Diploma in Interactive Visual Communication and Branding

Purpose

The purpose for the Diploma in Interactive Visual Communication and Branding is primarily to be vocational or industry specific. The knowledge emphasises general principles and application. The purpose of the qualification is to develop learners who can demonstrate focused knowledge and skills in a particular field (graphic communication). Typically, they will have gained experience in applying such knowledge and skills in a workplace context. A depth and specialisation of knowledge, together with practical skills and experience in the workplace, enable successful learners to enter several career paths, and to apply their learning to particular employment contexts from the outset.

Rationale

This qualification focuses on the professional skills and different visual communication methods of a graphic or web designer and was developed to equip a design individual to produce a branding campaign from start to finish. The graphic industry makes use of image design in various types of communication output, and it is important to have the most current skills available to have an advantage in this industry.

The qualification aims to provide the learner with the skills and knowledge to become a creative developer and project manager that can apply a branding and advertising campaign to different interactive communication methods. To be successful, learners should have a keen interest in design, but of greater importance is his or her ability to apply and communicate visual design information effectively into different marketing methods.

A qualified learner at this level is competent to conceptualise, develop and communicate a branding campaign as well as manage and implement the responsibilities within the digital communication industry, inclusive of project planning and development, brand creation and image editing, interactive drawing and directing, digital photography and film making, website development, electronic marketing, and style communication through the different areas of application. The learner will be able to understand and address the economic value as well as challenges of the graphic communication society. The learner will be able to analyse and offer solutions to the associated problems in this regard. These solutions should be applicable within the graphic communication society as a whole and very directly applicable to the South African environment.

The different subjects also provide qualifying learners with a basic knowledge of the graphic communication environment and the application of visual techniques and overall social expansion. The learner will be able to independently carry out required duties, make decisions and solve problems in the context of the workplace.

Recognition of Prior Learning (RPL)

Learning that has been acquired through formal, informal and non-formal means is recognised for the fulfilment of the requirements of this qualification or part of the qualification. It is required that through assessment practices, the learner should demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification. Recognition of Prior Learning is performed using an Integrated Assessment.

This Recognition of Prior Learning may allow for accelerated access to further learning. All Recognition of Prior Learning is subject to quality assurance by the relevant accredited Education, and Training Quality Assurance Body and a registered workplace assessor conduct it.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4 granting access to Diploma studies.

Or

• An equivalent qualification at NQF Level 4.

This qualification consists of the following compulsory modules at Level 5, 6 and 7 totalling 120 Credits.

Compulsory Modules at Level 5, 120 Credits

• Brand Design I, 25 Credits.
• Graphic Interaction I, 20 Credits.
• Website Development, 20 Credits.
• Visualisation Techniques I, 15 Credits.
• Context Development I, 20 Credits.
• Communication I, 20 Credits.

Compulsory Modules at Level 6, 120 Credits

• Brand Design II, 15 Credits.
• Graphic Communication II, 25 Credits.
• Website Development II, 20 Credits.
• Visualisation Techniques II, 15 Credits.
• Context Development II, 20 Credits.
• Communication II, 25 Credits.

Compulsory Modules at Level 7, 120 Credits

• Brand Design III, 15 Credits.
• Graphic Communication, 15 Credits.
• Website Development III, 15 Credits.
• Visualisation Techniques III, 15 Credits.
• Context Development III, 25 Credits.
• Communication III, 35 Credits.

