unn handbook - mm 2007

BA (Honours) Design for Multimedia(Full-Time – Shanghai)

Programme Handbook2006/2007

Validated by Northumbria University, UK

Subject/Programme Leader: Itamar Medeiros

Student Name:

Contact Details

Collette PatersonAcademic Co-ordinator Raffles Design Institute - Shanghai.DongHua University Campus, Mail Box 3171882 West Yan An Road,Shanghai PRChina, 200051Tel: (8621) 6270 1196/1197 | Fax: (8621) 6270 1195http://www.raffles-design.com.cn/

Programme LeaderItamar MedeirosE-mail: [email protected]

Professor James MoreDean of School of DesignNorthumbria UniversitySquires BuildingNorthumbria UniversitySandyford RoadNewcastle upon Tyne, UKTel: +44 (0) 191 227 3135Fax: +44 (0) 191 227 4655

Email: [email protected]

Elizabeth MaclartyUNN Link TutorNorthumbria UniversitySquires BuildingNorthumbria UniversitySandyford RoadNewcastle upon Tyne, UKTel: +44 (0) 191 227 3137Fax: +44 (0) 191 227 4655Email: elizabeth .maclarty @northumbria.ac.uk

mailto:[email protected]



CONTENTS

PageSubject Number

Academic Calendar 2006 / 2007.....................................................................................................1Introduction/Welcome.....................................................................................................................2Programme Staff List...................................................................................................................... 3Programme Specifications..............................................................................................................5Diagrammatic Chart of the Full-Time Programme.........................................................................11Diagrammatic Chart of the Part-Time Programme........................................................................12Module Information....................................................................................................................... 13

Design Research..............................................................................................................13Investigation & Practice I..................................................................................................17Investigation & Practice II.................................................................................................21Design for Society............................................................................................................26Multi-media Production....................................................................................................31Final Project.....................................................................................................................34

Assessment.................................................................................................................................. 38Grade Band Criteria.........................................................................................................39Referral Assessment........................................................................................................41Module Exam Board.........................................................................................................41Progression and Awards Board........................................................................................41

Guide & Regulations to Academic Misconduct & Appeals............................................................42Academic Misconduct & Appeals.....................................................................................42Plagiarism........................................................................................................................ 42Deferment........................................................................................................................ 42

Feedback to Students...................................................................................................................43Feedback on Coursework................................................................................................43Feedback on Assessment................................................................................................43Final Project.....................................................................................................................43Avoiding Academic Dishonesty........................................................................................43Double marking and moderation of work..........................................................................43Absence from evaluations................................................................................................43Quality Assurance of the programme...............................................................................43

Feedback from Students...............................................................................................................45Student Representatives..................................................................................................45Board of Studies...............................................................................................................45Module Evaluation Forms and Programme Evaluation Questionnaire.............................45

Career Opportunities..................................................................................................................... 46Student Support............................................................................................................................ 47

Information for Students with Disabilities.........................................................................47Dyslexia support/numeracy support.................................................................................47English Language and Learning Support.........................................................................47Information and Learning Resources Services.................................................................47Health & Safety................................................................................................................48

Appendix A ~ Module and Programme Evaluation Questionnaire................................................49Appendix B ~ Award Classification Regulations............................................................................50

Academic Calendar 2006-2007

SEMESTER 1 - January Week SEMESTER 3 - July WeekSemester Begins – Registration/InductionDesign for SocietyInvestigation and Practice I – MultimediaDesign Research

1 Semester Begins – Registration/InductionDesign ResearchInvestigation and Practice II Multimedia Production

1

Issue of ID cards 2 23 3

Last week for deferrals 4 Last week for deferrals 45 5

Programme Evaluation 6 Programme Evaluation 6Board of Studies Meeting 7 Board of Studies Meeting 7

8 89 9

10 1011 11

Assessments/Module Examination Board

12 Assessments/Module Examination Board

12

Inter Semester Break 13 Inter Semester Break 13

SEMESTER 4 - October WeekSEMESTER 2 - April WeekSemester BeginsDesign for SocietyInvestigation and Practice I – MultimediaDesign Research

1 Semester BeginsDesign ResearchFinal Project Multimedia Production

1

2 23 3

Last week for deferrals 4 Last week for deferrals 45 5

Programme Evaluation 6 Course Evaluation 6Board of Studies Meeting 7 Board of Studies Meeting 7

8 89 9

10 1011 Final Portfolio Submission 11

Assessments/Module Examination BoardDeadline for Personal Extenuating Circumstances (PECs)Progression and Awards Board (PAB)

12 Assessments/Module Examination BoardDeadline for Personal Extenuating Circumstances (PECs)Progression and Awards Board (PAB)(PAB)

12

Inter Semester Break 13 Inter Semester Break 13

Raffles Design Institute BA (Honours) Design for Multimedia Page 2

Introduction

This Handbook has been designed to provide information regarding the Bachelor of Arts (Honours) Design for Multimedia offered at Raffles LaSalle Design Institute, Singapore. This Programme is administered and delivered by the Raffles LaSalle Design Institute, with validation and quality standards determined by Northumbria University, England.

This Handbook is to be used by enrolled students. It should be read in conjunction with the student guide given to all students on enrolment in the College. This handbook must be read in conjunction with the Academic Regulations of Northumbria University and Institution regulations as relevant. The Academic Regulations of Northumbria University are also available on the web site at http://www.unn.ac.uk/central/registrar/external/newregulations.doc

The material in this handbook is as accurate as possible at the date of production.

Your comments on any improvements to this handbook are welcome – please put them in writing (with the name of the handbook) to the Programme Director.

Welcome

Raffles LaSalle Design Institute is a leading design school in Singapore. We are truly unique in our education programmes, which have enjoyed good success and tremendous support from students, the industry, relevant government authorities, and the general public.

Our curriculum includes Fashion Marketing, Visual Communication, Design for Multimedia and Fashion Design, which are offered up to Diploma and Degree level qualifications.

The Design for Multimedia Programme educates students to develop a specific market awareness based on a strong and thorough knowledge of the graphic design industry and marketing principles. The main goals of the Programme are aimed at developing creative thinking skills, encouraging the students to express constructive thoughts and opinions from a design solution perspective, and broadening their awareness concerning design on an international level. Students are also educated on the importance of the role that the designer plays in society, in a creative and business sense, both here and abroad.

Raffles LaSalle Design Institute is truly an International Design School in every way. From the highly qualified international staff with overseas experience in a wide and varied field, to the modern facilities and dynamic training which prepares students for the international workplace. We provide a unique and international learning environment that encourages innovation and creativity. The approach to learning and teaching prepares graduates to have the thinking skills, knowledge, and international perspective demanded by employers all over the world, and opens up unlimited employment opportunities for them.

While we provide all the necessary technology and equipment to enable students to develop their creative and professional skills, the ultimate success of the School centres on the quality and depth of our academic staff. It is their dedication to the students and commitment to a quality education that makes Raffles LaSalle Design Institute, a well-recognised and established institution.

Besides local Singaporean students, Raffles LaSalle Design Institute also attracts a growing number of international students from countries that include Indonesia, Britain, France, Germany, Japan, Russia and Malaysia. By studying in Singapore, these international students are able to live in and learn about Asian cultures and markets, while gaining an international education. This will prepare them to integrate immediately into the job market in Singapore or elsewhere when they graduate.

To ensure our graduates are well prepared for their future careers, our curriculum is designed to give students real life experiences through industry-based projects and national and international competitions that will equip the students with valuable hands-on experience.


http://www.unn.ac.uk/central/registrar/external/newregulations.doc

Since its establishment, Raffles LaSalle Design Institute has produced some of the most talented young design and business professionals in Asia. The reputation and quality of the students’ work is apparent by their success at international and national levels and their standing within their chosen field.


Programme Staff List

Academic Staff

Itamar MedeirosActing Degree Programme Leader/Lecturer

Post-Graduate Diploma in INFORMATION DESIGN, Universidade Federal de Pernambuco, BrazilBachelor of Art in Industrial Design, Universidade Federal de PernambucoWorking in the web design business since 1998, developed several websites/rich media campaigns.Art Director, Creative Director for various multimedia agencies in the Northeast of Brazil. Lecturer in Human Computer Interaction (HCI) and Hypermedia classes in both Graphic Design and Information Systems undergraduate programmes in Brazil. Research in HCI at the Master of Science in Design Graduate Program at the Universidade Federal de Pernambuco.

Annie MorradLecturer

Diploma LFS Film Making and Animation, London Film School, UKBA Honours, Fine Arts, Reading UniversityMFA Fine Art, School of the Art Institute, Chicago.MA Photographic Practices, Westminister University.A freelance photographer in photojournalism, studio and design, work seen in private collections and galleries. Annie has taught and ran degree departments in universities in Europe and the USA.

