Professional Documents
Culture Documents
UNN Handbook - MM 2007
UNN Handbook - MM 2007
(Full-Time – Shanghai)
Programme Handbook
2006/2007
Page
Subject Number
This Handbook has been designed to provide information regarding the Bachelor of Arts (Honours) Design for
Multimedia offered at Raffles LaSalle Design Institute, Singapore. This Programme is administered and
delivered by the Raffles LaSalle Design Institute, with validation and quality standards determined by
Northumbria University, England.
This Handbook is to be used by enrolled students. It should be read in conjunction with the student guide
given to all students on enrolment in the College. This handbook must be read in conjunction with the
Academic Regulations of Northumbria University and Institution regulations as relevant. The Academic
Regulations of Northumbria University are also available on the web site at
http://www.unn.ac.uk/central/registrar/external/newregulations.doc
Your comments on any improvements to this handbook are welcome – please put them in writing (with the
name of the handbook) to the Programme Director.
Welcome
Raffles LaSalle Design Institute is a leading design school in Singapore. We are truly unique in our education
programmes, which have enjoyed good success and tremendous support from students, the industry, relevant
government authorities, and the general public.
Our curriculum includes Fashion Marketing, Visual Communication, Design for Multimedia and Fashion
Design, which are offered up to Diploma and Degree level qualifications.
The Design for Multimedia Programme educates students to develop a specific market awareness based on a
strong and thorough knowledge of the graphic design industry and marketing principles. The main goals of
the Programme are aimed at developing creative thinking skills, encouraging the students to express
constructive thoughts and opinions from a design solution perspective, and broadening their awareness
concerning design on an international level. Students are also educated on the importance of the role that the
designer plays in society, in a creative and business sense, both here and abroad.
Raffles LaSalle Design Institute is truly an International Design School in every way. From the highly qualified
international staff with overseas experience in a wide and varied field, to the modern facilities and dynamic
training which prepares students for the international workplace. We provide a unique and international
learning environment that encourages innovation and creativity. The approach to learning and teaching
prepares graduates to have the thinking skills, knowledge, and international perspective demanded by
employers all over the world, and opens up unlimited employment opportunities for them.
While we provide all the necessary technology and equipment to enable students to develop their creative
and professional skills, the ultimate success of the School centres on the quality and depth of our academic
staff. It is their dedication to the students and commitment to a quality education that makes Raffles LaSalle
Design Institute, a well-recognised and established institution.
Besides local Singaporean students, Raffles LaSalle Design Institute also attracts a growing number of
international students from countries that include Indonesia, Britain, France, Germany, Japan, Russia and
Malaysia. By studying in Singapore, these international students are able to live in and learn about Asian
cultures and markets, while gaining an international education. This will prepare them to integrate
immediately into the job market in Singapore or elsewhere when they graduate.
To ensure our graduates are well prepared for their future careers, our curriculum is designed to give students
real life experiences through industry-based projects and national and international competitions that will
equip the students with valuable hands-on experience.
Academic Staff
Itamar Medeiros
Acting Degree Programme Leader/Lecturer
Annie Morrad
Lecturer
Martin Kettlewell
Lecturer
Joel Louie
Lecturer
Honours in Multimedia (First Class Awarded), Murdoch University, Perth, Western Australia.
Joel Louie is a New Media Designer, Musician and Academic. With fingers in all the proverbial puddings, Joel's
experiential background covers a diverse area. Ranging from research into Interactive Cinema, to creating a
cutting edge multi-variant movie. He has also been busy writing/ recording and releasing albums independently in
Singapore and Australia. In addition to being a freelance New Media Designer, Joel has also been webmaster for
the West Australian Music Industry Inc, and has taught at Murdoch University in Western Australia for 2 years.
Mr Eugene Tan
Vice Dean
Collette Paterson
Academic Co-ordinator
Academic Coordinators are responsible for the day to day health and monitoring of teaching delivery for the
degree provision. They report to the Group Academic Director as to any issues that need addressing in
relation to the degree programmes.
Mr CS Lim
Senior Programme Director
Munyee Choo
Visual Communication Department Programme Director
Ms Lorna Lee
Administration and Human Resources Manager
Ms Jamie Lin
Student Services Manager
Admissions
Mr Steven Zhou
Marketing and Admissions
11. Educational Aims of the Programme Specified in terms of the general intentions of the programme
and its distinctive characteristics; these should be consistent with any relevant benchmark and with
the Mission of the University.
The Design for Multimedia top-up programme is a one-year full-time or 2 year part-time course of
study, at the end of which successful students are awarded a BA (Hons) Design for Multimedia. The
honours degree requires 120 credits. The programme is normally studied over 1 year (full time)
divided into 4 semesters. Each semester consists of 11 teaching week followed by a one-week period
of assessment.
