1.
PROGRAMME INFORMATION
Programme Title
BA (Hons) Digital Media Design
Department and Faculty
School of Media and Film, Faculty of Arts
Date of most recent (re)validation
21 February 2014
Date(s) when Programme Specification
revised
September 2015
Revalidation due date
Interim review in 2016-17
Revalidation in 2019-20
Awarding Institution
University of Winchester
Teaching Institution (if different)
n/a
Programme also accredited by
University of Winchester
Title of Final Award
Bachelor of Arts (Honours) in Digital Media Design
Title(s) of Exit Award(s)
Certificate of Higher Education in Digital Media Design
Diploma of Higher Education in Digital Media Design
Language of Study
English
Mode(s) of Attendance
3 years Full-Time
Mode(s) of Delivery
Taught
Intake start date(s) and number of intakes September 2014
per year
One intake per year
Normal Period of Study
3 Years Full-Time
UCAS Code
W280
Art & Design
QAA Subject Benchmarking Group
Communications Film Media and Cultural Studies
Computing
2.
ADMISSIONS AND ENTRY REQUIREMENTS
Prospective students should consult the latest prospectus and/or course pages online for
programme entry requirements.
Prospective students for Taught programmes should consult the Admissions Policy for Taught
Programmes. Prospective students for Professional Doctorate programmes should consult the
Postgraduate Research Programmes Admissions Policy. Both are available on the University’s public
webpage.
3.
3.1
EDUCATIONAL AIMS AND LEARNING OUTCOMES
The aims of the Programme are:
a) To provide a varied but conceptually coherent curriculum so as to allow the study of a
range of creative design media and their modes of production in a variety of branches of
b)
c)
d)
e)
f)
3.2
the Digital Media Design Industry.
To encourage students to develop a critical and analytical understanding of both the
practice and process of the Digital Media Design Industry within relevant historical,
cultural, national and institutional contexts.
To engage students in the development of the key process skills of Research, Planning,
Problem Solving and Target Setting.
To engage students in the development of the key Interpersonal Skills of Written and
Oral Communication, Presentation, Teamwork and Negotiation.
To provide a programme of study that allows students to identify, develop, practice and
gain mastery of the necessary cognitive, practical & technical skills required to enter and
practice within a range of creative Digital Media Design contexts.
To encourage students to develop a reflective approach towards the process and object
of learning, to encourage strategies for professional development and lifelong learning.
The Learning Outcomes of the Programme are:
By the end of Level 6, students will have fully developed their self-awareness in respect to their
chosen design areas within the digital media industry. They will be able to design and produce work
which will be more detailed and show a sophisticated understanding of a range of practical,
technical and innovative approaches and contexts. Level 6 students will have become more
confident in assessing the validity of secondary material and in deploying critical approaches to a
range of materials for study. Work on the dissertation will have demonstrated the ability to sustain a
thesis across a lengthy, self-directed, study of their chosen design area of the digital media industry.
Through engagement with modules at Level 6, students will have developed the ability to:
a) Apply independent research towards a specific objective with the ability to identify,
define and anticipate design trends in the digital media industry and build a detailed
knowledge and understanding of their design practice in relation to the development of
interactive products as well as the component disciplines.
b) Have the ability to identify, evaluate and comment on the ethical issues related to the
design, development and distribution of digital media products in general and in relation
to their own design work with the ability to anticipate and comply with all relevant
legislation concerning the content and accessibility of a digital media design artefact.
c) Have the ability to use a wide range of market analysis and business tools to develop
appropriate business plans, and be able pitch to their business plan to an audience.
d) Provide detailed documentation of specifications and designs in appropriate formats to
serve as a blueprint for product development and apply the methods and techniques
that they have learned to review, consolidate, extend and apply their design knowledge
and understanding, and to initiate and carry out design projects.
e) Develop a constructive and proactive relationship with colleagues involved in the
technical or quality assurance process to ensure their design can be realised effectively
and be able to communicate information, ideas, problems, and solutions to both
specialist and non-specialist audiences.
f) Have the ability to evaluate their own work through a process of critical reflection and to
be able to devise and implement contingency plans for reasonably foreseeable setbacks
that might affect their ability to deliver their work.
Upon completion of the programme students will be able to demonstrate Knowledge and
Understanding (K&U) and Skills and Other Attributes (S&OA). These are identified below and
marked against each level learning outcome.
Cert HE Digital Media Design Level 4:
a) To be able to design and produce digital media artefacts within specified parameters and
constraints relating to a target platform or medium and save them in an appropriate format.
(S&OA)
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b) Have a broad knowledge and understanding of the historical development of specific digital
media forms including development, principles and structure of the world wide web (K&U)
c) To critically evaluate and use the range of core technologies, tools, formats and technical
approaches that are available to produce digital media artefacts, demonstrating a broad
understanding of the inter-relationship between content, design and technology. (K&U)
d) Display knowledge of a range of critical concepts, approaches, and debates affecting the
design and production of digital media artefacts and be able to analyse, interpret and follow
specifications or other briefs in order to develop appropriate design and technical solutions.
(S&OA)
e) Develop a broad understanding of the principles of interactive design, especially regarding
usability, accessibility and interaction of images, sound, narrative, animation or other source
materials in their designs. (K&U)
f) An ability to evaluate their work in relation to the needs of a team in order to deliver work of
an appropriate standard within the production life cycle and to present ideas clearly to gain
the support of colleagues and clients. (K&U)
Dip HE Digital Media Design Level 5:
a) Demonstrate a good understanding of the aesthetic principles of graphic and interactive
design, and the ability to design creative interfaces or environments that are attractive, easy
to use and fit for purpose (S&OA)
b) Have a good knowledge and understanding of the institutions, organisations, and standards
governing and guiding the digital media industry, the legal issues relating to copyright,
intellectual property and ethical issues related to the design and development of digital
media products including recognised industry web standards and accessibility guidelines.
(K&U)
c) Develop and present a business case for a project including assessments of opportunity and
risk and be able to analyse and identify the importance of brand value in promoting a
business case (S&OA)
d) Have the ability to anticipate the overall life‐cycle of a project and the roles of specialists
within the process in order to manage their work to fit into the required sequence and
effectively document the process of a project from outline business proposals though
specifications, client changes and reviews. (K&U)
e) Have the ability to identify problems and consider a range of relevant design and technical
parameters to find solutions, and the ability to balance the quality of the design in relation
to file size, data transfer rates and other technical constraints. (S&OA)
f) Have the ability to give and respond constructively to feedback about creative and technical
work produced by themselves and members of a team and use a range of methods to test
the integrity and feasibility of their design, effectively and thoroughly prior to production.