Martin KettlewellLecturer

MA Interactive Multimedia, Huddersfield University, UK BA Graphic Design, Gwent CollegeOver the last 15 years Martin has developed an array of Technical and production Management skills within the Multimedia Industry. Working predominantly in the corporate, leisure and financial industries his career has involved the design, production and management of promotional and educational learning materials across a wide range of media. Throughout his professional career he has had the opportunity to work with numerous blue-chip clients such as: Winterthur Life UK; PPML, The ACCA, Integro Insurance and ACC Telecom. He has also worked on multimedia projects and trained staff from the cultural sector, working with organisations such as The Science Museum and The National Trust.

Joel Louie

Lecturer

Honours in Multimedia (First Class Awarded), Murdoch University, Perth, Western Australia.

Joel Louie is a New Media Designer, Musician and Academic. With fingers in all the proverbial puddings, Joel's experiential background covers a diverse area. Ranging from research into Interactive Cinema, to creating a cutting edge multi-variant movie. He has also been busy writing/ recording and releasing albums independently in Singapore and Australia. In addition to being a freelance New Media Designer, Joel has also been webmaster for the West Australian Music Industry Inc, and has taught at Murdoch University in Western Australia for 2 years.


Administration

Mr Eugene TanVice Dean

Collette PatersonAcademic Co-ordinator Academic Coordinators are responsible for the day to day health and monitoring of teaching delivery for the degree provision. They report to the Group Academic Director as to any issues that need addressing in relation to the degree programmes.

Mr CS LimSenior Programme Director

Munyee ChooVisual Communication Department Programme Director

Ms Lorna LeeAdministration and Human Resources Manager

Ms Jamie LinStudent Services Manager

Admissions

Mr Steven ZhouMarketing and Admissions


Programme Specification

BA Honours Design for Multimedia (top-up/ final year)

1. Programme or Pathway Title, and Award BA (Hons) Design for Multimedia2. UCAS or Other Admissions Code N/a3. Northumbria Programme Code To be entered by UNN4. Mode of Delivery On Site Yes 5. Mode of Attendance Full Time Yes Part Time Yes6. Location of Delivery Northumbria / Overseas

Singapore, Shanghai, Beijing

7. Collaborative Provision if applicable Franchised Validated Partner Institution Raffles LaSalle Design

Institute8. Date(s) of Approval/ Review9. QAA Subject Benchmark Group Art & Design

10. PSRB accreditation if applicable

11. Educational Aims of the Programme Specified in terms of the general intentions of the programme and its distinctive characteristics; these should be consistent with any relevant benchmark and with the Mission of the University.The Design for Multimedia top-up programme is a one-year full-time or 2 year part-time course of study, at the end of which successful students are awarded a BA (Hons) Design for Multimedia. The honours degree requires 120 credits. The programme is normally studied over 1 year (full time) divided into 4 semesters. Each semester consists of 11 teaching week followed by a one-week period of assessment.

The programme provides the opportunity and framework for the individual to develop methods of thinking and evaluation, practical skills, and technical understanding appropriate to the practice of multimedia design. Building upon the technical and creative abilities gained within the diploma level (or relevant equivalent experience) the focus shifts to problem solving in context. In the Degree top up the work concentrates on solving visual communication problems to a professional standard, and working on briefs that closely mirror the professional world. Students explore materials and conceptual thinking, the visual communication of information, the use of design to present an argument or persuade, and electronic design and print processes. On completion of their final assessment the student experiences exhibiting their work in a public venue.

The overall aims of the programme are to develop:

· the ability to analyse multimedia problems and in response, develop imaginative, appropriate and effective solutions through a logical and structured process.

· the ability to communicate information, ideas and arguments through the use of typography and image.

· a knowledge and understanding of materials, process and technology appropriate to the creation, presentation and reproduction of multimedia design.

· the ability to use appropriate criteria and sound argument to support, discuss and evaluate design proposals.

· an understanding of the historical and social context within which visual communication design / multimedia operates.

· an understanding of professional practice, the ability to manage time effectively and work independently or in a group.


The programme structure has been developed to support these aims. By the end of the programme the student should be able to demonstrate:

· independent design skills from concept to design outcome.· practical knowledge on contracts and other client based issues.· discuss and debate contemporary design issues in both their own work and the work of

others. · research skills and techniques. · the development of ideas through a cognitive process.· the ability to conceive, direct and finalise ideas in reports and a thesis.· produce and present a portfolio of work.· an understanding of ethical, social and cultural awareness in design.

12. How Students are Supported in their Learning/Employability/Career Development eg curriculum design, personal development plans, placements, fieldwork, practical projects. The structure and content of the programme enables students to progressively develop their technical and creative abilities in conjunction with their ability to take responsibility for their own learning. Their top-up year allows progression from the vocational / tutor-directed nature of the diploma programme to the academic demands of autonomous learning undertaken within the degree level studies. The Design for Multimedia programme is appropriately career-orientated and responsive to the changing needs of the profession in social, technological, global, cultural and ethical terms.

The curriculum introduces and develops a broad range of design/illustration development and communication techniques, which reflect working practices in the professional design and illustration studio. Students are made increasingly aware of the demands of employers through the use of visits to and by design and illustration professionals who may offer keynote lectures, master-classes and portfolio surgeries, or may also manage live or collaborative design projects.On completion of the programme students will be appropriately versed in the career path of their choice, have experienced/sampled relevant professional practices. They will, through their portfolio and at exhibition, demonstrate the relevant range of abilities required for their chosen career and have the communication skills with which to pursue it.


13. Learning Outcomes of Programme Specified in terms of performance capabilities to be shown on completion of the programme. Identified numerically to correspond to the map of learning outcomes in section 18.

A) Knowledge and UnderstandingThe curriculum is structured to provide a careful balance between the skills and knowledge demanded of the professional designer and the wider perception necessary to maintain personal development in response to the demands of social, cultural and technological changes.Upon successful completion of this programme of study, students will be able to:

1. Understand a variety of research methods.2. Demonstrate a comprehensive understanding of their specific area of focus. 3. Understand the effectiveness of the use of interactive, lens and time-based media in

relation to broader culture.4. Understand contemporary and contextual issues influencing new media in society.5. Consider the ethical issues in professional practice.6. Comprehend and analyse aspects of a range of examples of multimedia practice from a

variety of formats and platforms.7. Understand industry interface standards and evolving trends in design for screen based

presentation.

B) Intellectual SkillsCreative, cognitive, and intellectual skills, students should be able to:

1. Demonstrate an independent approach to analytical thinking and writing. 2. Conceptualise creative digital design solutions that may consider cultural, economic and

social contexts. 3. Find solutions to creative problems utilizing appropriate multimedia techniques. 4. Identify and evaluate emerging design trends through visual research.5. Synthesise research findings into multimedia outcomes within the context of contemporary

design practice.6. Creative visual development.7. Design evaluation which calibrates with stated aims and objectives.

C) Practical SkillsThe programme’s main vehicle for learning is the design project, which combines a range of taught practical skills and techniques with the application of academic and theoretical knowledge. On completion of this programme the successful student will be able to:

1. Utilise library databases, web search engines and other appropriate research methods.2. Apply established rules and principles which govern academic writing.3. Prepare and produce sensitive, creative digital design solutions that may consider cultural,

economic and social contexts.4. Research, identify, analyse, and apply contemporary techniques using appropriate media. 5. Demonstrate a high level of competence in preparing digital artwork utilising a variety of

technical processes.6. Expand upon creative and production skills applicable to a variety of electronic media.7. Demonstrate innovation and sophistication using a range of appropriate digital media.

D) Transferable/Key Skills


The programme recognises that excellence in standards of achievement will result from a combination and balance of various skills and personal qualities. Individual attitudes and approaches are qualities that are encouraged and nurtured. Key skills are included to develop ‘studentship’ and compliment subject specific skills as undergraduates prepare for employment. On completion of this programme the successful student will be able to:

1. Apply a higher level of independence in resolving a design problem.2. Synthesise previously acquired research. 3. Manage a series of multimedia design projects using a systematic process.4. Resolve creative, technical and structural constraints in relation to multimedia design

processes. 5. Manage all aspects of multimedia production from concept to completion.6. Demonstrate effective use of time and resource management. .7. Demonstrate high level of presentation skills .8. Produce a professional level of outcome for presentation.

14. Learning, Teaching and Assessment Strategy Specified to enable learners to achieve and demonstrate the above learning outcomes.Teaching, learning and assessment processes have been developed to ensure that students experience a variety of methods of learning and assessment. The programme is predominantly project based and relies on experiential learning. The top up degree level may be lecturer and/or student directed. All final project modules are student directed. For all project work, students are required to negotiate a learning contract that sets out strategically staged and measurable objectives within the individual student’s self-managed work programme. The student undertakes individual research and will increasingly become independent as their studies proceed. Tutorials, both individually and in groups, are an essential vehicle for developing each student’s direction.Projects

· Design projects form the basis of most studies and are concerned with problem solving, proposing and answering design briefs, exploring principles, investigating and researching, prototype and final making. Individual or group projects are carried through from concept to finished proposal or artefact. The outcomes from the process of designing and researching are always emphasised.