The programme provides the opportunity and framework for the individual to develop methods of
thinking and evaluation, practical skills, and technical understanding appropriate to the practice of
multimedia design. Building upon the technical and creative abilities gained within the diploma level
(or relevant equivalent experience) the focus shifts to problem solving in context. In the Degree top
up the work concentrates on solving visual communication problems to a professional standard, and
working on briefs that closely mirror the professional world. Students explore materials and
conceptual thinking, the visual communication of information, the use of design to present an
argument or persuade, and electronic design and print processes. On completion of their final
assessment the student experiences exhibiting their work in a public venue.
•the ability to analyse multimedia problems and in response, develop imaginative, appropriate
and effective solutions through a logical and structured process.
•the ability to communicate information, ideas and arguments through the use of typography and
image.
•a knowledge and understanding of materials, process and technology appropriate to the
creation, presentation and reproduction of multimedia design.
•the ability to use appropriate criteria and sound argument to support, discuss and evaluate
design proposals.
•an understanding of the historical and social context within which visual communication design /
multimedia operates.
•an understanding of professional practice, the ability to manage time effectively and work
independently or in a group.
The curriculum introduces and develops a broad range of design/illustration development and
communication techniques, which reflect working practices in the professional design and illustration
studio. Students are made increasingly aware of the demands of employers through the use of visits
to and by design and illustration professionals who may offer keynote lectures, master-classes and
portfolio surgeries, or may also manage live or collaborative design projects.
On completion of the programme students will be appropriately versed in the career path of their
choice, have experienced/sampled relevant professional practices. They will, through their portfolio
and at exhibition, demonstrate the relevant range of abilities required for their chosen career and
have the communication skills with which to pursue it.
B) Intellectual Skills
Creative, cognitive, and intellectual skills, students should be able to:
C) Practical Skills
The programme’s main vehicle for learning is the design project, which combines a range of taught
practical skills and techniques with the application of academic and theoretical knowledge.
On completion of this programme the successful student will be able to:
1. Utilise library databases, web search engines and other appropriate research methods.
2. Apply established rules and principles which govern academic writing.
3. Prepare and produce sensitive, creative digital design solutions that may consider cultural,
economic and social contexts.
4. Research, identify, analyse, and apply contemporary techniques using appropriate media.
5. Demonstrate a high level of competence in preparing digital artwork utilising a variety of
technical processes.
6. Expand upon creative and production skills applicable to a variety of electronic media.
7. Demonstrate innovation and sophistication using a range of appropriate digital media.
D) Transferable/Key Skills
14. Learning, Teaching and Assessment Strategy Specified to enable learners to achieve and
demonstrate the above learning outcomes.
Teaching, learning and assessment processes have been developed to ensure that students
experience a variety of methods of learning and assessment. The programme is
predominantly project based and relies on experiential learning.
The top up degree level may be lecturer and/or student directed. All final project modules are student
directed. For all project work, students are required to negotiate a learning contract that sets out
strategically staged and measurable objectives within the individual student’s self-managed work
programme. The student undertakes individual research and will increasingly become independent
as their studies proceed. Tutorials, both individually and in groups, are an essential vehicle for
developing each student’s direction.
Projects
•Design projects form the basis of most studies and are concerned with problem solving,
proposing and answering design briefs, exploring principles, investigating and researching,
prototype and final making. Individual or group projects are carried through from concept to
finished proposal or artefact. The outcomes from the process of designing and researching
are always emphasised.
Individual tutorials
•Students will normally have at least one individual tutorial each semester with the
appropriate module tutors to discuss their work, progress and to give advice on their
programme of study in the particular area.
Group tutorials
•A programme of group tutorials may be arranged for each module either for the whole
student group or, for smaller groups of 3-4 students. Group tutorials may be lecturer or
student led and are intended to generate debate about the immediate issues being
addressed. This will inevitably include the wider implications of those issues and the project
as a whole.
The normal entry qualification is successful completion of a 2-year Raffles LaSalle Design Institute
Diploma in Multimedia or a recognised equivalent, together with a portfolio. Candidates are issued
with written admission requirements. Students will also be accepted with relevant career experience
and portfolio, which demonstrates academic and technical ability to undertake degree level studies.
Candidates will normally be 18 years old and over.
All applicants for whom English is not their first language must demonstrate sufficient command of the
English language, both verbal and written, evidenced by an IELTS overall score of 6.0 or higher, or
equivalent qualification.
NOTE: All students progressing from LaSalle Diploma programmes are required to successfully
complete the Academic Research & Communications Skills (ARCS) module (non-credit bearing) prior
to commencement (See Appendix B). Students external to LaSalle wishing to apply for the Top Up
Award must be able to demonstrate through their portfolio, and at interview, that they are able to fulfil
the research and communication aspects of the programme.
