2022/3, Trimester 2, FACE-TO-FACE,
VIEW FULL DETAILS
| Occurrence: | 001 |
| Primary mode of delivery: | FACE-TO-FACE |
| Location of delivery: | SIGHTHILL |
| Partner: | |
| Member of staff responsible for delivering module: | Janette Pow |
| Module Organiser: | |
| Learning, Teaching and Assessment (LTA) Approach: |
This module will be delivered both face to face and supported online via Moodle. The flipped classroom approach will be adopted which will enable you to engage with concepts informed by evidence prior to tutorials. During tutorials/seminars you will be facilitated to apply and critically discuss what you have learned during the online self-directed activities. Tutorials/seminars are designed to allow you to learn as part of a community of learners where you can share their learning, learn from others, offer and receive support and offer healthy challenge/debate to the work of others. The module will be presented as follows: A core VLE page that includes:• An introductory/overview video that explains the aims and structure of the module.• Links to four units with resources that cover all learning outcomes • Each Unit will cover a different learning outcome, • Link to formative and final summative assessment.Learning Activities will include• Workbooks• Viewing materials• Directed reading and appraising of literature • Face to face tutorials/seminars will include peer learning through discussion and groupwork activities This module will engage you in a range of learning and teaching activities. Tutorials/Seminars will be student led in the form of enquiry-based learning, to enable individuals to contextualise their learning in a specific context of interest and relevant to their developing public health practice. This will be linked to the summative assessment. Directed learning activities will be used to contribute to the students’ developing MPH portfolio. Tutorials/seminars will enable you to critically reflect on your learning and debate areas of the research process in a supportive peer group learning situation. The learning and teaching will be built on the principles of Assessment for Learning throughout, incrementally supporting you toward your summative assessment.
|
The formative component: you are asked to submit an informative scientific review abstract (500 words maximum) to Moodle workshop to enable the review abstract to receive peer/tutor feedback using a structured feedback sheet (weeks 7-9). This formative component will feed-forward to help build and develop the final review abstract and literature review protocol. You will have an opportunity to update and publish your final abstract in a conference proceedings book in Moodle based on feedback in weeks 10-11. This process will enable you to interact with each other and will provide an overview of different research questions, approaches for public health practice
|
The summative component: you will use feedback from tutors and peers to develop your final abstract (500 words) and literature review protocol (3500 words maximum) using a systematic approach. You will also be assessed on the feedback you gave to peers in Moodle-workshop (3 hours allocated to peer review). The final assessment (4000 words) is to be submitted in week 14 (Summative Assessment, LOs 1-4). The total summative components are worth 100% of the overall mark. Submitted online via Turnitin week 14
|
| Student Activity (Notional Equivalent Study Hours (NESH)) |
| Mode of activity | Learning & Teaching Activity | NESH (Study Hours) |
| Face To Face | Tutorial | 10 |
| Online | Practical classes and workshops | 10 |
| Online | Guided independent study | 170 |
| Face To Face | Seminar | 10 |
| Total Study Hours | 200 |
| Expected Total Study Hours for Module | 200 |
| Assessment |
| Type of Assessment | Weighting % | LOs covered | Week due | Length in Hours/Words |
| Project - Written | 100 | 1-4 | 14/15 | HOURS= 16.00, WORDS= 4000 |
| Component 1 subtotal: | 100 | |
| Component 2 subtotal: | 0 | | | |
| Module subtotal: | 100 | | | |