Hong Kong Design Institutedilwlintra.vtc.edu.hk/de-dpo/doc_centre_files/DPDs/DM... ·...

Hong Kong Design Institute

Design Discipline Digital Media Programme Board

Higher Diploma Programme

DE114109 Higher Diploma in Transmedia

Definitive Programme Document

Volume B: Programme Information & Module Syllabuses

Version 1.4 – May 2019

Digital Media Programme Board Higher Diploma in Transmedia (DE114109)

Volume B - Programme Information & Module Syllabuses i

TABLE OF CONTENTS Page

SECTION ONE – PROGRAMME INFORMATION

1. BACKGROUND 2 1.1 General Programme Information 2 1.2 Demand for the Programme 3 1.3 Planned Places for AY2019/20 7

2. PROGRAMME OBJECTIVES AND INTENDED LEARNING

OUTCOMES 8

2.1 Programme Objectives 8 2.2 Programme Intended Learning Outcomes 9

3. PROGRAMME STRUCTURE AND CONTENTS 12 3.1 Programme Structure 12 3.2 Alignment of PILOs to GLDs 18 3.3 QF Credit Assignment 20 3.4 Module Design 20 3.5 Environmental and China Elements 23 3.6 Industrial Attachment 25 3.7 Minimum QF Credit Requirements for Awards 25 3.8 External Recognition 26

4. ASSESSMENT 27 4.1 General Information 27 4.2 QA Mechanism 30

5. LEARNING AND TEACHING STRATEGIES 32 5.1 Learning and Teaching Methods 32 5.2 Integration of Classroom-based Learning and Self-study 32 5.3 Use of Learning and Teaching Technologies 32

6. ADMISSION AND SELECTION 33

6.1 Specific Entry Requirement 33 6.2 Module Exemption 33

7. RESOURCES 34

7.1 Academic and Supporting Staff Establishment 34 7.2 Teaching Serviced by Other Units 34 7.3 Learning Support Facilities 34

Copyright © The Hong Kong Design Institute 2019

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without permission in writing from the publisher.


Volume B - Programme Information & Module Syllabuses ii

SECTION TWO – MODULE SYLLABUSES Module Code

Module Title Page

General Education Modules

LAN3003

職業中文傳意：普通話對話與匯報 Vocational Chinese Communication: Putonghua Conversation and Reports

37

LAN4002

職業中文傳意：普通話報告與推介文書

Vocational Chinese Communication: Putonghua Presentations and Promotional Text Writing

42

LAN4108 English and Communication: Persuasive Presentations 47

LAN4101 English and Communication: Promotional Materials 51

LAN4107 English and Communication: Reports 55

LAN3103 English and Communication: Workplace Correspondence 59

LAN3100 English and Communication: Workplace Interaction 63

SDD4006/ SDD4006M

Collaboration, Teamwork & Social Engagement 67

SDD4007 Enhancing Competencies in the 21st Century Workplace 72

SDD4005/ SDD4005M

MindShift: Achieving Personal Growth & Effectiveness 77

ITE3009 Information Technology Essentials – Smart Living 82

Discipline Core Modules

DES4008 Aesthetics and Semiotics 86

DES3006 Creative and Design Thinking 90

DES4007 Cultural Studies 94

Programme Specific Modules

DDM5941 Big Data Analysis & Marketing Plan 99

DDM4914 Digital Game Design 103

DDM4941 Independent Studies in Transmedia I 107

DDM4951 Independent Studies in Transmedia II 111

DDM4922 Media Architecture 115

DDM3910 Media Production 119

DDM4044 Portfolio Design 124

DDM4923 Storyworld Creation 129


Volume B - Programme Information & Module Syllabuses iii

Module Code

Module Title Page

DDM4911 Storyworld Visualisation 133

DDM4942 Transmedia Bible 137

DDM4931 Transmedia Pitching 142

DDM4921 Transmedia Principles 146

DDM4943 Transmedia Producing 152

DDM4913 Transmedia Storytelling 154

Elective Modules – Semester 2* (2 out of 6)

DDM4926 Essential Skills: 2D Animation 159

DDM4924 Essential Skills: Film - Location Production 161

DDM4925 Essential Skills: Film - Post-Production 165

DDM4928 Essential Skills: Game Design 168

DDM4927 Essential Skills: Graphics Communication 172

DDM4929 Essential Skills: New Media Application 176

Elective Modules – Semester 3 ** (2 out of 6)

DDM4934 Industry Process: 2D Animation 180

DDM4932 Industry Process: Film - Location Production 184

DDM4933 Industry Process: Film - Post-Production 190

DDM4936 Industry Process: Game Design 192

DDM4935 Industry Process: Graphics Communication 196

DDM4937 Industry Process: New Media Application 200

Elective Modules - Semester 5*** (1 out of 2)

DDM4054 Academic Writing Workshop 204

DDM4053 Professional Development 207

Graduation Project

DES4004 Graduation Project 211

Industrial Attachment Module

DES4901M Industrial Attachment 218

* Students are required to choose 2 out of 6 Elective Modules during semester 2. ** Students are required to choose 2 out of 6 Elective Modules during semester 3. *** Students are required to choose 1 out of 2 Elective Modules during semester 5. (Please refer to Table 3.1 Programme Structure for details.)


Volume B - Programme Information & Module Syllabuses iv

LIST OF APPENDICES

Page

APPENDIX 1 - MODULE ASSESSMENT SCHEMES (AY2019/20) 225

APPENDIX 2 - COMPARISON OF REVISED PROGRAMME AGAINST EXISTING PROGRAMME

270


Volume B - Programme Information & Module Syllabuses v

APPENDIX 1 – MODULE ASSESSMENT SCHEMES (AY2019/20)

Module Code

Module Title Page


LAN3003

職業中文傳意：普通話對話與匯報 Vocational Chinese Communication: Putonghua Conversation and Reports

226

LAN4002

職業中文傳意：普通話報告與推介文書


227

LAN4108 English and Communication: Persuasive Presentations 228

LAN4101 English and Communication: Promotional Materials 229

LAN4107 English and Communication: Reports 230

LAN3103 English and Communication: Workplace Correspondence 231

LAN3100 English and Communication: Workplace Interaction 232

SDD4006/ SDD4006M

Collaboration, Teamwork & Social Engagement 233

SDD4007 Enhancing Competencies in the 21st Century Workplace 234

SDD4005/ SDD4005M

MindShift: Achieving Personal Growth & Effectiveness 235

ITE3009 Information Technology Essentials – Smart Living 236


DES4008 Aesthetics and Semiotics 237

DES3006 Creative and Design Thinking 238

DES4007 Cultural Studies 239

Programme Specific Modules

DDM5941 Big Data Analysis & Marketing Plan 240

DDM4914 Digital Game Design 241

DDM4941 Independent Studies in Transmedia I 242

DDM4951 Independent Studies in Transmedia II 243

DDM4922 Media Architecture 244

DDM3910 Media Production 245

DDM4044 Portfolio Design 246

DDM4923 Storyworld Creation 247


Volume B - Programme Information & Module Syllabuses vi

Module Code

Module Title Page

DDM4911 Storyworld Visualisation 248

DDM4942 Transmedia Bible 249

DDM4931 Transmedia Pitching 250

DDM4921 Transmedia Principles 251

DDM4943 Transmedia Producing 252

DDM4913 Transmedia Storytelling 253

Elective Modules – Semester 2* (2 out of 6)

DDM4926 Essential Skills: 2D Animation 254

DDM4924 Essential Skills: Film - Location Production 255

DDM4925 Essential Skills: Film - Post-Production 256

DDM4928 Essential Skills: Game Design 257

DDM4927 Essential Skills: Graphics Communication 258

DDM4929 Essential Skills: New Media Application 259

Elective Modules – Semester 3 ** (2 out of 6)

DDM4934 Industry Process: 2D Animation 260

DDM4932 Industry Process: Film - Location Production 261

DDM4933 Industry Process: Film - Post-Production 262

DDM4936 Industry Process: Game Design 263

DDM4935 Industry Process: Graphics Communication 264

DDM4937 Industry Process: New Media Application 265


DDM4054 Academic Writing Workshop 266

DDM4053 Professional Development 267

Graduation Project

DES4004 Graduation Project 268

Industrial Attachment Module


* Students are required to choose 2 out of 6 Elective Modules during semester 2. ** Students are required to choose 2 out of 6 Elective Modules during semester 3. *** Students are required to choose 1 out of 2 Elective Modules during semester 5. (Please refer to Table 3.1 Programme Structure for details.)


