Digital Media Design Final award Intermediate awards available

BSc (Hons) BSc, Cert HE, Dip HE

Mode of delivery UCAS code Details of professional body accreditation Relevant QAA Benchmark statements UEL Academic School Date specification last up-dated

UEL on campus WG2K N/A Communication, media, film and cultural studies, with some Computing & Art and design. ADI May 2014

The summary - UCAS programme profileBANNER BOX: BSc (Hons) Digital Media Design at UEL offers an exciting opportunity to engage with concepts and practices across a range of platforms, including web-based media, mobile applications, location-based media and emerging digital technologies. ENTRY REQUIREMENTS The minimum requirements for entry for Level 1 entry is 240 UCAS tariff points from: A/AS level (Including 2 A2 passes), GNVQ, AVCE, Scottish Highers, International Baccalaureate. European Baccalaureate, BTEC / SCOTEC Diploma, Relevant Access Course or successful completion of the Level 0. Other qualifications, including overseas, may be considered. Students may be admitted through Accreditation of Experiential Learning (AEL) or Accreditation of Certificated Learning (ACL) processes. In the case of applicants whose first language is not English, the University’s English Language requirements as detailed on the website at time of application must be met – see http://www.uel.ac.uk/international/application/english-language-requirements/ At UEL we are committed to working together to build a learning community founded on equality of opportunity - a learning community which celebrates the rich diversity of our student and staff populations. Discriminatory behaviour has no place in our community and will not be tolerated. Within a spirit of respecting difference, our equality and diversity policies promise fair treatment and equality of opportunity for all. In pursuing this aim, we want people applying for a place at UEL to feel valued and know that the process and

experience will be transparent and fair and no one will be refused access on the grounds of any protected characteristic stated in the Equality Act 2010

ABOUT THE PROGRAMME What is Digital Media Design? Digital Media forms an integral part of daily life at home and at work, for leisure and entertainment, education and information. Today all media is digital and most media products are interactive or have interactive components in the shape of associated websites or mobile phone services. These services offer new experiences and pleasures. They generate symbolic and affective resources with which to imagine our worlds. Interactive media industries are also significant areas of employment ― large media companies such as the BBC have interactive departments which require technology literate designers in the specific area of Digital Media BSc Digital Media Design at UEL Students at UEL are offered the opportunity to undertake an interdisciplinary approach to the study of Digital Media Design, which combines both research and practice. Key issues studied include         

Interactive design and communication practices Software/Hardware Usability and user experience Origins of multimedia, convergence and digitalisation Nonlinear/linear design considerations The role of affect, emotion and cognition in user experiences Cultural, social and political contexts of multimedia Project management Research and development of new forms of communication media

Key skills include           

Application Design and Development Dynamic web page production Digital image production and manipulation Prototyping and testing Research methodology and conceptual design User interface design Project management Programming and scripting Website management & maintenance Working with clients and external agents Working in groups

Programme structure

This is a three―year, full―time programme, although it can also be studied on a part―time basis over a longer period of time. Some modules are shared with other degree programmes in the School of Arts and Digital Industries. Learning environment Learning takes place through lectures, seminars and practical workshops in specialist labs, screenings, presentations, critiques and invited speakers from industry. Tutorial sessions are also available, as well as personal one-to-one supervision of final level projects and dissertations. Assessment Students studying Digital Media Design are assessed through Design Documents, Electronic prototypes and Applications, Portfolios of design and development experiments, Technical reports, Essays and presentations. There are no formal exams. Students with disabilities and/or particular learning needs should discuss assessments with the Programme Leader to ensure they are able to fully engage with all assessment within the programme. Work experience/placement opportunities There is the opportunity to work in small groups or individually for clients with real communications needs in both level 5 and level 6 of this degree programme. Project work Project work is an essential component of digital media at all levels. This, and other areas of study, allows students to develop their own ideas, work in groups and research specific topics. Added value Digital Media Design has strong relationships with Cyberduck digital design agency, The Rix Centre for Multimedia and Learning disability, and a number of commercial digital agencies who act as clients and offer work experience opportunities to talented students. IS THIS THE PROGRAMME FOR ME? If you are interested in .......       

