Advanced Diploma in Information and Communication Technology in Multimedia Applications

Purpose

The purpose of the Advanced Diploma in Information and Communication Technology in Multimedia Applications is to provide learners with an advanced understanding of multimedia applications and to apply the critical competences and skills in multimedia as a specialised field.

This qualification is designed to produce a qualifying learner with the requisite specialist theoretical and practical skills in the latest technologies and tools employed within the field.

This qualification will strengthen and deepen the learner's knowledge and develop the learners applied competence in analysing, interpreting, understanding and application of multimedia technologies and tools. It further develops the intellectual independence, research and professional skills of the learner.

Rationale

A rapidly changing technological and digital landscape demands practitioners and experts that can understand, respond to, drive and further the aims of the industries they serve. It further requires qualifying learners that can research, reflect, innovate, problem solve and integrate knowledge in a discipline specific way while serving general or specific societal needs.

The qualification is built on the foundations laid by the Diploma in Information and Communication Technology (ICT) and aims to advance applied and general skills and offer a Degree of specialisation in the general Multimedia field. This multimedia specialisation branches from Information Technology and thus has a particularly technological, design and user experience focus while being interdisciplinary in its overlap and reliance on media, communications, and design.

The unique focus of the qualification on media, culture and society from a multimedia, digital and technological lens provides a substantial grounding for learners to be able to embrace future digital technological developments. In addition, the qualification is structured in such a way that it prepares learners for an academic career path should they wish to continue with a Postgraduate Diploma.

The qualification has been developed in response to a need, as identified in consultation with key stakeholders: staff, industry, curriculum advisors and learners.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) is a process of identifying the knowledge and skills of an applicant against the admission requirements of a qualification and/or for credits against a part thereof.

The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and/or formal learning. The RPL process is multi-dimensional and multi-contextual in nature, aimed at the individual needs of applicants and is handled in accordance with an institutional RPL policy by a unit dedicated to this activity. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL learner to meet institutional requirements.

RPL in this qualification will relate to gaining access to the qualification and/or credits/advanced standing as described in institutional guidelines.

Therefore, in accordance with national RPL requirements and the institutional RPL policy and practices learners who submit a body of evidence of non-formal and formal learning will be considered for admission to this qualification. RPL applications will be dealt with on an individual basis.

Entry Requirements

The minimum entry requirement for this qualification is

• National Diploma in Information and Communication Technology (ICT) or an equivalent qualification, NQF Level 6, 360 Credits.

This qualification consists of the following compulsory modules at Level 7 totalling 120 Credits.

Compulsory Modules: 120 Credits

• Media and Communications, 20 Credits.
• Media Technology, 20 Credits.
• Multimedia Projects, 40 Credits.
• Research Methods, 20 Credits.
• Professional Development, 20 Credits.

1. Demonstrate an understanding of different realisations of multimedia and digital technology tools, the way in which they are used and their impact on audiences, and society at large through the application of concepts, and discussing and interrogating real-world examples.
2. Identify problems and provide digital strategies and solutions that are inclusive of concepts, applications and systems, as well as trends in human-digital interaction.
3. Understand different devices, tools, applications, systems, and computer and digital interfaces available and the issues and opportunities associated with each; as well as identify, understand, conceptualise and produce and manage multimedia projects.
4. Identify problems, investigate potential solutions, and propose and implement unique solutions commensurate with the learner's own strengths and skills, and identify additional needs and skills required to solve the problem.
5. Demonstrate an understanding of a range of research methods of enquiry in a field, discipline or practice, and their suitability to specific investigations; and the ability to select and apply a range of data collection and analysis methods according to a research design to resolve a research problem.

Associated Assessment Criteria for Exit Level Outcome 1

• Select and use appropriate techniques to plan and communicate the content, design and layout of multimedia and digital technology products.
• Identify how the different elements of the content will be sourced and how they will relate in the design layout.
• Show an advanced understanding, knowledge and application of multimedia and digital technology, and can relate this to representation and society.
• Apply concepts relating to multimedia, technology, and media and society to real- world examples.

Associated Assessment Criteria for Exit Level Outcome 2

• Show an understanding of developments and trends in human-digital interaction.
• Critically show how these developments may impact on South African industry.
• Apply knowledge of global trends to the local, and show how these are applicable to the unique infrastructure and socio-economic context of South Africa.
• Demonstrate the ability to identify problems and provide digital strategies and solutions.
• Display a clear understanding of the digital environment, including the associated strengths, opportunities and risks.

Associated Assessment Criteria for Exit Level Outcome 3

• Critically discuss and display knowledge of different devices, tools, applications and systems available, and the issues and opportunities associated with each.
• Demonstrate an understanding of and an ability to evaluate effective interfaces, user differences, user experiences.
• Apply a number of design techniques and contemporary techniques to evaluate computer and digital interfaces.
• Conceptualise and propose a project. Follow through from the project proposal and produce and manage a multimedia project of quality that is clearly driven by multimedia, design, digital and HCI principles, and that can be benchmarked against industry standards.

Associated Assessment Criteria for Exit Level Outcome 4

• Identify a problem, investigate potential solutions and select the most appropriate solution.
• Propose and implement solutions from a selection of potential solutions, and justify the choice of approach.

Associated Assessment Criteria for Exit Level Outcome 5

• Apply knowledge of research methods, techniques and data collection and analysis methods.
• Select and apply the relevant research tools and techniques to solve problems, and discuss and motivate for their choices.
• Conceptualise a research problem through employing the model or methods provided.
• Identify and propose a research design that is appropriate to the research problem they aim to investigate.
• Research relevant literature and select the necessary material to produce a review on a selected topic.
• Demonstrate an ability to produce academic writing employing referencing techniques that adhere to the university standard (Harvard method).
• Display evidence of a clear grasp of research ethics and is able to discuss research ethics and ways of minimising harm in conducting research (e.g. informed consent, anonymity, protection of personal information).
• Demonstrate a clear understanding of data collection methods and data analysis tools and their relevance to an area of research is shown.
• Produce a research project that contributes to the field of multimedia and digital technology studies.

Integrated Assessment

Formative Assessment consists of various kinds of individual and group assignments, presentations, case studies, role plays and simulations, research essays provided for feedback and mentoring.

Summative Assessment is by formal examination.

At least one teaching evaluation, according to institutions policy is conducted. The results of the teaching evaluation are used to determine professional development needs.