Applicants are expected to attend an interview and present an appropriate portfolio of work in
advance of registering for the top up degree. The Academic Director or Vice Dean, the Programme
Director and a Lecturer from the programme will conduct the interviews.
Recommendations based on applicants’ suitability for admission to the programme are made by the
Programme Director and approved by the Academic Director or Vice Dean.
Credits
Module Title Module Number per Semester
Semester
Design for Society MM202-880-05 20 1&2
Investigation and Practice I - Multimedia MM202-860-05 20 1&2
Investigation and Practice II - Multimedia MM202-861-05 20 3
Design Research MM202-870-05 20 1&2
Final Project MM202-890-05 30 4
Multimedia Production MM202-850-05 10 3
Entry to the third year requires the successful completion of the Diploma in Multimedia in Year 1 and Year 2 or
the equivalent level of attainment.
Modules:
The modules are to be taken in sequence due to a laterally built curriculum relationship.
Semester 1
Semester 3
Investigation and
Practice II Multimedia
- Multimedia Production
MM202-861-05 MM202-850-05
20 credits 10 credits
Semester 4
Final Project
MM202-890-05
30 credits
Modules:
The modules are to be taken in sequence due to a laterally built curriculum relationship.
Total: 120 credits
Semester 1
Semester 2
Design for
Investigation and
Design Research Society
Practice I
(MM)
MM202-880-05
MM202-860-05
MM202-870-05 20 credits
20 credits
20 credits
Semester 3
Semester 6
MODULE DESCRIPTOR
Design Research
6 Type: Year 1+ 2 7
Long/Semester
Based
8 School Multimedia
11 Aims of Module
Specified in terms of the general aim of the teaching in relation to the Subject
This methodology and approach might formulate the proposal for the final
project. The objective is therefore to establish in the student the ability to
write a critical, analytical, and evaluative academic paper.
12 Learning Outcomes
Specified in terms of performance capability to be shown on completion of the
Module
13 Outline Syllabus
The content of the Module identified in a component listing
The research undertaken might form the foundation for a proposal for the
final project.
• Identify research topic that lends itself to analysis and does not rely
on a descriptive approach
• Undertake investigation as evidenced research providing indications
that the research material has a function and justification for inclusion
• Purpose of research undertaken is justified with a clear argument
• Evidence of research methodologies used
Total Class Contact 1.0 hours per week 48 hours per semester
Total Independent Study 3.0 hours per week 144 hours per semester
____________________________________________________________
Total 4.0 hours per week 192 hours per semester
Albrecht, D, Lupton, E and Holt, S (2000) Design Culture Now : The National Design Triennial,
Princeton Architectural Pr.
Burgin, V.(1995) In/different spaces: Place & Memory in Visual Culture, University of California.
Raffles Design Institute BA (Honours) Design for Multimedia Page 18
Bailey, K. D. (1978). Methods of social research. London.
Cohen, L. and Manion, L. (1994). Research methods in education. 3rd edn. London: Routledge.
Harrison, C & Wood, P. (1992) Art in Theory 1900-1990 - An Anthology of Changing Ideas.
Blackwell
Heller, S (1999) Design Literacy (Continued): Understanding Graphic Design, Allworth Press.
Nelson, R.S. & Schrif, R. (1996) Critical Terms for Art History. University of Chicago
Robson, C. (1993). Real world research; a resource for social scientists and practitioner research.
Oxford: Blackwell
Yin, R. K. (1989). Case study research; Design and methods. London: Sage Publications.
Rush, M .(1999) New Media in the Late Twentieth Century. Thames and Hudson
Stanizewski, M.A (1998) Installation. The Power of Display - A History of Exhibition Installations at
MOMA. MIT press.
MODULE DESCRIPTOR
8 School Multimedia
10 This Module has the following Where the Module is intended for Distance Learning
Delivery modes at the Locations or Distance Delivery please indicate below:
shown:
Delivery Mode Location of Delivery
Full-Time & Part-Time Shanghai
Full-Time & Part-Time Beijing
Full-Time & Part-Time Singapore
11 Aims of Module
Specified in terms of the general aim of the teaching in relation to the Subject
12 Learning Outcomes
Raffles Design Institute BA (Honours) Design for Multimedia Page 21
Upon successful completion of this module, students will be able to:
Skills:
13 Outline Syllabus
The content of the Module identified in a component listing
This module provides learners with advanced knowledge and skills required
to conceptualise and integrate multimedia design into various different forms.
15 Assessment Strategy
A series of short projects(between 5-10 in total) will be given equal
weighting based on a demonstration of the following
Total Class Contact 3.0 hours per week 32 hours per semester
Total Independent Study, approximately 9.0 hours per week 112 hours per semester
_____________________________________________________________________
Total approximately 12.0 hours per week 144 hours per semester
Chapman N., Chapman J. (2004) Digital Multimedia. John Wiley & Sons; 2nd edition.
