Independent Guided Study

Transcription

1 MODULE DESCRIPTOR TITLE Design for the Digital Online Environment SI MODULE CODE CREDITS 20 LEVEL 5 JACS CODE W210 SUBJECT GROUP Graphic Design DEPARTMET Visual & Performing Arts MODULE LEADER Richard Lyon MODULE STUD HOURS (based on 10 hours per credit)* Scheduled Learning and Teaching Activities Placement (if applicable) Independent Guided Study 60 /A MODULE AIM Total umber of Study Hours This module aims to explore and work within the digital online environment. The focus aims to provide you with the basic understanding and skills required for website design and or associated software. It explores the elements required for good website design MODULE LEARIG OUTCOMES By engaging successfully with this module a student will be able to: 1. Investigate and use relevant industry standard software packages for use in the digital environment. 2. Use the digital techniques to assist in completing online outcomes. 3. Produce experimental work in the digital environment. 4. Use and combine digital graphic elements such as: text, animation, video, sound, background image. IDICATIVE COTET Workshops will focus on the practical application of online design through the use of a range of software applications in the production of digital outcomes; using a range of design elements such as: text, graphics, animation, sound, video, background imagery and other graphic elements. Practical assignments will enable you to produce digital design outcomes through the use of professional software. Dreamweaver and Flash, will be introduced to students who will be encouraged their use within the online environment. LEARIG, TEACHIG AD ASSESSMET - STRATEG AD METHODS Delivery of this module will provide you with opportunities to investigate all of the aspects relevant to website design, such as the specified audience and the clients needs as well as the creative issues surrounding website design such as inclusivity, human interaction, design vs. usability. Demonstrations of mixing hand-generated images with photography or other images will encourage you to start using the technology to the full allowing opportunities for use of a wide range of related media and techniques.

2 The majority of your work will be carried out in a studio/workshop environment, which will include demonstrations, visits to galleries and events and informal discussions between professional practitioners, lecturers and yourselves. Technical demonstrations and task-based activities are used to show you how to use hardware and software applications. ou will be required to carry out research using the internet, library and multimedia resources which will form an essential part of the learning programme for this module. Delivery will stimulate, motivate, educate and inspire you and appropriate connections will be made with vocational practice. Discussions on the history and tradition use of image manipulation has an influence on contemporary practice, ways that designers use image manipulation to communicate effectively and creatively, and the impact of the digital environment on personal style should be led by the tutor. ou will be required to keep records of practical investigations in response to tutor demonstration and collections of examples of contemporary practitioners work. These records will need to be supported by notes, presented separately and/or in the form of annotations to work. ou will compare and experiment with computer-based and print-based image manipulation which will provide practical means to identify the advantages and disadvantages of working in a digital environment, compared with other media. ou will work to briefs set by academic staff with or by our associate practitioners from industry that will enable you to creatively use the digital environment to manipulate image and message. The assignment will facilitate you in developing competences in using software at a professional standard. Briefs will develop your understanding of how design, technology and accessibility are used in the web design industry. Enabling you to develop an understanding of the potential benefits of using relevant technologies to communicate information on screen. ASSESSMET TASK IFORMATIO o.* Short Description of SI Code EX/CW/PR Weighting % Word Count or Exam Duration** In-module retrieval available 1 Digital Skills Use and evaluate industrystandard software packages In the creation of imagery and experimental work. Recognising creative opportunities and technical considerations through the correct choice of software and hardware. 2 Design Project Provide evidence of a series of practical solutions in the production of a small scale projects comprising of a number of outcomes suitable of online use. These should demonstrate the use of specific techniques in relation to digital online environments. CW 40% 1000 CW 60% 1500 By engaging successfully with this module you will achieve the learning outcomes listed and their level of attainment will be assessed using the following assessment criteria:

3 1 Learning Outcomes 1. Investigate and use relevant industry standard software packages for use in the digital environment. 2 Learning Outcomes 1. Investigate and use relevant industry standard software packages for use in the digital environment. Minimum Pass Requirements Research There is evidence of directed study and some independent contextual research, though there is a lack of professional skill in recording the research. Interpretation of the findings and experiences is limited and several important aspects of the enquiry have been missed. 2. Use digital techniques to assist in completing online outcomes. 2. Use digital techniques to assist in completing online outcomes. Development Some of the important ideas/problems/opportunities have been positively engaged. There is evidence of project management and development, but independent thought and initiative are limited. Restricted engagement with contextual understanding and or the development of professional skills is limiting design development. 3. Produce experimental work in the digital online environment. Creativity There is some thought and evidence of an ability to generate ideas within the context of a challenging design brief. However, the range of creative strategies is constrained and consequently, the successful synthesis of ideas/information is limited to specific aspects of the work. Communication There is communication of the most important aspects of the work and although there are some gaps, professional skills are beginning to emerge. Academic convention is not always apparent and further development is required in respect of one or more of the following: - Written expression Oral presentation Visual sensitivity 4. Use and combine graphic elements such as: text, animation, video, sound, background image. Critical Awareness There is evidence of some analysis/evaluation and understanding of the most important contextual information, but little engagement in the discussion and debate, which is required for a deeper insight. Resolution The outcomes partially express the intention inherent in the design brief and fulfill some of the design requirements. More care and attention to design detailing is needed to improve either (or both), visual sensitivity and technical competence. FEEDBACK Students will receive feedback on their performance in the following ways: Throughout the module you will be supported and understanding will be checked through formative assessment when compiling work. Receive ongoing feedback during the design and making processes in the form of constructive comments and guidance. Given feedback in the form of tutorial input throughout the module. Group critiques will provide feedback at key stages of the project. A summative assessment will be made at the end of each task. Work submitted for the module will be marked and returned with written feedback attached.

