RMIT School of Creative Media
Review of Games and Multimedia
Figure 1. Web 2.0 pedagogy with 127,000 Edublogs hosted by James Farmer in 2007
Prepared by Simon Pockley Ph.D.
simonpockley@gmail.com
19th December 2007
Printing note. A colour printer with a scaling option is required. Pages 1-38 are A4. Pages 39-52
contain 14 coloured A3 Appendices. All pages may be printed to A4 if scaled but will not make much
sense in black and white. [Word 12,260 KB]
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Contents
Acknowledgements.................................................................................................................................................... 3
Foreword .................................................................................................................................................................... 3
Executive Summary ................................................................................................................................................... 4
Recommendations (not in priority order) ................................................................................................................... 4
What is the industry and what does it want? ............................................................................................................. 5
SWOT analysis for the School’s games and multimedia programs .......................................................................... 7
Course/Program matrix............................................................................................................................................ 12
BP120 Bachelor of Arts (Multimedia) ...................................................................................................................... 12
Rationale for a Common Course Architecture ......................................................................................................... 15
Options for Program rationalisation ......................................................................................................................... 19
How do RMIT’s offerings compare with other Australian Universities? ................................................................... 20
Program Governance .............................................................................................................................................. 25
Marketing and web presence .................................................................................................................................. 27
Appendix 1. School of Creative Media: Games and Multimedia Programs – at a Glance ...................................... 31
Appendix 2: Swinburne - Bachelor of Multimedia .................................................................................................... 33
Appendix 3: Swinburne - Bachelor of Design (Multimedia Design) ......................................................................... 34
Appendix 4: Swinburne - Bachelor of Arts (Games & Interactivity) ........................................................................ 35
Appendix 5: Swinburne - Bachelor of Multimedia (Games & Interactivity) / BSc (C.S Soft Eng) ............................ 36
Appendix 6: QUT- Bachelor of Games and Interactive Entertainment .................................................................... 38
Appendix 7: Griffith - Bachelor of Animation........................................................................................................... 38
Appendix 8: Course/Program matrix table ............................................................................................................... 39
Appendix 9: EFTSU Distribution of Taught Loads for games and multimedia Courses ......................................... 40
Appendix 10: EFTSU values for games and multimedia Courses 2007 ................................................................. 41
Appendix 11: Program Structure BP120 BA (Multimedia) ....................................................................................... 42
Appendix 12: Program Structure BP203 BA (Animation and Interactive Media) .................................................... 43
Appendix 13: Program Structure BP213 BA (Digital Art) ........................................................................................ 44
Appendix 14: Program Structure BP214 BA (Games Graphic Design) .................................................................. 45
Appendix 15: Program Structure BP215 BA (Games Graphic Programming) ........................................................ 46
Appendix 16: Program Structure BP153 BDesign (Multimedia Systems) ............................................................... 47
Appendix 17: Program Structure ‘Straw man proposal’ .......................................................................................... 48
Appendix 18: Morphology of games and multimedia content at RMIT in 2007 ....................................................... 49
Appendix 19: Comparison of Victorian games and multimedia content to RMIT in 2007 ....................................... 50
Appendix 20: Morphology of games and multimedia content in Australian Universities 2007(by similarity) .......... 51
Appendix 21: Morphology of games and multimedia content in Australian Universities 2007 (by Degree type) .... 52
List of Figures
Figure 1. Web 2.0 pedagogy with 127,000 Edublogs hosted by James Farmer in 2007 .......................................... 1
Figure 2: Creative Media lecturer explains the mix of art and technology to Chinese Delegation ............................ 6
Figure 3: Comparison of games/multimedia Degree offerings by State .................................................................. 20
Figure 4: Comparison of games specific Programs offered in Victoria ................................................................... 21
Figure 5: Comparison of games and multimedia Programs offered in Victoria ....................................................... 21
Figure 6: Swinburne Gamers at the eGames Expo Nov 2007 (photo Larissa Hjorth) ............................................ 23
Figure 7: Comparison of articulations into Degree Programs at Swinburne ........................................................... 23
Figure 8: Fields of study in Australian (games and multimedia) undergraduate Degrees ...................................... 27
Figure 9: Frequency of descriptors used in Australian undergraduate Degrees 2007 ............................................ 28
Figure 10: Terms used to classify http://www.rmit.edu.au/creativemedia ............................................................... 29
Figure 11: Reliability of top-level link destinations 2007 .......................................................................................... 30
Figure 12: Reliability of all web link destinations (School site) 2007 ....................................................................... 30
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Acknowledgements
For those within a work-place ecology it is never comfortable having an outsider looking-in. I am grateful to the
members of staff of the School of Creative Media who have been so generous with their time at a time of year
where there was little or no time. It has been a treat to sit in on classes, attend lectures and celebrations and to
spend time with so many fine minds, generous spirits and unbridled enthusiasms.
Staff in the Design and Social Context Portfolio, Deborah Warrender, Associate Professor Barbara de la Harpe,
Monika Engelhard, John Benwell and Helen Mclean have provided valuable advice and guidance.
Practical advice on implementing Common Course Architectures has come from Les Walkling, Professor
Elizabeth Grierson, Professor Bill Cartwright, Matthew Watts and especially Professor Rob Watts.
Many existing and potential students have been kind enough to share their experiences and aspirations. It is my
hope that in some small way this review may ultimately assist the School of Creative Media to provide students
with a richer, more rewarding educational experience.
Foreword
To remain relevant within the digital domain, the School's games and multimedia offerings will need to be in a
state of constant reinvention. But there is no escaping the fact that there will always be tensions between the
status quo and the prospect of change. Loss of status and loss of direction are concerns that can be addressed
through clear assertions of values.
The underlying values of this Review are threefold:
1.
2.
3.
Respect for the opinions of those who know what they are doing
Proposed changes should make sense to those who may have responsibility for implementing them
Simplicity is better than complexity
Where practical, the arrangements of data derived from the analysis supporting this report has been displayed
visually using colour. Consequently, there is less emphasis on descriptive text and more emphasis on how to
interpret the visual information displayed in the graphs and charts.
Terminology: The terms Program and Course are frequently confused. RMIT usage has been adopted where a
Degree Program is made up of a sequence of Courses.
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Executive Summary
The School of Creative Media owns 4 of the 9 undergraduate games and multimedia Programs at RMIT.
Collaboration with the School of Computer Science and the School of Business result in 2 additional Programs.
Course and pre-requisite sequences have been mapped to show commonalities and similarities as well as
structural flaws. Both justify the need for a review and suggest a way forward that could lead to a simpler offering.
A simpler offering built on the existing common Courses could offer efficiencies and a scalable architecture
suitable for re-developing existing Programs and developing new Programs. This would align with industry
expectations of Graduate core competencies and the structure of similar Programs in other universities. A
detailed resolution of this architecture will necessarily require the participation of teaching staff drawn from their
respective communities of practice. These communities of practice are one of the School’s more obvious
strengths. Such a resolution could be expected to remove any duplication of Courses and to serve as a catalyst
for defining clearer, more marketable differences between the Programs.
Programs and Courses need to be continuously updated if they are to remain relevant. Four potential areas of
research and Program development have been identified: Web 2 and integrated media, digital conservation,
digital forensic investigation, and geospatial - locative applications.
A rationale is provided for why the current Program Governance arrangement is unsatisfactory and for employing
a Program Manager with lines of responsibility that could be used to develop a Position Description.
A detailed review of BP120 has revealed a tension between the School’s strategic directions and the need for
resolving a more pedagogically sound architecture. BP153 and BP203 are both structurally sound but the former
could rationalise some of its low EFTSU Courses and the latter needs to improve the quality of its interactive
Courses. Most pressing is the need to adjust the games Programs (BP213, BP214 and BP215) by removing
structural flaws where some of the Electives are actually pre-requisites for compulsory Courses. A Common
Course Architecture could provide an opportunity for extending the reach of the games Programs through a
Double Degree with Applied Science (Cartography).
The content of the School’s games and multimedia offerings have been compared to >100 Programs offered in
Australia. BP120 has 3 equivalent articulations (Swinburne, VUT and JMC Academy - Sydney). BP213 BA
(Digital Art) stands-out as a rare combination of Art and Hard Coding (a good story for marketing). There are 8
Programs similar in content to BP214 and BP215 and 15 similar in composition to BP153, most notably Victoria
University’s Double Degree: BA (Multimedia)/B Business (e-Commerce). Swinburne is RMIT’s main competitor.
Other centres of vitality and content equivalence are Griffith, Wollongong, Ballarat and Murdoch.
Victoria is the dominant State for games and multimedia with 48% of undergraduate Programs, followed by
N.S.W. with 35%. In Australia, 68% of the games and multimedia undergraduate Degree Programs on offer are
positioned within the domain of the Creative Arts. Information Technology accounts for 28%. It would be
appropriate that an emphasis be placed on creativity - bringing ideas into existence. This includes the teaching of
creativity as well as integrating innovative modes of delivery and leading edge Courses and Programs.
As a marketing space, the School’s web presence is in urgent need of attention because it does not present the
School favourably. After moving through 9 levels from the RMIT homepage potential students still cannot access
Course content. For students accessing the Swinburne site access to Course content is 4 levels deep. Griffith 5.
Recommendations (not in priority order)
1. Investigate new Program specialisation opportunities: 4 suggested areas – Pages 8-11;
2. Redevelop BP120 as a 1.5-year articulation: See rationale (depends on resolution of appropriate
architecture) - Pages 12-14;
3. Conduct Course Integration workshop(s) to resolve structural flaws and a possible Common Architecture
where some Courses could be integrated and archived – Pages 15-18;
4. Investigate the potential for a Double Degree Program by combining Bachelor of Applied Science
(Cartography) with either BP213 or BP214 - Pages 18-19;
5. Simplify the Program offering by combining BP214 and BP215 while strengthening the art/hard
programming combination of BP213. (include recommendation 3 above) - Pages 19-20;
6. Appoint a Program Manager - Pages 12, 25-27.
7. Redevelop the School’s web presence - Pages 27-30.
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What is the industry and what does it want?
“It’s simple, we have to change from making toys to making art if we are to become a medium as mainstream as
a movie.” - Games developer eGamesExpo Melbourne November 2007
Talk of convergence and radical change in the digital domain has become so common place that it easy to
overlook the many and various ways that digital technologies are now integral to the things we do. It is important
for the School to cast wider for its industry advisers than broadcasters, web designers, and producers of
interactive media and games. The production and consumption of multimedia has become so integrated with our
communications technologies that the word has become a generic term to describe a basket of integrated skills.
Just as there is no longer a Minister for Multimedia in Victoria, there is no clearly definable, accurately
quantifiable multimedia industry. Geoscience Australia (Canberra) recently advertised 4 positions for 3D
animators to work on its National mapping and geoscience program. Every industry (education, entertainment,
medicine, banking, real estate, transport, engineering, advertising, etc) now employs the services of computer
animation/games/multimedia specialists. Positions are available for skills that include computer animator,
architectural simulation artist, broadcast graphics artist, animator for business applications, data visualiser,
information designer, digital conservator, developer of corporate/industrial presentations, edutainment designer,
titling design, special effects artist, and emerging titles we have yet to name.
These skills are no longer contained within specific or identifiable industries. New channels, platforms and
networks have evolved into new ways to reach consumers. Traditional media producers (including games
developers) will adapt, or go out of business. Time shifting content, changing media consumption behaviours,
growing consumer expectations of control and personalisation are making traditional distribution channels less
profitable and conventional advertising less effective.
Prescient media theorists and commentators have long understood the transformational power residing within the
form of the medium. The revolution that began with the networking of digital media and the World Wide Web is
still in its early stages. There are many opportunities for the School to develop new Programs and new modes of
educational delivery. The difference between the content of the School of Creative Media Programs now and ten
years ago is far less apparent than the cultural changes that have accompanied the technologies. Yet there is an
uncomfortable similarity between the scant attention paid to the origins of the RMIT web site (Richard Muirden's
idiosyncratic 1994 RMIT.edu.au) and John Benwell’s efforts to encourage activity on the three RMIT islands in
Second Life.
See: Wheeling in Second Life [http://www.youtube.com/watch?v=CBlaiBV_yJs]
It would be timely for the School to reposition itself as an active leader in creating new industries as it did 15
years ago when it offered the first Degree Program in Multimedia. There are many fertile areas for research and
teaching such as sonic communications, digital forensics, digital conservation, neighbourhood narratives, and an
expanding field of visualisation and modelling applications using games engines to display real data.
Some of these are included in the suggested areas for Program development, listed in the Opportunities section
of this review (see page 8).
Rather than looking backwards it is important to pay close attention to the new generation of students. This
generation is often characterised as ‘digital native’ or ‘n-gen’ because they have a networked digital life (in the
sense that their on-line and mobile communications are intertwined with their daily activities).
There are now more than 3 billion mobile handsets. These handsets are becoming increasingly powerful media
devices, capable of providing a rich media (and advertising) experience. As many developed countries approach
100% mobile subscriber penetration, average revenue per user is falling. Mobile operators are looking towards an
increasingly rich array of data services to sustain growth.
In the Nordic countries - along with Korea and Japan, media rich devices are also being described as mobile
wallets, but there is not enough consumable and adaptable content. The demand for artists, designers,
animators, video production personnel and multimedia authors who can create, design and produce content
currently exceeds supply.
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Old media (TV programs, movies, arcade games etc) is being re-presented as adaptable, high-end/low-end
consumable chunks or modules. More significantly, the users of mobile devices themselves are the content
creators.
User generated content can be as simple as sending a friend a photograph or a video. Any time spent in social
environments such as YouTube and Facebook will demonstrate how these spaces are developing into
distribution channels for more complex applications and productions.
The computer animation/games/multimedia specialist is actually a highly skilled and specialised artist.
When digitally literate leaders discuss the kinds of graduates that might fit future needs there is a general
consensus that graduates need to be able to work closely within a team of specialists and be prepared to apply
their skills in areas in which they may be unfamiliar. For example, Professor Simon Penny, contributing to the
AHDS Guide to Good Practice in New Media Tools Creation writes,
While we might confidently assert that these new forms are likely to be interactive, networked and virtual,
they are still developing. This is precisely why it is important to train creative thinkers capable of openended envisioning and interdisciplinary problem solving with diverse skills in media art practice.
Above all, future industries require trained, creative individuals who also demonstrate a passion and enthusiasm
for working in interactive environments. Passion and enthusiasm breeds the discipline required to apply and
develop skills. Many of these required skills are actually traditional skills. They can be described as follows:

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Fundamentals of art and design such as sketching and life drawing
Characterisation
Modelling, painting, rendering
Graphic design
Storyboarding
Colour and light
Aesthetic judgement
Competency with cameras and sound
Technical literacy (writing mark-up and code)
Original ideas
Education sector: There is an opportunity for the School of Creative Media not only to introduce Courses and
Programs fitted to these new information spaces but also to experiment with new modes of delivery. For example,
the pedagogy of reflection is integral to the use of the blog as a learning tool (see cover page); students at
Goldsmith’s College in the UK have created their end of year show in Second Life.
During the course of this review, a visiting Chinese delegation expressed a greater interest in the teaching of
creativity than in the teaching of software skills. Creativity needs be taught and also embodied in the delivery
modes of the Programs.
Figure 2: Creative Media lecturer explains the mix of art and technology to Chinese Delegation
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SWOT analysis for the School’s games and multimedia programs
Strengths

3D animation and visualisation. Notably facial and crime scene reconstruction research, and multi-user
environments;
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Cross-discipline research leadership;
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Innovative online Course developments;

Dedication of teaching staff along with the vigorous and emerging communities of practice that are
prepared to cross the borders between Programs, Schools and even Universities;

International reputation of AIM as a centre of an Animation excellence and its extensive network of
Alumni;

The archive of past student works as a significant marketing resource for attracting students to the
School’s Programs;

The cross-disciplinary strength of the games and multimedia Programs. Namely, BP203, the grounded
Bachelor of Arts (Animation and Interactive Media), The unusual BP213, Bachelor of Arts (Digital Art),
and the 3 cross-School Collaborations (BP153, BP214, BP215).
Weaknesses

Program Governance: includes the quality and consistency of Course Guides, culture of separation, and
mistrust of senior management (see Recommendation 6);

Marketing of the School’s games and multimedia Programs: includes the School’s web presence, lack of
differentiation of graduate attributes, lack of clear pathways for potential students (see
Recommendations 1, 5 and 7);

Course quality: Structural flaws in BP 213, BP214, BP 215, lack of emphasis on Sound, duplication of
Design and Concept Development content, BP120 in need of restructure. Interactive Media 1 and 2
(BP203) (see Recommendations 2, 3, 4 and 5);

Creativity: Program level focus on concept development rather than on concept generation (how to have
ideas) (see Recommendations 3 and 5);

