MSc/Diploma in Design and Digital Media
Programme Handbook 2016-17
NB - This version of the handbook applies only to the 2016-17 session, and the content is now out of date. The handbook for 2017-18 session is available via LEARN
Dr. Jules RawlinsonEdinburgh College of Art Alison House, Room G.14 12 Nicolson Square Edinburgh EH8 9DF, UK Phone: +44(0)131 650 4122 Direct line: 50 4122 Email: jules[dot]rawlinson @ed.ac.uk Web: http://www.eca.ed.ac.uk/architecture-landscape-architecture/jules-rawlinson Dr. Jules Rawlinson will be acting Programme Director during Prof. John Lee's sabbatical absence in the 2017-17 session The Programme Director is responsible for the smooth running of the Programme, including coordination of teaching and assessment, and programme evaluation. The Programme Director aims to facilitate your orientation and smooth progression through the programme, from initial induction through to transition to the project/dissertation stage, and final completion; and is also available as the first line of pastoral support (see the section on support services below).
- develop specific knowledge and provide a broadly-based foundation in design technologies
- encourage the development of good design in its broadest sense
- foster the ability to work co-operatively in groups in the context of design
- develop understanding of the potential for new technologies
- enable the use of existing computer-aided design techniques in a creative way
- provide an analytical and critical framework to enable students to develop fresh thinking in design by building on their undergraduate or industrial experience
- assist students in discovering new creative uses of advanced technologies
- give students an understanding of the scope and limitations of computer applications in design
- encourage the development of business and entrepreneurial skills in working with digital media
NoteOur overall objective is not to produce highly skilled technicians or programmers, but to encourage the development of rounded professionals with a wide appreciation of the issues of digital design in the contemporary world. This is a one-year programme, and as such has certain limitations. It may be taken, for example, by designers, computer specialists, social theorists and managers. It aims to inform any of these about the others, to allow them to understand each others' points of concern, and to work together in teams. It cannot, in most cases, directly convert students from any one of these specialisms into another, e.g. designers into computer specialists, or vice versa. It should, however, equip those who wish to pursue conversion with a solid foundation from which to move forward in the desired direction. Students who begin at an advanced level in any area are encouraged to exploit and share their skills, but cannot expect dedicated tuition to cater to their further development. In assessment, credit is given for advanced performance, but perhaps even more for grappling with, using and benefiting from material outside an area of original specialisation. In assessment, we seek especially to acknowledge sensitive and effective teamworking with fellow students from a diversity of backgrounds, both academic and cultural. We endeavour to offer and support recent and highly-specified versions of the software we use; however, these are never crucial, and we aim to promote a flexibility that includes addressing projects by making appropriate use of whatever tools are available.
- The Aart Bijl Student Prize
- The John Lansdown Project Prize
|Tuesday||Interactive Visual Design (lecture/activity)||3D Animation and Design (lecture/activity)|
|Wednesday||Tutorial groups (as advised)|
|Thursday||Media and Culture (lecture)||Intro to Digital Design (lecture/activity)|
- the extent to which a student has contributed original ideas to the projects
- the creative ability displayed
- the depth and breadth of coursework understanding revealed
- the extent to which the intention of the project has been revealed
- skills in visual, written and verbal communication of the project ideas
ReferencesRussell, Terence M. 1992. Essays, Reports and Dissertations: Guidance Notes on the Preparation and Presentation of Written Work, Architecture, University of Edinburgh. [Available in the Architecture Library.] Strunk, William (1918). Elements of Style, Geneva, N.Y.: Press of W.P. Humphrey. [Available on line at http://www.bartleby.com/141/index.html .]
A1 (90+) ExcellentRequirements are as for A2, but with all or almost all aspects of the work being of exemplary standard. Normal expectations will have been substantially exceeded and there will be clear evidence of originality. Work at this level may be considered to be publishable in a scholarly or academic conference, or similar context.