Volume B - Programme Information & Module Syllabuses vii

LIST OF TABLES Page

Table 1.1: General Programme Information 2 Table 1.2: Planned Places for AY2019/20 7 Table 2.1: Mapping of PILOs with Discipline’s Desired Graduate Attributes 10 Table 2.2: Mapping of PILOs with Programme Objectives 11 Table 3.1: Programme Structure of HD in Transmedia 12 Table 3.2: Mapping of PILOs to Generic Level Descriptors at QF Level 4 19 Table 3.3: Mapping of Modules with Programme Intended Learning

Outcomes 21

Table 3.4: Modules with the Environment Elements Embedded 23 Table 3.5: Modules with the Mainland Elements Embedded 24 Table 3.6: Minimum QF Credit Requirement for Exit Award

(Higher Diploma in Transmedia) and Intermediate Exit Award (Diploma in Design)

25

Table 3.7: Professional Recognition for HD in Transmedia 26 Table 4.1: Summary of the Module Assessment Scheme for HD in

Transmedia in 2019/20 27

Table 6.1: Module Exemption 33


Volume B - Programme Information & Module Syllabuses 1

SECTION ONE – PROGRAMME INFORMATION



1. BACKGROUND AND RATIONALE 1.1 General Programme Information The HD in Transmedia is designed to meet the needs of students with relevant attainment at the Hong Kong Diploma of Secondary Education (HKDSE) or equivalent to continue their study at paraprofessional level. The general information of the programme is given in Table 1.1 below.

Table 1.1: General Programme Information Programme Code DE114109

Programme Title

(in English & Chinese)

Higher Diploma in Transmedia 超媒體高級文憑

Qualification Title (in English & Chinese)

Higher Diploma in Transmedia 超媒體高級文憑

Discipline Design

Area of Study and Training / Sub-area / Programme Area@ :

Arts, Design and Performing Arts/ Design and Other Creative Industries/ Design and Other Creative Industries

Offering Campus(es) HKDI

Programme Board Digital Media

Mode of Study Full-time

Duration 5 semesters plus a graduation summer semester, to be completed normally in 2 years

Minimum Notional Learning Hours

3375 Hours

Total Contact Hours 1235 Hours

Minimum QF Credit Requirements

337 Credits + 10 IA Credits

QF Level 4

Commencement Date September 2019

Planned Places 90

Intermediate Exit Award # Diploma in Design 設計文憑

@ Refer to the New Classification of Programme Area with PAA Status under HKCAAVQ. Programme Area Accreditation (PAA) status is not yet granted. # In order to attain the Intermediate Exit Award of Diploma in Design, students have to acquire minimum 120 credits meeting the specified requirements of the programme as shown in the Note of Table 3.1 Programme Structure. The Area of Study and Training / Sub-area / Programme Area of the Intermediate Exit Award are aligned with those of the Higher Diploma award.



1.2 Demand for the Programme

1.2.1 Social Demand

Transmedia Market

The term Transmedia first used in 1991 by Dr. Marsha Kinder, a cultural theorist and University of Southern California’s professor. The term has been describing works where characters appeared across multiple media. Dr Henry Jenkins, a media theorist, has brought Transmedia to popular attention in recent years. He reframed Kinder’s term to describe heavily integrated narratives such as Marvel Studios Pheonomenon. He pointed out that Marvel as the most successful transmedia model in a way that it created “different points of entry for different audience segments…the strategy works to draw viewers who are comfortable in a particular medium.”

Dr. Henry Jenkins, defined Transmedia as “a process where integral elements of a fiction get dispersed systematically across multiple delivery channels for the purpose of creating a unified and coordinated entertainment experience. Ideally, each medium makes its own unique contribution to the unfolding of the story. “ (Jenkins, Confessions of an Aca-Fan).

In recent years, Short Films based on short stories have achieved tremendous popularity as the dominant advertising media. Using stories to engage people is now becoming the “hippest” trend; the production and implementation of the advertising campaign are largely done through transmedia methods. The concept of Transmedia - an emerging storytelling method through which stories are told across diverse media platforms, including film, television, internet and mobile devices as well as live events and “real world” game play - is increasingly popular in Europe and America, but remains new in Hong Kong and the mainland China.

A robust transmedia industry already exists in countries such as USA, Canada, United Kingdom, Japan and Korea, and is a fast growing trend in both Singapore and Hong Kong. An apparent lack of professionals in managing and executing transmedia projects locally is impeding the development of this new discipline. Marco Sparmberg, an award-winning transmedia producer and emerging media strategist based out of Singapore, completed a research analysis for the Asian market in 2014 (https://haexagon.wordpress.com), which he reveals that Asia in general is a very fragmented market; and the perfect articulation of various media platforms is one of the crucial tactics in connecting the markets; and which is exactly the uniqueness of Transmedia. The characteristic of fragmented markets is also perfectly matches up with the strategy in handling cross-media platform contents, and this is a new way of consumer behavior based on second/ multi-screen usages in the market. .

Let’s focus on the Asia market, the average age in the South East Asia (SEA) region is 30. A demographic that embraces new technology and is culturally more inclined to experiment, and then we will soon see a number of demographics and generations that being exposed to mobile connectivity everywhere and anytime. This young generation represents the greatest market to establish a new way of consumer culture through engaging various kinds of new technologies, from wearable media to mobile devices and multi-screen connections. In



previous years, the western market has launched successful international cases to prove the mentioned studies which include the Hunger Games, The Hunted, Coca-Cola “Happiness Factory”, Avatar, Transformers etc. Apart from the fast moving trend in Singapore, HK is also catching up the development of Transmedia as well. The first HK webfest explores the nature and future of Transmedia storytelling in Asia has been launched since 2013; which is for web content, Transmedia, branded entertainment and webseries and was kicked off in the June of the same year as part of the annual Le French May. StoryCode, the first ever Transmedia branch in Asia which is set up in 2014 has regarded as Singapore’s first step to becoming the new hub for innovative storytelling & interactive media. The chapter helps local content creators in prototyping transmedia projects and provides a launch pad for South-East Asian content creators to make their projects accessible abroad (https://medium.com).

Reference from the fast growing market in Mainland China, HunanTV, a provincial satellite TV station, launched in January 1997 and is currently China's second-most-watched channel, second only to CCTV-1, which is owned by China Central Television, and Hunan STV occasionally overtook CCTV-1 in ratings. Hunan TV's signal covers most of China, including Macau, Hong Kong, Taiwan and overseas as (Hunan STV World) in North America, Japan, Australia, and Europe and other countries and regions landing. And in 2010, its core branch is set up named Mango TV (http://www.hunantv.com), which starts with a cross-media platform approach in enhancing their content and markets of their entertain shows. Platforms include TV espisode, film, animation and comic, reality show etc. The trend of cross-media would be definitely goes to Transmedia through the proven evidences from the cases from Hunan TV, content flow from traditional storytelling through TV an film, new ways to content flow to digital media platforms now (e.g. social media, digital platform e.g. game and mobile app). In most recent 2015 news report, the digital entertainment branch from Alibaba Holding Group Ltd. (China), target to in collaboration with TV station to launch a China version of HBO and cover wide spectrum of entertainment shows for the global audiences. They’ve confirmed one of the partners is TVB Hong Kong. They will present Tmall Box office, which connects the content from TV, film, reality show and digital platform (internet driven) to the greatest Chinese Market (more than 600 millions of family). In a Forbes article titled Transmedia Will Shape the Future of Hollywood and Fortunes 500 Firms, Jeff Gomez, member-at-large of PGA and the close partner of HKDI’s Higher Diploma in Transmedia programmes, mentioned that “in China, where transmedia extensions of homegrown properties are also still a rarity, Yang Zhenjian (Artistic Director of movie Painted Skin 畫皮) of Zhenjian Film Studio in Beijing is exploring a similar programme surrounding the 2018 release of their $100 million fantasy movie Asura”.

