IMMJ-MA Handbook

PROGRAMME HANDBOOK — MA in International Multimedia Journalism 2015/2016

Beijing Foreign Studies University IN PARTNERSHIP WITH The University of Bolton

This is required reading for all IMMJ-MA students. Please note you should also read and refer to Bolton’s more more general Off Campus Student Handbook

1.Programme structure and content

1.1. Aims of the programme

The MA International Multimedia Journalism concentrates on multiple platform digital delivery mechanisms to develop mobile multi-skilled journalists.

The content of the course is divided into three sections; firstly critical discussions on the core skills that span the three traditional modes of delivery (print, radio, TV) set against the emerging online international news-scape; secondly (taking a cue from New York University’s Studio 20 programme), assignment based learning that challenges students to work on creative projects that both require in-depth understandings of new technologies and a willingness to innovate and apply them to a journalistic context; thirdly engagement with industry through workshops, and or projects with news organisations and professionals who collaborate with the course.

This Postgraduate Programme offers a distinctive practice-led approach with embedded theoretical and critical frameworks alongside professional practice. The programme takes place largely within the University environment but is supported by links/visits from Newspapers, TV Stations, Radio Stations and New Media organisations.

This programme sits within a postgraduate framework that is designed to create a community of postgraduate study.

The over-arching aims in relation to the framework are –

1 provide a stimulating, comprehensive and progressive programme of study, which develops students’ creative, professional, technical, and specialist study;

2 develop students’ personal practice and the application of specialist skills in relation to future practice and employment/entrepreneurial opportunities;

3 develop critical awareness of both speculative and established contemporary and historical concepts of practice;

4 develop students’ ability to research, evaluate, organise apply and articulate these skills within their specialist areas of study; and,

5 enable students to develop their knowledge and skills in order to contextualise their studies within a social, economic, cultural and ethical decision-making process.

Although not postgraduate specific, the following aims are common with national undergraduate benchmarks. They are also relevant here and will be accommodated in the context of this Masters level framework -

• provide a programme of study that develops higher-level research skills appropriate to practice and theory-led enquiry;

• develop the ability to research, evaluate, organise apply and articulate this research in-depth, within their specialist area of study;

• embed personal practice and the application of specialist skills in relation to future practice and employment/entrepreneurial opportunities;

• establish a high level of critical awareness of contemporary and historical professional practice, which informs a students’ individual practice in a globally-driven marketplace; and,

• support students in contextualising their studies within a social, economic, cultural and ethical decision-making process.

1.2 Programme features

Multi-skilling defines this groundbreaking post graduate course– the first in China to explore the full potential of multi-platform (convergent) news publishing. When students leave the course, they will be able to cover any news story for print, the web, for television, and for radio. They can take a story from one medium and transfer it into another — print to radio — radio to TV — TV to online writing for example. They can adapt and deepen stories, yet work to the sharpest deadline. And they will be able to edit video, audio and text into packages to international broadcast standards. This new genre of Multi Media journalism is fast emerging in China and employers are hungry for graduates who can adapt to these new skills.

Graduates from the course will go straight into national and local broadcast news, national and local newspapers, national magazines, and new media companies and should enjoy an accelerated rate of promotion in their chosen profession. They have a wide choice of career as the course covers a wide spectrum of contemporary media.

As publishers and broadcasters consolidate after the explosion of the internet, core skills are more at a premium than ever. The equal mix of photography, video, audio and writing in this intensely practical course sharpens the defining elements of cutting-edge journalism. Students’ work culminates in a multi-media online long form project covering a current national or international issue in depth. Meanwhile, the rich mixture of international postgraduates and Chinese students engage with critical research and ethical controversies at the frontiers of global journalism.

The course has a focus on practical innovation and critical discussion around issues related to the changing media landscape. Students, faculty and visiting lecturers work on multimedia journalism projects together to experiment with and reflect on potential new multi-platform workflows.

The course seeks to recruit a diverse set of students with skills and experience ranging across a broad range of disciplines (photography, writing, video, web design/programming, audio). The sharing of ideas and skills are core to the course, in particular the two intensive 10-day workshops that happen in the first half of the course where teamwork plays an important role in problem solving exercises. The course is delivered through a combination of classroom teaching, intensive workshops and online teaching reflecting communication methods used in the media industry. The programme is supported by group discussions, seminars and individual tutorials.

The course is one year in duration, divided into three terms. Working as single operator mobile journalists and basing practical work on strong stories, students carry out assignments for multi-platform delivery (online, broadcast, print, social networks, mobile etc). For the first term students work on multiple short form (one to three day) assignments, in the second term they concentrate on two feature stories one of which is progressed into the third term as a final project. Throughout the course students are expected to inquire and reflect on a range of issues connected with practice that are outlined in the first term through eight key research questions.

With China having the largest number of broadband users in the world (over 400 million at the end of 2009), over 50% mobile phone penetration and quickly growing 3&4G networks, the course concentrates on multiple platform digital delivery mechanisms and the training required to develop mobile multi skilled journalists.

The Beijing Foreign Studies University

The Beijing Foreign Studies University resides in the North West Beijing quarter of elite Universities and is generally considered to be the premier institution in China for foreign studies. It has excellent student facilities and easy access to the wider city of Beijing. Most major international media organisations have offices in Beijing along with all the mainstream Chinese traditional and new media organisations. Nearby railway stations provide services to the whole country and the international airport has direct flights to most Asian and major global destinations.

The course is a development from the MA International Photojournalism course that has been running at the University of Bolton for the past four years. Last year the vice director of World Press Photo listed the course as one of the top three of its kind in the world and praised the speed at which the course has developed. For the past three years final year students from the course have won “Best Student News Photographer” in the prestigious Photographers Gallery Awards in London. In 2008, a magazine article that showcased student work from China, won the Golden Mercur Award for ‘Best Photo Reportage” in the Netherlands, the highest award in Dutch professional publishing and the first time the magazine that published the story had won. Graduates from the course are now spread around the world covering major global news events as they happen and winning numerous prizes for their work. From the assassination of Benazir Bhutto, to the war in Afghanistan, to the Burma cyclone and the earthquakes in Sichuan, Haiti and Qinghai our graduates are there covering the news. During the 2008 Beijing Olympics, teams of our students travelled throughout China reporting for USA Today and the Financial Times. The stories they produced became the most visited on their websites during the event.

As the media landscape changed so the photography programme started to teach more multimedia until it was felt the programme needed to reinvent itself as a focussed multimedia journalism programme. Around eighty students completed the MA in photography in Dalian and many of the students have gone on to become successful photographers and multimedia journalists.

1.3 Programme structure and level of study

The MA programme is part of the University’s credit accumulation scheme. This requires you to undertake and complete 180 credits during the programme.

The notional learning hours depend on the credit-weighting for the module — for example a 40 credit module is worth 400 hours of study time — therefore a module may have 40 hours of teaching (including lectures, seminars, tutorials etc.) and you are expected to put in an additional 360 hours of self-directed study.

Self-directed study can take many forms. Important examples are: working on projects and assignments; reading around your subject; researching and gathering information and building material into a story; planning and preparing activities; reviewing and refining; developing content; undertaking formative tasks; working with peers; liaising with organisations and individuals and so on.

The MA is divided into three stages of study –

• Postgraduate Certificate

• Postgraduate Diploma

• Master of Arts

The MA in International Multimedia Journalism will normally run 12 months Full-Time starting in September each year. The modules are listed below, followed by the timetable.

All modules reflect the following areas of knowledge and understanding from the Framework of HE Qualifications for postgraduate level study:

Knowledge

Acquisition of knowledge, most of which is at the forefront of the relevant as aspects of the subject, and is derived from current research or other advanced scholarship. Some creation or development of new knowledge. (The Quality Assurance Agency for Higher Education 2008)

Understanding

Conceptual understanding that enables the student to evaluate critically current research, or equivalent advanced scholarship, in the subject. Ability to evaluate hypotheses, and to propose alternatives to them. Ability to advance knowledge and understanding in the discipline through the use of established techniques of research and enquiry. (The Quality Assurance Agency for Higher Education 2008)

MA International Multimedia Journalism Indicative Timetable

TERM ONE: Modules: AdRes — Advanced Research and Study Skills; 20 Credits. AdPrac — Advanced Practice 1; 40 Credits.

Introduction / induction Week: Sept 21 (With Dong Chengyu)

Teaching Weeks: Sept 28 — Nov 27

Teaching weeks typically run to the timetable below:

M: 10am — 4.pm in classroom — Ad Practice 1 40 Credits

M:6pm-7pm Ad Research and Study skills seminar 20 Credits

T: 10am — 4.30 / 5pm in classroom — Ad Practice 1 40 Credits

W: Readings + Listening to podcast lecture — Ad Research and Study skills seminar 20 Credits

T & F: Out of class assignment, research, planning, reporting, editing & uploading.

