100 | | | |