Individual tutorials· Students will normally have at least one individual tutorial each semester with the

appropriate module tutors to discuss their work, progress and to give advice on their programme of study in the particular area.

Group tutorials· A programme of group tutorials may be arranged for each module either for the whole

student group or, for smaller groups of 3-4 students. Group tutorials may be lecturer or student led and are intended to generate debate about the immediate issues being addressed. This will inevitably include the wider implications of those issues and the project as a whole.


Group critiques (crits)· The critique is seen as an opportunity for a formal review of progress at defined stages

of study during a module. An open means of general assessment and conclusion at which students’ views can be expressed. It generally seeks to make assessment an educationally valuable process of self-criticism and evaluation.

Learning log· This is a reflective practice with the purpose of noting events and activities so that an

understanding can be arrived at. The learning log is used to consider and evaluate areas of strength, difficulty, interest and further investigation.

Lectures, seminars and study · Lectures are delivered by module lecturers and occasionally visiting practitioners. The

programme has links with a number of designers and practices and all of the staff are involved in their own professional practice.

15. Programme Structure Programme Structure Progression for

Honours Programme

Level 6 Design Research 20 creditsInvestigation and Practice I –Multimedia 30 creditsDesign for Society 20 credits

Investigation and Practice II- Multimedia 20 creditsMultimedia Production 10 creditsFinal Project 20 credits

Honours Degree awarded for total of 120 credits.

16. Interim Awards No Interim awards are made

17. Variation From Assessment Regulations The Programmes are subject to the Assessment Regulations for Northumbria Awards (ARNA) except where otherwise stated in the programme handbook. The regulations relating to academic dishonesty and appeals against assessment board decisions shall be those of Northumbria University.

18. Mapping of Learning OutcomesThis section shows how the individual modules together contribute to programme learning outcomes. Schedule of Learning OutcomesMODULEALL Core

A) Knowledge & Understanding

B) Intellectual Skills C) Practical Skills D) Transferable Key Skills

Level 6 1 2 3 4 5 6 7 1 2 3 4 5 6 7 1 2 3 4 5 6 7 1 2 3 4 5 6 7 8Design Research

x x x x x

Investigation & Practice I

x x x x x x x x x x x

Investigation & Practice II

x x x x x x x x x x x

Design for Society

x x x x x x

Multimedia Production

x x


Final Project

x x x x x x

19. Admission RequirementsThe ability to benefit from Northumbria University programmes is assessed on a combination of academic and personal qualities, which can be demonstrated in a number of ways.

The normal entry qualification is successful completion of a 2-year Raffles LaSalle Design Institute Diploma in Multimedia or a recognised equivalent, together with a portfolio. Candidates are issued with written admission requirements. Students will also be accepted with relevant career experience and portfolio, which demonstrates academic and technical ability to undertake degree level studies. Candidates will normally be 18 years old and over.

All applicants for whom English is not their first language must demonstrate sufficient command of the English language, both verbal and written, evidenced by an IELTS overall score of 6.0 or higher, or equivalent qualification.

NOTE: All students progressing from LaSalle Diploma programmes are required to successfully complete the Academic Research & Communications Skills (ARCS) module (non-credit bearing) prior to commencement (See Appendix B). Students external to LaSalle wishing to apply for the Top Up Award must be able to demonstrate through their portfolio, and at interview, that they are able to fulfil the research and communication aspects of the programme.

20. Application Procedure

Applications are processed by the Raffles LaSalle-Institute Admissions Service.

Applicants are expected to attend an interview and present an appropriate portfolio of work in advance of registering for the top up degree. The Academic Director or Vice Dean, the Programme Director and a Lecturer from the programme will conduct the interviews.

Recommendations based on applicants’ suitability for admission to the programme are made by the Programme Director and approved by the Academic Director or Vice Dean.

Programme Structure and Subject List

Top-Up / Final Year BA (Honours) Design for Multimedia

Module Title Module NumberCredits per Semester

Semester

Design for Society MM202-880-05 20 1 & 2

Investigation and Practice I - Multimedia MM202-860-05 20 1 & 2

Investigation and Practice II - Multimedia MM202-861-05 20 3

Design Research MM202-870-05 20 1 & 2


Final Project MM202-890-05 30 4

Multimedia Production MM202-850-05 10 3

Total credits = 120

Entry to the third year requires the successful completion of the Diploma in Multimedia in Year 1 and Year 2 or the equivalent level of attainment.

Diagrammatic Chart of the Full-Time Programme

Modules:

The modules are to be taken in sequence due to a laterally built curriculum relationship.

Total: 120 credits

Semester 1


Design Research

MM202-870-0520 credits

Investigation and Practice I

- Multimedia


Design for Society


Semester 2

Semester 3

Semester 4


Investigation and Practice II

- Multimedia


MultimediaProduction


Final Project


Diagrammatic Chart of the Part-Time Programme

Modules:

The modules are to be taken in sequence due to a laterally built curriculum relationship.

Total: 120 credits

Semester 1

Semester 2

Semester 3

Semester 4

Semester 5

Semester 6


Design Research


Final Project


Investigation and Practice I

(MM)


Investigation and Practice II

(MM)


Design for Society


MultiMediaProduction


MODULE TITLE: DESIGN RESEARCH CODE: MM 202-870-05

MODULE DESCRIPTOR

See guidelines for completion1 Title of new Module (Note that this should be not more than 55 characters

including blanks)

Design Research

2 Module Code MM202-850-05

3 Academic Year in which Module will be delivered for the first time

05

4 Credit Points 20 credits

5 Module Level 6

6 Type: Year Long/Semester Based

1+ 2 7

8 School Multimedia

9 Module Tutor Annie Morrad


10 This Module has the following Delivery modes at the Locations shown:

Where the Module is intended for Distance Learning or Distance Delivery please indicate below:

Delivery Mode Location of DeliveryFull-Time & Part-Time ShanghaiFull-Time & Part-Time Beijing

Full-Time & Part-Time Singapore

11 Aims of ModuleSpecified in terms of the general aim of the teaching in relation to the Subject

To develop students research methods and strategies that are pre-requisites to the undertaking of any professional design project.

This methodology and approach might formulate the proposal for the final project. The objective is therefore to establish in the student the ability to write a critical, analytical, and evaluative academic paper.

12 Learning OutcomesSpecified in terms of performance capability to be shown on completion of the Module

Upon successful completion of this module, students will be able to:

· Understand a variety of research methods· Utilise library databases, internet search engines and other

appropriate research methods· To demonstrate an independent approach to analytical thinking and

writing· To demonstrate a comprehensive understanding of their specific area

of focus· To apply established rules and principles which govern academic

writing

13 Outline SyllabusThe content of the Module identified in a component listing

The student will submit a proposal for design research as a precursor to a contextual essay (4-5,000 words). The progress of the work will be regularly monitored and direction and focus will be discussed.

The research undertaken might form the foundation for a proposal for the final project.

14 Learning & Teaching Strategy


Monitoring, Evaluation and approval of research proposals are a pre-requisite for progress towards the writing of the contextual essay. The balance of theory and analytical writing contained in this module would allow a range of teaching methods to be integrated, such as:

· Lectures and Seminars· Independent Research and Production· Tutorials and Critiques.

15 Assessment StrategyThe research proposal will on approval allow progression to the writing of the contextual essay, which will form 85% of the assessment. The research proposal will form 15% of the assessment.

Research Proposal (15%)

· Identify research topic that lends itself to analysis and does not rely on a descriptive approach

· Undertake investigation as evidenced research providing indications that the research material has a function and justification for inclusion

· Purpose of research undertaken is justified with a clear argument· Evidence of research methodologies used

Contextual Essay (85%)

· Demonstrate independence of thought which reveals a view point in relation to the subject under investigation

· Provide an understanding of a broader context and ability to sustain an argument to a logical conclusion

· Demonstrate the ability to present information and ideas in a coherent and meaningful way

· Provide evidence of implementation of research methodologies · Research file supports analysis, interpretation and selection of

appropriate information · Provide clear evidence of sourcing of material for citing purposes

16 Learning Unit Contact Duration:Duration – Total of 192 hours over 48 weeks (4 semesters)

Total Class Contact 1.0 hours per week 48 hours per semesterTotal Independent Study 3.0 hours per week 144 hours per semester____________________________________________________________Total 4.0 hours per week 192 hours per semester

Mode of Delivery(e.g. part time, full time, distance learning)

FT & PT

17 Indicative Reading List or other Learning Resources

Albrecht, D, Lupton, E and Holt, S (2000) Design Culture Now : The National Design Triennial, Princeton Architectural Pr.

Burgin, V.(1995) In/different spaces: Place & Memory in Visual Culture, University of California.


