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PGCHE 2013-2014 I Module 2 I Assignment 1

EVALUATION OF A MODULE & RELATED ASSESSMENT TASK

PGCHE 2013-2014

Module 2 I Assignment 1

Aarti UberoiDPGCHE1315

Aarti Uberoi I Pearl Academy I Noida 1


CONTENTS

1 I INTRODUCTION 32 I AIM 33 I NEED FOR CHANGE 3

3.1 Educational Institution Needs 33.2 Industry 33.3 Students 3

4 I CURRICULUM/ SYLLABUS DESIGN MODEL 3 – 54.1 Analysis of the Model 44.2 Evaluation of the Models 5

5 I REVIEW OF CURRENT BA PROGRAMME 5 – 65.1 Need for review 55.2 New Model Design 65.3 Brief evaluation of the Module 6

6 I ANALYSIS OF THE REVISED CURRICULUM 6 – 76.1 Need for review 66.2 New Model Design 7

7 I LEARNING OUTCOME 7 – 97.1 Aspects kept in mind during formulation of LOs 77.2 Comparison of old & new LOs 87.3 Evaluation of LOs 97.4 Learning Outcomes & Assessment LOs 87.5 Level Descriptors 8

8 I FEEDBACK 10 8.1 Evaluation of Formative Feedback 10 8.2 Evaluation of Summative Feedback 10

9 I TEACHING LEARNING ACTIVITIES 1010 I RESOURCES 1111 I RECOMMENDATION 1112 I CONCLUSION 1113 I BIBLIOGRAPHY 1214 I APPENDICES 13

Appendix 1 Module Specification (Visual Design) 14 – 20 Appendix 2 Module Specification (Graphic Design) 21 – 23Appendix 3 Contextual Document CD 10-14 (Details of Level 1) 24 – 38 Appendix 4 Staff Development October 2013 (Attached as a PDF separately)

Appendix 5 Draft of Contextual Document CD 2014-18 (Attached as a PDF separately)



1 INTRODUCTION

Today we are living in a very dynamic world in constant flux. With increased globalization, intense competition and demand for higher productivity the industrial environment has undergone a total change. With rapid technological developments, constantly changing consumer demands and needs it has become imperative that educational institutions reinvent their approach to the imparting of instruction, constantly revise their curriculum so as to be in sync with the changed environment and also anticipate future trends.In this paper we will discuss briefly the theory of curriculum design process, how this is being done in Pearl Academy and an analysis of its effectiveness based on the revised elements of a Module taught by me Visual Design.

2 AIM

To examine the theory of the curriculum design process, its need and the effectiveness of re-designed components of the module Visual Design taught by me.

3 NEED FOR CHANGE

The need for change arises because of -

3.1 Educational Institution - Needs. The major stakeholders of educational institution are the students and the industry. The industry requires manpower with specific knowledge and or skills, whereas the student looks to acquiring the required knowledge and or skills in order to get gainful employment. The educational institution is therefore a link between the two stakeholders. The needs of both have undergone a paradigm shift and therefore, the educational institutions have to constantly re-invent themselves with this ever-changing scenario. On the other hand, with globalization has come increased competition amongst educational institutional to attract quality students in large numbers in order to remain economically viable as the cost education is high. The educational institutions have to become dynamic and constantly revise the duration and content of their curriculum so that the desired level of knowledge and or skill is imparted and is in sync with industry needs in order to attract students to their fold.

3.2 Industry-Needs. With globalization has come the specter of intense competition. The industry has become highly conscious of achieving higher productivity in order to compete with others. They want employees who can immediately be productive and minimum time and resources are spent on the on-the-job training. The industry, therefore assess and are attracted to educational institutions which have an institutionalized mechanism of quality assurance and benchmarking so that those students who qualify at the end of the training are the best products in the respective fields. This implies that the educational model of each course of instruction should take into consideration all internal and external factors that affect the training outcome of each module right at the planning stage. The design of each module should ensure that learning is maximized by deepening the relationship between the three components-educational philosophy, learner needs and module design process- as enunciated by Donnelly and Fitzmaurice and that they work in harmony to achieve the desired outcome of maximizing learning.

3.3 Student-Needs. The students are attracted to those institutions which have a reputation for providing full placement due to their high quality education in their desired field of study. Today the student is more aware and demanding, does a comparative research on the reputation of educational institutes and wants to know if the money they are paying for is giving the right return. The students are mentally more agile and fully aware of the environment, they are constantly exposed to a multi- racial, cultural and social society with their own hopes and aspirations and all expect the educational institutions to meet their aspirations.

4 CURRICULUM/ SYLLABUS DESIGN MODEL

The most popular development model for designing are - Jennifer Moon in The Module and Program development handbook-


Level descriptors

Translate level descriptors into

subject descriptors

Aim of module

Writing learning outcomes

Write threshold assessment

criteria (criteria implied by learning

outcomes)

Development of assessment method to test achievement

of assessment criterion/criteria

Develop a teaching strategy to enable listeners to reach

the learning outcomes/

assessment criteria

Develop the module and rethink it

including the initial learning outcomes

Input Process Output

Teaching and Learning Activities (TLAs) Intended Learning outcomes

Learning or Curriculum Objectives

Assessment TasksFormative Summative


As proposed by J.Tepper

4.1 Analysis of the ModelsThough different the basic components of each of these models are -

Aim. This should be clearly stated and should be in consonance with industry and student needs. The student, therefore, clearly understand what would be the final outcome and therefore he remains focused.

Learning outcomes. Based upon the overall aim and within it each module the learning outcomes are formulated. The reason why we spell out the learning outcomes at the beginning is that the learner knows and understands what they need to deliver at the end of each module/course of instruction. While defining the outcome it must be remembered that these are written statements laying down the minimum acceptable level or threshold standards that the student must attain to qualify (Moon, p. 72). Whilst Race says that learning outcome is a statement of what the learner is expected to know, understand and be able to do at the end of the learning period, I feel that the lexicography of Moon (p.56) of replacing the term “should be able to” by alternative words like “expected” or “intended because the teacher is only a catalyst and has no real control over the students learning. Learning outcomes help -o guide students in their learning, in that they explain what is expected of themo staff to focus on exactly what they want students to achieve in terms of knowledge, skills and

competenceso staff in choosing appropriate learning, teaching and assessment strategies



o staff and students in monitoring their progress.

Teaching and learning activities. Based on the aim of the course/module the teacher then prepares a road map of how the aim/each outcome would be achieved through a series of teaching and learning activities to include lectures, lecture discussions, class tasks, presentations, group activities, seminars, market studies, industry interaction etc. The teacher should ensure that each of these activities should be constructively aligned and then communicate to the learner how the outcomes of each of these activities are inter-related and how this will enable them achieve the aim. This ensures that the learner remains focused throughout the learning period.

Assessment/evaluation. Depending upon the overall aim and that of each module the assessment criteria is laid down and communicated to the learner so that he knows beforehand the standards that he has to achieve. The learner is then assessed on each criteria during and at the end of each module. Though assessment is an external imposition to be used only for the sake of grading and not for any kind of learning it is an outdated approach as pointed out by (Ramsden, p186), unless it is used as a learning tool to encourage learners to take responsibility for their learning. This firstly gives a feedback to the learner about his performance, secondly lets him know his shortcomings so that he can lay more stress in those areas and thereby attain the laid-down standards and thirdly if his performance is good it motivates him to further excel and adopt a deep approach to learning. On the other hand it gives an opportunity to the teacher to know the efficacy of/ reflect upon his teaching methodology, make a mid- course correction and thereby become a more reflective teacher.

4.2 Evaluation of the Models

Though a process of feedback is implicit in these models during the syllabus design process, I believe that it should have been formally incorporated. By formalizing feedback ensures that this gets fully taken into account while designing the syllabus in the following ways –

Industry/market feedback. The aim of the course of instruction gets fully aligned to the industry/ market needs. Failure to do so means that on completion the learners would not be absorbed by the industry/ market as they don’t meet their needs.

Student feedback. This enables the teacher to find out the efficacy of the teaching tools and their content, thereby helping him to realign the content to achieve the learning outcomes.

Peer feedback. This enables the teacher to reflect upon and redesign the content so that it empowers the learners to adopt a deep approach to learning and helps him to become a reflective practitioner of his profession.

5 REVIEW OF CURRENT BA PROGRAMME

5.1 Need for reviewThe department offers a single course in Communication Design, which began in 2003 and was the first non-fashion programme in the college. In 2005, NTU validated a 4-year BA (Hons) degree in Communication Design, and then again in 2008. This was a full time undergraduate programme whose objective was to produce visual and content design professionals for different creative sectors including Graphic Design, Advertising, New Media, Animation, TV/Film, and Experience Design. Professionals who undertake this work do not necessarily work in a “Communication Design industry” as such; although design studios are an important employer, a designer working in this field is just as likely to be working freelance for—or embedded in a design team within-an NGO, broadcast TV station, book publisher, advertising agency or an event management firm, among many others. Put simply, the department was not aiming to produce graduates for a single industry, but for a broad range of sectors, each of which requires designers to produce visual communication content for various media.(Draft for Contextual Document 14-18)

At Pearl the curriculum is revised every 4 years after feedback from EEs, NTU, students, industry and faculty. The last review for the Communication Design department was done in 2010 and keeping in mind Pearl policy review of the courses was undertaken and revised this year. In April 2013 the CD department began its review with a core team of 9 members. A strategic plan for the department was discussed in detail. The review revealed that -

'The current programme was “too ambitious” for the students we were recruiting. Earlier there were six components of the module – Visual Design – three were handled by me and

the other three by other faculty- one full time and two visiting faculty. Visiting faculty was required



for teaching photography- indoor and outdoor –as this required professionals’ in this field, while all the other basics of Graphic design could be taken by one faculty. There was a lot of shuffling of timetable that had to happen due to non-availability of visiting faculty at certain times.

The curriculum was too full, allowing for very little flexibility in rescheduling classes or making use of alternative teaching and learning methods. The timetable needs space for unplanned interactions (e.g. with external visitors, with other depts.) and more flexibility generally.

Mind, Body & Heart was a 20 credit module taught over both semesters of level 1. It was very theoretical as it covered communication theories and research methods. Students struggled to contextualise this module and find time to complete the assignments in the module especially the research module. Both students and faculty shared in CCMs that time available was not adequate to cover in depth or detail of topics in module guide. Providing insufficient time to engage in the tasks; emphasizing coverage at the expense of depth. A particular source of both anxiety and cynicism is time stress brought out by an obsession with coverage: too many topics, each taught with equal emphasis. Students become grossly overloaded and deep engagement with any topic is pre-empted. (Biggs) Applying Biggs concept of 'deep learning' which help increase the depth of skills and knowledge learners are expected to acquire, by decreasing its breadth to a realistic and more focused level. The width of coverage needed to be decreased.

