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BA (Honours) Design for Multimedia

(Full-Time – Shanghai)

Programme Handbook
2006/2007

Validated by Northumbria University, UK

Subject/Programme Leader: Itamar Medeiros


Student Name:
Contact Details

Collette Paterson Professor James More


Academic Co-ordinator Dean of School of Design
Raffles Design Institute - Shanghai. Northumbria University
DongHua University Campus, Mail Box 317 Squires Building
1882 West Yan An Road, Northumbria University
Shanghai PRChina, 200051 Sandyford Road
Tel: (8621) 6270 1196/1197 | Fax: (8621) 6270 1195 Newcastle upon Tyne, UK
http://www.raffles-design.com.cn/ Tel: +44 (0) 191 227 3135
Fax: +44 (0) 191 227 4655
Email: james.more@unn.ac.uk

Programme Leader Elizabeth Maclarty


Itamar Medeiros UNN Link Tutor
E-mail: itamarmedeiros@raffles-design-insitute.com.cn Northumbria University
Squires Building
Northumbria University
Sandyford Road
Newcastle upon Tyne, UK
Tel: +44 (0) 191 227 3137
Fax: +44 (0) 191 227 4655
Email: elizabeth.maclarty@northumbria.ac.uk
CONTENTS

Page
Subject Number

Academic Calendar 2006 / 2007............................................................................................. ........1


Introduction/Welcome............................................................................................. ........................2
Programme Staff List............................................................................................... .......................3
Programme Specifications............................................................................................ ..................5
Diagrammatic Chart of the Full-Time Programme........................................................... ..............11
Diagrammatic Chart of the Part-Time Programme........................................................... .............12
Module Information.................................................................................................. .....................13
Design Research............................................................................................................ ..13
Investigation & Practice I............................................................................................. .....17
Investigation & Practice II............................................................................................ .....21
Design for Society.............................................................................................. ..............26
Multi-media Production......................................................................... ...........................31
Final Project................................................................................................... ..................34
Assessment......................................................................................................... .........................38
Grade Band Criteria..................................................................................... ....................39
Referral Assessment......................................................................................... ...............41
Module Exam Board..................................................................................................... ....41
Progression and Awards Board............................................................................... .........41
Guide & Regulations to Academic Misconduct & Appeals............................................................ .42
Academic Misconduct & Appeals.................................................................. ...................42
Plagiarism.................................................................................................. ......................42
Deferment.................................................................................................. ......................42
Feedback to Students.................................................................................................. .................43
Feedback on Coursework.......................................................................... ......................43
Feedback on Assessment................................................................................ ................43
Final Project................................................................................................... ..................43
Avoiding Academic Dishonesty.................................................................... ....................43
Double marking and moderation of work..................................................................... .....43
Absence from evaluations..................................................................................... ...........43
Quality Assurance of the programme................................................................ ...............43
Feedback from Students................................................................................................... ............45
Student Representatives....................................................................................... ...........45
Board of Studies............................................................................................................. ..45
Module Evaluation Forms and Programme Evaluation Questionnaire.............................45
Career Opportunities................................................................................................................ .....46
Student Support............................................................................................................. ...............47
Information for Students with Disabilities.............................................. ...........................47
Dyslexia support/numeracy support................................................................... ..............47
English Language and Learning Support......................................................... ................47
Information and Learning Resources Services................................................................ .47
Health & Safety............................................................................................. ...................48
Appendix A ~ Module and Programme Evaluation Questionnaire........................................... ......49
Appendix B ~ Award Classification Regulations.................................................................... ........50
Academic Calendar 2006-2007

SEMESTER 1 - January Week SEMESTER 3 - July Week


Semester Begins – Registration/Induction 1 Semester Begins – Registration/Induction 1
Design for Society Design Research
Investigation and Practice I – Multimedia Investigation and Practice II
Design Research Multimedia Production
Issue of ID cards 2 2
3 3
Last week for deferrals 4 Last week for deferrals 4
5 5
Programme Evaluation 6 Programme Evaluation 6
Board of Studies Meeting 7 Board of Studies Meeting 7
8 8
9 9
10 10
11 11
Assessments/Module Examination 12 Assessments/Module Examination 12
Board Board
Inter Semester Break 13 Inter Semester Break 13