Educational Innovation: little integration of new technologies into modes of delivery such as shared
learning environments, online delivery, virtual labs, pod and vod casting etc. (see Recommendation 1).
Threats
1. The proliferation of multimedia (and more recently games Programs) has meant that more students who would
not have been accepted in the past, are now enrolled. Teaching staff are concerned that demand for places will
fall to the extent that in order to fill places, some Programs will be forced to enrol students who have little or no
chance of successful completion.
It can be argued that a good teacher can turn the poorest student into a successful student at an appropriate
level. However, the ability to attract high-calibre students usually results in a high standard of Major Projects and
raises the standards for all students. Staff have observed that when the proportion of high-calibre students falls,
the overall standard of projects declines. Notwithstanding the annual fluctuations in cohort quality, there are
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concerns arising from an observable decline in overall student calibre. If this proves to be true, then there is a risk
that the Programs will attract fewer students, and the decline will accelerate (see Recommendation 1).
2. The digital domain has been characterised by significant shifts in technological loci and rapid migrations to
nascent media environments. There is a risk that without the regular reinvention of Programs and Courses as
well as effective modes of delivery, the games and/or multimedia Programs could be perceived by potential
students as out-of-date or lagging too far behind the technical and cultural advances that support them. A decade
ago many of the academic staff were pushing at the innovative edge of their fields. Some have now settled into a
more comfortable academic niche and are less inclined to experiment. An innovative school will attract innovative
staff so that a balance might be set between teachers with deep industry and research experience, and up-andcoming academics with a fresh outlook, new skills and disruptive ideas. High-level research will not only feed into
the teaching of specific Programs and Courses but serve to keep them fresh and relevant to potential students
(see Recommendation 1).
3. There is a well documented and persistent risk that the quality of the School’s web presence will act to turn
students away from its games and multimedia Programs (see Recommendation 7).
Opportunities
As the digital domain begins to mature, there is a discernable shift from a technical agenda (hardware, software,
mobile and wearable computing) towards a cultural agenda. As the integration of the domains of art,
entertainment, education, computing, business and communication create cultural networks, these domains can
be combined to create new opportunities for Program development attended by new modes of expression and
investigation.
From a pedagogical perspective it is equally important that the technologies are effectively integrated into their
respective modes of teaching.
Recommendation 1: Consider the following as directions, research areas and new Program specialisation
opportunities.
1. Web 2.0 and integrated media
Several of the recommendations contained within this review depend on an understanding of what is often
perceived as a second generation Web due to the proliferation of social software. Web 2.0 (as it is known) is
actually the realisation of components of the original web prototype proposed by Tim Berners-Lee in 1980.
The importance of Web 2.0 is that it is inextricably intertwined with the growth of cultural connectivity. Social
software includes: authoring services such as blogs and wikis, social bookmarking such as del.icio.us, media
sharing services such as YouTube and Flickr, social presence services such as MySpace, Facebook and Second
Life, and shared learning environments such as Moodle and Elgg. The University of Brighton (UK) is moving
some of its Courses from Blackboard into Elgg where it has 36,000 registered users.
Web 2.0 helps users join together (mashup), personalise and configure systems according to their own needs.
During this review all the students that spoke about their digital lives mentioned Facebook as a space that was
not only becoming one of their primary modes of communication (over mobile phones) but also was rapidly
evolving into an application delivery environment.
The full impact of Web 2.0 on learning and teaching needs to be viewed in the light of the integration of media
and technology, particularly with respect to the following:
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The growth of Web 2.0 is concurrent with increased media convergence, particularly in respect of
broadband communications, telephony and the broadcast media;
While professionally produced and edited media are likely to persist, broadcast media is increasingly
adopting Web 2.0 technologies with greater audience participation and audience created content;
The increased bandwidth offered by 3G telephony will encourage a move away from the desktop and the
desktop browser to mobile devices and browsers. Content will be created, shared and consumed on
mobile devices;
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

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Ubiquitous computing, that is real time, and always on, will change our everyday digital and media
environments;
Social presence and geo-spatial location are converging, and will be integral to temporal, spatial and
intellectual environments;
Long-term access strategies, the management and forensic investigation of digital material rely on an
understanding that a digital object is actually a stream of socially connected data over time.
The following areas could be candidates for specialised Courses:
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PHP programming
Design for participation
Multi-user environments
Metadata and Tagging
Syndication and aggregation
Locative and mobile media
RDF and the Semantic web
2. Digital Conservation
Digital conservation describes the technical and social infrastructure and associated tools for fine-grained
management, discovery and conservation of digital materials.
This infrastructure supports the most commonly used data types: texts, images, audio, and video, but can also
include animation, three-dimensional modelling, games and data sets. Conversion and transcoding services
change any document, image, audio, or video file from its original format to whatever format best suits a
particular use.
Services built on such an infrastructure can also facilitate the fluid discovery, use and exchange of digital
materials.
Analysis services can peer into the fabric of these formats and extract text, image and sound, to be used as
metadata for search and retrieval. Full text can easily be extracted from documents and advanced tools can be
used to derive metadata from media. These analyses include voice-to-text, optical character recognition, facial
recognition, sound recognition, and scene change detection.
At a University level, these infrastructures foster productivity, allow academics to focus on academic goals, and
ultimately produce additional content for the ever-expanding repositories of scholarly works. The policy of the
recently elected ALP is not to proceed with the Research Quality Framework. It is likely to be replaced by a
cheaper, discipline-dependent metrics-based assessment. Any university that fails to implement an
ID/OA mandate (Immediate Deposit, Open Access when possible) in its institutional repository will be opting out
of research competition.
Metadata added across the community becomes the collective interpretation of that content. It lends it
intelligence. As an asset, metadata can be used to build relationships between content and its creators. Semantic
relationships can be defined and exploited. Material can be used and reused by redefining the relationships
between granular pieces of content from the perspective of a particular discipline. These capabilities provide new
opportunities for transforming research methods, pedagogy, and learning, and lead to exciting possibilities for
developing new knowledge.
The following areas could be candidates for specialised Courses:
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Machine understanding and markup languages
Metadata and Tagging
Identification strategies
Digital collections, granularity and repositories
Rights management and access control
Accessibility and adaptability
HCI and usability testing
RDF and the Semantic web
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
Dead media and digital archaeology
3. Digital forensic investigation
Pranksters, criminals, and other nefarious members of society have not overlooked our increasingly dependence
on digital sources of information and the systems and networks involved in data storage, processing, and
transmission. Words like cybercrime, cyberwar, and cyberterror have started to become more commonplace, and
organisations are being formed to stop the activity these terms define.
Current computer forensic analysis is focused on assisting the law enforcement community. Forensic analysis in
the civilian and military areas is moving quickly to find ways to identify anomalous activity on networks and hosts.
In these circles, you will more often hear terms like network forensics, virtual crime lab, remote forensics, or
cyberforensics to describe a range of types of digital analysis.
The same core technologies are present for all computer and network users. These have technical, procedural,
social and legal dimensions. Analysis of media, code or network traffic is conducted either in real time or after the
fact.
Core competencies at a Degree level would come from fields like Computer Science, Engineering Sciences,
Material Sciences, Physics, Mathematics, Criminal Justice, Psychology, Sociology, and any of the existing
Forensic Sciences.
The following areas could be candidates for specialised Courses:
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Data mining
Linguistics
Forensic Science and biometics – fingerprints, blood, DNA
Security, encryption, cryptography and data recovery
Statistics and probability
Image, audio and signal processing
Image analysis
Law and evidence Handling
3D Graphics and evidence
Network engineering
Steganography (a technique whereby messages of many types may be embedded within still images and
video with little or no visible effect)
Note: The School already has a leader in the field on its staff. See Murdoch University: Bachelor of Science (BSc)
in Cyber Forensics, Information Security and Management
Program Description: Increasingly, government and corporate organisations need to identify information security
risks and interdependencies between business functions. Escalating security threats to organisations' information
assets and increasing needs for organisations to comply with governance of information management have
resulted in organisations requiring well-trained ICT professionals capable of addressing three key issues:
managing information; protecting information; and forensic investigation of information security incidents.
Graduates of this major will be well suited to meet these important industry demands.
Core Units:
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Introduction to Data Communications
Principles of Information Systems and Data Management
Introduction to 3-D Graphics and Animation
Introduction to Computer Science
Introduction to Information Technology
Introduction to Multimedia and the Internet
Principles of Commercial Law
Databases Systems Analysis and Design
Knowledge Management Techniques
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
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Knowledge and Information Security
Information Security Management
Cyber Forensics
Forensic Data Analysis
4. Geospatial and locative media
There are four convergent preconditions necessary to support a locative approach to the development of games
and a new range of spatially connected digital services. Each is generally understood and uncontested in its own
domain.
1. Adequate storage: Although Moore's Law may have been pushed far beyond its original scope and available
evidence, we can reasonably expect the trends that show ever increasing capacity and lower costs in data
storage to continue. The trend towards larger, cheaper and more publicly accessible storage capacity shows little
or no sign of abating.
2. Ubiquitous computing networks: Ubiquitous or pervasive computing relates to the development of a form of
computing that has been described as mobile or wireless computing and sometimes as wearable computing. This
is part of a so-called 'third wave of computing' when technology recedes into the background of our activities. It
also relates to the development of technologies such as RSS and Atom that allow digital information to be selfdescribing and consequently self-aware.
3. Global digital mapping: Locative technologies are built on an architecture that is structurally latent in the new
schema for Internet Protocol addressing, IPv6. This 128-bit address space provides some 6.5 x 1023 addresses
for every square metre on the surface of the earth. Current trends in this field are increasingly dynamic,
interactive maps (such as Google Earth) that can access data sets and live feeds from satellites and even traffic
cameras.
4. Communal communications: The development and growth of social software has dramatically altered the way
in which individuals interact with the network. Although the World Wide Web has always been a social space,
prior to the widespread adoption and use of blogs, wikis and other participatory tools, effective 'write' access was
limited. With these tools in place we are already able to digitally annotate sectors of our intellectual environment
as if it were part of a collective intelligence.
The following areas could be candidates for specialised Courses:
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Locative media
Modding
3D mapping
Visualisation with games engines
Neighbourhood narratives
Remote sensing
The School of Applied Science was keen to discuss collaborations with the School. The Bachelor of Applied
Science (Multimedia Cartography) has been renamed Applied Science (Cartography and Geospatial
visualisation). The use of games engines in geographic visualisation is commonplace. A project called ‘Affective
Atlas’ has been put to the Design Institute and needs games expertise. The University of Melbourne hosts a
Geomatics CRC with Curtin, UNSW and UQ and includes links to a games engine for visualisation. There are a
host of Military Applications, Flight Simulators and 3D risk management projects relating to flooding and salinity.
In February 2008 there is an Art and Cartography conference in Vienna.
[http://www.cartogis.org/news/art-and-cartography-symposium]
See also, Adrian Miles, Affective Atlas Symposium 24/10/2007 [http://vogmae.net.au/vlog/?p=1089]
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Course/Program matrix
The Course Program matrix plots the Courses offered against the range of games and multimedia Programs [see
Appendix 8, page 39]. The horizontal colours very roughly represent communities of practice. Common Courses
are shown in green. The process of mapping revealed several strengths:



Commonality of certain Courses across the Programs (if not in name, then in content);
Sense of teamwork and mutual respect that resides within the diverse ‘communities of practice’ who
teach and practice the digital arts;1
Staff enthusiasm for improving both the content and conduct of the Programs.
and weaknesses



Structural flaws in several Programs;
Duplication of certain Courses;
Inconsistent form and content of many of the ‘published’ Course Guides. 2
Notes:
1. During the process of discussing Course content with staff, (artificial) divisions were apparent between
Programs. These could be due to a combination of physical separation, history and competition for scarce
resources. Such divisions were not apparent amongst the communities of practice. It is worth noting that
communities of practice are not only being encouraged by the Research Institutes but also organically
emerging across the borders of Schools; for example, the community of practice developing in the film and
TV production group (see Recommendation 6).
2. A number of Course Guides (Part B) are maintained (off system) by individual lecturers. Consequently, the
Guides available (on system) do not always accurately reflect what is taught. While a significant proportion of
the published Course Guides could be improved by attention to pedagogical consistency, a potential indicator
of the authority of a Guide (on system) might be the required number of Learner Guided Hours (LGH) in the
published Guide. At the time of this review, 46% or 26 of the 57 Courses owned by the School of Creative
Media and taught in the games and multimedia Programs required no LGH (i.e. zero). This is potentially
misleading for students. (see Recommendation 6).
BP120 Bachelor of Arts (Multimedia)
Recommendation 2. Restructure BP120 into a 1.5 year articulation with a mid 2nd year (Semester 4) intake.
This would enable the students not only to find their path at an appropriate level but also have time to make
cultural adjustments and consequently be more completely assimilated into the Program. However, this option
depends on the successful resolution of a supporting Common Course Architecture (see page 15 following).
The structure of BP120 is described in Appendix 11 - page 42. BP120 is a one-year Degree program open to
entry from graduates of the Advanced Diploma of Multimedia or Advanced Diploma of Screen (Film and TV
Production).
An understanding the origin of this structure and the current status of BP120 is inseparable from its history. Much
of its early history parallels the development of the School.
1992: The first multimedia course (VET Diploma) in Australia created at RMIT. It was called Computer Aided
Design (CAD). This was conceived as a reverse articulation pathway - Advanced Diploma of Electronic Design
and Interactive Media (EDIM).
The Department of Creative Media was formed as a TAFE only school following the absorption (by RMIT) of a
few small TAFEs during a state government reorganisation of education and a restructure of some of its
Faculties.
1995-6: Training agreement with Lim Kok Wing (now the University of Creative Technology). The BA Multimedia
was later formed as a 2 + 1 year Program in order to take graduates from Lim Kok Wing and in response to
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pressure from RMIT to create a Degree Program. The School of Creative Media was formed as a dual sector
School with BA (Multimedia) and BA (Photography).
Those of the School’s current staff who came through the TAFE sector and completed the BA Multimedia
program believed that BP120 would be discontinued following the development of the three-year Degree
Program BP203.
At the end of 2005, the BP120 and BP203 Co-ordinator successfully argued for a reduction in the prior education
standing of students from 2 years to 1.5 years for BP203. This allowed for a mid-year intake and a 1.5 year
Articulation Agreement for TAFE students. The rationale was not carried over into BP120.
BP120 was then restructured. The restructure involved the addition of Professional Practice COMM2186 and the
dropping of the following 5 Elective Courses:





Advanced Animation COSC1018
Advanced Multimedia Authoring COC1019
Digital Compositing COSC1021
Time Based Media COSC1022
Digital Imaging with Photoshop GRAP2217
The rationale behind this restructure was that this would allow the focus to be taken off production skills and
replaced with more academic content. In practice, the focus has shifted towards completing a major project.
Student responses
Post restructure, there is consensus amongst previous co-ordinators of BP120 that the Program (in its current
form) is structurally flawed for both local and International students. For the former, it is reported that the Program
does not seriously advance their practical or theoretical skills other than giving them the space to make a project.
For the latter, one year is not considered sufficient time to make the cultural adjustments needed for students to
flourish.
There are always exceptions. Staff report that some of the best student achievements come through BP120 - as
well as the worst. There is a consistent observation that International students are characterised by poor literacy,
language difficulties, and a range of culturally related challenges. Specific examples of cultural values associated
with behaviours are:




imitation over originality
quiet obedience over challenging teacher authority
misconceptions (even anger) about the conduct of the course
intellectual criticism seen as personal criticism
Teaching staff asserted that having the right mix of students was critical to the success of a Course in BP120. A
70%:30% split between local and International students was regarded as optimal for a productive group dynamic.
It was reported that if the ratio of International students exceeded 50% then there was a tendency to isolate the
local students and it was difficult to encourage collaborative behaviours.
The small sample of 5 students that I spoke to at the final student exhibition said that they had enjoyed BP120
but they all said that they needed more time.
Teaching staff responses
Sessional teachers of BP120 Courses were not in a position to comment on its overall educational value.
However, full time teaching staff generally regarded the Program as having what they referred to as an overdue
use-by-date. They described the (new) structure, having students join in with BP203 3rd year students, as being
‘non-collaborative’ where the students did not mix and had quite different skill sets.
Teaching Staff expressed concern that the pragmatic realities of meeting cultural challenges (poor literacy, lack of
originality etc) were leading to a lowering of expectations associated with the standard of scholarship associated
with completing a Degree Program.
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School responses
The 2 + 1 model associated with BP120 is considered as strategically important for the School of Creative Media
because it is being recognised across the University as a model for pathways into programs that have very strong
TAFE level focus. The 2+1 model gives recognition for past learning in an environment that is regarded as
attractive to students and supportable pedagogically. The School has a contract with Lim Kok Wing (LUCCT) and
this generates significant income.
Several recently developed programs also use the 2 + 1 model. For example, the B Applied Science (Fashion &
Textile Merchandising) BP 212 and a B Applied Science (Fashion & Textiles) BP 211 in the School of Fashion &
Textiles.
In addition, the model aligns with the concept of the Associate Degree. After 2 years of TAFE, Associate Degree,
students are guaranteed a pathway into the third year of a HE degree.
New associate degrees currently available include:





AD002 Associate Degree in Engineering Technology (Design & Development)
AD005 Associate Degree in Engineering Technology (Electrical/ Electronics)
AD008 Associate Degree in Engineering Technology (Network Engineering)
AD006 Associate Degree in Applied Science (Information Technology)
AD007 Associate Degree in Design (Furniture)
Other Australian 1-year Degree articulations

Swinburne offers several 1-year articulations from TAFE (see Figure 7, page 23). Bachelor of
Multimedia and Bachelor of Design (Multimedia Design). Generally students must obtain a minimum
of a credit average in their final year of TAFE study, and pass all units of study in order to qualify for a 1year minimum completion period. In some instances students may be required to gain a distinction
average in final year.