5.2 New Curriculum Design

New Curriculum review Level 1 (Draft of Contextual Document CD 14-18)

Level 1120 Credits

Sem 3 Graphic Design (20) Photography (10) Audio- Visual Media (20)

Storytelling (10)

Sem 4 Marketing & Media (20)

Web Design (20) Branding & Exhibition (20)

The re-invented Graphic Design module now includes Basic Graphic Design, Colour, Illustration and Typography. Research methods are now embedded throughout Level 1 (there is no ‘research module’ any more) in Graphic Design and Marketing & Media so students are able to contextualise the same and apply the Theory.

5.3 Brief Evaluation of the Module

In Level 1 students build a foundation for Communication design through Visual Design. The Visual Design module included Basic Graphic Design, Illustration, Indoor & Outdoor Photography, Typography, and Colour. Visual design is a core module supported by Marketing & Media and Mind, Body & Heart module where you learn varied communication theories & concepts, research methods that help you add more meaning to visual expression. Curriculum changes to meet industry direction now include the following:

Level 1 modules common across all pathways Research methods to be embedded in relevant modules rather than independently delivered. The so-called “integrated” 40-credit module like Visual Design, which actually comprised 3-4 smaller

sub-units addressing basic skills such as photography, graphic design and audio visual media now form separate modules which underpin the discrete pathways in a more coherent manner. The programme for all the students was common in level 0 and 1, thereafter in level 3 & 4 they studied their particular field of specialisation.

Old Curriculum Level 1 (Contextual Document CD 10-14)

Level 1120 Credits

Sem 3 Visual Design

(40)Self & Prof.

Development(10)

Mind, Body & Heart (20)

Marketing & Media or Creative Writing

(10)Sem 4 Media

Design(30)

International Language 1 (10)

6 ANALYSIS OF THE REVISED CURRICULUM

6.1 AIM



An aim provides direction for the module. It is a statement of general teaching intention and coverage. It can indicate the content of the module and its relationship to other learning or the whole program (Moon 2002, p. 63).

The aim - Visual design module is as followsTo enable you to:

Refine your ability to perceive and manipulate form, space, color, typography and other design concepts to create effective visual messages with graphics, illustration, photography and typography for different media.

Demonstrate the influence of historical, cultural and social issues on visuals in current graphic design work and your own work.

Make use typography, color, illustration, photography, and software applications to create effective visual messages.

Develop and enhance your ability to use a simple design process in order to create effective visual solutions.

Develop divergent thinking and the abilities to create innovative solutions.

The aim - Graphic Design module is as followsTo enable you to:

Refine your ability to perceive and manipulate form, space, color, typography and other design concepts to create effective visual messages with graphics, illustration and typography for different Medias like print, web, and moving graphics.


Employ typography, color and illustration along with software applications to create effective visual messages.

Develop and enhance your ability to use a holistic design process in order to create effective visual solutions.

Develop divergent thinking abilities to create innovative solutions.

Analysis - Revised Aim. If we look at the examples mentioned by Moon (2002, p. 63) on writing aims I feel that the new aim written is comprehensive and easy to understand. It clearly communicates the need for Graphic Design and aligns itself to the rationale and aims of the new program which ultimately leads towards attaining attributes mentioned in the graduate profile.

6.2 LEARNING OUTCOME/TEACHING AND LEARNING ACTIVITIES (TLA)

Aspects kept in mind. While formulating the LO/ TLAs one must ensure that these are constructively aligned. Constructive alignment is a sensible idea of aligning learning intentions with the curriculum, teaching, learning and assessment processes and resources to support learning.Learning outcomes become the objectives, designing a curriculum that will enable these outcomes (LOs) to be achieved and an assessment process that allows students’ achievements to be evaluated.The design process (curriculum design) involves aligning the content and processes of learning, and the assessment of learning, to these objectives.

1. Decide what the Learning outcomes need to be2. Design curriculum that enables outcomes to be achieved and ‘shown/evidenced’ (content, brief,

resources)3. An assessment process that will allow student achievement to be evaluated

The main steps in the alignment process are:• Defining the intended outcomes (these direct the curriculum objectives)• Choosing teaching/learning ‘activities’ likely to lead to / help and encourage students to attain these

objectives• Engaging students in these learning activities through the teaching process.• Assessing students’ learning outcomes using methods that enable students to demonstrate the

intended learning and evaluating how well they match what was intended• Arriving at a final grade, and perhaps in the case of formative assessment, giving feedback to help

students improve their learning

7 LEARNING OUTCOMES

“Learning outcomes are the actual results of learning (or rather the aspects of a student’s learning that tutors [you] choose to assess and reward)”. [HEA]

• Q1: What do you want students to know ( knowledge)



• Q2 + … What do you expect them to do in order that you are sure they know what they should ….. [how will you assess/evaluate it][‘measuring’ …. ‘The mark’ …. Is something different]

• Q3: What do you want students to do (skill) (Peppin, Staff Development, 2013)

Recent developments have encouraged a move to an outcome based approach to course design. A learning outcome is a statement of what the learner is expected to know, understand and be able to do at the end of a period of learning (Race, 2003). In order to design LOs it is important to distinguish between declarative knowledge and functional knowledge (Biggs, 2007, p. 72). Declarative knowledge is that which can be declared, it is usually second hand knowledge, and it is about what has been discovered.

7.1 Aspects kept in mind during formulation of LOs.‘Dos’- The learner's performance should be observable and measurable; the verb chosen should be an action verb which results in overt behaviour that can be observed and measured. ‘Dont's’- Certain verbs are unclear and subject to different interpretations in terms of what action they are specifying. Such verbs call for covert behaviour that cannot be observed or measured. These types of verbs should be avoided: e.g. know, become aware of, appreciate, learn, understand and becomes familiar with.’

(Peppin, Staff Development, 2013)

7.2 Comparison of old and new LOs. Keeping in mind the principles of formulation of LOs the new Los were designed and a comparison of the same is tabulated below.

Existing Learning outcomes for Visual Design (Knowledge & Understanding)

Proposed Learning outcomes for Graphic Design (Knowledge & Understanding)

On completion of this module, the student should be able toa. Describe the impact of history, culture,

human physiology, and technology, on work style of the different leaders in visual design fields worldwide e.g. illustrators, designers, film makers, animators, etc

b. Demonstrate an understanding of the context for the visual message creation and storytelling (syntactic, semiotics, semantics, and pragmatics) (A)

c. Show an understanding of the basics of visual language i. design conceptsii. the elements of composition/ page layoutiii. use of typographyiv. use of color (color theories, models,

sources, systems and palettes)v. image making (photo-editing, vector

drawing)vi. proportional systems and theories

(arithmetic, harmonic, geometric, golden section, renaissance) (A)

d. Demonstrate knowledge of the different leaders in visual design fields, worldwide e.g.

e. Demonstrate an understanding of a research based design process to develop ideas, concepts, and final validated artworks for different media. (A)

f. Critique self and peer work in professional language.

At the end of the module the learner is expected to be able to:a. Develop awareness of the impact of various

factors (history, culture, human physiology, and technology etc.) on work style of the different leaders in visual design fields worldwide

b. Apply understanding of the context for the visual message creation (syntactic, semiotics, semantics, and pragmatics)

c. Illustrate an understanding of the basics of visual language - i. design conceptsii. the elements of composition/ page layoutiii. use of typographyiv. use of color (color theories, models,

sources, systems and palettes)v. image making (vector drawing)vi. proportional systems and theories

(arithmetic, harmonic, geometric, golden section, renaissance)

d. Apply an understanding of a research based design process to develop ideas, concepts, and final validated artworks for different media.

Existing Learning outcomes (skills, qualities and attributes)

Proposed Learning outcomes (skills, qualities and attributes)

On completion of this module, primary skills that student will develop a. Visualize and execute visual messages taking

into account technology, human physiology,

On completion of this module, primary skills that student will develop a. Visualize and generate aesthetically-pleasing

visual messages taking into account



psychology and visual language. b. Create aesthetically-pleasing visual message

in different media like print, internet, video, animation, display and merchandising, etc. (A)

c. Create innovative, persuasive and appropriate solutions for different media by appropriately using tools and techniques of visualization and divergent thinking (A)

d. Demonstrate professionalism in planning and performing tasks.

communication theories, formal visual elements, and the relationships between them.

b. Create innovative, persuasive and appropriate solutions by using appropriate tools and techniques of visualization and divergent thinking.

c. Illustrate creativity and an ability to go beyond the brief.

7.3 Evaluation of Learning Outcomes

Though there are no rules on how many LOs per module should be framed, but Moon (2002) suggests between four to eight LOs in a module that identify the most important learning requirements. The previous module had 10 LOs which was cut down to 7 LOs thus making it more manageable.

John Biggs (1999, 2003) suggests that certain verbs reflect different levels of understanding. According to Biggs’ SOLO Taxonomy some illustrative verbs for level 1 of are given below L1 Descriptive understanding, knowing about several topics: Classify, describe, list, report, discuss, illustrate, select, narrate, compute, sequence, outline. Multi-structural - Student's response focused on several relevant aspects but treated independently and additively. Assessment of this level is primarily quantitative. Using Bloom’s Taxonomy developed in 1956 and Biggs SOLO Taxonomy as reference I rewrote the learning outcomes with user friendly, common language of learning that enables the student and teacher to explicitly understand the learning process and leaves no scope for ambiguity.

In the old LOs there were some outcomes which were non-assessed. This learner therefore have a tendency to not pay adequate attention to it because they find that it is not graded and hence detracts from a deep learning approach. Michelle Peppin from NTU impressed on all LOs being 'achievable and assessable'. Therefore, all Module ILOs for Graphic Design are assessed.

7.4 Learning Outcomes & Assessment

Aspects kept in mind. Constructive Alignment is ‘Learner Centric’ rather than ‘Teacher Centric’ – A teacher centric approach simply ‘gives information, with assessment that then ‘tests’ that information – the latter is a process of assessment ‘of’ learning – while the former (learner centric) is a process of assessment ‘for’ learning. How does it work?• Constructive alignment starts with the notion that the learner constructs his /her own learning

through relevant learning activities.• The teacher’s job is to create a learning environment that supports the learning activities

appropriate to achieving the desired learning outcomes.• The key is that all components in the teaching system – the curriculum and its intended

outcomes, the teaching methods used, the assessment tasks – are aligned to each other.• All are tuned to learning activities addressed in the intended outcomes and the learner finds it

difficult to escape without learning!