1. Demonstrate knowledge of the main areas of brand creation, types of graphic communication output, website development and design, creative conceptual development, theoretical understanding of visual communication and its applications and knowledge of effective brand communication.
2. Understand key terms, concepts, laws, principles, rules and theories of disciplines related to the main areas as depicted, including the knowledge and application of appropriate communication in various mediums.
3. Know and understand the principles and practice of design and how it relates to the fields of communication and new developments in branding and advertising.
4. Understand and critically reflect on the operation, functions and applications of both the practical and academic aspects of the visual communication and branding and design industries.
5. Evaluate, select and apply appropriate design and evaluation techniques and skills according to the visual communication and design industries and digital interactive communication's accepted methods, policies, procedures and techniques within the context of a clearly defined problem in visual design, familiar context.
6. Identify and evaluate visual communication and design challenges in an unfamiliar related field such as interactive communication, web applications and effective brand advertising fields.
7. Apply known theory and skills to solve such new unknown problems within the context.
8. Recognise when a problem falls outside of the scope of competence and to who to refer it.
9. Make decisions and act with full cognisance of ethical implications such as intellectual property issues, privacy, copyright and confidentiality within the context of visual design profession, including the optimum and correct application and use of appropriate computer software, proprietary processes, data management, security and confidentiality.
10. Evaluate the appropriateness of different sources of information such as the quality and legitimacy of open source information about visual communication, interactive design and brand advertising, such as the evaluation of internet versus accredited, published research papers and textbooks.
11. Select the most appropriate information related to the task and to apply well-developed processes of analysis, synthesis and evaluation based on acquired relevant information.
12. Draw up a project or task proposal using effective designs and a product report with operational instructions that will communicate the design and complex management systems to a colleague and/or client.
13. Compare and evaluate systems operating within a specific context and indicate the relationships (present and absent) that characterise different systems in the interactive visual communications and broader design industries and their potential impact on each other. Suggest appropriate actions to address identified problems.
14. Apply criteria about visual communication and/or design problems to accurately identify and address their own task-specific learning needs in a given context and to support the learning needs of others.
15. Create branding campaigns that are inclusive of all creative and management aspects such as press releases, event management, set up of business documentation, fund-raising and effective communication within the process of creating a branding campaign.
16. Develop and exhibit a range of soft skills necessary in the leadership role of planning and directing branding and interactive communication campaigns such as conflict management, strategising creative interaction with the audience against milestones, working effectively with both the employer and employees, and having a comprehensive understanding of the South African social, economic and law environment.
17. Effectively complete group tasks identified by a competent team and/or industry.
18. Take responsibility for their own decisions and actions and those of others in the group.
19. Apply and utilise resources showing a high level of responsibility.

The Associated Assessment Criteria will assess the Exit Level Outcomes in an integrated manner.

• Demonstrate detailed knowledge of the main areas in visual communication, including an understanding of, and the ability to apply the key terms, concepts, facts, principles, rules and theories of the field, discipline or practice to unfamiliar but relevant contexts; and knowledge of an area of specialisation and how that knowledge relates to other fields, disciplines or practices related to visual communication and branding.
• Demonstrate an understanding of different forms of knowledge within the communication sector, schools of thought within the interactive visual and graphic communication, as well as branding environment, and form of explanation within this field.
• Evaluate, select and apply appropriate methods, procedures or techniques in investigation or application processes within the interactive visual communication and branding context.
• Identify, analyse and solve problems in individual and organisational branding and visual communication contexts, by gathering evidence and applying solutions in the process of interactivity.
• Demonstrate an understanding of the ethical implications of communication and branding decisions and actions within an organisational or professional context, based on an awareness of the complexity of ethical dilemmas within interactive media.
• Evaluate different sources of interactive, visual, and branding information, to select information appropriate to the task of communication and branding, and to apply well-developed processes of analysis, synthesis and evaluation of that information.
• Present and communicate complex branding information reliably and coherently using appropriate academic and professional or occupational conventions, formats and technologies for an individual or organisation's context.
• Make decisions and act appropriately in familiar and new contexts, demonstrating an understanding of the relationship between systems and of how actions, ideas or developments in one system impact on other systems, especially in the interactive visual communication sector.
• Evaluate performance against a given criteria, and accurately identify and address the task-specific learning needs in a given context, and to provide support to the learning needs of others where appropriate.
• Work effectively in a team or group, and to take responsibility for decisions and actions and the decisions and actions of others within week-defined contexts, including the responsibility for the use of organisational resources.

Integrated Assessment

Assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged. Learning, teaching and assessment are in line with each other. All assessments are moderated by peer staff and evaluated in terms of clarity, validity and reliability. In the case of summative assessment such as examinations, the paper and the memorandum are subjected to moderation. The institution's Examinations Committee scrutinises the assessment outcomes and submits it to the Academic Board for ratification before the results being made public.

The term 'Integrated Assessment' implies that theoretical and practical components should be assessed together. During integrated assessments, the assessor should make use of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflective competencies.

A variety of methods must, therefore, be used in assessment. Tools and activities must be appropriate to the context in which the learner is working. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies and other similar techniques should be used to provide a context appropriate to the assessment.