(K&U)
BA (Hons) Digital Media Design Level 6
a) Apply independent research towards a specific objective with the ability to identify, define
and anticipate trends in the new media industry and build a detailed knowledge and
understanding of their practice in relation to the development of interactive products as well
as the component disciplines. (S&OA)
b) Have the ability to identify, evaluate and comment on the ethical issues related to the
design, development and distribution of digital media products in general and in relation to
their own work with the ability to anticipate and comply with all relevant legislation
concerning the content and accessibility of a digital media artefact. (K&U)
c) Have the ability to use a wide range of market analysis and business tools to develop
appropriate business plans, and be able pitch to their business plan to an audience.
d) Provide detailed documentation of specifications and designs in appropriate formats to
serve as a blueprint for product development and apply the methods and techniques that
Page 3 of 23
they have learned to review, consolidate, extend and apply their knowledge and
understanding, and to initiate and carry out projects. (S&OA)
e) Develop a constructive and proactive relationship with colleagues involved in the technical
or quality assurance process to ensure their design can be realised effectively and be able to
communicate information, ideas, problems, and solutions to both specialist and nonspecialist audiences. (S&OA)
f) Have the ability to evaluate their own work through a process of critical reflection and to be
able to devise and implement contingency plans for reasonably foreseeable setbacks that
might affect their ability to deliver their work. (K&U)
In discussions with industry professionals, it is clear that the ability to ‘hit the ground running’ with
software is very important, hence the decision to include extra software skill sessions as separate
modules in Semester 1 and 2 at Level 4 and 5. Learning a variety of software enables the practitioner
to understand how each programme interlocks with another to achieve the creative outcomes
required by given briefs.
Students at Level 5 engage in a range of projects that allow them to gain hands on experience of
their chosen area of specialisation.
Within these modules the students focus on the process of design and the solving of aesthetic and
communication problems set by a particular brief given by local industry. In this sense they are
responsive to the communication needs of a corporate client but are themselves, to some extent,
the client to the creative technologist. Whilst students will have a broad understanding of the
technical issues that impact on their design and will be able to prototype aspects of the finished
product, it is intended that they collaborate with others to technically realise a final finished
product. To this end BA students will collaborate with students following the BSc programme for
some but not all projects. At this level students will be introduced to ideas of core business practices
via the Enterprise Principles Module, enabling them to consider their third year negotiated tasks as
part of their own business plan as well as learning opportunities.
Students at Level 6 will continue within their specialist area whilst being given the opportunity to
study business practice within the Creative Digital Media industry. These core business skills will help
the students to enter the industry as both a practitioner and an entrepreneur. Students will be
required to undertake two major negotiated tasks, both of which would normally be expected to be
conducted with industry partners. The Major Research Dissertation Module is a fully researched
reflective discourse on the nature of the industry in which the student wishes to practice allied to a
critique of their personal practice and preparedness for employment. All students are required to
present their work and interact with invited industry professionals at the End of Year Show
‘TransMedia’. They will also pitch their prototypes or business ideas to a panel of invited
professionals for advice and feedback. Final year students will be able to leave the programme with
a fully interactive web based portfolio of work that will enable them to show their achievements in a
dynamic way to prospective employers. At all levels of the programme and particularly at Level 6,
students will be engaged in a critique of the industry and a debate about the future opportunities
and developments possibilities.
Page 4 of 23
4.
PROGRAMME STRUCTURE, LEVELS, MODULES, CREDIT AND AWARDS
This section outlines the levels of study, modules and credits required for each programme (where
there is more than one) and for final and exit awards.
Module code and title
Credits
Core/Mandatory/
Optional
Comments
(e.g. pre/co-requisites)
Level 4
DM1100 Design Principles
15
Core
Individual tasks set through
learning aspects of design in
preparation for cohort website
and portfolio
DM1101 Development
Principles
15
Core
Individual tasks set through
learning aspects of development
in preparation for cohort
website and portfolio
DM1102 Team Processes
10
Core
Team building & processes for
working within teams
DM1103 Research Principles
10
Core
Learning to think critically and
building arguments
DM1108 Website
Workshops
10
Mandatory
Learning software and code to
build the cohort website
Core
Design elements for 3 x 4 wk
group projects: Game, Mobile
Design and Interactive and
enhancing individual portfolios
DM1104 Design Projects
15
DM1105 Development
Projects
15
Core
Development elements for 3 x 4
wk group projects: Game,
Mobile Design and Interactive
and enhancing individual
portfolios
DM1106 Project Processes
10
Core
Managing projects,
understanding briefs and team
roles within a typical project
Core
DM1107 Research Projects
10
DM1109 Interactive Media
Workshops
10
Mandatory
Group Seminar series – Heroes
or Villains of the Digital Media
Industry
Learning software and code to
build the 3 projects: Game,
Mobile Design and Interactive
Exit award: Cert HE
Level 5
Page 5 of 23
DM2100 Design Focus
30
Core
Double Module: 1 x 12 wk group
client project & 1 x 12 wk
individual project
DM2102 Project Focus
10
Core
End of Year Show Planning &
Organisation
DM2103 Research Focus
10
Core
Case Study research
DM2108 2D & 3D Workshop
10
Mandatory
DM2104 Design Practice
30
Core
Double Module: 1 x 12 wk group
client project & 2 x 6 wk
individual projects
DM2106 Enterprise
Principles
10
Core
6 wk Group business Concept &
6wk Level 6 Individual Business
Plan / Agreement
DM2107 Research Practice
10
Core
DM2109 Motion Graphics
Workshop
10
Mandatory
-
Level 6
Exit award: Dip HE
-
DM3100 Major Research
Project
30
Core
Delivered over 2 semesters
DM3101 Negotiated Design
Placement
40
Core
Delivered in 1 semester
DM3103 Negotiated Design
Project
30
Core
Delivered in 1 semester
DM3105 Enterprise Focus
10
Core
Delivered in 1 semester
DM3106 Portfolio
Workshop
10
Mandatory
Delivered in 1 semester
Glossary
Core = modules must be taken and passed
Mandatory = modules must be taken but may be eligible for compensation
Optional = modules may be selected by students, subject to availability
5.
5.1
LEARNING, TEACHING AND ASSESSMENT
Means of delivery
The following teaching methodologies will be employed on the course of study. An explanation of
each teaching methodology outlining its purpose and relationship to the modules and assessment of
the programme is included and the Key Information Set (KIS) Activity Type is indicated in brackets.
Lecture/ Practitioner Presentation (KIS: lecture/practical classes)
A traditional lecture format has been adopted to deliver the theoretical underpinning and location of
the practice of Digital Media Design within the broad context of the New Media Industry. This is
most appropriate for illustrating the complexity of the subject as well as introducing the student to
Page 6 of 23
the broad critical framework that is available for them to explore further throughout the course. The
lectures will be interactive in that they will require students to actively contribute to the lecture
through questions that they have raised from undertaking guided reading prior to the lecture. This
teaching method will be employed primarily at Level 4. At Level 6 the lecture will be given to
students in the form of a Practitioner Presentation. In this way students will be able to explore
current practice and the emergence of new thinking in dialogue with leading professional
practitioners.