Bailey, K. D. (1978). Methods of social research. London.

Cohen, L. and Manion, L. (1994). Research methods in education. 3rd edn. London: Routledge.

Drucker, J The Future of Writing Émigré no35.

Harrison, C & Wood, P. (1992) Art in Theory 1900-1990 - An Anthology of Changing Ideas. Blackwell

Heller, S & Pettit.E.(1998)Design Dialogues,Allworth Press

Heller, S (1999) Design Literacy (Continued): Understanding Graphic Design, Allworth Press.

Jones. J. C.(1992) Design Methods (2nd Ed) New York

Lupton. E, & Abbot- Miller, J.(1996) Design, Writing, Research, Phaidon

Nelson, R.S. & Schrif, R. (1996) Critical Terms for Art History. University of Chicago

Robson, C. (1993). Real world research; a resource for social scientists and practitioner research. Oxford: Blackwell

Wright, E.(1992) Feminism and Psychoanalysis, Blackwell

Yin, R. K. (1989). Case study research; Design and methods. London: Sage Publications.

Rush, M .(1999) New Media in the Late Twentieth Century. Thames and Hudson

Stanizewski, M.A (1998) Installation. The Power of Display - A History of Exhibition Installations at MOMA. MIT press.

Shedroff ,N (2001) Experience Design, New Riders Publishing.

McLuhan, M. and Fiore, Q. (1967) The Medium is the Massage. London.

Hollis, R (1996) Graphic Design:A Concise History Thames & Hudson

Campell, Al (1993) New Designers Handbook. Little Brown

Heller, S, & Pomerory, K (1990) Design Literacy. Lund Humphries

Lewis Blackwell(1998) Twentieth Century Type. Laurence King

Liddament, T (1991). Design in Society. Open University Press

Margolin. V, & Buchanon.R(1998). The Idea of Design. MIT PRESS

Meggs, P, B (1998) A History of Graphic Design. Van Nostrand Reinhold

Spencer, H (1990). The Liberated Page. Lund Humphries

Tufte, E (1990). Envisioning Information. Graphis Press

Williamson, J .(1998). Decoding Advertisements: Ideology and Meaning in Advertising. Marion Boyers Publishing


MODULE TITLE: INVESTIGATION AND PRACTICE I CODE: MM 202-860-05

MODULE DESCRIPTOR


including blanks)

Investigation and Practice I: Multi-Media



05


5 Module Level 6


1 + 2 7

8 School Multimedia

9 Module Tutor Itamar Medeiros



Delivery Mode Location of DeliveryFull-Time & Part-Time ShanghaiFull-Time & Part-Time BeijingFull-Time & Part-Time Singapore


The purpose of this module is to consolidate, reinforce and develop students’ knowledge, skills and understanding of their chosen specialist areas of Multimedia, such as: Web Design, Educational Media, Animation, Video Production, 3-D Modelling, Digital Installation, Ambient Media. It provides the opportunity to investigate their chosen area of practice, intellectually and creatively as a practical discipline and as an area of experimentation with visual form in relation to a communication problem.

12 Learning OutcomesRaffles Design Institute BA (Honours) Design for Multimedia Page 21

Upon successful completion of this module, students will be able to:

· Comprehend and analyse aspects of a range of examples of multimedia practice from a variety of formats and platforms

· Understand industry interface standards and evolving trends in design for screen-based presentation

· Apply a higher level of independence in resolving a design problem

· Finding solutions to creative problems utilizing appropriate multimedia techniques

· Identify and evaluate emerging design trends through visual research

· Synthesise research findings into multimedia outcomes within the context of contemporary design practice

Skills:

· Manage a series of multimedia design projects using a systematic process

· Resolve technical and structural constraints in relation to multimedia design processes

· Demonstrate a high level of competence in preparing digital artwork utilising a variety of technical processes

· Expand upon creative and production skills applicable to a variety of electronic media

· Demonstrate innovation and sophistication using a range of appropriate digital media


This module provides learners with advanced knowledge and skills required to conceptualise and integrate multimedia design into various different forms.

Students will be required to complete a series of short projects pertaining to their own area of specialist practice. The visual content, design and presentation of each project should demonstrate an innovative approach and evidence of a progression of thought, conceptual and aesthetic development, creative and production skill related to the topics covered by the syllabus.

· Design Methodology for Multimedia Production· Conceptualisation and development· Developing and managing content for multimedia· Semantic mapping· Developing narrative or alternative structures for communication· Structuring content for time based media· Exploring the concept of Metaphor· Digital image manipulation· Handling text and type for screen environments


· Motion Graphics· 3-D Modelling· Coding· Trends and techniques for visual communication across a range of

Multimedia platforms


The balance of theory and practical application contained in this module would allow a range of teaching methods to be integrated:

· Lectures and Seminars· Tutorials· Critiques· Class Demonstrations· Guest Lectures· Individuals and Team Projects· Independent Research and Production

15 Assessment StrategyA series of short projects(between 5-10 in total) will be given equal weighting based on a demonstration of the following

· Documentation of brainstorming and ideas generation· Design Processes involved in multimedia· Research files· Stages of Visual Development through Sketchbook/Screenshots· Final Multi-Media Outcome, which reflects a high standard of finsh

and functionality

16 Learning Unit Contact Duration:Duration – Total of 288 hours over 24weeks (2 semesters)

Total Class Contact 3.0 hours per week 32 hours per semesterTotal Independent Study, approximately 9.0 hours per week 112 hours per semester_____________________________________________________________________Total approximately 12.0 hours per week 144 hours per semester


FT & PT


Chapman N., Chapman J. (2004) Digital Multimedia. John Wiley & Sons; 2nd edition.


Cotton. B (1995) The Cyberspace Lexicon. Phaidon.

Druckley. T (1996) Electronic Culture: Technology & Visual Representation. Aperture.

McCullogh, Mitchell & Purcell. (1990) The Electronic Design Studio. MIT press

Mealing. S (1996) Computers and Art. London.

Mealing.S woolner. M & Adams. B. (1998) principles of modelling & rendering with 3-D studio. Intellect

Mitchell. W. J (1983) City of bits:space,place & the infobahn. MIT Press.

Negroponte. N (1996) Being Digital. Coronet.

Roney.J & steadman. P (1992) Principles of computer aided design. pitman.

Adobe Creative Team (2001) Adobe Photoshop 6.0 and Illustrator 9.0 Advanced Classroom in a Book (With CD-ROM), Adobe Press.

Graham, L (1998) Principles of Interactive Design, Delmar Publishers.

Livingston, D (2001) Advanced Flash 5, ActionScript in Action, Prentice Hall Computer Books.

Maestri, G (1999) Digital Character Animation 2 : Essential Techniques, New Riders Publishing.

Mohler, J L. & Duff, J. M. (1999) Designing Interactive Web Sites, Delmar Publishers.

Nielsen, J (1999) Designing Web Usability : The Practice of Simplicity, New Riders Publishing.

Simpson, R, Jr. (1998) Cutting Edge Web Audio, Prentice Hall.

Vaughan, T. (2003) Multimedia: Making it Work, Sixth Edition. McGraw-Hill Osborne Media; 6th

edition (October 28, 2003) ISBN: 0072230002


http://www.amazon.com/exec/obidos/tg/detail/-/0072230002/qid=1105075232/sr=1-6/ref=sr_1_6/103-3788518-1634268?v=glance&s=books

MODULE TITLE: INVESTIGATION AND PRACTICE II CODE: MM202-861-05

MODULE DESCRIPTOR


including blanks)

Investigation and Practice II: Multi-Media



05


5 Module Level 6


3 7

8 School Multimedia

9 Module Tutor Itamar Medeiros/Martin Kettlewell



Delivery Mode Location of DeliveryFull-Time, Part-Time ShanghaiFull-Time, Part-Time Beijing

Full-Time, Part-Time Singapore


The purpose of this module is to further consolidate, reinforce and develop students’ knowledge, skills and understanding to confirm their chosen specialist areas of multimedia, which may include;

Web Design, Educational Media, Animation, Video Production, 3-D Modelling, Digital Installation, and Ambient Media.

It provides another opportunity to investigate their chosen area of practice, intellectually and creatively as a practical discipline and as an area of


experimentation with visual form in relation to a communication problem.

It is also intended that a greater degree of independent thinking will be shown in this module, as well as a greater degree of focus through concentration on fewer projects.

12 Learning OutcomesOn successful completion of the module the student will be able to:

· Comprehend and analyse aspects of a range of examples of multimedia practice from a variety of formats and platforms

· Understand industry interface standards and evolving trends in design for screen-based presentation

· Apply a higher level of independence in resolving a design problem

· Finding solutions to creative problems utilizing appropriate multimedia techniques

· Identify and evaluate emerging design trends through visual research

· Synthesise research findings into multimedia outcomes within the context of contemporary design practice

Skills:

· Manage a series of multimedia design projects using a systematic process

· Resolve creative, technical and structural constraints in relation to multimedia design processes

· Demonstrate a high level of competence in preparing digital artwork utilising a variety of technical processes

· Expand upon creative and production skills applicable to a variety of electronic media

· Demonstrate innovation and sophistication using a range of appropriate digital media


This module provides learners with advanced knowledge and skills required to conceptualise, integrate and assemble multimedia elements into appropriate formal solutions across a range of new media platforms.

