LOUGHBOROUGH UNIVERSITY
Programme Specification
2D and 3D Visualisation
Please note: This specification provides a concise summary of the main
features of the programme and the learning outcomes that a typical student
might reasonably be expected to achieve and demonstrate if full advantage is
taken of the learning opportunities that are provided. More detailed
information on the learning outcomes, content and teaching, learning and
assessment methods of each module can be found in Module Specifications
and other programme documentation and online at
http://www.lboro.ac.uk/admin/ar
The accuracy of the information in this document is reviewed by the University
and may be checked by the Quality Assurance Agency for Higher Education.
Awarding body/institution;
Loughborough University
Department;
School of the Arts (Lead)
Design School
N/A
Teaching institution (if
different);
Details of accreditation by a
professional/statutory body;
N/A
Name of the final award;
Programme title;
M.A. in 2D and 3D Visualisation
M.Sc. in 2D and 3D Visualisation
2D and 3D Visualisation
UCAS code;
N/A
Date at which the programme
specification was written or
revised.
July 2010
1. Aims of the programme:
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To develop in students a knowledge and understanding of visualisation to
an advanced (masters) degree level.
To enable students to develop a range of conceptual, practical and
professional visualisation skills.
To promote innovation in visualisation through drawing.
To enable and support students in research through a synthesis of
understanding and application.
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To enable students to develop key transferable skills in the areas of
information technology, problem solving, communication, management,
team work and professionalism.
To promote an understanding of, and examine the opportunities for,
professional practice.
2. Relevant subject benchmark statements and other external and
internal reference points used to inform programme outcomes:
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Loughborough University learning and teaching strategy
(http://www.lboro.ac.uk/admin/ar/policy/learning_and_teaching/index.htm).
The School of the Arts and Design School learning and teaching policies.
The Framework for Higher Education Qualifications
Loughborough University academic quality procedures handbook
(http://www.lboro.ac.uk/admin/ar/policy/aqp/index.htm).
The research interests and specialisms of the teaching staff including the
Drawing Research group
(http://www.lboro.ac.uk/departments/ac/mainpages/Research/staff%20gro
ups/drawing.htm) and Design Practice Research group
(http://www.lboro.ac.uk/departments/cd/research/groups/dr_group.html).
Loughborough University equal opportunities policy.
(http://www.lboro.ac.uk/admin/personnel/harassmentandb/equalopps.htm).
National and international exhibitions.
Note: that there are currently no subject benchmark statements for masters
level Art and Design programmes.
3. Intended Learning Outcomes
Please refer to the curriculum map to identify specifically where the intended
learning outcomes detailed below are developed and assessed within the
programme.
3.1
Knowledge and Understanding:
On successful completion of this programme, students should be able
to demonstrate knowledge and understanding of:
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a range of methods within the field of 2D and 3D visualisation.
the integration of 2D and 3D representation.
the opportunities within visual experimentation and innovation.
methods and methodologies applicable to academic and
professional needs.
a range of contexts – cultural, social and theoretical, and their
implications for the student’s practice.
a range of subject specific and transferable skills as detailed in
section 3.2 below.
Teaching, learning and assessment strategies to enable outcomes
to be achieved and demonstrated:
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On commencement of the programme students are provided with a
handbook on the departmental infrastructure and procedures,
programme and module information and assessment structure.
Knowledge and understanding will be acquired from a combination of
learning and teaching methods applied to theoretical and practice
based work. The students will encounter a variety of teaching styles
and elements including lectures, seminars, tutorials (critiques), practical
sessions, computer-aided learning and self-guided study
(http://www.lboro.ac.uk/library/skills/Advice/LearningatUni-1.pdf).
Assessment is 100% coursework including visual and written outcomes
and oral presentations in accordance with the Loughborough University
coursework code of practice and departmental procedures and
protocols
(http://www.lboro.ac.uk/admin/ar/student/exams/cop/coursework.htm).
Peer review will also be explored as an additional means of
assessment.
All assessment is accompanied by feedback. Formative feedback both
oral and written is provided regularly within each module both
informally and at timetabled points. Summative written feedback is
provided for all interim and final coursework assignments.