Practical Demonstration (KIS: demonstration)
Many of the skills and routines that students will have to understand and engage with have both
underlying theoretical principles and practical outcomes. It is appropriate to introduce students to
this knowledge by the use of example, through the practical demonstration by a tutor or practitioner
so that the student can gain a good understanding of the processes and problem solving by which a
practical outcome may be achieved. This methodology will be used whenever students are being
introduced to a new or more advanced technique. It is particularly appropriate where students need
to understand the safety aspects relating to a particular piece of technical equipment or technical
process. This teaching method will be used extensively throughout Level 4 and 5.
Practical Workshop/Exercises (KIS: practical classes and workshops)
Students will be able to develop and test their understanding of subject matter delivered through
Lecture or Practical Demonstration through the process of a Practical Workshop. This will allow
students to gain their own practical experience of the process and outcome of applied theories, skills
and routines in a structured environment aimed at giving them a specific set of tasks to complete. In
this safe environment students can both explore and challenge current practice through the process
of engaging in ‘real world’ problems set by a tutor. This teaching method will be used extensively
throughout Level 4 and 5.
Studio Teaching (KIS: practical classes and workshops)
Studio Teaching is central to the pedagogy of many design disciplines and yet is probably the least
understood component. The DMD Studio is both a process and a place: as a place, it is where most
of the design work goes on and replicates a model of industry practice, and students work alongside
each other and in this way students become actively engaged with each other’s practice and
learning. With varied levels of intervention from tutors and external critics, students can be afforded
the opportunity to experiment and learn through mistakes whilst being offered access to one to one
advice and critique through the presence of staff in the studio at appropriate times throughout a
project. As a process, it is normally based around problem-based learning, in which students are set
a project or exercise, which they are to explore through a combination of research, experimentation
and problem solving with varying levels of input from tutors and other specialists. Students learn
about the process of design through their engagement with the project.
Student Presentation (KIS: practical classes and workshops)
At specific points within the course students will be asked to research and deliver information
relating to a particular area of interest to Digital Media professionals. In all cases this will relate to
subject matter that shares a common theoretical base but which is interpreted and employed
differently in a number of common and accepted loci of operation. Students will have to take
responsibility for their own learning and that of others but it will be possible for them to cover a
much wider range of instances than would be possible by an individual working alone. This
methodology allows students to contrast a wider range of subject matter as well as giving them the
opportunity to study one instance to a much greater depth. Students will also develop their
presentation skills by actively engaging with the process of developing their own presentation and
through the observation of others. In both cases where this method is used, students will have
engaged with a lecture programme that provides them with background to their particular area of
further research as well as an exemplar of presentation skills and the delivery of information.
Paper Project (KIS: practical classes and workshops)
A Paper Project is one where the students, either in groups or as individuals, can encounter a real
Page 7 of 23
life scenario or set of problems so that they can engage with the thought processes and theoretical
knowledge base that they might employ to arrive at a solution to the problems presented. In this
way tutors can design projects in such a way that the subject requires the student to employ
knowledge or techniques introduced through lectures or practical demonstrations as well as
requiring them to undertake further independent research. A paper project will normally require a
student to undertake all the practical ‘paper’ processes required in the real world but would stop
short of a fully realised practical outcome. Through this method students can gain a very real insight
into their own individual problem solving process and can develop strategies for nurturing and
adapting this process. It is possible, for example, for a student to engage with all the research and
complex decision making that might be used to develop a game idea or an ecommerce website to
the point of product development without realising the fully published and developed outcome. The
student will, however produce many of the artefacts found in professional practice such as a
storyline, graphic development and the collation of assets.
Practical Project (KIS: practical classes and workshops)
Students will engage in practical realised projects when they have had sufficient introduction to skills
and routines through practical demonstrations and workshops. Students will be able to test and
develop their understanding by engaging in a live scenario that has a fully realised and practical
outcome. In most cases, at Level 4 and 5, students will be working with their peers engaged in
practical undertakings required by the different briefs. A practical project may be one linear project
that concludes in a single production or practical outcome or it may be a number of practical
exercises, set by tutors, which present students with a specific set of practical problems to solve. In
both cases, students will employ both their theoretical understanding of the subject matter and
translate this into a practical and achievable outcome. At Level 6 a practical project will take place
within the context of professional practice as a placement or externally realised undertaking.
Observational Placement (KIS: practical classes and workshops)
Students will be asked to engage in observational placements often in conjunction with paper
projects or practical projects. In this way students will gain first-hand experience and knowledge of
current professional practice and be able to use or contrast this with the development of their own
practice. Such placements are intended for students to be able to observe a particular practitioner
within the context of their organisation or field of operation; this does not preclude the student
gaining some hands on practical experience whilst undertaking the placement however they should
not do so to the detriment of their overall understanding of wider context and experience of the
placement. Students may undertake such placements in groups of their peers, more likely at Level 4
or as individuals, more likely at Level 6.
Work-based Learning (KIS: work based learning)
The specific philosophy and rationale of the Digital Media Design programmes leads logically to the
desirability of offering students opportunities to engage in work-based learning. While expected that
the majority of these learning experiences will take place in ‘off-campus’ locations and involve input
from professional practitioners, they are essentially managed learning experiences that have been
negotiated between the student and the programme team.
Through the mechanism of the Negotiated learning task, students are offered an opportunity to
undertake project work within a professional working context and these learning experiences will fall
within the rubric of work-based learning as set out in the University’s Distance Learning Policy
guidelines1. These guidelines, in turn, are designed to reflect the QAA Code of Practice Section 9 on
Work Based & Placement Learning2 within the Institutional context. The guidelines acknowledge that
staff in the Faculty of Arts have many years of experience in supporting students and accepts that
some Faculties have expertise and well-established procedures in place with regard to student
placements.
1
Distance Learning Policy 2013-14
2
QAA Code of Practice - Section 9: Work Based & Placement Learning, September 2007
Page 8 of 23
Therefore, work-based learning activities within the programme will be supported by:

A clearly articulated process for securing work-based learning placements that is approved and
overseen by the Programme Leader and open to external scrutiny as part of normal quality
assurance process

Clear guidance on the roles and responsibilities of students, programme staff and placement
hosts set out within a programme-specific work-based learning handbook to be made available
on-line

Clear and effective means of assessing the student learning experience with respect to workbased learning

Programme-specific training provided to staff involved in the supervision and/or assessment of
work-based learning activity

A procedure for dealing with complaints that arise from work-based learning activities.
Additional information, which complements this, is available via the Unistats ‘widget’ on the
University’s individual course pages (applicable only for undergraduate programmes).
5.2
Types of assessment employed:
The following formats of assessment will be employed on the course of study:Formative:
 Presentations
 Peer Assessment
 Viva
Summative:
 Reflective Process Reports
 Design Portfolio
 Take Away Exams
 Competency Exercises
 Professional Portfolio
The Key Information Set (KIS) Activity Type is indicated in brackets.
Reflective Process Reports (KIS: Report)
Students will normally be asked to submit a Reflective Process Report at the end of modules where
they have engaged with the subject either at a practical level or having undertaken a scenario based
project. The Reflective Process report will fall into one of two formats –Project Report and/or
Research Report. Often students will have worked in teams during the undertaking.
1) The Project report is reflective in nature and seeks to explain the individual’s learning and
contribution made to a team outcome. The student will be asked to write the report under a
number of prescribed headings that are pertinent to the particular module. The report will
be used primarily to assess the following student learning outcomes:




Their ability and understanding of time and resource management
Their ability to adapt their knowledge to changing circumstances
Their development and implementation of facilitation strategies needed to
sustain team work
Their ability to understand and develop a collaborative and adaptable approach
to their design practice.
The contribution offered to the team by their individual research.
2) The Research Report has a similar function to that of the Project Report but is used where
the student has engaged with a module that requires them to undertake the collation,
assimilation and analysis of information or theory drawn from a number of different sources.
The student may be working alone or in a group and is required to outline their own
Page 9 of 23
approach and understanding of the subject matter that has been the focus of their research.
The report is analytical in nature and the student will be asked to write the report under a
number of prescribed headings that are pertinent to the particular module. The report will
be used primarily to assess the following student learning outcomes:



Their understanding of the importance of professionalism
Their development and implementation of facilitation strategies needed to
sustain performance work
To develop a sound knowledge and understanding of professional standards and
practices
Their ability to assess and effectively manage information
The Research Report echoes the processes and outcome of work that students might
encounter in a professional context such as the development of a feasibility study, a
business plan or a policy document. Such a report would draw together research and
information to arrive at a conclusion or recommendation.
The Research Report would be written using a number of generic headings that would be
tailored to address the particular learning outcomes of each relevant module.
(See Module Description Sheets).
The Research Report will outline the following:







The student’s approach to the research task and their development of research
strategies
The avenues of enquiry explored throughout the research process
An explanation of the key sources encountered and used
How the research has developed their own professional understanding
The conclusions and or contradictions of the research
An action plan for undertaking future research including areas of future further
enquiry
Their personal opinion that they have formed as a result of the work
A referenced bibliography of sources
Design Portfolio (KIS: portfolio)
Students will be asked to collate and submit a Design Portfolio when they have undertaken a module
that has a practical outcome. Normally such a module will engage the student, as an individual or
within a team, in a ‘real life’ model of practice where they will be able to develop and test their
understanding and competence of a number of sequential cognitive and practical skills and routines.
In some circumstances a Design Portfolio may be submitted in tandem with a Reflective Process
Report in order to adequately assess the student’s understanding of theory and practice. It is
intended that the student will draw evidence of their understanding of theory and practice from
work undertaken throughout the process of the module so that they are able to demonstrate their
knowledge and understanding against a set of prescribed requirements, relevant to the module
subject.
The Design Portfolio will be used primarily to assess the following student learning outcomes:



Their development and implementation of facilitation strategies needed to sustain
collaborative working
The development of constructive and adaptable approaches to project management
within a collaborative context
Their ability to develop research and development strategies for the development of a
project design.
The development of a sound knowledge and understanding of professional standards
and practices
The Design Portfolio echoes the development of a professional practice portfolio showing real
Page 10 of 23
examples of the student’s professional skills as well as that of collating their work and that of others,
into a coherent record of the process and key information relevant to a production, task or
organisation.
Evidence for inclusion within the Design Portfolio will be submitted using a number of generic
headings that would be tailored to address the particular learning outcomes of each relevant
module
The Reflective Process Report will show evidence of the following:




A detailed personal schedule or diary of activity undertaken throughout the module
Example of communication made with other team members or outside agencies
Examples of professional notation or paperwork created in the course of the module,
such as client needs analysis, website planning, storyboards, project planning, budgets
etc.
A log of research activity undertaken in pursuance of the task including a referenced
bibliography of sources
A cover sheet outlining the value and relevance of each example of work submitted
within the Production File
Presentations (KIS: oral assessment and presentation)
Students will be asked to give presentations for two specific reasons within the programmes of
study. The first is within the context of critical modules that require them to investigate and learn
from a range of relevant but different ‘real world’ examples of professional practice, critical debates
or case studies. Such activity would normally be undertaken by small groups of students working as a
team.
The purpose of the presentation is to share the key information and conclusions arrived at though
the process of their investigation so that the larger student body can compare and contrast their
own findings with that of the presenting group. In this way students can benefit from a much wider
range of examples than just that of their own focussed study.
In some instances students may be asked to complete a ‘Take Away’ exam (see below) that asks
students to respond to a set of presentations that they have attended. The presentation is analytical
in nature and students will be asked to undertake such presentations in a prescribed format that is
pertinent to the particular module, and ensure parity of information given between groups.
Presentations will be used primarily to assess the following student learning outcomes:



Their development and implementation of facilitation strategies needed to sustain
creative work
The development of constructive and adaptable approaches to the development of
digital media artefacts within a collaborative context
The development of a sound knowledge and understanding of professional standards
and practices.
The development of a critical awareness of quality and the current trends, standards and
ethical debates taking place within the industry.
A presentation might follow the following format:








An introduction to the subject, organisation or practitioner
A detailed history or background to the subject
An outline of the work (oeuvre) or role of the subject
A detailed explanation of the structure or process of the subject
A critical analysis of the structure or process of the subject
An explanation of the way in which the subject relates to the wider context of
professional practice
The use of relevant supporting visual information for any or all sections of the
presentation
Conclusions drawn from their study/observation of the subject
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
A written précis of their presentation as a ‘hand out’ for the audience
Presentation skills are used a wide range of professional settings and the ability to give a supported
oral presentation to an audience might be considered to be a key transferable skill.
In their future professional roles, pertinent to the course, students might be expected to speak
publicly to a client or technicians or to a group of stakeholders. It is important that they are able to
present their information in a cogent, informative and interesting manner.
It is in this second context that students will be asked to give an interim presentation of the
development of their project work. Such presentations will a formative opportunity to give students
feedback on the ideas and processes that they have adopted whilst providing a summative grade
that focuses on the process and creative development of a project.
These presentations will follow the format of the design brief or specification and outline the team’s
specific response to each area of the brief or specification. Such presentations will develop in depth
and content through the levels of the programmes and may be of a design or technical nature
depending on the type of project and the makeup of the project team.
Take Away Exams (KIS: written exam)
The Take Away exam will be specifically used to assess the student’s understanding of the
relationships, differences and/or similarities that exist between a range of professional contexts or
roles. It is not intended as a test of memory but rather a test of the student’s ability to assimilate
and analyse a set of information within the context of their knowledge or experience.
A student would be normally expected to produce a written report or article that answers a number
of specific questions related to the subject matter of the module. A student would use their own
notes made at presentations or lectures and may be required to undertake some further research in
order to complete the report. The Take Away Exam will be time constrained with the student being
required to submit their report to a published deadline. A Take Away Exam will normally be used in
conjunction with a series of presentations or lectures given by staff, students or visiting
professionals.
In a ‘take away exam’ students would be expected to produce a written report in response to a
specific set of questions arising from presentations or lectures. They might be required to undertake
some research to complete the report, operating within a set timeframe (typically 24-48 hours,
depending on the topic). The team described the assessment as closer to an open book exam than a
project.
The assessment aims to direct students to look at ‘the big picture’, relating observation of
presentations to extra research. It is seen as echoing the professional situation, such as the work of a
designer who has to solve a problem by a particular deadline.
The Take Away Exam will be used primarily to assess the following student learning outcomes:



Their development of facilitation strategies needed to sustain design work
Their understanding of the importance of professionalism
To develop a sound knowledge and understanding of professional standards and
practices
Their ability to assess and effectively manage information
The Take Away Exam echoes that of the professional context where a student might be required to
undertake an investigation and analysis of a subject in relation to a number of different contexts in
order to report their findings against a set of given criteria or questions. Such a report might be
required, for example, to compile an audience survey, an analysis of effective marketing strategies
appropriate for a particular product or the development of a policy document. The Take Away Exam
report will be similar to that of the Research Report and will respond to a number of generic
headings that can be adapted to suit to subject matter of a particular module.
The Take Away Exam will outline the following:
The student’s understanding of the relationship between the range of information given
Page 12 of 23