Victoria University of Technology offer a Bachelor of Multimedia Systems that is only available to
international students and is conducted in conjunction with Sunway University College (SUC) in Kuala
Lumpur. The degree commences with studies at 2nd year and entry to the course is via successful
completion of 1st year of the Sunway University College Bachelor of Multimedia Systems degree or
equivalent. In 2nd year students study at Sunway University College and undertake VU units as well as
receiving credit for a number of SUC units. In 3rd year students have the option of studying at either VU
in Melbourne (Footscray Park or St Albans campus), or at Sunway University College.

JMC Academy (UNE) offers a Bachelor of Communication Studies (Digital Animation). This program
is articulated with the Advanced Diploma in Digital Animation awarded by the JMC Academy, which is
equivalent to 96 credit points of a 144 credit point Degree Program. The Program is Film and TV centric
and theoretical in content.
Further options for BP120
1. Archive the Program
2. Restructure into a 1.5 year articulation into a Common Course Architecture
3. Restructure as a 1 year articulation into a Common Course Architecture but without Semester 6 i.e.
Semester 4 and 5
4. Restructure as a 1 year articulation into a Common Course Architecture but as a ‘Master Class’ within
Semester 5 and 6
5. Restructure as a series of Electives (96 credit points) from Program offering
6. Restructure as a separate Program or an Associate Degree with its own Courses
7. Do nothing
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Rationale for a Common Course Architecture
Recommendation 3. Conduct Course Integration workshop(s) with teaching staff to resolve structural flaws and
explore the usefulness of a Common Course Architecture as a framework for integrating or archiving low
enrolment Courses. The workshop(s) should be a collaborative staff effort acknowledging the expertise within the
discernable communities of practice.
A straw man proposal for a Common Course Architecture is offered as a useful starting point for this workshop
(or series of workshops). The structure of the straw man proposal is shown in Appendix 17, page 48. The straw
man proposal is conceptual. It is intended to be refined until a final model is obtained that resolves all issues. In
essence, it proposes a Common Course Architecture that would allow students to begin their Degree Program by
sharing a common set of Foundation Courses for either 2 or 3 Semesters. From that point they begin to
specialise. Whether it is considered as a 1-year, or a 1.5-year core, will depend on the priorities of the School
executive and the workshop outcomes.
The proposal provides a flexible range of options for Program rationalisation (see page19). There are several
important factors:
1. A Common Course Architecture extends the Courses already shared;
2. Structural flaws in BP213, BP214, and BP215 need to be addressed but BP203 is structurally
sound;
3. BP120 needs to be redesigned and accommodated within the resulting architecture;
4. Current Program offerings have very similar graduate attributes and need to be more clearly
differentiated;
5. The distribution of EFTSU taught loads suggest that some Courses (particularly those with low
EFTSU in BP153) could be integrated with similar Courses and archived;
6. The combination of art and hard coding makes BP213 a distinctive offering;
7. It would be wise to ensure that there is a distinctive games Program regardless of School
ownership.
Appendix 17, page 48 proposes a common first year with the potential to extend this into Semester 3.
Specialisation begins in Semester 3 or 4. Each specialisation can be seen as a horizontal path. Each path could
combine two areas of specialisation from the following existing specialties:










Advanced digital imaging
2D animation
3D animation
Games
Digital Art
Interactive and networked media
Linear and non-linear narrative
Graphic design
Sound design
Programming
A Work Integrated Learning (WIL) project could also be undertaken in Semesters 4 and 5. In Semester 6
students would choose between professional or exhibition practice depending on their aspirations towards a
career in art or industry - or both.
Existing Common Courses
The Common Architecture builds on the fact that there are already shared Courses (across the Programs owned
by the School). There are strong communities of practice in most of specialist areas. In addition to the notion of a
Major Project in Semester 6, shared Courses currently include:




Media Cultures 1
Media Cultures 2
Design Studio 2
Imaging 1
(COMM2301)
(COMM2302)
(GRAP2359)
(GRAP2355)
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
Imaging 2

Sound design (COMM2305) is also shared by BP203 BA (Animation and Interactive Media), BP213
(Games Digital Art), BP214 (Games Graphic Design).









Narrative and Communication
Digital Painting
3D Character FX
Digital Curation & Ex Practice
Major Project A
Major Project B
Design for Interactive 1
Design for Interactive 2
Imaging and Animation
(GRAP2358)
(COMM2244) is common to BP213, BP214, BP215
(GRAP2359) is common to BP213, BP214, BP215
(GRAP2326) is common to BP213, BP214, BP215
(VART2963) is common to BP213, BP214, BP215
(COSC2350) is common to BP213, BP214, BP215
(COSC2351) is common to BP213, BP214, BP215
(COSC1009) is common to BP213, BP214, BP215, BP153
(COSC1011) is common to BP213, BP214, BP215, BP153
(GRAP2169) is common to BP213, BP214, BP215, BP153
As the Tertiary sector expands to accommodate over 1 million students, there is widespread discussion (and
agreement) about the need for core competencies prior to specialisation. A Common Course Architecture would
allow students to sample a range of specialisations (Animation, 3D, Interactive etc) before committing to a
particular specialist pathway.
While the digital media domain has been characterised by increasing specialisation, employers are looking for
flexible and creative graduates with a range of core competencies. At an introductory level, the range of core
competencies relating to combining sound, still image, moving image, 2D and 3D graphics and text, along with
interactivity, has widened to accommodate the forces of convergence.
There is an obvious need to balance the number of core or foundational knowledge Courses that might fit into a
single year or a framework of 4 x 12 credit Courses with the need to leave time for a major projects arising from
specialist majors. If the Common Semesters were extended to 2 years (as with the 4-year BP153) then this would
not leave enough time for adequate specialisation and a Major Project.
The constructivist learning approach inherent in the Major Project is firmly entrenched within all the Programs.
Major Project not only provides the kind of experience students might expect to find in the workplace but
functions as an assessment tool, show reel and a measure of the success of the Program.
The core competencies across the current Programs include:










Concept development (narrative, writing, scripting, story boarding, animatics)
Imaging (theory, design, lighting, printing)
Art (theory, practice, original ideas)
Design (theory, typography, digital design)
Studio practice (production techniques, time management, professional practice, writing)
Sound design (history, theory, production techniques)
Animation (2D, 3D, character, FX)
Media cultures (theory, writing, communication, research, media history)
Hard Coding (codec, programming, systems engineering)
Soft Coding (mark-up, GUI manipulation, authoring)
In addition to the Courses that are already shared (listed above), the following 17 Courses appear to be integral
to this model. Some may require minor changes.









2D Animation 1
2D Animation 2
3D Animation 1
3D Animation 2
Design for Interactive 1
Design for Interactive 2
Design for Interactive 3
Design Studio 1
Design Studio 2
VART2987
VART2989
VART2988
VART2990
COSC1009
COSC1011
COSC1013
GRAP2358
GRAP2359
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







Design Studio 3
Digital Curation
Digital Painting
Narrative and Communication
Professional Practice
Sound Design
Video 1
Video 2
GRAP2360
VART2963
VART2964
COMM2244
COMM2186
COMM2305
COMM2303
COMM2304
Structural flaws:
BP213, BP214 and BP215 are in need of structural attention. The sequence of Courses is such that the choice of
Electives is incompatible with Core subjects.
Structural flaws in Digital Art BP213 [see Appendix 13, page 44]:



Elective, Media Cultures 1 (COMM2301) is a prerequisite to the Core subjects Media Cultures 2
(COMM2302) and consequently: Design Studio 2 (GRAP2359), and Narrative and Communication
(COMM2244), and Digital Curation & Exhibition Practice (VART2963)
Elective, Imaging and Animation (GRAP2169) is a prerequisite to the Core subject, Advanced Imaging in
2D & 3D (GRAP2324)
Elective, Imaging and Animation is a prerequisite to the Core subject, Design for Interactive Media 2
(COSC1011)
Structural flaw in Games Graphic Design BP214 [see Appendix 14, page 45]:
Elective, Media Cultures 1 (COMM2301) is a prerequisite to the Core subjects Media Cultures 2 (COMM2302),
and consequently: Design Studio 2 (GRAP2359), and Narrative and Communication (COMM2244)
Structural flaw in Games Graphics Programming BP215 [see Appendix 15, page 46]:
Elective, Web Programming (COSC2413) is a prerequisite to the Core subject, Digital Media Computing
(COSC2271). The standard of projects of the first graduates of these Programs has prompted staff to reconsider
some of the assumptions that were made when the Program was designed.
EFTSU taught loads
Where there was enrolment in 2007, Appendix 9, page 40 shows the distribution of taught loads for the 58
Courses owned by Creative Media. In some cases, these taught loads are spread over 2 Semesters. Appendix
10, page 41 shows the distribution of these loads over 1st and 2nd Semesters. The graph suggests that the
following Courses with fewer than 20 enrolments could be considered as candidates for possible integration with
similar Courses or archiving:
Program
BP153
BP203
BP153
BP153
BP203
BP203
BP153
BP203
BP203
BP203
BP203
BP153
Code
COSC2138
OART1016
GRAP2318
COSC1014
COMM2224
COMM2306
COSC2192
OART1014
COMM2213
COMM2225
VART2992
COSC2191
Course
Advanced Electronic Imaging
Interactive Studio
Multimedia Design Project
Concept Development
Design Lab
Sound for Image
Time Based Media
Interactive Media 2
Alternate Animation
Experimental Video
Advanced 3D
Advanced Multimedia Authoring
Taught Load
0.125
1.375
1.5
1.75
1.75
1.875
1.875
2
2
2.25
2.375
2.5
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No enrolment details could be found for the following:
BP153
BP203
BP203
BP203
COSC2178
COMM2226
COMM2228
COMM2227
2D Design
Experimental Sound
e-Learning
Advanced Scriptwriting
Similarity of Graduate attributes
One of the advantages of considering a Common Course Architecture is that it draws attention to the similarities
and differences between Programs. While the differences between Programs may be clearly apparent to some of
the teaching staff, neither the available documentation nor an inspection of the Program structures reveals any
clear difference except in degree of specialisation (see Appendix 1, page 31).
Except for the mention of Programming in BP213 and BP214, the table shows little difference between the
general descriptions and the graduate attributes (some are identical).
From a marketing perspective it is important to be able to explain to prospective students clearly and simply the
difference between Programs.
Common Architecture Pros:












Enhanced student experience
Simpler offering with clearer pathways
Structural consistency
Optimisation of class sizes
More open to experiment with alternative delivery modes
Less reliance on Sessional teaching
Better Program Governance
Collaborative teamwork
Scaleable and flexible framework for including new specialisations
Aligned with 1.5 year articulation agreements
Course rationalisation
Program rationalisation
Common Architecture Cons:




Misaligned with current 2 + 1 model
Possible loss of profile
Need for change management
Possible timetable constraints
Double Degree Programs
Recommendation 4. Investigate the potential for a Double Degree Program by combining Bachelor of Applied
Science (Cartography) with either BP213 or BP214.
The Double Degree could be a useful approach to Program redesign because there is more scope for
comprehensive sequences of study. For example, Bachelor of Arts (Digital Art)/Bachelor of Information
Technology Games Graphics Programming) may prove an attractive proposition for high-calibre students. Double
Degrees might also be attractive options for say, the Bachelor of Applied Science (Multimedia Cartography) and
Games. Games engines are frequently used in geographic visualisation. Professor Bill Cartwright (School of
Applied Science) would welcome such an approach.
There are 9 Double Degree Programs in Australia that combine a domain specific focus with similar core
competencies and specialisations to those listed above:
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








Bachelor of Arts (Multimedia)/ Bachelor of Business (ECommerce) - Victoria U
Bachelor of Arts (Graphic Design)/Bachelor of Arts (Multimedia Arts) - Charles Sturt
Bachelor of Arts (Photography)/Bachelor of Arts (Multimedia Arts) - Charles Sturt
Bachelor of Arts (Multimedia Arts)/Bachelor of Arts (TV Prod) - Charles Sturt
Bachelor of Multimedia (Games and Interactivity)/BSc (Computer Science Software Engineering)
- Swinburne
Bachelor of Creative Arts/Bachelor of Computer Science - Wollongong
Bachelor of Information Technology /Bachelor of Communication in Media/Multimedia Production
- UCanberra
Bachelor of Information Technology /Bachelor of Multimedia – Griffith
Bachelor of Science/Bachelor of Digital Media – UNSW
Options for Program rationalisation
Recommendation 5. Simplify the Program offering by combining BP214 and BP215 while strengthening the
art/hard programming combination of BP213.
The options available for Program rationalisation depend on the outcomes of the Course Integration workshop.
Notwithstanding the constraints of School ownership, BP214 and BP215 are so similar in structure that it would
appear logical to combine them. However, the rare combination of art and hard coding that characterises BP213
would suggest that this point of difference should be strengthened (Option 1). A more radical approach would be
to use the foundations of a Common Course Architecture to combine BP203, BP213 and BP214 into a single
Program with a specialist Major (Option 2). A less attractive option would be to combine BP213 and BP203
(Option 3).
1. Integrate BP214 with BP215 and redesign BP213 to strengthen its combination of Art and Programming.
Perhaps as 2 Double Degrees combined with the Bachelor of Information Technology.
Pros:




Enhanced student experience
Clearer, simpler offering with clearer pathways for marketing
Structural consistency
Program rationalisation
Cons:

Potential for loss of Profile
2. Combine BP203, BP213 and BP214 into a single and/or Double Degree with a specialist Major
Pros:










Enhanced student experience
Simpler offering with clearer pathways
Structural consistency
Optimisation of class sizes
More open to experiment with alternative delivery modes
Less reliance on Sessional teaching
Collaborative teamwork
Scaleable and flexible framework for including new specialisations
Potential for Course rationalisation
Program rationalisation
Cons:



Perception of less choice for potential students
Complex reporting and administrative difficulties
Potential for loss of Profile
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

Difficult to give the Degree a title or descriptive brand
Potential for loss of skilled and experienced staff
3. Integrate BP203 with BP213
Pros:


Potential for a stronger clearer offering with clearer pathways for marketing
Program rationalisation
Cons:




Hard Coding beyond capacity of current students
Not wanted by staff
Potential for loss of Profile
Potential to damage a successful Program
4. Continue to offer the same Programs but restructure the sequence Courses to remove structural flaws,
provide clearer Program descriptions and more distinctive graduate attributes for prospective students
Pros:


Removes structural flaws
Clearer, simpler offerings with clearer pathways for marketing
Cons:


Potential for loss of Profile
Potential to maintain Course duplication
5. Do nothing
How do RMIT’s offerings compare with other Australian Universities?
The origins of the School of Creative Media can be traced back to the first multimedia Degree Program to be
offered in Australia. Today, there are over 100 games and multimedia undergraduate Degree Programs available
in most Universities.
State with the most games and multimedia undergraduate Degrees 2007
48
Vic
NSW
35
20
QLD
4
WA
SA
2
NT
ACT
2
2
Figure 3: Comparison of games/multimedia Degree offerings by State
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Number of games specific Programs offered in Victoria 2007
RMIT
4
Ballarat
3
Swinburne
2
Deakin
1
La Trobe
1
Figure 4: Comparison of games specific Programs offered in Victoria
Number of games and/or multimedia undergraduate Degree Programs offered in Victoria
2007
Swinburne
11
RMIT
10
Monash
9
VU
5
Deakin
5
Ballarat
5
La Trobe
2
Melbourne
2
UCQ
2
JMC
Qantm
2
1
Figure 5: Comparison of games and multimedia Programs offered in Victoria
The quality of a Degree Program is determined by the interplay of many factors: a carefully constructed
curriculum, high quality course materials, consistent pedagogy, inspirational teaching, and a clear path for the
graduating student to follow. Such a path can come from a sense connectedness either to the workplace or the
community practice into which graduating students are welcomed.
It is difficult to evaluate the quality of games and multimedia offerings from afar. But it is possible to compare
Program content and note evidence of similar approaches.
In order to compare the content of Programs, the range of Courses offered in each Program has been classified
into key 6 areas. These are loosely defined as follows:






Hard Code: Command-line computer programming with little on no forgiveness
Soft Code: Mark-up, style sheets or image and sound manipulation using a GUI or a pre-programmed
application
Business: Industry focus, internship, professional development, business planning
Theory: Contextual, historical and practice based ideas pertinent to the domain
Design: Rational, logical, and sequential process of fitting materials to their purpose
Art: (for this purpose) Courses combining imagination and skill in the creation of aesthetic objects
Caveat. This is a blunt tool. Where available, the recommended or typical program of study was used to assess
the morphological values. However, it is acknowledged that it would be possible for individual students to skew
these values through their choice of electives. In addition, Course names may not accurately reflect their content.
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Course Guides were sometimes not available and those that were, may not be taught as published.
Nevertheless, from a pragmatic perspective the methodology does provide a useful method of comparing one
Program with another. The morphology also provides a form of chromosomal signature that facilitates visual
comparison.
Potential students embarking on cross-university searches face an alarming lack of consistency in terminology
and search and browse parameters. As mentioned on the cover of this report, the key terms Program, Course
and Unit lack precision. This is addressed in the section of this report dealing with Marketing and the School of
Creative Media’s web presence (page 27).
The content of the 10 Games and Multimedia Courses offered by RMIT is compared in Appendix 18, page 49.
Example: Reference to the Program structure [Appendix 11, page 42] shows that the Bachelor of Arts
(Multimedia) BP120 is characterised by having a fairly equal distribution between Soft Code, Theory and
Business. The relative values are derived from the distribution of Program content as follows:
Theory:
Theory and Soft Code:
Business and Soft Code:
Business:
Business, Theory and Soft Code:
Concept Development COMM2183
Production Management and Methods COSC1015
Collaborative Project COSC1016
Professional Practice COMM2166
Major Project Production COMM2187
Note the presence of Design in the Bachelor (Animation and Interactive Media) BP203 [Appendix 12, page 43]
and the Hard Code content of the various Programs owned by Computer Science. BP215 has been repeated
because to students completing this Program it would appear that they could graduate with either a Bachelor of
Design (Games Graphics Programming) or a Bachelor of IT (Games and Graphics Programming). However, the
apparent offering of both Programs may be an anomaly due to a name change. The Program is similar in content
to BP214 Bachelor of Arts (Games Graphics Design) - (compare Program Structures Appendix 14 page 45 and
Appendix 15 page 46).
Two views of the Victorian data are provided. The first shows RMIT Programs beside the diversity of other
Victorian offerings arranged by Degree title [see Appendix 18, page 49]. The second shows Programs with similar
content signatures [see Appendix 19, page 50].
Swinburne
The Victorian table of comparison [see Appendix 19, page 50] shows that Swinburne is a clear competitor for
several of the games and multimedia Programs owned by the School of Creative Media.
There are 3 Programs from Swinburne with a content signature approaching Multimedia Bachelor of Arts (BP120)
and 4 resembling that of Bachelor of Arts (Animation and Interactive Media) (BP203). Similarly, RMIT’s Games
Programs are closely challenged by Swinburne’s double Degree Bachelor of Multimedia (Games and
Interactivity) / BSc (Computer Science (Software Engineering)
Of interest to the School of Creative Media should be Swinburne’s
1.
2.
3.
4.
Bachelor of Multimedia CRICOS:060351B
Bachelor of Design (Multimedia Design) CRICOS: 043841C
Bachelor of Arts (Games & Interactivity) CRICOS: 055213K
Bachelor of Multimedia (Games and Interactivity) / BSc (Computer Science (Software Engineering)
CRICOS: 051280J
Swinburne’s web advantage is discussed on page 28 and is indicative of Swinburne’s attention to what has
described as front of house. At the recent eGames Expo students wore special games T-shirts and there was an
overall sense of vibrancy and commitment to the Program. This was attractive to potential students.
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Figure 6: Swinburne Gamers at the eGames Expo Nov 2007 (photo Larissa Hjorth)
There is anecdotal evidence that Swinburne’s Courses are less demanding and more theoretical than RMIT.
Swinburne offers a range of articulations from TAFE. Generally students must obtain a minimum of a credit
average in their final year of TAFE study, and pass all units of study. In some instances students may be required
to gain a distinction average in final year.
TAFE
Degree
Advanced Diploma of
Computer Science
(Multimedia+)
Bachelor of Multimedia
Diploma of Information Bachelor of Multimedia
Technology (Multimedia)
Hawthorn, Lilydale,
Wantirna
Advanced Diploma of
Multimedia (Design)
Prahran
Advanced Diploma of
Multimedia (Design)
Wantirna
Advanced Diploma of
Multimedia (Design)
Wantirna
Bachelor of Multimedia (Business Marketing)
Bachelor of Arts (Games and Interactivity)
Bachelor of Multimedia (Media Studies)
Bachelor of Computing
Bachelor of Design (Multimedia Design)
min years
to
complete
Hawthorn
1
campus
Hawthorn
1
Hawthorn
Hawthorn
Hawthorn
Hawthorn
Prahran
2
2
2
1.5
1
Bachelor of Design (Multimedia Design) with Distinctions Prahran
1
Bachelor of Design (Multimedia Design) with Credits
2
Prahran
Bachelor of Multimedia (Games and Interactivity)/Bachelor Hawthorn
of Science (Computer Science and Software Engineering)
3
Figure 7: Comparison of articulations into Degree Programs at Swinburne
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Centres of Vitality
For obvious reasons here is a strong correlation between available Bandwidth and the vitality of integrated media
centres. Korea, Japan and the Nordic countries have many centres of excellence. The recent visit to RMIT by Dr.
Patrik Svensson, HUMlab, Umea University Sweden, illustrates several important aspects of this review.
See HUMlab [http://blog.humlab.umu.se]




the powerful impact of having an effective web presence using social (blog) software.
integration of the technologies with the activities of the School
emphasis placed on people
range of research activities related to the School’s Programs
From an Australian perspective, there appear to be vital signs attended by strong Programs and research
initiatives at Griffith, Murdoch, Wollongong and Ballarat. Ballarat is also notable for its strong work integrated
learning initiatives with IBM. Students are offered a year of paid work placement in the middle of their Degree.
Much of the evidence for vital signs comes from discussions with staff, with contacts made at the recent eGames
Expo, web presence and research experiences on a range of specialised lists.
List of Australian programs with a content footprint comparable to RMIT
BP120 Bachelor of Arts (Multimedia) - RMIT
 Bachelor of Communication Studies (Digital Animation) - JMC Academy (UNE) (Sydney. 1 year Diploma
articulation)
BP203 Bachelor of Arts (Animation & Interactive Media) - RMIT
 Bachelor of Applied Multimedia – Qantm (Brisbane. 2 years full-time strong focus on practical skill
development based on theoretical foundations of design, media and production)
 Bachelor of Design (Multimedia Design) – Swinburne (Prahran. 3 years (see description above and
Appendix 3, page 34)
BP213 Bachelor of Arts (Digital Art) - RMIT
 Bachelor of Games and Interactive Entertainment - QUT (Brisbane. 3 years (see Appendix 6, page 38)
 Bachelor of Animation – Griffith (Brisbane. 3 years (see Appendix 7, page 38)
BP214 Bachelor of Arts (Games Graphics Design) - RMIT
 Bachelor of Games Design - Griffith
 Bachelor of Multimedia (Games and Interactivity)/BSc (C.S. Softw Eng) - Swinburne
 Bachelor of IT (Games Design and Development) - Deakin
 Bachelor of Multimedia Design - UQ
 Bachelor of Science in Games Technology - Murdoch
 Bachelor of Multimedia - Murdoch
 Bachelor of Creative Arts And Industries (New Media Design) - Charles Darwin
 Bachelor of Multimedia (Multimedia Software Development) - Swinburne
BP215 Bachelor of Design (Games Graphics Programming) - RMIT
BP215 Bachelor of IT (Games and Graphics Programming) - RMIT
BP094 Bachelor of Computer Science (Games, Graphics and Digital Media) - RMIT
 Bachelor of Computer Science (Games Technology) - Charles Sturt
 Bachelor of Science in Games Development v2 - UTS
 Bachelor of IT and Systems - Monash
 Bachelor of Science Multimedia Information Systems - Murdoch
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




Bachelor of Creative Arts/Bachelor of Computer Science - Wollongong
Bachelor of Science/Bachelor of Digital Media - UNSW
Bachelor of Engineering (Computer Games) - UNSW
Bachelor of IT (Computing and Multimedia) – University South Australia
Bachelor of IT (Multimedia Technology) - Deakin















BP153 Bachelor of Design (Multimedia Systems) - RMIT
Bachelor of Arts (Multimedia)/Bachelor of Business (ECommerce) - Victoria University
Bachelor of Interactive Entertainment - Qantm
Bachelor of Digital Innovation – University Central Queensland
Bachelor of Multimedia Design (Major) - Bond
Associate Degree in Multimedia Design - Billy Blue (Sydney)
Bachelor of Multimedia - Griffith
Bachelor of Multimedia – University Southern Queensland
Bachelor of Multimedia - Southern Cross
Bachelor of Applied Computing (Games Technologies) - Ballarat
Bachelor of Applied Computing (Games Technologies) - Ballarat (Sydney)
Bachelor of Applied Computing (Games Technologies) (MIT) - Ballarat
Bachelor of Applied Computing (Games Technologies)(MMC) - Ballarat
Bachelor of Creative Arts & Industries (New Media Design)/Bachelor of IT - Charles Darwin
Bachelor of Creative Industries (Communication Design)/Bachelor of IT - QUT
Bachelor of IT/Bachelor of Multimedia - Griffith
Program Governance
Recommendation 6. Appoint a Program Manager
Good Program governance has clear lines of responsibility for the delivery of administrative, educational and
research outcomes of Programs that are consistent with University expectations.
Good governance requires effective, open reporting on performance, accountability for funds, and sufficient
independence of the immediate interests of staff and students of the day. Ideally, a balance is set between the
School’s Portfolio accountabilities and each Program’s capacity to be empowered to set its own direction and to
define and achieve its objectives. The uncomfortable reality of continuing financial and staffing constraints mean
that it is also important to keep in mind that there are non-financial goals among the core objectives of the
university.
Existing Governance framework
The School’s Director of Higher Education has (temporarily) assumed the role of Program Co-ordinator for all the
games and multimedia Programs owned by the School. The manifold tasks associated with the position of
Program Co-ordinator have been distributed amongst the teaching and administrative staff. Course Co-ordinators
manage the currency of Course Guides and entry of results.
The current arrangement is unsatisfactory for the following reasons:







A well-managed Program is penalised for the shortfalls that arise from another;
Decisions are often reactive (rather than proactive) because they are left to the last minute (e.g.
backfilling for staff on leave or research);
A divisive culture of mistrust is created when Programs compete with each other for scarce resources
and staff are not involved in cross-Program planning;
Lines of responsibility lack consistency and clarity (for example, responsibility for the entry of Sessional
assessments);
Academic staff (in the Creative Arts) are not always skilled in budget modelling, or financial management
and reporting;
Academic staff do not have the authority to make Program planning decisions or to manage complex
issues such as the poor performance of a colleague;
The busiest periods of the academic teaching year occur at the same time as many of the heaviest
administrative loads;
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

The emphasis on research performance leaves little time for strategic planning, documentation of new or
altered Programs or Courses;
Training for new University-wide systems and procedures is not prioritised.
Proposed Governance framework
Effective Program management is a mission critical task that should not be left to the teaching staff. N.B. this is
not intended to be critical of Academic staff capabilities.
A position description for a Program Manager should be developed that includes experience with budget and
strategic planning as well as good business judgement and a well developed understanding of the manifold
pedagogical imperatives for continuity, consistency and effective curriculum design and management.
Program development requires significant documentation, co-ordination and research. The School’s games and
multimedia Programs and Courses need to be in a constant state of reinvention if they are to remain relevant and
continue to attract students. The Program Manager would be responsible for this documentation.
The University is also in a state of constant evolution. New systems and procedures are regularly introduced (e.g.
Blackboard). Training needs to be co-ordinated and integrated and aligned with individual work plans.
Should the School choose to take advantage of the opportunity to move towards a Common Course Architecture,
and retain all, or some, of the existing Program budget lines then those Courses that are Common could be
managed as a virtual or sub-Program. They need to be managed separately because they are not quite the same
as other Courses. They are by nature introductory and wide in scope. Students at this level will have a broader
range of interests and aspirations than those previously specialising at the outset of their undergraduate journey.
Pastoral Care of students
It is important to have someone to go to when you need advice, help and mentorship. While there is an
opportunity to the University to provide a mentorship Program for staff, it is essential for students.
A Program Manager would allocate all incoming students with an Academic staff member as a mentor/advisor.
This person will be responsible for knowing the student’s name and seeing them through to the completion of
their degree. Should Academic staff need to be absent then the Program Manager would arrange a replacement.
Pastoral care will result in a better student experience, increased student retention and advanced warning of
potential problems.
Lines of Responsibility
In addition to budget modelling and financial reporting, the list of co-ordination tasks developed by the Director of
HE would be the basis for developing a list of responsibilities:
Marketing:






Orientation (local & international) - including mid-year intake (ISIS tour etc.)
Events: Open Day, Festival, end of the year show and associated production and management
Online presence: email responses, School website content, advertising, brochures, announcements
International liaison
Exhibitions and industry forums
Industry liaison (Committee?)
Staff/Students


Sessional induction and management – pay claims, engagement forms in conjunction with timetables
and availability
Casual Budget – July, August, December and February
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








Student/staff ratios
Student Progress Committee
Year Level Coordinators, academic advisors, pastoral care
Management of graduation database
Management of Archives
ADOM/BAM articulation and promotion
Enrolment/Academic advisement
Program entry
Foundation Studies liaison
Academic













Interview participation and management of staff timetabled for interviews
Course Guide quality assurance
Learning and teaching
Blackboard
Timetabling and class scheduling
Student/staff ratios
Delivery modes
Program writing and changes, new courses and overseas delivery
Student selection
Exchange students
Study abroad, residencies
Conferences
Grant applications
Administrative