7.5 Level Descriptors

Michelle from NTU suggested in her presentation to look at bringing together learning outcomes with level Descriptors

What we ask students to do and how we ask it depends on the ‘Level’ if that level is set too high – students are ‘set up to fail’ – or ‘over marking’ creeps in as we try to

‘reward’ almost reaching an unattainable level Level Descriptors have little to do with ‘content’ but describe the ‘way of doing’ (they are important

in Constructive alignment too) if too low – then the standards of the course come into question ‘Standards’ are set on a global platform using extensive research and driven by educational bodies

For assessment I used the model below shared by Michelle as reference to ensure marks relate to LOs / not to what we might ‘like’ and to create clear banding whilst marking.



(Peppin, Staff Development, 2013)

8 FEEDBACK

Feedback is often a huge topic of huge concern and debate at Pearl. With a batch of 35-40 students and growing in each section tutors are struggling to find time to write detailed formative and summative feedback. Efforts are continuously being made to streamline and simplify this process so the students are able to benefit from it. Main differences between formative and summative feedback are:-Formative -

• Helps students to ‘inform’ their understanding• Poses questions, challenges thinking, requires students to think and rationalise decisions taken e.g.

o HOW did you arrive at the solution (research / breadth, depth)o WHY have you done X (explain and justify)o WHAT could you have done differently (exploration/range of solutions)

• Students need to ‘use’ formative feedback to make decisions about the further development and progression of their workSummative -

• The work is ‘complete’ – feedback needs to highlight key aspects of achievement AND what ‘more’ could have been done to move ‘up’o General grade descriptorso Uses of relevant ‘words’ to describe achievemento Feed ‘forward’ i.e., how can or will students ‘learn’ from this project to help them in the next

project o SUMMATIVE if student achieves 68% what more could they have done to develop the work to the

‘first’ categoryo Feedback MUST relate to the Learning Outcomeso Marks MUST relate to LOs / NOT to what we might ‘like’o Feedback MUST always recognise positive achievement

8.1 Evaluation of Formative Feedback. This included - Peer critiquing, presentations, tutor reviews and classroom exercises. The CD team with the help of students and tutors setup an online website for the showcasing Level 1 cohort along with individual portfolios that can be shared with people worldwide. Appreciation from viewers and comments has been a huge encouragement for students. At Noida we plan to ask students to create digital documentation of all the work using online resources like Google docs or any such platform where students can upload work regularly and get feedback from peer and faculty and will help encourage sustainable practices. This will help in archiving and recording progress regularly. This will reduce pressure on faculty and students retain



written Formative feedback and take responsibility of their learning and can share actions taken. It will also build pressure of completing incomplete work and help with time management.

8.2 Evaluation of Summative Feedback. The Visual design module was taught by many tutors and LOs were common for various components of the module writing Summative feedback was extremely challenging and would have been a few pages long if each LO had been correlated to each component. During course evaluation the CD NTU verifier applauded the team for confident, clear banding and detailed feedback with individual comments for each component and overall comments. For clarity he suggested feedback related to each LO for all components. Since the new module looks at all the components being taught by the same tutor feedback it would be easier to correlate LOs to feedback.

9 TEACHING/LEARNING ACTIVITIES

Toohey (1999, p.152) offers the following definition:A teaching strategy is ….. a plan for someone else’s learning, and it encompasses the presentations which the teacher might make, the exercises and activities designed for students, materials which will be supplied or suggested for students to work with, and ways in which evidence of their growing understanding and capability will be collected.Teaching strategy is fundamentally about supporting student’s learning. In order to achieve this end it is important to focus on the type of teaching strategies that can be employed. LOs can be met when we focus on combination of methods that can best realize the sort of constructive engagement with learning activities that lead to understanding (Ramsden, 1992).

With the curriculum review the following changes have been brought in Visual Design (40 Credits) Graphic Design (20 Credits)

contact hours 320 120non-contact hours

120 80

In the Visual Design module specification indicates as follows – A range of direct contact teaching and learning methods used on this module, e.g. lecture, seminars,

large and small group seminars, classroom exercises, peer critiquing, direct observation. Since this was a small batch workshops with the other center to were planned to bring in parity and encourage peer critiquing.

Other teaching and learning methods that are non-contact used on this module e.g. directed reading and research, internet based resources, visits to different environments, e.g. fairs, museums, exhibitions, offices, etc. A lot of such activities are planned to keep the students motivated and to encourage ‘deep learning’.

10 RESOURCES

Since I was teaching the module for the first time and it was the first year of level 1 CD at the Noida centre there was some delay in getting resources like the light table in which was a key requirement for the Basic Graphic Design component of the module. Also there were some issues which came up in CCMs with whiteboard as it was glossy causing poor visibility on screen. More soft boards needed to be installed as they were required for class presentations and mind mapping exercises in the classroom. Audio speakers had to be shared between classrooms which became a problem as we needed them for watching videos most sessions. Precious time was also wasted as electronic resource would break down and frequently rescue team (electrician and experts from the computer lab) help had to be sought. Visual Design reading list had over 60 books most of which are unavailable in the library and those available were quite outdated. Students brought this up time and gain in CCMs as they were unable to access these. In the absence of a well equipped library the students had to rely a lot on internet for research which kept breaking down through the semester. Internet facilities have been upgraded but will continue to be a concern with breakdowns. Students are being encouraged to use external wifi due to hi dependency on internet . Required resources can be planned carefully before the commencement of the semester to ensure that the module goes smoothly.

11 RECOMMENDATIONS

Feedback should be incorporated and formalized in the model for the Design of the curriculum. This insures that due weight age is given to the feedback received from the industry and the students. The curriculum then becomes totally aligned to the market needs and student expectations.



Review of the curriculum should remain an ongoing process, done at the end of each module so that the aim and learning outcomes are revised keeping in mind the changes required/needs of the industry/market. The full review of the curriculum should be undertaken every four years as hither- to- fore.

Resources required for the conduct of the teaching modules should be readily available so that no time is wasted during the conduct of the module.

The Library should be upgraded and all relevant books required for reference should be readily available in adequate numbers.

The internet facility needs to be upgraded and should be dedicated for use by the faculty/learners so that they can carry out research on all aspects and remain abreast of the latest changes taking place in the industry / market.

The duration of each course of instruction should be periodically reviewed keeping in mind the depth and coverage of the curriculum so as to ensure that the required knowledge and/or skills can be imparted in depth.

12 CONCLUSION

Review of the syllabus should be an ongoing process so that the Academy remains abreast of the industry/market needs and thus align their courses to meet those needs. This will ensure that the students who qualify in the various courses of instruction acquire the right knowledge and/or skills required by the industry/market and are able to get gainful employment thereafter. The education institutions will benefit largely by higher enrolment when by virtue of mouth the quality of education gets known in the industry/market.

Course documents remained elusive, confusing and unrealistic to most tutors new to teaching. After evaluating each element or ‘reflective practice’ (Biggs, 2003) I am now feeling empowered with learning beginning to fully appreciate and understand their importance feel more confident to applying this learning to other modules as well.

The proposed changes in the new curriculum and module look promising. The modules are designed in content and treatment to orient the students to disciplinary learning that follows in Level 2. The generic core learning required to be able to progress to one of the pathways is addressed in Level 1 so that students are equipped to further develop specialized knowledge and skills in Level 2. Time will tell how effective the proposed changes have been, but with careful planning an attempt has been made to address the pitfalls. Hopefully these changes will help the learners select their pathway of chosen specialization with academic support and guidance to then go on to achieve the diverse attributes of a NTU graduate.



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Buckingham and Philadelphia, P A: The society for research into higher education and Open University Press.

Jackson, N. Wisdom, J Shaw,M, “Guide for busy academics using learning outcomes to design a course and assess learning”, Imaginative version project team, version 1,March,2003.

Laurillard, D. (2002) Rethinking University Teaching .(2nd Edition) London: Routledge. Leach, J. (2007) Pedagogy, A Critical Guide, London: Sage. Light,G & Cox,R 2005,Learning and Teaching in Higher Education, London,Sage publications. Moon,J 2002,The module and Programme Development Handbook,a practical guide to linking

levels,learning outcomes & assessment,Kogan Page Limited. Moon, J. (2006) Handbook of reflective and experiential learning, Theory and Practice: London;

Routledge. Popham, W (2002) Classroom, assessment: what teachers need to know, Boston, Allyn and Bacon Ramsden, P 1992, Learning to teach in higher education. London: Routledge Falmer.



14 APPENDICES

Appendix 1 Module Specification (original one- Visual Design) Appendix 2 Module Specification (new one- Graphic Design) Appendix 3 Contextual Document CD 10-14 (Details of Level 1)Appendix 4 Staff Development October 2013 (Attached as a PDf separately)Appendix 5 Draft of Contextual Document CD 2014-18 (Attached as a PDf separately)



APPENDIX 1 OLD MODULE SPECIFICATION - VISUAL DEISGN

PEARL ACADEMY OF FASHION

DELHI, JAIPUR, CHENNAI

4-YEARS BA (HONS.) DEGREE IN

COMMUNICATION DESIGN

MODULE SPECIFICATIONS

2010-14



CURRICULUM OF LEVEL 1ModuleCode

Module Title

Core (C)/ Option (O)

Contact LearningDuration(hours)

IndependentLearning Duration(hours)

Total LearningDuration(hours)

Credits

Visual Design

C 320 80 400 40

Media Design

C 250 50 300 30

Mind, Body and Heart

C 140 60 200 20

Self and Professional development

C 72 28 100 10

Marketing & Media

O 72 28 100 10(Any 1 of 10 credits)

Creative writing

O 72 28 100

International Language 1(French/ German/ Spanish/ Chinese)

C(Any 1)

56 44 100 10

TOTAL 910 290 1200 120



Pearl Academy of FashionModule Specification

Basic module information1 Module Title: Visual Design2 Module Code:3 Credit Points: 404 Duration:5 School:6 Date:

7 Pre, Post and Co- requisites:These are modules that must have studied previously in order to take this module, or modules that you must study simultaneously or in a subsequent academic session.

Pre, Co, Post Module Code Module TitlePre Post

8 Programmes containing the module Level Core/Option Mode Code Programme Title 1 Core B.A.(Hons.) in Communication Design

9 Overview and Aims To enable you to:

Refine your ability to perceive and manipulate form, space, colour, typography and other design concepts to create effective visual messages with graphics, illustration, photography and typography for different medias like print, web, and moving graphics.


