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Academic Appeals

An academic appeal is a request for a decision made by a Board of Examiners to be reconsidered in relation to:
  • Grades/marks
  • Progression
  • Degree classification
  • Degree award
If you are considering lodging an appeal, it is important that you act promptly. It is important to note that the appeal process cannot be used to challenge academic judgment. That is, a student cannot submit an appeal simply because they believe that they deserve a better mark. There are specific and fairly narrow grounds under which an academic appeal may be submitted. These are set out in the relevant University Academic Appeal Regulations at: http://www.ed.ac.uk/academic-services/students/appeals

Academic Misconduct

Student Conduct Every student of the University is required to adhere at all times to those University regulations, policies and codes of practice which relate to student behaviour, and is expected to ensure that they are aware of these. When a student fails to observe University rules and regulations, disciplinary action may be taken against them through the procedures set out in the University’s Code of Student Conduct. http://www.ed.ac.uk/academic-services/staff/discipline http://www.ed.ac.uk/academic-services/staff/discipline/code-discipline Academic Misconduct This includes plagiarism, collusion, falsification, deceit, cheating and personation. The University takes all reported incidences of academic misconduct seriously and seeks to ensure that they are dealt with efficiently and appropriately. Information on academic misconduct including the academic misconduct procedure is available here: http://www.ed.ac.uk/academic-services/staff/discipline/academic-misconduct Plagiarism The University takes plagiarism very seriously and is committed to ensuring that so far as possible it is detected and dealt with appropriately. Plagiarism is the act of copying or including in one’s own work, without adequate acknowledgement, intentionally or unintentionally, the work of another or your own previously assessed original work. At whatever stage of a student’s course, whether discovered before or after graduation, plagiarism will be investigated and dealt with. Information of plagiarism including avoiding plagiarism is available here: http://www.ed.ac.uk/academic-services/staff/discipline/plagiarism

Attendance and Engagement

At a postgraduate level, University teaching is much less ‘hands on’ than students may be used to from their previous studies. A key standard of university‐level education is student independence and initiative: we expect our graduates to possess the skills and confidence they need to find things out for themselves, rather than requiring large amounts of direction. Attendance & Engagement Monitoring Edinburgh College of Art (ECA), like other areas in the University, will monitor the attendance/engagement of students via registers taken at a range of teaching events and activities, such as seminars, lectures, crits, supervisor meetings and the submission of coursework. If you know you are going to miss a teaching activity then you must make both your Course Organiser and Course Secretary aware. If you have a valid reason for not attending, i.e. something outwith your control such as illness, emergency care for a dependant, etc., then we will mark you as exempt from attending. Please contact us in advance – if this is not possible then contact us within 5 working days of the event. It is important to note that poor time-management is not a valid reason so the following would not be accepted as valid reasons for being absent: you slept in; you had commitments to other work/paid employment. Whilst we do not expect every student to have a 100% attendance record, we do expect you to engage with your studies. As outlined below, we will contact you if your attendance is lower than expected/required for the programme. Non-Attendance or Engagement If you fail to attend or engage with your studies and start to miss these engagement points, we will follow this up with you. Using these engagement points assists ECA in identifying where you may be experiencing difficulties and ensure that timely and appropriate intervention can be made to prevent non-attendance becoming a serious matter. Ultimately missing teaching events can lead to exclusion for non-attendance – and for Tier 4 sponsored students, exclusion immediately leads to losing sponsorship by the University. If we notice a pattern of non-engagement with your studies then the first response is normally pastoral i.e. to make sure things are OK. If your engagement overall continues to remain poor then we will escalate this issue. Students on a Tier 4 Visa As a Tier 4 student, the University of Edinburgh is the sponsor of your UK visa. The University has a number of legal duties to manage our sponsorship of your visa. These include:
  • Monitoring your attendance/engagement on your programme and;
  • Reporting to the Home Office where you suspend or withdraw from your studies, complete them early, fail to register or are repeatedly absent to the point of being excluded from studies.
As a student with a Tier 4 visa sponsored by the University of Edinburgh, the terms of your visa require you to, (amongst others):
  • Ensure you have a correct and valid visa for studying at the University of Edinburgh, which, if a Tier 4 visa, requires that it is a visa sponsored by the University of Edinburgh;
  • Attend all of your University classes, lectures, tutorials, etc., where required. This includes participating in the requirements of your course including submitting assignments, attending meetings with tutors and attending examinations. If you cannot attend due to illness, for example, you must inform your School. This includes attending Tier 4 Census sessions when required throughout the academic session.
For further information on your responsibilities as a Tier 4 student, please see the below link: Please note that any email relating to your Tier 4 sponsorship, including census dates and times will be sent to your University email address - you should therefore check this regularly. Further details on the terms and conditions of your Tier 4 visa can be found in the “Downloads” section at: Information or advice about your Tier 4 immigration status can be obtained by contacting the International Student Advisory Service:

