Accessibility Statement for Cultures (A112)
Mode of study
The module is presented through a blend of printed and online material. The printed material consists of two module text books and the set books. Online materials for the five study blocks are composed of pages of text with images, audio/video clips (all with transcripts/subtitles), diagrams, interactive media, and animations. Online materials may also include links to external resources, online forums and online tutorial rooms.
Tuition will take place online through tutorials and forums. Although not compulsory, attendance at tutorials will help you consolidate your learning. Your tutor will also keep in contact by phone.
Working with others
You will be asked to work with other students by contributing to online forums. Your contribution to online forums is assessed as part of four of the tutor-marked assignments (TMAs) on the module. If you have trouble working online or working with others reasonable adjustments will be made for you where possible.
Diagrams and other visual content
The study materials contain a considerable number of images. Analysing these is an important part of the study of this module and is assessed. Where appropriate alternative forms of assessments are available. Image descriptions are provided for all images on the module. Tactile diagrams with Braille labelling for blind or visually impaired students are available for a small number of key images on request through your tutor.
This module has tutor-marked assignments (TMAs), which must be submitted online via the OU electronic TMA system and an end-of-module assessment (EMA) to be submitted online.
You will receive feedback from your tutor on your tutor-marked assignments (TMAs). You will be able to use this feedback to reflect on your learning and to help you prepare for your next assignment.
All University modules are structured according to a set timetable and you will need time-management skills to keep your studies on track. You will be supported in developing these skills.
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