McCullogh, Mitchell & Purcell. (1990) The Electronic Design Studio. MIT press
Mealing.S woolner. M & Adams. B. (1998) principles of modelling & rendering with 3-D studio. Intellect
Adobe Creative Team (2001) Adobe Photoshop 6.0 and Illustrator 9.0 Advanced Classroom in a
Book (With CD-ROM), Adobe Press.
Livingston, D (2001) Advanced Flash 5, ActionScript in Action, Prentice Hall Computer Books.
Maestri, G (1999) Digital Character Animation 2 : Essential Techniques, New Riders Publishing.
Mohler, J L. & Duff, J. M. (1999) Designing Interactive Web Sites, Delmar Publishers.
Nielsen, J (1999) Designing Web Usability : The Practice of Simplicity, New Riders Publishing.
Vaughan, T. (2003) Multimedia: Making it Work, Sixth Edition. McGraw-Hill Osborne Media; 6th
edition (October 28, 2003) ISBN: 0072230002
MODULE DESCRIPTOR
6 Type: Year 3 7
Long/Semester
Based
8 School Multimedia
10 This Module has the following Where the Module is intended for Distance Learning
Delivery modes at the Locations or Distance Delivery please indicate below:
shown:
Delivery Mode Location of Delivery
Full-Time, Part-Time Shanghai
Full-Time, Part-Time Beijing
Full-Time, Part-Time Singapore
11 Aims of Module
Specified in terms of the general aim of the teaching in relation to the Subject
12 Learning Outcomes
On successful completion of the module the student will be able to:
Skills:
13 Outline Syllabus
The content of the Module identified in a component listing
This module provides learners with advanced knowledge and skills required
to conceptualise, integrate and assemble multimedia elements into
appropriate formal solutions across a range of new media platforms.
15 Assessment Strategy
A project/s will be given equal weighting based on a demonstration of
the following
Total Class Contact 2.0 hours per week 24 hours per semester
Total Independent Study 14.0 hours per week 168 hours per semester
____________________________________________________________
Total 16.0 hours per week 192 hours per semester
Barfield, L. (2004) Design for New Media: Interaction Design for Multimedia and the Web. Addison
Wesley; 1st edition (March 15, 2004).
Holzman. S (1997) Digital Mosiacs, the aesthetics of cyberspace. Simon & Schuster.
McKelvey. R (1998) Hypergraphics. Rotovision SA.
Gries D., Gries, P. (2004) Multimedia Introduction To Programming Using Java. Springer-Verlag
Telos; Bk&CD-Rom edition (September 1, 2004).
Honeywell. P (1999) Visual Language for the world wide web. Intellect Books
Mealing. S. (1998) The Art & science of computer animation. London. Pluto Press.
Rush. J. (1999) New media in the Late 20th century. Thames & Hudson.London.
Wombell, P (1991) Photovideo: Photography in the Age of the Computer. Rivers Oram Press
Townsend, C (1997) Vile Bodies: Photography & the Crisis of Looking. Channel 4 Publishing
MODULE DESCRIPTOR
8 School Multimedia
11 Aims of Module
Specified in terms of the general aim of the teaching in relation to the Subject
To allow the student to explore the roles played by digital media within the
context of social, political and ethical issues.
Aspects of culture, economics and social interaction in society will form the
basis of the student’s area of focus in developing design solutions for new
media.
12 Learning Outcomes
On successful completion of the module the student will be able to:
13 Outline Syllabus
The content of the Module identified in a component listing
15 Assessment Strategy
Assessment requires a design rationale for final design solution (no more
than 500 words) for each semester supported with design concepts related to
topics as suggested in outline syllabus.
• Identify research topic that lends itself to analysis and does not rely
on a descriptive approach
• Undertake investigation as evidenced research providing indications
that the research material has a function and justification for inclusion
• Purpose of research undertaken is justified with a clear argument
• Design concepts used in final design solution are clearly explained
Total Class Contact 3.0 hours per week 36 hours per semester
Total Independent Study 5.0 hours per week 60 hours per semester
____________________________________________________________
Total 8.0 hours per week 96 hours per semester
Baldwin. T, McVoy. D, & Steinfield. C (1996) Convergence: Integrating Media, Information &
Communication. Sage.
Broadhurst Dixon. J & Cassidy. J.(1998) Virtual Futures: Cybertronics, Technology & Post Human
Pragmatism. Routledge.
(ed) Druckley. T (1996) Electronic Culture: Technology and Visual Representation. Aperture
Golding. S (1997) The Eight Technologies of Otherness. Routledge. London New York
Graham. G.(1999) The Internet: A Philosophical Inquiry. Routledge. London New York
Harcourt. W.(1999) Women @-Internet: Creating New Cultures in Cyberspace. Zed Books.