INTENSIVE WEEKS:

Intensive1.1 Journalism 101 — Oct 12–15

Intensive 1.2 Multimedia project work Nov 30 — Dec 5

READING WEEK: AdRes paper — Dec 7–11

ASSESMENT / EXAM WEEK: Dec 14 -18

TERM TWO: Modules: AdRes — Critical Thinking in Practice; 20 Credits. AdPrac — Advanced Practice 1; 40 Credits.

Project 1

Teaching Weeks: Dec 15 — Jan 15

Running in a similar manner to Term 1 with Mondays and Tuesdays being full classroom based days given to Advanced Practice 2 module — 40 Credits. One full day a week given to AdRes module — Critical Thinking in Practice — 20 Credits, and 2 days a week self directed study for Advanced Practice.

Includes CHRISTMAS HOLIDAY BREAK Dec 21 — Jan 1

PRACTICAL WEEKS (3) Jan 18 — Feb 5

Chinese New Year Feb 8 — Feb 26

INTENSIVE WEEKS: Feb 29 –March 12

Project 2

Teaching Weeks: March 14 — April 1

PRACTICAL WEEKS (3) April 4 — April 22nd

EDIT WEEK TERM 2 April 25 — April 29

EXAM WEEK May 2nd

TERM THREE: Modules: AdRes — Critical Analysis & Reflection; 20 Credits. AdPrac — Advanced Practice 3; 40 Credits.

INTRODUCTION WEEK May 9th

PRACTICAL WEEKS (1–10) May 16 — July 22

EDIT WEEK 1 July 25–29

EDIT WEEK 2 Aug 1–5

EDIT WEEK 3 Aug 8–12

EDIT WEEK 4 Aug 15–20

EXAM WEEK Week of August 22nd

*These times are only meant as a guide and could be liable to change. Please check the Calendar for exact timetable information.

2. STAFF

2.1 Key Personnel

Dr D J Clark, PhD, Programme Leader MA International Multimedia Journalism

D J Clark is a short form multimedia journalist. He specialises in telling news stories on digital platforms using visual media. He has over 20 years experience working with media organisations across the world as a journalist, trainer and multimedia consultant. D J Clark is currently freelancing from Beijing where he regularly contributes video stories to The Economist. He also teaches on the MA International Multimedia Journalism at Beijing Foreign Studies University (in collaboration with the University of Bolton, UK) and a lead tutor for the World Press Photo Academy.

D J Clark researches and writes about multimedia journalism as a vehicle for social change, the subject that drives both his journalistic and academic work. In 2008 he gave a speech at the World Press Photo Awards on the growth of Majority World visual journalism based on a PhD he completed in 2009 at the University of Durham that focused on visual journalism as a tool for social change in the Developing World. Starting his career in 1988 D J Clark worked first as a photojournalist before moving into video journalism and later to multimedia journalism. Over the last 25 years he has covered stories all over the world for leading newspapers, magazines, news agencies and TV stations. In 2006 he moved to China where he is currently based.

Sharron Lovell, Course Leader, Advanced Practice — Senior Lecturer

Sharron Lovell is an award-winning, internationally published, multimedia journalist. She works both individually and collaboratively with text journalists, generally focusing on features rather than single images or spot news.

Sharron has also led photographic workshops and training for photographers and journalists in China, Pakistan, Afghanistan and Sierra Leone, Bangkok and Malaysia.

Sharron is represented by two international photo agencies, Polaris Images (US) and Shoot the Earth (UK). She holds a BA (First Class Honours) degree in Photography, and an MA Degree in Photojournalism & Documentary Photography. Her work has been published in National Geographic books, Newsweek, The Guardian, Global Post, PBS NewsHour, ChinaFile, Politiken, The Wall Street Journal, The Economist, The Irish Times, Forbes, The Independent, Grazia, Ms. Magazine, Adbusters, Le Monde and The Financial Times.

David Campbell, PHD, Advanced Research — Senior lecturer

David Campbell is a writer, researcher and award-winning multimedia producer, as well as Visiting Professor in the Northern Centre of Photography at Sunderland University and member of the Durham Centre for Advanced Photography Studies at Durham University. He holds a PhD in International Relations from the Australian National University, and was Professor of International Politics at Newcastle University (1997–2004) and Professor of Cultural and Political Geography at Durham University (2004–10) before turning to freelance work.

With both academic and practice-based credentials in photography, multimedia and politics, David brings an understanding of the contexts that shape visual storytelling to the analysis and production of new work. The author/editor of six books and some 50 academic articles and essays, his research concentrates on how atrocity, famine, war and ‘Africa’ are represented. David has curated three large visual projects — ‘Atrocity, Memory, Photography’ on the Bosnian War; ‘Imaging Famine’, and ‘The Visual Economy of HIV-AIDS’ — and gave the 2005 Sem Presser Lecture to the World Press Photo awards. In 2012–13 he was the research director for World Press Photo’s multimedia project, and serves as Secretary to the World Press Photo contest jury.

Through his blog David writes on issues in contemporary photojournalism, documentary photography, multimedia and politics.

Sean Gallagher, Advanced Practice — Senior Lecturer

Sean Gallagher, is a British photographer and filmmaker who has been based in Asia for almost a decade.

From the Tibetan Plateau to the Indonesian archipelago, he often spends months in the field travelling across the continent documenting its most important environmental, social and cultural issues for some of the world’s leading news outlets.

He is a 6-time recipient of the Pulitzer Center on Crisis Reporting travel grant, am represented by National Geographic Creative and am a Fellow of the Royal Geographical Society (with IBG).

He graduated in Zoology from university in the United Kingdom and it is my background in science that has led to much of my work being focused on communicating environmental issues through visual storytelling.

He does this by creating photographic, video and multimedia projects that highlight individual’s stories from communities that are affected by issues such as desertification, deforestation, pollution, species extinction and climate change.

His work has appeared with editorial outlets including The New York Times, National Geographic News, CNN, The Atlantic and BBC News.

Sean also collaborates extensively with the Pulitzer Center on Crisis Reporting who have helped sponsor many of my projects in China. These projects have included a 4000km journey across the country documenting the threats from increasing desertification, a 7-province trip investigating the impacts of disappearing wetlands and a 1-month journey across the Tibetan plateau photographing the effects of climate change on the ‘roof of the world’.

He is involved in education-outreach programmes both in Asia and the United States, using visual storytelling to communicate the issues that he covers to a wide variety of audiences.

Dong Chengyu, BFSU contact staff

Visiting Staff

In addition to the main teaching staff, the International Multimedia Journalisms programme also has a number of visiting professionals who are either based in Beijing or visit the course regularly.

Dr Huang Wen, PhD, Lecturer

Wen graduated in 1988 with a degree in Photojournalism and went onto to work for the Xinhua news agency where she remains today. She has worked from Xinhua’s bureaus throughout the world covering global news. Her coverage of the war in Kosovo led to her first book and a number of awards. She was given a one-year fellowship to be a visiting scholar at Stanford University, California, has written numerous articles and has recently finished a PhD at the People’s University in Beijing writing a thesis on the digitisation of photography in China. She was invited to be a jury member for the 2005 and 2006 World Press Photo awards, the POYi (Pictures of the Year International) at Journalism School of Missouri University, USA and has acted as the secretary of the Chinese International Press Photography Awards since it started. Wen is now Director, TV & Broadcasting Service Division, News and Information Center, Xinhua News Agency.

Christina Larson

Michael Jordan

Jonah Kessel

Chiyin Sim

3 Teaching and Learning

3.1 Teaching and learning methods

Practice- based enquiry

The majority, but not all, of your time on the course will be spent on practice-based enquiry. At the launch of, and during, modules there will be scheduled sessions relating to aspects of the module. These may include: the introduction of issues and theories; subject-specific advance practice workshops; subject specific lectures/seminars.

You must be punctual and try not to miss these sessions, as they are important periods when concepts, principles and ideas are communicated and discussed. Technical notes may be circulated and health and safety issues are drawn to your attention.

Self-directed Study

Self-directed study or SDS is a major and important aspect of your programmes and is a time when you develop and extend your personal work within the modules. It is where the majority of your learning will take place. This is the time when you work under your own direction either in the workshops, library, and studios or visit media organisations in support of your studies. The effectiveness with which you manage and use this time is vitally important.

Lectures

Lectures are an important part of the learning process in that they may be short, possibly one hour, but offer an opportunity for an in-depth exchange of ideas, concepts and information relevant to your specialist area of study. The reading lists for each module are designed to underpin the learning process. Documentation of the activity is part of the learning process. Please do not record lectures unless you have prior permission from the lecturer/s.

Seminars

A seminar performs an important function within modules. It provides you with the opportunity to play an active part in the learning process. Seminars are tutor-led but seek to engage all students in discussion and debate around specific issues and subjects. The success of this kind of forum depends on the breadth and depth of your preparation, and your willingness to engage in debate. You may be asked to study specific material, prepare information in advance of the session, lead a seminar discussion or prepare a presentation.