Students will be required to complete a project/s pertaining within an area of defined by the student.

The visual content, design and presentation of projects should demonstrate an more innovative approach and greater evidence of a progression of thought, conceptual and aesthetic development, creative and production skill related to the topics covered by the syllabus, which may include some or all


of the following:

· Design Methodology for Multimedia Production· Conceptualisation and development· Developing and managing content for multimedia· Semantic mapping· Developing narrative or alternative structures for communication.· Structuring content for time based media· Exploring the concept of Metaphor· Digital image manipulation· Handling text and type for screen environments· Motion Graphics· 3-D Modelling· Coding· Trends and techniques for visual communication across a range of

Multimedia platforms



· Lectures and Seminars· Tutorials· Critiques· Class Demonstrations· Individual Projects· Independent Research and Production

15 Assessment StrategyA project/s will be given equal weighting based on a demonstration of the following

· Documentation of brainstorming and ideas generation· Design Processes involved in solving visual communication problems· Research files· Stages of Visual Development through Sketchbook/Screenshots· Final design outcome which reflects a high standard of finish and

functionality


16 Learning Unit Contact Duration:Duration – Total of 192 hours over 12weeks (1 semester)



FT & PT


Barfield, L. (2004) Design for New Media: Interaction Design for Multimedia and the Web. Addison Wesley; 1st edition (March 15, 2004).

Cotton. B & Oliver. R (1993) Understanding hypermedia. Phaidon.

Collier. D & Cotton. B. (1990) Designing for desktop publishing. London.

Holzman. S (1997) Digital Mosiacs, the aesthetics of cyberspace. Simon & Schuster.McKelvey. R (1998) Hypergraphics. Rotovision SA.

Convergence. The Journal of Research in New media Technology. University of Luton

Goodman. C (1987) Digital Visions: Computers & Art.

Gries D., Gries, P. (2004) Multimedia Introduction To Programming Using Java. Springer-Verlag Telos; Bk&CD-Rom edition (September 1, 2004).

Honeywell. P (1999) Visual Language for the world wide web. Intellect Books

Mealing. S. (1998) The Art & science of computer animation. London. Pluto Press.

Millon. M (1999) Creative content for the Web. Intellect Books.

Peng. C (2000) Design through digital interaction. Intellect.

Rush. J. (1999) New media in the Late 20th century. Thames & Hudson.London.

Seymour. L (1997) Design Essentials. Adobe Press.

Velthoven. W et al. (1997) Website Graphics. Thames & Hudson.

Weinmann. L (1998) Deconstructing Web Graphics. New Riders Publishing.

Heinemann Hall, D & Fifer, S, J (1990). Illuminating Video. Aperture

Wombell, P (1991) Photovideo: Photography in the Age of the Computer. Rivers Oram Press

Townsend, C (1997) Vile Bodies: Photography & the Crisis of Looking. Channel 4 Publishing

Mack, M. (1999) Reconstructing Space: Architecture in Recent German Photography. Architectural ASSOC




Weber, B. (1996). Branded Youth and Other Stories. Bulloch

Sherman, C (1990) Untitled Flm Stills. Jonathan Cape Viola, B. Writings 1973-94. Thames & Hudson

Waldman, D. (1992). Collage, Assemblage and the Found Object. Phaidon.


MODULE TITLE: DESIGN FOR SOCIETY CODE: MM202-880-05

MODULE DESCRIPTOR


including blanks)

Design for Society (Multimedia)



05


5 Module Level 6


1 + 2 7

8 School Multimedia

9 Module Tutor Martin Kettlewell







To allow the student to explore the roles played by digital media within the context of social, political and ethical issues.

To broaden students involvement in a critical discourse.

Aspects of culture, economics and social interaction in society will form the basis of the student’s area of focus in developing design solutions for new media.


· Understand the effectiveness of the use of interactive, lens and time-based media in the context of society

· Understand contemporary and contextual issues influencing new media in society

· Consider the ethical issues in professional practice

· Research, analyse, identify and apply contemporary techniques using appropriate media

· Conceptualise, prepare and produce sensitive, creative digital design solutions that may consider cultural, economic and social contexts


A largely theoretical programme which informs a creative response to an issues based topic within a context of new media.

Relevant topics might include:· Art in the Age of Mechanical Reproduction· Hypertext and inter-textuality· Educational media technology· Post-human condition· Virtual identities and alternative realities· Simulations· Authorship and responsibility



This module disseminates a strong theoretical underpinning to inform and inspire experimentation with digital and interactive forms of communication. The following range of teaching methods will be utilised to achieve learner outcomes:

· Lectures and Seminars· Tutorials· Critiques· Class Demonstrations· Field trips

15 Assessment Strategy

Assessment requires a design rationale for final design solution (no more than 500 words) for each semester supported with design concepts related to topics as suggested in outline syllabus.

Evidence of a visual research documentation file relevant to the issue identified by the student.

Documentation of Research (40%)

· Evidence of research undertaken· Structuring of file contents· Analysis, interpretation and selection of information· Indication that the material has been read and has a function for

inclusion

Design rationale (20%)



· Purpose of research undertaken is justified with a clear argument· Design concepts used in final design solution are clearly explained

Final Design Solution (40%)

· Evidence of problem solving skills and ideas generation.· Implementation of design processes involved in solving visual

communication problems.· Evidence of stages of visual development through

sketchbook/screenshots. · Final design outcome, which reflects a high standard of finish and

functionality





FT & PT


Barthes. R (1973) Mythologies. Paladin.

Baudrillard. J (1984) Simulations. Semiotext(e).London

Baldwin. T, McVoy. D, & Steinfield. C (1996) Convergence: Integrating Media, Information & Communication. Sage.

Benjamin. W (1936) The Work of Art in the Age of Mechanical Reproduction.

Arendt. H (1973) Walter Benjamin.Illuminations.

Boyer. M. C (1996) Cybercities. Princeton Architectural Press.

Broadhurst Dixon. J & Cassidy. J.(1998) Virtual Futures: Cybertronics, Technology & Post Human Pragmatism. Routledge.

Cavallaro. D.(2000) Cyberpunk & Cyberculture. Athlone. London.

Doherty-Farina. S (1996) The Wired Neighbourhood. Yale University Press. London

(ed) Druckley. T (1996) Electronic Culture: Technology and Visual Representation. Aperture

Golding. S (1997) The Eight Technologies of Otherness. Routledge. London New York

Godfrey. T (1998) Conceptual Art. Phaidon. London

Goldman. R. & Papson .S (1998) NIKE CULTURE. Sage. London

Graham. G.(1999) The Internet: A Philosophical Inquiry. Routledge. London New York

Harcourt. W.(1999) Women @-Internet: Creating New Cultures in Cyberspace. Zed Books.

Joyce. M (1995) Of Two Minds: Hypertext, Pedagogy and Poetics. Ann Arbour: University of Michigan.

Jordan. T (1999) Cyberpower: The Culture & Politics of Cyberspace and the Internet. Routledge. London New York

Knight. J (1996) Diverse Practices: A Critical Reader on British Video Art. University of Luton Press.

Landow, G.P (1992) Hypertext: The Convergence of Contemporary Critical Theory and Technology. John Hopkins University


Laurillard, D.(1993) Rethinking University Education: A Framework for the Effective use of Educational Technology. London

Lee, W.W., Owens, D.L. (2004) Multimedia-based Instructional Design: Computer-Based Training; Web-Based Training; Distance Broadcast Training; Performance-Based Solutions, 2nd Edition. Pfeiffer.

lloyd-Moigan. C & Zampi. G (1995) VIRTUAL ARCHITECTURE. Batsford. London.

Lunenfeld. P (1999) The Digital Dialectic: New Essays on New Media MIT Press.

Lynch. P. J. & Horton. S. (1999) Web Style Guide. Yale University Press.

McKinght.C Dillon. A & Richardson. J (1990) Hypertext in Context. Cambridge University Press.

McKinght.C Dillon. A & Richardson. J (1993) Hypertext: A Psychological Perspective. Ellis Horwood.

Packer, R, Jordan, K. (eds) (2002) Multimedia: From Wagner to Virtual Reality, Expanded Edition. W. W. Norton & Company; Expanded edition (December 16, 2002).

Perry. N.(1998) Hyperreality and Global Culture. Routledge. London New York

Pepprell. R.(1997) The Post-Human Condition. Intellect. London

Plant. S (1997) Zeros & Ones: Digital Women & the New Technoculture. 4th Estate. London

Robins. K & Webster. F (1999) Technoculture: From the Information Society to Virtual Life. Routledge. London. New York

Rush. J. (1999) new media in the Late 20th century. Thames & Hudson.