Making digital interactive applications Interactive design, usability design, experience design. The design, nature, function and cultural contexts of digital media design Thinking about how interactivity functions in the media Questions of emotions, affect and use Exploring cultural aspects of media, information and communication technologies Investigating new forms of digital communication media, such as intelligent agents, mobile, wearable and generative media.

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Answering questions such as ‘how can interactivity blur the distinctions between the sender and the receiver of information’ and ‘how are the roles producer and consumer changing in interactive media systems?' Embodied interactions, new social contexts and affective computing.

If you enjoy....     

Designing for a screen based medium Exploring new technologies and user experiences 2D and 3D image manipulation and development Media Production (audio, video, graphics) Working in groups and with clients and external agents

If you want....    

To develop a range of production skills in digital media design and production Work for real clients making interactive solutions to real world problems To develop study and research skills essential for exploring the field of interactive and new technology from a media and cultural perspective To have the opportunity to extend study at MA level and branch out into new media related practice-based education in the School of Arts and Digital Industries.

Your future career Graduates studying new media at UEL have gone on to become interaction designers, web designers, freelance multimedia practitioners, as well as undertaking postgraduate qualifications in, for example, multimedia systems. Some have also worked as teachers or technical demonstrators of new media. How we support you Each student is allocated a personal tutor to guide them through their studies. There is also a programme tutor, who is responsible for your degree and can also offer help and advice. The university also offers support in the following areas: residential; student finance advice; careers advice; study skills development; IT/learning resources: During your studies, you will be supported by academic, support and technical staff from your academic school.

Programme aims and learning outcomes What is this programme designed to achieve? This programme is designed to give you the opportunity to:  

develop an understanding the nature, function and social and cultural contexts of digital media design develop professional skills in digital media production – conceptualising, design, planning, development and management skills

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develop an understanding of critical practice in interactive digital media - not solely vocational 'how-to' skills but also the ability to think critically about 'why' and 'with what effects'

What will you learn? Knowledge: 

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An introduction and exploration of the key concepts and theories relevant to understanding the functions and cultural implications of media and particularly interactive media communication and production The technologies associated with digital media and interactive media production

Thinking skills:   

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The current debates on the cultural, social and philosophical factors surrounding the development and diffusion of interactive media forms The relationship between theory and creative practice in the field of interactive design and production The application of theoretical models and concepts to issues surrounding interactive media and interactive media products and the socio-cultural contexts in which they are produced and consumed The application of the principles of interactive design, production management and group work to project work Reflect on progress throughout the development of theoretical and project work Synthesise personal experience and 'objective' analysis relevant to interactive media

Subject-Based Practical skills:   

The elements which are likely to make for effective interactive digital media design Plan, implement, manage and deliver practical digital media production, using dedicated software, on time and to budget. A wide range of digital formats including graphics, dynamic websites, interactive Apps, digital sound and video and other specialist aspects of interactive media production that can be deployed on a wide range of digital platforms

Skills for life and work (general skills):   

How to work as individuals and together in professional teams How to Analyse and offer solutions to institutional or commercial communications problems How to work effectively with outside clients and external agents Structure section

The programme structure Introduction All programmes are credit-rated to help you to understand the amount and level of study that is needed.

One credit is equal to 10 hours of directed study time (this includes everything you do e.g. lecture, seminar and private study). Credits are assigned to one of 5 levels: 3 equivalent in standard to GCE 'A' level and is intended to prepare students for year one of an undergraduate degree programme 4

equivalent in standard to the first year of a full-time undergraduate degree programme