A2 (80-89) ExcellentRequirements are as for A3, with the addition that most aspects of the work will be of exemplary quality, normal expectations of the brief or task having been clearly exceeded. There may be evidence of originality in thought, conception or execution.
A3 (70-79) Excellent
Design workRequirements are as for a B, with the addition that the design is of excellent quality, in terms of concept, resolution and level of integration. It is well justified and there are no obvious gaps in the presentation, whatever means are used. The approach taken may entail some risk but the work has been successful in terms made clear in its presentation. In the case of team work there may be evidence of team leadership. The work may be excellent in its totality, or there may be some aspect of the work that is exemplary. This aspect should be well communicated and be important in terms of the project brief. Where there is evidence that the student has exceeded the time and effort normally required for the project then this time and effort is evident in the quality of the work.
Written workThe Structure will demonstrate a close, critical engagement with the question and demonstrate a strong grasp of its wider implications. The piece of work will have a clear argument and factual material will be used in an analytical, rather than descriptive way, to further that argument. The Language and Expression will be appropriate to the task and demonstrate a clear understanding of the appropriate scholarly apparatus. It will aid the development of the argument through its fluency and clear evidence of independent thought. A piece of work at this level will have a strong base in a Range of Knowledge that is both broad and deep. It will demonstrate a clear understanding of the complexity of the subject, an ability to argue at both the general and particular level and to evaluate information and make discriminating use of it. In general, the work will meet the requirements of the assignment brief in a way that is exemplary through its thoroughness and/or it may exceed the expectations of the brief in certain respects. The work may be excellent in its totality, or there may be some aspect of the work that is exemplary. The approach taken and the argument followed may entail some risk but this has been successful in terms made clear in the work. Where the work entails the collection and collation of data, this will be handled with appropriate rigour and be very well integrated into the argumentation. In the case of team work, there may be evidence of team leadership. Where there is evidence that the student has exceeded the time and effort normally required for the task, this will be evident in the quality of the work.
B (60-69) Very Good
Design workThe project meets the requirements of the project brief or challenges them in a way that is creative and well argued. The design is of high quality with good justification for the decisions made. Where a student is given scope for defining the problem tackled, then the problem presents a high degree of challenge appropriate to the level of the course. The presentation is complete, though there may be gaps that could be resolved with minor modification. There is evidence of consistency of application in developing the design from the early stages of the design. Where group work is involved then there is evidence of full engagement in the work of the team. Where the project emphasises the production of a complete design then the work shows an ability to resolve the design at an appropriate level.
Written workThe Structure will demonstrate a serious attempt at critical engagement with the question and demonstrate an appreciation of its wider implications. The piece of work will have a clear argument and will employ relevant factual material. This may be used mainly analytically, although with less critical engagement than A-grade work. The Language and Expression will be accurate and show an understanding of the appropriate scholarly apparatus. It will aid the development of the argument through its clarity and make a serious attempt to develop independent thought. A piece of work at this level will be based on a Range of Knowledge that is extensive, even though it may be uneven. It will demonstrate an understanding of the complexity of the subject, and will show evidence of an ability to argue at both the general and particular level. In general, the work will meet the requirements of the assignment task and will approach them in a way that is creative and well argued. The level of ambition will be high, both in the student's approach to work set by a tutor and where a student is given scope for defining the topic. Where the work entails the collection and collation of data, the work will be handled with appropriate rigour and be well integrated into the argumentation. Where group work is involved, there will be evidence of full engagement in the work of the team.
C (50-59) Good; satisfactory for Masters
Design workThe design is good. Where a student is given scope for defining the task then the work falls short of achieving those ambitions in the execution of the design, or, conversely the ambitions of the task are met, but they are relatively modest. The work may be competent but not be completely resolved in its design or presentation. There is evidence that the work could reach the B grade given more time and effort.