Board of Examiners

A Board of Examiners is a body with membership approved by the College of Arts, Humanities and Social Sciences. The role of the Board of Examiners it is to take an overview of each student’s academic performance on a relevant course or programme based primarily on assessment results, and to make a final academic judgement on the appropriate outcome. There are generally two Board of Examiners meetings during the academic year – an Interim Board and a Final Board. Course marks from semester 1 and 2 will be ratified at the Interim Board, with the dissertation mark ratified at the Final Board. The purpose of the Final Board is also to assess which final awards students will be granted for their degree programme of study. All marks and grades are provisional until their ratification during these Boards. For further information on the policies and principles of the Board of Examiners, please see the following link - http://www.ed.ac.uk/academic-services/staff/assessment/boards-examiners . The Board of Examiners includes an External Examiner, whose role is to assure standards of assessment and to provide a further source of advice on the Programme. Students are sometimes invited to an informal meeting with the External Examiner in May/June. The External Examiner system forms a key part of the University’s quality assurance and enhancement mechanisms. External Examiners help to ensure that degrees awarded by the University are comparable in standard to those awarded at other Universities, although their content may differ. They also ensure that the assessment system is operated equitably and fairly in respect of the treatment and classification of students and that the University’s regulations are consistently applied. Further guidance on the role of the external examiner and associated regulations can be found here: http://www.ed.ac.uk/academic-services/quality-unit/quality-assurance/external-examining

Key Locations

Edinburgh College of Art is located close to the University's Central Area in the Old Town of Edinburgh. The College is situated on Lauriston Place on the south side of the city centre. The address of Edinburgh College of Art is: 74 Lauriston Place, Edinburgh, EH3 9DF Campus Maps You are able to access maps of the University of Edinburgh campus via the below link: http://www.ed.ac.uk/maps ECA Facilities Edinburgh College of Art has a wide range of studios and workshop spaces, libraries and collections, as well as places to socialise which are made available to all students. The below link will direct you to further information on these facilities and their locations: http://www.eca.ed.ac.uk/eca-home/facilities PGR Study Space – Research students can use the Study Space situated on the 5th floor of Evolution House. You can use the hot desks during Semester 1 and 2 and request an allocated desk during Semester 3. You will receive emails from the ECA PG Office inviting you to request a bookable desk on a monthly basis.

Special Circumstances

The University is committed to supporting its students. Special Circumstances Committees (SCCs) will seek to take account of illness, accident or other circumstances beyond students’ control that have adversely affected their performance in assessment. Special circumstances are circumstances which are exceptional, beyond your control, and for which there is sufficient evidence to show that they had a significant adverse impact on your performance in an assessment, or resulted in non-attendance or a non-submission for a scheduled assessment. It is your responsibility to submit your request for consideration of special circumstances as soon as possible. The deadline for special circumstance requests is not more than one week after your final assessment for the semester. SCCs will only consider accepting submissions after this deadline where you can provide evidence of exceptional reasons for having been unable to submit on time. Your request for consideration of special circumstances must be submitted using the Special Circumstances form: For postgraduate courses in ECA, special circumstances forms should be submitted to eca-pg-sso@ed.ac.uk. The form should be prepared in consultation with your Personal Tutor and / or Student Support Officer. In the form you should describe the circumstances, state when the circumstances affected you, and detail all of assessments and courses affected. It is important that you clearly explain the impact that these circumstances had on your assessment. You should provide sufficient documentary evidence to support your request. Details of what is considered sufficient can be found in Section 6 of the policy: Further guidance regarding the special circumstances process is available to you from the following sources. The Advice Place can provide independent advice to students regarding the preparation of their requests for consideration of special circumstances.

Student Support

The University of Edinburgh provides numerous support services for students who encounter problems during their studies. If you have any difficulties with your work, personal life or health, there are people available to help you. One of the main benefits of studying at the University is the quality and range of the support services available. http://www.ed.ac.uk/student-disability-service/student-support All staff are available to help you with problems and you may find it easier to approach your supervisor or course organiser in the first instance. However, there is also a more formal and structured system of student support available which is explained below: Your Supervisor Your Supervisor will normally be your first point of contact if you experience any difficulties whilst studying. Your Supervisor is a member of teaching staff within ECA.  They are there to provide you with academic guidance and to help you reflect on your academic progress so that you get the most out of your studies. ECA Student Support Officers Edinburgh College of Art’s Student Support Officers are here to help you move forward in your studies. Student Support Officers are happy to be a first point of contact for students on any subject, and they can typically advise on all administrative and pastoral matters, including:
  • Absences, Interruption of Study applications and Withdrawal
  • University procedures
  • Special Circumstances applications
  • Information on University of Edinburgh Services
  • Degree Transfer and Course Changes
For further information on ECAs Student Support Officers, and how to contact them, please see the following link: https://uoe.sharepoint.com/sites/hss/eca/student-support/_layouts/15/start.aspx#/SitePages/Contact%20a%20Student%20Support%20Officer.aspx For further information on the range of Student Support Services available to you, please follow the below links: https://uoe.sharepoint.com/sites/hss/eca/student-support/_layouts/15/start.aspx#/SitePages/Home.aspx Peer Support Peer Support in the context of the University means a student with more experience sharing their knowledge, skills, abilities and expertise with a new or less experienced student. Peer Support may focus around advancing your academic work, providing opportunities to socialise with other students within your School or offering additional support to ensure you wellbeing while at University. Edinburgh University Students’ Association (EUSA) and the University have been widely developing the Peer Support Project across the University since 2012.