4 LEARIG RESOURCES FOR THIS MODULE (ICLUDIG READIG LISTS) Access to The Learning Centre, the Internet and other learning resources are such as the design studios and access to Apple computer systems together with the associated software and reprographic facilities. Web server space allocations Authoring and graphics software such as Flash and Dreamweaver The Internet Reading list Danielson et al. (2002) Web design basics; ideas and inspiration for working with type, color and navigation on the web Gloucester: Rockport Dredge S. (2002) Web 3D: Laurence King Gordon B and Gordon M (2009) The Complete Guide to Graphic Design: Thames & Hudson, Handler Miller C (2008) World Digital Storytelling: A Creator s Guide to Interactive Entertainment : Focal Press, Holzschlag, M. (2001) Colour for websites, RotoVision, Crans-Pres-Celigny Hughes, B. (2000) Dust or Magic: secrets of successful multimedia design. Addison-Wesley, Harlow Klanten R and Hellige H Illusive: Contemporary Illustration and its Context : Die Gestalten Verlag published biennially last edition (2011), Kolle I (2001) Graphics Tablet Solutions Muska & Lipman, Luppa,. (2001) Interactive Design for ew Media and the Web. Focal Press, Boston avarro, A. (2001) Effective Web Design. San Francisco: Sybex ielsen, J. (2000) Designing web usability. Indianapolis: ew Riders Sklar, J. (2002) Principles of web design. Boston: Course Technology Walter S. (2005) Motion Blur: onedotzero graphic moving imagemakers: Laurence King Walsh Macario J (2009) Graphic Design Essentials: Skills, Software and Creative Solutions: Laurence King, Zeegan L (2010) Digital Illustration: A Masterclass in Digital Image-Making: RotoVision, Creative Review (current and past issues) Design Week (current and past issues) Eye (current and past issues) REVISIOS Date July 2013 Reason Confirmed in FdA Graphic Design

5 SECTIO 2 MODULE IFORMATIO FOR STAFF OL MODULE DELIVER AD ASSESSMET MAAGEMET IFORMATIO MODULE STATUS - IDICATE IF A CHAGES BEIG MADE EW MODULE EXISTIG MODULE - O CHAGE Title Change Level Change Credit Change Assessment Pattern Change Change to Delivery Pattern Date the changes (or new module) will be implemented 09/2013 MODULE DELIVER PATTER - Give details of the start and end dates for each module. If the course has more than one intake, for example, September and January, please give details of the module start and end dates for each intake. Module Begins Module Ends Course Intake 1 25/09/ /2014 Course Intake 2 DD/MM/ DD/MM/ Course Intake 3 DD/MM/ DD/MM/ Is timetabled contact time required for this module? Are any staff teaching on this module non-shu employees? If yes, please give details of the employer institution(s) below Rotherham College of Arts & Technology What proportion of the module is taught by these non-shu staff, expressed as a percentage? 100% MODULE ASSESSMET IFORMATIO Indicate how the module will be marked *Overall PERCETAGE Mark of 40% *Overall PASS / FAIL Grade *Choose one only module cannot include both percentage mark and pass/fail graded tasks SUB-TASKS Will any sub-tasks (activities) be used as part of the assessment strategy for this module? If sub-tasks / activities are to be used this must be approved within the Faculty prior to approval. Subtask / activity marks will be recorded locally and extenuating circumstances, extensions, referrals and deferrals will not apply to sub-tasks / activities. FIAL TASK According to the Assessment Information shown in the Module Descriptor, which task will be the LAST TASK to be taken or handed-in? (Give task number as shown in the Assessment Information Grid in Section 1 of the Descriptor) o. 2 O-STADARD ASSESSMET PATTERS MARK 'X' I BOX IF MODULE ASSESSMET PATTER IS O STADARD, eg MODEL B, ALL TASKS MUST BE PASSED AT 40%. B: on-standard assessment patterns are subject to faculty agreement and approval by Registry Services - see guidance. notes.