Critiques

Many practical modules employ the group critique as a means of fostering informed debate about the effectiveness of the work you have produced. Usually the critique, or ‘crit’, is used to develop ideas/issues about work-in-progress or to draw an assignment to a close. Again, your active participation is essential, and the early development of critical and oral skills are important. Being able to offer and receive constructive criticism is not something we all find easy, but listening skills, constructive commentary and communication skills are important aspects to develop in order to derive maximum benefit from your experience on the course.

Tutorials

Tutorials usually take the form of one-to-one discussion or consultations between student and tutor about on-going work. Though essentially an informal occasion, a tutorial session will usually adopt a clear agenda to ensure the necessary ground is covered to advise you on your studies. Sometimes small group tutorials are arranged; this is so students can benefit from one another in terms of the exchange of ideas and issues. The one-to-one and group interactions during tutorials are part of formative assessment where both tutors and you, the student, are able to monitor your progress.

Presentations

Formal presentations based on work in progress or finished assignments may form part of the assessment process. Students are allocated specific times and appropriate facilities (e.g. presentation software). Preparation is essential in order to give a professional performance with all the components clearly articulated.

Work Based Study

The Beijing Foreign Studies University has an official partnership with China Daily and many informal partnerships with both international and local media organisations. In addition to this many of our students and most of our tutors are already employed in the media, which makes the relationship between the course and the industry very close. Although there is no obligation in the course structure for students to spend part of their study time in a work based placement it is encouraged and facilitated should students choose. In particular in the second and third terms when students are asked to experiment with particular new media workflows.

All work based placements must first be approved by your module tutor and must adhere to the University health and safety policies outlined later in this handbook.

3.2 Learning Agreement Guidance

“Learning contracts acknowledge individual differences and enable learning activities to be tailored to the specific needs and interests of each learner” Anderson (1996, p.10)

Anderson, G and Sampson, J (1996) Learning Contracts: A Practical Guide. London: Kogan Page

Introduction

The MA programme seeks to foster a culture of individual development and creativity. We believe that the differences between you and your peers; your passions, interests and curiosity should be celebrated and be of paramount importance to the structure and design of the programme. However, the structure must also allow you to demonstrate that you have achieved the Overall Learning Outcomes of the programme, which are indicators of successful study at this advanced postgraduate level.

As you progress through the programme we expect you to exhibit an increasing capacity for self-determined independent study and thinking. Teaching and learning throughout the programme is primarily based around the project model, which is the conventional vehicle in Art and Design for developing new ideas. We believe that this offers scope for an independent range of negotiated work, which is directly parallel with professional working practices. This can be defined and assessed in terms of Learning Outcomes appropriate to each stage and your individual needs.

The programme is underpinned by the conviction that study in Multimedia Journalism is concerned with the particular rather than the general, and should lead to diverse outcomes based on the strength and creative motivation of the individual. It must be fundamentally student-centred, offering flexibility and student choice. The Learning Agreement exists to define your independent and negotiated project work and ensure common understanding between you and your tutors about the work you will undertake. The Learning Agreement takes the format of a PROJECT FORM.

Learning Agreements are developed and written by you, through negotiation with, and help and advice from, your tutor(s). They represent your increasing independence, your responsibility for your learning, and your progression through the programme. They are written to take account of the Stage Learning Outcomes and the Module Learning Outcomes.

Your Learning Agreement / PROJECT FORM must be developed in negotiation with your tutor. Through the tutorial process your proposal will be clarified, and may be modified, before it receives approval of the Programme Team and the Programme Leader.

What does it mean?

The Learning Agreement / PROJECT FORM:

• represents a binding, but negotiable, agreement by you to produce work(s) of a certain standard by a particular time. Your ability to fulfil your Learning Agreement will therefore be part of each Module Assessment because it constitutes part of your record of achievement. The detail of the Learning Agreement will, by agreement, relate to the development stages of the project(s) and Stage Learning Outcomes. The Learning Agreement / PROJECT FORM will be overseen by your personal tutor and the Programme Leader;

• will be mutually agreed with achievable goals, relevant to the Learning Outcomes of the Module and stage of the programme; and,

• will guarantee that at key points in the Module/Stage, you will receive the necessary tutorial support and guidance for the realisation of your project(s).

What can a Learning Agreement / PROJECT FORM be about?

Your Learning Agreement / PROJECT FORM should address the following:

• the Learning Outcomes of the Module;

• your aims and objectives of your practice;

• the nature and direction of your practice;

• the nature and your responsibility for your own learning;

• your requirements and needs to inform and progress your practice:

- research needs

- practical needs

- contact with external agencies

- access to resources

- considerations of legal implications in any work undertaken

- considerations of health and safety implications in any work undertaken

• clarify tutorial guidance and access to additional staff as necessary;

• the magnitude of your work — realistically attainable outcomes (in agreement with your personal tutor) and its incremental development;

• the requirement for you to reflect upon and reassess the nature of your project, and if necessary, renegotiate the direction of your work.

• The need for you to ensure you deliver work for assessment according to the necessary timescales

It should provide, on an ongoing basis throughout the module, private reading, attendance/visits to media organisations, use of external agencies, intended placements, and other details of intended primary and secondary source material and research.

The implication of the Learning Agreement / PROJECT FORM is that it is a two-way process, defining your responsibilities, the responsibilities of staff and that of the programme.

Assessment

Assessment will consider the extent to which you have successfully fulfilled your Learning Agreement / PROJECT FORM and through that, achieved the Learning Outcomes of the Module.

Learning Outcomes

Learning Outcomes are the knowledge, skills and abilities that you must satisfy/meet in order to pass the Module and/or Stage of the programme. The university’s expectations regarding the standards you achieve for each of the Learning Outcomes are presented in the list of Assessment Criteria presented alongside each Learning Outcome. These Learning Outcomes (in effect, what we are looking for) and Assessment Criteria (in effect, to what standard) are presented in the Module Specification of each of the modules. If you achieve over 40 percent, you will have passed all the Learning Outcomes as measured by the standard of their Assessment Criteria. Should you fail to meet one, or more of the Learning Outcomes the extent of this failure will be considered by the Module Board who will require you to either:

• undertake further work in order to redeem the failure; or,
• retake the Module (or Stage).

Learning Outcomes should not be confused with grade descriptors, which identify a level of work performance.

This is a brief explanation. The topic is covered more definitively and in more detail in the School Handbook at www.bolton.ac.uk/ame

How to use the Pro Forma

Appendix 5 is arranged in sections/headings. After reading through the checklist above, please complete each section. The spaces for the section/headings are an indication only — you may write as much as you need. However, please keep the information succinct.

Ongoing Development of the Learning Agreement / PROJECT FORM

Once the Learning Agreement has been signed off, you need to interact with it on an ongoing basis and present an updated version together with your completed written and practical work at the relevant assessment stage. It is here that you have the opportunity to demonstrate reflexive practices and how you have redirected and renegotiated the direction of your work as it progresses.

As you progress your research, the Learning Agreement / PROJECT FORM should show how this has impacted on your practical work; how your discoveries have enriched your thinking; how you have organised your time; and how you have managed the challenges you have faced.

The Learning Agreement / PROJECT FORM therefore has two stages: the initial proposal, which is agreed with your tutor; and, a final reflective narrative showing how you have progressed through the assignment.

3.3 E-learning, blended learning and the programme

Building on the success of online teaching for the MA Photography programme this course utilises a package of E-learning services alongside activities in the classroom. This has two purposes; firstly to support students with a wide range of learning materials and virtual communication technology that allows you to study while on work placements or working on projects at a distance from Beijing; and secondly to simulate the virtual possibilities of online news-gathering and delivery. The E-Learning package takes a number of forms, which are listed below.

Public Facing

The Course Website.

http://www.immj-ma.org

The course website at is open to the public and has information about the nature of the course, staff, how to apply and general information about living and studying in Beijing. The website is designed to try and answer questions prospective students might have about studying on the course, so please let us know if you think there is information that is missing. The course website also has links to all the public facing parts of the course as well as a link to the entry point to the VLE (that requires password access).

The Course Facebook Page:

https://www.facebook.com/groups/immjma

This group acts as a lively forum for graduates and students enrolled on the International Multimedia Journalism MA in Beijing.

Multimediatrain Website: an online modular multimedia training course that sits tightly with the AdPrac modules.

www.multimediatrain.com

We cover six disciplines — writing, photography, audio, video, infographics and mobile. Each module starts with the very basics and is designed to give you a jump start in your chosen discipline. Perhaps you are an accomplished writer who needs to take pictures to supplement articles, or a photographer moving into video. More likely however you, like many journalist today, want to tell stories with multiple media on multiple platforms in a way that covers your story best.

