Module Catalogue 2024/25

Pre Requisite Comment

N/A

Co Requisite Comment

N/A

Aims

A critical awareness of the processes of environmental knowledge production and management is developed through an examination of various source - written, social, narrative, grey, and academic literature. Information about environmental issues often comes from varied and contradictory sources, and this module aims to develop in students the skills to be able to reflect upon and evaluate them in an increasingly sophisticated way. Thus, the focus of this module will be on theoretical, methodological, and practical issues. In particular, the module focuses on how the knowledge we receive affects our own outlook and professional practice in particular for those who anticipate their future careers in shaping the environment at a landscape scale. Take for example, those who wish to work in countryside management, or the impact of planning in the context of climate change and other global impacts and how these work out at the local scale. Underpinning, all of this is the topic of reflective practice.

Outline Of Syllabus

The sourcing of environmental information and evidence through a variety of mediums; introduction to critical analysis; definitions; coursework briefing/setting up your interactive diary as a group work exercise.
Case studies
2 fieldwork exercises to establish envrionmental positionality in practice.

Intended Knowledge Outcomes

• Understanding reflectively and its relationship to/and contrast with reflexivity alongside transformative learning – and through this developing a career long habit of continual learning (e.g. CPD).
• An understanding of how communications and information sources informs and impacts upon planners and planning practice.
• An understanding of how to approach and understand various mediums in relation to environmental planning
• Collating and using evidence for the environmental planning professional and the production of evidence on environmental planning by professionals for policy-makers
• An understanding of current ‘hot topics’ in environmental planning such as climate change, biodiversity and landscape degradation, etc
• The development of an awareness of the requirements of working in and with various media and how to use these to best effect.
• An understanding of the issues of communications an information sources for environmental sustainability in the wider planning context, local, regional, national and international.

Intended Skill Outcomes

• An ability to take a methodological and integrated approach to managing and participating in different mediums of communications and information sourcing. With a focus on using the acquired skills in a planning related field or profession.

Teaching Rationale And Relationship

Seminar sessions will provide students with an overview of theoretical concepts, previous research, and the development of the field. Specialist input will provide a variety of views on the subject.
Workshops will encourage students to contribute through in-class discussions and presentations; participation will focus on an on-going survey of sources, and include students’ own consumption and production of knowledge through an interactive diary (blog). Participation is essential in this module since a range of theories, methodologies, and contexts will be explored, it is important that students engage with the sources and in discussions in order to critically assess these issues

The aim is to promote a discursive and dialogic type of learning environment in which learners exchange ideas and experiences under the guidance of tutors. Small group assignments throughout the semester will provide the basis for discussions and students will lead workshop sessions under the guidance of tutors.

Assessment Rationale And Relationship

The written coursework assignment is a reflection (a reflective essay) of how the student conducted the research, how the blogging worked and how they presented their research in the performance. This enables the students experiential learning to be evaluated at four stages (Kolb, 1984):
•       Concrete experience (DO)
•       Observation or reflection (REFLECT)
•       Abstract conception (THINK)
•       Experimentation (PLAN)

And also, cyclically (after Schon (1994), Thompson and Pascal (2012) namely:
•       Reflection-in-action
•       Reflection-on-action
•       Reflection-for-action

At its heart is the process of discovering and deepening the learning gained through experience.
Hence students are encouraged to adopt a more informal style than a traditional essay, write personally with explicit permission to use the ‘I’ hence recognizing emotions, link to theory and literature and seek out learning points to inform studies/work. Key questions are posed to get the students started: -
•       What did I do?
•       Why did I do that?
•       What happened?
•       What did I think/feel?
•       Why did that happen?
•       What influenced it?
•       Who thought that?
•       Why did they think that?
•       What would improve it?
•       Why did that work well?

General Notes

n/a

Presentation methods will be in line with University guidance at the time of delivery and provision will be made for students unable to attend in person.