5 equivalent in standard to the second year of a full-time undergraduate degree programme 6 equivalent in standard to the third year of a full-time undergraduate degree programme 7

equivalent in standard to a Masters degree

Credit rating The overall credit-rating of this programme is 360 credits Typical duration The expected duration of this programme is 3 full-time or 5-6 part-time. It is possible to move from full-time to part-time study and vice-versa to accommodate any external factors such as financial constraints or domestic commitments. Many of our students make use of this flexibility and this may impact on the overall duration of their study period. A student cannot normally continue study on a programme after 4 years of study in full time mode unless exceptional circumstances apply and extenuation has been granted. The limit for completion of a programme in part time mode is 8 years from first enrolment. How the teaching year is divided The teaching year begins in September and ends in June A typical student, in full-time attendance mode of study, will register for 120 credits in an academic year. A student in part-time mode of study may register for up to 90 credits in any academic year. What you will study when A student registered in a full-time attendance mode will take 120 credits per year. Typically this will be comprised of four 30 credit modules. The exact number may differ if the programme is comprised of 15, 45 or 60 credits modules. An honours degree student will complete modules totalling 120 credits at level four, modules totalling 120 credits at level five and modules totalling 120 credits at level six.

Module Level

DL

Credits

Module Title

Status*

4 4 4 4

Code MS4301 MS4302 MS4303 MS4101

Digital Media Concepts & Theory Digital Content Design Digital Media Development 1 Media Production 1

N N N N

30 30 30 30

Core Core Core Core

5 5 5 5

MS5301 MS5302 MS5303 MS5304

Digital Media Research Methods Digital Media Design Digital Media Development 2 Professional Practice

N N N N

30 30 30 30

Core Core Core Core

6 6 6

MS6301 MS6302 MS6303

Digital Media Dissertation Digital Media Project Emerging DM Technologies

N N N

45 45 30

Core Core Core

*Please Note – A core module for a programme is a module which a student must have passed (i.e. been awarded credit) in order to achieve the relevant named award. An optional module for a programme is a module selected from a range of modules available on the programme. Requirements for gaining an award In order to gain an honours degree you will need to obtain 360 credits including:   

A minimum of 120 credits at level four or higher A minimum of 120 credits at level five or higher A minimum of 120 credits at level six or higher

In order to gain an ordinary degree you will need to obtain a minimum of 300 credits including:   

A minimum of 120 credits at level four or higher A minimum of 120 credits at level five or higher A minimum of 60 credits at level six or higher

In order to gain a Diploma of Higher Education you will need to obtain at least 240 credits including a minimum of 120 credits at level four or higher and 120 credits at level five or higher In order to gain a Certificate of Higher Education you will need to obtain 120 credits at level four or higher Further information Students have to opportunity to show their work to wide range of industry professionals at our annual creative futures showcase and end of l degree shows

Teaching, learning and assessment Teaching and learning Knowledge is developed through      

Formal lectures Interactive lectures/seminars Demonstrations of interactive media applications Individual tutorials and independent learning Analysis of practical and theoretical issues Research seminars

Thinking skills are developed through          

Formal lectures Interactive lectures/seminars Group discussions and informal presentations Individual tutorials and independent learning Debates involving outside speakers Supervised and unsupervised workshops Analysis of practical and theoretical issues Project sessions Research seminars Project supervision

Practical skills are developed through       

Group discussions and informal presentations Demonstrations of interactive media applications Debates involving outside speakers Supervised and unsupervised workshops Project sessions Research seminars Project supervision

Skills for life and work (general skills) are developed through     

Group discussions and informal presentations Debates involving outside speakers Supervised and unsupervised workshops Project sessions Project supervision

Assessment Knowledge is assessed by 

Coursework essays, reports, evaluations, reviews, reflections, exams and presentations

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Exercises and discussion undertaken in seminar sessions

Thinking skills are assessed by  

Coursework essays, reports, evaluations, reviews, reflections, exams and presentations Exercises and discussion undertaken in seminar sessions

Practical skills are assessed by     

Practical projects and reflections on production process Skills for life and work (general skills) are assessed by Involvement in and contribution to seminar/ workshop sessions Ability to understand and meet requirements of module specifications Involvement in and contribution to group project work

How we assure the quality of this programme Before this programme started Before this programme started, the following was checked:      

there would be enough qualified staff to teach the programme; adequate resources would be in place; the overall aims and objectives were appropriate; the content of the programme met national benchmark requirements; the programme met any professional/statutory body requirements; the proposal met other internal quality criteria covering a range of issues such as admissions policy, teaching, learning and assessment strategy and student support mechanisms.