Joyce. M (1995) Of Two Minds: Hypertext, Pedagogy and Poetics. Ann Arbour: University of
Michigan.
Jordan. T (1999) Cyberpower: The Culture & Politics of Cyberspace and the Internet. Routledge.
London New York
Knight. J (1996) Diverse Practices: A Critical Reader on British Video Art. University of Luton Press.
Landow, G.P (1992) Hypertext: The Convergence of Contemporary Critical Theory and Technology.
John Hopkins University
Raffles Design Institute BA (Honours) Design for Multimedia Page 33
Laurillard, D.(1993) Rethinking University Education: A Framework for the Effective use of
Educational Technology. London
Lee, W.W., Owens, D.L. (2004) Multimedia-based Instructional Design: Computer-Based Training;
Web-Based Training; Distance Broadcast Training; Performance-Based Solutions, 2nd Edition.
Pfeiffer.
Lunenfeld. P (1999) The Digital Dialectic: New Essays on New Media MIT Press.
Lynch. P. J. & Horton. S. (1999) Web Style Guide. Yale University Press.
McKinght.C Dillon. A & Richardson. J (1990) Hypertext in Context. Cambridge University Press.
McKinght.C Dillon. A & Richardson. J (1993) Hypertext: A Psychological Perspective. Ellis Horwood.
Packer, R, Jordan, K. (eds) (2002) Multimedia: From Wagner to Virtual Reality, Expanded Edition.
W. W. Norton & Company; Expanded edition (December 16, 2002).
Perry. N.(1998) Hyperreality and Global Culture. Routledge. London New York
Plant. S (1997) Zeros & Ones: Digital Women & the New Technoculture. 4th Estate. London
Robins. K & Webster. F (1999) Technoculture: From the Information Society to Virtual Life.
Routledge. London. New York
Rush. J. (1999) new media in the Late 20th century. Thames & Hudson.
Simkins, M. et al (2002) Increasing Student Learning through Multimedia Learning. Association for
Spencer. K. (1990) The Psychology of Educational Technology and Instructional Media.(2nd ed)
Liverpool.United Workers press.
JOURNALS
Visible Language
Mediamatic
Convergence: The Journal of research into New media Technology.
MODULE DESCRIPTOR
Multimedia Production
6 Type: Year 3 7
Long/Semester
Based
8 School Multimedia
10 This Module has the following Where the Module is intended for Distance Learning
Delivery modes at the Locations or Distance Delivery please indicate below:
shown:
Delivery Mode Location of Delivery
Full-Time & Part-Time Shanghai
Full-Time & Part-Time Beijing
Full-Time & Part-Time Singapore
11 Aims of Module
Specified in terms of the general aim of the teaching in relation to the Subject
This module is intended to directly inform the strategy for the final project.
13 Outline Syllabus
The content of the Module identified in a component listing
Engagement with lectures, field visits and independent practical research into
areas such as service providers, post-production houses, new media
agencies, IT services, software developers.
Total Class Contact 2.0 hours per week 24 hours per semester
Total Independent Study 2.0 hours per week 24 hours per semester
____________________________________________________________
Total 4.0 hours per week 48 hours per semester
Carpenter, P (2000) eBrands: Building an Internet Business at Breakneck Speed, Harvard Business
School Pr.
Cooper Brown, L (1999) The Graphic Designer’s Guide to Creative Marketing, John Wiley & Sons.
Counts, E.L. (2003) Multimedia Design and Production for Students and Teachers. Allyn & Bacon;
1st edition (April 25, 2003).
Crawford, T & Doman Bruck, E (1999) Business & Legal Forms for Graphic Designers, Allworth
Press.
Crawford, T (1999) Legal Guide for the Visual Artist, Allworth Press.
England, E., Finney, A. (2001) People and Processes (Managing Multimedia: Project Management
for Web and Convergent Media, Third Edition, Book 1) Addison Wesley; 3rd edition (December 18,
2001).
Foote, C S and Bellerose (1999) The Business Side of Creativity: The Complete Guide for Running
a Graphic Design or Communications Business W.W. Norton & Company.
Minale, M. (1996). How to Run (& run!) a Professional Design Prcatice, Internos Books
Denise Ohio, (2002) Five Essential Steps in Digital Video: A DV movoemakers tricks of the trade.
ISBN: 0-7897-2615-7
John Rice, (2001), Creating Digital Content: Video Production for Web, Broadcast & Cinema. ISBN:
00771377441
MODULE DESCRIPTOR
Final Project
6 Type: Year 4 7
Long/Semester
Based
8 School Multimedia
10 This Module has the following Where the Module is intended for Distance Learning
Delivery modes at the Locations or Distance Delivery please indicate below:
shown:
Delivery Mode Location of Delivery
Full-Time & Part-Time Shanghai
Full-Time & Part-Time Beijing
Full-Time & Part-Time Singapore
11 Aims of Module
Specified in terms of the general aim of the teaching in relation to the Subject
The purpose of this module is to enable the students to fully develop and
design a project in preparation for their chosen specialism via a design
proposal.
