Bachelor of Arts in Multimedia Design

Purpose

The purpose of this course is to equip the students with the necessary skills, knowledge and technological training in order for them to be able to be proficient as designers in their field. In short, the three year Multimedia Design programme is aimed at nurturing and producing specialists in Multimedia with a strong grounding in design principles, theory and communication skills. The students will be taught to handle a wide range of media, which they will use to create creative and original solutions for complex design problems.

The educational philosophy motivating the course content, structure and delivery is essentially a holistic one, seeking, not only to equip the student for employment opportunities upon graduation, but also to progressively develop the student's intellectual, creative, technological and perceptual abilities, thereby allowing for increasing competence and independence. The student is thus equipped to adjust to the ever changing working environment. This is done through engaging them in projects and assignments pertinent to the practice of Multimedia Design, but also requiring research, creativity and criticality. The lecturer's role is essentially one of providing the appropriate challenges for, and facilitating the development of, the student's growth in competence and knowledge base.

The programme is structured to facilitate in students an awareness of the interrelationship of the many facets which lead to good and responsible design. The various subjects (Principles and Theory of Multimedia Design, Communications, Technology and Professional Practice and Critical Studies), which are aimed to develop specific abilities, skills and bodies of knowledge, are therefore integrated into projects supported by research and formal lectures. Projects/assignments become successively more complex, demanding increasing breadth and depth of research and analysis, and higher levels of perspicuity and sophistication in meeting the criteria of the set task. Critical Studies, although integrated into some projects, is largely structured as a linear programme.

The BA Multimedia Design course is delivered as a three year course, comprising of three academic years of study. On successful completion of this course, students can register for the BA Honours degree in Multimedia Design.

Rationale

This Qualification allows for students to obtain a Bachelor of Arts degree over a three year period for successfully completing 360 credit points in the field of Design and Multimedia Design. The rationale for the qualification is largely motivated by professional and academic reasons. Students who are awarded this professional qualification are qualified to work within the Multimedia Design industry, and have also completed an academic course that is based on international standards and industry performance. Rapid changes in technology have created more specialised fields within the broad arena of design. This necessitates that design courses need to offer more specific knowledge and skills based opportunities, with titles that are more descriptive of the specialisation, while still providing for the intellectual, creative and social growth of the student.

In short, the three year BA Multimedia degree programme is aimed at nurturing and producing multimedia specialists with a strong grounding in design principles and communication skills. The students will be taught to handle a wide range of digital and technological equipment, which they will use to create highly creative and original solutions for complex design problems.

Upon admission to this programme, Design Center assumes that the learner is competent in the language of instruction, and that they have successfully met with the admission criteria for that programme. A student is admitted to a programme when there is a reasonable expectation that the applicant will be able to fulfill and benefit from the objectives of the course and achieve the standard outcomes for the award.

Recognition of Prior Learning

Please see Design Center's policy on the recognition of Prior Learning, Annexure 1.

Access to the Qualification

The decision to admit an individual applicant is subject to a reasonable expectation that the applicant will be able to fulfill and benefit from the objectives of the course and achieve the standard required for the award.

Admission requirements; First Year-Design

Candidates must have successfully completed Grade 12 (or equivalent) with English as a subject on Higher Grade, with documentary evidence. Preference is given to students who have gained Mathematics and/or Art as a Grade 12 subject. Design Center has an established a one year Access Course which allows students without the above qualifications to obtain the necessary skills and knowledge for entry into First Year Design. Students who are of a mature age or have completed and prior learning will be assessed in accordance with the Recognition of Prior Learning (RPL) Policy.

Admission requirements; Second Year-Multimedia Design

Entrants previously enrolled at Design Center must have passed NQF Level 1 in Design. The course leader and at least one other member of staff will interview applicants from other Design institutions. Applicants must provide a portfolio of their work and examples of written assignments. Entry to the course will be considered on merit and offered at the appropriate level. Non standard entrants to the course will be considered at the discretion of the interview panel.

Admission requirements; Third Year-BA Multimedia Design

Entrants previously enrolled at Design Center must have passed Second Year Multimedia Design. Transfer from other institutions and non standard entry directly into the third year is exceptional.

A student applying for non standard entry into any of the above years will be expected to undergo an initial portfolio review with pertinent academic staff which will determine the procedure for accrediting prior learning and credit transfers, thereby determining the most appropriate entry level to the course. Any or all of the following might apply:

• Accreditation of previous learning, leading to educational qualifications. Documentation of the structure and content of previously completed courses will be required.
• The demonstration of the attainment of necessary abilities, skills and knowledge base in order to cope with the course, through the submission of a portfolio of work undertaken over a specified period of time.
• A covering statement or report, linking professional development to identified learning outcomes.

