Scope: 9 ects
Timing: 4th period
Level: Professional studies
On completion of the module, the student is able to
• understand and apply the dramatic structure to hospitality and tourism experiences
• understand and apply hero's journey to hospitality and tourism guests
• understand the roles guests and casts take
• script service interactions (moments of truth)
• understand the multiverse and mix-reality frameworks
• understand the usability of storytelling transmedia storytelling
• understand the usability of mascots in hospitality and tourism
• apply Experience constructs and frameworks to a real project
• evaluate own/peer performance within the Experience project context
• Dramatic structure
• The hero's journey/Monomyth
• Character creation
• Scripting service interactions
• Multiverse and mix-reality
• Storytelling and Transmedia storytelling
• Design and storytelling
• Anthropomorphic Mascots
Starting level and linkage with other modules
No previous studies needed and no binding connections to other modules.
The module is evaluated on a scale excellent (5), very good (4), good (3), satisfactory (2), fair (1), fail (0). The assessment criteria is presented on a scale 1 - 3 - 5.
The terms of the learning activities have been met sufficiently. Overall, the student does shows only a fair understanding of the topics covered in the module. The student does not show any mastery of the material necessary to complete the learning activities. Much of the material presented is irrelevant, and the structure is disjointed and/or repetitive. Answers frequently lacks clarity and the argument depends on assertions that are either unfounded and/or contradictory. The student show little use of background material as well as little evidence of real engagement with the issues. Personal response is unspecific and/or over-predictable. The learning activities handed in lack any discernible organisation, clarity and relevance of argument. Handed in material reads like a 'first draft'. The learning activities even fail to follow the 'Guidelines for Writing Reports'.
The learning activities outcome show evidence of low- and mid-levels of Bloom’s taxonomy of learning and indicate to the facilitator that the student has a good understanding of the topics covered in the module. The student goes beyond a mere recitation of information that she/he has read or heard, and shows that her/his information has been internalised. This allows the student to restate ideas clearly and confidently in her/his own words. The student has understood the meaning of the learning activities and has thought about their implications. This allows the student to make intelligent observations and connections beyond what has been imparted in textbooks, scientific articles or in the classroom. The student introduces relevant and persuasive evidence that shows a personal engagement with the assigned material, and sometimes an ability to locate and integrate appropriate outside sources. The learning activities are presented well and have a clear organisation, showing that the student has worked conscientiously through preliminary drafts. The learning activities at large follow the 'Guidelines for Writing Reports'.
The facilitator is not only pleased that the student has excelled in the mastery of the module's topics, but she/he learns something from the student by reading or observing the learning activities. The completed learning activities not only shows a mastery of the material presented in class, in textbooks and scientific journals but presents original thought. The student has internalized the material to the extent that she/he is able to reflect upon it and to integrate it appropriately with outside sources and with a personal response. The various arguments shows sophisticated analysis and independence of thought. The learning activities are very well organised and presented. They present engaging theses and pursue them in a structured way, with smooth transitions leading to a logical conclusion. Each point is developed with well-chosen supporting evidence. Evidence cited is often original, showing the writer's independent thought and initiative in seeking out and tracking down outside sources. For example, in the case of written learning activities, the writing is accurate and at times even elegant. Sentence structures are engagingly varied, and there is attention to nuances of meaning in word choices. In patches at least, the prose sparkles. There is attention paid to stylistic detail - an inviting title, an engaging introduction, a well-grounded conclusion. 'Guidelines for Writing Reports' are used impeccably.
Working life connections
The module involves a project work commissioned by an external company
In this module learning activities include a global perspective and internationally recognized resources and concepts are applied.
The learning goals of this module can be reached in the following ways
a. Lectures and related assignments as full-time studies
b. Participation in a working life project
c. Exam and/or learning assignment(s)
Assessing one’s own learning is a compulsory part of the module.
Dr. Mário Passos Ascenção, Haaga
Ms Violeta Salonen, Haaga