Make use typography, colour, illustration, photography, and software applications to create effective visual messages



10 Module Content Visual design:

o Form generation and transformationo Composition: Interaction of form, space and colour o Effect of lighting on form and colour

Colouro Colour dynamics, systems and palettes, psychology, theories, standards, and sources o Colour in photography, moving images, publication, point of sale, branding,

advertising, the web, etc.o Colour: display technologies, printing, digital and in computers o Introduction to colour management

Software applications for: o Vector drawing o Page layout o Digital colour paletteso Animation with vectorso Photo-editting

Image making o Different media and practices used in illustration and photographyo Develop own style of image creation



o Photographic equipment, films and paperso Time, motion, light and design conceptso Digital photography and illustrationo Why illustration or photography? o Recognizing the commercial aspects of image making

Typographyo Overview and history in India and the worldo Type specificationso Methods of typesettingo Factors in typography that influence communication effectivenesso Use software applications to work with type and design layouts

Design process: o From client brief to design briefo Basic research as a design tool o Information collectiono Refining the briefo Tools and techniques for creative idea generation and visual explorationo Concept developmento Prototype developmento Process of validation, evaluation and feedbacko Making effective, aesthetic presentations

11 Indicative Reading

Murphy, Paul, 1997, Graphics: real-world graphic design projects - from brief to finished solution, Switzerland: Rotovision S A, ISBN 2-88046-330-0

Colour Fraser Tom, and Banks Adam, 2004, The complete guide to colour, East Sussex, Ilex Feisner, Edith Anderson, 2006, 2nd ed., Color studies, New York, Fairchild Publications, ISBN

1-56367-394-0 2004, One color graphics: the power of contrast , Massachusetts, Rockport Publishers Inc.,

ISBN1-59253-052-4 Peterson, L. K. and Cullen, Cheryl Dangel, 2000, Global graphics : color : a guide to design

with color for an international market , Massachussetts: Rockport Publishers, ISBN 1-56496-293-8

Hessemer, F.M. 1990, Historic designs and pattern in color , New York: Dover. Triedman, Karen and Cullen Cheryl Dangel, Graphics : the power of color in graphic design,

Massachusetts, USA, Rockport Pub. Inc., ISBN 1-59253-089-3Graphics

Tufte, Edward R., 2003, Visual explanations: images and quantities, evidence and narrative, Cheshire, USA, Graphic Press, ISBN 0-9613921-2-6

Arnston Amy E, 1993, second edition, Graphic Design Basics, Orlando, Harcourt Brace College Publishers

Carter, David E, 2004, Little book of creativity, UK: Harper Collins Publishers, ISBN 0-06-0748010-x

Fishler, Karen D., 1998, On edge : breaking the boundaries of graphic design, Massachussetts, Rockport Publishers Inc., ISBN 1-56496-454-x

Hofmann, Armin, 1965, Graphic design manual: principles and practice, New York: Van Nostrand Reinhold Co., ISBN 0-442-23469-4

Itten, Johnnes, 1997, Design and form: the basic course at the Bauhaus, London: Thames and Hudson.

Abdullah, Rayan, 2006, Pictograms icon and sign , London, UK, Thames & Hudson, ISBN 0-500-



28635-3 Carter, David E. ed., 2006. American corporate identity , New York: Harper Collins Publishers,

ISBN 0-06083340-8 Bou, Louis, 2006, Fly flyer fly, Singapore, Page One Publishing Pvt. Ltd, ISBN 981-245-351-2 Critchlow, Keith, 1969, Order in space: a design source book, New York: Thames & Hudson

Inc., ISBN 0-500-34033-1 Fishel, Catharine, 2001, Paper graphics: the power of paper in graphic design, Rockport

publishers.,ISBN 1-56496-563-5 Krause, Jim, 2004, Basics design index, Ohio, How Design Books, ISBN 1-58180-501-2 Krause, Jim, 2004, Design basic index: a graphic designer's guide to designing effective

compositions , selecting dynamic components, developing creative concepts, Ohio: How design books, ISBN 1-58180-501-2

Jain, Jyotindra, 2007, India's popular culture: Iconic spaces and images , Mumbai: Marg Publications, ISBN 81-85026-81-5

Newark, Quentin, 2002, What is graphic design?:it is very much more difficult to talk about a thing than to do it, Switzerland: Rotovision S A, ISBN 2-88046-539-7

Twemlow, Alice, 2006, What is graphic design for , Singapore, Page One Publishing Pvt Ltd,Includes bibliographical references and index, ISBN 981-245-291-5

Typography Gullen, Kristin, 2005, Layout workbook: a real world guide to building pages in graphic design ,

Gloucester Massachusetts: Rockport Publishers, ISBN 1-59253-158-x Craig James, and Bevington William, 1999, Designing with Type, A basic course in typography ,

fourth edition Watson-Guptill Publications Carter Rob, 1997, Working with Computer Type , Book 1, 2, and 3, RotoVision, Watson-Guptill Type Graphics: The Power of type in Graphic Design 2000, Massachusetts, Rockport, Assadi Barbara and Gruman Galen and Cruise John, 1998, QuarkXPress, 4 for Dummies, For

Dummies Roger Walton, 2004, Design Rules for Letterheads, Harper Design International The best of letterhead and logo design , 2004, Massachusetts, Rockport Ziegler, Kathleen ed. and Greco, Nich ed., 2002, Motion graphics web, New York: Harper,

Collins International, ISBN 0-06-008760-9 Drawing, presentation, illustration

Krisztian, Gregor and Schlempp-Ulker, Nesrin, 2006, Visualising ideas from scribbles to storyboards , London, UK, Thames and Hudson Ltd.

Zappaterra, Yolanda, Illustration : real world illustration projects : from brief to finished solution , Switzerland: Rotovision, 1998,ISBN 2-888046-330-0

Hodge, Susie and Sidaway, Ian, 2005, How To Draw People : A step -by –step guide for beginners with 10 projects , UK: New Holland.

Gill,Robert W. ed, 1999, Basic rendering , London: Thames & Hudson. Rankin,David, 2000, Fast sketching techniques: capture the fundamental essence of elusion ,

Ohio: Northlight, ISBN 1-5818-005-3 Hernandez, Lea, 2005, Manga Secrets : Over 50 quick lessons in drawing the world's most

popular art style , Singapore, ISBN 981-245-227-3 Salisbury, Martin, 2004, Illustrating children's books: creating pictures for publication , Hong

Kong: Page One Publishing Pvt. Ltd., ISBN 981-245-082-3 Seamn, Julian, 1996, Fashion illustration: basic techniques, London, B T Batsford, ISBN

0713476982 Dixon, Simon and Baxi, Aporva, 2003, Great graphics on a budget: creating cutting edge

works for less, Gloucester, Rockport Publishers, Inc., ISBN 1-56496-948-7



Raynes, J., 1998, Figure drawing and anatomy for the artist , London,Chancellor. Edward Betty,1999, Drawing on the Right Side of the Brain, Harper Collins Publishers Flint Tom, 2003, Anatomy for the Artist-The dynamic of the Human Form , Arcturus Publishing Pipes, Alan, 1997, Production for graphic designers . London: Laurence King Harris, Paul and Ambrose, Gavin, 2005, Image, Switzerland , AVA Publishing, ISBN 2-88479-

0659 Haller, Susan (editor) 2004, The Workbook, illustration and design (Portfolio), Los Angeles, CA,

Scott and Daughter Publishing Co. Inc, ISBN 1-932200-03-7 (4Vol. set) Wiedemann, Julious (Editor), 2005, Illustration Now!, Italy, Taschen, ISBN: 3-8228-4033-5

Photography Freeman Michael, 2000, Digital Photography Special Effects , Thames & Hudson Hedgecoe John,1999, Reprint, The art of colour photography , Mitchell Beazley

Design Process Vyas Kumar, Design and the Environment , National Institute of Design Smith Paul, 2001, You can find inspiration in everything , Thames & Hudson Oakley Mark, 1990, Design Management, A Handbook of Issues and Methods, Blackwell

Reference, (Part IV- The Nature of Design Processes) Kuniavsky Mike, 2003, Observing the User Experience: A Practitioner's Guide to User

Research , Morgan Kaufmann Journals and websites:

U&LC Upper and Lower Case Magazine, an International Typeface Corporation publication, U&lc online, www.itcfonts.com/ulc

Designcouncil.com, www.designcouncil.org.uk, Design Council Aiga.com, www.aiga.com, AIGA Journal of Design Design Issues Designing

12 Learning OutcomesLearning outcomes describe what you should know and be do by the end of the module

Knowledge and understanding .After studying this module you should be able to:

d. Describe the impact of history, culture, human physiology, and technology, on work style of the different leaders in visual design fields worldwide e.g. illustrators, designers, film makers, animators, etc

e. Demonstrate an understanding of the context for the visual message creation and storytelling (syntactic, semiosis, semantics, and pragmatics) (A)

f. Show an understanding of the basics of visual language i. design conceptsii. the elements of composition/ page layoutiii. use of typographyiv. use of colour (colour theories, models, sources, systems and palettes)v. image making (photo-editing, vector drawing)vi. proportional systems and theories (arithmetic, harmonic, geometric, golden section,

renaissance) (A)g. Demonstrate knowledge of the different leaders in visual design fields, worldwide e.g. h. Demonstrate an understanding of a research based design process to develop ideas,

concepts, and final validated artworks for different media. (A)i. Critique self and peer work in professional language



Skills, qualities and attributes.

After studying this module you should be able to:d. Visualize and execute visual messages taking into account technology, human physiology,

psychology and visual language. e. Create aesthetically-pleasing visual message in different media like print, internet, video,

animation, display and merchandising, etc. (A)f. Create innovative, persuasive and appropriate solutions for different media by appropriately

using tools and techniques of visualization and divergent thinking (A)g. Demonstrate professionalism in planning and performing tasks. h. Demonstrate creativity and an ability to go beyond the brief. (A)

13. Teaching and LearningRange of modes of direct contact This indicates the range of direct contact teaching and learning methods used on this module,

e.g. lecture, seminars,

Large and small group seminars Classroom exercises, Peer critiquing, Direct observation.

Total contact hours:320 Range of other learning methods

This indicates the range of other teaching and learning methods used on this module e.g. directed reading, research

Directed reading and research, internet based resources, Visits to different environments, e.g. Fairs, museums, exhibitions, offices, etc.

Total non contact hours:80

14 Assessment methods This indicates the type and weighting of assessment elements in the module Weighting Type Description 50% Portfolio 50% Project Diagnostic /formative assessment This indicates if there are any assessments that do not contribute directly to the final module mark

Peer critiquing (do not contribute directly to the final mark) Presentations Tutor reviews Classroom exercises Assignments

Summative assessmentThis indicates if there are any assessments that would contribute directly to the final module mark

Portfolio Project

Further information on assessment This section provides further information on module’s assessment where appropriate.

The evaluation of the Project will be described in detail in the assessment brief. It will be marked on entire process followed for design.

The evaluation of the Portfolio will be described in detail in the assessment brief. It has to be done under the guidance of the tutor.