All these research, news and information illustrates the Asian developing trend of Transmedia and the market will take up lots of Transmedia professionals in these few years in order to catch up the rapid development. Written supports from 7 external stakeholders in Hong Kong have been granted, which all of them shown very positive responses towards the Local and China Market of Transmedia; they are Universal Music Limited, Post Production Office Group, GREY Group, Fairton International Group, Hong Kong Trade Development Coucil, Vortex Immersion Media and Hong Kong Society of

1.2.2 Education Demand

There is no specific transmedia programmes available in Hong Kong or China’s Mainland. While the demand for professional transmedia producers, designers, developers and writers



will grow in keeping with international trends. Internationally, the need to develop a Transmedia Programme as an independent academic discipline is paramount.

HKDI, as a leading provider of design education, proposes Transmedia Programme to provide the industry with a pool of new creative talents whose competence is scare now and will be greatly desired in the near future. The Hong Kong Design Institute of Vocational Training Council is the unique institution training higher diploma graduate for the Transmedia. There is no similar accredited transmedia programme offered in the local institution, as well as in China’s Mainland.

Therefore is no exact supply of the employees at the technician/supervisory level in Transmedia in the sector of Advertising / Branding / Film / Television/ Music / Corporate Communication sectors.

For the Market supply, there are various local and international programme involves part of Transmedia education, these related programmes and partially related programmes, which involve media studies, management and producing skills training. Details as below:

Local Institution Course Duration

School of Creative Media, City University of Hong Kong

BA (Hons) in Creative Media 4 years

BSC (Hons) in Creative Media 4 years

BAC (Hons) in New Media 4 years

School of Communication, Hong Kong Baptist University

BA (Hons) in Creative Writing for Film, Television and New Media

4 years

BSocSc (Hons) in Communciation – Film and Media Art Major

4 years

School of Design, Hong Kong PolyU BA (Hons) in Digital Media 4 years

Technological and Higher Education Institute of Hong Kong

BA (Hons) in Advertising 4 years

International Institution Course Duration

Royal Melbourne Institute of Technology (Australia)

Graduate Diploma in Media 1 year

School of Creative Industry, VIA University College (Denmark)

BA in Multiplatform,

Storytelling and Production 4 years



International Institution Course Duration

Department of Transmedia, LUCA School of Arts (Belgium)

Transmedia advanced master's programme in arts, media and design

2 years

Creative Media Programmed, Dundalk Institute of Technology (Ireland)

Transmedia Architecture

Training Course (Professional

Training)

3 years

School of Media Studies, The New School of Public Engagement (US)

MA in Media Studies

1 year

MA in Media Management

1 year

BA (Hons) in Media Studies

4 years

School for Communication and Journalism, University of Southern California (US)

MA in Global Communication

1 year

BA (Hons) in Communication 4 years

Coventry University

BA (Hons) in Media 3 years

School of Media and Communication, Royal Melbourne Institute of Technology (Australia)

BA (Hons) in Media and Communication

3 years

MA of Media

1 year



1.3 Planned Places for AY2019/20

Table 1.2: Planned Places for AY2019/20

Programme Offering Campus Planned Places

HD in Transmedia HKDI 90 2. 2. 2. 2. 2.



2. PROGRAMME OBJECTIVES AND INTENDED LEARNING OUTCOMES

This programme aims to provide students with industry/profession-specific knowledge and skills, together with the necessary language, IT, interpersonal and other generic skills for employment, further study and active citizenship. It also seeks to cultivate a spirit of lifelong learning and develop students’ ability to learn how to learn.

Specifically, the HD in Transmedia will equip students with the technical attitude, professional knowledge and skills together with the necessary legal faculty, professional language, leadership qualities, interpersonal and other generic skills, initially at a paraprofessional level, via the blending of theoretical knowledge and practical application, to enable them to pursue careers in organizations such as advertising and marketing company, digital communication agency, Film/TV production house, Film/TV distribution company, TV stations, design house, and event management company etc.

This programme prepares students for articulation to advanced education in transmedia with the goal of a career as Transmedia designer, Transmedia Writer, Transmedia Producer, Project Coordinator/ Assistant, Project Producer, Multi-media Producer, Digital Content Writer/Researcher/ Producer in the following areas:

Art Direction/ Art & Cultural Management/ Branding & Advertising/ Content Marketing/ Digital Marketing/ Event Management/ Franchise Development/ Film and Television/ Game Design/ Visual Merchandising. And it also seeks to cultivate a spirit in lifelong learning and develop students’ ability to basic research and self-learning. 2.1 Programme Objectives The programme objectives of HD in Transmedia are to:

(1) equip students with sound methodology of thinking and a solid foundation for a career in relationship with creative and entertainment industries;

(2) cultivate students' notion for lifelong learning and develop students to be independent learners;

(3) prepare students for further study and professional development in the creative and entertainment industries;

(4) cultivate students’ professional ethics, working and learning attitude and awareness in social, cultural, technological and sustainable issues and development in local, Mainland and global context;

(5) equip students with abilities for analytical thinking, problem solving, visualisation skills, production and articulation skills, graphic/ image/ information interpretation and concept communication through different media; and

(6) equip students with a professional standard of transmedia competencies which meet the requirements of the creative and entertainment industries.



2.2 Programme Intended Learning Outcomes The Programme Intended Learning Outcomes (PILOs), i.e. the expected competencies students would achieve upon completion of study, are aligned with the programme objectives and the Discipline’s desired graduate attributes. The graduates of HD in Transmedia are expected to be able to:

(a) work effectively as an individual professional or in a team in the local, Mainland and global workplace, by utilizing visual and aesthetical, written and verbal communication skills, as well as IT, numerical and other soft skills;

(b) reflect on personal learning needs and devise a personal development plan for career growth and further study;

(c) apply creative thinking with ethical, cultural, sustainable, aesthetic, economical and technological considerations in solving problems related to creative and entertainment industries;

(d) apply research and analysis, conceptualization, visualisation, realization and presentation skills in transmedia projects;

(e) apply storytelling technique to create stories, build unified story worlds, and visualise into multiple media platforms;

(f) utilize a range of skills and knowledge to create an user-experienced game design involving audience participation;

(g) identify specific transmedia application opportunities through big data analysis, market research, planning, and evaluation;

(h) recommend transmedia solutions to meet criteria varying from commercial, cultural, art, social to environmental concerns in local and Mainland context, with range from experimental, user-centered to market-oriented approaches.

Tables 2.1 and 2.2 illustrate how the PILOs contribute to the fulfilment of the Discipline’s desired graduate attributes and programme objectives.



Table 2.1: Mapping of PILOs with Discipline’s Desired Graduate Attributes

Programme Intended Learning Outcomes (PILOs)

Desired Graduate Attributes*

A1 A2 S3 S4 S5 S6 S7 K8 K9 K10 K11K12

a

work effectively as an individual professional in a team in local, Mainland and global workplace, by utilizing visual and aesthetical, written and verbal communication skills, as well as IT, numerical and other soft skills;

b reflect on personal learning needs and devise a professional development plan for career growth and/or further study;

c

apply creative thinking with ethical, cultural, sustainable, aesthetic, economical and technological considerations in solving problems related to creative and entertainment industries;

d

apply research and analysis, conceptualization, visualisation, realization and presentation skills in transmedia projects;

e apply storytelling technique to create stories, build unified story worlds, and visualise into multiple media platforms;

f utilize a range of skills and knowledge to create an user-experienced game design involving audience participation;

g identify specific transmedia application opportunities through big data analysis, market research, planning, and evaluation;

h

recommend transmedia solutions to meet criteria varying from commercial, cultural, art, social to environmental concerns in local and Mainland context, with range from experimental, user-centred to market-oriented approaches.

* Desired Graduate Attributes: Attitude A1 Effective Self-efficacy and Teamwork A2 Self-awareness and Life-long Learning Oriented Skills S3 Effective Communication S4 Precise Project Management S5 Creative Thinking



S6 Critical Thinking S7 Good Aesthetics Sense Knowledge K8 Social Aspect Awareness K9 Solid Professional Knowledge K10 International Outlook K11 Interdisciplinary K12 Research Capability (applied research)

Table 2.2: Mapping of PILOs with Programme Objectives2

Programme Intended Learning Outcomes (PILOs)

Programme Objectives

1 2 3 4 5 6

a

work effectively as an individual professional in a team in local, Mainland and global workplace, by utilizing visual and aesthetical, written and verbal communication skills, as well as IT, numerical and other soft skills;

b reflect on personal learning needs and devise a professional development plan for career growth and/or further study;

c

apply creative thinking with ethical, cultural, sustainable, aesthetic, economical and technological considerations in solving problems related to creative and entertainment industries;

d apply research and analysis, conceptualization, visualisation, realization and presentation skills in transmedia projects;



g identify specific transmedia application opportunities through big data analysis, market research, planning, and evaluation;

h

recommend transmedia solutions to meet criteria varying from commercial, cultural, art, social to environmental concerns in local and Mainland context, with range from experimental, user-centered to market-oriented approaches.