12 Learning Outcomes
On successful completion of the module the student will be able to:
•Argue clearly in defence of their chosen direction and thoroughly justify their
design decisions through researched evidence
•Demonstrate the extent of their creative and analytical skills developed over
their degree programme, choosing as their vehicle a project relating to their
own perceived strengths. As it is largely a period of independent study, the
project also encourages the development of personal time management
13 Outline Syllabus
The content of the Module identified in a component listing
• Consultancy
• Independent study
• Peer group appraisals
The assessment will encompass the monitoring of the project’s progress, the
method of approach, the adherence of deadlines, and final execution.
• Identify research topic that lends itself to analysis and does not rely
on a descriptive approach
• Undertake investigation as evidenced research providing indications
that the research material has a function and justification for inclusion
• Purpose of research undertaken is justified with a clear argument
• Design concepts used in final design solution are clearly explained
Total Class Contact 2.0 hours per week 24 hours per semester
Total Independent Study 14.0 hours per week 168 hours per semester
____________________________________________________________
Total 16.0 hours per week 192 hours per semester
Booklists will be generated by the student in relation to their own negotiated project brief.
The following form is used to define learning outcomes, their feasibility and set measurable criteria.
Learning Contract
BA HONS. DESIGN for MULTIMEDIA
Final Project
202-855-01
Student Signature:
Award Classification Regulations (for full Regulations, please refer to Assessment Regulations for
Northumbria Awards)
HONOURS DEGREE
Credit required 120 at level 6 for Top-up Degree
Borderline The marks profile of a student is regarded as borderline where the average
classification mark is not more than 2% below a boundary between classes of degree with
the exception of the boundary between Upper Second and First Class where
the margin is 3%. The higher class of degree is awarded if the majority of
credits at the highest level lie on or above the appropriate boundary and the
lower class of degree if they do not. Modules validated as pass/fail are
excluded from consideration of borderline marks.
Where an overall average of 40% has not been achieved in the final level at
the first attempt, a Pass degree will be awarded if 60 Level 6 credits have
been attained (except for a completion award where a level average of 40% is
also required; section 12.22).
Option to retrieve A student who achieves a level average of 40% and fails more than 20, and up
to and including 40 credits, will be given one opportunity to retrieve the original
classification of award by resitting the failed modules. The form of
reassessment will be determined by the PAB.
A student successful in some or all of these modules will have his or her
award re-determined with reference to the marks achieved before referral, and
any remaining failed modules, using the compensation rules above. Note that:
• classification is determined by the original level average and cannot be
improved upon by successful retrieval
• a Pass degree will be awarded if the dissertation/project is not passed at
resit.
Completion Where current learning is 120 credits, compensation and option to retrieve is
Award available as described in 12.13 in the ARNA Regulations. A student who fails
to obtain a level average of 60% at the first attempt, but who attains 60 level 6
credits, receives the Advanced Diploma if specified learning outcomes are
satisfied. The Pass degree is not available.
Creativity: the ability to initiate inquiry with originality, innovation and perceptiveness supported by informed
critical analysis and judgement; to show a grasp of concepts and their inter-relationship; to bring together and
interpret and develop all aspects of informed personal experience gained through investigation and discovery,
with a marketing and forecasting understanding.
Research Understanding: to explore, experiment, select and apply the appropriate skills, processes and
tools necessary to achieve a proposed project or market outcome; a concern to investigate and interpret
market information as a part of the creative forecasting process.
Contextual Awareness: to be aware of the historical and contemporary context of graphic and visual
communication; to undertake investigation as evidenced research; to analyse, interpret and select
information. Hold a concern for current issues; an understanding of contemporary professional, economic,
political, and social contexts within their power to impact society’s consumer patterns; an awareness of an
international dimension of visual and graphic communications as a culturally specific activity.
Effective Learning: the ability to learn from experience and consider strategies to further personal
development; effective time management, organisation and planning skills; strategic thinking, depth of
reflection and critical evaluation; involvement in and contribution to seminars and tutorials; communication
skills and the ability to present ideas verbally and in written form with clarity; to present work professionally;
the ability to associate with colleagues and, where appropriate, work in a team; to contribute to additional
activities – project planning, peer group critiques and industry specific projects.
The following defines the student achievement within each grade band:
Evidence of awareness of relationships between ideas and consistent insight into task.
Evidence of a well organised approach to and presentation of response to task.
Evidence of independent and critical exploration displaying cogent argument.