Written workThe Structure will demonstrate some understanding of the question set but may show only moderate awareness of its wider implications. The piece of work will have a point of view but the arguments may be stated rather than developed and factual material, although relevant, may be used more descriptively than analytically. The Language and Expression will be sufficiently accurate and relevant to demonstrate a reasonable grasp of the topic but may lack fluency. The scholarly apparatus will be sufficient but may be incomplete or idiosyncratic. The argumentation may be derivative with little evidence of independent thought. The Range of Knowledge will be sound, although there may be some inaccuracies. It will have been assimilated uncritically and there may be a reliance on information and argumentation already presented in the lectures. In general, the work will meet most of the requirements of the assignment task. Where a student is given scope for defining the topic, it will present an appropriate degree of challenge for the level of the course. Where the work entails the collection and collation of data, this will be handled with appropriate rigour but may not be very well integrated with the argumentation. Where group work is involved, there will be evidence of involvement in the work of the team.
D (40-49) Satisfactory for Diploma but inadequate for Masters
Design work(i) The work is competent but not good, suggesting that it could not reach the B level without major re-working; or (ii) the work is not sufficiently complete in its design or presentation. In the case of (ii) there is evidence that the work could attain the C level with major re-development.
Written workThe Structure may demonstrate little understanding of the question set and may tend to stray from the topic The argument may be undeveloped and haphazard and the factual material may be used descriptively rather than analytically. The Language and Expression will generally be grammatical but may lack fluency and sophistication. The scholarly apparatus may be deficient. There may be little evidence of an understanding of the complex nature of the inquiry and the answer may show no intentional originality of approach. The Range of Knowledge may be adequate but may contain errors. It will be broadly relevant to the question but may be used in a descriptive and uncritical way. In general, work will be competent but not good. Where a student is given scope for defining the topic, it will present a degree of challenge appropriate to the level of the course. Where the work entails the collection and collation of data, this will be handled with appropriate rigour, but may be poorly integrated with the argumentation. Where group work is involved, there may be some evidence of involvement in the work of the team.
E (35-39) Marginal Fail
Design work(i) The work may be insufficiently complete to assess its quality adequately or (ii) the work may be judged to be of poor quality whatever the level of completeness. In the case of (i) it would be expected that the work could be brought up to the D level with more time and effort.
Written workThe Structure may be weak, showing little understanding of the question and no understanding of its wider implications. It may tend towards random presentation of facts and opinions. The Language and Expression may present a significant number of basic errors in spelling and grammar and may have deficiencies in the scholarly apparatus. It may fail to present any evidence of coherent, independent thought. The Range of Knowledge may be inadequate, with major errors, and of doubtful relevance to the question. In general, the work may be poor in most, if not all areas. It may also, or alternatively, be incomplete.
F (25-34) Clear Fail
Design WorkThe work is not of sufficient quality or at a level of completeness that it could be redeemed to a D without re-starting the project.
Written workThe work may be seriously deficient in most, if not all areas. It may also, or alternatively, be incomplete.
G/H (below 25) Bad FailThe work, of whatever kind, is extremely poor, incomplete or absent. It is deficient in most or all significant respects.
For information on student feedback deadlines, please visit: http://www.docs.sasg.ed.ac.uk/AcademicServices/Regulations/TaughtAssessmentRegulations.pdf (Regulation 15). Also see http://www.ed.ac.uk/schools-departments/academic-services/staff/assessment/feedback and also http://www.enhancingfeedback.ed.ac.uk. Key elements of this policy state that:
- All students will be given at least one formative feedback or feedforward event for every course they undertake, provided during the semester in which the course is taken and in time to be useful in the completion of summative work on the course. ...
- Feedback on formative assessed work will be provided within 15 working days of submission, or in time to be of use in subsequent assessments within the course, whichever is sooner. Summative marks will be returned on a published timetable, which has been made clear to students at the start of the academic year.
