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Durham University

Postgraduate Module Handbook 2021/2022

Archive Module Description

This page is for the academic year 2021-22. The current handbook year is 2022-23
No such Code for pgprog: MA INTERNATIONAL CULTURAL HERITAGE MANAGEMENT

Department: Archaeology

ARCH41815: COMMUNICATING CULTURAL HERITAGE

Type Tied Level 4 Credits 15 Availability Available in 2021/22
Tied to MA INTERNATIONAL CULTURAL HERITAGE MANAGEMENT

Prerequisites

  • None

Corequisites

  • None

Excluded Combination of Modules

  • None

Aims

  • This module has been developed to complement the Language elective module you have chosen to take. It aims to:
  • Provide you with the opportunity to undertake independent research by identifying and analysing a complex cultural heritage issue in a country or region which uses the language of your chosen language module (i.e. a non-English speaking country or region) delivered by the Centre for Foreign Language Study (CFLS)
  • Provide you with the opportunity to contextualise and compare this chosen issue within the broader framework of cultural heritage practice
  • Enable you to develop the ability to use social media (website and blog) to communicate the results of your research to the general public

Content

  • This module is intended for those students taking a language module delivered by the Centre for Foreign Language Study (CFLS). It aims to provide you with the opportunity to explore a cultural heritage issue in a country or region which uses the language of your choice but, whilst it would be desirable for you to be able to read complex documents in this language, this is not expected. The use of documents and evidence available in your first language or translated into this language will be acceptable.
  • The content of the module is thus driven by the your choice of a cultural heritage issue in a country or region using the language you are studying within an appropriate, supportive but challenging learning framework.

Learning Outcomes

Subject-specific Knowledge:
  • advanced knowledge of a range of international cultural heritage sites, institutions and professional bodies and their political, social, economic and ecological contexts
  • advanced knowledge of national and international legal, ethical and policy frameworks for tangible and intangible international cultural heritage
Subject-specific Skills:
  • an advanced ability to apply subject-related knowledge and advanced theoretical models to case study exemplar/s through your identification of a specific issue in your chosen country/region usually linked to the language you are studying and communicate this digitally in the form of a website and blog
  • advanced ability to synthesise, evaluate and present complex material, including original data and theoretical arguments relevant to cultural heritage in a manner appropriate to a website and blog
Key Skills:
  • demonstrate intellectual and professional autonomy by learning and practising independently and taking responsibility for aspects of learning and professional activities
  • demonstrate the ability to think critically about new and/or unfamiliar ideas by communicating such reflection in written and oral contexts, forming coherent arguments and presenting them to a group (in the course of classes) or on a one-to-one basis (in tutorials)
  • demonstrate communication skills by developing the ability to express themselves clearly, concisely and appropriately in writing and with relevant illustrations using distinct formats (essays, reports, posters, case studies); identifying and analysing complex issues effectively in seminar presentations; contributing appropriately and effectively to case study seminars and group discussions supporting verbal arguments with reference to a range of case studies and theoretical models
  • develop information technology skills by demonstrating the ability to support your assignments and oral presentations appropriately (e.g. word processing, databases, presentation software, graphing, image processing, web-based resources)
  • work as a reflective practitioner by reflecting on, and recording in an appropriate format, their research, learning and professional practices and using these reflections as the basis for tutorial discussions, assignments and for the development of the concluding Professional Practice Project or Dissertation
  • demonstrate professional conduct by demonstrating the ability to observe professional and academic standards, including appropriate use of relevant ethical codes of practice

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

  • Lecture (L) to introduce you to the module's knowledge framework, programme and assignment and provide you with a sound conceptual and empirical base for further study and for the assignment.
  • Student-led Seminars (S) will allow you to experience a broader range of thinking by presenting your work-in-progress to your peers as a formal presentation accompanied by a summary of work in progress for critical discussion and feedback. Independent study (IS) will allow you to research and analyse your chosen topic and develop your ability to think independently, discriminate and use judgement, and assess the relevance and validity of others’ views.
  • Assignment tutorials - First tutorial: to agree choice of cultural heritage site / organization and map out key issues and framework for the website. Second tutorial: to provide formative feedback and review progress
  • Workshop (W) enabling practical exploration of web design and social media
  • Some material may be presented online so it is available asynchronously

Teaching Methods and Learning Hours

Activity Number Frequency Duration Total/Hours
Lecture 1 Once 2 Hours 2
Assignment Tutorials 2 1 Hour 2
Student-led Seminar 1 Once 2 Hours 2
Workshop (including visiting lecturers) 1 Once 2 Hours 2
Preparation and Reading 142
Total 150

Summative Assessment

Component: ASSIGNMENT Component Weighting: 100%
Element Length / duration Element Weighting Resit Opportunity
Content of 5 webpages intended for the general public with an interactive element and a blog announcing its launch 5 pages plus blog of 300 words 100% SAME

Formative Assessment:

The Student-led Seminar work-in-progress requires you to give a presentation on the contents of the website, with an interactive element and launch blog which they are developing for their chosen cultural heritage site or organization. The presentation provides you with a moment of critical self-reflection on your progress and also enables you to benefit from debate with your peers together with formative feedback from the Module Convenor on the content, handout and ideas for the assignment. Formative feedback will be delivered orally in assignment tutorials and also recorded in writing.


Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University