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Honours presentation Version 1
Honours presentation Version 1
Honours presentation Version 1
Honours presentation Version 1
Honours presentation Version 1
Honours presentation Version 1
Honours presentation Version 1
Honours presentation Version 1
Honours presentation Version 1
Honours presentation Version 1
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Honours presentation Version 1

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  • 1. proposed whole of school honours honours working group (draft, April 2010) adrian.miles@rmit.edu.au Friday, 14 May 2010
  • 2. School wide invitation to participate in a planning day the program structure that follows was one of the main outcomes of the day — the other was the decision to have a single, school wide program from the planning day participants a working group formed to have the new honours program active from 2012 background Friday, 14 May 2010
  • 3. what is needed to be the best honours program in Australia? what is needed to have an honours program relevant to every program & discipline in the school? how do we make sure that we ensure students achieve the most significant outcomes from an honours year? what should those outcomes be? what should honours be, now? baseline Friday, 14 May 2010
  • 4. honours should provide pathways to industry & further research honours should provide students with industry abilities honours should innovate in advance of industry honours must require critical thinking & the application of ideas to outcomes honours should equip students with skills for life long, relevant professional learning outcomes can include thesis, project, and portfolio assumptions Friday, 14 May 2010
  • 5. Honours is an opportunity for excellent Media & Communication students to extend and deepen their knowledge, skills and practice through an intensive, research based year of creative inquiry, problem solving and scholarly application of learning that enables our students to become leaders and knowledge creators in their field, industry and the world. draft guide Friday, 14 May 2010
  • 6. Communication Histories & Futures Methods Research Practice Research Practice Studio 1a Studio 2a Studio 3a Studio 4a Studio 1b Studio 2b Studio 3b Studio 4b subjects Friday, 14 May 2010
  • 7. Communication Histories and Futures • PBL • what is knowledge in your discipline? • what counts as a proposition? • why? Methods Research practice • what is the role of reflective practice in research? • how do you become a knowledge producer in you discipline or community of practice? Research Practice • how does research require (and produce) tacit knowledge? • requires assessable outcomes • develop research proposition • 12 credit points Studio 1 Studio 2 Studio 3 Studio 4 Studio 1 •Studio 2 for compliance with University required Studio 3 Studio 4 policy what is research? Friday, 14 May 2010
  • 8. • interdisciplinary • is studio (or lab) based • revolves around specific themes • themes defined by studio leader • respond/reflect existing (or emerging) research themes • must support Communication Histories and Futures multiplicity of outcomes & practices • continues across the year • involves research into the theme • involves development of relevant research outcomes • studio leader provides project guidance Methods • can include discipline or practice defined cohorts Research practice • requires assessable outcomes • is time tabled • 12 credit points Research Practice Studio 1a Studio 2a Studio 3a Studio 4a Studio 1b Studio 2b Studio 3b Studio 4b what is the studio? Friday, 14 May 2010
  • 9. Communication Histories and Futures • working with supervisor & studio leader Methods Research Practice • disciplinary specialisation • ‘doing’ the research (thesis, project, exegesis) • total of 48 credit points (50% of load) Research Practice • single artefact or portfolio • tied to Studio theme and cohort • individual and/or collaborative • reflects expectation of the quality and scale of honours outcomes Studio 1 Studio 2 Studio 3 Studio 4 Studio 1 Studio no scheduled class time • 2 Studio 3 Studio 4 • work is examined what happens in research? Friday, 14 May 2010
  • 10. • nomenclature (one degree or two?) • how to support staff and students in this Communication Histories and Futures move to studio (or lab) based and defined research? • how to manage the relationship between supervisor, studio leader, and student? Methods Research practice • is Studio + Research Practice actually more than 48 credit points of research? • how can Communication Histories and Research Practice Futures not be the same as any other communications course here or at any other university? • should there be a half day workshop to work Studio 1 Studio 2 Studio 3 Studio 4 Studio 1 through curriculum, Studio 3 and structural Studio 2 pedagogy Studio 4 issues? problems Friday, 14 May 2010

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