Postgraduate Course: Communicating Child Protection Data for Impact (fusion on-site) (EFIE11333)
Course Outline
| School | Edinburgh Futures Institute |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 10 |
ECTS Credits | 5 |
| Summary | Data can be powerful, but only if it is understood and acted on by those who hold the power and ability to do so. Change across the Child Protection System can only occur if actors, framers, policy makers and the public know what they need to think, feel, or do differently.
Through this course, you will explore different audiences across the child protection system, and the challenges in communicating complex data and insight to trigger change, in an international setting. You will develop skills to identify and segment your audiences, create impactful public health campaigns and explore a toolkit of methods, channels and styles that allow you to translate your data into tangible change. |
| Course description |
In this course you will gain knowledge of how to identify your audience and set a tailored communications strategy. You will practice communicating across different channels in different ways, working through the process to get from data insight to changing how people think, feel, and act.
You will have the opportunity to participate in discussions, debates, data communication activities and research exercises using real-world examples. Case studies and expert speakers will engage you in exploring how data communication and presentations can both help - and hinder - change in the child protection system.
Throughout the two-day intensive and pre- and post-intensive activity, you will be invited to research, assess and debate case studies of real-life data communication. You will be introduced to the key frameworks to define a communications strategy, and how to choose the optimum method and channel for your communication needs. You will put this learning into practice, developing your own communication products and applying them into a real-life setting.
Edinburgh Futures Institute (EFI) - On-Site Fusion Course Delivery Information:
The Edinburgh Futures Institute will teach this course in a way that enables online and on-campus students to study together. This approach (our 'fusion' teaching model) offers students flexible and inclusive ways to study, and the ability to choose whether to be on-campus or online at the level of the individual course. It also opens up ways for diverse groups of students to study together regardless of geographical location. To enable this, the course will use technologies to record and live-stream student and staff participation during their teaching and learning activities.
Students should be aware that:
- Classrooms used in this course will have additional technology in place: students might not be able to sit in areas away from microphones or outside the field of view of all cameras.
- Unless the lecturer or tutor indicates otherwise you should assume the session is being recorded.
As part of your course, you will need access to a personal computing device. Unless otherwise stated activities will be web browser based and as a minimum we recommend a device with a physical keyboard and screen that can access the internet.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2024/25, Not available to visiting students (SS1)
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Quota: 20 |
| Course Start |
Semester 2 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
100
(
Lecture Hours 3,
Supervised Practical/Workshop/Studio Hours 13,
Formative Assessment Hours 1,
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
81 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Summative Assessment:
The course will be assessed by means of the following assessment components:
1) Individual Pre-recorded Presentation (100%)
Student will be required to create an individual pre-recorded presentation of a campaign strategy for a child protection data point. |
| Feedback |
Continuous and timely feedback will be provided by staff and peers throughout this course, including the use of online discussion spaces alongside the dialogue that takes place during the intensive 2-day workshop.
Formative feedback will be provided during Day 1 of the intensive period for the individual oral presentations. Formative feedback will also be provided by teachers during group discussion following completion of the activities during Day 1 and Day 2 of the intensive period.
Summative feedback will be given following submission of the summative assessment. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate a critical understanding of the principal theories, concepts and principles to communicate data for impact.
- Apply a range of professional communication and presentation skills, methods and techniques to influence a chosen audience within the child protection system.
- Translate complex issues and data insight for different child protection system actors, framers and policy makers.
- Use a range of tools to develop communications products that are tailored to audiences.
- Develop and present narratives to influence change across the child protection system.
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Reading List
Indicative Reading List:
Essential Reading:
Indigenous Storytelling as Research - Judy Iseke
https://www.jstor.org/stable/10.1525/irqr.2013.6.4.559
Chapter 4 Stories, Symbolism, and Culture - Yiannis Gabriel https://doi.org/10.1093/acprof:oso/9780198290957.003.0005
Methods of Memory: On Native American Storytelling - Bruce Ballenger
https://www.jstor.org/stable/378636
Ideas about Storytelling (ted.com)
Hans and Ola Rosling: How not to be ignorant about the world | TED Talk
The 22 rules of storytelling, according to Pixar (gizmodo.com)
https://www.marketingsociety.com/sites/default/files/thelibrary/Sport%20England%20-%20This%20Girl%20Can.pdf
'Cultural identity, leadership and well-being: how indigenous storytelling contributed to well-being in a New Zealand provincial rugby team'
https://pubmed.ncbi.nlm.nih.gov/30739731/
'Parent-child communication and preventive practices for child sexual abuse among the general population: A community-based study'
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6717069/
https://www.childreninthepictures.org/
'The head and heart of news avoidance: How attitudes about the news media relate to levels of news consumption'
https://journals.sagepub.com/doi/abs/10.1177/14648849211012922?journalCode=joua
Recommended Reading:
Communication Styles of Millennials: Trends & Relevance for the Industry - Upasna A Agarwal, Megha Gupta
https://www.jstor.org/stable/26536474
CEO Tweet Behavior: The Use of Metaphors and Gendered Communication Style - William H. Locander, Daniel M. Ladik
https://www.jstor.org/stable/45176558 |
Additional Information
| Graduate Attributes and Skills |
- Outlook and engagement
- Personal and intellectual autonomy
- Communication |
| Keywords | Child Protection,Communication,Data Translation,Data Insight,Pathway to Impact,EFI,PG,Level 11 |
Contacts
| Course organiser | Ms Zoe Pitman
Tel:
Email: zpitman@ed.ac.uk |
Course secretary | Miss Yasmine Lewis
Tel:
Email: yasmine.lewis@ed.ac.uk |
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