The Student Contract

Successful study at University stems from a partnership between students and staff, and the University is committed to providing you with a learning environment and student services which enable you to fulfil your potential. Find information on the University's rules, regulations and policies here: http://www.ed.ac.uk/students/academic-life/contract

Timetabling

Information and Guidance on Accessing My Timetable The University provides a personalised timetable service to students and, as a minimum, displays all whole-class activities (e.g. lectures). You can access your personalised timetable through MyEd Timetabling channel. ‘Timetabling’ can be found in the menu of ‘Studies’ tab or on your left side dashboard. Choose ‘Web Timetables’ in the channel options for My Timetable access. Information on Accessing Course Timetable Browser Course Timetable Browser is a tool for students to help build a timetable and see potential course combinations.  It is very useful prior to choosing optional courses as it helps to check for clashes and provides a visual representation of possible future timetables. You can access Course Timetable Browser through MyEd Timetabling channel. ‘Timetabling’ can be found in the menu of ‘Studies’ tab or on your left side dashboard. Choose ‘Course Timetable Browser’ in the channel options for access. You can also access the Course Timetable Browser via the following link: https://browser.ted.is.ed.ac.uk/   You should also arrange a schedule of meetings with your supervisor.

Digital Media and Culture

 

MSc by Research in Digital Media and Culture

Programme Handbook

Session: 2017/18

[Updated 14 September 2017. For 2016-17 Handbook see archive.] Obsolete Soviet early warning radar system, Ukraine.

About this Handbook

This handbook presents information about the MSc by Research in Digital Media and Culture and is intended to provide students with basic information on the programme content, aims and objectives, teaching and assessment, support and other issues. It indicates what is expected of you, and will help you to make the most of your time on the Programme. It should be read carefully and frequently, and used in conjunction with other material provided by the University and the School (Edinburgh College of Art), especially the

Note that this handbook also references pages in the Handbook for the MSc in Design and Digital Media, with which it shares a number of courses and options. Questions or problems should be addressed in the first instance to the Programme Director, Richard Coyne.

Note: This handbook is published by the Edinburgh College of Art to give information to candidates about the MSc/Diploma programme. This programme handbook does not supersede the University regulations, and the formal requirements for the programme are as set out in the

The Degree Programme Table (DPT) entry for this programme shows its structure and options. Every effort has been made to ensure that the information in this handbook is correct at the start of the session. However, details are subject to change during the course of the year, and will then be notified to students as appropriate.

Programme Director

Professor Richard Coyne 

Edinburgh School of Architecture and Landscape Architecture (ESALA)
Edinburgh College of Art Office: Lang Gallery (room 3.55) 20 Chambers Street Edinburgh EH1 1JZ, UK Phone: +44(0)131 650 2332
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The Programme Director is responsible for the smooth running of the Programme/s, 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).

Content: Digital Media and Culture

Courses and studying

The programme in Digital Media and Culture is a research based degree with some coursework that allows students flexibility in following their own interests. The degree is taken in one year full time, or two years part time.

Semester 1

Researching Cultures (ARCH11088) This course will introduce students to the materials and expertise required to conduct postgraduate research. It will introduce Edinburgh's extensive range of research resources (print and electronic) as well as archives, special collections and the academic context of the institution (such seminar series, public lectures, postgraduate conferences and journals). It will familiarise the students with skills necessary to embark on their postgraduate research, recognize the research methodologies that these resources serve so they can lead to effective research strategies. The course offers a series of workshops and seminars some focused on specific research skills, others broad in scope to encourage explorations across disciplines, methodologies, and modes of enquiry. The course will provide students with a general introduction to postgraduate research and will give them the scope and opportunity to produce solid preliminary research on topics that they choose.

or

Postgraduate Research Methods (CACE11001)

This course provides a general introduction to postgraduate research, its methodologies, its challenges and its organisation, including in creative practice. You will be introduced to a range of research tools and will be equipped to plan and organise your research, as well as to communicate your findings. The course involves participants from several disciplines, including PhD students.

Media and Culture (ARCH11002) This is an introduction to the issues that surround the emergence of digital design. Seminar and lecture sessions cover topics that enable students to discuss the impact of digital technology from its immediate practical application to the long term redefinition of the creative professions. Research Reading Course A (Arch11027) This is a directed reading course for examining theoretical and philosophical issues pertaining to media, culture, computing, visual and interaction design, sound design, music, film, visuality or other areas agreed between the student and a supervisor. Students may be required to participate in seminars. Research Reading Course A may be substituted with an Option Course from list A.