Very good practical competence for the stage of assessment.
Very good grasp of design issues raised by the work requirements of the module/module component.
Evidence of vocational relevance.
Evidence of an above average level of practical competence.
Evidence of adequate argument, though with relatively narrow perspectives or the display of some
inconsistency within the establishment of relationships.
Evidence of an organised approach to the presentation of task.
Evidence of competence and appropriate handling of task overall.
Good practical competence for the stage of assessment.
Good grasp of design issues raised by the work requirements of the module/module component.
Evidence of insight but may display some gaps, weaknesses or lack of consistent insight into task.
Evidence of an average level of practical competence.
Very major deficiencies in argument, very little evidence of independent or critical exploration.
Minimal evidence of insight into task: weak presentation.
Very weak presentation displaying illogical or weak argument.
Very deficient evidence of grasp of practical competencies for the stage of assessment.
Very deficient evidence of grasp of design issues raised by the work requirements of the
module/module component.
Very deficient evidence of indication of vocational relevance, seriously confused, incoherent or
unintelligible.
Very deficient or minimal evidence of insight.
Very major deficiencies in practical competence across most key areas.
Referral Assessment
Module failure at the award stage of the Honours programme will normally be dealt with by applying the
compensation / option to retrieve rules (Sections 7.2 and 12.13 of ARNA regulations) and by referral if the
project / dissertation or any other non-compensatable modules have been failed.
The referral opportunity will normally take place after the end of level Progression and Awards Board. Any
student not able to take this opportunity will be permitted to resit at the next scheduled sitting of the module
assessment. With the authority of the Chair of the Progression and Awards Board, arrangements may be
made for resits to take place before the result has been confirmed on the understanding that it may have not
been necessary.
Failure of modules at the award stage of the Honours degree is compensated according to non-discretionary
rules, which may lower degree classification and may give the possibility of the option to retrieve the original
classification, in circumstances described in Section 12.13 of ARNA regulations. The Honours degree
dissertation / project cannot be compensated, except in exceptional circumstances.
The Module Examination Board (MEB), which is convened at the end of each semester, is chaired by the
Raffles LaSalle Design Institute Link Co-ordinator. The MEB shall consist of the Programme Director and
staff with substantial teaching responsibility on the programme. The MEB determines and agrees the grades
for each module and considers issues relating to the progression of students throughout their programme of
studies. All confirmed marks will be forwarded to the School of Design Progression and Awards Board at
Northumbria University.
Students who have successfully completed the programme will be considered at the Progression and Awards
Board, at Northumbria University, Chaired by the Dean of the School of Design or his nominee, to consider
and agree the classification of the final awards. All recommended awards will be forwarded to the School of
Design Awards Board to be noted. For the Award and classification regulations please refer to Appendix C
The assessment of students on the programme shall be the responsibility of the Progression and Awards
Board and shall be subject to ARNA assessment regulations. Regulations relating to academic dishonesty
and appeals against assessment board decisions shall be those of Northumbria University. The appeal
procedure is detailed in the ARNA - http://www.unn.ac.uk/central/registrar/external/newregulations.doc.
An appeal against an assessment board decision should be supported by one of the following forms of
documentation:
On issues not addressed by the school assessment regulations, the Progression and Awards Board shall be
guided by the relevant University regulations.
Plagiarism
Plagiarism is the presentation by a student as his or her own work of a body of material (written, visual or oral)
that is wholly or partly the work of another. Taking unfair advantage over other students in this way is
considered a serious offence. Action will be taken against any student who plagiarises whether through
negligence, foolishness or deliberate intent. Make sure written material is acknowledged through the use of
quotation marks, references and bibliographies.
Deferment
Applications for a deferment of assessment or interruption of study (postponing your programme of study)
must be supported by:
Each case is considered on a case by case basis and is granted at the sole discretion of the School.
Feedback on coursework
Students on the BA Hons Design for Multimedia Programme receive frequent feedback from staff on their
progress. Feedback may take many forms, including in-course formative assessment, verbal feedback to
individual students or to student groups, individual written comments on coursework or feedback sheets, and
written reports on a cohort’s work. In addition to the timetabled tutorials and written feedback, students are
able to request additional tutorials from staff.
Feedback on assessment
All assessed work is double-marked by the module tutor and another member of the staff team. Feedback is
normally in the form of a standard assessment pro forma report, which is made available to students. All
students on the programme will be offered post-assessment tutorials to benefit from the formal assessment
process. The timing of these will be confirmed by the module Director.
Final project
All final projects are double marked. The first marker being the module tutor, the second being another
member of the staff team. Feedback will be the same as for other work.
Unless there are specific instructions or guidelines to the contrary (such as group projects) we expect that the
work submitted by a student is the work solely of that student.