BA Multimedia Design is a 360 credit qualification at NQF Level 6. The number of Credit Points awarded to each subject relates to the number of hours per subject per year. This in turn is related to the weighting of the subject, which is expressed as a percentage. Three to four major subject areas are carried from year one through to year three.

1st Year-Design

Curriculum; Credit Points; Hours; Subject Weighting

• Principles and Theory of Design I; 35; 350; 30%.
• Communications I; 45; 450; 35%.
• Critical Studies I; 30; 300, 25%.
• Technology and Professional Practice I; 10; 100; 10%.

Total: 120; 1200; 100%.

2nd Year-Multimedia Design

1st year Credit point total: 120.

Curriculum; Credit Points; Hours; Subject Weighting

• Principles and Theory of Multimedia Design II; 40; 400; 34%.
• Communications II; 20; 200; 16%.
• Technology and Professional Practice II; 30; 300; 25%.
• Critical Studies II; 30; 300; 25%.

Total: 240; 2400; 100%.

3rd Year-BA Multimedia Design

1st and 2nd year Credit point total: 240.

Curriculum; Credit Points; Hours; Subject Weighting

• Principles and Theory of Multimedia Communication III; 54; 540; 45%.
• Critical Studies III; 30; 300; 25%.
• Technology and Professional Practice III; 36; 360; 30%.

Total: 360; 3600; 100%.

The Exit Level Outcomes for the BA Multimedia Design programme are reflected in three areas: the Generic Level Descriptors; the Learning Outcomes for Third Year; and the Subject Learning Outcomes for each subject in third year. Please see Integrated Assessment for a full description of the Assessment Criteria.

Generic Level Descriptors

Third Year-BA Multimedia Design

1. Competently apply skills pertinent to the discipline.
2. Contextualise problems within a broader technological, theoretical and social framework and solve them accordingly.
3. Build a broad knowledge base pertinent to the discipline and an in depth knowledge base in specialized areas.
4. Transfer previously learned skills and knowledge base to new situations.

Learning Outcomes for Third Year

On completion of this level students should

1. Be competent Multimedia designers.
2. Be able to communicate and present design solutions effectively using a variety of technological and art media.
3. Have developed competent research skills and be able to apply them to theoretical and practical problems.
4. Provide evidence of analytical and critical skills.
5. Articulate ideas and arguments effectively in written and spoken form.

Subject Learning Outcomes

Principles and Theory of Multimedia Design III Learning Outcomes.

On completion of this subject at this level, students should

1. Be able to build upon the conceptual and creative abilities developed in the previous year of study.
2. Be competent and creative problem solvers on a conceptual and practical level.
3. Demonstrate an awareness of the relationship between theory and practice in multimedia design and thus be able to discern between successful and unsuccessful design.
4. Demonstrate a good understanding of animation and character development, digital photography, interactive design, motion based design, and design for the internet.
5. Demonstrate a thorough understanding of the different elements of design (typography, colour, texture, composition etc.) and how these are affected by digitisation and movement.

Critical Studies III Learning Outcomes

By the successful completion of this subject, the student should

1. Demonstrate the ability to conceptualise and communicate within a cohesive, well articulated and sophisticated spoken and written framework.
2. Be able to identify relevant research, assess it critically and synthesise it into a coherent argument from a personal perspective.
3. Be able to situate an argument within various discourses addressing design.

Technology and Professional Practice III Learning Outcomes

On completion of this subject at this level, students should

1. Be able to produce a professional portfolio using interactive media.
2. Have an industry compliant working knowledge of technology pertinent to multimedia design.
3. Be able to conduct themselves in interviews and presentations.
4. Demonstrate a high degree of commitment, professionalism and reliability.

Integrated Assessment

The educational philosophy motivating the course content, structure and delivery is essentially a holistic one, seeking, not only to equip the student for employment opportunities upon graduation, but also to progressively develop the student's intellectual, creative, technological and perceptual abilities, thereby allowing for increasing competence and independence.

Although each level of study involves a number of subjects, the assignments are designed to inform all subject areas. The marking schedules for these projects thus integrate learning outcomes between subject areas and projects.