Multimediatrain is bought to you by three Multimedia lecturers and practitioners working in the field, to find out more about us, check out the contact page.

Multimedia Week Podcast & accompanying Facebook page

Multimedia Week is a weekly podcast aimed at Multimedia journalists and students. We highlight and discuss current multimedia projects, innovations, platforms and tools. You’ll also get to listen to a different guest each week, from multimedia journalists, producers and editors taking you behind the scenes and talking about their current projects. This sits very tightly with both the AdRes and AdPrac modules.

Course News Blog

The course news blog was established in 2007 as a means to keep track of news relating to current and past students. We rely of graduates to keep us up to date with projects they are involved with and awards they win.

Twitter

The course tutors use microblogging as a means to let students and others know of interesting news they find or to alert you to a new blog post, article of video they have created. The tutors will give you their microblogging feed addresses at the start of each module and will expect you to follow them during your time of study. Issues raised through their microblogs may well be discussed in class sessions, seminars and tutorials and the tutors will expect you to be aware of the issues before the session.

During the practical assignments in terms 2 and 3 each student is also expected to microblog as a means of keeping in touch with the tutors and the rest of the students. This helps keep the cohort together for the long periods you are working away and acts as a safety net to alert the tutors if students have problems.

Having your own microblog and checking others is now an important part of good journalism practice and it is important that during the course that you develop the habit of both following key microblogs and blogging yourself.

We Chat Alerts

Tutors use group SMS alerts as a means to notify students of sudden changes in the schedule, reminders to bring equipment and books to the classroom and any other notices that need to reach the students quickly. Mobile phones are a key resource for international students to negotiate problems with language and finding locations. It is recommended that students have a phone that can display Mandarin characters as this can be useful to send addresses and other information that can be shown to drivers and people in the street for directions.

Password Protected Online Resources

The Virtual Learning Environment

The virtual learning environment or VLE is a portal from where students can find all the main teaching materials, the course calendar, tutorial sign up sheets, information on Beijing, Course handbooks and links to Moodle, podcasts and other online learning materials. It acts as a virtual hub for most of the information you will need to complete the course. It is important that you visit the VLE on a regular basis to check on any updates or announcements.

Moodle

Moodle is a dedicated online teaching platform, which is part of the University of Bolton’s wider commitment to virtual learning. Connecting to moodle you will get access to all the individual materials for each of your modules that includes, lecture notes, schedules, assignments and recordings, powerpoint presentations, discussion boards, evaluated links related to the programme and other course materials. Each module has its own moodle website and is controlled by the course tutor and can easily be found through the main VLE.

Podcasts

All of the course AdRes lectures and seminars outside the intensive sessions are recorded and podcast with the associated readings / slides. Students who are not present at the lectures or those wanting to recap on what was discussed can subscribe to the module podcast.

Virtual Seminars and Tutorials Via Skype

For this course we use Skype, / Facetime — free software that allows students and tutors to talk one to one or in groups via the internet. For this you will need to have a headset and microphone. Skype seminars will take place each week with online tutors or with students who are not able to be in Beijing as well as one to one tutorials that happen more frequently towards the end of the course when students are away working on projects.

Being familiar with Skype will also help you create international connections for your projects and collaborate with other students while you are on the move. Being able to call anyone in the world for a fraction of an international call allows you to think much more broadly about primary research and setting up potential projects.

Digital Platforms / Student Websites for Assignment Delivery

From the beginning of the course all students must develop their own personal websites, either in the form of a blog or a more traditional portfolio site for the delivery of weekly assignments and other work to discuss with the tutors. This is also prepares you for delivering online journalism content, preparing and uploading multimedia content online and it is important that you become familiar with the process.

At graduation this will become a platform with which you call sell yourself to potential employers and it is something we hope you will develop for the foreseeable future of your professional life.

Module Appraisal

Students will be asked to complete module appraisal forms online in order that staff can utilise module evaluations to enhance learning and teaching.

The E-Learning package allows students to continue to study on the course when away from the teaching centre in Beijing, however this can only be done in negotiation with the programme leader. The E-Learning package does not cover the following periods where all students must be present in Beijing,

• first and second term intensive teaching sessions

• the final four review weeks at the end of the third term

4 Assessment

4.1 Assessment strategy and methods

Summative assessment

The majority of modules are marked as summative assessments. This means that a formal assessment of your work takes place at the end of the module instead of informal, bit — by — bit assessments over the term. This allows for the continual learning and teaching throughout the module to contribute to the work in progress and the resulting submission of work.

Formative assessment

Formative appraisal is carried out throughout the schedule of the programme. They may take the form of ‘crits’, one-to-one tutorials, group seminars, and so on. These are designed to enable you to gauge your progress on each module, and to form an understanding of your progression as your work develops.

4.2 Assessment criteria

The assessed work for each module is clarified in each module specification and further detailed in your module briefs. Typically in the Advanced Practice modules, practice-based work with the appropriate support material is required. The ‘critical studies’ modules usually require a written outcome in standard academic format, for example an essay or report. Harvard citation is universally applied for citation requirements in any support/written material for Advanced Practice and the Critical Studies modules.

4.3 Guidelines for the preparation and Submission of Assignments

Written work in the forms of essays, academic proposals, reports etc. may require electronic submission through TurnitIn (www.submit.ac.uk). Turnitin allows the tutors to check students’ work for improper referencing or potential plagiarism by comparing it against a database of previous papers, the internet and other texts. It also allows the tutor to give notes and grades back to the student via a secure website.

Key dates and methods of submission will be identified on the module brief. Practice based work is usually submitted to the appropriate tutor. Students must check the module brief/tutor for details.

You can only make one formal submission of work for formal assessment prior to the assessment board. Once submitted, you cannot subsequently add further material to be considered. See the AME School Handbook for details of how to submit your work and how to obtain a receipt.

4.4 Procedure for moderation of assessments

The assessment process is carried out by the internal programme team, then scrutinised by the External Examiner. The role of the External Examiner is to ensure that we are marking fairly and has academic parity with other UK universities. In this way you can be sure that your award meets the quality of the national standard expected.

Assessments normally take place at the end of the terms/end of module but exact details are published in the detailed schedule for each module. You must ensure that you submit your work on time. Assessments for practical work may ask you to exhibit work or submit them online, please make sure you achieve this the day before so the work is ready for assessment on the day required.

Please read the School Handbook for information on late work and/or Mitigating Circumstances, if you think you may not be able to submit work for assessment. The guidelines for mitigation are very strict, and it is important that you familiarise yourself with these before making an application.

On completion of the initial assessments by the programme teams, the marks are fed into the University’s marking system. Module Assessment Boards are held periodically at BFSU, chaired by the Dean or Deputy Dean of the School of Arts, Media and Education at the University of Bolton over a Skype link from Bolton. These module boards fix module results. Award and Progression Boards are held periodically at Bolton. These determine awards, and make progression decisions about continuing students. The Assessment Board meets to discuss and agree the module marks presented and to agree progression decisions and, eventually, awards. The board takes account of any mitigation by receiving a report from the School’s Mitigating Circumstances Panel. The External Examiner is usually present to ensure academic consistency. Decisions on referral, progression etc. are made at this Board and a final set of marks are generated, these are then published for students to obtain their results.

4.5 Referencing

Please see the AME Student Handbook which contains useful “Quick Start” guidance on both Harvard and Numeric referencing.

This course uses the Harvard system.

4.6 Use of unfair means: cheating, copying, plagiarising

“Unfair means” includes copying the work of others (plagiarism) and passing it off as your own, and other forms of cheating in examinations and coursework. See the AME School Handbook at www.bolton.ac.uk/ame for vital advice on how to avoid this and to be made aware of what will happen to you if you use unfair means.

4.7 Feedback on assignments

After assignments are handed in tutors will make every effort to quickly supply students with feedback that comes in both a written feedback sheet and a tutorial to discuss outcome of the assignment and any extra work that may still be needed to pass it. The feedback sheets will also contain a predicted grade which is subject to change by second markers and the external examiner. Transcripts of the final grades are sent by the University normally in the week following the exam board.

4.8 Appeals

If you wish to appeal against the decision of an examination board / assessment board, please refer to the AME School Handbook.

4.9 Relevant University assessment regulations

The assessment regulations that apply to this programme are located at:

http://www.bolton.ac.uk/studentcentre/

under the section on “Regulations, Policy and procedures”.

There you will find the regulations for postgraduate programmes, which this programme is.

Please also refer to the AME School Handbook which includes how many of the University’s policies, procedures and regulations are implemented in this School.

4.10 Indicative assessment schedule

4.11 Programme-specific attendance requirements

Full attendance is expected. Poor attendance will be taken into account when determining overall module results. For example, failure with poor attendance is likely to lead to a repeat of the module with attendance. You must make sure you keep up with the weekly teaching programme and check your university email account as this is where updates may be communicated to you. The modules can be quite intense and your success may ultimately depend on your keeping up the pace required. If you fall behind, then self-directed study should be used to catch up for the following week.