Semester 2

Digital Media and Culture Research Report (Arch11029) This is a supervised programme of self-directed research examining theoretical and philosophical issues pertaining to digital media and culture. Students may be required to participate in seminars. Digital Media and Culture Research Report may be substituted with an Option Course from list B. Research Review (Arch11030) This is a supervised programme of self-directed research with particular emphasis on surveying contemporary developments in digital media. Students may be required to participate in seminars. Research Review may be substituted with 2 Option Courses from list B. Research Reading Course B (Arch11028) This is a directed reading course for examining theoretical and philosophical issues pertaining to media, culture, computing, visual and interaction design, sound design, music, film, visuality or other areas agreed between the student and a supervisor. Students may be required to participate in seminars. Final Project: Design Media and Culture Dissertation (Arch11031) This is a major project involving research into digital media and culture. Work can commence in semester 2, though approval to proceed will depend on the outcome of the Examination Board meeting at the end of semester 2. Work should continue to the August submission date. Option courses list A (also see Handbook for MSc in Design and Digital Media) Option courses list B (also see Handbook for MSc in Design and Digital Media)
  • Dynamic Web Design
  • The Digital Marketplace
  • Digital Media Studio Project
  • Interactive Sound Environments
  • Sound and Fixed Media
  • Film Theory and Criticism (Note that this course is worth 40 credits and runs over two semesters.)
Other postgraduate courses offered by Edinburgh College of Art may be included, subject to approval from the Programme Director.

Degree Programme Tables (DPT)

The links below access tables in the Degree Regulations & Programmes of Study 2017/2018 indicating mandatory and optional courses  

Organisation of Teaching

Research courses entail self-directed projects under supervision from the Programme Director. Other courses involve a combination of lecture/seminars, tutorials, practical sessions and studios. Much of the responsibility for study will be the student's own and you will be encouraged to form study groups, work together and share expertise. Teaching will be available at various times outwith the timetabled hours of specific sessions. Each taught course provides advanced tuition in a specialised aspect of the subject. Certain courses are based mainly on lecture/seminars, while others emphasise short creative production projects which develop, exemplify and integrate practical skills in the use of digital media. Each course has a Course Organiser, who is the first recourse for questions about the content, assessment and other specifically course-related issues. Commonly, project work will be team-based. Projects are required to display evidence of original thinking, independent achievement within a framework of team-working, and creative ability. Collaborative team-based projects will be structured so that the individual contribution of each student in the group can be identified and assessed. The Final Project in particular will, of course, be mostly self-directed work (again perhaps as a team), with periodic supervision meetings. Our emphasis in these courses is on facilitating learning rather than teaching. We aim to provide an environment in which learning can be maximised, and the teaching staff are just one resource among many that students can exploit. Even when not explicitly team-based, learning is to us a highly collaborative activity, and the students themselves are the key resource for each other. In some courses we prescribe little; we expect to be challenged and questioned. We are often not expert users of particular software applications; we expect students to explore, exploit the Internet and the wider University, seek other sources of expertise, engage with practices of research. We will usually reward experimentation, innovation, creativity and boldness of conception in all courses. Note that in this research-led university, staff are engaged in research projects as well as teaching, which brings benefits to students involved in taught programmes. Research informs teaching, and there may be opportunities directly to engage in research projects during the year and beyond.

Submissions

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.ace.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
  1. 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.
  2. 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.

Submission Dates

For all submission dates, please see the Programme Calendar. Note: This page mirrors the submission requirements for the MSc in Design and Digital Media.

Marking scheme

The marking scale is in accordance with the University's Extended Common Marking Scheme, see http://www.ed.ac.uk/schools-departments/student-administration/exams/regulations/common-marking-scheme (and note that we use CMS4) for full details. Extended Common Marking Scheme
  • A1 90-100 An excellent performance, satisfactory for a distinction.
  • A2 80-89 An excellent performance, satisfactory for a distinction.
  • A3 70-79 An excellent performance, satisfactory for a distinction.
  • B 60-69 A very good performance
  • C 50-59 A good performance, satisfactory for a masters degree.
  • D 40-49 A satisfactory performance for the diploma, but inadequate for a masters degree.
  • E 30-39 Marginal fail *
  • F 20-29 Clear fail *
  • G 10-19 Bad fail *
  • H 0-9 Bad fail *
*Assessment of the dissertation component: In those programmes where a diploma may be awarded for the taught component only, a failed dissertation may be put aside and the diploma awarded. (MSc Design and Digital Media is such a programme.) The standard of work required to achieve these grades is as laid out below. Note that you may be used to a different marking system in your previous institution, especially if this was overseas. Here we expect to use the full range of marks, and marks in the 70% to 100% range are not as common here as in some systems. Standards are checked by the external examination process, and staff are involved in external examining in programmes in other universities, which ensures parity with other UK institutions.

A1 (90+) Excellent

Requirements 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) Excellent

Requirements 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 work

Requirements 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 work

The 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 work

The 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 work

The 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 work

The 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 work

The 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 work

The 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 work

The 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 Work

The 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 work

The work may be seriously deficient in most, if not all areas. It may also, or alternatively, be incomplete.

G/H (below 25) Bad Fail

The work, of whatever kind, is extremely poor, incomplete or absent. It is deficient in most or all significant respects.