All assessed work within the modules is double marked by the internal assessors. A sampling of all items
submitted for assessment in semesters 1 and 2 are reviewed by the external examiner. All work undertaken
within the final project and written report modules is internally double marked and reviewed by the external
examiner.
Non-excused absence
Non-excused absence during an evaluation will result in a failure for that evaluation. Please refer to the
section relating to Personal Extenuating Circumstances in the Student Handbook.
Excused absences
A student may only be excused from an evaluation when the student provides official written proof of a serious
reason for the absence.
All Programmes at Northumbria University are subject to rigorous programme approval, monitoring and
review procedures, a key feature of which is the involvement of external subject experts to ensure the
standards and quality of Northumbria University qualifications.
Students play an important role in enhancing programmes. Students are able to give feedback on a regular
basis via module and programme feedback forms and Board of Studies meetings. Students will be notified of
any changes made to a module as a result of Student Feedback.
Raffles Design Institute BA (Honours) Design for Multimedia Page 49
Northumbria University and its programmes are subject to periodic audit and review by external quality
agencies such as the Quality Assurance Agency for Higher Education (QAA). These audits and reviews place
confidence in the quality and standards of provision as operated at Northumbria University. QAA reviews and
audits reports can be viewed on the QAA website at: http://www.qaa.ac.uk.
Students have an opportunity to volunteer and to elect their own representatives. Two student representatives
from each degree programme will be elected in the first semester.
Student representatives are invited to attend the Board of Studies for BA (Honours) Design for Multimedia and
are responsible to canvass and notify the Board of academic issues that have been brought to their attention
by their fellow students. Their role is to channel and voice the opinion of the student group concerning issues
that may affect their learning experience.
Board of Studies
The purpose of the Board of Studies is to provide a forum for discussion between students and staff involved
in all aspects of the programme. Each programme holds a board of studies meeting once per semester. The
membership includes:
•Academic Director
•Student representatives
•Programme Director (Chair)
•Academic staff assigned to the delivery of the programme modules.
Minutes reporting discussions, decisions and actions taken at each board meeting are circulated to members.
Module and programme feedback forms are distributed to students throughout the academic year. The aim of
this feedback process is to elicit views on the quality of the modules taken.
BA Honours Design for Multimedia graduates have high employment prospects in the design industry both
locally and overseas. Successful attainment of the learning outcomes in the programme modules will enable
students to take up employment in various fields of the design industry. These include:
The programme Director, lecturers and student administration personnel will inform students of career
opportunities through their industry contacts. Information will be posted on the information bulletin board for
reference by students.
The School has an active Student Services Department that will handle most of the administrative matters
relating to the students’ studies over the entire period of the programme.
A Student Handbook is issued at the beginning of the programme. Updated versions will be provided when
appropriate. Students are advised to refer to their Student Handbook for matters relating to student support.
Students who have physical disabilities and/or learning disabilities will be referred to appropriate service
providers as and when necessary.
In the event of a student showing need of dyslexia and/or numeracy support referrals can be made to
appropriate service providers where necessary.
English language and learning support is provided through the English Language Department.
Shanghai Library
Huai Hai Zhong Lu
Library card
- One photo + ID Card/(ID Card + Resident’s Card for students from other province)
+ RMB100 deposit + RMB15/year
Reading Card at Fine Art Section
- Library card + LDHU Student card + RMB25/year
Reference Book Borrowing Card
- RMB1,000 deposit + RMB50/year
Main Library Open 08:30– 20:00hrs
Fine Art Section Open 09:00 – 11:30/13:00pm – 17:00hrs
All our facilities and sites have been certified by Local Authorities to meet the required safety and emergency
measures. Some workshops may be subject to specific Health and Safety Guidelines which will be published
to students.
College Property
Vandalism (e.g. damaging furniture and lockers, defacing walls and notices) is a serious offence. Students
must not tamper with equipment or fittings in any part of the College premises without proper supervision.
Any student found guilty of vandalism will be expelled and be held accountable for damages caused. The
vandal will be responsible for the damages and must bear the cost of the repair and/or replacement of
damaged properties.
No visitors are allowed in the classrooms.
Any form of smoking, gambling and use of illegal drugs or consumption of alcohol within the College’s
premises is strictly forbidden.
Environment
It is the duty of everyone in the College to help maintain its cleanliness in its premises. We are proud of our
clean premises and we count on your help and cooperation in maintaining a clean and conducive
environment by treating rooms, furniture and materials in the College with care.
Foods and drinks are to be consumed in the student lounge only. No students are allowed to bring food or
drinks to into any other part of the College premises, especially the classrooms, the computer laboratories
and auditoriums.
Mobile phones and pagers are not allowed to be used in classes and should be switched to “silent” mode or
turned off during classes. Lecturers have the right to confiscate students’ mobile phones and pagers if they
are used in class.