Rheingold H. (1991) virtual reality. Secker & Warburg.

Simkins, M. et al (2002) Increasing Student Learning through Multimedia Learning. Association for

Supervision & Curriculum Development.

Spencer. K. (1990) The Psychology of Educational Technology and Instructional Media.(2nd ed) Liverpool.United Workers press.

Virtual Reality Society Journal.

JOURNALSVisible LanguageMediamaticConvergence: The Journal of research into New media Technology.



MODULE TITLE: MULTIMEDIA PRODUCTION CODE: MM202-850-05

MODULE DESCRIPTOR


including blanks)

Multimedia Production



05


5 Module Level 6


3 7

8 School Multimedia

9 Module Tutor Joel Louie






The aim of this module is to manage all aspects of multimedia production from concept to completion.

To have full consideration for project management.

This module is intended to directly inform the strategy for the final project.



· conceptualise, plan and manage a project through to implementation and completion

· evaluate & manage a range of issues in a professional practice

· think strategically, communicate clearly and argue persuasively

· evaluate creative decisions in relation to a project’s management limitations

· consider the social, environmental, and ethical roles and responsibilities of professional practitioners regarding contemporary issues and practices on both a local and global scale

· manage the business aspects of communications and design

· assimilate, analyse and interpret project information applicable to the implementation of a project


Topics covered: costing and budgeting for a multimedia production; planning for pre- and post-production of the project; output formats, memory management/ codecs formats; output for alternative platforms; budgeting for post-production studio equipment; content management.


Engagement with lectures, field visits and independent practical research into areas such as service providers, post-production houses, new media agencies, IT services, software developers.

· Lectures and Seminars· Tutorials· Field trips· Independent Research


15 Assessment StrategyFor this module the student will be assessed on research, production, work ethics and the final design solution. The project will focus on managing and estimating costs involved in a design practice and the understanding of issues related to the integration of creative processes within the management of a design project.

Documentation of Research (40%)


inclusion· Develop an appropriate style of presentation according to the nature

of the design problem

Production (weighting 25%)

· Demonstrate an understanding of creative and production processes· Imaginatively apply appropriate skills, processes and materials in the

presentation of design solutions.· Prepare a professional presentation and evaluation of their project

and an analysis of the learning outcomes.



communication problems.· Evidence of stages of visual development through

sketchbook/screenshots. · Final design outcome, which reflects a high standard of finish and

functionality

Work Ethics (5%)

· Effective management of their learning by demonstrating good time management, organization and planning skills, critical judgement and strategic thinking.

· Evidence of ability to manage resources in terms of time, materials and people.

· Demonstrate good problem solving skills· Evidence of professionalism, communication skills and work ethics

within the context of the project.

16 Learning Unit Contact Duration:Duration – Total of 96 hours over 6 weeks semesters 3 and 6 weeks semester 4




FT & PT


Carpenter, P (2000) eBrands: Building an Internet Business at Breakneck Speed, Harvard Business School Pr.

Cooper Brown, L (1999) The Graphic Designer’s Guide to Creative Marketing, John Wiley & Sons.

Counts, E.L. (2003) Multimedia Design and Production for Students and Teachers. Allyn & Bacon; 1st edition (April 25, 2003).

Crawford, T & Doman Bruck, E (1999) Business & Legal Forms for Graphic Designers, Allworth Press.

Crawford, T (1999) Legal Guide for the Visual Artist, Allworth Press.

England, E., Finney, A. (2001) People and Processes (Managing Multimedia: Project Management for Web and Convergent Media, Third Edition, Book 1) Addison Wesley; 3rd edition (December 18, 2001).

Foote, C S and Bellerose (1999) The Business Side of Creativity: The Complete Guide for Running a Graphic Design or Communications Business W.W. Norton & Company.

Minale, M. (1996). How to Run (& run!) a Professional Design Prcatice, Internos Books

Denise Ohio, (2002) Five Essential Steps in Digital Video: A DV movoemakers tricks of the trade. ISBN: 0-7897-2615-7

Place, J (1999) Great Production by Design, North Light Books.

John Rice, (2001), Creating Digital Content: Video Production for Web, Broadcast & Cinema. ISBN: 00771377441





MODULE TITLE: FINAL PROJECT CODE: MM202-890-05

MODULE DESCRIPTOR


including blanks)

Final Project



05


5 Module Level 6


4 7

8 School Multimedia

9 Module Tutor Annie Morrad/Itamar Medeiros/Martin Kettlewell






The purpose of this module is to enable the students to fully develop and design a project in preparation for their chosen specialism via a design proposal.

The module provides students to develop a brief in partnership with the module director, aiming at a future employment (or further studies) in their chosen direction. Acquired techniques and skill sets have to be applied professionally to a project relevant to current professional standards.


Synthesize creative, cognitive, intellectual and practical skills, which should include:

· Demonstrate effective use of time and resource management· Demonstrate high level of presentation skills· Creative visual development· Synthesise previously acquired research· Design evaluation which calibrates with stated aims and objectives· Produce a professional level of outcome for presentation


· Undertake, develop and implement a design project from conceptual stage to final production that displays the student’s capacity to design work within budget and scheduling constraints

· Exhibit a high level of capability and demonstrate a comprehensive understanding of their specific area of focus and its professional practice, with particular references to cultural, social, and aesthetic aspects

· Argue clearly in defence of their chosen direction and thoroughly justify their design decisions through researched evidence

· Exhibit a high standard of creativity and professional competence

· Demonstrate the extent of their creative and analytical skills developed over their degree programme, choosing as their vehicle a project relating to their own perceived strengths. As it is largely a period of independent study, the project also encourages the development of personal time management

· Peer group appraisals


As defined by the agreed design proposal.



· Consultancy· Independent study· Peer group appraisals

The assessment will encompass the monitoring of the project’s progress, the method of approach, the adherence of deadlines, and final execution.


15 Assessment StrategyThe final outcome of the project will be evaluated upon a design rationale (500 words) and the presentation of a final project.

Design rationale (15%)



· Purpose of research undertaken is justified with a clear argument· Design concepts used in final design solution are clearly explained

Documentation of Visual Research and Design Development (40%)


inclusion



communication problems· Evidence of stages of visual development through

sketchbook/screenshots· Final design outcome, which reflects a high standard of finish and

functionality




FT & PT


Booklists will be generated by the student in relation to their own negotiated project brief.


The Learning Contract

The following form is used to define learning outcomes, their feasibility and set measurable criteria.

Learning ContractBA HONS. DESIGN for MULTIMEDIA

Final Project202-855-01

Student: Specialist Area: Date Commenced:

Project Proposal Learning Objectives

Learning Strategies / Resources

Proposed Timeline

Output Products to Assess

Lecturer: Specialism: Date of Completion:

Approved: Yes / No Date: Lecturer Signature:

Student Signature:


Assessment

Decisions shall be subject to Northumbria University regulations

Award Classification Regulations (for full Regulations, please refer to Assessment Regulations for Northumbria Awards)

HONOURS DEGREE

Credit required 120 at level 6 for Top-up Degree

Award The final year dissertation/project must be passed (see below).

Compensation rules apply (section 7.2 and see below).

Classification Classification is determined as below:

First Averaged mark of 70% or above

Upper Second Averaged mark of at least 60% but less than 70%

Lower Second Averaged mark of at least 50% but less than 60%

Third Averaged mark of at least 40% but less than 50%

A pass degree will be awarded if the requirements for an Honours degree are met, but 60 level 6 credits have been attained at the first attempt (except for a completion award where a level average of 40% is also required; see section U of the ARNA Regulations). A Student who fails more than 60 level 6 credits will fail the award.

Calculation of classification

The Honours degree classification will be computed on the basis of the qualifying modules in level 6 only.

Borderline classification

The marks profile of a student is regarded as borderline where the average mark is not more than 2% below a boundary between classes of degree with the exception of the boundary between Upper Second and First Class where the margin is 3%. The higher class of degree is awarded if the majority of credits at the highest level lie on or above the appropriate boundary and the lower class of degree if they do not. Modules validated as pass/fail are excluded from consideration of borderline marks.

Application of the borderline classification rules apply to all Honours degree classifications, however calculated, except at the fail/third class boundary (where the 60% level average requirement cannot be met).

Borderline classification is determined before compensation for failure is applied.


HONOURS DEGREE

Compensation for failure

Where an overall average of 40% has been achieved in the final level at the first attempt and the dissertation/project has been passed, failed final level modules are compensated for by lowering the classification as follows:

Failure of Modules Outcome

20 credits No change in the classification

20 - 30 credits Classification reduced by one class

30 - 40 credits Classification reduced by two classes

40 - 60 credits Pass degree awarded

60 credits No compensation available, fail

Reduction by one or two classes will lower third class to a Pass degree.