SEMESTER 2 - April Week


Semester Begins 1 SEMESTER 4 - October Week
Design for Society Semester Begins 1
Investigation and Practice I – Multimedia Design Research
Design Research Final Project
2 Multimedia Production
3 2
Last week for deferrals 4 3
5 Last week for deferrals 4
Programme Evaluation 6 5
Board of Studies Meeting 7 Course Evaluation 6
8 Board of Studies Meeting 7
9 8
10 9
11 10
Assessments/Module Examination 12 Final Portfolio Submission 11
Board Assessments/Module Examination 12
Deadline for Personal Extenuating Board
Circumstances (PECs) Deadline for Personal Extenuating
Progression and Awards Board (PAB) Circumstances (PECs)
Inter Semester Break 13 Progression and Awards Board
(PAB)(PAB)
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.

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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.

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Programme Staff List

Academic Staff

Itamar Medeiros
Acting Degree Programme Leader/Lecturer

Post-Graduate Diploma in INFORMATION DESIGN, Universidade Federal de Pernambuco, Brazil


Bachelor of Art in Industrial Design, Universidade Federal de Pernambuco
Working 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 Morrad
Lecturer

Diploma LFS Film Making and Animation, London Film School, UK


BA Honours, Fine Arts, Reading University
MFA 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 Kettlewell
Lecturer

MA Interactive Multimedia, Huddersfield University, UK


BA Graphic Design, Gwent College
Over 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.

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Administration

Mr Eugene Tan
Vice Dean

Collette Paterson
Academic 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 Lim
Senior Programme Director

Munyee Choo
Visual Communication Department Programme Director

Ms Lorna Lee
Administration and Human Resources Manager

Ms Jamie Lin
Student Services Manager

Admissions

Mr Steven Zhou
Marketing and Admissions

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Programme Specification

BA Honours Design for Multimedia


(top-up/ final year)

1. Programme or Pathway Title, and Award BA (Hons) Design for Multimedia


2. UCAS or Other Admissions Code N/a
3. Northumbria Programme Code To be entered by UNN
4. Mode of Delivery On Site Yes
5. Mode of Attendance Full Time Yes Part Time Yes
6. Location of Delivery Northumbria / Overseas 
Singapore, Shanghai,
Beijing
7. Collaborative Provision if applicable Franchised Validated 
Partner Institution Raffles LaSalle Design
Institute
8. Date(s) of Approval/ Review
9. 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.

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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.

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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 Understanding


The 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 Skills
Creative, 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 Skills
The 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

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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.

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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 credits Honours Degree
Investigation and Practice I –Multimedia 30 credits awarded for total
Design for Society 20 credits of 120 credits.

Investigation and Practice II- Multimedia 20 credits


Multimedia Production 10 credits
Final Project 20 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 Outcomes


This section shows how the individual modules together contribute to programme learning outcomes.

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Schedule of Learning Outcomes
MODULE A) Knowledge & B) Intellectual Skills C) Practical Skills D) Transferable Key Skills
ALL Core Understanding
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 8
Design x x x x x
Research
Investigation & x x x x x x x x x x x
Practice I
Investigation & x x x x x x x x x x x
Practice II
Design for x x x x x x
Society
Multimedia x x
Production
Final x x x x x x
Project

19. Admission Requirements


The 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.

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Programme Structure and Subject List

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

Credits
Module Title Module Number 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.

