Module ARCH41815: COMMUNICATING CULTURAL HERITAGE

Department: Archaeology

ARCH41815: COMMUNICATING CULTURAL HERITAGE

Prerequisites

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Corequisites

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Excluded Combination of Modules

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Aims

• This module has been developed to match the proposed 15 UCU Language elective module. It aims to 
• Provides 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 their chosen language module (i.e. a non-English speaking country or region) 
• Provides you with the opportunity to contextualise and compare their chosen issue within the broader framework of cultural heritage practice 
• Enables you to develop the ability to use social media to communicate the results of their research

Content

• This module is intended for those students taking a language module. 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 topic within an appropriate, supportive but challenging learning framework.

Learning Outcomes

• SSK1 advanced knowledge of a range of international cultural heritage sites, institutions and professional bodies and their political, social, economic and ecological contexts
• SSK4 advanced knowledge of national and international legal, ethical and policy frameworks for tangible and intangible international cultural heritage

• SSS1 an advanced ability to apply subject-related knowledge and advanced theoretical models to case study exemplar/s
• SSS3 advanced ability to synthesise, evaluate and present complex material, including original data and theoretical arguments relevant to cultural heritage

• KS1 demonstrate intellectual and professional autonomy by learning and practising independently and taking responsibility for aspects of learning and professional activities
• KS2 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)
• KS5 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
• KS6 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)
• KS7 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
• KS9 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

• 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. These provide an opportunity for larger group discussion and exploration of selected topics in greater depth. They will also be used as a focus for student-led material to be provided to the module cohort. These seminars are intended to develop students’ discursive and interpersonal skills.
• Independent study (IS) will allow you to research and analyze your chosen topic and develop your ability to think independently, discriminate and use judgement, and assess the relevance and validity of others’ views.
• Assignment tutorial 2 x half hour: 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: enabling practical exploration of web design and social media

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

The Work-in-Progress Seminar 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 and formative feedback from the Module Convenor on the content, handout and ideas for the interactive element. Formative feedback will be delivered orally in assignment tutorials and also recorded in writing. â–  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 International Dimensions: The module, by its very definition, focuses on developing understanding of cultural heritage in an international context. A complex issue of cultural heritage in a non-Anglophone country or region will be considered. Continuing Personal & Professional Development: All students will pursue their personal development by taking part in the work-in-progress seminar. You will be expected to argue and defend their conclusions drawn from your research in discussions with the lecturer responsible for the module and with your peers. The Reflective Practice Log will enable you to record and reflect on your personal and professional development in a structured and help you identify your strengths and weakness and identify areas for further learning. This will enable you to reflect on and deepen your learning, research and professional practice and provides a framework for independent learning as well a link to professional practice. It will be used to inform one-to-one tutorials and help to frame the concluding dissertation or professional practice report. You are encouraged to attend the internal guest lecture programme and external events where appropriate; for example, the. Centre for Ethics in Cultural Heritage (CECH) https://www.dur.ac.uk/cech/.

■ 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