Degree Aims and Outcomes

Students on the programme benefit from access to a broad range of expertise and research in digital media and culture. The progamme aims to:
  • Develop specific knowledge and provide a broadly-based foundation for research into theories of culture and design in the context of digital media
  • Develop understandings of digital technology’s complicity in reconfigurations of identity, spatiality, communication, the local and the global, and narratives of social and cultural transformation
  • Encourage critical responses to developments in digital media
  • Develop critiques of commentaries on digital media that appear in the academic and popular literature
  • Examine critically the cultural and social contexts in which technological change takes place, through theories of urbanism, spatiality, globalization, non-place and cultural landscape
  • Provide intellectual support for digital media design and art practice, installation design, composition, architecture and other practice-based applications
  • Compare critically the relevance to digital media studies of theories drawn from phenomenology, analytical philosophy, positivism, romanticism, various schools of thought within philosophy, psychology, perception, aesthetics, ethics and language, critical theory, hermeneutics, deconstruction, post-colonial studies, semiotics, feminism, structuralism and poststructuralism
  • Provide an analytical framework to enable students to develop scholarly and informed thinking in their chosen area of research
  • Provide a foundation for advanced research

Assessment of research work

Self-directed research courses for the MSc by Research will entail a component of either original research, or literature review or background study with the potential to lead to original research. You will be expected to share your work as it develops. This may take place in seminar groups organised according to need. You will also be expected to review each other's work and contribute constructively and critically to discussion. You will discuss the direction you are to take in your research projects with the Programme Director, and you may draw on material covered in taught courses for potential research topics. The self-directed research courses, as well as the final project, can be treated as independent investigations, or they can each relate to the same theme. Draw on the resources of the University and its partner institutions for your research work.

MSc and Diploma award requirements

  There are two types of MSc by Research degrees. The Digital Media and Culture programme is categorised as a type 2 MSc by Research. This programme follows the University's Taught and Research Assessment Regulations. Please refer to Regulation 46 of the Research Assessment Regulations regarding examination for MSc by Research degrees: http://www.ed.ac.uk/files/atoms/files/pgrasstregs2017-18.pdf Type 2 MSc by Research degrees are exempt from the following sections of the Research Assessment Regulations: 2 to 7; 35 to 38; 41 to 43. The Taught Assessment Regulations will be used in place of these exemptions: http://www.ed.ac.uk/files/atoms/files/tar17-18.pdf      

Essay and report guidelines

These guidelines are very important. Failure to adhere to them may result in the disciplinary offence of Plagiarism, which is very serious and can lead to your immediately failing the degree, or even summary expulsion from the University. Pay special heed to the warning about plagiarism in the University's policy statements and guidelines (see URL in the section on Assessment): read these very carefully and make sure that nothing in your work can possibly be construed as plagiarism. Remember that plagiarism can arise if you present the distinctive thoughts or ideas of another person as your own, even if you have changed all of the original words. Remember also that plagiarism applies to images, sounds, scripts, code or any other authored material. You must always properly acknowledge the source of anything in your work that is not entirely original. If you are unsure and require clarification and assistance, please speak to your tutor. You must make yourself fully aware of what might constitute plagiarism in the context of your programme of study. For further information see: www.ed.ac.uk/schools-departments/academic-services/staff/discipline/plagiarism Follow the reference and footnote conventions outlined in Russell (1992), or the APA style guide (http://www.apastyle.org/). Reference ALL material used from other sources, especially direct quotes. Include the page number of the source of the quote in your reference wherever possible. Give clear URLs for all materials accessed from the Web. Do not include material copied directly from any source (e.g. a web page or a book) unless it is essential for you to comment on it; and then always make sure you enclose it in quotation marks, or in some other conventional way (e.g. as an indented block) clearly identify it as a quotation, and give the source accurately and as precisely as possible. If you are following the structure of someone else's argument and not your own then you need to reference this fact (e.g. Following Vidler's (1992) argument on the uncanny we see first that...). Also indicate where you are following someone else's use of a reference to a text you have not read. For example if Vidler makes an interesting reference to Freud, and you have not read the Freud text, then reference Vidler as the source, not Freud (e.g. According to Vidler (1992), Freud uses the uncanny to...). Provide references for illustrations if you have any. You may also find the classic Elements of Style (Strunk, 1916) useful, if not quaint. Use the UK English spelling checker on your wordprocessor. The grammar checker can also be useful. Diagrams and images must also be attributed, even when digitally manipulated. Use of the WWW for research is encouraged, but it is inappropriate to copy and paste ANY text (or image etc.) from the web without indicating its status as a quotation and without full attribution to author and URL, since this would count as plagiarism. Do not cite or quote from Wikipedia (or any similar resource) as a source: Wikipedia is a good place to find references to sources that you can follow up and then cite or quote from. Note that inappropriate use of web material can often be detected by the examiners undertaking spot checks on key words and phrases using web search engines and other tools, including specialised plagiarism detection software (especially Turnitin). Note that making superficial changes to copied material to disguise its origins also constitutes plagiarism and is not allowed. Do not ever take even part of a sentence from somewhere, change a few words, and then include it in your text without attribution as if it were your own: this is plagiarism and will be treated as such if detected. As work by MSc students is often published on the Internet, issues of copyright are also a major concern. This applies as much, or more, to project work as to essays. It is imperative that all source material external to the course is referenced, and where necessary permission to reproduce is obtained. Students are requested generally not to use visual or sound resources (e.g. images, music, movie clips) from other sources (including the WWW, CDs, DVDs, MP3 sources, etc.), even where these are public-domain libraries, except for critical commentary as permitted under copyright law. There are important educational reasons why we encourage the use of resources generated from within the courses, and copyright is also a crucial consideration in any kind of professional design practice. For information on copyright law in the UK, see http://www.ipo.gov.uk/types/copy/c-about.htm

References

  • Russell, 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 .]