Appendix 1 Module SpecificationAPPENDIX 2 NEW MODULE SPECIFICATION - GRAPHIC DEISGN

Pearl AcademyModule Specifications

Basic Module Information1 Module Title : Graphic Design2 Module Code :3 Credit Points : 204 Duration :5 School : Pearl Academy6 Date : February 2014

7. Pre, Post and Co-requisites:These are modules that you must have studied previously in order to take this module, or modules that you must study simultaneously or in a subsequent academic session.Pre, Co, Post Module Code Module Title

8. Course containing the moduleLevel Core/Option Mode Code Course title

1 C BA (Hons) Communication Design

9. Overview and Aims:To enable you to: Refine your ability to perceive and manipulate form, space, colour, typography and

other design concepts to create effective visual messages with graphics, illustration and typography for different Medias like print, web, and moving graphics.


Employ typography, colour and illustration along with software applications to create effective visual messages.



10. Module Content:

Visual design:o Form generation and transformationo Composition: Interaction of form, space and colour o Effect of lighting on form and colour

Colouro Colour dynamics, systems and palettes, psychology, theories, standards, and

sources o Colour in photography, moving images, publication, point of sale, branding,

advertising, the web, etc.o Colour: display technologies, printing, digital and in computers o Introduction to colour management

Software applications for: o Vector drawing o Page layout o Digital colour paletteso Animation with vectors



Illustrationo Different media and practices used in illustration o Develop own style of image creationo Time, motion, light and design conceptso Why illustration? o Recognizing the commercial aspects of image making

Typographyo Overview and history in India and the worldo Type specificationso Methods of typesettingo Factors in typography that influence communication effectivenesso Use software applications to work with type and design layouts

History and theoryo Introduction to Communication Design and Theoryo Evolution of Communication Technologyo Communication, Gestalt, Information theoryo Visual message creation and storytelling (syntactic, semiosis, semantics, and

pragmatics) Design process:

o From client brief to design briefo Basic research as a design tool o Information collectiono Refining the briefo Tools and techniques for creative idea generation and visual explorationo Concept developmento Prototype developmento Process of validation, evaluation and feedback

Making effective, aesthetic presentations

11. Indicative Reading:

Ambrose, G. and Harris, P. (2006) “Basics Design 05: Colour”. AVA Publishing. Harris, P and Ambrose, G. (2009) “The Fundamentals of Graphic Design”. Fairchild

Books. Lidwell, W., Holden, K., Butler, J. (2010) “Universal Principles of Design” (2nd ed),

Rockport Publishers. Ambrose, G. (2011). “The Fundamentals of Typography” (2nd ed). AVA Publishing. Wigan, M. (2014) “Thinking Visually for Illustrators” (2nd ed). AVA Publishing. Heller, S and Vienne, V. (2012) “100 Ideas that Changed Graphic Design”. Laurence

King Publishing.

Journals and websites: U&LC Upper and Lower Case Magazine, an International Typeface Corporation

publication, U&lc online, www.itcfonts.com/ulc Designcouncil.com, www.designcouncil.org.uk, Design Council Aiga.com, www.aiga.com, AIGA Journal of Design Design Issues Designing

12. Learning Outcomes:Learning Outcomes describe what you should know and be able to do by the end of the moduleKnowledge & Understanding. After studying this module you should be able to:j. Develop awareness of the impact of various factors (history, culture, human physiology,

and technology etc.) on work style of the different leaders in visual design fields worldwide

k. Apply understanding of the context for the visual message creation and storytelling l. Illustrate an understanding of the basics of visual language -

i. design conceptsii. the elements of composition/ page layoutiii. use of typographyiv. use of colour (colour theories, models, sources, systems and palettes)v. image making (vector drawing)



vi. proportional systems and theories (arithmetic, harmonic, geometric, golden section, renaissance)

m. Apply an understanding of a research based design process to develop ideas, concepts, and final validated artworks for different media.

Skills, Qualities and Attributes. After studying this module you should be able to:i. Visualize and generate aesthetically-pleasing visual messages taking into account

communication theories, formal visual elements, and the relationships between them.j. Create innovative, persuasive and appropriate solutions by using appropriate tools and

techniques of visualization and divergent thinkingk. Illustrate creativity and an ability to go beyond the brief.

14. Teaching and LearningRange of modes of direct contact

This indicates the range of direct contact teaching and learning methods used on this module, e.g. lecture, seminars,

Large and small group seminars Classroom exercises, Peer critiquing, Direct observation.

Total contact hours:120 Range of other learning methods

This indicates the range of other teaching and learning methods used on this module e.g. directed reading, research

Directed reading and research, internet based resources, Visits to different environments, e.g. Fairs, museums, exhibitions, offices, etc.

Total non contact hours:80

14 Assessment methods This indicates the type and weighting of assessment elements in the module Weighting Type Description 60% Portfolio 40% Project Diagnostic /formative assessment This indicates if there are any assessments that do not contribute directly to the final module mark

Peer critiquing (do not contribute directly to the final mark) Presentations Tutor reviews Classroom exercises Assignments

Summative assessmentThis indicates if there are any assessments that would contribute directly to the final module mark Portfolio Project

Further information on assessment This section provides further information on module’s assessment where appropriate.

The evaluation of the Project will be described in detail in the assessment brief. It will be marked on entire process followed for design.

The evaluation of the Portfolio will be described in detail in the assessment brief. It has to be done under the guidance of the tutor.



APPENDIX 3 CONTEXUAL DOCUMENT FOR BA (HONS) IN COMMUNICATION DESIGN

PEARL ACADEMY OF FASHION

DELHI, JAIPUR, CHENNAI

4-YEARS BA (HONS.) DEGREE IN

COMMUNICATION DESIGN

CONTEXTUAL DOCUMENT

2010-14

(Only selected portions containing details of Level 1)



1. RATIONALE, AIMS AND MARKET FOR THE PROGRAMME

1.1. Rationale and Market for the Programme

1.1.1. Since 1995, Pearl Academy of Fashion, Delhi has been a validated delegated centre of the Nottingham Trent University, UK. Its establishments at Jaipur and Chennai were validated as additional delegated centres in 2005, 2006 respectively.

1.1.2. In 2005, NTU validated a 4-Years BA (Hons) Degree in Communication Design for intakes valid up to 31 August 2008, that is, effectively up to Academic Year 2007-08.

1.1.3. The validated programme followed a fixed path learning pathway, so that all enrolled students completed an undifferentiated programme.

1.1.4. Since validation, two cohorts have completed the programme. The graduates have been accepted by industry and the feedback received is overall positive. The Pearl graduate is observed to demonstrate a healthy mix of concepts and practical skills. Over the years, since inception of the Industry Relations Cell at Pearl, the number of organizations engaged in annual placement recruitment stands at about 40.

1.1.5. The workplace experience of students and the feedback from their placement following on graduation suggests that the fixed pathway has become less matched with the evolution of the industry and limits the aptitude of graduating students and falls short of answering their aspirations.

1.1.6. Currently the print media, internet, TV industry, animation and event management industries are seeing a phenomenal growth because of economic prosperity, rise in consumerism, advances in technology, and increased Government investment. With rapid technological change due to technological development, there is huge convergence in these sectors.

These creative industries could be a source of great wealth and employment in our country. Yet despite rich talent and cultural traditions, India still plays a small role in content development. With effective nurturing of existing creativity, artistic expression, abundant talent and openness to experimentation we in India can create new opportunities to increase our share in the creative industries.

In this scenario of growth, this course in communication design equips students for content development in diverse media like print, internet, TV, animation and event management. It helps students to develop a personal and visual vocabulary through form, proportion, image and word. It produces trained professionals with intellectual and practical ability, specialized knowledge and a holistic understanding of communication.

1.1.7. The Academy has always been student-centred and market-oriented, and, it is the considered policy of the academy to review and revise its curriculum to the developments and demands of the evolving market. Consequently, it is embarking on a new curriculum plan incorporating a modicum of flexibility for the student to choose specialties in the subject domain and to opt for varied learning experiences up to graduation.

1.1.8. The Academy has evolved in its TLA experience and is further strengthened in TLA capacities with a fair number of its faculty acquiring the PGCHE award of NTU; a large number are also currently pursuing the PGCHE and by Academic Year 2009-10, nearly one-half of its full time teaching faculty will have been awarded the PGCHE. Thus, the Academy is assured that it has the competence to manage academic planning and delivery in the flexible pathway.

1.1.9. In that background, this document formulates the new curriculum for BA (Hons.) in Communication Design.

1.1.10. Graduates of this programme will have employability as entrepreneurs or employed professionals in Publishing, Advertising, New Media design, Audiovisual design for TV and Animation and Retail design,

1.1.11. As employed professionals, they will enter into such positions as visualizer, graphic designer, illustrator, animator, design researcher, visual merchandiser, etc. In terms of vertical mobility it is expected that they will transit to art director, creative director, design head, creative project managers or project heads.

1.2 Aims of the Programme

1.2.1 The principal aims of this programme are:

a. To provide a graduate learning pathway in distinct levels of subject complexity and differentiated areas of subject-specialisation to a diverse background of students to learn in-depth visual design skills for publishing, advertising, new media, retail, TV and animation industries.

b. To engage enrolled students in live experiences so that a fair mix of the theoretical and the practical is rolled into the learning provision.



c. To enable students to graduate as highly competent professionals capable of decision-making as well as hands-on competencies suited to the publishing, audiovisual, new media, advertising, development communication and retail industries.

1.2.2 The programme will aim to inculcate in the student the capacity, the drive, and the value-based professional competence to address varied situations in the world of work that can be transformed into added business value.

1.2.3 This programme will emphasize visual creation and manipulation, visualization, concept development and problem solving. Students will acquire integrated knowledge and skills of different media through practical projects and understand the principles, practice, content design and production practice in each media. The programme will enable students to appreciate the socio-cultural context of communication issues and respond appropriately and ethically to communication opportunities in publishing, advertising, new media, TV and animation, and retail. Initially the students will learn core subjects common to all, and later there will be flexibility in the programme for specialization addressing each industry.

1.2.4 Most importantly, the programme will hone aesthetics, creativity, initiative, innovation, judgment and independence along with intellectual acumen to formulate, develop and communicate conceptual arguments rooted in a holistic perspective of the business context.

1.2.5 The programme will enable the students to acquire sufficient diversity of experience and understanding through learning at institutional settings elsewhere in India and overseas.

1.2.6 Students will be enabled to set for themselves graduation goals and to lead themselves into learning choices appropriate with the set goals.

1.3 Special Features of the Programme

1.3.1 The programme is unique in providing an integrated approach to different media towards convergence to address opportunities in the field.

Each solution will be built on four pillars of being ethically sound, sustainable, adding value to the larger environment, set in a cultural milieu. The programme lays emphasis on quality of visual solutions emerging from research and adding value to the social environment, Indian or otherwise, in which they are embedded.