SSCC attendance and follow up for year related matters
VTAC, International, pre-selection kits
IT/Equipment Committee, Equipment Purchases and Equipment Budget
Borrowing and equipment maintenance
Copyright
Marketing and web presence
Recommendation 7. Redevelop the School’s web presence.
There are approximately1 100 Australian Undergraduate Degree Programs offering either a specific
games/multimedia Degree or a games/multimedia major. Of these Programs, 68% are based in the field of
Creative Arts and 28% in Information Technology.
Note 1. 107 have been identified but some are the same Program with a different name different Cricos No.
Fields of study in Australian Bachelor (games and multimedia) Degrees 2007
Creative Arts
Information Technology
Engineering and Related Technologies
Architecture and Building
CRICOS ‘Broad Field’
relative to all Programs
Management and Commerce
Figure 8: Fields of study in Australian (games and multimedia) undergraduate Degrees
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Content is not always reflected in the title of the Degree. The word ‘Multimedia’ is the most frequently used
(45%), followed by both ‘Design’ (22%) and ‘Information Technology’ (21%), then ‘Games’ (19%).
Frequency of descriptors used in Australian Bachelor (games and multimedia) Degrees 2007
Multimedia
Design
Information/Technology
Games
Media
Digital
Communication
Animation
Science
Creative Arts
Computing
Interactive
Graphics
Words used to describe the type of Degree
as well as identify specific majors. For
example,
Bachelor of Arts (Multimedia Design).
Production
Engineering
Entertainment
Innovation
Figure 9: Frequency of descriptors used in Australian undergraduate Degrees 2007
Web functionality
Underlying the concept of Web 2.0 is the understanding that all data or information (text, image, sound, video)
has a social dimension. With notable exceptions (see Strengths page 7), the School of Creative Media’s web
presence (teaching, research, administration and marketing) demonstrates that it lacks this understanding. The
School is not unusual in that its web presence largely remains in Web 1.0 where a few content authors provide
content for an undefined audience of passive readers. When it comes to attracting high calibre students this
amounts to a lost opportunity.
A prospective multimedia student using the School’s web site to get an overview of the sequence of Courses in a
Program shows a clear competitive advantage of Swinburne over RMIT:
[Square brackets show Enter keystrokes or ‘clicks’]
Swinburne: Student able to access specific Course (Unit) content in 4 clicks:
1.
2.
3.
4.
5.
Swinburne: http://www.startswinburne.edu.au/ Select [Future Students]
Select [Find a Course]
Search box: enter search term [multimedia]
Select from list [Bachelor of Multimedia]
Result. Detailed Course (Program) includes Units of study, Recommended Study Sequence with links to
Unit content.
Griffith: Student able to access specific Course content in 5 clicks:
1.
2.
3.
4.
5.
Griffith http://www.griffith.edu.au/ Select [Future Students/Degrees and courses]
Select [Program (degree) search]
Program search by keyword: enter search term [multimedia]
Select from list [Bachelor of Multimedia]
Select [Program structure]
RMIT University
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6.
Result: Detailed Course list with links to Course content
RMIT: Student unable to access specific Course content (9 clicks) ultimately unrewarded – no access to Course
content:
1.
2.
3.
RMIT: http://www.rmit.edu.au/ Select [Future Students]
Search for a Program: enter search term [multimedia]
Scroll and Select from list [BP120 Multimedia Bachelor of Arts] ... and Information Systems RMIT
University 3column Multimedia – Bachelor of Arts City campus Local and…]
Select [Program Structure]
Select (internal anchor) [Program structure]
Wait. Redirected to list of Schools.
Scroll and Select [Creative Media/Undergraduate]
Select from list [Multimedia – B Arts BP120]
Select from choice of files to download [http://mams.rmit.edu.au/hccf70a4qvv3z.pdf]
Result: PDF Program summary with Sequence of Courses but no information or links to Course content.
4.
5.
6.
7.
8.
9.
10.
Analysis of http://www.rmit.edu.au/creativemedia
This brief analysis was conducted in late August 2007. It arose from the need to act as a potential student and
explore the site for games and multimedia Program and Course content. The investigation was restricted to links
and content associated with 3 levels or 154 screens attributed to the School of Creative Media. No attempt was
made to evaluate the overall RMIT shell or the various content islands found within the site.
The School of Creative Media’s web presence does not reflect the level of competency expected of a school that
teaches creative media. More than half of the 154 accessible screens contain material that is inconsistent,
redundant, out of date, not found, or irritating in some way. There is a significant risk that this could discourage
potential students or researchers accessing or browsing the site.
Such problems are an inevitable consequence of approaching the website as little more than a channel for paper
or brochure delivery. The School’s website demonstrates that its web presence is not seen as integral to the
manifold activities of the School. The presence of content islands such as the Research and AIM sites are
generally perceived not just as signs of independence but as statements of disassociation from the School.
Specific recommendations:
1.
2.
3.
4.
5.
6.
In consultation with the University webmaster, and with an understanding of Web 2.0 technologies
develop a strategy for the School to improve its web presence and integrate this presence the notion
of a shared learning environment.
Ensure that the number of screens is consolidated so that consistent navigation terminology is used
to provide access to course content.
Remove all links to placeholder screens and consolidate the content either within programs or ‘About
School’ information;
Update or remove ‘out of date’ content;
Remove or repair links to ‘Not Found’ screens;
Consolidate staff list (contact details) to a link to a single authoritative list.
Screens were classified as follows:
OK
Links lead to expected content and content appears to be relevant and reasonably
current
Inconsistent
Confusing terminology, links lead to unexpected content, content misaligned
Placeholder
Little of no content that could not be combined with content elsewhere
Out of date
Either more than two years old or lacking any recent activity
Content Island Separate sites unrelated to the look and feel or provenance associated with School site
Not Found
Clunky
Returning either a ‘not found’ message or a 404
Typos, revealed code, recursion and other minor irritations
Figure 10: Terms used to classify http://www.rmit.edu.au/creativemedia
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School of Creative Media - relibility of top level link destinations
Placeholder
30%
OK
25%
20%
Inconsistent
15%
Out of date
10%
Content Island
Figure 11: Reliability of top-level link destinations 2007
School of Creative Media - reliability of all links
47%
Ok
18%
Inconsistent
13%
Placeholder
Out of date
5%
Content Island
5%
Not Found
5%
Clunky
3%
Figure 12: Reliability of all web link destinations (School site) 2007
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Appendix 1. School of Creative Media: Games and Multimedia Programs – at a Glance
TAFE – ADOM
Advanced
Diploma of
Multimedia
BP120
BA (Multimedia)
BP203
BA (Animation and
Interactive Media)
BP213
BA (Digital Art)
BP214 (BA Games
Graphic Design)
2 years Advanced
Diploma
Advanced standing:
1-year Degree
articulation
Advanced standing:
3-year Degree
Program
Advanced standing:
3-year Degree
Program
Advanced
standing:
3-year Degree
Program
Advanced standing:
NA
2 year standing from
the Advanced
Diploma of Multimedia
or Advanced Diploma
of Screen (Film and
TV Production), or
equivalent TAFE
sector
1.5 year standing
for Graduates of the
Advanced Diploma
of Multimedia,
Diploma of Graphic
Arts or Advanced
Diploma of Screen
(Film and TV
Production)
programs
Selection:
Agreement with
LUCCT. Assumes
prior knowledge
equivalent to first 2
years of BP203
Selection:
Multimedia
Supplementary
Information Form.
Short-listed
applicants:
Interview and folio.
I year standing for
Graduates of the
Advanced Diploma
of Multimedia,
I year standing for
Graduates of the
Advanced Diploma
of Multimedia,
Selection:
Selection:
Selection:
Multimedia
Supplementary
Information Form.
Short-listed
applicants: Interview
and folio.
Pre-selection kit,
interview and folio.
Pre-selection kit,
interview and folio,
ENTER.
Pre-selection kit,
interview and folio,
ENTER.
General description:
General description:
General description:
General
description:
General description:
Specialist training in
computer generated
art and design
incorporating digital
design, imaging,
video, interactive
authoring, 2D
animation, writing
for multimedia, 3D
modelling and
animation, games
development and
web page
authoring.
Students build on
skills they have
gained throughout
their vocational
studies, graduate with
a degree qualification,
and prepare for
industry practice in
multimedia.
Specialist training in
digital art and
design, animation
(2D and 3D), digital
video, motion
graphics, special
effects, interactive
media design and
authoring, media
theory and digital
audio.
Specialist training
and theory in
computergenerated art in an
integrated program
that includes
history, painting,
printing, lighting,
2D and 3D
imaging,
animation,
interaction design,
curating and basic
computing, maths
and physics..
Specialist training
and theory in
computer generated
design with
particular emphasis
upon narrative,
game theory and
practice. You will
undertake courses in
design, narrative,
imaging, animation
(2D and 3D), time
based and
interactive authoring
and basic
computing,
programming, maths
and physics.
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TAFE – ADOM
Advanced
Diploma of
Multimedia
Graduate
attributes
Graduates have
specialist skills in
computer
generated art and
design
Employed in: art,
design and media
industries. .
Employed as:
animators
3D visualisers &
modellers
web designers
graphic designers
interface
designers
art directors,
game designers
teachers
researchers
digital artists
sound designers
video producers
producers,
DVD designers
Have own
companies and
artistic and
curating careers
BP120
BA (Multimedia)
BP203
BA (Animation and
Interactive Media)
BP213
BA (Digital Art)
BP214 (BA Games
Graphic Design)
Graduate attributes
Graduate attributes
Graduate attributes
Graduate attributes
Graduates of this
program have the
aesthetic and
technical capabilities
to satisfy a broad
range of design
needs and the ability
to conceive and
author innovative
multimedia works in
interactivity,
animation, video and
web design.
Graduates possess
aesthetic and
intellectual maturity
and strong technical
abilities.
Graduates have
aesthetic and
technical abilities
within the disciplines
of art, design and
programming.
Graduates have
aesthetic and
technical abilities
within the disciplines
of art, design and
programming.
Have strong skills in
games aesthetics
and a clear
understanding of the
place of games art
in the broader
historical continuum
of image-making.
Have strong
conceptual, game
design and narrative
skills.
Employed in:
multimedia, new
media and
information
technology
industries.
Employed as:
No data available
Employed in: the
creative disciplines
of design, media
and art
Employed as:
animators
3D visualisers &
modellers
web designers
graphic designers
interface designers
art directors
game designers
teachers
researchers
digital artists
sound designers
video producers
Have own
companies and
artistic and curating
careers
Employed in: the
games industry and
more generally, in
the creative and
computer graphics
industries.
Employed as:
animators
3D visualisers &
modellers
games programmers
graphics
programmers
interface designers
art directors
game designers
educators
researchers
digital artists
producers
Employed in: the
games industry and
more generally, in
the creative and
computer graphics
industries.
Employed as:
animators
3D visualisers &
modellers
games programmers
graphics
programmers
interface designers
art directors
game designers
educators
researchers
digital artists
producers
Have own
companies and
artistic and curating
careers
Have own
companies and
artistic and curating
careers.
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TAFE – ADOM
Advanced
Diploma of
Multimedia
BP120
BA (Multimedia)
BP203
BA (Animation and
Interactive Media)
BP213
BA (Digital Art)
BP214 (BA Games
Graphic Design)
Learning mode:
Learning mode:
Learning mode:
Learning mode:
Learning mode:
Studio mode.
Studio mode.
Studio mode +
lectures.
Studio mode +
lectures.
The program
provides a creative
and supportive
environment of
artistic and
intellectual
investigation while
maintaining active
links with industry.
Courses specifically
designed to simulate
industry
environments.
Studio mode +
lectures.
The program
provides a creative
and supportive
environment of
artistic and design
endeavour, with an
emphasis on
intellectual
investigation and
conceptual
development.
All programs
include courses that
are designed to
provide regular
learning interaction
with students of all
three games
programs in a
studio mode that
reflects the practice
of the electronic
games industry.
All programs include
courses that are
designed to provide
regular learning
interaction with
students of all three
games programs in
a studio mode that
reflects the practice
of the electronic
games industry.
Assessment:
Assessment:
Assessment:
Assessment:
Assessment:
Assessment
outcomes are
mainly practical in
orientation and
competency
based.
Major Project and
Production, as well as
a student elective of
their choosing.
Final assessment
through Major Project
Final assessment
through Major
Project
Final assessment
through Major
Project
In addition, courses
are assessed in line
with their learning
outcomes and
graduate
capabilities.
In addition, courses
are assessed in line
with their learning
outcomes and
graduate
capabilities.
In addition, courses
are assessed in line
with their learning
outcomes and
graduate capabilities.
Appendix 2: Swinburne - Bachelor of Multimedia
Program description: The Bachelor of Multimedia is designed for students who have prior tertiary level studies,
such as a diploma or its equivalent. The course incorporates a comprehensive approach to multimedia with a
strong emphasis on practical skills and techniques, including web design/programming, animation and digital
video/audio. Elective studies can be taken in diverse areas from ICT through Arts to Business.
Entry to the Program requires a two-year post year-twelve Diploma or equivalent with an overall mark of 65%.
This program operates under a student workload model based on 100 credit points for a full-time academic year.
One credit point is deemed to be equivalent to one hour of student work per week over a semester, whether in
contact with staff or in private study. Four units of study will generally be taken each semester. The typical
student's average weekly workload during a semester is therefore deemed to be fifty hours. Total student contact
hours, including lectures, classes, tutorials, flexible learning and laboratory and field sessions will vary in different
semesters, but will be less than 20 hours per week.
Students are normally enrolled in the Recommended Study Sequence (see below) and must successfully
complete a minimum of 200 credit points. In all cases, students must choose units of study from Study Groups
according to the following rules, subject to timetable constraints and prerequisite studies being met.
Students who are given exemptions from Core Multimedia Studies or Further Multimedia Studies (as credit for
prior studies) are still required to complete 100 credit points of units of study from these groupings in order to
complete the requirements of the degree.
Page 33 of 52
Students must also complete a compulsory unit of study Careers in the Curriculum to be awarded the degree.
Careers in the Curriculum (CIC) is an innovative unit designed to assist Swinburne students to enhance their
employability and career prospects. It is usually undertaken in the second year of your course and is compulsory
for all undergraduate students who commence their course from 2007 onwards. Students studying CIC will not
incur a HECS or fee debt as the cost will be met by the university as part of an initiative to enhance students'
career skills.
Recommended Study Sequence
Semester 1
 Professional Communication Practice
 Design for Multimedia 1
 The Internet and World Wide Web 1
 Multimedia Applications
Semester 2
 The Internet and World Wide Web 2
 User Experience Design
 Digital Video and Audio
 Elective #1
Semester 3
 3D Animation and Special Effects
 Multimedia Project 1
 Media Theory, DVD and Compositing
 Elective #2
Semester 4
 Multimedia Project 2
 Multimedia Technology
 Interactive Multimedia
 Elective #3
Appendix 3: Swinburne - Bachelor of Design (Multimedia Design)
Program description: The Multimedia Design program prepares students to work with design for digital film
production, the World Wide Web and computer interactive media. The study of time-based sequence design
provides students with expertise in animation, 3D modelling, digital video, audio media, and communication
design for electronic media. Graduates leave the program with highly developed and relevant skills for work in
such diverse industries as post-production houses (including the film and television industry), digital video,
animation, web design consultancies, and video game design houses.
Stage 3 of this program, not including Industry Placement is also delivered at the Billy Blue School in North
Sydney and City University, Hong Kong.
Honours
The first two years are common, followed by either a year three (pass degree) or selection into the four year
Honours program with Industry Placement (third year). The Honours program requires a further 100 credit points
of units of study consisting of all coursework or two Professional Practice and two other units of study in the
Design Centre.
Students may continue into the Bachelor of Design (Multimedia Design) (Honours) program through the following
avenues:



If a student has maintained a grade average of credit or above (without participating in the Industry
Placement (IP) program
They may be invited to apply to study in the Honours year. Students who are involved in the IP program
will be required to participate in the Honours year of study.
Stage 3 (rest of the Program available on-line)
Page 34 of 52
Semester 1
 Individual Research Project
 Multimedia Design New Technologies
Allocated one of the following:
 Communicating Practice
 Design Systems and Services
 Design and Business Strategy
Elective Studies:
 3D Character and Environment Design for Animation
OR any unit from an Electives Plus sequence (see above)
OR Industry Placement
 Industry Placement 1 (37.5 credit points)
Any 12.5 credit point subject from Stage 3 units of study
Semester 2
 Group Research Project
 Multimedia Design: Advanced Technology
Allocated remaining two of the following:
 Communicating Practice
 Design Systems and Services
 Design and Business Strategy
OR Industry Placement
 Industry Placement 2 (37.5 credit points)
Any 12.5 credit points from Stage 3 units of study
Appendix 4: Swinburne - Bachelor of Arts (Games & Interactivity)
Program description: The Bachelor of Arts in Games and Interactivity aims to produce highly skilled graduates
capable of gaining employment in the growing computer games industry, or indeed the wider multimedia industry.
Through a combination of media, multimedia and specialised games subjects, students gain an understanding of
how games operate within society, at the same time developing a set of research and communications skills that
are applicable across a range of industries. Instruction is through a combination of theoretical and practical
teaching modes, which allows students to get hands-on experience with game development within a broader
theoretical framework. While this degree would be suitable for anyone with an interest in studying games as a
social phenomenon, it is especially well suited to those seeking employment in the games industry, but who do
not wish to become high-level programmers.
Students must successfully complete a minimum of 300 credit points according to the following rules:





150 credit points from Group 1 – Core Games and Interactivity units;
100 credit points from Group 2 – Media Studies Majors units;
37.5 credit points from Group 3 – Further Multimedia units or a recognised elective sequence (see
Elective Plus Sequences below);
12.5 credit points from Group 3 or 4 – Further Multimedia units or Elective units
In addition, students must complete a compulsory unit of study HAC0001 Careers in the Curriculum to be
awarded the degree. Careers in the Curriculum (CIC) is an innovative unit designed to assist Swinburne
students to enhance their employability and career prospects. It is usually undertaken in the second year
of your course and is compulsory for all undergraduate students who commence their course from 2007
onwards. Students studying CIC will not incur a HECS or fee debt as the cost will be met by the
university as part of an initiative to enhance students' career skills.
As part of the Swinburne Model for Professional Learning, all incoming undergraduates from 2007 will undertake
25 credit points of professionally-focused final year major projects within their programs of study.
Suggested Study Sequence
Semester 1
 Interactive Games Structures
 Multimedia Applications
Page 35 of 52
 Digital Video and Audio
 Media Literature Film: Texts and Contexts
 Semester 2
 The Media in Australia
 3D Animation and Special Effects
 User Experience Design
 Design for Multimedia 1
Semester 3
 New Media: The Telecommunications Revolution
 Games & Interactivity Lab 1
 The Internet and World Wide Web 1
Elective A – Choose 1 of:
 Reading, Writing and Criticism
 Popular Culture
 Professional Communication Practice
Semester 4
 Principles of Game Design
 Business of Games
 Games & Interactivity Lab 2
Elective B – Choose 1 of:
Network Cultures
 eSociety: Sociology of the Electronic Age
Optional IBL year#
 Industry-Based Learning
 Industry-Based Learning
Semester 5
 Games & Interactivity Project
 Multimedia Interfaces
 Cinema Studies
 Radio Production and Criticism A
Semester 6
 Games & Interactivity Project 2
 Information Society: A Global Perspective
 Interactive Multimedia
Elective C – Choose 1 of:
 Writing Fiction
 New Venture Development and Management
Appendix 5: Swinburne - Bachelor of Multimedia (Games & Interactivity) / BSc (C.S Soft Eng)
Program description: This double degree aims to provide students with a broad range of multimedia production
skills combined with extensive skills in the software engineering and development required to develop games and
interactive applications. The degree is designed to combine theoretical and practical knowledge through a range
of experiential teaching methods, and apply these to the development of 2D and 3D games. Students completing
this degree will possess a highly-desirable combination of multimedia and information technology skills, enabling
them to find work in a variety of positions in the games industry as well as in the broader information and
communications technology sector.
Students choose units of study from three Study Groups, completing at least 400 credit points made up of:



Core Games & Interactivity Studies (112.5 credit points)
Core Multimedia & CSSE Studies (237.5 credit points)
Elective Studies (50 credit points)
Recommended Study Sequence:
Semester 1
 Design for Multimedia 1
 Interactive Games Structures
 Database Analysis and Design
Page 36 of 52

Introduction to Programming
Semester 2
 Design for Multimedia 2
 Digital Video and Audio
 Technical Software Development
 Engineering Mathematics 1
Semester 3
 3D Animation and Special Effects
 Multimedia Applications
 Software Development Practices
 Object-Oriented Programming in C++
Semester 4
 User Experience Design
 Principles of Game Design
 Internet Technologies
 Programming in Java
Semester 5
 Physics of Games
 Games & Interactivity Lab 1
 Artificial Intelligence for Games
Choose one of:
 Media Literature Film: Texts and Contexts
 Media Theory, DVD and Compositing
 Multimedia Technology
Semester 6
 Games & Interactivity Lab 2
 Digital Graphics
 Games Programming
 Software Project Practices and Management
Optional IBL year
 Industry-Based Learning
 Industry-Based Learning
Semester 7
 LAN Principles
 Multimedia Interfaces
 Software Engineering Project A
 Software Architectures and Design
Semester 8
 Games & Interactivity Project 2
 Professional Issues in Information Technology
 Software Deployment and Evolution
Choose one of:
 New Venture Development and Management
 Business of Games
 Interactive Multimedia
 Networking and Online Games
Page 37 of 52
Appendix 6: QUT- Bachelor of Games and Interactive Entertainment
Program description: The course has a strong foundation in both entertainment technology and creative skills.
Students gain experience in the whole process of game and interaction development, from identification and
evaluation of ideas, creation of design concepts, critique of existing and potential products, analysis of cultural
impact and industry trends, through to the development and delivery of a final product.
Choice of major from:
The course has a strong foundation in both entertainment technology and creative skills. Choice of major from:




Animation and Computational Arts: animation and motion graphics, 3D computer graphics and
computer generated art
Digital Media: mixing graphics, video, animation and sound to meet the increasingly complex world of
digital entertainment
Game Design: game design tools and design processes, narrative and immersion, architecture and
interior design
Software Technologies: technical aspects of computer games, games engine and tools development
Students gain experience in the whole process of game and interaction development, from identification and
evaluation of ideas, creation of design concepts, critique of existing and potential products, analysis of cultural
impact and industry trends, through to the development and delivery of a final product.
Four Blocks of studies:




Block A: Core Studies (6 units plus a 24 credit point Project completed in Semester 6)
Block B: Major (8 units) selected from Animation and Computational Art; Digital Media; Games Design;
Sotware Technologies
Block C: Minor (4 units)
Block D: Electives (4 units)
For details of Courses offered see:
[http://www.courses.qut.edu.au/cgi-bin/WebObjects/Courses.woa/wa/selectMajorFromMain?courseID=3810]
Appendix 7: Griffith - Bachelor of Animation
Program description: This highly expressive program will fire your imagination while refining your creativity, wit and
ingenuity. You will receive a thorough grounding in character animation covering animation skills, production
techniques and studio hardware, enhanced by study of perspective and life drawing, scriptwriting, concept
development, graphic processes, communication, editing and sound production. You will develop the skills to
produce original films from script to screen including character animation (both 2D and 3D), concept development,
storyboarding, editing, postproduction and sound recording. You will also develop the ability to determine the most
appropriate animation format for specific projects - traditional drawn animation, computer animation, 3D puppet
animation or other experimental media. Your academic studies will be extended by off-campus studio courses to
enable you to gain first-hand experience.
In Year 1, you will be introduced to the theoretical and practical aspects of animation as well as key themes of 21st
century visual culture.
In Years 2 and 3, you will continue the approach established in Year 1 with increased emphasis on the various
aspects of animation and studio courses to gain first-hand experience. You will also work alongside Bachelor of
Film and Screen Media Production students to complete a community project.
For details of Course Structure see:
[http://www17.griffith.edu.au/cis/p_cat/require.asp?ProgCode=1179&Type=structure]
RMIT University
Document: 533582492/Simon Pockley
Save Date: 09-03-2016
Page 38 of 52
Appendix 8: Course/Program matrix table
Creative Media: Course Map
cred
hrs/w
tgh
lgh
BP120
BP213
BP214
BP215
BP153
12
39
Concept Development
12
39
0
Managment & Methods
12
27
0 COSC1015
Narrative & Comm
12
39
78
Narrative for Multimedia
12
52
0
****Art History theory
12
39
39
HUSO2186
Maths & Physics artists
12
39
0
MATH1444
****Maths for Computing
12
52 104
****Maths for Advanced Computing
12
60
48
Media Cultures 1
12
3
39
39
COMM2301
COMM2301
COMM2301
COMM2301
Media Cultures 2
12
3
39
39
COMM2302
COMM2302
COMM2302
COMM2302
Design for Interactive 1
12
52
0
COSC1009
COSC1009
COSC1009
COSC1009
Design for Interactive 2
12
52 104
COSC1011
COSC1011
COSC1011
COSC1011
Design for Interactive 3
12
52 104
Design Studio 1
12
6
39
39
GRAP2356
Design Studio 2
12
6
39
39
GRAP2359
Design Studio 3
12
3
39
0
GRAP2360
Design 1
12
3
39
39
GRAP2354
Design 2
12
3
39
39
GRAP2357
Design Lab (y3El)
12
3
39
0
COMM2224
2D Design
12
52
0
Imaging 1
12
3
39
0
Imaging 2
12
3
39
0
Digital Painting
12
39
78
Visual effects
12
58
0
Electronic Imaging and Design
12
52
0
Advanced Electronic Imaging
12
52
0
Interactive Media 1
12
3
52
52
OART1013
Interactive Media 2
12
3
52
52
OART1014
Interactive Studio
12
3
52
52
OART1016
Digital Compositing
12
52 180
COSC2193
Advanced Multimedia Authoring
12
52 108
COSC2191
Advanced Web Authoring
12
52
0
COSC2194
****MultiM engineering 1
12
52
0
EEET2241
****MultiM engineering 2
12
52 104
****Web Server Technology
12
48
96
***Progm Interactive Des
12
39
39
****Games studio 1
12
****Games studio 2
3
78 COMM2183
BP203
Concept Development
COMM2183
COSC1014
COMM2244
COMM2244
COMM2244
COMM1000
MATH1444
MATH1074
MATH2041
COSC1013
GRAP2359
GRAP2359
GRAP2355
GRAP2355
GRAP2355
GRAP2358
GRAP2358
GRAP2358
VART2964
VART2964
COSC2178
VART2964
OART1015
COSC1010
COSC2138
EEET2242
COSC1301
COSC1301
COSC1301
48 104
COSC2348
COSC2348
COSC2348
12
48 108
COSC2349
COSC2349
COSC2349
****Intro to IT
12
36 108
****Intro to Programming
12
48 108
****Intro to Programming
12
48 108
COSC3472
COSC3472
COSC3472
****Programming Tech
12
48 108
COSC1284
COSC1284
COSC1284
****Programming 1
12
84
72
****Programming 2
12
52
84
****Programming 3
12
60
90
****Database Concepts
12
48
96
****Net-Centric Computing
12
****Web Dev Tech
****Scripting languages
3
5
COSC2381
COSC1078
COSC1519
COSC1073
COSC1076
COSC2391
COSC2391
48 108
COSC1111
COSC1111
COSC1111
12
52 104
COSC2276
COSC2276
COSC2276
12
52 108
COSC1093
COSC1093
COSC1093
****Operating Systems
12
48 108
COSC1114
COSC1114
COSC1114
****Artificial Intelligence
12
48
96
COSC1127
COSC1127
****Web Programming
12
48
0
COSC2413
COSC2413
COSC2413
****Mobile Application Dev
12
48 108
COSC2309
COSC2309
COSC2309
2D Animation 1
12
45
2D Animation 2
12
Alternate Animation
12
Animation Studio
GRAP2169
3
COSC1519
ISYS1057
ISYS1057
45
VART2987
39
0
VART2989
39
39
COMM2213
12
58
58
VART2991
Imaging and Animation
12
39
78
GRAP2169
GRAP2169
Advanced 2D 3D
12
39
78
GRAP2324
GRAP2324
3D Character - FX
12
39
78
GRAP2326
GRAP2326
GRAP2326
****Rendering and 3D Prog
12
36 120
COSC1226
COSC1226
COSC1226
****Web 3D
12
48 104
INTE1113
INTE1113
INTE1113
3D Animation 1
12
45
3D Animation 2
12
Advanced 3D (y3El)
12
****Interactive 3D Graphics
12
COSC1187
COSC1187
COSC1187
Sound Design
12
39
39
COMM2305
COMM2305
COMM2305
Sound for Image
12
39
0
COMM2306
Experimental Sound
12
39
0
COMM2226
Computer Sound Production
12
78
0
Digital Curation & Exhibition Practice
12
39
78
VART2963
VART2963
Collaborative Project
12
8
0 COSC1016
Professional Practice
12
19
0 COMM2186
****Entrepreneurship 1
12
39 117
BUSM1311
****Entrepreneurship 2
12
39
80
BUSM1314
****Marketing
12
39
0
Video 1
12
52
52
COMM2303
Video 2
12
4.5
52
52
COMM2304
Experimental Video
12
3
39
39
COMM2225
Time Based Media
12
e-learning (Elective)
12
3
39
39
COMM2228
Advanced Scriptwriting (El)
12
3
39
0
COMM2227
Major Project
36
9 260
0 COMM2187
COMM2187
Major Project A
12
48 104
COSC2350
COSC2350
COSC2350
Major Project B
12
48 104
COSC2351
COSC2351
COSC2351
Multimedia Design Project
12
52
3
3
0
VART2988
58
0
VART2990
39
39
VART2992
36 108
GRAP2169
COSC2359
VART2963
COMM2186
MKTG1001
52 108
COSC2192
0
GRAP2318
Content Design Project
12
52
0
**** not owned by School of Creative Media (some non common CS Courses not included) prepared by Simon Pockley 17/10/07
COSC1012
RMIT University
Document: 533582492/Simon Pockley
Save Date: 09-03-2016
Page 39 of 52
Appendix 9: EFTSU Distribution of Taught Loads for games and multimedia Courses
Course name
Code
ID
credit
TL
BP120
BP213
BP214
BP215
BP153
others
Concept Development
COMM2183
35773
12
11.125
Concept Development
COSC1014
1861
12
1.750
Managment & Methods
COSC1015
1862
12
6.125
Narrative & Comm
COMM2244
37018
12
6.750
Narrative for Multimedia
COMM1000
13579
12
2.375
Maths & Physics artists
MATH1444
37017
12
6.500
Media Cultures 1
COMM2301
38329
12
10.000
Media Cultures 2
COMM2302
38333
12
13.625
Design for Interactive 1
COSC1009
13575
12
16.375
Design for Interactive 2
COSC1011
13577
12
14.250
Design for Interactive 3
COSC1013
13580
12
5.125
Design Studio 1
GRAP2356
38330
12
6.500
6.375
Design Studio 2
GRAP2359
38334
12
12.000
6.125
Design Studio 3
GRAP2360
38339
12
6.125
6.125
Design 1
GRAP2354
38327
12
6.375
6.375
Design 2
GRAP2357
38331
12
5.500
5.5
Design Lab (y3El)
COMM2224
36719
12
1.750
1.5
2D Design
COSC2178
32114
12
Imaging 1
GRAP2355
38328
12
12.750
6.5
3.25
2.875
Imaging 2
GRAP2358
38332
12
11.250
5.875
2.625
2.75
Digital Painting
VART2964
38049
12
7.625
3.25
4.375
Visual effects
OART1015
38345
12
4.250
Electronic Imaging and Design
COSC1010
13576
12
5.625
5.625
Advanced Electronic Imaging
COSC2138
32118
12
0.125
0.125
Interactive Media 1
OART1013
38338
12
6.125
6.125
Interactive Media 2
OART1014
38343
12
2.000
2
Interactive Studio
OART1016
38347
12
1.375
1.25
Digital Compositing
COSC2193
32669
12
5.750
0.5
Advanced Multimedia Authoring
COSC2191
32667
12
2.500
2.5
Advanced Web Authoring
COSC2194
32670
12
4.375
4.375
2D Animation 1
VART2987
38335
12
6.375
2D Animation 2
VART2989
38340
12
3.000
3
Alternate Animation
COMM2213
36418
12
2.000
1.375
Animation Studio
VART2991
38348
12
2.875
2.75
Imaging and Animation
GRAP2169
31494
12
17.875
3.5
4.25
Advanced 2D 3D
GRAP2324
37019
12
6.875
2.625
4.125
3D Character - FX
GRAP2326
37021
12
9.875
3.375
4.25
3D Animation 1
VART2988
38336
12
6.375
6.125
3D Animation 2
VART2990
38341
12
4.375
4.25
0.125
Advanced 3D (y3El)
VART2992
38350
12
2.375
2
0.25
0.125
Sound Design
COMM2305
38344
12
8.125
1.375
2.25
3.375
Sound for Image
COMM2306
38346
12
1.875
1.875
Computer Sound Production
COSC2359
13569
12
4.000
Experimental Sound
COMM2226
36721
12
Digital Curation & Exhibition Practice
VART2963
38048
12
4.000
Collaborative Project
COSC1016
1863
12
6.125
6.125
Professional Practice
COMM2186
35778
12
11.000
6.125
Video 1
COMM2303
38337
12
6.250
6.125
0.125
Video 2
COMM2304
38342
12
2.750
2.625
0.125
Experimental Video
COMM2225
36720
12
2.250
Time Based Media
COSC2192
32668
12
1.875
e-learning (Elective)
COMM2228
36724
12
Advanced Scriptwriting (El)
COMM2227
36722
12
Major Project
COMM2187
35779
36
Major Project A
COSC2350
37024
12
Major Project B
COSC2351
37025
12
Multimedia Design Project
GRAP2318
36789
12
1.500
1.5
Content Design Project
Total Taught Loads
COSC1012
13578
12
4.875
348.625
4.875
6.25 57.625
Prepared by Simon Pockley 17/11/07
cred
36.000
TL
6.125
BP203
5
1.75
6.125
2.875
3.875
0
2.375
3.5
3
6.5
0.25
3.125
0.125
6.125
3.25
4
0.125
2.75
3.125
0.625
6.75
3.125
2.625
3.75
0.25
6.625
1
0.125
5.125
0.125
2.375
3.375
0.125
0.25
0.125
0
4.125
0.125
0.125
5.25
6.25
0.125
0.5
0.125
0.125
2.625
4.625
0.125
1.5
0.25
0.5
0.25
1
0.125
3.875
2.25
0.125
2.875
1.625
0
0.125
0.125
4.875
1.375
0.375
0.25
0.125
1.875
21.375
14.625
46 134.625
BP120
BP203
42
BP213
52.375
BP214
BP215
BP153
9.75
others
RMIT University
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Appendix 10: EFTSU values for games and multimedia Courses 2007
EFTSU for games and multimedia Courses 2007
Advanced Electronic Imaging
Interactive Studio
Multimedia Design Project
0.125
1.75
Design Lab (y3El)
1.75
Sound for Image
1.875
Time Based Media
1.875
Interactive Media 2
2
Alternate Animation
2
Experimental Video
2.25
Narrative for Multimedia
2.375
Advanced 3D (y3El)
2.375
Video 2
Animation Studio
2.5
2.75
2.875
2D Animation 2
3
Computer Sound Production
4
Digital Curation & Exhibition Practice
Visual effects
4
4.25
Advanced Web Authoring
4.375
3D Animation 2
4.375
Content Design Project
4.875
Design for Interactive 3
5.125
Design 2
Electronic Imaging and Design
Digital Compositing
5.5
5.625
5.75
Design Studio 3
6.125
Interactive Media 1
6.125
Collaborative Project
4.625
1.5
Managment & Methods
4.625
1.625
Video 1
6.25
Design 1
6.375
2D Animation 1
6.375
3D Animation 1
6.375
Maths & Physics artists
6.5
Design Studio 1
6.5
Narrative & Comm
6.75
Advanced 2D 3D
6.875
Digital Painting
7.625
Sound Design
6.125
3D Character - FX
Media Cultures 1
2
Professional Practice
4.75
9.5
Design Studio 2
7.875
3.625
6.25
1.625
11.25
6
Imaging 1
12.75
Media Cultures 2
7.625
Design for Interactive 2
14.25
Design for Interactive 1
11
Imaging and Animation
10.5
Major Project
2
6.375
Concept Development
Imaging 2
Semester 2
1.5
Concept Development
Advanced Multimedia Authoring
Semester 1
1.375
7.5
6
6
5.375
7.375
28.5
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Appendix 11: Program Structure BP120 BA (Multimedia)
BP120 BA (Multimedia) 96 credit points
pre-requisite
pre-requisite
Design Studio 1
GRAP2356
Design Studio 2
GRAP2359
pre-requisite
pre-requisite
Design Studio 3
GRAP2360
Semester 5 →
Semester 6
Concept Development
COMM2183
Major Project
Production
COMM2187
Production Management
and Methods
COSC1015
Media Cultures 1
COMM2301
Media Cultures 2
COMM2302
Imaging 1
GRAP2355
Imaging 2
GRAP2358
Design 1
GRAP2354
Design 2
GRAP2357
2D Animation 1
VART2987
2D Animation 2
VART2989
E: Any Student Elective
3D Animation 1
VART2988
3D Animation 2
VART2990
Pre-requisite
Interactive Media 1
OART1013
Interactive Media 2
OART1014
Must do
Video 1
COMM2303
Video 2
COMM2304
RMIT elective
Collaborative Project
COSC1016
Pre-requisites from within
the program
Credits
prepared by Simon Pockley 17/10/07
Professional Practice
COMM2186
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Appendix 12: Program Structure BP203 BA (Animation and Interactive Media)
BP203 BA (Animation and Interactive Media) 288 credit points
Semester 1 →
Semester 2 →
Semester 3 →
Semester 4 →
Design Studio 1
GRAP2356
Design Studio 2
GRAP2359
Design Studio 3
GRAP2360
Media Cultures 1
COMM2301
Media Cultures 2
COMM2302
Imaging 1
GRAP2355
Semester 5 →
Semester 6
Concept Development
COMM2183
Major Project Production
COMM2187
E 1/4: Experimental
Sound COMM2226
E: Any Student Elective
Professional Practice
COMM2186
Imaging 2
GRAP2358
E 2/5: Sound Design
COMM2305
E 2/4: E-Learning
COMM2228
Design 2 GRAP2357
E 1/4: Experimental
Video COMM2225
E 1/4: Sound for Image
COMM2306
E 2/5: Video 2
COMM2304
E 1/4: Visual Effects
OART1015
E 1/4: Programming for
Interactive Design
COSC2381
E 2/4: Design Lab
COMM2224
Must do
Interactive Media 1
OART1013
E 2/5: Interactive Media 2
OART1014
E 1/4: Interactive Studio
OART1016
Program electives
2D Animation 1
VART2987
E 2/5 2D Animation 2
VART2989
E 1/4: Animation Studio
VART2991
Program electives
3D Animation 1
VART2988
E 2/5: 3D Animation 2
VART2990
E 2/4: Advanced 3D
VART2992
E 1/4: Alternative
Animation COMM2213
E 2/4: Advanced
Scriptwriting COMM2227
Design 1
GRAP2354
Video 1
COMM2303
Pre-requisite
RMIT elective
36
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Appendix 13: Program Structure BP213 BA (Digital Art)
BP213 BA (Digital Art) 288 points
Semester 1 →
Semester 2 →
Games Studio 1
COSC2348
Games Studio 2
COSC2349
Introduction to Programming
COSC3472
Imaging 1
GRAP2355
Semester 4 →
E 1/3: Programming
Techniques COSC1284
Imaging 2
Maths & Physics for Artists
MATH2130
Semester 3 →
GRAP2358
Semester 5 →
Semester 6
Interactive Digital Media Project
A
COSC2350
Interactive Digital Media
Project B
COSC2351
Design Studio 2 GRAP2359
Digital Painting, Lighting &
Printing
VART2964
Digital Curation & Exhibition
Practice VART2963
Art History & Theory
HUSO2186
E 1/3: Media Cultures 1
COMM2301
Media Cultures 2 COMM2302
E 1/3: Imaging and
Animation GRAP2169
Design for Interactive Media 1
COSC1009
Narrative and Communication
COMM2244
E: Any Student Elective
Advanced Imaging in 2D & 3D
GRAP2324
E 1/7: Mobile Application
Development
COSC2309
Design for Interactive Media 2
COSC1011
E 1/7: Software Architecture:
Design & Implementation
COSC2391
E 1/4: Software Architecture:
Design & Implementation
COSC2391
E 1/2: Realtime Rendering & 3D
Games Programming COSC1226
E 1/7: Web Servers and Web
Technologies COSC1301
E 1/4: Operating Systems
Principles COSC1114
E 1/4: Sound Design
COMM2305
Pre-requisite
E 1/5: Imaging and Animation
GRAP2169
Must do
E 1/5: Sound Design
COMM2305
E 1/7: Sound Design
COMM2305
Program electives
E 1/5: Web 3D Technologies
INTE1113
E 1/7: Web Development
Technologies COSC2276
RMIT elective
E 1/5: Data Communication &
net-centric computing
COSC1111
E 1/7: Web Programming
COSC2413
E 1/5: Interactive 3D Graphics
& Animation COSC1187
E 1/2: 3D Char: Create & Animate
& FX GRAP2326
E: Any Student Elective
E 1/7: 3D Char: Create &
Animate & FX GRAP2326
E 1/4: 3D Char: Create &
Animate & FX GRAP2326
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Appendix 14: Program Structure BP214 BA (Games Graphic Design)
BP214 BA (Games Graphic Design) 288 points
Semester 1 →
Semester 2 →
Games Studio 1
COSC2348
Games Studio 2
COSC2349
Introduction to
Programming
COSC3472
E 1/2: Programming
Techniques
COSC1284
Imaging 1
GRAP2355
Semester 4 →
E 1/3: Programming
Techniques COSC1284
Semester 5 →
Semester 6
Interactive Digital Media
Project A
COSC2350
Interactive Digital Media
Project B
COSC2351
Design Studio 2
GRAP2359
E 1/2: Digital Curation &
Exhibition Practice
VART2963
Digital Painting, Lighting
& Printing
VART2964
Imaging 2
GRAP2358
Maths & Physics for
Artists
MATH2130
Semester 3 →
E 1/2: Media
Cultures 1
COMM2301
Narrative and
Communication
COMM2244
Media Cultures 2
COMM2302
Imaging and Animation
GRAP2169
Design for
Interactive Media 1
COSC1009
E 1/3: Data
Communication & netcentric computing
COSC1111
Web 3D Technologies
INTE1113
Advanced Imaging in 2D &
3D GRAP2324
E 1/7: Web
Development
Technologies
COSC2276
E 1/2: Operating
Systems Principles
COSC1114
Design for Interactive
Media 2
COSC1011
E 1/8: Software
Architecture: Design &
Implementation
COSC2391
E: Any Student Elective
E 1/8: Web Servers and
Web Technologies
COSC1301
E: Any Student Elective
E 1/3: Realtime Rendering
& 3D Games Programming
COSC1226
E 1/3: Sound Design
COMM2305
E 1/8: Sound Design
COMM2305
Pre-requisite
E 1/8: Mobile Application
Development
COSC2309
Must do
E 1/8: Artificial
Intelligence
COSC1127
Program electives
E 1/8: Web
Programming
COSC2413
E 1/3: Interactive 3D
Graphics & Animation
COSC1187
RMIT elective
E 1/3: 3D Char: Create &
Animate & FX GRAP2326
E 1/8: 3D Char: Create
& Animate & FX
GRAP2326
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Appendix 15: Program Structure BP215 BA (Games Graphic Programming)
BP215 BA (Games Graphics Programming) 288 points
Semester 1 →
Semester 2 →
Semester 3 →
Games Studio 1
COSC2348
Games Studio 2
COSC2349
Introduction to
Programming
COSC1519
Programming
Techniques
COSC1284
Interactive 3D Graphics
and Animation
COSC1187
Mathematics for
Advanced
Computing
MATH2041
E 1/3: Media
Cultures 1
COMM2301
Programming
Techniques
COSC1283
E 1/3: Imaging and
Animation
GRAP2169
Network Programming
COSC1179
Semester 5 →
Semester 6
Interactive Digital Media
Project A
COSC2350
Interactive Digital Media
Project B
COSC2351
Software Engineering
Fundamentals
ISYS1118
Realtime Rendering &
3D Games Programming
COSC1226
Object Oriented
Programming
COSC1254
Digital Media Computing
COSC2271
Java for C programmers
COSC1290
E 1/10: Software
Architecture: Design &
Implementation
COSC2391
E 2/11: Scripting
Language Programming
COSC1093
E 1/10:: Web
Development
Technologies
COSC2276
E 1/10: Digital Painting,
Lighting & Printing
VART2964
E 2/11: Design for
Interactive Media 2
COSC1011
E 2/11: Database
Concepts ISY1057
E 1/10: Mobile
Application
Development
COSC2309
E 1/10: Scripting
Language Programming
COSC1093
E 2/11: 3D Char: Create
& Animate & FX
GRAP2326
E 2/11: Web
Development
Technologies
COSC2276
Algorithms and Analysis
COSC2123
E 2/11: Operating
Systems Principles
COSC1114
E 1/3: Design for
Interactive Media 1
COSC1009
Pre-requisite
E 2/11: Media Cultures 2
COMM2302
Data Communication &
net-centric computing
COSC1111
WEB 3D Technologies
INTE1113
Maths for Computing
MATH1074
Semester 4 →
E 1/10: Web
Programming
COSC2413
E 1/10: Digital Curation
& Exhibition Practice
VART2963
E 1/10: Operating
Systems Principles
COSC1114
Program electives
E 2/11: Sound Design
COMM2305
E 2/11: Narrative and
Communication
COMM2244
E 1/10: Web servers
and Web Technology
E 1/10: 3D Char: Create
& Animate & FX
GRAP2326
RMIT elective
E 2/11: Web
Programming
COSC2413
E 2/11: Web Servers
and Web Technologies
COSC1301
E: Any Student Elective
E: Any Student Elective
Must do
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Appendix 16: Program Structure BP153 BDesign (Multimedia Systems)
BP153 B Design (Multimedia Systems) 288 points + 4th year
Semester 1 →
Semester 2 →
Semester 3 →
Semester 4 →
Semester 5 →
Semester 6
Specialisation Elective
1
The Entrepreneurial
Process BUSM1311
Entrepreneurial
Ventures BUSM1314
Multimedia Engineering
1 EEET2241
Multimedia Engineering
2 EEET2242
Marketing for
Entrepreneurs
MKTG1001
Introduction to
Information Technology
COSC1078
Data Base Concepts
ISYS1057
Semester 7