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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 for Society


Design Research Investigation and
Practice I
Semester 2 - Multimedia
MM202-880-05
MM202-870-05 MM202-860-05
20 credits
20 credits 20 credits

Semester 3
Investigation and
Practice II Multimedia
- Multimedia Production

MM202-861-05 MM202-850-05
20 credits 10 credits

Semester 4

Final Project

MM202-890-05
30 credits

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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
Design for
Investigation and
Design Research Society
Practice I
(MM)
MM202-880-05
MM202-860-05
MM202-870-05 20 credits
20 credits
20 credits
Semester 3

Semester 4 Investigation and


Practice II
(MM)
MultiMedia
Production MM202-861-05
20 credits
Final Project
Semester 5
MM202-850-05
MM202-890-05 10 credits
30 credits

Semester 6

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

MODULE DESCRIPTOR

See guidelines for completion


1 Title of new Module (Note that this should be not more than 55 characters
including blanks)

Design Research

2 Module Code MM202 3 Academic Year in which 05


-850- Module will be delivered for
05 the first time

4 Credit Points 20 5 Module Level 6


credits

6 Type: Year 1+ 2 7
Long/Semester
Based

8 School Multimedia

9 Module Tutor Annie Morrad

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10 This Module has the following Where the Module is intended for Distance Learning
Delivery modes at the Locations or Distance Delivery please indicate below:
shown:
Delivery Mode Location of Delivery
Full-Time & Part-Time Shanghai
Full-Time & Part-Time Beijing
Full-Time & Part-Time Singapore

11 Aims of Module
Specified 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 Outcomes
Specified 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 Syllabus
The 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

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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 Strategy
The 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 semester
Total 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, FT & PT


full time, distance learning)

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.
Raffles Design Institute BA (Honours) Design for Multimedia Page 18
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

Raffles Design Institute BA (Honours) Design for Multimedia Page 19


Raffles Design Institute BA (Honours) Design for Multimedia Page 20
MODULE TITLE: INVESTIGATION AND PRACTICE I CODE: MM 202-860-05

MODULE DESCRIPTOR

See guidelines for completion


1 Title of new Module (Note that this should be not more than 55 characters
including blanks)

Investigation and Practice I: Multi-Media

2 Module Code MM202- 3 Academic Year in which 05


861-05 Module will be delivered for
the first time

4 Credit Points 20 5 Module Level 6


credits

6 Type: Year 1+2 7


Long/Semester
Based

8 School Multimedia

9 Module Tutor Itamar Medeiros

10 This Module has the following Where the Module is intended for Distance Learning
Delivery modes at the Locations or Distance Delivery please indicate below:
shown:
Delivery Mode Location of Delivery
Full-Time & Part-Time Shanghai
Full-Time & Part-Time Beijing
Full-Time & Part-Time Singapore

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

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 Outcomes
Raffles 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

13 Outline Syllabus
The content of the Module identified in a component listing

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

Raffles Design Institute BA (Honours) Design for Multimedia Page 22


• 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

14 Learning & Teaching Strategy

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 Strategy
A 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 semester
Total Independent Study, approximately 9.0 hours per week 112 hours per semester
_____________________________________________________________________
Total approximately 12.0 hours per week 144 hours per semester

Raffles Design Institute BA (Honours) Design for Multimedia Page 23


Mode of Delivery(e.g. part time, FT & PT
full time, distance learning)
17 Indicative Reading List or other Learning Resources

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

Raffles Design Institute BA (Honours) Design for Multimedia Page 24


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

MODULE DESCRIPTOR

See guidelines for completion


1 Title of new Module (Note that this should be not more than 55 characters
including blanks)

Investigation and Practice II: Multi-Media

2 Module Code MM202- 3 Academic Year in which 05


861-05 Module will be delivered for
the first time

4 Credit Points 20 5 Module Level 6


credits

6 Type: Year 3 7
Long/Semester
Based

8 School Multimedia

9 Module Tutor Itamar Medeiros/Martin Kettlewell

10 This Module has the following Where the Module is intended for Distance Learning
Delivery modes at the Locations or Distance Delivery please indicate below:
shown:
Delivery Mode Location of Delivery
Full-Time, Part-Time Shanghai
Full-Time, Part-Time Beijing
Full-Time, Part-Time Singapore

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

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
Raffles Design Institute BA (Honours) Design for Multimedia Page 25
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 Outcomes
On 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