3. PROGRAMME STRUCTURE AND CONTENTS

The aims and objectives of HD in Transmedia are to be attained through a well-designed curriculum structure, appropriate learning and teaching strategies and assessment methods, comprehensive vocational training and a variety of extra-curricular activities. 3.1 Programme Structure A summary of the structure of the HD in Transmedia in full-time mode is shown in the following table while the detailed module syllabuses can be found in Section Two of this document .

Table 3.1: Programme Structure of HD in Transmedia

(Full-time Mode)

Module

Code Module Title

QF

Level

Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits~

Semester 1

LAN3100*1 English and Communication: Workplace Interaction

3 26 34 - 60 6

SDD4005 *1 MindShift: Achieving Personal Growth & Effectiveness

4 26 34 - 60 6

ITE3009*1 Information Technology Essentials – Smart Living

3 26 39 - 65 6

DES4008*1 Aesthetics and Semiotics 4 39 71 - 110 11

DDM4914 Digital Game Design 4 39 51 - 90 9

DDM3910 Media Production 3 52 48 - 100 10

DDM4911 Storyworld Visualisation 4 39 71 - 110 11

DDM4913 Transmedia Storytelling 4 52 98 - 150 15

Sem 1 Total^: 299 446 - 745 74

Nominal Duration for Sem 1: 13 weeks

Estimated Study Load for Sem 1^: 57.3 NLHs per week



Module

Code Module Title

QF

Level

Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits~

Semester 2

LAN3003*1 職業中文傳意︰

普通話對話與匯報

Vocational Chinese Communication : Putonghua Conversation and Reports

3 26 34 - 60 6

LAN3103*1 English and Communication: Workplace Correspondence

3 26 34 - 60 6

SDD4006M *1,*2 Collaboration, Teamwork & Social Engagement

4 13 17 - 30 3

DES4007*1 Cultural Studies 4 52 98 150 15

DDM4922 Media Architecture 4 39 71 - 110 11

DDM4921 Transmedia Principles 4 26 44 - 70 7

DDM4923 Storyworld Creation 4 39 71 - 110 11

Select 2 out of 6 Elective Modules:

4 26 34 - 60 6

DDM4926*4/ Essential Skills: 2D Animation /

DDM4924*4/

Essential Skills: Film - Location Production /

DDM4925*4/

Essential Skills: Film - Post-Production /

DDM4928*4/

Essential Skills: Game Design /

4 26 34 - 60 6

DDM4927*4/

Essential Skills: Graphics Communication /

DDM4929*4 Essential Skills: New Media Application

Sem 2 Total^: 273 437 - 710 71





Module

Code Module Title

QF

Level Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs# QF

Credits~

Semester 3

LAN4108 English and Communication: Persuasive Presentations

4 26 64 - 90 9

SDD4006M *1,*2 Collaboration, Teamwork & Social Engagement

4 13 17 - 30 3

DES3006*1 Creative and Design Thinking

3 39 61 - 100 10

Select 2 out of 6 Elective Modules:

4 26 34 - 60 6

DDM4934*4/ Industry Process: 2D Animation /

DDM4932*4/ Industry Process: Film - Location Production /

DDM4933*4/ Industry Process: Film - Post-Production /

DDM4936*4/ Industry Process: Game Design /

4 26 34 - 60 6

DDM4935*4/ Industry Process: Graphics Communication /

DDM4937*4 Industry Process: New Media Application

DDM4931 Transmedia Pitching 4 26 44 - 70 7

Varied *3 Enrichment Modules 4 26 34 - 60 6

Sem 3 Total^: 182 288 - 470 47





Module

Code Module Title

QF

Level Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits~

Semester 4

LAN4002 職業中文傳意︰

普通話報告與推介文書

Vocational Chinese Communication : Putonghua Presentations and Promotional Text Writing

4 26 64 - 90 9

LAN4107 English and Communication: Reports

4 26 64 - 90 9

DDM5941 Big Data Analysis and Marketing Plan

5 39 81 - 120 12

DDM4942 Transmedia Bible 4 39 71 - 110 11

DDM4943 Transmedia Producing 4 39 51 - 90 9

DDM4941 Independent Studies in Transmedia I

4

52

98

-

150

15

DDM4044 Portfolio Design 4 26 44 - 70 7

Sem 4 Total^: 247 473 - 720 72



Module

Code Module Title

QF

Level Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits~

Semester 5

LAN4101 English and Communication: Promotional Materials

4 39 61 - 100 10

SDD4007 Enhancing Competencies in the 21st Century Workplace

4 13 17 - 30 3

DDM4951 Independent Studies in Transmedia II

4 52 98 - 150 15

DDM4054*4/ Academic Writing Workshop/ 4 52 98 - 150 15

DDM4053*4 Professional Development

DES4004 Graduation Project 4 78 222 - 300 30

Sem 5 Total^: 234 496 - 730 73



Grand Total for 5 Semesters^: 1235 2140 - 3375 337



Industrial Attachment (IA) @

Module Code Module Title QF

Level Total NLHs#

QF

Credits~


90 attachment hours minimum

+ 13 hours for coaching, preparation, etc.

= 103

10

Students of this programme will be scheduled to take Industrial Attachment (IA) in Semesters 2 to 5, considering the readiness of the students, the skills requirement, availability of IA opportunities, and the overall study load of each semester.

Note (Full-time Mode): * 1 In order to attain the Diploma in Design, students have to complete and acquire:

a) totally 30 credits in five General Education Modules, including: LAN3100 / English and Communication: Workplace Interaction (6 credits) SDD4005 / SDD4005M / MindShift: Achieving Personal Growth & Effectiveness (6 credits) or

SDD4006 / SDD4006M / Collaboration, Teamwork & Social Engagement (6 credits) ITE3003 / Information Technology Essentials – Design (6 credits) or

ITE3005 / Information Technology Essentials – Media (6 credits) or ITE3009 / Information Technology Essentials – Smart Living (6 credits)

LAN3003 / Vocational Chinese Communication: Putonghua Conversation and Reports 職業中文傳意：普通話對話與匯報(6 credits)

LAN3103 / English and Communication: Workplace Correspondence (6 credits) b) minimum 90 credits in Vocational Modules, including:

DES3006 / Creative and Design Thinking (10 credits) DES4007 / Cultural Studies (15 credits) DES4008 / Aesthetics and Semiotics (11 credits) Plus any other vocational modules offered in the student’s enrolled

programme/stream, accumulating to 54 Credits or above.

* 2 SDD4006M / Collaboration, Teamwork & Social Engagement is a “year-long module” (a “year-long module” in the VTC system may span across two or more semesters) to be delivered across two semesters from Semester 2 to Semester 3. The break down values of this module (Contact Hours, Self-study Hours, Assessment Hours, Total NLHs and QF Credits) shown in Semester 2 and 3 are for the proportionate calculation of Semester Total and Estimated Study Load only. The total QF Credits of the module is 6 which is presented as 3 in Semester 2 and 3 in Semester 3.

* 3 A variety of Enrichment Modules, offered by different disciplines of HKDI / IVEs, are open to all Higher Diploma students irrespective of the Discipline, programme or stream, upon meeting the pre-requisites / co-requisites / anti-requisites, if any. These Enrichment Modules may vary in QF Level, Self-study Hours, Assessment Hours, Total NLHs and QF Credits. Successful completion of one Enrichment Module is a graduation requirement.