Other Forms of CommunicationMobile phones are used in emergency situations and students are encouraged to update their contact details via the MyEd portal. At times we will write to you; it is important to keep both your semester and permanent home address up to date. This is also done via the MyEd portal. Updating Personal Details Via “Student Self Service”, students can view and edit personal and study details within their MyEd Portal. The Student Personal Details channel allows students to review their contact details, address information & emergency contacts. It also provides the ability to edit certain personal details directly: www.euclid.ed.ac.uk/student/Student_Self_Service.htm
Use of Social Media
While there are many cautionary tales about the use of social media and the ‘digital footprint’, there are also many positives to engaging with it. There have been many examples recently of students and graduates using social media to network and, in some cases, find employment. Social media allows easy exchange of information and ideas and can provide a powerful platform for discussion – all of which is within the control of the account owner. Do not be afraid to engage with debate but do remember that what goes on the internet stays on the internet – you need to remember that a future employer may discover things about you that you would prefer to keep private. We expect you to be courteous in your postings and to not make personal or hurtful comments about other students or staff. You should ensure your comments are lawful, ie are consistent with legislatively protected areas of equality and diversity, and do not constitute a disciplinary offence under the University’s code, which include offensive behaviour (in writing as well as actual) and bringing the University into disrepute.
|John Lee||Programme Director; Professor of Digital Media and Deputy Director of the Human Communication Research Centre (School of Informatics)||Alison House, Nicolson Square Extension 502335 HCRC: Informatics Forum, rm 4.28 Extension 504420|
|Jules Rawlinson||Acting Programme Director; Lecturer in Digital Design||Alison House G.14 Extension 504122|
|Andrew Connor||Teaching Fellow in Design & Digital Media||Alison House|
|Denitsa Petrova||Teaching Fellow in Design & Digital Media||Alison House|
|Richard Coyne||Academic Director; Professor of Architectural Computing||Minto House, Chambers Street Extension 502332|
|Martin Parker||Programme Director MSc Sound Design||Alison House Extension 502333|
|Geoff Lee||Chief Computing Officer, ECA (contact via computing issues web form)||Evolution House Extension 502341|
|Ian Gunn||Computing Officer, ECA||Maltings 4.12 Extension 508020|
|Ryan Farrell||Secretary for MSc Design and Digital Media, ECA Postgraduate Office||ECA Postgraduate Office, 3rd Floor, Evolution House Extension 515740|
|Other staff may participate in specialised teaching and supervising as appropriate; it is impractical to list them here.|
Academic SupportStudents on this programme are also supported by Architecture services, including technical support and the Architecture Library, which holds stock for this programme. There are also other excellent library facilities within the University, including the ECA library in Evolution House. In addition, the University is well provided with specialist support services through the Main Library, Information Services, etc. These may be approached directly or through the Programme Director. Study skills, English language tuition, and many other general forms of support for students' academic development are also available. See especially the range of support offered by the Institute for Academic Development (http://www.ed.ac.uk/schools-departments/institute-academic-development/postgraduate).
Pastoral SupportStudents should feel free to bring problems of any kind (academic, medical, personal, religious, etc.) to the attention of the Programme Director. It is the student's responsibility to do so immediately where the problem may affect their academic performance. The Programme Director will discuss and, where relevant, suggest solutions for any problems, and assist in finding support from other members of staff where appropriate. For problems that are essentially non-academic the student can if necessary be referred to counselling or other specialist support. These and other services, such as The Advice Place (run by EUSA, Bristo Square, extension 516060, http://www.eusa.ed.ac.uk/adviceplace/), may also be approached directly if preferred. See also sources of specialist support listed in Appendix IV of the Code of Practice for Taught Postgraduate Programmes (http://www.docs.sasg.ed.ac.uk/AcademicServices/Codes/CoPTaughtPGProgrammes.pdf).