3.2
Skills and other attributes:
a. Subject-specific cognitive skills:
On successful completion of this programme, students should be able
to:
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convey a broad and comparative awareness of 2D and 3D
visualisation.
initiate, manage, reflect, critique and evaluate their practice
appropriate to specific project briefings and the nature of their
enquiry.
identify with, respond to, and critically reflect upon the opportunities
and dynamics for learning with their peers and other external
contexts.
develop ideas, concepts, theories, and arguments for different
audiences through a range of cognitive methods and
methodologies.
identify and understand the relationships and contexts of their
research into practice, and situate them within a personalised visual
language.
identify the opportunities for further research.
Teaching, learning and assessment strategies to enable outcomes
to be achieved and demonstrated:
Subject specific cognitive skills are advanced through a combination of
learning and teaching methods applied to theoretical and practice
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based work. Teaching styles, assessment and feedback methods will
be consistent with those identified in section 3.1.
These teaching styles, assessment and feedback methods will support
the students in acquiring the cognitive skills and the application of
these skills in an informed, integrated, and critical manner.
Examples of key strategies to enable the advancement of cognitive
skills are identified as: the use of project based teaching and
assessment; the reflective final project report; group working; and the
integration of research into practice.
b. Subject-specific practical skills:
On successful completion of this programme, students should be able
to:
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demonstrate a broad ability with 2D and 3D visualisation
techniques.
demonstrate an advanced level of ability with appropriate 2D / 3D
visualisation techniques in response to a final project proposal.
integrate 2D and 3D representations in investigative and creative
work.
evidence their practice appropriate to specific project briefings and
the nature of their enquiry.
communicate ideas, concepts, theories, and arguments with
different audiences through a range of practical methods and
outcomes including visual, tactile, written and oral.
demonstrate the relationships and contexts of their research into
practice.
Teaching, learning and assessment strategies to enable outcomes
to be achieved and demonstrated:
Subject specific practical skills are advanced through a combination of
learning and teaching methods applied to theoretical and practice
based work. Teaching styles, assessment and feedback methods will
be consistent with those identified in section 3.1.
These teaching styles, assessment and feedback methods will facilitate
the students in developing the appropriate practical skills and the
application of these skills in an experiential, applied, and professional
manner.
Examples of key strategies to enable the advancement of practical
skills are identified as: the use of project based teaching and
assessment; practical sessions; self-guided study e.g. ‘playtime’; and
production and presentation of the final project.
c. Key/transferable skills:
On successful completion of this programme, students should be able
demonstrate transferable skills in:
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information technology – including online information resources.
problem solving – including clarification of questions, consideration
of alternative solutions and evaluation of outcomes.
communication – including visual, written and oral presentation and
discussions.
management – including self learning, and project and time
management.
teamwork – including shared responsibilities, the agreement of
common goals and methods, and co-ordination of resources.
professionalism – including acting professionally in accordance with
ethical propriety, and the observation of safe working practices.
Teaching, learning and assessment strategies to enable outcomes
to be achieved and demonstrated:
Key / transferable skills are advanced through a combination of
learning and teaching methods applied to theoretical and practice
based work. Teaching styles, assessment and feedback methods will
be consistent with those identified in section 3.1.
These teaching styles, assessment and feedback methods will facilitate
the students in developing key / transferable skills and the application
of these skills in a consistent and flexible manner.
Assessment of key skills is embedded in module assessment, and is
explicit in module assessment feedback.
4. Programme structures and requirements, levels, modules, credits and
awards:
Full details can be found in the Programme Regulations at:
http://www.lboro.ac.uk/admin/ar/lps/progreg/year/1011/docs/2D%20&%203D
%20Visualisation%20MA-MSc.doc
Note: The award of an MA or MSc will depend on the methods and
methodologies applied to, and the outcomes of, the final project rehearsal
module.