* 4 Students are required to choose 2 out of 6 Elective Modules during semester 2:

Semester 2

DDM4926 / Essential Skills: 2D Animation

DDM4924 / Essential Skills: Film - Location Production

DDM4925 / Essential Skills: Film - Post-Production

DDM4928 / Essential Skills: Game Design

DDM4927/ Essential Skills: Graphics Communication

DDM4929 / Essential Skills: New Media Application

Students are required to choose 2 out of 6 Elective Modules during semester 3:

Semester 3

DDM4934 / Industry Process: 2D Animation

DDM4932 / Industry Process: Film - Location Production

DDM4933 / Industry Process: Film - Post-Production

DDM4936 / Industry Process: Game Design

DDM4935/ Industry Process: Graphics Communication

DDM4937 / Industry Process: New Media Application


Semester 5

DDM4054 / Academic Writing Workshop

DDM4053 / Professional Development

(The elective modules to be offered in respective semesters refer to the majority of students’ preference. The offer of specific elective modules and the quota for each module are subject to the academic and operational arrangement of the respective cohort.)

# The Notional Learning Hours (NLHs) of a Module is the amount of time an average learner would take to complete all the learning and acquire the learning outcomes. The Notional Learning Hours is a summation of contact hours, self-study hours and assessment hours of a programme/module. Contact hours are the amount of time spent by a student in direct contact with the teaching staff of a programme. Self-study hours are the amount of time spent by a student without direct contact with teaching staff. Assessment hours refer to the amount of time spent by a student in scheduled examinations, tests and other related assessment activities outside contact and self-study hours. Some assessments may already be included in contact hours (e.g. quiz conducted in class) and self-study hours (e.g. students’ time spent on doing a project) and should not be double-counted.

~ The QF Credits of a module is proportional to the number of Notional Learning Hours that an average learner would take to acquire the learning outcomes stated in the module. One QF Credit is equivalent to 10 Notional Learning Hours in studying a module. In the table, the QF Credits are rounded down by module if they are in decimal. Adult learners are in general more mature and motivated than school leavers on pre-employment programmes, and in general possess a certain amount of work experience. Therefore for the same total amount of learning,



the proportion of contact hours to self-study hours to achieve the same learning outcomes may be different for pre-employment students and in-service adult learners.

^ IA has not been included in the above calculations of total NLHs, total credits and estimated study load, as students may undertake IA in different semesters. Still the IA credits taken by students and IA study load in each semester are closely monitored according to prevailing regulations and guidelines.

@ For NHD, while 90 attachment hours are a minimum requirement, IA of individual programmes may include more attachment hours to meet industry requirements. For other types of programmes, the decision of the number of IA hours, if any, rests with the Programme Board.

3.2 Alignment of PILOs to GLDs This programme is pitched at Qualifications Framework (QF) Level 4. The PILOs have been designed to align well with the Generic Level Descriptors (GLDs) at QF Level 4 across the four domains. The curriculum prepares students with a good foundation in the Design Discipline and specialized knowledge in selected areas. Through case studies and projects, students are developed with the ability to analyze broadly-defined problems using a range of specialized skills and approaches, reach substantiated conclusions and devise appropriate strategies and actions. Effective communication skills and competent IT skills are required for presenting the work in written, visual and verbal forms. Students are required to take autonomy and responsibility in managing the standard of their own work and, where appropriate, the outputs of others.

Table 3.2 below presents the alignment of the PILOs with the GLDs for QF Level 4.



Table 3.2: Mapping of PILOs to Generic Level Descriptors at QF Level 3

Programme Intended Learning Outcomes

(PILOs)

Generic Level Descriptors (GLDs)

Kn

ow

led

ge

&

Inte

llect

ual

Ski

lls

Pro

cess

es

Au

ton

om

y &

A

cco

un

tab

ility

Co

mm

un

icat

ion

, IC

T

and

Nu

mer

acy

a work effectively as an individual professional in a team in local, Mainland and global workplace, by utilizing visual and aesthetical, written and verbal communication skills, as well as IT, numerical and other soft skills

b reflect on personal learning needs and devise a professional development plan for career growth and/or further study

c apply creative thinking with ethical, cultural, sustainable, aesthetic, economic and technological considerations in solving problems related to creative and entertainment industries;

d apply research and analysis, conceptualization, visualisation, realization and presentation skills in transmedia projects



g identify specific transmedia application opportunities through big data analysis, market research, planning, and evaluation

h recommend transmedia solutions to meet criteria varying from commercial, cultural, art, social to environmental concerns in local and Mainland context, with range from experimental, user-centered to market-oriented approaches



3.3 QF Credit Assignment The programme team and its module teams of HD in Transmedia follow the QF Credit Assignment for VTC Award-bearing Programmes at QF Levels 1-6 (Volume A, Appendix 15) and the principles and approaches agreed by the Discipline to work out the QF Credits for the programme. In general, HD for school leavers and working adults follows the General Programme-level Conversion Factors for QF Credit and Contact Hours of 1 QF Credit being equivalent to 3.75 and 2 contact hours respectively. For example, compared to hand-on training modules such as “Big Data Analysis and Marketing Plan”, theory based modules normally require students to conduct more self-learning activities (e.g. research, concept development and testing) outside the class contact hours such as Social Media Monitoring and Google tools application. A module of higher QF Level usually requires students to spend more hours on self-study activities than a module of lower QF Level. In consideration of the above, the conversion between the QF Credit and contact hours of modules in the Design Discipline’s full-time pre-employment programmes in general shows the following ratios: 1 QF Credit to about 4.3 contact hours for a QF Level 4 hands-on module and 5 contact hours for a QF Level 3 hands-on module; 1 QF Credit to about 3.3 contact hours for a QF Level 4 project/theory based module and 3.75 contact hours for a QF Level 3 project/theory based module; 1 QF Credit to about 2.6 contact hours for the module of “Graduation Project” which requires students to conduct a self-initiated final project integrating previously learned skills. While taking into account the guiding principles given, module teams also consider the QF Level, and the nature of the modules concerned when deciding the amount of Notional Learning Hours and the conversion factors for QF Credits and contact hours for individual modules. 3.4 Module Design The programme curriculum comprises General Education Modules (Languages, Whole Person Development and Generic IT) and Vocational Modules. For each module, the intended learning outcomes are clearly defined to guide the development of the module content and assessment scheme. Table 3.3 provides a mapping of the modules with the PILOs.



Table 3.3: Mapping of Modules with Programme Intended Learning 4Outcomes

Module Code

Module Title Programme

Intended Learning Outcomes

a b c d e f g h General Education Modules Language Modules

1 LAN3003 職業中文傳意：普通話對話與匯報

Vocational Chinese Communication: Putonghua Conversation and Reports

2 LAN4002 職業中文傳意：


Vocational Chinese Communication:

Putonghua Presentations and Promotional Text Writing

3 LAN4108 English and Communication: Persuasive Presentations

4 LAN4101 English and Communication: Promotional Materials

5 LAN4107 English and Communication: Reports

6 LAN3103 English and Communication: Workplace Correspondence

7 LAN3100 English and Communication: Workplace Interaction

Whole Person Development Modules

8 SDD4006/

SDD4006M

Collaboration, Teamwork & Social Engagement

9 SDD4007 Enhancing Competencies in the 21st Century Worksplace

10 SDD4005/

SDD4005M

MindShift: Achieving Personal Growth & Effectiveness

Generic IT Module

11 ITE3009 Information Technology Essentials – Smart Living


12 DES4008 Aesthetics and Semiotics

13 DES3006 Creative and Design Thinking

14 DES4007 Cultural Studies



Module Code



a b c d e f g h Programme Specific Modules

15 DDM5941 Big Data Analysis & Marketing Plan

16 DDM4914 Digital Game Design

17 DDM4941 Independent Studies in Transmedia I

18 DDM4951 Independent Studies in Transmedia II

19 DDM4922 Media Architecture

20 DDM3910 Media Production

21 DDM4044 Portfolio Design

22 DDM4923 Storyworld Creation

23 DDM4911 Storyworld Visualisation

24 DDM4942 Transmedia Bible

25 DDM4931 Transmedia Pitching

26 DDM4921 Transmedia Principles

27 DDM4943 Transmedia Producing

28 DDM4913 Transmedia Storytelling

Elective Modules - Semester 2* (2 out of 6)

29 DDM4926 Essential Skills: 2D Animation 30 DDM4924 Essential Skills: Film - Location

Production

31 DDM4925 Essential Skills: Film – Post-Production

32 DDM4927 Essential Skills: Graphics

Communication

33 DDM4928 Essential Skills: Game Design 34 DDM4929 Essential Skills: New Media

Application

Elective Modules - Semester 3** (2 out of 6)

35 DDM4934 Industry Process: 2D Animation 36 DDM4932 Industry Process: Film -

Location Production

37 DDM4933 Industry Process: Film - Post-Production

38 DDM4936 Industry Process: Game Design



3.5 Environmental and China Elements The programme has embedded the Environmental and China elements in individual modules. Details are shown in Table 3.4 and 3.5 respectively.

