| Unit name | Creative Futures: Tools for Changing the World |
|---|---|
| Unit code | UNIV10007 |
| Credit points | 20 |
| Level of study | C/4 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Ms. Jenkins |
| Open unit status | Open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | Centre for Innovation |
| Faculty | Faculty of Arts |
Why is this unit important?
This unit allows you to engage with the field of futures in creative and playful ways. You will learn to use your creativity (no previous training needed) to respond to different future scenarios. By learning in generative studio style sessions, you will enhance your creative practice and reflective skills. This will help you to critically engage with the growing field of futures studies and develop new perspectives which you can apply to your degree subject and your own learning journey.
How does this unit fit into your programme of study
This is an open unit.
(See: https://www.bristol.ac.uk/bristol-futures/)
An overview of content
On this unit students will learn to engage with the field of critical futures. Students will learn about different theories and frameworks that support future facing thinking such as scenario development (Ramirez and Wilkinson, 2016), Causal Layered Analysis (Inayatullah,1998) and Anticipatory thinking (Poli, 2009). Students will engage with the content in playful and innovative ways, generating personal and reflective insights through creative activities in a variety of different media and formats.
How will students, personally, be different as a result of the unit
As a result of completing this unit, students will be able to develop and appraise different possible futures and understand better the role that they might play in engendering future outcomes. Students will develop the confidence to express their own ideas creatively be able to critically reflect on their own emergent practices (Schon, 1983).
Learning outcomes
On successful completion of this unit students will be able to:
1. demonstrate an understanding of a range of future thinking tools and future-oriented frameworks
2. apply creative skills through the development of and engagement with future scenarios
3. reflect critically on their work and on the process of designing for different possible futures
Students will learn through practical, studio-style workshop sessions. Generative methods will be used to allow students to produce new ideas and enable reflective learning on creative processes
How you will be assessed
Tasks which help you learn and prepare you for summative tasks (formative):
• Formative feedback will be provided on structured scenario development exercises. Through group work students will engage critically in futures that they have designed and documented. This will provide source data for individual creative work and critical engagement and reflection.
Tasks which count towards your unit mark (summative):
• 1 x 2500 word individual reflective essay (100%) [ILOs 1-3]
When assessment does not go to plan
•When required by the Board of Examiners, you will normally complete reassessments in the same formats as those outlined above. However, the Board reserves the right to modify the form or number of reassessments required. Details of reassessments are normally confirmed by the Centre shortly after the notification of your results at the end of the academic year.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. UNIV10007).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the Faculty workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. If you have self-certificated your absence from an
assessment, you will normally be required to complete it the next time it runs (this is usually in the next assessment period).
The Board of Examiners will take into account any extenuating circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
