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NTNU:TIA:REST

Institutt for kunst- og medievitenskap

Department of Art and Media Studies

Norsk

Mer om vurdering

Sluttvurderingen baseres på en semesteroppgave på 6000-8000 ord, samt en muntlig presentasjon av oppgaven. Semesteroppgaven evalueres med bokstavkarakter, hvor det muntlige fremlegget er justerende. Det vil være obligatorisk aktivitet knyttet til semesteroppgaven etter nærmere instruks fra faglærer.

Anbefalte forkunnskaper

Forkunnskapskrav

Forutsetter opptak til masterprogrammet i film- og medievitenskap eller film- og videoproduksjon.

Faglig innhold

FM3002 og FM3003 er teoretiske emner i film- og medievitenskap. Undervisningen er forskningsbasert, som betyr at tema og innhold varierer etter forskningsinteressene til undervisningsstaben. Emnet gir studentene verdifull innsikt i teoretiske tilnærminger og forskningsmetoder, samt dypere kunnskap om aktuell forskning på feltet, som vil være nyttige forberedelser til arbeidet med egen masteroppgave. Emnet undervises av vekslende forskere i staben, og aktuelle temaer kan for eksempel være: klimafiksjon, produksjonsstudier, film og medier i terrorens tid, lydstudier, medieøkologi, eller medierte forestillinger av fortiden.

Kursmateriell

Læringsutbytte

KunnskaperEtter å ha fullført emnet har studenten:<ul><li>dyp innsikt i et bestemt forskningsområde eller tema innen film- og medievitenskap.</li><li>kunnskap om relevante teorier og metoder innenfor det gitte område eller tema, og dette sin plass i film- og medievitenskap.</li><li>økt innsikt i forskningen som utføres på Institutt på kunst- og medievitenskap.</li></ul>FerdigheterEtter å ha fullført emnet kan studenten:<ul><li>forstå og evaluere relevante teorier og metoder, samt rekkevidden til det bestemte forskningsfeltet.</li><li>diskutere og produsere egne forskningsresultater i lys av teorier og metoder som er relevante for det bestemte forskningsfeltet.</li></ul>

Læringsformer og aktiviteter

Forelesninger, seminarer, visninger og individuell veiledning. Emnet kan bli undervist på engelsk eller norsk. Studenten plikter å holde seg orientert om beskjeder fra instituttet eller emneansvarlig via Blackboard.

Obligatorisk aktivitet

Aktuell forskning i film og medier 1

Filmvitenskap

Filmvitenskap - masterstudium

Film- og videoproduksjon - masterstudium

Medievitenskap - masterstudium

Film- og medievitenskap - masterstudium

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Dette emnet endrer innhold, form og emneansvarlig fra år til år, så det forelå ingen oppfølgingsplan fra forrige studieår.