Table 3.4: Modules with the Environmental Elements Embedded

Module Code

Module Title All Topic Areas with

Environmental Elements

GE Modules

LAN3003 職業中文傳意：



口頭匯報 (節能燈泡)

LAN4002 職業中文傳意：普通話報告與推介文書


進行各種專題報告（普）

Module Code



a b c d e f g h

39 DDM4935 Industry Process: Graphics Communication

40 DDM4937 Industry Process: New Media

Application


41 DDM4054 Academic Writing Workshop/

42 DDM4053 Professional Development

Graduation Project

43 DES4004 Graduation Project

Graduation Project

44 DES4901M Industrial Attachment

Enrichment Module

45 Varied Enrichment Module Varied according to student’s chosen module



Module Code

Module Title All Topic Areas with

Environmental Elements


Green Office and Environmental issues

SDD4006/ SDD4006M


Sustainable Development


DES4007 Cultural Studies To describe the impact of cultural issues with respect to social, creative and sustainability contexts on arts and design

Table 3.5: Modules with the Mainland Elements Embedded

Module Code

Module Title Topic Areas with

Mainland Elements

GE Modules




對話（中港貿易）、口頭報告、

簡化字




內地流行語


Economic and Social Development


DES4007 Cultural Studies Oriental and Western Art and Design Movements – major movements and the contextual influences

Globalization vs localization – social norms and creative values within global cultures.



3.6 Industrial Attachment

Industrial attachments (IA) are arrangements whereby students work in organizations for a certain period of time in order to obtain working experience in workplace environments and to apply trade-specific skills and generic skills learned to real work settings. IA should include at least 90 accumulated hours of workplace or equivalent training (equivalent to a minimum of 10 IA credits).

In general, students are required to achieve satisfactory performance in all of the following components in order to pass this module:

complete the workshops on orientation;

complete the industrial attachment (minimum 90 hours) arranged by the department concerned;

perform satisfactorily during the attachment as reported by the industry mentors / tutors / industrial attachment coordinators;

write up log book / report to demonstrate progress of learning in the attachment period; and

consolidate learning at work through presentation and / or written report after the attachment period.

3.7 Minimum QF Credit Requirements for Awards

Students have to complete 34 required core modules (331 QF Credits) together with one enrichment module and minimum 90-hour equivalent industrial attachment of 10 IA Credits to be qualified for the award of Higher Diploma.

There is an intermediate exit award at Diploma level, which is benchmarked at QF Level 3. Students opting for the intermediate exit award after meeting the stipulated requirements will be awarded a Diploma in Design.

The minimum credit requirements for the Exit Award (Higher Diploma in Transmedia and the Intermediate Exit Award (Diploma in Design) are shown in Table 3.6. 5

Table 3.6: Minimum Credit Requirements for Exit Award

(Higher Diploma in Transmedia) and Intermediate Exit Award

(Diploma in Design)

Award

Minimum Credit Requirements


Vocational Modules

Enrich- ment Module

IA Credits

Total

HD in Transmedia 76 255 6 10 347

Diploma in Design 30 90 N/A N/A 120



3.8 External Recognition

The current HD programme is recognized by related professional bodies in Table 3.7.

Table 3.7: Professional Recognition for HD in Transmedia

Professional Body Recognition Hong Kong Digital Entertainment Association (HKDEA)

Students are eligible to apply for the student membership of the Association

Society of Motion Picture and Television Engineer (SMPTE)

Students are eligible to apply for the student membership of the Society

The progression paths for the graduates of this programme are as follows:

a) Within VTC

Articulation to bachelor degree is provided for students who intend to continue pursue their career path by acquiring higher qualification. Graduates of this programme can apply the following institutes:

- BA (Hons) in Advertising, offered by the Technological and Higher Education Institute (THEi)

b) Outside VTC

Graduates may apply for admission to related bachelor degree programmes in any institutes in Hong Kong or overseas which recognize this programme.

- BA (Hons) in Digital Television and Broadcasting, City University of Hong Kong.(remapping pending)

- BA (Hons) in Media and Communication, City University of Hong Kong. (remapping pending)

- BA (Hons) in Digital Media, Hong Kong Polytechnic University. (remapping pending)

- BA(Hons) in Creative Writing for Film, Television and New Media, Hong Kong Baptist University (remapping pending)

- BSocSc (Hons) in Communication - Film and Media Arts Major, Hong Kong Baptist University (remapping pending)



4. ASSESSMENT

4.1 General Information

The programme is governed by the General Academic Regulations (GAR) for HD programmes. A Module Assessment Scheme (MAS), which consists of Continuous Assessment (CA) and End-of-Module Assessment (EA), for each module is prepared with reference to the nature of the module and the intended learning outcomes. The MAS is compiled at the beginning of each academic year. The assessment components may need to be modified, where appropriate and necessary during the academic year, to suit the specific requirements of individual disciplines and teaching units.

Table 4.1 is a summary of the MAS for all modules and the MAS of each module for AY2019/20 are attached in Appendix.

Table 4.1: Summary of the Module Assessment Scheme for HD in Transmedia in 2019/20

Sem Module Code

Module Title

CA Components

EA Assign- ment /

Exercise

Lab /

Work-

shop

Project Others

(Note)

1

LAN3100 English and Communication: Workplace Interaction

2 (40%)

/ / / 1 (60%)

SDD4005 MindShift: Achieving Personal Growth & Effectiveness

1 (50%)

/ / / 1 (50%)

ITE3009 Information Technology Essentials – Smart Living

/ 4 (50%)

/ / 1 (50%)

DES4008 Aesthetics and Semiotics 2 (40%)

/ / / 1 (60%)

DDM4914 Digital Game Design 2 (50%)

/ / / 1 (50%)

DDM3910 Media Production 2 (60%)

/ / / 1 (40%)

DDM4911 Storyworld Visualisation 2 (60%)

/ / / 2 (40%)

DDM4913 Transmedia Storytelling 1 (25%)

1 (25%)

/ / 2 (50%)



Sem Module Code

Module Title

CA Components

EA Assign- ment /

Exercise

Lab /

Work-

shop

Project Others

(Note)

2

LAN3003 職業中文傳意：普通話對話與匯報 Vocational Chinese Communication: Putonghua Conversation and Reports

2 (50%)

/ / / 1 (50%)

LAN3103 English and Communication: Workplace Correspondence

2 (40%)

/ / / 1 (60%)

SDD4006M* Collaboration, Teamwork & Social Engagement

1 (20%)

/ / / /

DES4007 Cultural Studies 2 (40%)

/ / / 1 (60%)

DDM4922 Media Architecture 2 (20%)

/ 1 (20%)

/ 1 (60%)

DDM4921 Transmedia Principles 2 (40%)

/ / / 2 (60%)

DDM4923 Storyworld Creation 1 (40%)

/ / / 2 (60%)

DDM4926 Essential Skills: 2D Animation

2 (60%)

/ / / 1 (40%)

DDM4924

Essential Skills: Film – Location Production

2 (60%)

/ / / 1 (40%)

DDM4925

Essential Skills: Film – Post-Production

2 (60%)

/ / / 1 (40%)

DDM4928

Essential Skills: Game Design

2 (50%)

/ / / 1 (50%)

DDM4927

Essential Skills: Graphics Communication

2 (60%)

/ / / 1 (40%)

DDM4929 Essential Skills: New Media Application

2 (50%)

/ / / 1 (50%)

3


2 (40%)

/ / / 1 (60%)

SDD4006M* Collaboration, Teamwork & Social Engagement

1 (30%)

/ / / 1 (50%)

DES3006 Creative and Design Thinking

4 (50%)

/ / / 1 (50%)



Sem Module Code

Module Title

CA Components

EA Assign- ment /

Exercise

Lab /

Work-

shop

Project Others

(Note)

DDM4934 Industry Process: 2D Animation

2 (60%)

/ / / 1 (40%)

DDM4932 Industry Process: Film - Location Production

1 (60%)

/ / / 1 (40%)