Specialisation Elective
3
Semester 8
Principles of
Multimedia
Professional Practice
COSC2355
and
Specialisation
Elective 5
Specialisation Elective
2
Specialisation Elective
4
Cooperative Work
Placement
COSC2346
or
E 2/3: Program
Elective 1
E 2/3: Program
Elective 2
Multimedia Project:
Design GRAP2318
E 2/3: Program
Elective 3
E: Any Student
Elective 1
E: Any Student
Elective 2
Multimedia Project:
Engineering
EEET2243
E: Any Student
Elective 2
Multimedia Project:
Business
BUSM3113
Multimedia Project:
Design GRAP2318
Specialisation
Elective 6
CM Specialisation Electives
Design for Interactive
Media 1
COSC1009
Design for Interactive
Media 3
COSC1013
Design for Interactive
Media 2
COSC1011
Content Design Project
COSC1012
Electronic Imaging and
Design
COSC1010
E 1/2: Introduction to
Programming
COSC1519
E 1/2: Programming 1
COSC1073
or
E 3/4: Programming 1
COSC1073
E 1/2: Programming 2
COSC1076
or
E 1/2: Programming 2
COSC1076
E 1/2: CS/Eng Elective
E: CS/Eng Elective
prepared by Simon Pockley 17/10/07
credits
48
48
48
48
Spec E6/12:
Advanced Web
Authoring COSC2194
Spec E6/12:
Advanced Electronic
Imaging COSC2138
Spec E6/12:
Advanced Multimedia
Spec E6/12: 2D
Authoring COSC2191 Design COSC2178
Multimedia Project:
Computer Science
COSC2346
Spec E6/12: Digital
Compositing
COSC2193
Spec E6/12: Concept
Development
COSC1014
pre-requisite
Spec E6/12: Video
Production for
Multimedia
COSC1008
Spec E6/12: Time
Based Media
COSC2192
must do
Spec E6/12: Imaging
and Animation
GRAP2169
Spec E6/12:
Advanced 3D Imaging
and Animation
COSC2182
elective
Spec E6/12:
Narrative for
Multimedia
COMM1000
Spec E6/12:
Computer Sound
Production
COSC2359
general elective
48
48
48
48
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Appendix 17: Program Structure ‘Straw man proposal’
Straw man proposal
Semester 1 →
Ideas, concepts and
design
Semester 2 →
Semester 3 →
Semester 4 →
Semester 5 →
Semester 6
Sound Design
Workshop to resolve
1year or 1.5 year
content
Concept
Development
Project 1 Production
Project 2 Production
Work integated
project 1
Work integated project
2
Digital Curation &
Exhibition Practice
or
Semester 7
Digital Cultures 1
Digital Cultures 2
Studio Practice /
Digital craft and design
1
Studio Practice / Digital
craft and design 2
Studio Practice / Digital
craft and design 3
Imaging 1
Imaging 2
2D Animation 1
2D Animation 2
2D Animation 3
Animation
Imaging 3 (advanced)
Interactive Media 1
Interactive Media 2
Interactive Media
Narrative for Multimedia
Film and Video 1
Film and Video 2
Video
Networked Media 1
Networked Media 2
Web or mobile
3D Modelling and
practice 2
3D (advanced)
3D Modelling and
practice 1
Semester 8
Honours year or double
degree
Professional Practice
3D
pre-requisite
Introduction to
Programming
must do
elective
Games Studio 1
Games Studio 2
Games
Programming
techniques
Range of
Profgramming
electives
Programming
Digital Curation &
Exhibition Practice
Professional Practice
E: Any Student
Elective
general elective
prepared by Simon Pockley 17/10/07
credits
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48
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RMIT University
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Appendix 18: Morphology of games and multimedia content at RMIT in 2007
Morphology of games and multimedia undergraduate program
content offered in Victoria 2007
Hard Code
Soft Code
Business
Theory
Design
Art
Bachelor of Arts (Multimedia) C. 060354K BP120 RMIT
Bachelor of Arts (Animation and Interactive Media) C. 035361G BP203 RMIT
Bachelor of Applied Science (Multimedia Cartography) C. 022251K BP090 RMIT
Bachelor of Design (Multimedia Systems) C. 040966C BP153 RMIT
Bachelor of IT (Multimedia Design) C. 061102M BP162 RMIT
Bachelor of Arts (Digital Art) C. 052662J BP213 RMIT
Bachelor of Arts (Games Graphics Design) C. 052659D BP214 RMIT
Bachelor of Design (Games Graphics Programming) C. 052661K BP215 RMIT
Bachelor of IT (Games and Graphics Programming) C. 061071B BP215 RMIT
Bachelor of Com Sci (Games, Graphics & Digital Media) C. 061086F BP094 RMIT
Bachelor of Arts (Games and Interactivity) - Swinburne
Bachelor of Arts (Multimedia) - VU
Bachelor of Arts (Hon) Computer Mediated Art and Multimedia - VU
Bachelor of Arts - Performance and Multimedia - VU
Bachelor of Arts (Media and Communications) - Melbourne
Bachelor of Arts (Media and Communication) - Deakin
Bachelor of Visual Arts Multimedia - La Trobe
Bachelor of Visual Arts (Graphic Design/Multimedia) - Ballarat
Bachelor of Film and Digital Media (Animation) - Deakin
Bachelor of Interactive Media - Deakin
Bachelor of Design (Multimedia Design) - Swinburne
Bachelor of Design (Visual Communication) - Monash
Bachelor of Multimedia and Digital Arts - Monash
Bachelor of Multimedia - Swinburne
Bachelor of Multimedia (Media Studies) - Swinburne
Bachelor of Multimedia Systems - VU
Bachelor of Multimedia (Business Marketing) - Swinburne
Bachelor of Arts (Multimedia)/ Bachelor of Business (ECommerce) - VU
Bachelor of Multimedia (Multimedia Software Development) - Swinburne
Bachelor of Multimedia (Games and Interactivity)/BSc (C.S. Softw Eng) - Swinburne
Bachelor of Multimedia Systems (Honours) - VU
Bachelor of Technology (Interactive Multimedia) - Swinburne
The Bachelor of Information Systems - Melbourne
Bachelor of IT and Systems - Monash
Bachelor of IT (Multimedia Technology) - Deakin
Bachelor of IT (Games Design and Development) - Deakin
Bachelor of Computing - Swinburne
Bachelor of Computer Science in Games Technology - La Trobe
Bachelor of Applied Computing (Games Technologies) - Ballarat
Bachelor of Applied Computing (Games Technologies) - Ballarat (Sydney)
Bachelor of Applied Computing (Games Technologies) (MIT) - Ballarat
Bachelor of Applied Computing Games Technologies(MMC) - Ballarat
RMIT University
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Appendix 19: Comparison of Victorian games and multimedia content to RMIT in 2007
Comparison of games and multimedia undergraduate programs
with similar content to RMIT in 2007
Hard Code
Soft Code
Business
Theory
Design
Art
Bachelor of Arts (Multimedia) C. 060354K BP120 RMIT
Bachelor of Multimedia (Business Marketing) - Swinburne
Bachelor of Multimedia - Swinburne
Bachelor of Arts (Games and Interactivity) - Swinburne
Bachelor of App Science (Multimedia Cartography) C. 022251K BP090 RMIT
Bachelor of Arts (Animation and Interactive Media) C. 035361G BP203 RMIT
Bachelor of Multimedia (Media Studies) - Swinburne
Bachelor of Design (Multimedia Design) - Swinburne
Bachelor of Multimedia - Swinburne
Bachelor of Arts (Games and Interactivity) - Swinburne
Bachelor of Interactive Media - Deakin
Bachelor of Arts (Digital Art) C. 052662J BP213 RMIT
Bachelor of Arts (Multimedia) - VU
Bachelor of Design (Games Graphics Programming) C. 052661K BP215 RMIT
Bachelor of IT (Games and Graphics Programming) C. 061071B BP215 RMIT
Bachelor of Com Sci (Games, Graphics, Digital Media) C.061086F BP094 RMIT
Bachelor of Arts (Games Graphics Design) C. 052659D BP214 RMIT
Bachelor of Multimedia (Games and Interactivity)/BSc (C.S. Softw Eng) - Swinburne
Bachelor of Film and Digital Media (Animation) - Deakin
Bachelor of Arts (Multimedia)/Bachelor of Business (ECommerce) - VU
Bachelor of Design (Multimedia Systems) C. 040966C BP153 RMIT
Bachelor of IT (Multimedia Design) C. 061102M BP162 RMIT
Bachelor of Applied Computing (Games Technologies) - Ballarat
Bachelor of Applied Computing (Games Technologies) - Ballarat (Sydney)
Bachelor of Applied Computing (Games Technologies) (MIT) - Ballarat
Bachelor of Applied Computing Games Technologies(MMC) - Ballarat
The Bachelor of Information Systems - Melbourne
RMIT University
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Appendix 20: Morphology of games and multimedia content in Australian Universities 2007(by similarity)
Morphology of games and multimedia undergraduate
program content in Australian universities 2007
Hard Code
Soft Code
Business
Theory
Design
Art
Bachelor of Arts (Hon) Computer Mediated Art and Multimedia - Victoria U
Bachelor of Arts (Fine Art) - Charles Sturt
Bachelor of Arts (Graphic Design) - Charles Sturt
Bachelor of Visual Arts (Graphic Design/Multimedia) - Ballarat
Bachelor of Visual Arts Multimedia - La Trobe
Bachelor of Arts (Multimedia) - Victoria U
Bachelor of Digital Media - UNSW
Bachelor of Arts (Animation and Visual Effects) - Charles Sturt
Associate Degree in Multimedia Arts - Charles Sturt
Bachelor of Arts (Multimedia Arts)/Bachelor of Arts (TV Prod) - Charles Sturt
Bachelor of Creative Arts (Visual Arts and Multimedia) - Macquarie
Bachelor of Fine Arts (Sound Design) - QUT
Bachelor of Fine Arts (Animation) - QUT
Bachelor of Multimedia (Media Studies) - Sw inburne
Bachelor of Applied Science (Multimedia Cartography) - RMIT
Bachelor of Arts (Games & Interactivity) - Sw inburne
Bachelor of Multimedia Studies - CQU
Bachelor of Multimedia Studies - CQU
Bachelor of Multimedia (Business Marketing) - Sw inburne
Associate Degree of Digital Animation - JMC Academy
Associate Degree of Digital Animation - JMC Academy
Bachelor of Multimedia - Sw inburne
Associate Degree of Multimedia Studies - CQU
Bachelor of Arts (Animation & Interactive Media) - RMIT
Bachelor of Applied Multimedia - Qantm
Bachelor of Design (Multimedia Design) - Sw inburne
Bachelor of Arts (Design and Communication) - UniSQ
Bachelor of Computer Games - Bond
Bachelor of Creative Industries (Communication Design) - QUT
Bachelor of Multimedia and Digital Arts - Monash
Bachelor of Arts (Graphic Design)/Bachelor of Arts (Multimedia Arts) - Charles Sturt
Bachelor of Arts (Photography)/Bachelor of Arts (Multimedia Arts) - Charles Sturt
Bachelor of Visual Communication Design (Digital Design ) - U New castle
Bachelor of Arts (Multimedia Design) - Curtin
Bachelor of Interactive Media - Deakin
Bachelor of Arts - Performance and Multimedia - Victoria U
Bachelor of Creative Technology (Digital Animation) - JMC Academy
Bachelor of Creative Technology (Digital Animation) - JMC Academy
Bachelor of Arts (Multimedia Studies) - UniSA
Bachelor of Arts (Multimedia) - RMIT
Bachelor of Communication Studies (Digital Animation) - JMC Academy (UNE)
Bachelor of Communication in Media/Multimedia Production - UCanberra
Bachelor of Arts (Media and Communications) - Melbourne
Bachelor of Arts in Communication (Media Arts and Production) - UTS
Bachelor of Media - Macquarie
Bachelor of Media - Southern Cross
Bachelor of Multimedia Systems - VU
Bachelor of Multimedia Systems (Honours) - Victoria U
Bachelor of Design (Visual Communication) - Monash
Bachelor of Creative Arts (Media Arts) - Wollongong
Bachelor of Design (Multimedia Systems) - RMIT
Bachelor of Arts (Multimedia)/ Bachelor of Business (ECommerce) - Victoria U
Bachelor of Interactive Entertainment - Qantm
Bachelor of Digital Innovation - UCQ
Bachelor of Multimedia Design (Major) - Bond
Associate Degree in Multimedia Design - Billy Blue (Sydney)
Bachelor of Multimedia - Griffith
Bachelor of IT (Multimedia Design) - RMIT
Bachelor of Multimedia - UniSQ
Bachelor of Multimedia - Southern Cross
Bachelor of Applied Computing (Games Technologies) - Ballarat
Bachelor of Applied Computing (Games Technologies) - Ballarat (Sydney)
Bachelor of Applied Computing (Games Technologies) (MIT) - Ballarat
Bachelor of Applied Computing (Games Technologies)(MMC) - Ballarat
Bachelor of Creative Arts & Industries (New Media Design)/Bachelor of IT - Charles Darw in
Bachelor of Creative Industries (Communication Design)/Bachelor of IT - QUT
Bachelor of IT/Bachelor of Multimedia - Griffith
Bachelor of Games and Interactive Entertainment - QUT
Bachelor of Animation - Griffith
Bachelor of Arts (Digital Art) - RMIT
Bachelor of Multimedia - Murdoch
Bachelor of Creative Arts And Industries (New Media Design) - Charles Darw in
Bachelor of IT (Games Design and Development) - Deakin
Bachelor of Multimedia (Multimedia Softw are Development) - Sw inburne
Bachelor of Games Design - Griffith
Bachelor of Arts (Games Graphics Design) - RMIT
Bachelor of Multimedia (Games and Interactivity)/BSc (C.S. Softw Eng) - Sw inburne
Bachelor of Multimedia Design - UQ
Bachelor of Science in Games Technology - Murdoch
Bachelor of Technology (Interactive Multimedia) - Sw inburne
Bachelor of Arts (Digital Technology and Culture) - SydneyU
Bachelor of Information Systems - Melbourne
Bachelor of Computing - Sw inburne
Bachelor of Multimedia/Bachelor of Business and Commerce
Bachelor of IT/Bachelor of Communication in Media/Multimedia Production - UCanberra
Bachelor of IT (Multimedia) - UQ
Bachelor of Arts (Media and Communication) - Deakin
Bachelor of Film and Digital Media (Animation) - Deakin
Bachelor of IT and Systems - Monash
Bachelor of Science Multimedia Information Systems - Murdoch
Bachelor of Creative Arts/Bachelor of Computer Science - Wollongong
Bachelor of Science in Games Development v2 - UTS
Bachelor of Science/Bachelor of Digital Media - UNSW
Bachelor of Engineering (Computer Games) - UNSW
Bachelor of IT (Computing and Multimedia) - UniSA
Bachelor of Computer Science (Games, Graphics and Digital Media) - RMIT
Bachelor of Computer Science (Games Technology) - Charles Sturt
Bachelor of IT (Multimedia Technology) - Deakin
Bachelor of Design (Games Graphics Programming) - RMIT
Bachelor of IT (Games and Graphics Programming) - RMIT
Bachelor of IT (Multimedia Game Development) - JCU
Bachelor of IT - Southern Cross
Bachelor of Computer Science (Games and Multimedia) - UNE
Bachelor of Computer Science in Games Technology - La Trobe
Bachelor of Design Computing - SydneyU
Bachelor of IT - SydneyU
Bachelor of Engineering-Computer - SydneyU
RMIT University
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Appendix 21: Morphology of games and multimedia content in Australian Universities 2007 (by Degree type)
Morphology of games and multimedia undergraduate
program content in Australian universities 2007
Hard Code
Soft Code
Business
Theory
Design
Art
Bachelor of Animation - Griffith
Bachelor of Arts (Digital Art) - RMIT
Bachelor of Arts (Games Graphics Design) - RMIT
Bachelor of Arts (Games & Interactivity) - Swinburne
Bachelor of Arts (Animation & Interactive Media) - RMIT
Bachelor of Arts (Multimedia) - RMIT
Bachelor of Arts (Multimedia) - Victoria U
Associate Degree in Multimedia Arts - Charles Sturt
Bachelor of Arts (Multimedia Design) - Curtin
Bachelor of Arts (Multimedia Studies) - UniSA
Bachelor of Arts (Multimedia)/ Bachelor of Business (ECommerce) - Victoria U
Bachelor of Arts (Hon) Computer Mediated Art and Multimedia - Victoria U
Bachelor of Arts - Performance and Multimedia - Victoria U
Bachelor of Arts (Media and Communications) - Melbourne
Bachelor of Arts (Media and Communication) - Deakin
Bachelor of Arts (Design and Communication) - UniSQ
Bachelor of Arts in Communication (Media Arts and Production) - UTS
Bachelor of Arts (Digital Technology and Culture) - SydneyU
Bachelor of Arts (Digital Art) - RMIT
Bachelor of Arts (Animation and Visual Effects) - Charles Sturt
Bachelor of Arts (Fine Art) - Charles Sturt
Bachelor of Arts (Graphic Design) - Charles Sturt
Bachelor of Arts (Graphic Design)/Bachelor of Arts (Multimedia Arts) - Charles Sturt
Bachelor of Arts (Photography)/Bachelor of Arts (Multimedia Arts) - Charles Sturt
Bachelor of Arts (Multimedia Arts)/Bachelor of Arts (TV Prod) - Charles Sturt
Bachelor of Fine Arts (Sound Design) - QUT
Bachelor of Fine Arts (Animation) - QUT
Bachelor of Games and Interactive Entertainment - QUT
Bachelor of Games Design - Griffith
Bachelor of Visual Arts Multimedia - La Trobe
Bachelor of Visual Arts (Graphic Design/Multimedia) - Ballarat
Bachelor of Visual Communication Design (Digital Design ) - U Newcastle
Bachelor of Film and Digital Media (Animation) - Deakin
Bachelor of Interactive Media - Deakin
Bachelor of Interactive Entertainment - Qantm
Bachelor of Communication Studies (Digital Animation) - JMC Academy (UNE)
Bachelor of Communication in Media/Multimedia Production - UCanberra
Bachelor of Design (Multimedia Design) - Swinburne
Bachelor of Design (Multimedia Systems) - RMIT
Bachelor of Design (Games Graphics Programming) - RMIT
Bachelor of Design (Visual Communication) - Monash
Bachelor of Design Computing - U Sydney
Bachelor of Digital Media - UNSW
Bachelor of Digital Innovation - UCQ
Associate Degree of Digital Animation - JMC Academy
Associate Degree of Digital Animation - JMC Academy
Bachelor of Media - Macquarie
Bachelor of Media - Southern Cross
Bachelor of Applied Multimedia - Qantm
Bachelor of Multimedia and Digital Arts - Monash
Bachelor of Multimedia - Swinburne
Bachelor of Multimedia - Griffith
Bachelor of Multimedia - UniSQ
Bachelor of Multimedia - Murdoch
Bachelor of Multimedia - Southern Cross
Bachelor of Multimedia Design - UQ
Bachelor of Multimedia Design (Major) - Bond
Associate Degree in Multimedia Design - Billy Blue (Sydney)
Bachelor of Multimedia (Media Studies) - Swinburne
Bachelor of Multimedia (Business Marketing) - Swinburne
Bachelor of Multimedia (Multimedia Software Development) - Swinburne
Bachelor of Multimedia (Games and Interactivity)/BSc (C.S. Softw Eng) - Swinburne
Bachelor of Multimedia Studies - CQU
Bachelor of Multimedia Studies - CQU
Associate Degree of Multimedia Studies - CQU
Bachelor of Multimedia Systems - VU
Bachelor of Multimedia Systems (Honours) - Victoria U
Bachelor of Creative Arts (Visual Arts and Multimedia) - Macquarie
Bachelor of Creative Arts (Media Arts) - Wollongong
Bachelor of Creative Arts/Bachelor of Computer Science - Wollongong
Bachelor of Creative Arts And Industries (New Media Design) - Charles Darwin
Bachelor of Creative Arts & Ind (New Media Des)/Bachelor of IT - Charles Darwin
Bachelor of Creative Industries (Communication Design) - QUT
Bachelor of Creative Industries (Communication Design)/Bachelor of IT - QUT
Bachelor of Creative Technology (Digital Animation) - JMC Academy
Bachelor of Creative Technology (Digital Animation) - JMC Academy
Bachelor of Technology (Interactive Multimedia) - Swinburne
Bachelor of Information Systems - Melbourne
Bachelor of IT - SydneyU
Bachelor of IT - Southern Cross
Bachelor of IT and Systems - Monash
Bachelor of IT (Multimedia) - UQ
Bachelor of IT (Multimedia Design) - RMIT
Bachelor of IT (Multimedia Technology) - Deakin
Bachelor of IT (Multimedia Game Development) - JCU
Bachelor of IT (Games Design and Development) - Deakin
Bachelor of IT (Games and Graphics Programming) - RMIT
Bachelor of IT/Bachelor of Comm Media/Multimedia Production - UCanberra
Bachelor of IT/Bachelor of Multimedia - Griffith
Bachelor of IT (Computing and Multimedia) - UniSA
Bachelor of Computing - Swinburne
Bachelor of Computer Science (Games and Multimedia) - UNE
Bachelor of Com Sci (Games, Graphics and Digital Media) - RMIT
Bachelor of Computer Science in Games Technology - La Trobe
Bachelor of Computer Science (Games Technology) - Charles Sturt
Bachelor of Computer Games - Bond
Bachelor of Applied Science (Multimedia Cartography) - RMIT
Bachelor of Applied Computing (Games Technologies) - Ballarat
Bachelor of Applied Computing (Games Technologies) - Ballarat (Sydney)
Bachelor of Applied Computing (Games Technologies) (MIT) - Ballarat
Bachelor of Applied Computing (Games Technologies)(MMC) - Ballarat
Bachelor of Multimedia/Bachelor of Business and Commerce
Bachelor of Science Multimedia Information Systems - Murdoch
Bachelor of Science in Games Development v2 - UTS
Bachelor of Science in Games Technology - Murdoch
Bachelor of Science/Bachelor of Digital Media - UNSW
Bachelor of Engineering (Computer Games) - UNSW
Bachelor of Engineering-Computer - U Sydney
RMIT University
Document: 533582492/Simon Pockley
Save Date: 09-03-2016
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