Undertittel og tema for emnet våren 2022 var Digitalisering for en bedre verden? Teori, praksis og politikk i massedigitaliseringens tidsalder. Basert på faglærerens egne forskningsaktiviteter og -interesser tok utgangspunkt i det rådende kulturelle imperativet om at «alt skal digitaliseres» og undersøkte hva det vil si i praksis. Vi hentet inn forskning fra et bredt tverrfaglig felt, fra informasjons- og datavitenskap via designstudier til sosialantropologi og medievitenskap, for å belyse eksempler hentet fra både norske og internasjonale medier og kulturinstitusjoner. Det var 11 studenter påmeldt til undervisning. Av disse fullførte 9 de obligatoriske øvelsene som kvalifiserte til å ta eksamen, og 8 leverte semesteroppgaven som var endelig vurderingsform i emnet. I følge emnebeskrivelsen skal studentene som har fullført emnet ha:<ul><li>dyp innsikt i betydningen av digitalisering som teoretisk, praktisk og politisk felt for forskning innen film- og medievitenskap.</li><li>kunnskap om relevante teorier og metoder for å studere teoretiske, praktiske og politiske aspekter ved digitalisering, og hvordan dette er relevant for film- og medievitenskap.</li><li>økt innsikt i forskningen som utføres på Institutt på kunst- og medievitenskap.</li></ul>De skal videre kunne:<ul><li>forstå og evaluere relevante teorier og metoder, samt rekkevidden til digitalisering som tverrfaglig forskningsfelt.</li><li>diskutere og produsere egne forskningsresultater i lys av teorier og metoder som er relevante for dette forskningsfeltet.</li></ul> Under evalueringsmøtet med studentene i forbindelse med siste forelesning tok vi utgangspunkt i disse læringsmålene og studentene ga tilbakemelding på om de trodde de ville oppnå disse læringsutbyttene. De studentene som deltok i evalueringen mente at de hadd oppnådd dypere innsikt temaet og at både relevante teorier og metoder hadde vært bra dekket i undervisningen. Studenten følte seg på dette tidspunktet trygge på å skrive ferdig semesteroppgaven på 6000 ord innen fristen fire uker senere. Pensum i emnet bestod av to hovedbøker, en antologi på engelsk og en på norsk. Studentene var fornøyde med at disse var lette å lese og veldig oppdaterte (pub. 2021). I tillegg var det oppgitt et utvalg bøker som studentene kunne velge fra når de satte sammen sitt særpensum. Det var også en liste med anbefalt litteratur som også ville være relevant for semesteroppgaven. Innspill fra studentene tyder på at det kunne vært enda flere "forhåndsgodkjente" bøker å velge i på særpensumlista. Selve undervisningsformen var en blanding av forelesning og seminar med mye involvering av studentene i gruppeoppgaver og plenumsdiskusjoner. I tillegg kom en kort serie seminarer der studentene presenterte tema og problemstilling for semesteroppgavene sine, og en ekskursjon til to institusjoner i Trondheim som driver med massedigitalisering. Studentene ga uttrykk for at "seminarforlesningene" fungerte bra, og selv om undervisningstidspunktet var kl 14-16 på fredager syntes de det var lett å følge med og holde konsentrasjonen oppe. Studentene hadde ønsket seg seminarer om semesteroppgaven tidligere i semesteret, og at undervisningen hadde startet til "vanlig" tid i uke 6, heller enn i uke 9. Dette ble nødvendig i år grunnet plutselige endringer i bemanningssituasjonen. Dette førte til en nokså bratt læringskurve for studentene, som hadde mye å fordøye på kort tid, noe som muligens gjenspeiles i eksamensresultatene.

Engelsk

KunnskaperEtter å ha fullført emnet har studenten:<ul><li>dyp innsikt i et bestemt forskningsområde eller tema innen film- og medievitenskap.</li><li>kunnskap om relevante teorier og metoder innenfor det gitte område eller tema, og dette sin plass i film- og medievitenskap.</li><li>økt innsikt i forskningen som utføres på Institutt på kunst- og medievitenskap.</li></ul> FerdigheterEtter å ha fullført emnet kan studenten:<ul><li>forstå og evaluere relevante teorier og metoder, samt rekkevidden til det bestemte forskningsfeltet.</li><li>diskutere og produsere egne forskningsresultater i lys av teorier og metoder som er relevante for det bestemte forskningsfeltet.</li></ul>

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This was the second time that the course was run with this specialization (game studies/indie games). Based on student feedback (from weekly questionnaires, meetings with the reference group, and the reference group report), it seems clear that the course design with its combination of lecture input and open class discussion as well as its emphasis on critical engagement with existing game studies research and independent application to self-chosen case studies of indie games was very successful in generating interest in the field (which was new to most if not all students), in creating a good learning environment for productive open discussion, and in supporting student learning in line with the stated learning outcomes throughout the semester, which was also reflected in generally good student performance in the assessment. It is worth noting that the course was taught online due to the ongoing covid-19 situation and while using Zoom for the class sessions seems to have worked generally very well and the level of student participation remained high throughout the semester, the reference group report notes that many students found it difficult to stay focused and active throughout the full six-hour session. Rather than changing the schedule of the course sessions, which should be kept as it allows the necessary time for discussion of and engagement with the pensum literature and the students' individual case studies, the reference group recommends that the course is taught mainly in person. It is clear that this recommendation should be followed if at all possible next year, though there might still be an opportunity to keep some online elements (such as the use of Padlet for groupwork) in a blended learning context even then.