Successfully negotiating your way through the modular programme involves careful time management and organisation. Your tutors and/or supervisors will be able to provide guidance if issues arise.

Contact

It is most important that you maintain contact with your tutor/supervisor at all stages in particular if you are working away from Beijing. Students should not undertake or submit work for a module without the continual learning and teaching, guidance/supervision from the tutor/s as part of the module schedule.

5. MODULE Outlines and links to module specifications

5.1 Level M (HE7) Modules

1. Title: Advanced Practice 1

Core Content:

Narrative for Multimedia Journalism (core skills)

This module covers the essential methods, research and recording for all kinds of local and national journalism. It focuses on writing, research, editing and dynamic interviewing as well as consideration of audiences to produce meaningful news narratives. Students undertake eight short (one week) assignments using different technologies and methodologies both as a means to develop core skills and to act as a platform for classroom discussions around practice and audience issues in the changing media landscape.

Short Form Multimedia Journalism (core skills)

During the term students develop the core skills for creating multiple formats of media during a single short form assignment (writing, photography, video production/editing, audio production/editing and interactive web design). Students develop competence by joining weekly skills workshops and undertaking short assignments. The term finishes with a two-week intensive workshop where the course teaching specialists run concentrated skills workshops to develop and test the students ability to operate at good professional level.

Time commitment

This module is based on 400 hours study time divided into 12 weeks. They are divided as follows,

8 normal study weeks

2 intensive teaching weeks

1 reading week

1 assessment week (1 Day)

In each of the 8 study weeks you will need to spend

• 2 days in class for lectures/seminars / workshop for skills training
• 2 days working on an assignment
• 1 day reading/skills practice
• A day is equal to around 8 hours

Schedule (See Section 1)

Final Assessment:

Assessment will be carried out at the end of the semester and will be based on two assignments,

• eight short practical assignments with introduction to and summary of student comments (worth 80%)
• the final part of the assessment refers to your studentship. Regular attendance and participation in seminars and critiques, the intensives, participation in the online discussions, and submission of assignments on time (worth 20%)

Assignments must be handed in on time. Any assignment submitted after the deadline must be accompanied by documentary evidence (e.g. medical certificate) of serious mitigating circumstances, or it will be capped at 40%. Please see your tutor or refer to the school handbook for details of how to submit mitigation documentation. If at all possible, please come and see your tutor before the due date with any problems you may be having.
There are two main assessment points on the course.

The eight assignments will be assessed at the end of the semester. During this session you will be given 20 minutes to discuss your final eight assignments in relation to the weekly themes, readings and the agency/publication that set them. You will need to take into account the feedback from fellow students and tutors and be able to critically evaluate the final outcome. You may not re work any of the assignments therefore it is important to recognise weakness’ as well as strengths in your assignments. Remember the assignments are set in order for you to explore the research questions from a practical point of view not to test your creativity. During the assessment you will need to demonstrate a good understanding of all the themes discussed throughout the term.

INDICATIVE READING — amongst some of the materials you may be required to consult during the module are:

• Barthes, R. Camera Lucida, Vintage Classics, 2000
• Clark, D.J. Representing the Majority World — Famine, Photojournalism and the Changing Visual Economy (Doctorial dissertation, The University of Durham, 2009)
• Davies, N (2008). Flat Earth News an Award-winning Reporter Exposes Falsehood, Distortion and Propaganda in the Global Media. London: Chatto & Windus,
• DFID, Viewing the World: A Study of British Television Coverage of Developing Countries, DFID 2000
• Dyer, G. The Ongoing Moment, Pantheon, 2005
• Evans, J & Hall, S (eds). Visual culture : the reader, Sage,1999
• Hall, S. Representation: Cultural Representations and Signifying Practices, Sage, 1997
• Jacobsen, C., Sweeny, J. and Stoddart, T. Moving Pictures, Reportage, Winter 1998
• Kaur, R & Hutnyk, J (eds), Travel worlds, journeys in contemporary cultural politics, Zed Books, 1998
• Lutz, C, & Collier, J. Reading National Geographic, The University of Chicago Press, 1993
• Mirzoeff, N. An introduction to Visual Culture, Routledge, 1999
• Mirzoeff, N. Diaspora (ed), Diaspora and Visual Culture: Representing Africans and Jews, Routledge, 1999
• Mitchell, W J. The Reconfigured Eye: Visual truth in the post-photographic era, MIT Press, 1994
• Ritchin, F (2009). After Photography. New York: W.W. Norton, 2009
• Ryan, James R. Picturing Empire: Photography and the Visualization of the British Empire, University of Chicago Press, 1997
• Scott, W. Documentary Expression and Thirties America, Oxford University Press, 1974
• Skelton, T. and Allen, T. (eds). Culture and Global Change, Routledge, 1999
• Sontag, S. On Photography, Penguin, 1979
• Sontag, S. Regarding the Pain of Others, Penguin, 2003
• Sturken, M & Cartwright, L. Practices of looking. an introduction to visual culture, Oxford University Press, 2001
• Tagg, J. The Burden of Representation, Palgrave McMillan 1988

1. Title: Advanced Research and Study Skills

Core Content:

Research, Writing and Core Issues

This module provides two core functions; to teach and develop MA level research and writing skills; and to introduce students to key critical discussions around the changing international media landscape and the role of multimedia journalism practitioners. There are weekly lectures, readings and seminars and students will be required to produce a series of short written essays as part of their studies. Lectures and classroom discussions continue during the intensive weeks where students have the opportunity to combine practical assignments with theoretical discussion.

2. Code: IMJ4011

3. Level: M1 (HE7)

4. Credits: 20

5. Pre-Requisite Module(s): None

Barred Combinations: None

6. DESCRIPTION AND PURPOSE OF MODULE

studying this module involves the following:

This module is designed to fully prepare students to acquire the necessary higher-level knowledge and skills for postgraduate study and have the opportunity to put them into practice. Students will:

* Develop and extend their research skills including an understanding of the research process and its relationship to practice;

* Be encouraged to develop a deep understanding of critical ideas and issues appropriate to their discipline;

* Develop and extend their critical and contextual knowledge;

* Have the opportunity to develop and refine their approach to questioning and enquiry through text-based sources resulting in a written outcome;

* Develop and extend cognitive and intellectual skills within the context of their discipline;

* Experience new levels of knowledge and understanding that may lead to new insights via the study of existing/emerging/ new theoretical ideas to practice;

* Develop and extend knowledge of the process of research and appropriate methodologies.

INDICATIVE SYLLABUS CONTENT

The topics you may encounter on this module include:

• Research as a process;
• Ethics and ethical practice;
• Research methodologies including Qualitative and Quantitive research methods;
• Literature review and the value and use of research for practice resulting in supporting material such as journals, portfolio, diaries, log books;
• Library resources including e journals, interlibrary loan etc.;
• Intellectual property rights;
• Analysis of imagery and theoretical frameworks;
• Essay writing and presentation including Harvard referencing;
• Theory in context — appropriate discourse relevant to programme specific field/s.

8. LEARNING, TEACHING AND ASSESSMENT

this module is delivered and assessed in the following ways;

Teaching (podcast lecture) and contact time — 20 hours

Self directed study — 180 hours

This module will be delivered through a combination of lectures, podcasts, seminars and tutorials, both face-to-face and on-line. For example ‘e’ tutorials. Some components of the module will be delivered across postgraduate disciplines as common practice across disciplines. For example: research methodologies; research ethics; research for practice. The cross discipline issues of advanced research and study may be taught as a two-day event early in the module. Any visiting speakers will also be offered as cross discipline.

Subject specialist staff within individual programmes will deliver theory in context. This will support each student in the successful completion of the Postgraduate Certificate.

Assessment is by written outcome based on assignment/s brief for each Programme.

Total 200 hours notional learning time

9. LEARNING OUTCOMES AND ASSESSMENT CRITERIA:

10. ASSESSMENT — your achievement of the learning outcomes for this module will be tested as follows:

11. INDICATIVE READING — amongst some of the materials you may be required to consult during the module are:

Research References

• Denzin, N. K. and Lincoln, Y. (2005) The SAGE Handbook of Qualitative Research, 3rd. ed. London: Sage.
• Gray, D (2009) Doing Research in the Real World London: Sage.
• Holliday, A. (2007) Doing and Writing Qualitative Research, 2nd ed. London: Sage.
• Howard, K., Sharp, J. and Peters, J. (2002) The Management of a Student Research Project, 3rd ed. London: Gower Publishing.
• Lee, R. M. (2000) Unobtrusive Methods in Social Research. London: Open University Press.
• Rudd, D. (2005) Cite Me I’m Yours — Harvard. Bolton: University of Bolton.
• Silverman, D. (2001) Interpreting Qualitative Data: Methods for analysing talk, text and interaction. London: Sage Publications
• Woods, P. (2006) Successful Writing for Qualitative Researchers. Buckingham: Open University Press.