Late Penalties & Extensions

You are expected to submit assessed coursework by the published deadline. Assessment deadlines will normally be published on the virtual learning environment for the course (e.g. Learn) or via a course handbook. It is your responsibility to familiarize yourself with all assessment deadlines and methods of submission, particularly if you are taking a course outside of your subject area. If assessed coursework is submitted late, the penalty is a reduction of the mark by 5% of the maximum obtainable mark per calendar day (e.g. a mark of 65% on the common marking scale would be reduced to 60% up to 24 hours later). This applies for up to seven calendar days (or to the time when feedback is given if this is sooner), after which a mark of zero is given. Schools can consider cases for coursework extensions of up to a maximum of seven calendar days if the student has good reason for late submission. To request an extension in ECA, you are responsible for submitting your case and supporting evidence to the Course Organiser in advance of the published deadline using the Coursework Extension Request form: Equally Schools will consider accepting late submission of up to seven calendar days without exacting a penalty, if the student has good reason for late submission. If you are requesting late submission without exacting a penalty in ECA, you are responsible for submitting your case and supporting evidence to the Course Organiser at the point of submission using the Coursework Extension Request form: If you are taking a course outside ECA, they may use a different form. You should familiarise yourself with the School's process to make sure that you meet their requirements. Good reasons for requesting a coursework extension or late submission without penalty are unexpected short-term circumstances which are exceptional, beyond your control, and which can reasonably be expected to have had an adverse impact on your ability to complete the assessment on time. Good reasons may include:
  • Recent short-term physical illness or injury;
  • Recent short-term mental ill-health;
  • A long-term or chronic physical health condition, which has recently worsened temporarily or permanently;
  • A long-term or chronic mental health condition, which has recently worsened temporarily or permanently;
  • The recent bereavement or serious illness of a person with whom the student has a close relationship;
  • The recent breakdown in a long-term relationship, such as a marriage;
  • Emergencies involving dependents;
  • Job or internship interview at short notice that requires significant time, e.g. due to travel;
  • Victim of a crime which is likely to have significant emotional impact;
  • Military conflict, natural disaster, or extreme weather conditions.
Should you have a good reason for requiring a coursework extension of more than seven calendar days, you should submit the coursework when able to do so and apply via the Special Circumstances process for the Board of Examiners to disregard the penalty for late submission. In this case we strongly advise you to speak with your Personal Tutor as soon as possible. For more information please refer to the Taught Assessment Regulations, Regulation 28 Late submission of coursework:

Teaching Quality Assurance

The quality of teaching on all University programmes is regularly monitored both externally and internally. Student feedback is an important part of this process. Even more importantly, student feedback and evaluation is a very highly valued input to curriculum and programme review. For the MSc by Research in Digital Media and Culture and the MSc by Research in Digital Animation we provide online assessment forms for each course, which students are asked to complete and submit. These augment, but do not replace, the less formal processes of raising issues or making comments directly to teaching staff. We strongly encourage all comments, it being assumed that students will be at all times constructive, even if sometimes critical, in their feedback. Students are also encouraged to complete the annual University questionnaire for taught postgraduate students, details of which will be made available in May/June.

Feedback and return of marked submissions

Final course submissions will be marked and returned within two months of the submission date.  Interim submissions will be marked within 15 working days, with feedback and discussion during tutorial meetings. The University has adopted a policy on feedback:

For information on student feedback deadlines, please visit:http://www.ed.ac.uk/files/atoms/files/tar17-18.pdf (Regulation 15). Also see http://www.ed.ac.uk/files/atoms/files/2014_feedbackappealscomplaintspolicy_final.pdf and  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.
For some courses this is realised, in practice, by design project-oriented courses having a series of interim submissions, often known as "crit submissions", that exist primarily for the generation of feedback which arises from a later discussion of the submissions in class sessions. Note that feedback in these cases may not include a mark or grade, but will include commentary on the quality of work and advice on improvement. However, there will generally be at least one marked interim submission with written feedback. In essay-oriented courses there will be at least one interim submission (e.g. of an essay abstract) for which written feedback may be given and which will be discussed for feedback in tutorials. The timetable for these submissions and events will be part of the Programme Calendar, which forms part of this Handbook and is regularly updated online. (Notes given as feedback at any stage are not necessarily complete and do not generally reference all of the assessment criteria. Compliance with any suggestions in interim feedback is no guarantee of a good mark in a later assessment.)

University Context

The MSc by Research in Digital Media and Culture is organised and run within the Edinburgh School of Architecture & Landscape Architecture (ESALA) (http://www.ed.ac.uk/schools-departments/edinburgh-college-art/architecture-landscape-architecture). The Edinburgh College of Art (ECA) became part of the University of Edinburgh in August 2011 (http://www.ed.ac.uk/schools-departments/edinburgh-college-art/), and ESALA is now part of ECA. ECA includes also the subject areas of Music, Art, Design and History of Art. In the University structure, ECA is formally a School within the College of Arts, Humanities and Social Sciences (http://www.hss.ed.ac.uk/).