Learning outcome, as stated in the course description: KnowledgeUpon successful completion of the course the student will have:- deep insight into a specific research area or topic within film and media studies.- knowledge of the relevant methodologies and theories of this special area or topic, and its place within film and media studies.- increased understanding of ongoing research at the Department of Art and Media Studies. SkillsUpon successful completion of the course the student will know how to:- understand and evaluate relevant theories and methodologies, as well as the scope of the specific research field.- discuss and produce research and findings in light of theories and methodologies relevant to the specific research field. However, the course is taught by alternating members of staff, and thus themed according to their current research topics. This semester, the course focused on the interdisciplinary field of game studies and on indie games as aesthetic objects. Accordingly, the learning outcomes where specified to refer to the field of game studies. Still, considering that the course is designed to have alternating themes, it seems best to keep the general formulation of the learning outcomes in the course description, while also specifying the thematic focus of the course in class. In that sense, the learning outcomes are “up to date and relevant” and they are communicated to the students both via the course description, by the departmental administration in advance of students choosing whether to take FM3002 or FM3003, and in class during the first lecture.

The course was taught via a fluid combination of lecture input and seminar discussion in weekly 6-hour sessions (sans a longer lunch break), complemented by extensive individual coaching during office hours as well as the opportunity for students to play indie games on NTNU gaming laptops on their own time. The reference group reported that the teaching methods/learning activities generally worked very well and it seems thus appropriate to keep the arrangement of learning activities as is in future iterations of the course. Out of the 15 students that had initially registered for the course, 11 regularly attended classes (attendance was not obligatory) and 11 students took the exam (though only 10 of those students regularly attended classes). Students’ engagement with the readings in between classes seemed somewhat limited at times, which in turn meant that class discussions where sometimes slowed down by the need to unpack specific terms and concepts in more detail than initially planned. That being said, students’ effort and motivation to actively participate in class discussions where still generally high and the learning atmosphere was generally perceived as pleasant and productive by both the lecturer and the students. The reference group report clearly documents students' high level of satisfaction with the overall course design, but it also makes two specific suggestions regarding the pensum that seem worth considering: On the one hand, the reference group suggests drawing a distinction between core readings and further readings in order to allow students to prioritize which texts to read in preparation. While the general expectation would be that students read all texts in the pensum, identifying one or two core readings each week seems worth trying during next year's iteration of the course. On the other hand, some students perceived some of the pensum literature to be redundant, which mainly seems to mean that terms and concepts discussed in different texts are overlapping to some degree. This is not unusual in the field and it seems important to give students the opportunity to realize that different theorists will use different terms to refer to similar concepts (as well as similar terms to refer to very different concepts), but it still seems prudent to follow the reference group's suggestion to replace the full textbook from Fernández-Vara by individual chapters from the book and additional research articles in next year's iteration of the course.

The fit between the stated learning outcomes and the assessments--a research outline as an early formative assessment and an essay of between 6,000 and 8,000 words combined with a 15-minute oral exam as the final summative assessment—was generally very good, and the reference group report likewise emphasized that students gave "positive feedback when asked about the form of the exam." That being said, some of the final essays seemed slightly “rushed” and not all of them engage with existing game studies research as much as they could have done. As the essay deadline was already set quite late, however, it seems best to keep it as is and moreover ensure that students are even more strongly encouraged to start working on their case studies/essays during the semester and are also reminded to engage with relevant literature beyond the pensum during next year's iteration of the course, which should again use a combination of a research outline as an early formative assessment (“compulsory assignment”), an essay (“written project) of between 6,000 and 8,000 words as the first part of the summative assessment, and an oral exam that may or may not modify the essay mark as the second part of the summative assessment.

Sluttvurderingen baseres på en semesteroppgave på 6000-8000 ord, samt en muntlig presentasjon av oppgaven. Semesteroppgaven evalueres med bokstavkarakter, hvor det muntlige fremlegget er justerende.

Det vil være obligatorisk aktivitet knyttet til semesteroppgaven etter nærmere instruks fra faglærer.

FM3002 og FM3003 er teoretiske emner i film- og medievitenskap. Undervisningen er forskningsbasert, som betyr at tema og innhold varierer etter forskningsinteressene til undervisningsstaben. Emnet gir studentene verdifull innsikt i teoretiske tilnærminger og forskningsmetoder, samt dypere kunnskap om aktuell forskning på feltet, som vil være nyttige forberedelser til arbeidet med egen masteroppgave.