Compensation for failure by lowering the degree classification in this way is not dependent on achieving a mark of 30% or more in the failed modules.

The dissertation/project must be passed for the award of Honours degree; otherwise a Pass degree will be awarded, provided at least 60 credits have been attained. If no more than 40 credits are failed, there is one resit opportunity to retrieve the classification determined by marks achieved before referral. A failed dissertation/project comprising no more than 20 credits will be referred and must be passed. Where more than 20 and up to and including 40 credits are failed, the ‘Option to Retrieve’ rules apply (see below).

Where an overall average of 40% has not been achieved in the final level at the first attempt, a Pass degree will be awarded if 60 Level 6 credits have been attained (except for a completion award where a level average of 40% is also required; section 12.22).

Option to retrieve A student who achieves a level average of 40% and fails more than 20, and up to and including 40 credits, will be given one opportunity to retrieve the original classification of award by resitting the failed modules. The form of reassessment will be determined by the PAB.

A student successful in some or all of these modules will have his or her award re-determined with reference to the marks achieved before referral, and any remaining failed modules, using the compensation rules above. Note that:

· classification is determined by the original level average and cannot be improved upon by successful retrieval

· a Pass degree will be awarded if the dissertation/project is not passed at resit.

Completion Award

Where current learning is 120 credits, compensation and option to retrieve is available as described in 12.13 in the ARNA Regulations. A student who fails to obtain a level average of 60% at the first attempt, but who attains 60 level 6 credits, receives the Advanced Diploma if specified learning outcomes are satisfied. The Pass degree is not available.


Assessment Scheme: In the Design for Multimedia programme the assessment is focus upon the following areas of engagement:

Creativity: the ability to initiate inquiry with originality, innovation and perceptiveness supported by informed critical analysis and judgement; to show a grasp of concepts and their inter-relationship; to bring together and interpret and develop all aspects of informed personal experience gained through investigation and discovery, with a marketing and forecasting understanding.

Research Understanding: to explore, experiment, select and apply the appropriate skills, processes and tools necessary to achieve a proposed project or market outcome; a concern to investigate and interpret market information as a part of the creative forecasting process.

Contextual Awareness: to be aware of the historical and contemporary context of graphic and visual communication; to undertake investigation as evidenced research; to analyse, interpret and select information. Hold a concern for current issues; an understanding of contemporary professional, economic, political, and social contexts within their power to impact society’s consumer patterns; an awareness of an international dimension of visual and graphic communications as a culturally specific activity.

Effective Learning: the ability to learn from experience and consider strategies to further personal development; effective time management, organisation and planning skills; strategic thinking, depth of reflection and critical evaluation; involvement in and contribution to seminars and tutorials; communication skills and the ability to present ideas verbally and in written form with clarity; to present work professionally; the ability to associate with colleagues and, where appropriate, work in a team; to contribute to additional activities – project planning, peer group critiques and industry specific projects.

Grade Band Criteria

The following defines the student achievement within each grade band:

First Class Division (70 – 100)

90+ The work should displayEvidence of an extensive range of reference, independently handled with critical discrimination.Ability to handle relationships between ideas with a significant degree of variables/flexibility.A capacity to challenge orthodox approaches with validity and coherence.Outstanding practical competence for the stage of assessment.Outstanding grasp of design issues raised by the work requirements of the module/module component.A clear indication of vocational relevance.An outstanding level of presentation, displaying coherence and clear response to task.

80+ The work should display

Evidence of a wide range of reference, independently handled with critical discrimination.Ability to handle relationships between ideas with a high degree of variables/flexibility.A capacity to challenge orthodox approaches with validity and coherence.Excellent practical competence for the stage of assessment.Excellent grasp of design issues raised by the work requirements of the module/module component.A clear indication of vocational relevance.An excellent level of presentation, displaying coherence and clear response to task.

70+ The work should display

Evidence of a considerable range of reference, independly handled with critical discrimination.Evidence of ability to handle relationships between ideas with a high degree of variables/flexibility.Evidence of a capacity to challenge orthodox approaches with validity and coherence.Evidence of excellent practical competence for the stage of assessment.


Evidence of an excellent grasp of design issues raised by the work requirements of the module/module component.Evidence of vocational relevance.Evidence of an excellent level of presentation, displaying coherence and clear response to task.

Second Class (Upper) Division (60 – 69)

60-69 The work should display

Evidence of awareness of relationships between ideas and consistent insight into task.Evidence of a well organised approach to and presentation of response to task.Evidence of independent and critical exploration displaying cogent argument.Very good practical competence for the stage of assessment.Very good grasp of design issues raised by the work requirements of the module/module component.Evidence of vocational relevance.Evidence of an above average level of practical competence.

Second Class (Lower) Division (50 – 59)


Evidence of adequate argument, though with relatively narrow perspectives or the display of some inconsistency within the establishment of relationships.Evidence of an organised approach to the presentation of task.Evidence of competence and appropriate handling of task overall.Good practical competence for the stage of assessment.Good grasp of design issues raised by the work requirements of the module/module component.Evidence of insight but may display some gaps, weaknesses or lack of consistent insight into task.Evidence of an average level of practical competence.

Third Class Division (40 – 49)


Evidence of weakness in argument and limited independent or critical exploration.Evidence of limited awareness of ideas and an uncertain perception of relationships between ideas and insight into task.Evidence of weakness in organisation of task.Fair/satisfactory practical competence for the stage of assessment.Satisfactory grasp of design issues raised by the work requirements of the module/module components, but may display evidence of an erratic response.Evidence of a narrow or simplistic interpretation of task, with indications of confused handling.Evidence of limited, below average competence with some deficiencies requiring attention.

Compensatible Fail (35 – 39)


Evidence of inadequate evidence of independent or critical exploration.Evidence of inadequate insight into task: confused or inappropriate in their approach.Evidence of inadequate/poor quality of presentation, displaying illogical or erratic argument.Evidence of inadequate/erratic grasp of practical competence for the stage of assessment.Evidence of inadequate grasp of design issues raised by the work requirements of the module/module component.Evidence of an inadequate indication of vocational relevance though not excessively so.Evidence of deficiencies that raise concern over ability to undertake a range of practical competencies.


Evidence of inadequate quantity of work to meet the module/module component requirements, though not to excess.

Non-compensatible Fail (1 – 34)


Deficient evidence of independent or critical exploration.Deficient indication of vocational relevance: confused, in places incoherent or unintelligible.Deficient evidence of insight, weak presentation, displaying illogical or weak argument.Evidence of deficient grasp of practical competencies for the stage of assessment.Deficient grasp of design issues raised by the work requirements of the module/module components.Deficient indication of vocational relevance.Major deficiencies in practical competence/outcomes across most key areas.Inadequate quantity of work to meet the module/module component requirements.


Very major deficiencies in argument, very little evidence of independent or critical exploration.Minimal evidence of insight into task: weak presentation.Very weak presentation displaying illogical or weak argument.Very deficient evidence of grasp of practical competencies for the stage of assessment.Very deficient evidence of grasp of design issues raised by the work requirements of the module/module component.Very deficient evidence of indication of vocational relevance, seriously confused, incoherent or unintelligible.Very deficient or minimal evidence of insight.Very major deficiencies in practical competence across most key areas.

Referral Assessment

Module failure at the award stage of the Honours programme will normally be dealt with by applying the compensation / option to retrieve rules (Sections 7.2 and 12.13 of ARNA regulations) and by referral if the project / dissertation or any other non-compensatable modules have been failed.

The referral opportunity will normally take place after the end of level Progression and Awards Board. Any student not able to take this opportunity will be permitted to resit at the next scheduled sitting of the module assessment. With the authority of the Chair of the Progression and Awards Board, arrangements may be made for resits to take place before the result has been confirmed on the understanding that it may have not been necessary.

Failure of modules at the award stage of the Honours degree is compensated according to non-discretionary rules, which may lower degree classification and may give the possibility of the option to retrieve the original classification, in circumstances described in Section 12.13 of ARNA regulations. The Honours degree dissertation / project cannot be compensated, except in exceptional circumstances.

Module Examination Board

The Module Examination Board (MEB), which is convened at the end of each semester, is chaired by the Raffles LaSalle Design Institute Link Co-ordinator. The MEB shall consist of the Programme Director and staff with substantial teaching responsibility on the programme. The MEB determines and agrees the grades for each module and considers issues relating to the progression of students throughout their programme of studies. All confirmed marks will be forwarded to the School of Design Progression and Awards Board at Northumbria University.