Subject References

• Bate, D (2009) Photography: The Key Concepts London: Berg.
• Banks, M. (2001) Visual Methods in Social Research London: Sage.
• Beckett, C (2008) Supermedia Oxford: Blackwell.
• Castells, M. (2009) Communication Power Oxford: Oxford University Press
• Couldry, N. (2010) Media Consumption and Public Engagement: Beyond the Presumption of Attention London: Routledge
• Curran, J & Morley, D., eds. (2005), Media and Cultural Theory London: Routledge
• Jenkins, H. (2008) Convergence Culture: Where Old and New Media Collide, 2nd ed. New York: New York University Press
• Kress, G. and van Leeuwen, T. (2006) Reading Images: The Grammar of Visual Design, 2nd ed. London: Routledge.
• Lutz, C. A. and Collins, J. (1993) Reading National Geographic Chicago: University of Chicago Press
• Machin, D. and van Leeuwen, T. (2006) eds. Global Media Discourse: A Critical Introduction London: Routledge
• Pink, Sarah (2001) Doing Visual Ethnography: Images, Media and Representation in Research London: Sage.
• Rose, G. (2007) Visual Methodologies, 2nd ed. London: Sage.
• Ruddock, A. (2007) Investigating Audiences London: Sage
• Silverstone, R (2007) Media and Morality: On the Rise of the Mediapolis Oxford: Polity
• Talbot, M. (2007), Media Discourse: Representation and Interaction Edinburgh: Edinburgh University Press
• Wells, L. ed. (2009) Photography: A Critical Introduction, 4th ed. London: Routledge
• Zelizer, B. ed. (2009) The Changing Nature of Journalism London: Routledge
• Zelizer, B. and Allan, S. eds. (2010) Keywords in News and Journalism Studies Milton Keynes: Open University Press
• Due to the rapidly changing nature of this subject, readings will be given to students on a weekly basis.
• 12. MODULE TYPE: STAN
• 13. MODULE LENGTH: 1
• 14. HOST SUBJECT GROUP: Arts, Media and Education
• 15. VERSION NUMBER: 1.

1. Title: Advanced Practice 2

Core Content:

Event Reporting Multimedia Journalism (core skills)

Following from the first term where students developed core skills this module seeks to develop those skills by allowing students’ to experiment with emerging technologies and create workflows for covering news events with multimedia. Students work on projects to develop “mash-ups” (live websites using multiple technologies) and then test them in reporting news events on the course website.

The term is broadly divided into three sections. During the first six weeks students develop two project ideas through template project proposal forms that requires them to consider a work plan, code of conduct, risk assessment, methodology and reading list for each project. Tutors help them develop the plans into a single learning agreement that acts as the guide for the remainder of the term. Students are encouraged to work with approved media partner organisations so that at least one of their projects is live.

During the intensive students present their project ideas to specialist tutors who then work with them on all aspects of the planning. In the last six weeks of the term students work by themselves in the practical application of the projects and come back to the classroom at the end of the term to edit and critically review the outcome.

• 2. Code: IMJ4012
• 3. Level: M2 (HE7)
• 4. Credits: 40
• 5. Pre-Requisite Module(s): IMJ4010 IMJ4011
• Barred Combinations: None

6. DESCRIPTION AND PURPOSE OF MODULE

studying this module involves the following:

This module is designed to bring together contemporary practice developments through practical (studio) engagement developed from a personally developed (series of) project(s). This could include national and international competitions, exhibitions and where possible live briefs. Students will:

• deal with the complex issues of the evolving nature of the specialism;

• demonstrate an advanced understanding of issues that face practitioners through the presentation of visual work;

• further develop work in their chosen specialism from the previous module, shows a considered collaboration with areas of industry and/or culture, this may include the needs of external clients appropriate to the specialism chosen.

• consider the outcomes of this module as preparation for the final stage of the Masters award.

INDICATIVE SYLLABUS CONTENT

• the topics you may encounter on this module include:

Students will negotiate, through a learning agreement, a (series) of project(s) with their supervisor and module leader, which demonstrates in-depth understandings of contemporary professional practice within, and external to, their specialist subject area. Underpinning this practical work, theoretical concepts will be explored, including practice-based theoretical/cultural/technical concepts.

8. LEARNING, TEACHING AND ASSESSMENT

• this module is delivered and assessed in the following ways;

Teaching and contact time — 100 hours, which will be delivered through a combination of guest lectures, seminars, external visits and presentations with tutorials both face-to-face and on-line. Students will be allocated a supervisor from this stage of the programme and this will normally be a subject specific individual who will support each student to completion of the PG Diploma stage and further MA award stage.

Self-directed study — 300 hours

Total 400 hours notional learning time

9. LEARNING OUTCOMES AND ASSESSMENT CRITERIA:

10. ASSESSMENT — your achievement of the learning outcomes for this module will be tested as follows:

11. INDICATIVE READING — amongst some of the materials you may be required to to consult during the module are:

• McAdams, M (2009). Reporter’s Guide to Multimedia Proficiency, Florida, University of Florida
• McKee, R (1997). Story: Substance, Structure, Style and the Principles of Screenwriting. New York: Regan
• Murch, W (2001). In the Blink of an Eye: a Perspective on Film Editing. Los Angeles: Silman-James,
• Vineyard, J (2008). Setting up Your Shots: Great Camera Moves Every Filmmaker Should Know. Studio City, Calif.: M. Wiese Productions
• Quinn, S (2010) MoJo — Mobile Journalism in the Asian Region, Singapore , Konrad-Adenauer-Stiftung,
• Westbrook, A (2009) Advice for Multimedia Journalists, E-book at http://adamwestbrook.wordpress.com/2009/10/26/get-your-copy-of-6x6-advice-for-multimedia-journalists/

Blogs

• Media Storm (http://www.mediastorm.org/blog)
• Edit Foundry (http://blogs.nppa.org/editfoundry/)
• Interactive Narratives (http://interactivenarratives.org/)
• Scott Anger (http://scottanger.com/)
• Ken Kobre (http://kobreguide.com/)
• Digital Journalist (http://www.digitaljournalist.org/)
• Adam Westbrook (http://adamwestbrook.wordpress.com/)
• Mastering Multimedia (http://masteringmultimedia.wordpress.com/)
• 12. MODULE TYPE: STAN
• 13. MODULE LENGTH: 1
• 14. HOST SUBJECT GROUP: Arts, Media and Education
• 15. VERSION NUMBER: 1.

1. Title: Critical Thinking in Practice

Core Content:

Multimedia Journalism Core Research Questions

During the first term a series of core questions are raised with which the students engage by lectures, readings, discussions and short essays. In the second term the questions lay the framework for critical debate that underpins the course and leads to a more comprehensive understanding of the news industry. The questions vary each year but cover a range of subjects including, media regulation, varying approaches to the role of journalism and journalists, their ethical dilemmas, professional codes of conduct and the role and development of journalism in the new century as it goes through some of the biggest changes ever.

In this term students are expected to choose one research question that relates to one of their practical projects and spend time to enquire through their own research facilitating a deeper understanding of the critical contexts and frameworks that underpin the question. Each student will lead one seminar on their subject and be expected to write and a single in depth essay.

• 2. Code: IMJ4013
• 3. Level: M2 (HE7)
• 4. Credits: 20
• 5. Pre-Requisite Module(s): IMJ4010 IMJ4011
• Barred Combinations: None

6. DESCRIPTION AND PURPOSE OF MODULE

studying this module involves the following:

This module is designed to develop and extend knowledge and understanding of critical discourse that underpins discipline — specific practice. It pays particular attention to the process that leads to critical appraisal and evaluation in order to develop critical thinking skills. It will:

*Raise awareness and put into practice a critical approach;

* Challenge assumptions and values thus leading to the formulation of student’s own conclusions and insights;

* Develop structural and comparative skills within a written outcome;

* Develop research initiatives and extend research and writing skills

* Enable student led inquiry based on aspects of their practice within the Diploma;

* Facilitate a deeper understanding of the critical contexts and frameworks that underpin their discipline.

7. INDICATIVE SYLLABUS CONTENT

The topics you may encounter on this module include:

• Critical thinking skills including description/analysis/interpretation and evaluation
• Identification of key theoretical texts within a literature review
• Student led presentations of key text/s
• Application of theory to practice
• Development of critical approaches
• Creative thinking techniques
• Theory in context — appropriate discourse relevant to programme specific field/s
• The assignment stages are –
• Identification of assignment field
• Written proposal including topic and research strategy and time management plan
• Student led presentation of text — critical interpretation
• Tutor supervision of assignment
• Student led presentation of work in progress — critical thinking
• Submission of assignment

8. LEARNING, TEACHING AND ASSESSMENT

This module is delivered and assessed in the following ways;

• Teaching and contact time -20 hours
• Self directed study — 180 hours
• This module will be delivered through a combination of lectures; seminars, workshops and tutorials both face to face and on- line. For example, ‘e’ tutorials. Some components of the module will be delivered across postgraduate disciplines as common aspects of Critical Thinking in Practice. For example, Creative Thinking Techniques.
• Subject specialist staff within individual programmes will deliver theory in context. This will support each student in the successful completion of the Postgraduate Diploma.
• Assessment is by written outcome based on the assignment/s brief for each programme.