Emnet undervises av vekslende forskere i staben, og aktuelle temaer kan for eksempel være: klimafiksjon, produksjonsstudier, film og medier i terrorens tid, lydstudier, medieøkologi, eller medierte forestillinger av fortiden.

Forelesninger, seminarer, visninger og individuell veiledning. Emnet kan bli undervist på engelsk eller norsk.

Studenten plikter å holde seg orientert om beskjeder fra instituttet eller emneansvarlig via Blackboard.

Kunnskaper
Etter å ha fullført emnet skal studenten ha:
- dyp innsikt i et bestemt forskningsområde eller tema innen film- og medievitenskap.
- kunnskap om relevante teorier og metoder innenfor det gitte område eller tema, og dette sin plass i film- og medievitenskap.
- økt innsikt i forskningen som utføres på Institutt på kunst- og medievitenskap.

Ferdigheter
Etter å ha fullført emnet skal studenten kunne:
- forstå og evaluere relevante teorier og metoder, samt rekkevidden til det bestemte forskningsfeltet.
- diskutere og produsere egne forskningsresultater i lys av teorier og metoder som er relevante for det bestemte forskningsfeltet.

Aktuelt forskningsbasert emne 1

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This was the first time that the course was run with this specialization (game studies/indie games). Based on student feedback (from weekly questionnaires, meetings with the reference group, the reference group report, and emails received from individual students after the end of teaching), it seems clear that the course design with its combination of lecture input and open class discussion as well as its emphasis on critical engagement with existing game studies research and independent application to self-chosen case studies of indie games was very successful in generating interest in the field (which was new to most if not all of the students), in creating a good learning environment for productive open discussion in class, and in supporting student learning in line with the stated learning outcomes throughout the semester, which was also reflected in generally good student performance in the assessment. It is worth noting that the sessions that where originally scheduled to take place toward the end of the semester where affected by the developing covid-19 situation, but the move to Blackboard Collaborate Ultra seems to have worked generally well and the reference group has not flagged up anything about the quality of the online sessions as problematic. In terms of opportunities to further improve the course when it runs again next year, it seems that not all students where equally used to the open class discussion and the expectation of critical engagement with pensum literature (see details below). While both elements are necessary in order to prepare students to pursue their own case study-based research in their final essay assignments, even more attention should be paid to focusing the open class discussions on specific examples, to stressing the interrelation of theoretical concepts and analytical practice, and to clearly communicate the expectations around critical engagement with the pensum literature next year.

Learning outcome, as stated in the course description: KnowledgeUpon successful completion of the course the student will have:- deep insight into a specific research area or topic within film and media studies.- knowledge of the relevant methodologies and theories of this special area or topic, and its place within film and media studies.- increased understanding of ongoing research at the Department of Art and Media Studies. SkillsUpon successful completion of the course the student will know how to:- understand and evaluate relevant theories and methodologies, as well as the scope of the specific research field.- discuss and produce research and findings in light of theories and methodologies relevant to the specific research field. However, the course is taught by alternating members of staff, and thus themed according to their current research topics. This semester, the course focused on the interdisciplinary field of game studies and on indie games as aesthetic objects. Accordingly, the learning outcomes where specified in class as follows: Learning Outcomes (Knowledge)deep insight into a specific research area or topic within film and media studies.knowledge of the relevant methodologies and theories of this special area or topic, and its place within film and media studies.increased understanding of ongoing research at the Department of Art and Media Studies. Learning Outcomes (Skills)understand and evaluate relevant theories and methodologies, as well as the scope of the specific research field.discuss and produce research and findings in light of theories and methodologies relevant to the specific research field. Considering that the course is designed to have alternating themes, it seems best to keep the general formulation of the learning outcomes in the course description, while also specifying the thematic focus of the course in class. In that sense, the learning outcomes are “up to date and relevant” and they are communicated to the students both via the course description, by the departmental administration in advance of students choosing whether to take FM3002 or FM3003, and in class during the first lecture. However, the reference group mentioned that “some students were not entirely aware of the fact that the class was limited to look at indie games” and that “maybe the information handed out before [they] signed up for the class could’ve been clearer.” Since a poster that gave additional information on the thematic scope of the spring 2020 version of the course and specifically highlighted that students would be asked “to develop case studies that focus on the production, aesthetics, and reception of specific examples from the broad and varied area of indie games” was made available to the students before the beginning of the semester via IKM’s administration, however, this may have been less a matter of the information that was distributed and more a matter of how effectively it was distributed. It thus would be prudent to take additional steps aimed at ensuring that all students receive the relevant information about the thematic focus of next year’s version of the course well in advance of the deadline for choosing their courses.