13 Outline Syllabus
The content of the Module identified in a component listing

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
Raffles Design Institute BA (Honours) Design for Multimedia Page 26
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

14 Learning & Teaching Strategy

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
• Individual Projects
• Independent Research and Production

15 Assessment Strategy
A 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

Raffles Design Institute BA (Honours) Design for Multimedia Page 27


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

Total Class Contact 2.0 hours per week 24 hours per semester
Total Independent Study 14.0 hours per week 168 hours per semester
____________________________________________________________
Total 16.0 hours per week 192 hours per semester

Mode of Delivery(e.g. part time, FT & PT


full time, distance learning)

17 Indicative Reading List or other Learning Resources

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
Raffles Design Institute BA (Honours) Design for Multimedia Page 28
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.

Raffles Design Institute BA (Honours) Design for Multimedia Page 29


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

MODULE DESCRIPTOR

See guidelines for completion


1 Title of new Module (Note that this should be not more than 55 characters
including blanks)

Design for Society (Multimedia)

2 Module Code MM202 3 Academic Year in which 05


-880- Module will be delivered for
05 the first time

4 Credit Points 20 5 Module Level 6


credits

6 Type: Year 1+2 7


Long/Semester
Based

8 School Multimedia

9 Module Tutor Martin Kettlewell

Raffles Design Institute BA (Honours) Design for Multimedia Page 30


10 This Module has the following Where the Module is intended for Distance Learning
Delivery modes at the Locations or Distance Delivery please indicate below:
shown:
Delivery Mode Location of Delivery
Full-Time & Part-Time Shanghai
Full-Time & Part-Time Beijing
Full-Time & Part-Time Singapore

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

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.

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

• 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

13 Outline Syllabus
The content of the Module identified in a component listing

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

Raffles Design Institute BA (Honours) Design for Multimedia Page 31


14 Learning & Teaching Strategy

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%)

• 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
• 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

Raffles Design Institute BA (Honours) Design for Multimedia Page 32


16 Learning Unit Contact Duration:
Duration – Total of 192 hours over 24weeks (2 semesters)

Total Class Contact 3.0 hours per week 36 hours per semester
Total Independent Study 5.0 hours per week 60 hours per semester
____________________________________________________________
Total 8.0 hours per week 96 hours per semester

Mode of Delivery(e.g. part time, FT & PT


full time, distance learning)

17 Indicative Reading List or other Learning Resources

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
Raffles Design Institute BA (Honours) Design for Multimedia Page 33
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.

JOURNALS
Visible Language
Mediamatic
Convergence: The Journal of research into New media Technology.

Raffles Design Institute BA (Honours) Design for Multimedia Page 34


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

MODULE DESCRIPTOR

See guidelines for completion


1 Title of new Module (Note that this should be not more than 55 characters
including blanks)

Multimedia Production

2 Module Code MM202 3 Academic Year in which 05


-850- Module will be delivered for
05 the first time

4 Credit Points 10 5 Module Level 6


credits

6 Type: Year 3 7
Long/Semester
Based

8 School Multimedia

9 Module Tutor Joel Louie

10 This Module has the following Where the Module is intended for Distance Learning
Delivery modes at the Locations or Distance Delivery please indicate below:
shown:
Delivery Mode Location of Delivery
Full-Time & Part-Time Shanghai
Full-Time & Part-Time Beijing
Full-Time & Part-Time Singapore

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

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.

Raffles Design Institute BA (Honours) Design for Multimedia Page 35


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

•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

13 Outline Syllabus
The content of the Module identified in a component listing

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.

14 Learning & Teaching Strategy

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

Raffles Design Institute BA (Honours) Design for Multimedia Page 36


15 Assessment Strategy
For 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%)

• 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
• 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.

Final Design Solution (30%)

• 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

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.

