1 | P a g e Tourism and Heritage Management (TLH104) Module Assessment – 2021 Module Leader: Carly Florentine Canvas Submission Deadline – Tuesday 23rd November 2021 by 2pm Module Learning Outcomes By the end of this module, successful students should be able to do the following: 1 Have introductory knowledge of the management of tourism & heritage developments and their impacts and relevance to destinations of today; 2 Have knowledge of definitions, concepts and indicators pertinent to tourism & heritage management. 3 Have knowledge of tourism & heritage management issues using global examples, but also applied specifically to the local context. 4 Field work and written presentation skills. Assessment: Report Individual Report assessing learning outcomes 1-4, contributing 100% of module marks. Background Culture and heritage tourism play a critical role in building the visitor economy. Heritage attractions are important in attracting visitors and investment to destinations. Recently, the methods used by attraction managers to communicate with their audience in the 21st Century has evolved with the use of technology. This is to ensure that visitors to such attractions enjoy their visits and have a remarkable experience. Therefore, your task is to: Explain the role of tourism and heritage attractions to destinations, and define their concepts and models using global examples. 2 | P a g e Discuss the role of technology in enhancing visitors’ engagement in museums or heritage attractions and illustrate the technology-enabled interpretation approaches used at one of the sites that you have or will visit virtually. Suggested Structure: o Introduction: define tourism and heritage attractions o Explain the role of tourism and heritage attractions to destinations (Use statistics and global examples) o Discuss the role of technology in enhancing visitors’ engagement in museums or heritage attractions (illustrate the interpretation approaches used at one of those sites that you have or will visit virtually). o Conclusion NOTE You might find this link to the virtual tour of some museums and cultural heritage sites useful: • Travel + Leisure: https://www.travelandleisure.com/attractions/museumsgalleries/museums-withvirtualtours • Londonist: https://londonist.com/london/museums-and-galleries/virtual-tourmuseumsofthe-world • Secretldn: https://secretldn.com/virtual-tours-museums-galleries/ • The Guardian: 10 virtual tours of spectacular buildings around the world | Top 10s | The Guardian Presentation Reports must be word-processed or typed, correctly referenced and have a professional appearance. Academic and other industry reports should be used to inform your report. You can use images, figures, tables to support your responses where possible. The word limit is 2500 (-/+ 10%). You must use Times New Roman, point 12- and double-line spacing. Assessment Regulations For further information regarding Assessment Regulations, extenuating circumstances or extensions and academic integrity, please refer to your Programme Handbook on the University of Sunderland in London information page on Canvas. 3 | P a g e Submission guidelines There are two steps that you need to follow to ensure that you successfully submit your work for marking. Your submission links will become available approximately three weeks prior to your submission deadline, along with detailed instructions on how to submit your assignment. In the meantime, please watch this Assignment Submission Instructions video. My module resources There are a number of textbooks and journals that can provide valuable information to your report on my module resources. Some of the books are available in Ebooks format. My Module Resources – TLH104 (2020/1) (sunderland.ac.uk) Grading Criteria You will be marked in accordance to the University of Sunderland assessment criteria attached below. The assessment criteria covers; Relevance, Knowledge, Analysis, Argument and Structure, Critical Evaluation, Presentation, Reference to Literature. Assessment Criteria Categories Grade Relevance Knowledge Analysis Argument and Critical Evaluation Presentation Reference to Literature Structure 86 – The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the 100% qualification. There is also ample excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse. 76-85% The work examined is outstanding and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be outstanding in the majority of the category as cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse. The work examined is excellent and is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and 70 – elegance of argument, interpretation or discourse. 75% Directly relevant to the A substantial knowledge of Good analysis, clear and Generally coherent and logically structured, May contain some distinctive or Well written, with standard Critical appraisal of upto-date and/or 4 | P a g e 60 – requirements of relevant material, orderly using an appropriate independent spelling and appropriate literature. 69% the assessment showing a clear mode of argument thinking; may grammar, in a Recognition of grasp of themes, and/or theoretical begin to formulate readable style different perspectives. questions and mode(s) an independent with acceptable Very good use of issues therein position in relation format source material. Uses a to theory and/or practice. range of sources Some attempt to Adequate Some Some attempt to Sound work which Competently Uses a variety of address the knowledge of a analytical construct a coherent expresses a written, with only literature which 50 – requirements of fair range of treatment, but argument, but may coherent position minor lapses includes some recent 59% the assessment: relevant material, may be prone suffer loss of focus and only in broad terms from standard texts and/or appropriate may drift away with intermittent to description, consistency, with issues and in uncritical grammar, with literature, though not from this in less evidence of an or to narrative, at stake stated only conformity to one acceptable format necessarily including a focused passages appreciation of which lacks vaguely, or theoretical or more standard substantive amount its significance clear analytical mode(s) couched in views of the topic beyond library texts. purpose simplistic terms Competent use of source material. 40 – Some correlation Basic Largely A basic argument is Some evidence of a A simple basic Some up-to-date and/or 49% with the understanding of descriptive or evident, but mainly view starting to be style but with appropriate literature requirements of the subject but narrative, with supported by assertion formed but mainly significant used. Goes beyond the the assessment addressing a little evidence and there may be a derivative. deficiencies in material tutor has but there is a limited range of lack of clarity and expression or provided. Limited use significant material of analysis coherence format that may of sources to support a degree of pose obstacles for point. Weak use of irrelevance the reader source material. 35 – 39% Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging terms A limited understanding of a narrow range of material Heavy dependence on description, and/or on paraphrase, is common Little evidence of coherent argument: lacks development and may be repetitive or thin Almost wholly derivative: the writer’s contribution rarely goes beyond simplifying paraphrase Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious style Barely adequate use of literature. Over reliance on material provided by the tutor. The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied. 30 – 34% The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators. 15-29% The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators. 0-14% The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators. Powered by TCPDF (www.tcpdf.org)