During the programme students will graduate from practical classroom projects in the first year to real-time projects in the third year, culminating in an industry internship to gain hands-on experience of professional practice and a final degree project which can be real or hypothetical as the student desires.

The Pearl Academy is committed to provide appropriate support in terms of equipment and software essential for the Communication Design programme. There are facilities to provide each student with a computer.

1.3.2 Exposure to the industry is through teachers who are also working professionals, regular scheduled talks and workshops by industry professionals, real-time projects brought into the classroom, industry internship and final sponsorship in the degree project. Additionally, mandatory field trips and attendance and voluntary work at conferences provide rich experiences to get to know the different communication design related industries.

1.3.3 The programme team consists of experienced professionals and teachers specially trained by Nottingham Trent University to teach in higher education institutes. Pearl Academy is committed ensuring that all the permanent teaching staff undergoes the PGCHE, the Post Graduate Certificate for Higher Education. The teachers are dedicated and active pedagogists always on the look out for more appropriate methods of teaching and building motivation in students.

Each area of specialization is nurtured by a specialist teacher and module leader.

We have a balanced team of professionals and teachers with work experience in the different communication and media industries like graphic design, publishing, new media, animation, visual merchandising, photography, film making, software, programming, etc. Depth of knowledge in contextual areas will be brought in by specialists in research, sociology, psychology and languages.

2. STANDARDS – PROGRAMME OUTCOMES

2.1 Programme Outcomes

2.1.1 Knowledge and Understanding

At the end of the programme, a student should be able to:

a. Define visual communication products appropriately for the audience, client, and market in different media e.g. print, photography, internet, video, animation, spatial design. (1)



b. Identify appropriate tools, techniques and methods for visualization, creative thinking and ideation. (2)c. Understand research methods for communication design. (3)d. Describe appropriate historical, social, cultural, economic, technological contexts and trends of design for effective

communication. (4)e. Demonstrate knowledge to practice effective visual, verbal, oral and written communication in different situations. (5)f. Understand the range of professional skills, practices and processes of the industry. (6)

2.1.2 Skills, qualities and attributes

At the end of the programme, a student should be able to a. Develop proposals, research, briefs, ideas, concepts and validated solutions to create aesthetically pleasing, appropriate,

innovative, original and persuasive communication solutions by hand and computer with attention to detail and high finish for different media. (7)

b. Develop focused communication embedded in appropriate cultural, historical, social and professional contexts, media and materials. (8)

c. Use professional skills, practices and industry norms to meet commitments.(9)d. Make effective and confident use of visual, oral and written communication and presentation.(10)e. Demonstrate resourcefulness, autonomy, independence, creativity, curiosity, and an ability to cope with change and self

(11) f. Demonstrate personal vision, as a professional. (12)g. Appreciate, respect and understand diversity in culture, identities and values, think critically and compassionately about

local and world affairs (e.g. social issues, sustainable development, environment protection) and apply this in communication design solutions.(13)

(NOTE: The numerals in parentheses after each sub-section in sections 2.1.1 and 2.1.2 above are for reference in the mappings in sections 2.2 and 2.3)

2.2 Conformity to Level 3 Outcomes

ProgrammeOutcomes(for numberreference,see note to sections 2.1.1 and 2.1.2)

Knowledge and Skills Tasks andProcedures

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1 * * * * * * *2 * * * * *3 * *4 * * * * * * *5 *6 * * * * * *7 * * * * * * * *8 * * * *9 * *10 *11 * * *12 * * * * * *13 * * * * * *

2.3 Conformity to QAA Specifications

It is confirmed that the Programme Outcomes in section 2.1 conform to prevailing and published QAA specifications for BA (Hons.) in Art & Design (2002).



The chart below maps programme outcomes compatible to current QAA specifications.

QAA Specifications Compatible Programme Outcome(s)(for numberreference,see note to sections 2.1.1 and 2.1.2)

Generate ideas, concepts, proposals, and solutions, in response to briefs.

Employ materials, media, techniques, methods, technologies and tools associated with Communication Design.

1, 2, 3, 7

Critical and contextual dimensions of the Communication Design industry, such as cultural, historical, social contexts

1,3, 4, 12

Critical and contextual dimensions of the Communication Design industry, such as business, economic, global and societal contexts

1,4, 6, 8, 9

Select, test and make appropriate use of materials, processes and environments.

Develop ideas through to material outcomes such as Communication Design products/ solutions.

2, 7, 8

Critical and contextual dimensions of business and profession.

Entrepreneurial skills, professional attributes to support own practice

Relationships with audiences, clients, markets, users, etc.

1, 6, 9

Convergent/divergent thinking in observation, investigation, speculation, enquiry, visualization, making, generating, etc.

1, 2, 7, 10

Development of ideas through to material outcomes 7Inter-personal and social skills 9, Communication and presentation skills 5, 10Self management 9, 11, 12

2.4 Conformity to Attributes of NTU Graduate Profile

The programme will enable and facilitate a student of Communication Design to achieve the diverse attributes of an NTU graduate awardee:

extensive knowledge of the discipline informed respect for the chosen values and ethics of the profession confident oral as well as written expression and communication skilled in analysis and problem-solving skilled in visualization proficient in contemporary technology and software capable of critical thought, rational enquiry and self-directed learning able to work in a planned manner with sound time management able to work collaboratively open and intellectually curious

3. CURRICULUM DESIGN AND CONTENT ORGANISATION

The 4-Years BA (Hons.) Degree in Communication Design.is across 4 yearly Levels.This section describes the curriculum design and content organization at each Level, that is, Level 1, Level 2, Level 3, and Level 4.

3.2 Level 1

3.2.1 Approach

In this level, the learning concentrates on the basic understanding and skills significant to the chosen discipline/specialism that is Communication Design.

3.2.2 Learning Outcomes of Level 1

3.2.2.1 Knowledge and Understanding



At the end of this level the student should be able to

a) Understand the impact of technology, human physiology on visual language, color and typography (syntactic, semiotics, semantics, pragmatics) for message creation and story-telling.

b) Appreciate, evaluate and report on the historical, cultural social, professional and technological contexts and of visual culture and aesthetics from India and other countries.

c) Apply knowledge of communication theory, context (audience, market, client), technology, software application, materials and media (like printing, photography, web, video, animation and spatial experience design,) current trends and communication strategies

d) Interpret the different aspects of research methodology.

e) Develop ideas, concepts, and final validated artworks for different media appropriately using tools and techniques of visualization and divergent thinking,

f) Outline the basics of professional and business communication (listening, flow, meeting audience expectations) both verbal and written.

g) Discuss and evaluate the impact of the current world order, local issues and trends in communication campaigns.

h) Evaluate how communities, professionals, and organizations have or have not incorporated issues related to diversity, identity and values in their work and society.

3.2.2.2 Skills, Qualities and Attributes

At the end of this level a student should be able to:

a) Develop simple aesthetic and effective visual messages using the principles of visual design with typography, photography, and illustration for different media

b) Apply storytelling skills to develop interesting communication design solutions.

c) Create aesthetic, innovative, persuasive and appropriate content catering to specific briefs, by hand and computer, for different media-print, internet, video, animation, display and merchandising.

d) Carry out research and analysis to create simple communication solutions embedded in appropriate cultural, historical, social, economic, technological and professional contexts using appropriate research tools, techniques and methodology

e) Demonstrate professional skills of teamwork, project management, good communication and presentation.

f) Demonstrate divergent thinking (originality, attention to detail, good finish) independence, pro-activeness, resourcefulness, curiosity, an open mind, perseverance, commitment, and responsibility, depth and self-motivation in work done, an ability to go beyond the brief and add value to solutions and critique self and peer work in professional language.

g) Study trends in communication campaigns and how they are influenced by the current order, local issues, social issues like gender, sustainability, environment protection, etc. and identify the impact on existing communication solutions/ scenarios.

3.2.3 Learning Objectives and Related Modules

The experience of Level1 takes the student to the next level of comprehension and skill development in visual design and communication design development skills. In this level the student applies and learns more about visual design as applied specifically to a Communication design scenario.

Developing from the Foundation programme, students will learn more about colour, typography, illustration, image creation, movement, visualization in 2D, 3D and moving images while working on projects in different media and technology, like print, animation, interactive design, audiovisual design and developing experiences in 3D spaces.

In the process of developing effective and aesthetic visual solutions, students will gain knowledge of appropriate software and technologies related to different communication design solutions. Students will be encouraged to develop an ability to move from one application to another with ease. Briefs will be given to them starting with common briefs for all students. Some choice will be built in at end of level 2.



Parallel to problem solving students will be introduced to research methodology with emphasis on qualitative, visual and ethnographic research. They will learn the importance of audience, environment, market and culture in shaping effective communication solutions. They will learn about ethical considerations, plagiarism, and the importance of adding value to the social whole while developing solutions or creating opportunities.

Students will be encouraged to independently research, analyse, critique and use a research based design process to arrive at solutions. The student will develop further skills of time management, planning, collaboration and independent, self-motivated work.

The students will learn one language at the basic level. They will choose from French, German, Chinese and Spanish. They will also have a choice of one elective.

3.2.4 Content OrganisationLevel 1ModuleCode

Module Title Core (C)/ Option (O)

Contact LearningDuration(hours)

IndependentLearning Duration(hours)

Total LearningDuration(hours)

Credits

Visual Design C 320 80 400 40Media C 250 50 300 30Mind, Body and Heart C 140 60 200 20Self and Professional development

C 72 28 100 10

Marketing & Media O 72 28 100 10(Any 1 of 10 credits)Creative writing O 72 28 100

International Language 1(French/ German/ Spanish/ Chinese)

C(Any 1)

54 46 100 10

TOTAL 1200 120

3.4 Level 3

3.4.1 Approach A student engages in final work. This level provides for maximum flexibility to learn at the academy or in the real world, through a variety of options. This facilitates a student to create a unique pathway to a very meritorious achievement of final work, and to demonstrate a well-honed, possibly specialized, preparation and fine-tuning to the world of work.

3.4.2 Learning Outcomes of Level 3

3.4.2.1 Knowledge and Understanding

At the end of this level, a student should be able to:

a) Understand how to visualize in depth and detail in ambiguous projects b) Understand how to identify a situation or opportunity for communication design intervention, scope it and develop a brief for completely new communication design solutions in any media. c) Demonstrate knowledge of how to research, conceive, formulate, strategize and evaluate self chosen projectsd) Understand own visual style, areas of strength and expertise in at least one media. e) Demonstrate a knowledge of the appropriate design process for specific media and solutions. f) Demonstrate knowledge of how to persuade different audiences and negotiate with the client. g) Understand professionalism.