Raffles Design Institute BA (Honours) Design for Multimedia Page 37


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

Total Class Contact 2.0 hours per week 24 hours per semester
Total Independent Study 2.0 hours per week 24 hours per semester
____________________________________________________________
Total 4.0 hours per week 48 hours per semester

Mode of Delivery(e.g. part time, FT & PT


full time, distance learning)

17 Indicative Reading List or other Learning Resources

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

Raffles Design Institute BA (Honours) Design for Multimedia Page 38


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

MODULE DESCRIPTOR

See guidelines for completion


1 Title of new Module (Note that this should be not more than 55 characters
including blanks)

Final Project

2 Module Code MM202 3 Academic Year in which 05


-890- Module will be delivered for
05 the first time

4 Credit Points 30 5 Module Level 6


credits

6 Type: Year 4 7
Long/Semester
Based

8 School Multimedia

9 Module Tutor Annie Morrad/Itamar


Medeiros/Martin Kettlewell

10 This Module has the following Where the Module is intended for Distance Learning
Delivery modes at the Locations or Distance Delivery please indicate below:
shown:
Delivery Mode Location of Delivery
Full-Time & Part-Time Shanghai
Full-Time & Part-Time Beijing
Full-Time & Part-Time Singapore

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

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.
Raffles Design Institute BA (Honours) Design for Multimedia Page 39
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

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

•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

13 Outline Syllabus
The content of the Module identified in a component listing

As defined by the agreed design proposal.

14 Learning & Teaching Strategy

The balance of theory and practical application contained in this module


would allow a range of teaching methods to be integrated:

• 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.

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

Design rationale (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
• Design concepts used in final design solution are clearly explained

Documentation of Visual Research and Design Development (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

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

16 Learning Unit Contact Duration:


Duration – Total of 192 hours over 12weeks (1 semesters)

Total Class Contact 2.0 hours per week 24 hours per semester
Total Independent Study 14.0 hours per week 168 hours per semester
____________________________________________________________
Total 16.0 hours per week 192 hours per semester

Mode of Delivery(e.g. part time, FT & PT


full time, distance learning)

17 Indicative Reading List or other Learning Resources

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

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The Learning Contract

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

Learning Contract
BA HONS. DESIGN for MULTIMEDIA
Final Project
202-855-01

Student: Specialist Area: Date Commenced:

Project Proposal Learning Strategies / Proposed Output Products to


Learning Objectives Resources Timeline Assess

Lecturer: Specialism: Date of Completion:

Approved: Yes / No Date: Lecturer Signature:

Student Signature:

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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:


Averaged mark of 70% or above
First
Averaged mark of at least 60% but less than 70%
Upper Second
Averaged mark of at least 50% but less than 60%
Lower Second
Averaged mark of at least 40% but less than 50%
Third
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 The Honours degree classification will be computed on the basis of the
classification qualifying modules in level 6 only.

Borderline The marks profile of a student is regarded as borderline where the average
classification 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.

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HONOURS DEGREE
Compensation for Where an overall average of 40% has been achieved in the final level at the
failure 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 Where current learning is 120 credits, compensation and option to retrieve is
Award 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.

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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 display


Evidence 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.

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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)

50.59 The work should display

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)

40.49 The work should display

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)

35.39 The work should display

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.

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

Non-compensatible Fail (1 – 34)

34.20 The work should display

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.

20.1 The work should display

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.

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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.

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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.
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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.

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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.

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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.

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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, Shanghai


Library
Raffles House, Xin Hua Lu
Open Monday to Friday: 9.00-12.00/1300-20.00hrs
Resources: Videos and Books
Contact: Ms Jenny & Ms Merry Tel: 62373132 x 114

LaSalle-DHU International Design College, Shanghai


Resource Centre
New Building, 17th floor:
Open Monday to Friday: 9.00-12.00/13.00-18.00hrs
Resources: Books, Journals, Internet Access / Scanner, Fashion TV

Dong Hua University Library


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

Shanghai Library
Huai Hai Zhong Lu
Library card
- One photo + ID Card/(ID Card + Resident’s Card for students from other province)
+ RMB100 deposit + RMB15/year
Reading 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– 20:00hrs
Fine Art Section Open 09:00 – 11:30/13:00pm – 17:00hrs

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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.

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Appendix A Module Evaluation Questionnaire

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