DDM4933 Industry Process: Film - Post-Production

1 (60%)

/ / / 1 (40%)

DDM4936 Industry Process: Game Design

2 (50%)

/ / / 1 (50%)

DDM4935 Industry Process: Graphics Communication

1 (60%)

/ / / 1 (40%)

DDM4937 Industry Process: New Media Application

2 (50%)

/ / / 1 (50%)

DDM4931 Transmedia Pitching / / 2 (40%)

/ 1 (60%)

4

LAN4002 職業中文傳意：普通話報告與推介文書 Vocational Chinese Communication: Putonghua Presentations and Promotional Text Writing

2 (50%)

/ / / 1 (50%)

LAN4107 English and Communication: Reports

2 (40%)

/ / / 1 (60%)

DDM5941 Big Data Analysis & Marketing Plan

1 (30%)

/ 1 (30%)

/ 1 (40%)

DDM4942 Transmedia Bible 2 (40%)

/ / / 1 (60%)

DDM4943 Transmedia Producing / / 2 (40%)

/ 1 (60%)

DDM4941 Independent Studies in Transmedia I

1 (50%)

/ / / 1 (50%)

DDM4044 Portfolio Design 1 (20%)

1 (30%)

/ / 1 (50%)

5


2 (40%)

/ / / 1 (60%)


/ / / 1 (50%)

1 (50%)



Sem Module Code

Module Title

CA Components

EA Assign- ment /

Exercise

Lab /

Work-

shop

Project Others

(Note)

DDM4951 Independent Studies in Transmedia II

1 (50%)

/ / / 1 (50%)

DDM4054 Academic Writing Skill 1 (50%)

/ / / 1 (50%)

DDM4053 Professional Development 1 (50%)

/ / / 1 (50%)

DES4004 Graduation Project / / 2 (50%)

/ 1 (50%)

Sem Module Code Module Title CA Components

EA

Varied DES4901M Industrial Attachment Performance Evaluation by

Industry Mentor

1

(50%)

IA Report and Presentation

1

(50%)

Note: “Others” include In-class Activities, Quizzes, Tutorial Exercises, Logbook, Report, Mock Interview, Career Portfolio, etc.

*SDD4006M / Collaboration, Teamwork & Social Engagement is a “year-long module” (a “year-long module” in the VTC system may span across two or more semesters) to be delivered across two semesters from Semester 2 to Semester 3. 4.2 QA Mechanism There is a rigorous QA mechanism in the Design Discipline to ensure the validity, reliability and practicality of the assessments for the programme including assignments, projects briefings, tutorials, class critiques/presentations or tests/quizzes during the module delivery; while final presentation and/or module conclusion will be conducted at the end. After all, there are moderations at module level and/or programme level. Module leader will prepare draft assessment tasks with sufficient descriptive detail of the task and its assessment criteria whether it aligns with the learning outcomes being assessed. The teaching team should be included in the preparatory stages and pre-assessment discussions, to provide peer feedback on the assessment tasks as part of a process of consensus moderation.



Where moderation of marks/grades occurs through consensus moderation, all assessors will be involved in the marking/grading process, in terms of a shared understanding of the measurement and standards of student performance. Consensus moderation of assignment, involves one or more moderation meetings and discussion between the assessors, sharing their judgments’ on examples of students’ work in order to reach agreement about the marks/grades awarded to work of a particular standard of performance. It will conducted during the early stages of marking, by the circulation of representative examples of student work together with assessment criteria and any marking guidelines/standards rubrics, followed by individual marking across all assessors, with subsequent discussion and agreement on the appropriate mark to be awarded against each of the assessment criteria, and for the overall assessment at the moderation meeting.



5. LEARNING AND TEACHING STRATEGIES

5.1 Learning and Teaching Methods

Depending on the nature of the module, a mixture of learning and teaching approaches and strategies will be adopted in this programme to meet the learning needs of students. They include lectures, tutorials, assignments, projects, tests/quizzes, external professional participations, seminars, visits, workshop practices, team works and use of IT in learning. Lectures are conducted to elaborate the main concepts of the topics covered in the module, with a view to providing a meaningful framework of the theoretical background of issues relating to the subject matter and guiding the understanding of core concepts and knowledge for further application. Apart from explanation by the module lecturers, various types of learning activities, such as seminars, demonstrations, oral presentations and open-end discussions are integrated into the lectures to promote active learning. Tutorials are used to facilitate learning in a student-centred approach through various activities. It aims to consolidate learning from lectures and provide further guidance. Tutorial activities may include group discussions, case studies, role plays and class assignments. The activities are arranged to allow students to develop analytical thinking and acquire specialised skills through interactive learning activities.

5.2 Integration of Classroom-based Learning and Self-study Appropriate pedagogies are used to enhance better integration of classroom-based learning activities and self-study activities. This is well demonstrated in module such as “Graduation Project”. The module is conducted through a combination of lectures, tutorials, studio practices, critiques, and peer discussion to equip students with knowledge and skills required in the transmedia story creation. Students, in their self-study hours, will engage in activities supporting their classroom-based learning, such as conducting related research, practicing skills learned in class, completing assignments / projects, or attending / visiting related seminars / exhibitions, etc. The learning outcomes of their self-study will be shared / reviewed / assessed in class discussions / tutorials / critiques. Students are also encouraged to integrate with other modules, such as “Independent Studies I” and “Independent Studies II” and students may apply learned practices, knowledge and concepts across modules in order to evaluate an initial independent study plan with critical judgements for further improvement. 5.3 Use of Learning and Teaching Technologies Use of technologies to assist learning and teaching is encouraged and is an important component in the delivery of HD in Transmedia. This is well demonstrated in module such as “Transmedia Bible”. Learning and teaching will be delivered interactively, in the form of workshops, lectures and tutorials. 　“Big Data Analysis and Marketing Plan” will form the major component with supplementary of social media monitoring and Google online tools practice. Students are required to present website with data analysis in digital formats. Reference will be made to current Transmedia storyworld direction and practice.



6. ADMISSION AND SELECTION

6.1 Specific Entry Requirement In addition to the basic entry requirements of 5 HKDSE subjects at Level 2 or above, including English and Chinese Languages or equivalent, that apply to all programmes of the Design (DE) Discipline, applicants may be required to attend an interview.

6.2 Module Exemption

Exemption is given to students for the following modules upon meeting the specified exemption criteria concerned. Regarding application for exemption of other modules in the programme, students should follow the guidelines in the General Academic Regulations (GARs) for New Higher Diploma Programmes.

Table 6.1 Module Exemption

Module Exemption Criteria

English & Communication: Workplace Correspondence

Students with Grade E or above in the Subject Grade AND the Component Grade of Practical Skills for Work and Study HKALE Use of English will be exempted from this module.

MindShift: Achieving Personal Growth & Effectiveness Students possessing two-year full-time work experience

acquired after meeting the entry requirements of the Higher Diploma Programme can apply for module exemption of the Whole Person Development (WPD) modules, subject to passing the related assessment.


Enhancing Competencies in the 21st Century Workplace



7. RESOURCES 7.1 Academic and Supporting Staff Establishment

The HD in Transmedia programme is managed and operated by full-time academic and supporting staff. Please refer to Section 6 of Volume A (Staffing and Staff Development) for details .

Staff Development and Future Planning In 2014 – 2015, HKDI presented 5 Transmedia Master Lectures and Sharings to the VTC staff, industrial practitioners and students for learning of Transmedia studies. In addition, two tailor-made workshops have been conducted to the Transmedia team in CDM, which focused on two main streams in Transmedia on the Transmedia franchise and big data analysis. After basic training to staff in 2013-2015, Transmedia Team has been trained on Transmedia research, storytelling and producing, which the next stage of future staff development in 2015 – 2017 will be focused on: 1. Enhancement of Academic Contribution: In 2015, Vladan Nikolic, a scholar from NYC and also a Transmedia producer has been visited HKDI and in collaboration with Transmedia team to work on a Transmedia Text Book (rides on Asian development context with International case studies). This co-work Transmedia textbook is now in progress and target to be published in 2016. 2. Industrial contribution – consultation to commercial market: Hong Kong Trade Development Council, Redsepot, K11 Art Mall, Golden Harvest, New Media Group, LKK Family Foundation In 2015 – 2017, a series of international Transmedia specialists and practitioners had been invited to enhance the training, consultation and execution in several aspects in Transmedia. Summary as below:

Specialized Area

Potential Speaker/Content Target Audience

Alternate Reality Game Design

Workshop by Peter Lee (Korea),

Founder of Nolgong, the first few in Asia to do Alternate Reality Game Design campaigns; an experienced game designer

Transmedia team and students

Big Data Analysis and Marketing Strategy

King Leung, Data Analyst and CEO of CLIX, a data trade group company based in Hong Kong dealing with direct data driven market

VTC



Transmedia Branding and Advertising

Spencer Wong, CEO of McCann & Spencer; international award-winning creative director; a leading figure in Asian advertising industry

VTC

7.2 Teaching Serviced by Other Units

The language modules, IT modules and Whole Person Development modules will be serviced by the Language Centre, the relevant department under IT Discipline and the Student Development Office (SDO) of the campus respectively.