The course was taught via a combination of lecture input and seminar discussion in weekly 6-hour slots of continuous contact time (sans a lunch break), complemented by extensive individual coaching during office hours as well as the opportunity for students to play indie games on NTNU gaming laptops on their own time. Students reported that the teaching methods/learning activities generally worked very well and it seems thus appropriate to keep the general arrangement of learning activities as is in future iterations of the course. Out of the 10 students that where registered for the course, 8 regularly attended classes (attendance was not obligatory). Students’ engagement with the readings and designated indie game examples in between classes seemed somewhat limited at times (even before the covid-19 situation began to develop), which in turn meant that class discussions where sometimes slowed down by the need to unpack certain terms in concepts in more detail than initially planned. That being said, students’ effort and motivation to actively participate in class discussions where still generally high and the learning atmosphere was generally perceived as pleasant and productive by both the lecturer and the students.  Students highlighted that they “enjoyed the structure of the lectures” and the “good use of PowerPoint” as well as “appreciated the way that [the lecturer] communicated with [them] in class,” but also felt that the elements of open class discussion “sometimes made us lose focus” or even “created doubt and confusion about the pensum that was given in preparation.” While it would seem natural that elements of open class discussion may be less focused than prepared lecture content, future iterations of the course should consider following the reference group’s suggestion to more systematically and consistently link theory and concepts with their application in segments of concrete analytical practice. In light of the temporal limitations if the weekly 6-hour slot, some of this would still have to be prepared by students in between lectures, however, with contact hours mostly focused on providing illustrations of salient terms and concepts as well as sharing results of students own attempts at in-depth analysis. Likewise, it seems prudent to follow the reference group’s suggestion to make it clear earlier on “that pensum texts were not inherently ‘correct’ or ‘important’”, but rather were designed to not just offer basic knowledge about the field but also become objects of critical engagement in the context of students’ respective case studies. Finally, the switch from on-campus to online teaching via Blackboard Collaborate Ultra due to the covid-19 situation took place when most of the remaining sessions would have seen students present their own case studies in order to support work on their essays. The remaining sessions that included lecture input where delivered via Blackboard Collaborate Ultra and while the lecturer felt that this had a substantial impact on preparation and delivery, the students seem to have been happy with the “move to digital.” In fact, the reference group said that the Blackboard Collaborate Ultra sessions worked “much better than expected” and did not separately mention the “move to digital” in the reference group report. Despite the fact that the technology to do so would have been available, students opted against formally presenting their own work due to the challenges they faced around the evolving covid-19 situation, and the lecturer offered additional essay writing workshops and individual coaching sessions instead.

The fit between the stated learning outcomes and the assessments--a research outline as an early formative assessment and an essay of between 6,000 and 8,000 words as the final summative assessment—was generally very good, and the reference group report likewise emphasized that “the instructions for the semester paper [i.e., the essay] were clear and thorough.” That being said, some of the final essays seemed slightly “rushed” at times, perhaps suggesting that students could have used even more time to finish work on their essays. As this may very well have been primarily due to the additional challenges posed by the covid-19 situation (which where taken into account by the markers wherever possible), it seems best not to make any substantial changes to the essay deadline next year. The covid-19 situation has also led to the additional oral exam being cancelled this year, but next year’s version of the course should again see a combination of a research outline as an early formative assessment (“compulsory assignment”), an essay (“written project) of between 6,000 and 8,000 words as the first part of the summative assessment, and an oral exam that may or may not modify the essay mark as the second part of the summative assessment.

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Aktuell forskning i film og medier 1 - FM3002