An explanation of the key issues raised by the received information
How the information has developed their own professional understanding
Their personal response to a question specifically asked in relation to their analysis of
the received information
The conclusions drawn and/or contradictions related to the received information
A referenced bibliography of additional research undertaken in response to the Exam
Competency Exercises (KIS: practical skills assessment)
Competency Exercises will be used by the course to assess the student’s retained knowledge and
understanding of key routines and skills in relation to the use of a range of industry standard
software tools.
This would normally relate to skills or routines that must be undertaken in a particular sequence or
which represent acknowledged examples of best professional practice. Such information is therefore
critical and students need to have instant recall of it without reference to books or notes.
Through the course of a module students will engage in a number of self-instructional learning
packages that will allow them to develop their competence in a range of software tools at a pace
that suits them.
They will be required to complete and save a number of pre-defined exercises to demonstrate that
they have reached the required minimum level of competence
Competency Exercises will primarily assess the following student learning outcomes:


Their understanding of the importance of professionalism
To develop a sound knowledge and understanding of professional standards and
practices
Their ability to assess and effectively manage information
This type of assessment is commonly used by short top up courses and further study that students
may undertake in the future as part of in service training or continued development skills updating.
Viva (KIS: oral assessment and presentation)
The principle of an academic Viva will be used on the course in order to assess a student’s
understanding of solutions to problems that they are asked to propose in response to a specific
requirement of a module. Specifically this will relate to the preparation of a business plan and
funding application that students will be asked to develop as part of their year two studies. Students
will be taking part in a Viva type exercise which will seek to scrutinise their proposals in order to test
their understanding of the considerations that went towards the formulation of the proposals and
the possible implications.
The Viva will primarily assess the following student learning outcomes:


Their ability to assess and effectively manage information
Their understanding of the importance of professionalism
Their development and implementation of facilitation strategies needed to sustain
performance work
The Viva will echo the type of interview that might be given by a client in response to a marketing
pitch or that of a major sponsor for a specific production or company. In this way students will gain
real experience of justifying their proposals in a live situation, which will help them to develop a
confidence to argue their case through thorough preparation and personal interrogation of their
proposals.
The Viva will operate in the following way:

Level 5 students, in their groups, will present their business proposal to the end of year
show’s Pitch your Project panel and audience.
Level 6 Students will individually pitch their business ideas to the Pitch your Project
Panel at the end of year show
Page 13 of 23



The panel is formed of invited Entrepreneur professionals and Industry professionals
who have experience working with University students.
Feedback and advice is provided by the panel to the students.
Level 5 and 6 students will add their feedback to their final reflective process report.
Peer Assessment
Peer assessment will be used as a component of formative assessment in a number of ways in order
to promote an understanding of professional standards and the minimum standard of performance
that they should expect from themselves and others. Peer assessment will be used when students
undertake presentations and in group projects. In these instances the peer group must gain some
useful and cogent knowledge for each other’s group presentation or contribution to the team
process in order to undertake a successful outcome. In group presentations students will offer a
different example of practice so that the overall learning experience of the module is based on the
sharing/pooling of a wide range of examples and research. By having the ‘audience’ (as well as
tutors) assess the quality of each presentation, the programme will seek to offer each individual an
understanding of what comprises a good presentation and what they should expect from
themselves and others. Assessment will be set against strict criteria that will clearly set out both the
requirements of the presentation or project and what elements are being tested.
Peer Assessment will primarily assess the following student learning outcomes:


Understand the importance of professionalism, even under difficult circumstances
Evidence a sound knowledge and understanding of professional standards and practices
Evidence a key range of strong transferable skills
Peer assessment is a key component of professional practice in two principle ways. A professional
practitioner is always assessing the work of others in order to regenerate their own practice and to
learn and adopt new ideas. In order to do this the practitioner must develop the ability to
understand and formulate a set of criteria against which useful judgements or opinions may be
made. The formulation of such criteria will also form the basis of self-evaluation which in turn can
provide the basis for reflective practice.
Peer Assessment will operate in the following ways:

As Viva panels for Level 5 and 6 Pitch your Project business concepts (described above)
As selected formative assessment panels drawn from across the peer group who will be
asked to assess group presentations against specific criteria that will also be used by
Tutors attending the presentation. As peer review critiques at specific stages within a
project, when an individual student or group presents their work for feedback and
constructive criticism, mirroring industry practice.
Note:


Peer Assessment
Development Principles
Research Reports

Viva

Professional Portfolio
Oral Presentation

Take-Away Exam
Design Portfolio
Design Principles
Module and Level
Competency Exercise
Reflective Process
Reports
A practical assessment, test, exam or presentation etc. will be treated as attendance at a written
exam and the University’s regulations regarding this will be observed.
Level 4:
Page 14 of 23




Team Processes


Research Principles

Website Workshops


Design Projects





Development Projects





Project Processes


Research Projects

Interactive Media Workshops


Design Focus





Project Focus





Research Focus

2D & 3D CAD Workshops


Design Practice




Enterprise Principles




Research Practice

Motion Graphics Workshops


Negotiated Design Placement


Major Research Project (Report
Outline Sem1)
Portfolio Workshops



Negotiated Design Project


Major Research Project
(Dissertation Sem2)
Enterprise Focus










Level 5:













Level Six:
Key:










= Double Module




= Triple Module
The interests of students with protected characteristics will be taken into consideration and
reasonable adjustments to assessments will be made provided that these do not compromise
academic standards as expressed through the learning outcomes.
6.
QUALITY ASSURANCE AND ENHANCEMENT
6.1
Mechanisms for review and evaluation:
Quality assurance and enhancement at Module Level
Students provide feedback to module tutors through Module Evaluation Forms, reviews and other
responses. The tutor collates the evaluation forms and produces a response for discussion at
Programme Committee. The response identifies good practice and proposes remedies for any points
of concern. The response is made available to students at the next running of the module.
Quality assurance and enhancement at Programme Level
Page 15 of 23
The Programme Committee evaluates the success of the programme, paying particular attention to
student feedback and student representatives. Minutes from the Programme Committee and the
External Examiners report will inform the Annual Programme Evaluation which is submitted for
approval to the Faculty Academic Development Committee. Issues for attention are identified and
included in the action plan for the following year.
Quality assurance and enhancement at Department Level
The Annual Programme Evaluation is submitted to the Department for discussion and to draw out
department objectives.
Quality assurance and enhancement at Faculty Level
The Annual Programme Evaluation is submitted to the Faculty Academic Development Committee
which has oversight of learning development in the Faculty, including via the Peer Observation of
Teaching.
Quality assurance and enhancement at University Level
The quality of the programme is monitored by an External Examiner appointed by the University’s
Senate Academic Development Committee. The External Examiner’s Report is distributed to the
Vice-Chancellor, First Deputy Vice-Chancellor, Director of Academic Quality and Development, the
Faculty Dean and Faculty Head of Quality. A summary of all external examiner reports is received at
Senate Academic Development Committee. An annual audit of Faculties is conducted by Senate
Academic Development Committee.
Quality assurance and enhancement for Staff
The quality of learning and teaching is supported by the Peer Observation of Teaching and Staff
Development, by Staff Development and Review, by attendance at conferences and curriculumfocused staff development, by external involvement such as external examining and by involvement
in research and knowledge exchange activities.
6.2 Indicators of Quality and Standards
External Examiner Report(s)
Annual Monitoring process
Student feedback including the National Student Survey or Postgraduate Taught Experience Survey
Student representation at Faculty level and University level committees
Programme Revalidation
Higher Education Review
7.
THE REGULATORY & POLICY FRAMEWORK
7.1
The programme conforms fully with the University’s Academic Regulations for Taught
Programmes
7.2
No exemptions from the Academic Regulations are required.
Programme Level Attendance Regulations apply and details will appear in the Programme Handbook
and on the Learning Network.
7.3
External Professional Statutory Regulatory Body Accreditation
None
7.4
Engagement with UK Quality Code and Subject Benchmarks
Validation and Revalidation assure the University of the Programme’s continued engagement with
FHEQ and appropriate consideration of subject benchmarks. Between validations external examiners
assure the University that this engagement remains active and evident.
7.5
Engagement with Work Based Learning and Placements Approved Procedures
The Digital Media Design programme requires students to study a work placement in the first
Page 16 of 23
semester of Level 6. The placement is determined via a Learning Agreement prepared by the student
during Level 5 for their DM3003A Negotiated Design Placement module. The placements are
particularly successful in helping the students make contacts within the Digital Media industry and
often lead on to full time employment.
Students are also able to study in Semester 1, Level 5 and Level 6 at South Oregon University
through the ERASMUS programme exchange, covering modules similar to the Digital Media Design
modules.
Page 17 of 23
DM1100
Design Principles
DM1101
Development
Principles
DM1102
Team Processes
DM1103
Research Principles
DM1108
Website Workshop
DM1104
Design Projects
DM1105
Development
Projects
DM1106
Project Processes
DM1107
Research Projects
DM1109
Interactive Media
Workshops
DM2100
Design Focus
DM2102
Project Focus
Page 18 of 23
Have the ability to evaluate their own work through a process of
critical reflection and to be able to devise and implement
contingency plans for reasonably foreseeable setbacks that
might affect their ability to deliver their work.
Develop a constructive and proactive relationship with
colleagues involved in the technical or quality assurance process
to ensure their design can be realised effectively and be able to
communicate information, ideas, problems, and solutions to
both specialist and non-specialist audiences.
Provide detailed documentation of specifications and designs in
appropriate formats to serve as a blueprint for product
development and apply the methods and techniques that they
have learned to review, consolidate, extend and apply their
design knowledge and understanding, and to initiate and carry
out design projects.
Have the ability to use a wide range of market analysis and
business tools to develop appropriate business plans, and be
able pitch to their business plan to an audience.
Have the ability to identify, evaluate and comment on the
ethical issues related to the design, development and
distribution of digital media products in general and in relation
to their own design work with the ability to anticipate and
comply with all relevant legislation concerning the content and
accessibility of a digital media design artefact.
Apply independent research towards a specific objective with
the ability to identify, define and anticipate trends in the digital
media industry and build a detailed knowledge and
understanding of their design practice in relation to the
development of interactive products as well as the component
disciplines.
Appendix 1
Grid mapping Modules to Programme/Level Learning Outcomes
DM2103
Research Focus
DM2108
2D & 3D Workshop
DM2104
Design Practice
DM2106
Enterprise Principles
DM2107
Research Practice
DM2109
Motion Graphics
Workshop
DM3100
Major Research
Project
DM3101
Negotiated Design
Placement
DM3106
Portfolio Workshops
DM3103
Negotiated Design
Project
DM3105
Enterprise Focus
Page 19 of 23
DM1100
Design Principles
DM1101
Development
Principles
DM1102