Personal TutorsIn the context of the Design and Digital Media programme, the statement below is interpreted as follows. Each student is assigned a Personal Tutor, who will be one of John Lee, Richard Coyne or Jules Rawlinson. However, although you are welcome to contact your assigned PT whenever you wish, we operate a team approach. After the introductory meeting of the programme (which may be considered the first Group Meeting), all students will have an individual meeting with the Programme Director , though this may not be within the first 2 weeks. Further group and individual meetings will be organised and advised during the teaching year. The points made in this Handbook about the role of the Programme Director remain valid. ECA Personal Tutoring Statement Information relating to the Personal Tutor system, Student Support Officers, and the student support services available across the University can be found here. www.eca.ed.ac.uk/intranet/personal-tutors ECA has a specialist Student Support Officer for postgraduate taught students, who is a member of the Postgraduate Office Team: Lucy Hawkins – PG Student Support Officer firstname.lastname@example.org Tel: +44 (0) 131 651 5734
Language SupportThe University’s Institute for Applied Language Studies run English Language courses for international students and courses in European and other languages for the local community and companies all year round. Contact details for the Institute for Applied Language Studies are - Tel: 0131 650 6200 / Web: http://www.ials.ed.ac.uk/ / Email: email@example.com /
Student Disability ServiceThe Student Disability Service is a service which supports disabled students. Their main focus is providing advice and support. They support students with dyslexia, mental health issues and students on the autistic spectrum, as well as those who have physical and sensory impairments. www.ed.ac.uk/student-disability-service
Degree Type: Postgraduate Taught Masters/Diploma [also available by part-time study]
|Introduction to Digital Design||A||11||20|
|Introduction to Interactive Design *||A||11||20|
|Introduction to Digital Modelling and Animation in Design *||A||11||20|
|Media and Culture||A||11||20|
|Dynamic Web Design||A||11||20|
|Innovation-Driven Entrepreneurship #||A||11||20|
|Digital Media Studio Project||A||11||20|
|Design and Digital Media Final Project||A||11||60|
Subscribe to the MSc calendars with these links:Design and Digital Media: XML iCAL HTML ARCH11002 Media and Culture: XML iCAL HTML ARCH 11192 Intro to Digital Design: XML iCAL HTML ARCH11193 Intro to Interactive Design: XML iCAL HTML ARCH11173 Intro to Digital Modelling: XML iCAL HTML ARCH11004 Dynamic Web Design: XML iCAL HTML ARCH11006 Digital Media Studio Project: XML iCAL HTML Special Events: XML iCAL HTML
John McGovern Media CentreThe John McGovern Media Centre is open to all students and staff of the Edinburgh College of Art and provides a professionally supported facility for large-scale printing and scanning. It is based in the Department of Architecture on Chambers Street. Other reprographics facilities may be accessible in Lauriston Place. http://www.eca.ed.ac.uk/eca-home/resources/other/reprographics
Guidelines for submissions(a) The fully “official” version of any submission is by copying the file(s) or a digital version of the written text (for essays etc.) to the online SubSys submissions system. This must always be submitted by the due date, and will be treated as the real submission for any formal purposes. Login to https://subsys.eca.ed.ac.uk/subsys/. You will see a link for each submission appropriate to the courses you are registered on. Please drop in here exactly the material required for the submission. These folders will lock after the deadline. Name your files so that it is clear which part of the submission each file constitutes. (b) Accompanying each official submission, we require a completed online Declaration of Own Work form. (c) Where asked, you should also upload your submissions to infrar.ed. It is a requirement that you tag each file uploaded with the appropriate metadata. Note that the infrar.ed submission is NOT the official submission, so do make sure you have also submitted to the drop-box. Websites
- Place the site in your 'playground' directory (location to follow). There is a subfolder for each website submission. Ensure that your site works in this location. The best way to use these is actually to build your site in this location from the start. So that we always know exactly how to view it, your website for the submission should appear online using exactly the URL derived from the name of the folder, e.g.: .../your_folder/submissions/idm1/. This will only work if you have an index.html file directly in that folder (not in another folder inside that one), so please construct your site this way.
- You must still also copy the content of this folder into the SubSys. This ensures that nothing has changed on the site between the submission deadline and marking, whilst also ensuring that a working version remains online.