Staff

The following staff contribute to the programme:
Richard Coyne Programme DirectorProfessor of Architectural Computing Minto House, Chambers Street Extension 502332
John Lee Professor in Digital Media Alison House, Nicolson SquareExtension 502335 HCRC: Informatics Forum, rm 4.28 Extension 504420
Martin Parker MSc specialist lecturer; Programme Director of MSc in Sound Design Alison House Extension 502333
Jules Rawlinson Lecturer Alison House Upper level, Atrium
Andrew Connor Teaching Fellow Alison House, Upper Level, Atrium
Denitsa Petrova Teaching Fellow Alison House, Upper Level, Atrium
Geoff Lee Chief Computing Officer, ECA Maltings 4.12 Extension 502341
Ian Gunn Computing Officer, ECA Maltings 4.12 Extension 508020
Mathieu Donner MSc by Research Secretary, ECA Postgraduate Office Mathieu.Donner@ed.ac.uk Evolution House, ECA Graduate School Extension 515740
Rosalie Dobson Art and Architecture Librarian Art & Architecture Library Extension 502310
Other staff may participate in specialised teaching and supervising as appropriate; it is impractical to list them here.

Other costs

Students should be aware that additional costs may arise in connection with any activities that involve travel, e.g. site visits, media purchase (such as memory cards and sticks, additional disc drives, blank CDs, DVDs, DV tapes etc.) and possibly in relation to summer projects.  

Research ethics, integrity and security

If you intend to undertake research that involves interviews, questionnaires, observation studies, or ethnographic research then you will need to consider research ethics, the integrity of your research, and security. The latter apples to research (desk-based web search as well as fieldwork) that investigates terrorist or other illegal practices or organisations. The University is developing policies and guidelines in this area. In the mean time you can read For guidance on research ethics in ECA see  

Health and safety

ECA takes the issue of health and safety very seriously to try to eliminate or minimise the risks involved in our collective working environment wherever possible. Attendance at the Health and Safety seminar is mandatory for all new ECA students, where the basic ‘ground rules’ will be explained. It is important that you appreciate that our focus on health and safety is NOT to stop you doing anything, but rather to keep you safe as you carry out your work at ECA. Academic and technical staff, and the ECA Health & Safety Officer, keep a regular eye on observance of these rules purely for the purposes of keeping you all safe. Further guidance on specific health & safety issues is contained within the series of guides which make up the ECA H&S Handbook. You should familiarise yourself with these early on and refer back to them as appropriate. http://www.eca.ed.ac.uk/healthandsafety

Other related documents

University regulations and other important information for all students: http://www.drps.ed.ac.uk/17-18/

Complaints procedures

Complaints should be brought up in the first instance with the Programme Director or the Head of the ECA Graduate School. Where necessary, other University procedures will apply, such as taking the matter to the College Postgraduate Dean and Secretary. The complaint procedure is designed to ensure that complaints are properly investigated and are given careful and fair consideration. The procedure involves up to two stages and adheres, as far as possible, to a specified timescale. Anyone wishing to raise a complaint about a matter which is the responsibility of the University must do so via this procedure. Information and advice on the procedure can be accessed via the link below: http://www.ed.ac.uk/schools-departments/student-academic-services/student-complaint-procedure/student-complaint-procedure

Teaching quality and assurance

The quality of teaching on all University programmes is regularly monitored both externally and internally. Student feedback is an important part of this process. Even more importantly, student feedback and evaluation is a very highly valued input to curriculum and programme review. For Design and Digital Media, we provide online assessment forms for each course, which students are asked to complete and submit. These augment, but do not replace, the less formal processes of raising issues or making comments directly to teaching staff. We strongly encourage all comments, it being assumed that students will be at all times constructive, even if sometimes critical, in their feedback. Students are also encouraged to complete the annual University questionnaire for taught postgraduate students, details of which will be made available in May/June.

Student representation and participation

Staff members at the University of Edinburgh work closely with student representatives. Edinburgh University Students' Association (EUSA) coordinates student representation and provides training and support for student representatives across the University. Student representatives (‘Reps’) listen to you to identify areas for improvement, suggest solutions, and ensure that your views inform strategic decisions within the University, building a stronger academic community and improving your student life. Schools share students’ emails with their student representatives as a matter of course; any student wishing to opt out from this should tell the School’s Teaching Office/Graduate School or equivalent. Student Feedback Student feedback is taken seriously in Edinburgh College of Art, and the opportunity is provided for postgraduate students to raise any issues, of concern or praise, via the Postgraduate Student/Staff Liaison Committee (PGSLC), which holds one meeting each semester and is chaired and attended by members of staff. Each of the taught MSc programmes should nominate their own representative to speak on this Committee, at the beginning of the academic year (usually in the first week of Semester 1). If you are interested in being a student rep, please contact the Postgraduate Secretary. The student rep is responsible for letting the wider student body know when meetings of the PGSLC will be held, and should invite students to tell him/her of any ideas or problems. Students should also feel free to approach the nominated student representative at any time with particular issues. Additionally, all students are invited to give full and free comments and opinions on all aspects of the programme, both to the Postgraduate Director and to other members of staff, at any time.