The rationale for assessment methods is based on Design Center's policy of assessing the application of knowledge, skills and processes through appropriate assignments, projects and portfolio reviews, which maximise the student's opportunity for development and ensure just and fair assessment of their abilities. In order to achieve this Design Center employs the following principles:

• That assessments are valid. They are designed to measure what they intend to measure. Thus an assignment which requires logical deductions is not assessed for creativity.
• That assessments are reliable. They are not subjective opinion with no relation to standards of quality accepted by a broader educational framework.
• They are transparent. It is clear how they relate to the aims and learning outcomes of the course and are easily understood by students, staff, external examiners etc.
• They are diverse. Different abilities require different methods of assessment. An examination, which requires an ability to memorise data, may not be the best vehicle for assessing the ability to synthesize varying ideas

Design Center practices three kinds of assessment

• Diagnostic assessment is used to determine whether students have any learning difficulties. In most cases students be will directed to agencies outside of Design Center for diagnostic assessment. Students with reading and writing difficulties have access to in house testing and a subsequent language module, which addresses these problems.
• Formative assessment is used to give students feedback on the progress they are making. This feedback takes the form of marking schedules, critiques of student work or written feedback on essays, assignments and projects.
• Summative assessment establishes what a student has achieved at the end of each project, module and programme of study. This assessment is reflected on a separate portion of the marking schedules as marks for particular subjects. Subject marks accrue throughout the year towards an end of year aggregate. Subject marks and therefore the aggregate are reassessed both internally and externally to determine whether they are a true reflection of the student's ability.

End of Assignment/Project Assessment

The student's performance in each subject relevant to the given project or assignment is assessed upon submission of work on the given deadline. This is done by means of defined marking criteria that appear on a Marking Schedule for each project. This Marking Schedule is directly related to measuring the achievement of the stated aims and learning outcomes required of students as well as the marking criteria by which they will be assessed. Additionally students are aware of the levels of achievement required to attain grades as described and contained within the marking criteria. Grades are awarded in symbols. This assessment is undertaken by pertinent academic staff for the given project or assignment. Most of these assessments are formative and summative.

Mid-Year Portfolio Assessment

A portfolio of work, completed during the first half of the year, is submitted at mid-year for assessment. The pertinent academic staff, the year tutor and the course leader undertake this assessment. Students receive a mid-year report based upon subject marks reflected by the Marking Schedules (indicated above) as well as reassessment of the portfolio of work. This is done to encourage students to further develop and refine work based upon critique following submission of work on deadlines. Grades achieved are awarded in symbols. This assessment is summative.

Portfolio Pre-Assessment

This opportunity is provided prior to mid-year and end of year portfolio assessment and is available to all students, but it is not compulsory for first and second year students. It is compulsory for third year students. This assessment is undertaken by the pertinent academic staff as a developmental aid to students to assist them in final preparation of their portfolios for submission to the Examination Board. This assessment is formative.

Final Portfolio Assessment

This will take place at the end of the academic year when students submit a portfolio of work to an Examination Board for assessment. At this stage, all work must be included in the final portfolio. The Examination Board is presented with the student's overall mark for each subject, and may adjust marks according to its findings. The Board has access to individual assignment marks if these are required. The Examination Board will determine the student's final results. This assessment is summative.

Assessment Procedures for First, Second and Third Year

Assessment procedures for first, second and third year are conducted as follows

• Marking Schedules: Tutors and a Moderator.
• Mid Year Reports (Subject Marks): Tutors and Course Leader.
• Portfolio Review (Mid and End year internal reassessment): Tutors and Course Leader.

End of Year Final Assessment; Examination Board consisting of

• Tutors.
• Course Leader.
• External Examiner.
• Verifier from the Nottingham Trent University.

1. Assessment will take place on the dates specified in the year planner.
2. All modules/subjects stated in the definitive document will be assessed, and the minimum standards for each of these as laid down in the definitive document must be attained.
3. Assessments will be performed by a Board of Examiners.
4. Students will be informed of the Board's recommendations in writing.

Members of the Board of Examiners

The Board shall consist of the following members

• A Chair who shall be the Head of Department responsible for the management of the programme.
• A Secretary who shall be responsible for the arrangements for convening and servicing meetings of the Board.
• Members of the academic staff who teach on the programme.
• An external examiner or external examiners, nominated by Design Center and appointed by the Nottingham Trent University.
• A verifier from the Nottingham Trent University.

The Role of the Board of Examiners

The Board

• Assesses student performance in terms of the stated objectives and standards required for each course and makes recommendations to the Academic Board on the conferment of the award.
• Receives, considers and agrees on all assessment requirements.
• Operates the approved assessment regulations and makes recommendations to the course committee where it has found that they are inappropriate.