This is done through a process of programme approval which involves consulting academic experts including some subject specialists from other institutions. How we monitor the quality of this programme The quality of this programme is monitored each year through evaluating:   

external examiner reports (considering quality and standards); statistical information (considering issues such as the pass rate); student feedback.

Drawing on this and other information, programme teams undertake the annual Review and Enhancement Process which is co-ordinated at School level and includes student participation. The process is monitored by the Quality and Standards Committee. Once every six years an in-depth review of the whole field is undertaken by a panel that includes at least two external subject specialists. The panel considers documents, looks at student work, speaks to current and former students and speaks to staff before drawing its

conclusions. The result is a report highlighting good practice and identifying areas where action is needed. The role of the programme committee This programme has a programme committee comprising all relevant teaching staff, student representatives and others who make a contribution towards the effective operation of the programme (e.g. library/technician staff). The committee has responsibilities for the quality of the programme. It provides input into the operation of the Review and Enhancement Process and proposes changes to improve quality. The programme committee plays a critical role in the quality assurance procedures. The role of external examiners The standard of this programme is monitored by at least one external examiner. External examiners have two primary responsibilities:  

To ensure the standard of the programme; To ensure that justice is done to individual students.

External examiners fulfil these responsibilities in a variety of ways including:     

Approving exam papers/assignments; Attending assessment boards; Reviewing samples of student work and moderating marks; Ensuring that regulations are followed; Providing feedback through an annual report that enables us to make improvements for the future.

The external examiner reports for this programme are located on the UEL virtual learning environment (Moodle) on the school notice board under the section entitled ‘External Examiner Reports & Responses’. You can also view a list of the external examiners for the UEL School by clicking on the link below. http://www.uel.ac.uk/qa/externalexaminersystem/currentexaminers/ Listening to the views of students The following methods for gaining student feedback are used on this programme:   

Module evaluations Polls and surveys online Student representation on programme committees (meeting 2 times year)

Students are notified of the action taken through:   

circulating the minutes of the programme committee providing details on the programme noticeboard Individual responses to students as required

Listening to the views of others The following methods are used for gaining the views of other interested parties:   

Annual student satisfaction questionnaire Questionnaires to former students Industrial liaison committee

Further information The School of Arts and Digital Industries (ADI) is a vibrant and creative community of students, staff, researchers and alumni. We offer undergraduate and postgraduate programmes that cover a broad range of disciplines in the design and creative industries as well as performing arts. Every summer we run a high profile events and exhibitions programme to showcase the work of our students to industry and the wider world. The School of Arts and Digital Industries (ADI) hosts a range of media and multimedia production activities within its Media Production Services (MPS). This facility combines teaching, research and production activities in a state-of-the-art environment giving access to leading edge technologies and the support of highly skilled technical staff. It supports the multimedia production elements of academic programmes and research in the School of Arts and Digital Industries. It enables the generation of income to benefit the University, to enhance the Centre’s facilities and to extend its partnerships. It supports the development of media and IT services in the University, where appropriate resources are made available. Currently this also involves providing support for Apple Macintosh facilities for the School. Equipment Store The Equipment Store facilitates the booking of rooms and facilities as well as hiring of equipment for ADI students and staff free of charge. Students can hire advanced video equipment (camcorders, tripods, lighting kits, steady cams, rifle microphones and SQN mixers), photographic equipment (DSLR cameras, full-frame film cameras, tripods, lighting kits and a variety of lenses), music equipment (PA kits, guitar and bass amplifiers, electric and acoustic guitars, basses, professional microphones, advanced synthesizers) and more. Where you can find further information Further information about this programme is available from:    

The UEL web site (http://www.uel.ac.uk) The programme handbook Module study guides UEL Manual of General Regulations (http://www.uel.ac.uk/qa/policies/manual/)

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UEL Quality Manual (http://www.uel.ac.uk/qa/policies/qualitymanual/) http://www.uel.ac.uk/adi/ http://emotionuxlab.co.uk/