9. LEARNING OUTCOMES AND ASSESSMENT CRITERIA:

10. ASSESSMENT — your achievement of the learning outcomes for this module will be tested as follows:

11. INDICATIVE READING — amongst some of the materials you may be required to to consult during the module are:

• Buzan, T (2002) How to Mind Map New York: Thorsons.
• Cameron, J (2002) Walking in this World London: Rider & Co.
• Cottrell, S. (2005) Critical Thinking Skills: Developing Effective Analysis and Argument London: Palgrave Macmillan
• Facione, P. (2010), Think Critically London: Pearson Higher Education
• Fisher, A. (2001) Critical Thinking: An Introduction Cambridge: Cambridge University Press
• Nosich, G. M. (2009) Learning to Think Things Through: A Guide to Critical Thinking Across the Curriculum, 3rd ed. London: Prentice Hall.
• Ruggiero, V. R. (2009) The Art of Thinking, 9th ed. London: Pearson Higher Education
• Subject References
• Anderson, C. (2008) The Long Tail: Why the Future of Business is Selling Less of More, revised ed. London: Hyperion Books
• Anderson, C. (2009) Free: The Future of a Radical Price London: Random House Business Books
• Doctor, K. (2010), Newsonomics: Twelve New Trends That Will Shape the News You Get New York: St. Martins
• Jarvis, J. (2009) What Would Google Do? London: Collins Business.
• Kovach, B., & Rosenstiel, T. (2001) The Elements of Journalism: What Newspeople Should Know and the Public Should Expect CA: Three Rivers Press
• Lessig. L. (2008) Remix: Making Art and Commerce Thrive in the Hybrid Economy London: Bloomsbury
• Ritchin, F. (2010) After Photography New York: W.W. Norton
• Rosenberg, S. (2009) Say Everything: How Blogging Began, What its Becoming, and Why it Matters New York: Crown Publishers
• Shirky, C. (2008) Here Comes Everybody: The Power of Organizing Without Organizations London: Allen Lane
• Surowiecki, J (2005) The Wisdom of Crowds: Why the Many Are Smarter Than the Few, revised ed. London: Abacus
• Blogs that will be referred to during the course
• After Photography (http://www.pixelpress.org/afterphotography/)
• David Campbell (http://www.david-campbell.org)
• Innovative Interactivity (http://www.innovativeinteractivity.com/)
• Jeff Jarvis (http://www.buzzmachine.com/)
• Nieman Journalism Lab (http://www.niemanlab.org/)
• No Caption Needed (http://www.nocaptionneeded.com/)
• Reflections of a Newsosaur (http://newsosaur.blogspot.com/)
• Jay Rosen (http://journalism.nyu.edu/pubzone/weblogs/pressthink/)
• Clay Shirky (http://www.shirky.com/)
• Richard Stacy (http://richardstacy.com)
• 12. MODULE TYPE: STAN
• 13. MODULE LENGTH: 1
• 14. HOST SUBJECT GROUP: Arts, Media and Education
• 15. VERSION NUMBER: 1.

1. Title: Advanced Practice 3

Core Content:

Long Form Multimedia Journalism

In the final term students’ work on a single long form multimedia project negotiated with their tutor through the learning agreement. There is no set formula to what the project should be or consist of though the tutors expect students to develop one of the projects they have been working on in the previous term into a coherent and well-rounded body of work that utilises multiple skills. For example a student may choose to work on an interactive website that concentrates on one issue. The website would use text, audio, video, images and info graphics to explain a newsworthy issue in an innovative and comprehensive way.

Learning agreements for the final projects are concluded in the first week of the term after which students have ten weeks to develop the work. Returning to the classroom a month before the final deadline students then spend four weeks with specialist tutor support to finalise their choices. The practical work is underpinned by a theoretical dissertation developed through the Critical Analysis and Reflection Module and an extended journal that gives evidence of the process.

• 2. Code: IMJ5010
• 3. Level: M3 (HE7)
• 4. Credits: 40
• 5. Pre-Requisite Module(s): IMJ4012, IMJ4013
• Barred Combinations: None

6. DESCRIPTION AND PURPOSE OF MODULE

studying this module involves the following:

This module is designed to bring the programme of study at Masters level to a conclusion. This is an opportunity to develop a large-scale project resulting in an exhibition (online or in a designated space) on a personally researched theme. Each student will negotiate a learning agreement with their supervisor from which the project will be assessed.

Students will:

• apply their understanding of complex issues of the evolving nature of the specialism in a personal project;

• develop a learning agreement expanded from previous internal/external bodies of work in cognate subject areas (e.g., the Pg Diploma level) and which includes consideration for ethical and professional issues in their related subject discipline;

• demonstrate an advanced understanding of issues that face practitioners working in the specialism through the presentation of an extended body of work that reflects the process, understanding, application of new knowledge and evaluation of the project, resulting in the production of a major body of work to a professional publication standard, including business planning and time management.

• Demonstrate appropriate cognitive and intellectual skills;

• Develop final outcome(s), which demonstrate originality leading to new or innovative practices.

7. INDICATIVE SYLLABUS CONTENT

• negotiate a final project with a supervisor and/or programme leader;

• plan a project around personal aims and objectives;

• explore specific areas of potential activity;

• share the development of the project with staff and peers; and,

• interpret practitioner approaches from external speakers.

- the topics you may encounter on this module include:

8. LEARNING, TEACHING AND ASSESSMENT

This module is delivered and assessed in the following ways;

Teaching and contact time — 30 hours, which will be delivered through a combination of guest lectures, seminars, and presentations with tutorials both face-to-face and on-line. Students will be allocated a supervisor from this stage of the programme and this will normally be a subject specific individual who will support each student to completion of the PG Diploma stage and further MA award stage.

Self-directed study — 370 hours

Total 400 hours notional learning time

9. LEARNING OUTCOMES AND ASSESSMENT CRITERIA:

10. ASSESSMENT — your achievement of the learning outcomes for this module will be tested as follows:

11. INDICATIVE READING — amongst some of the materials you may be required to to consult during the module are:

Students will formulate their own reading with reference to their chosen area of practice. The tutorial structure will provide the student with advice and guidance. The student is expected to conduct a literature review at proposal stage and utilise the indicative reading list constructed for the proposal. The student is expected to maintain awareness of current issues within contemporary practice and inter related theoretical discourse by making reference to material of secondary and primary source and include a range of up to date material including on line (e books and journals) multi media, journal, archival and periodical sources.

• 12. MODULE TYPE: STAN
• 13. MODULE LENGTH: 1
• 14. HOST SUBJECT GROUP: Arts, Media and Education
• 15. VERSION NUMBER: 1.

1. Title: Critical Analysis and Reflection

Core Content:

The Dissertation

Combined with the practical work students develop a short thesis that explores their work on a conceptual and theoretical level. Here the students revisit the research questions discussed in the first two terms and critically apply them to their own work. The thesis is developed through tutorial support throughout the term and relies heavily on self directed study from the student.

2. Code: IMJ5011

3. Level: M3 (HE7)

4. Credits: 20

5. Pre-Requisite Module(s): IMJ4012, IMJ4013

Barred Combinations: None

6. DESCRIPTION AND PURPOSE OF MODULE

studying this module involves the following:

This module is designed to enhance critical engagement with a field of students own selection based on a proposal of practice and inter-related theory. The module is based around an action research and action learning approach to the knowledge and understanding of practice. An action research methodology initially requires a –

Proposal of topic including research methodologies, critical bibliography and indicative reading and relevance to practice.

It is rooted in, and has a direct relationship to the students practice at Masters level. Questions such as –

What issue am I interested in researching?

Why do I want to research this issue`?

What kind of research and evidence is relevant?

What sources/resources will I require?

How will my investigation change my practice and shed light on my practice?

Action learning will be facilitated through supervision of the proposed research. It is rooted in –

*Discussion of key texts

*Rigorous interrogation of critical discourse

*Accurate interpretation and application of philosophical debates

*Testing and application of appropriate critical frameworks to exemplars

*Reflective summary leading to hypotheses or conclusive insight based on original lines of inquiry.