Team Processes
DM1103
Research
Principles
DM1108
Website
Workshop
DM1104
Design Projects
DM1105
Development
Projects
DM1106
Project Processes
DM1107
Research Projects
DM1109
Interactive Media
Workshops
Page 20 of 23
An ability to evaluate their work in relation to the
needs of a team in order to deliver work of an
appropriate standard within the production life cycle
and to present ideas clearly to gain the support of
colleagues and clients
Develop a broad understanding of the principles of
interactive design, especially regarding usability,
accessibility and interaction of images, sound,
narrative, animation or other source materials in their
designs.
Display knowledge of a range of critical concepts,
approaches, and debates affecting the design and
production of digital media artefacts and be able to
analyse, interpret and follow specifications or other
briefs in order to develop appropriate design and
technical solutions.
To critically evaluate and use the range of core
technologies, tools, formats and technical approaches
that are available to produce digital media artefacts,
demonstrating a broad understanding of the interrelationship between content, design and technology.
Have a broad knowledge and understanding of the
historical development of specific digital media forms
including development, principles and structure of the
world wide web
To be able to design and produce digital media
artefacts within specified parameters and constraints
relating to a target platform or medium and save them
in an appropriate format.
LEVEL 4 (CERT HE)
DM2100
Design Focus
DM2102
Project Focus
DM2103
Research Focus
DM2108
2D & 3D Workshop
DM2104
Design Practice
DM2106
Enterprise Principles
DM2107
Research Practice
DM2109
Motion Graphics
Workshop
Page 21 of 23
Have the ability to give and respond constructively to feedback
about creative and technical work produced by themselves and
members of a team and use a range of methods to test the integrity
and feasibility of their design, effectively and thoroughly prior to
production.
Have the ability to identify problems and consider a range of
relevant design and technical parameters to find solutions, and the
ability to balance the quality of the design in relation to file size,
data transfer rates and other technical constraints.
Have the ability to anticipate the overall life‐cycle of a project and
the roles of specialists within the process in order to manage their
work to fit into the required sequence and effectively document the
process of a project from outline business proposals though
specifications, client changes and reviews
Develop and present a business case for a project including
assessments of opportunity and risk and be able to analyse and
identify the importance of brand value in promoting a business case
Have a good knowledge and understanding of the institutions,
organisations, and standards governing and guiding the digital
media industry, the legal issues relating to copyright, intellectual
property and ethical issues related to the design and development of
digital media products including recognised industry web standards
and accessibility guidelines.
Demonstrate a good understanding of the aesthetic principles of
graphic and interactive design, and the ability to design creative
interfaces or environments that are attractive, easy to use and fit for
purpose
LEVEL 5 (DIP HE)
DM 3100
Major Research Project
DM3101
Negotiated Design
Placement
DM3106
Portfolio Workshops
DM3103
Negotiated Design
Project
DM3105
Enterprise Focus
Page 22 of 23
Have the ability to evaluate their own work through a process of
critical reflection and to be able to devise and implement
contingency plans for reasonably foreseeable setbacks that
might affect their ability to deliver their work
Develop a constructive and proactive relationship with
colleagues involved in the technical or quality assurance process
to ensure their design can be realised effectively and be able to
communicate information, ideas, problems, and solutions to
both specialist and non-specialist audiences.
Provide detailed documentation of specifications and designs in
appropriate formats to serve as a blueprint for product
development and apply the methods and techniques that they
have learned to review, consolidate, extend and apply their
knowledge and understanding, and to initiate and carry out
projects
Have the ability to use a wide range of market analysis and
business tools to develop appropriate business plans, and be
able pitch to their business plan to an audience.
Have the ability to identify, evaluate and comment on the
ethical issues related to the design, development and
distribution of digital media products in general and in relation
to their own work with the ability to anticipate and comply with
all relevant legislation concerning the content and accessibility
of a digital media artefact.
Apply independent research towards a specific objective with
the ability to identify, define and anticipate trends in the new
media industry and build a detailed knowledge and
understanding of their practice in relation to the development of
interactive products as well as the component disciplines.
LEVEL 6 (BA HONS)
LEVEL 4
Semester 1
DM1100
Week 5
Wk 6
Wee
k 12
Wk 5&12
DM1101
DM1102
DM1103
Wks6-12
Wks6-12
LEVEL 4
Semester 2
DM1104
Wk2,6
&10
Wk2,6
&10
DM1105
Wk2,6
&10
Wk2,6
&10
Wk4,
8
&12
Wk4,
8
&12
Wk4,8 &12
Wk4,8 &12
DM1106
Wks 1012
Semester 1
DM2100
Week 3
DM2102
Week 6
DM2103
Wks10-12
Wk 4
Wk
12
EOYS
Wks10-12
Wk
12
DM2108
LEVEL 5
Semester 2
DM2104
Week 3
Wk 4
DM2106
EOYS
Pitch
Group
Wks 1012
Wk 6
Wk
12
Wk
12
EOYS Pitch
Group
Wks 10-12
Week 12
To include
development
work & final
outcomes for
all except
DM2103
Week 12
Process
Report for
all
Semester
modules
Week 12
To include
development
work & final
outcomes for
all except
DM2107
Week 12
Process
Report for
all
Semester
modules
Wk2,6
&10
Wk
12
Wk
12
Week 12
(Summative)
Dissertation
(Summative)
Research Report
(Summative)
Competency
Exercises
(Summative)
Wk
12
Wk
12
Wk
12
Wk
11
Wk
12
Wk 12
Process
Report
Wk
12
Semester 2
DM3100
DM3105
Wk
12
Semester 1
DM3106
DM3103
Take Away Exam
Wk
11
DM3100
LEVEL 6
(Summative)
Week 12
Process
Report for
all
Semester
modules
Wk
12
Wk
12
DM2109
DM3101
Reflective Process
Report
Week 12
To include
development
work & final
outcomes for
all except
DM1107
Wk 10
Wk
12
LEVEL 5
LEVEL 6
Week 12
Process
Report for
all
Semester
modules
Wks 10-12
DM1109
DM2107
Week 12
To include
development
work & final
outcomes for
all except
DM1103
Wk
12
DM1108
DM1107
(Summative)
Design Portfolio
(Formative)
Peer Assessment
(Formative)
Project Outcome
(Formative)
Written Proposal
(Formative)
Oral Presentation
/ Viva
APPENDIX 2 - GRID MAPPING ASSESSMENTS
Wk2,6
&10
EOYS
Pitch
Wk
12
Week 12
EOYS Pitch
Page 23 of 23
Wk 12
Process
Report
May 8th
Wk
12