Support services

http://www.ed.ac.uk/students The University of Edinburgh offers support services to students in the following areas: Academic Life http://www.ed.ac.uk/students/academic-life
  • Surveys, Student Representation and Engagement
  • The Student Contract
  • Student Conduct
  • Study Support
  • My Profile
  • My Supervisor
  • Curriculum, Assessment and Appeals
  • How to Make a Complaint
  • Exams and Timetables
  • Disability Support
  • Technology and Libraries
Living in Edinburgh http://www.ed.ac.uk/students/living-in-edinburgh
  • Activities
  • Social Responsibility and Sustainability
  • Accommodation
  • Transport and Getting Around
  • International Students
  • Childcare
Health and Wellbeing http://www.ed.ac.uk/students/health-and-wellbeing
  • Support for Study
  • Student Counselling
  • Disability Support
  • Chaplaincy
  • Sport and Exercise
  • Health Services
  • Your Wellbeing
Careers and Opportunities http://www.ed.ac.uk/students/careers
  • Job Portal
  • What are my options?
  • Work while you study
  • Help with Applications
  • Developing you Employability
  • Volunteering
  • International Opportunities
  • Postgrad Lauchpad
Money, Fees and Finance http://www.ed.ac.uk/students/finance
  • Tuition Fees
  • Financial Assistance
  • Money Problems and Debt Advice
  • Bank Accounts
A-Z of Student Services http://www.ed.ac.uk/students/student-services          

Official communications

When you join the University you will be given a University of Edinburgh (UoE) email account and address which will be used for a variety of essential communications. You must access and manage this account regularly as the University will send you vital information from time to time, for example on assessment arrangements or changed class times or locations, and will assume that you have opened and acted on these communications. Failure to do so will not be an acceptable excuse or ground for appeal. If you already have a web-based e-mail account and think that you are unlikely to check your UoE e-mail account, it is your responsibility to set up a forward on the UoE account to ensure that all official University communications are received. (The service is actually provided by "Office 365": please see You can forward email if you click the "Forward your Emails" link on the right hand side of your Office 365 home screen. Type the email address that you wish your emails to be forwarded to and click "Start Forwarding".) You can locate your email by logging into EASE. http://www.ease.ed.ac.uk

Other Forms of Communication

Mobile 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

Social Media Guidelines

Social media – tools such as blogs, Facebook, Twitter – can be a good way for you to share your thoughts and questions about the University, your programme and your courses. Many courses will have a social media space (e.g. a Facebook group), some may be set up and administered by course organisers, class reps, or others. While there are many cautionary tales about the use of social media, 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 not to make personal or hurtful comments about other students or staff. You should ensure your comments are lawful, i.e. 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. For further information on the use of Social Media, please see the University’s main website via the following link: http://www.ed.ac.uk/website-programme/training-support/guidelines/social-media To view the University of Edinburgh Social Media Handbook, please see the following link: http://www.docs.sasg.ed.ac.uk/AcademicServices/Discipline/StudentCodeofConduct.pdf

 

Additional Research Workshops (IAD)

The Institute for Academic Development (IAD) provides a number of workshops and resources for University of Edinburgh postgraduate research students, to help you gain the skills, knowledge, and confidence needed for studying at postgraduate level. The workshops are free of charge to students and are organised by the IAD or in conjunction with the Schools and College. Workshops can be booked via MyEd or the IAD website. Starting out- The early stages of your Postgraduate Research are about finding your feet, working out what you want to achieve and making the best possible start to your postgraduate research.  We recommend attending some of the following courses:
  • Getting Started with your PhD (PhD only)
  • PG Essentials (On-Line Learning Course)
  • How to be an Effective Researcher (PhD only)
  • Writing courses
  • Effective Presentations
Keeping on track- The main research phase of your PhD/MScR is the time to perfect your project management skills and start writing and presenting for the academic community.
  • Writing a Research Paper
  • Time Management
  • Managing your Research Project
  • Relevant IT courses
Nearing completion- Submitting your thesis on time will be your priority, but don’t neglect your next step – do you know what you want to do when you finish?
  • Thesis Workshops (PhD only)
  • Careers Strategies for PhD Researchers (PhD only)
  • The Edinburgh Local GRADschool (PhD only)
  • Business Skills and Enterprise courses
What the Funding Bodies Say… The Researcher Development Framework (RDF) is a national framework developed for researchers, which aims to help you understand the knowledge, behaviours and attitudes expected of effective and highly skilled researchers. Full details of the Research Development Statement, Framework and resources can be found at http://www.vitae.ac.uk/policy-practice/234301/Researcher-Development-Framework.html Contact Details: Institute for Academic Development 7 Bristo Square Edinburgh EH8 9AL Blog: http://iad4phd.wordpress.com Website: www.ed.ac.uk/iad/postgraduates Email:  iad.phd@ed.ac.uk  

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