3.4.2.2 Skills, Qualities and Attributes

At the end of this level, a student should be able to:

a) Identify situations, carry out research in areas of individual interest using research methodology to create effective content and campaigns in different media.

b) Synthesize an effective communication (design) campaign and develop aesthetically pleasing, appropriate, innovative, persuasive communication solutions with high finish and focused communication, set in appropriate historical, cultural and social



contexts. c) Build a body of work which addresses the requirements of one of the many

communication design disciplines/ industries d) Lead a group project in real time or work individually on a real project demonstrating project management skills. (Conceptualization, estimation, planning and review of products according to plan).e) Demonstrate effective business communication, presentation skills and professionalism in the workplace as practiced in the industry.f) Demonstrate knowledge of functional and commercial aspects of a communication design practice. (10)g) show autonomy, independence, high self motivation, initiative, leadership and team working abilities. h) Articulate own learning goals and meet them i) Demonstrate personal vision as a professionalj) Problem solve with confidence and flexibility, identifying and defining complex problems and applying appropriate knowledge, tools and methods to arrive at innovative solutions.k) Demonstrate compassionate and critical thought in communication design solutions.

3.4.3 Learning Objectives and Related Modules

Level Three focuses on self-study under tutorial guidance, for an independent working culture. It aims to consolidate and implement the creative, technical and industrial experience in order to contribute effectively, within a broad range of inter-related career roles.

This level aims to produce a creative, well-informed and motivated professional with the ability to analyze, synthesize and conclude various complex issues related to design, planning and technical management.

Students will have an opportunity to strengthen their understanding and skills in any one area of Communication Design through a smaller and a larger final degree project.

4. TEACHING, LEARNING AND ASSESSMENT

Strategies for learning, teaching and assessments will be designed to encourage autonomy, confidence and independence of the learner.

4.1 Learning Strategy

The learning strategy combines contact learning with independent learning. From start, students will be encouraged to become responsible for own learning. For this purpose, every module is designed with identification of suitable contact hours and independent hours, befitting the level of curriculum at which it occurs.

On the whole, the learning distribution between contact learning and independent learning starts with a higher proportion of the former at Level 0 and ends with a reversed higher proportion for independent learning by the time the student reaches Level 3.

As a thumb rule, the graduation starts with 80 % of learning duration spent in contact at Level 0 to 10-20 % at Level 3, and vice versa for independent learning duration.

4.1.2 Level 1

The learning approaches used in Level 0 will continue in Level 1, with the difference of students taking greater ownership for their own learning and decisions will be expected to continue to exhibit a higher level of creativity, initiative, self and peer evaluation and justification for their decisions, constantly moving towards self-improvement.

Students are introduced to a range of learning methods beyond a simple lecture. They learn through practical observation, field work, research, presentations, tests, structured seminars and group work. The aim of learning is to increase awareness, appreciation, and exposure to different areas, professionals and vocabulary in communication design.

Problem solving will begin with short exercises in-class and in the field extending from 1-5 days initially and then finally complete structured projects.

Students will learn through peer and tutor critiquing, structured group work and team work, games, simulations, role plays, debates, quizzes, tests and presentations.Students will be expected to move towards thinking independently, citing reasons for actions. Interim reviews will be

Tutors’ guidance, reviews and critiques will be an important part of the learning process. Students will record their learning journey in portfolios, reports, project documents, articulating reasons for their design decisions.

Peer and tutor critiques and tutor reviews will continue to play an important of the learning experience. The tutors take on the role of facilitator and reviewer.

Again, students will record their learning journey in portfolios, reports, logs, project documents, designed objects or prototypes, articulating reasons for their design decisions.

4.2 Teaching Strategy



The teaching strategy will adapt to the learning strategy as described above.

It will differ from level to level as a student gains learning as well as disciplinary maturity, upgrading in methodology to motivate the student to undertake responsibility for own learning.

In general, the tutor’s role will be that of an instructor at Level 0, instructor-cum-guide at Level 1, guide at Level 2 and mentor at Level 3.

Generally, curriculum delivery will be modular in design, so that a few modules are delivered at any given time of the academic year, their sequencing and completion rationalized to fit in with a desired learning logic extended through the year. Only in cases, where modules require a delivery spread through most part or all of the year, the module will be so delivered.

Modules will be delivered by Module Teams with a clearly appointed Module Leader who will coordinate the curriculum delivery and be responsible and accountable for team management.

There will be a special effort to try new, effective approaches to teaching. Teaching will be supported by audio and visual aids of still and moving images. In the institutional resource centre students will have access to books and IT facilities. Students will be encouraged to independently and in groups study local and national collections, communities and attend conferences organized nationally. Students will have access to a range of current and emerging audiovisual media- slides, DVDs, and access to digital sources of information and communication.

Students will be provided with appropriate documentation for their programme and for each component within it, including clear learning objectives. The programme documentation will include information about the criteria by which performance will be assessed, details of the support for learning and information about the context of study including instruction on health and safety and other ethical and practical professional practice.

4.2.2 Level 1

Teaching in this level will remain teacher directed.

Initially exercises and project briefs will be defined in detail by the module tutors and assigned to the class. Students will be encouraged to think for themselves and identify their own strengths and interests. There will be an emphasis on divergent thinking, exploration, experimentation and widening experience and exposure.

Lectures will be supported by demonstrations, exemplars, further exposure in the subject through field work, self-study, and presentations made by tutors and students. Regular studio critiques will help build students’ critical abilities and communication. Theory will be immediately followed by application.

Contact time with tutors will be higher than independent time – nearer to 80% contact time and 20% independent time.

Group work will be structured and guided.

4.2.4 Language Medium for Teaching

As a rule, teaching will be delivered in the English language.

4.3 Assessment Strategy

4.3.1 Approach

The approach to assessment combines formative assessment with summative assessment.

Formative assessment is aimed at evaluating the student’s ability to absorb and imbibe the learning in the form of knowledge, understanding and skills, during the progression of a module. It will be used to facilitate the student’s learning growth and to mirror to the student strengths and weaknesses from a developmental perspective. Markings, if any, will be purely indicative in nature and will not have any bearing on the summative assessment.

The number of summative assessments to be administered will be open to the tutors of a module.

Summative assessment is aimed at evaluating the achievement of learning outcomes.

The assessment methodology will relate to and be appropriate with the learning outcomes assessed, as well as the level at which the assessment occurs.

In each module, given the curricular logic, the assessment methods with their individual weight will be clearly specified and their potential timing in the course of module delivery will also be indicated. Every method employed, in relation to module assessment, will be treated as an assessment element to be marked for 100 marks maximum. Thus the Module Aggregate Mark will be the weighted average of the markings earned for the assessment elements employed.

As a thumb rule, a ten credit module will have 1-2 summative assessments, a 20 credit module2-3 summative assessments and modules of sizes larger may have 3-4 summative assessments, as deemed appropriate.

Written feedback will be provided for the student’s understanding, as well as for record of progression through a module after each formative and summative assessment is completed.

Assessment methods Studio practice will ensure



o Execution skills o Communication skillso Critical thinkingo Setting standards for selfo Articulating requirementso Development of research

This will often be used for formative assessments

Presentations will: o Focus on content knowledge, application and synthesis o Develop critical thinking and communication skills o Be assessed by peer and self assessment.

These will be used for formative and summative assessment

Portfolios, a cumulative collection of students’ work which will demonstrate, over time:o The process used for different exercises o Divergent thinkingo Skills and attention to detail in the executiono Overall development of the student

Juries, composed of faculty and peers will:o Provide students with an opportunity to articulate reasons for design decisions.o Demonstration of skills and thinking abilitieso Discussions and arguments o Facilitate improved performance

These will be used for formative and summative assessments.

Tests: These could take the form of multiple choice, online tests, slide and picture tests, essay kind of tests. These will be used for formative and summative assessments.

Other methods will include case studies, personal research projects, written, drawn and created assignments, internship diaries and logs and reports

4.3.2 Formative Assessment

4.3.2.2 Level 1

In this level studio critiques will continue.

Peer evaluation will be done seriously and as fairly as possible.

Students will be provided with clear assessment plans, criteria for assessments and expectations of quality standards through exemplars, module documents, standards, etc. In some projects students will be asked to create their own parameters for assessment with reasons.

For students to realize their strengths and weaknesses they will be encouraged to answer reflective questions mid-module and at the end of modules, track learning targets and goals set during reviews Effective descriptive feedback will focus on the intended learning, identify strengths, and areas needing improvement, suggest action to close gaps.

4.3.3 Summative Assessment

In this level double assessment will be practiced in mentored project to ensure parity. The principal mode of assessment will be the tutor assessment for summative purposes.

4.3.3.1 Level 0

In this level the principal mode of assessment will be tutor assessment for summative purposes.

In this level summative assessment will be carried out on portfolios, presentations, reports, and Journals.

4.3.3.2 Level 1

In this level output assessed by summative assessment will be portfolios, presentations, reports, and tests.

4.4 Language Medium for Assessment

As a rule, assessment will be in the English language. Assessment feedback will also be in the English language.

4.5 Curriculum Mapping

Curriculum mapping is the key to the distribution of assessment at each level through the delivered modules to distinguish which learning outcomes will be treated as “Taught only” and which will be “Taught and Summative Assessed”. Thereby, it is aimed to minimize the



number of times a given learning outcome is assessed as well as to generate a fair balance of assessment, so that over-assessment is avoided, even while it is ensured that no learning outcome passes off as “Taught only”.

Appendix 4.2

Curriculum Map for Level 1Learning Outcome Visual

DesignMedia Mind,

Body and Heart

Self and Professional dev

Marketing & Media planning

Creative writing

International Language 1

Knowledge and UnderstandingUnderstand the impact of technology, human physiology on visual language for message creation and storytelling.

TA TA

Appreciate, evaluate and report on the historical, cultural social, professional and technological contexts of visual culture and aesthetics from India and other countries.

TA TA T

Apply knowledge of communication theory, context, technology, software application, materials, media, current trends and communication strategies

TA TA

Interpret the different aspects of research methodology.

TA T

Develop ideas, concepts, and final validated artworks for different media appropriately using tools and techniques of visualization and divergent thinking,

T TA T

Outline the basics of professional and business communication both verbal and written.

TA

Discuss and evaluate the impact of the current world order, local issues and trends on communication campaigns.

TA TA

Skills, qualities and attributesDevelop simple aesthetic and effective visual messages using the principles of visual design for different media

TA

Apply storytelling skills to develop interesting communication design solutions.

T TA T TA

Create aesthetic, innovative, persuasive and appropriate content catering to specific briefs, by hand and computer, for different media-print, internet, video, animation, display and merchandising.