7. INDICATIVE SYLLABUS CONTENT

The topics you may encounter on this module include:

• Topic proposal
• Literature Review
• Application of research processes and methodologies
• Student led presentations of analysis and interpretation of key critical discourse
• Formulating conclusions
• Student led presentations including — work in progress and key texts

The assignment stages are –

1 reflective stage to identify a student-led topic

2 justification stage to determine if the assignment is appropriately aligned to practice

3 approval stage which determines the programme team approval or amendments

4 assignment implementation when the student and tutor/s maintain regular supervisory contact including student-led presentations and key text presentations to peer group.

5 assignment submission

8. LEARNING, TEACHING AND ASSESSMENT

This module is delivered and assessed in the following ways;

Teaching and contact time — 20 hours

Self directed Study — 180hours

This module will be delivered through a combination of seminars, small group tutorials and individual tutorials.

Some components of the module will be delivered across postgraduate disciplines as common aspects of critical analysis and reflection. For example, formulating conclusions.

Subject specific staff within the individual programmes will supervise the student-selected topic.

Assessment is by written outcome based on the assignment/s brief for each programme.

Seminar/workshops may include -

Student led presentations of key texts

Tutor led workshop on writing and formulating conclusions

Student led presentations of work in progress

Presentation to peer group of proposal of work

Small group tutorials may include -

Tutor led issues of Critical Analysis

Tutor led issues Critical Reflection

Student led presentations of work in progress of critical reflection

Individual supervision will include -

tutor/student focused face-to-face supervision

9. LEARNING OUTCOMES AND ASSESSMENT CRITERIA:

10. ASSESSMENT — your achievement of the learning outcomes for this module will be tested as follows:

11. INDICATIVE READING — amongst some of the materials you may be required to to consult during the module are:

Students will formulate their own reading with reference to their chosen area of research. The tutorial structure will provide the student with advice and guidance. The student is expected to conduct a literature review at proposal stage and utilise the indicative reading list constructed for the proposal. The student is expected to maintain awareness of current issues within contemporary practice and inter related theoretical discourse by making reference to material of secondary and primary source and include a range of up to date material including on line (e books and journals) multi media, journal, archival and periodical sources.

12. MODULE TYPE: STAN

13. MODULE LENGTH: 1

14. HOST SUBJECT GROUP: Arts, Media and Education

15. VERSION NUMBER: 1.

Feedback from students

As discussed above, we welcome your feedback and hope you will provide feedback on your experiences through Programme Committee, module evaluations, and discussion. You will also be asked to give feedback on your work-experience placement.

7. Health and safety and welfare

When in a work-experience placement organisation, you should follow the organisation’s health and safety policy and regulations.

Code of Practice for Ethical Standards for Involving Human Participants

Sometimes the work we undertake as practitioners and/or researchers includes working with other people. The following standards have been developed to guide staff and students undertaking such research:

1 No research should cause harm, and preferably should benefit participants;

2 Potential participants normally have the right to receive clearly communicated information from the researcher in advance;

3 Participants should be free from coercion of any kind and should not be pressured to participate;

4 Participants in a research study have the right to give their informed consent before participating;

5 Where third parties are affected by the research, informal consent should be obtained;

6 The consent of vulnerable participants or their representative’s consent should be sort by researchers;

7 Honesty should be central to the relationship between the research, participant and the institutional representatives;

8 Participants’ confidentiality and anonymity should be maintained;

9 The collection and storage of research data by researchers should/must comply with the Data Protection Act 1998;

10 Researchers have a duty to disseminate their research findings to all associated parties.

Procedures for Gaining Approval to Conduct Research Involving Human Participants

Should your research and/or practice involve human participants, you should bring this to the attention of your Module Tutor at the earliest opportunity and such intentions should be clearly articulated in any written proposals. Your module tutor will supervise the completion of form RE1 (research Ethics checklist), which is used to identify whether a full application for ethics approval needs to be submitted. See http://www.bolton.ac.uk/Students/PoliciesProceduresRegulations.

Unless this procedure is followed, your research cannot proceed

Health and Safety Issues

During your studies, your practice or text-based work may involve ‘off-site’ work (ie: off campus) or ‘on-site’ with potentially hazardous equipment and/or materials. Also, you may wish to invite members of the public onto university premises to take part in academic work (e.g.: interviews, photographic sessions). Any such activities (eg: field-work, planned visits, research trips, studio sessions etc.) must be discussed with your tutor in advance and the health and safety issues jointly assessed. If necessary, the tutor may need to complete a risk assessment form covering the details connected with the planned activity. The intention is not to prevent you from taking part in such activities, but to make sure that the correct procedures are in place. Your health and safety is of prime importance.

student discipline

The University procedures in respect of student discipline apply and can be found at www.bolton.ac.uk.

Further information

Transfer between Programmes

Occasionally students may consider transferring to another programme within the framework. There is one point of transference that is at the end of the Postgraduate Certificate provided the student is in good standing on the programme already enrolled and based on a successful interview with the Programme Leader of the preferred programme. Initially a student should discuss any issues with their Personal Tutor, or Programme Leader. In exceptional circumstances a transfer may be considered after Postgraduate Diploma. Again, good standing, discussion with current Programme Leader and an interview with preferred programme and acceptance is essential. Transfer mid-module or mid-award is not considered in any circumstances. A portfolio and written work are mandatory components for interview.

As this course shares much of the same content in term one as the MA in Photography and the MA in Digital Image and Media and is part of the same MA framework students wishing to switch courses may do so, subject to the availability of places and the relevant tutor’s agreement. In the case of the course running in Beijing, this means that students who have completed the first term in China may apply to move their studies to Bolton in order to complete their second and third terms either in Digital Image and Media or Photography.

Any such transfer to Bolton is subject to the University’s regulations, including those relating to students from overseas studying at the University of Bolton.

APPENDIX 1: PROGRAMME SPECIFICATION

APPENDIX 2: CURRICULUM SKILLS AND ASSESSMENT MAPPING

Knowledge and understanding in the context of the subject(s)

K1 A systematic understanding of knowledge and critical awareness of the nature and function of practice with its potential for enhancing the field within a contemporary framework.

K2 A comprehensive understanding of the concepts of practice relating to past and present exemplars integral to specific fields of practice.

K3 A comprehensive understanding of the professional culture of practice e.g.: commission process and an ability to apply this understanding to inform judgements and develop and advance ideas/practice.

K4 Interpret the critical and contextual dimensions of practice through research and writing while encompassing the business, cultural, economic, environmental, ethical, global, historical, political, societal and theoretical contexts.

K5 A systematic understanding of the role of intellectual/philosophical scholastic endeavour in the development of personal creativity and its subsequent advancement of the outcome(s)

Cognitive skills in the context of the subject(s)

C1 The knowledge and technical capacity to be able to conceptualise and plan a project exercising personal responsibility and initiative.

C2 To deal with complex issues, make informed judgements in the absence of complete data and communicate these clearly to specialist and non-specialist audiences.

C3 To employ flexibility in the decision-making process and apply convergent and divergent thinking, demonstrating self-direction in tackling and solving problems.

C4 Effectively articulate and synthesise knowledge and understanding, attributes and skills in the context of creative practice

Subject-specific practical/professional skills

S1 To be able to act autonomously in planning, implementing and analysing work, using sound time management techniques and taking personal responsibility in meeting specific deadlines.

S2 To enhance professional skills in areas of personal creativity and intellectual rigour to remain at the forefront of the specialism.

S3 To employ high standards of production in the making of a body of work, (practical and text based) utilising advanced practical and critical research in the process.

S4 Understanding of current Health & Safety legislation with regard to safe practice in studios, workshops and computer suites.

S5 To clearly demonstrate originality and/or innovation in the application of scholastic endeavour and apply this understanding to create new visual works.

Other skills (e.g. key/transferable) developed in subject or other contexts

O1 Knowledge and technical capacity and transferable skills necessary for employment in situations requiring personal responsibility and initiative in complex and unpredictable contexts.

O2 A systematic understanding of the needs of diverse communities and clients demands, with critical awareness of associated issues that may be at the forefront of current digital media debates.

O3 Identify personal strengths based on a range of evidence including critical reflection, self-evaluation, peer group review, client response, and effectively negotiate their application.

O4 A systematic understanding of how the process of research underpins practice and may lead to original/innovative advancement.

APPENDIX 3: CURRICULUM SKILLS MAP

APPENDIX 4: ASSESSMENT SUMMARY TABLE

APPENDIX 5: LEARNING AGREEMENT PRO FORMA / Project Form

Learning Agreement Pro Forma

Student’s Name Stage

Module title

Tutor

Project title

1 Overall nature and direction of work

2 Targets (outcomes)

3 Overall aims and objectives

(Please note Module and Stage Learning Outcomes when completing this section)

4 Research needs/plan

5 Contact with external agencies

6 Tutorial/technical support needs additional to personal tutor

7 Special legal and ethical considerations

8 Special health and safety considerations

9 Agreement approved and agreed by:

Student Date

Tutor Date

Programme Leader Date

18 Tutorial Record Form for Staff and Students