Progression and Awards Board

Students who have successfully completed the programme will be considered at the Progression and Awards Board, at Northumbria University, Chaired by the Dean of the School of Design or his nominee, to consider and agree the classification of the final awards. All recommended awards will be forwarded to the School of Design Awards Board to be noted. For the Award and classification regulations please refer to Appendix C

Guide and Regulations to Academic Misconduct and Appeals

Academic Misconduct and Appeals

The assessment of students on the programme shall be the responsibility of the Progression and Awards Board and shall be subject to ARNA assessment regulations. Regulations relating to academic dishonesty and appeals against assessment board decisions shall be those of Northumbria University. The appeal procedure is detailed in the ARNA - http://www.unn.ac.uk/central/registrar/external/newregulations.doc.

An appeal against an assessment board decision should be supported by one of the following forms of documentation:

· A statement indicating material administrative error in the conduct of the assessment.· A statement outlining how the assessment was not in accordance with the documented

subject/programme criteria· A statement of how some other administrative/lecturer assessment irregularity occurred.· A relevant medical certificate.

On issues not addressed by the school assessment regulations, the Progression and Awards Board shall be guided by the relevant University regulations.

Plagiarism

Plagiarism is the presentation by a student as his or her own work of a body of material (written, visual or oral) that is wholly or partly the work of another. Taking unfair advantage over other students in this way is considered a serious offence. Action will be taken against any student who plagiarises whether through negligence, foolishness or deliberate intent. Make sure written material is acknowledged through the use of quotation marks, references and bibliographies.

Deferment Applications for a deferment of assessment or interruption of study (postponing your programme of study) must be supported by:

· A medical certificate from a registered medical practitioner or · A statement showing justifiable reasons for any deferment or interruption of study.

Each case is considered on a case by case basis and is granted at the sole discretion of the School.


http://www.unn.ac.uk/central/registrar/external/newregulations.doc

Feedback to students All forms of assessment are part of the learning process. Students will be provided with written assessment feedback on the summative assessment of their work.

Feedback on coursework

Students on the BA Hons Design for Multimedia Programme receive frequent feedback from staff on their progress. Feedback may take many forms, including in-course formative assessment, verbal feedback to individual students or to student groups, individual written comments on coursework or feedback sheets, and written reports on a cohort’s work. In addition to the timetabled tutorials and written feedback, students are able to request additional tutorials from staff.

Feedback on assessment

All assessed work is double-marked by the module tutor and another member of the staff team. Feedback is normally in the form of a standard assessment pro forma report, which is made available to students. All students on the programme will be offered post-assessment tutorials to benefit from the formal assessment process. The timing of these will be confirmed by the module Director.

Final project

All final projects are double marked. The first marker being the module tutor, the second being another member of the staff team. Feedback will be the same as for other work.

Avoiding Academic Dishonesty

Unless there are specific instructions or guidelines to the contrary (such as group projects) we expect that the work submitted by a student is the work solely of that student.

Double marking and moderation of work

All assessed work within the modules is double marked by the internal assessors. A sampling of all items submitted for assessment in semesters 1 and 2 are reviewed by the external examiner. All work undertaken within the final project and written report modules is internally double marked and reviewed by the external examiner.

Absence from Evaluations

Non-excused absence

Non-excused absence during an evaluation will result in a failure for that evaluation. Please refer to the section relating to Personal Extenuating Circumstances in the Student Handbook.

Excused absences

A student may only be excused from an evaluation when the student provides official written proof of a serious reason for the absence.

Quality assurance of your programme

All Programmes at Northumbria University are subject to rigorous programme approval, monitoring and review procedures, a key feature of which is the involvement of external subject experts to ensure the standards and quality of Northumbria University qualifications.

Students play an important role in enhancing programmes. Students are able to give feedback on a regular basis via module and programme feedback forms and Board of Studies meetings. Students will be notified of any changes made to a module as a result of Student Feedback.


Northumbria University and its programmes are subject to periodic audit and review by external quality agencies such as the Quality Assurance Agency for Higher Education (QAA). These audits and reviews place confidence in the quality and standards of provision as operated at Northumbria University. QAA reviews and audits reports can be viewed on the QAA website at: http://www.qaa.ac.uk.


Feedback from students

Student Representatives

Students have an opportunity to volunteer and to elect their own representatives. Two student representatives from each degree programme will be elected in the first semester.

Student representatives are invited to attend the Board of Studies for BA (Honours) Design for Multimedia and are responsible to canvass and notify the Board of academic issues that have been brought to their attention by their fellow students. Their role is to channel and voice the opinion of the student group concerning issues that may affect their learning experience.

Board of Studies

The purpose of the Board of Studies is to provide a forum for discussion between students and staff involved in all aspects of the programme. Each programme holds a board of studies meeting once per semester. The membership includes:

· Academic Director

· Student representatives

· Programme Director (Chair)

· Academic staff assigned to the delivery of the programme modules.

Minutes reporting discussions, decisions and actions taken at each board meeting are circulated to members.

Module Evaluation and Programme Evaluation Questionnaires

Module and programme feedback forms are distributed to students throughout the academic year. The aim of this feedback process is to elicit views on the quality of the modules taken.

Responses to matters arising will be discussed at Board of Studies meetings.


Career opportunities

BA Honours Design for Multimedia graduates have high employment prospects in the design industry both locally and overseas. Successful attainment of the learning outcomes in the programme modules will enable students to take up employment in various fields of the design industry. These include:

· Design and Multimedia companies, local and international.· Advertising agencies both local and international.· Free-lance opportunities.· T.V. and Film companies.· Magazine and Newspaper companies, local and international.

The programme Director, lecturers and student administration personnel will inform students of career opportunities through their industry contacts. Information will be posted on the information bulletin board for reference by students.


Student Support

The School has an active Student Services Department that will handle most of the administrative matters relating to the students’ studies over the entire period of the programme.

A Student Handbook is issued at the beginning of the programme. Updated versions will be provided when appropriate. Students are advised to refer to their Student Handbook for matters relating to student support.

Information for students with disabilities

Students who have physical disabilities and/or learning disabilities will be referred to appropriate service providers as and when necessary.

Dyslexia support /numeracy support

In the event of a student showing need of dyslexia and/or numeracy support referrals can be made to appropriate service providers where necessary.

English Language and Learning Support (ELLS)

English language and learning support is provided through the English Language Department.

Information and Learning Resource Services (ILRS) information:

LaSalle-DHU International Design College, ShanghaiLibraryRaffles House, Xin Hua LuOpen Monday to Friday: 9.00-12.00/1300-20.00hrsResources: Videos and BooksContact: Ms Jenny & Ms Merry Tel: 62373132 x 114

LaSalle-DHU International Design College, ShanghaiResource Centre New Building, 17th floor:Open Monday to Friday: 9.00-12.00/13.00-18.00hrsResources: Books, Journals, Internet Access / Scanner, Fashion TV

Dong Hua University LibraryDong Hua University CampusLibrary card- One photo + LDHU student card + RMB100 deposit + RMB55/year Art / Fashion Room- Pay another RMB60/yearOpen Monday to Friday : 08:00– 11:30/13:30 – 17:00hrs

Shanghai LibraryHuai Hai Zhong LuLibrary card- One photo + ID Card/(ID Card + Resident’s Card for students from other province) + RMB100 deposit + RMB15/yearReading Card at Fine Art Section- Library card + LDHU Student card + RMB25/year Reference Book Borrowing Card- RMB1,000 deposit + RMB50/year Main Library Open 08:30– 20:00hrsFine Art Section Open 09:00 – 11:30/13:00pm – 17:00hrs


Health and Safety

All our facilities and sites have been certified by Local Authorities to meet the required safety and emergency measures. Some workshops may be subject to specific Health and Safety Guidelines which will be published to students.

College Property

Vandalism (e.g. damaging furniture and lockers, defacing walls and notices) is a serious offence. Students must not tamper with equipment or fittings in any part of the College premises without proper supervision. Any student found guilty of vandalism will be expelled and be held accountable for damages caused. The vandal will be responsible for the damages and must bear the cost of the repair and/or replacement of damaged properties.

No visitors are allowed in the classrooms.

Smoking / Gambling / Drugs

Any form of smoking, gambling and use of illegal drugs or consumption of alcohol within the College’s premises is strictly forbidden.

Environment

It is the duty of everyone in the College to help maintain its cleanliness in its premises. We are proud of our clean premises and we count on your help and cooperation in maintaining a clean and conducive environment by treating rooms, furniture and materials in the College with care.

Consumption of Food and Drinks

Foods and drinks are to be consumed in the student lounge only. No students are allowed to bring food or drinks to into any other part of the College premises, especially the classrooms, the computer laboratories and auditoriums.

Mobile Phones and Pagers

Mobile phones and pagers are not allowed to be used in classes and should be switched to “silent” mode or turned off during classes. Lecturers have the right to confiscate students’ mobile phones and pagers if they are used in class.


Appendix A Module Evaluation Questionnaire


Raffles LaSalle Design Institute BA (Honours) Design for Multimedia Page

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unn handbook - mm 2007

Documents

fulltime programme

parttime programme

programme specifications

uk tel

design research

donghua university campus

programme staff list

ba honours design