T TA T

Carry out research and analysis to create simple communication solutions embedded in appropriate cultural, historical, social, economic, technological and professional contexts using appropriate research tools, techniques and methodology

TA T

Demonstrate professional skills of teamwork, project management, good

T T TA T T



communication and presentation. Demonstrate divergent thinking, independence, pro-activeness, resourcefulness, curiosity, an open mind, perseverance, commitment, and responsibility, depth and self-motivation in work done, an ability to go beyond the brief and add value to solutions and critique self and peer work in professional language.

TA T

Study trends in communication campaigns and how they are influenced by the current order, local issues, social issues like gender, sustainability, environment protection, etc. and identify the impact on existing communication solutions/ scenarios.

TA

4.6 Assessment Schedule

The assessment schedule specifies at a glance the assessment plan, taking into account the curriculum mapping and the relevant learning outcomes identified for treatment as “Taught and Summative Assessed”.

Assessment Schedule for Level 1

Module Title Credits Core (C) /Option (O)

Assessment Element 1 and weight



Visual Design 40 C Portfolio50%

Project 50%

Media 30 C Portfolio 50% Project 50%

Mind, Body and Heart 20 C Unseen Exam 25% Report 25% Project 50%

Self and Professional dev 10 C Portfolio 100%

Marketing & Media 10 O Report 100%

Creative writing 10 O Portfolio 100%

International Language 1

(French/ German/ Spanish/ Chinese)

10 C(Any 1)

Unseen Exam 30% Seen Exam40%

Repeat30%

4.7 Criteria for Assessment

The technical criteria for assessment will be specific to each module in relation to the learning outcome being tested.

However, in general, in all assessments a student will be expected to demonstrate:

Intellect - demonstrated by way of an understanding of the assessment brief, logic and reasoning, analytical ability, synthesis and conclusion.

Creativity - demonstrated by generation of ideas beyond the taught, original thinking, out-of-box imagination, lateral aptitude.

Content - demonstrated by practicality and relevance.

4.8 Assessment Grades

The assessments will be graded in the following categories appropriate to the learning outcome of each level

4..8.1 First Class – 70% and above



The work shows evidence of in-depth, accurate and broad understanding of the subject. The student demonstrates the ability to assemble, select and evaluate data for an original and an exceptionally advanced intelligent solution; shows a through understanding of relevant literature and contextualises issues; puts forward a coherent, structured and sustainable articulation to address a complex problem.

The student has answered the brief in an imaginative and exploratory manner within the constraints of commercial viability, practicality and available technology. The work is highly original with a high standard of aesthetic sensibilities.

The student demonstrates highly mature, efficient and independent approach to work, ability to interact professionally, highly motivated and excellent time planning abilities.

Excellent communication/ presentation skills, highly developed technical finesse, evidence of independent and innovative solution with elements of practicality, inventive use of technology and shows progression of process to reach a conclusion.

4.8.2 Higher Second Class –60 % and above, but below 70%

The work presented shows evidence of fully answering the aims and requirements of the brief, use of various resources, research material and methods for analysis. The synthesis and conclusion demonstrates a fairly high level of analysis, assimilation and co-relation of work.

Produces a wide range of exploratory ideas, evidence of building up of aesthetic sensibilities and frequent application of originality

Evidence of organized work planning with mature interactive skills, takes responsibility with commitment, independent working with a high level of self-motivation.

Produces innovative yet practical solutions with a high standard of technological applications, good communication / presentation skills.

4.8.3 Lower Second Class – 50% and above, but below 60%

The work presented shows evidence of satisfactorily answering the aims and requirements of the brief, limited use of various resources, research material and methods for analysis. The synthesis and conclusion demonstrates satisfactory analysis, assimilation and co-relation of work.

Produces a limited range of exploratory ideas, evidence of building up of aesthetic sensibilities and application of originality

Evidence of organized work planning with satisfactory interactive skills, takes responsibility, independent working with self-motivation

Produces solutions with technological applications, satisfactory communication / presentation skills

4.8.4 Third Class / Pass – 40% and above, but below 50%

The work answers the aims and requirements in some areas of the brief, shows evidence of limited analysis of information or concepts and use of most elements from taught aspects leading to an adequate solution.

The work shows use of resources to explore limited range of ideas and does not extend to original / innovative idea solution

The student shows irregular application of time planning, satisfactory inter-personal skills, fair level of motivation, reasonable amount of independence and planning

Average communication skills, work presents practical solution with use of adequate technology but lacks innovation

4.8.5 Fail – Below 40%

The work presented does not answer the aims and requirements of the Assessment brief. The student is not able to utilize available resources / information, does not show evidence of analysis and cannot draw a conclusion from the collected data.

The work does not show evidence of effort at originality and lacks aesthetic sensitivity

The student shows poor interactive skills, low motivation, lack of time planning and cannot work independently

The student does not show evidence of adapting basic skills in technical areas, fails to produce practical solution as per the brief and exhibits poor communication / presentation skills.

5. ASSESSMENT REGULATIONS

5.1 Awards

a) The B.A. (Honours) Degree is classified under First Class, Higher Second Class, Lower Second Class and Third Class, as explained below in section 5.5.

b) Students pursuing this Programme are normally not awarded any interim award at end of L1 or L2, subject to the provisions described in section 3.

c) A student who qualifies for the B.A. (Honours) degree phase after successfully completing the Level 0, must complete his/ her studies within a maximum of five years from the date of commencement of the B.A. (Honours) phase.



d) This programme is a full-time Programme, and accordingly, a student will study 120 credits per Level.

e) The determination of the class of award for B.A. (Honours) Degree will be on the basis of the Programme Aggregate Mark, arrived at by taking into account the Level Aggregate Mark obtained across Levels 1, 2, and 3, with respective weights of 20%, 30%, and 50%, provided that the student has successfully completed all modules in each of the three Levels.

5.2 Criteria for Module Assessment

a) Each module in a course is assessed separately and in the Level in which it has been studied. Where two or more modules undergo integrated assessment, each module shall receive separate assessment marking.

b)Assessment of a module is conducted through one or more assessment elements with specified weight in module marking. An assessment element is defined as an assessment tool with a clear assessment brief and specified criteria of assessment.

c) An assessment element may comprise one or more components of assessment. Component is defined as a sub-set of the brief administered discreetly at a time, so that more than one component, administered at different times during a module, make up he totality of the brief of the assessment element, all components using the same assessment tool.

d) Each component is marked from 0 to its maximum on a whole number basis. Where an element has two or more components, the assessment element marking shall be the sum of marking for each constituent component.

e) The sum of the maximum marks of each component of an assessment element will be 100.

f) The Module Aggregate Mark shall be the weighted average of the contributing assessment elements and shall be rounded to the nearest higher whole number. Where a module is assessed by a single assessment element, the Module Aggregate Mark shall be the same as the mark for the assessment element.

g) The minimum pass mark for a module is a Module Aggregate Mark of 40. The maximum mark is a Module Aggregate Mark of 100.

h) When a module is assessed by more than one assessment element, a marking in the range 35-39 in an element may be deemed a pass and moderated to 40, provided that the Module Aggregate Mark prior to moderation is at least 40.

i) When a Module Aggregate Mark is in the range 35-39, it may be moderated to 40, provided that the sum of module credit value of such moderated modules does not exceed 40 in a level.

j) Where an individual module credit value exceeds 20, a Module Aggregate Mark in the range 35-39 may be moderated to 40 in the case of only one module in a level; in such case provision at (8) above will not apply.

k) A student, who has not achieved a minimum Module Aggregate Mark of 40, after due consideration of the rules of moderation as above, has failed the module.

l) A student is permitted to pass a failed module by reassessment in the twosequential attempts as follows:

(i) Referral, administered in the same academic year within 30 days of completion of the Progression/Examination Board for the pertinent Level. Reassessment will be limited to failed element(s) only without change in assessment brief. Referral represents a second attempt at passing a module.

(ii) Repeat, when the module remains failed despite administration of referral. Repeat will be administered in the following academic year. The Progression/Examination Board shall determine whether the student will repeat with or without attendance. Reassessment will be across all elements of assessment, with or without change in assessment brief, and will be administered concurrently with the assessment plan of a similar module whenever scheduled during the following academic year. However, recourseto a repeat will be possible only provided that the sum of the module credit value of failed modules after referral does not exceed 30. When recourse to repeat is available, it represents a third and final attempt at passing a module.

m) A student is entitled to Module Aggregate Mark of 40 only for passing a module after reassessment, whether by means of referral or repeat.

n) A student is entitled to moderation benefits as provided only in (i) above, should the Module Aggregate Mark be less than 40 after reassessment.

5.3 Criteria for Level Progression

a) Each Level will carry a Level Aggregate Mark, which is calculated as the sum of the weighted module aggregate marks for all the modules that comprise that particular Level. This weighted module aggregate mark is directly proportional to the number of credits assigned to the module.

b) The Weighted Module Aggregate Mark is calculated as follows:

Module Aggregate Mark X Module Credit Value120

c) The Level Aggregate Mark is simply the sum of the weighted aggregate marks for all the modules of the Level.



d) The student must achieve a minimum Level Aggregate of 40 for progression to the next Level.

e) The student may be allowed to progress to the next Level, in case of failures in certain modules provided that he/ she has attained the minimum Level Aggregate of 40, and the maximum deficiency is not more than 30 credits. These deficient credits must be cleared within a stipulated time in the subsequent Level.

f) A student will not be allowed to enter Level 3 of the Programme with modules for Level 1 outstanding.

g) Any outstanding modules of Level 2 must be cleared within a stipulated time in Level 3.

5.5 AWARDS

5.5.1 B.A. Hons (First class)

In order to qualify for the award of B.A. Hons (First Class) the student should fulfill the following:

a) Obtain Programme Aggregate Mark of 70 and above across Levels 1, 2, and 3 with minimum pass in all subjectsb) Obtain a satisfactory report on behaviour and conduct appropriate to a professional

5.5.2 B.A. Hons (Higher Second Class)

In order to qualify for the award of B.A. Hons (Higher Second Class) the student shouldfulfill the followinga) Obtain Programme Aggregate Mark of 60 and above, but below 70,across Levels 1, 2, and 3 with minimum pass in all subjectsb). Obtain a satisfactory report on behaviour and conduct appropriate to a professional

5.5.3 B.A. Hons (Lower Second Class)

In order to qualify for the award of B.A. Hons (Lower Second Class) the student should fulfill the following:a) Obtain Programme Aggregate Mark of 50 and above, but below 60,across Levels 1, 2, and 3 with minimum pass in all subjectsb) Obtain a satisfactory report on behaviour and conduct appropriate to a professional

5.5.4 B.A. Hons (Third class/pass)

In order to qualify for the award of B.A. Hons (Third Class) the student should fulfill the following:a) Obtain Programme Aggregate Mark of 40 and above, but below 50,across Levels 1, 2, and 3 with minimum pass in all subjectsb) Obtain a satisfactory report on behaviour and conduct appropriate to a professional


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