5. Criteria for admission to the programme:
Full details can be found at
http://www.lboro.ac.uk/prospectus/pg/courses/dept/cd/2d3dv/index.htm
6. Information about assessment:
All taught modules provided by the School of the Arts and the Design School
will be assessed on the basis of 100% coursework in accordance with the
Loughborough University coursework code of practice and departmental
procedures and protocols
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(http://www.lboro.ac.uk/admin/ar/student/exams/cop/coursework.htm). Taught
modules provided by other departments may be assessed by examination,
coursework or a combination of both.
For the award of M.A. or M.Sc. candidates must undertake 180 module
credits. See University Regulation XXI – Programme Mark and Distinctions
for further detail:
http://www.lboro.ac.uk/admin/ar/calendar/regulations/current/21/index.htm
At least 150 credits of the 180 must be taken from those shown in section 4
above. Candidates for the award of M.A. or M.Sc. must complete the two
Final Project modules (DTP703 & SAP103).
In accordance with the Regulation XXI, candidates who have the right of reassessment in a module will be offered an opportunity to be re-assessed in a
special assessment period.
The Final Project module will consist of visual outcomes together with a
substantial written contribution in the form of a project report.
Assessment details are further specified on the module specifications and
collectively are designed to ensure that students develop a range of skills,
competencies, knowledge and understanding as outlined under "Intended
Learning Outcomes".
Please see the full programme regulations for further details.
7. What makes the programme distinctive?
The School emphasises opportunities for personal professional development
through structured elements of the curriculum . Students are also given
opportunities to participate in national and international competitions and to
undertake commissions. Students are also encouraged to participate in the
governance of the School and engage in marketing and widening participation
activities, which give opportunities for personal development.
External objective measures include the government’s national QAA External
Subject Review score of 23, one of the highest in the country. Student
employment rates ranging from 80 to 90% leading to the Daily Telegraph
Newspaper describing us as one of the top three places for a creative career
in the country. The Guardian Newspaper’s Art School league table placed the
School of the Arts top of the mass providers of vocational art and design
education.
The primary focus of work on School of the Arts programmes can be
characterised as ‘thinking through making’ in some of the best specialist
workshop facilities available in an HEI.
The programme is distinctive by being offered by two departments: The
School of the Arts and the Design School. It will incorporate the distinct
strengths of the two departments and collaboratively deliver an
interdisciplinary curriculum.
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The learning through experience nature of the two departments provides a
flexibility in module content that covers a broad spectrum of approaches to
visualisation that would be beyond the scope of any single department. Such
approaches reflect departmental teaching and research strengths such as:
drawing, animation, education, ergonomics, CAD, and prototyping. This
flexibility within the programme is also reflected in the option to award M.A. or
M.Sc. as appropriate.
8.
Particular support for learning:
i) Departmental Support
The department has an integrated structure for the management, appraisal
and planning of teaching and learning. This is comprised of
a Co-ordinator of Teaching and Learning (who manages teaching committee
and has overall responsibility for teaching matters),
Programme Co-ordinators have responsibility for the academic content and
the general organisation of the course, and the academic welfare of the
students),
Year Co-ordinators monitor students performance and attendance and
Personal Tutors who are responsible for matters relating to academic welfare.
A tutor to co-ordinate support for international students
The Department prepares a handbook for students, which is available via the
internet with important information including the management structure of the
department, programme and module specifications and general points relating
to coursework, assessment and student advice and support.
Students are also assigned a personal tutor who is responsible for their
personal welfare who arranges to see them regularly during the first semester.
Thereafter the personal tutor arranges to see their tutees at important times,
such as after assessment, at the start of a new year or when problems have
been raised in respect to the tutees by Year Coordinator, Programme Director
or Director of Teaching.
The Internal examiners for each module meet with students after every
semester to discuss performance, to give constructive feedback and to
indicate possible additional sources of help.
ii) Technical Support
The School has well equipped workshops with experienced technical staff in
all programme areas, which are available to all students, irrespective of their
programme specialisation. In addition, it is often possible to find specialised
technical advice from staff in other university departments.
University Support Facilities
http://www.lboro.ac.uk/admin/ar/templateshop/notes/lps/index.htm
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9. Methods for Evaluating and Improving the quality and standards of
learning
http://www.lboro.ac.uk/admin/ar/templateshop/notes/lps/index.htm
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