7.3 Learning Support Facilities

To enhance students’ learning experience, the following laboratories / special rooms / centres / facilities are set up to provide practical training to students of the programme in a simulated work environment:

(a) Computer Game Lab (b) Computer Graphics Lab (c) Digital Output Centre (d) Digital Output Centre (e) Digital Video Editing Workshop (f) Digital Visual Effect Studio (g) Game Visualisation Centre (h) HDTV Studio (i) Interactive Media Studio (j) Lighting Lab (k) Media Lab (l) Multimedia Advertising Studio (m) Photographic Studio (n) Photography Apparatus Room (o) Print Making Studio (p) Rapid Prototyping Workshop (q) Special Effect Shooting Studio (r) Total Modelling Design Studio (s) User Interface Design Studio



SECTION TWO – MODULE SYLLABUSES

for

Higher Diploma in Transmedia Note:

* The contact hours indicated in the syllabuses are for students following a full-time study mode. The conversion

between QF Credit and Contact Hours may vary among modules depending on their QF level and nature.

*

以下所示授課時數適用於全日制上課模式。資歷學分與授課小時的換算可因應不同單元的資歷級別及性質而調整

。



課程大綱

科目名稱職業中文傳意：普通話對話與匯報 Vocational Chinese Communication : Putonghua Conversation and Reports

科目編號 LAN3003

資歷學分 6

資歷架構級別第三級

學時 60 小時

授課時數*： 26 小時

講課: - 小時

導修: 18 小時

語言實驗室: 8 小時

訪問/講座 - 小時

自修時數: 34 小時

評估時數： - 小時 (授課及自修時間以外)

單元目標： 1. 培養學生的普通話表達與溝通能力，使他們能在熟悉的情況下，一般工作與社交領域內，

就多種不同的話題進行對話與匯報，以配合將來的工作需要。

2. 培養學生的自學能力，使他們掌握終身學習的方法。

單元學習成果：

完成本單元，學生能在一般的工作情景中： 1. 就多種不同的話題，熟練地以普通話進行對話。

2. 就多種不同的話題，熟練地以普通話進行匯報。

3. 以陳述、比較、建議等語言功能，成段落的話語，完成預設的溝通目標。

4. 針對情景與說話對象，適當運用與調整說話策略。



教學策略：

本單元以能力為本，採用真實材料，並模擬真實情景，以增強教學效果。

設置延伸學習，採用多元學習模式，讓學生在課堂以外，透過各式各樣的活動學習普通話，例如：網上學習、參與語文及文化活動等。

鼓勵學生養成應用資訊科技自學的習慣。

強調跨學科語言學習，為學生營造真實的語言學習環境。

評估方式：

持續評核(CA) 50%

單元總評核 (EA) 50%

總計 100%

評核指引：

1. 評核方式多樣化，包括說話評核、習作和網上練習等。

2. 評核能力時以能否達到溝通目的為最高準則，而非單純以學生在語音、詞匯或語法上所犯錯誤的多寡來評定。

3. 評核遵循效度、信度與可操作性等基本考核原則。

4. 評核以表現標準為依據，並收集足夠證據以反映被評者的能力。

5. 評核內容與形式應盡量接近真實生活情景或工作要求。



課程內容：本課程參考香港資歷架構通用(基礎)能力，中文能力單元標準說明而設計：

能力單元能力元素表現標準

GCCH305A(P)能就多種不同的話題進行對話（普）

1. 能就多種不同的話題進行對話

應用範圍：情景：可設定在一般

的工作場所或社交場

合話題：多種不同的對

話話題包括但不限於

下列例子，如：談論

大眾話題、向同事 (下屬或上司 ) 介紹

工作計劃、職責、目

標、工作程序等對話形式：面對面或

電話對話其他學習內容：包括

各種形式的聆聽練習

與語言知識

1.1 溝通目標必須達到預設的溝通目標

1.2 語言功能必須完成預設的語言功能，例如陳

述、比較、推介等。

1.3 語言特徵 1.3.1 語篇類型

能夠進行以段落為單位的對話

1.3.2 語音面貌錯誤或缺陷較少，不影響溝通發音、吐字基本清晰，語氣、語調、

語速適當

1.3.3 組織結構

話語結構完整，前後連貫 1.3.4 詞匯與語法

準確地運用不同的詞匯及句子結構

1.4 說話策略認真聆聽用適當的語氣和得體的措辭來表達

不同意見。針對情景與說話對象，適當運用與調

整說話策略，例如通過停頓、讚美、

肯定與提問等，來增強表達效果。得體地運用身體語言，例如點頭、眼

神接觸等。

應用範圍：

每段對話不少於三分鐘




GCCH307A(P)

能就多種不同的話題進行報告（普）

1. 能準備口頭報告：發言大綱、多媒體簡報與答問準備

2. 面對一人或多人進行報告

應用範圍：情景：可設定在一

般的工作場所話題：多種不同的

報告話題，如：產

品或服務推介報

告、個人或公司工

作總結報告等其他學習內容：包

括各種形式的聆聽

練習與語言知識

1.1 確定報告目的

1.2 確定聽眾

1.3 蒐集資料

1.4 準備講稿

1.5 擬定口頭報告提綱

1.6 準備輔助材料，例如多媒體簡報、透明膠片、模型、圖片、表格等。

1.7 預計聽者的提問

2.1 溝通目標

必須達到預設的溝通目標

2.2 語言功能

必須完成預設的語言功能，例如陳述、比較、推介、建議等

2.3 語言特徵

2.3.1 語篇類型

能夠進行以段落為單位的報告

2.3.2 語音面貌

錯誤或缺陷較少，不影響溝通

發音吐字基本清晰，語氣、語調、語速適當。

2.3.3 組織結構

話語結構完整，包括介紹、主體、結論三部份，且前後連貫。

2.3.4 詞匯與語法

準確地運用不同的詞匯及句子結構

2.4 說話策略

根據情景，適當運用與調整說話策略，例如通過停頓、讚美、肯定與提問等，來增強表達效果。




用適當的語氣和得體的措辭來表達不同意見。

善用多媒體簡報

控制緊張的情緒，例如做深呼吸、停頓或減慢語速。

控制聲音，包括音量、音高、發音、吐字等方面。

得體地運用身體語言，例如點頭、微笑、眼神接觸、手勢等。

認真聆聽聽者的提問，並作出回答。

應用範圍：每次報告不少於三分鐘

教材: 由語文學科中文項目發展小組開發參考書目: 1. 中國社會科學院語言研究所詞典編輯室編(2012)。《現代漢語詞典》(第 6 版)。北京：

商務印書館。

2. 三聯書店編(2012)。《簡化字總表檢字(增訂版)》。香港：三聯書店(香港)有限公司。

3. 邵敬敏編(2012)。《現代漢語通論精編》。上海：上海教育出版社。

Creation/Revision Record:

Version Date Created/Revised by

1 Jan 2011 Qiu Xiaoyan, Lo Hau Yee

2 Jan 2012 Lo Hau Yee

3 Mar 2014 Lo Hau Yee

4 May 2015 Lo Hau Yee



課程大綱

科目名稱職業中文傳意：普通話報告與推介文書 Vocational Chinese Communication : Putonghua Presentations and Promotional Text Writing

科目編號 LAN4002

資歷學分 9

資歷架構級別第四級

學時 90 小時

授課時數*： 26 小時

講課: - 小時

導修 22 小時

語言實驗室 4 小時


自修時數: 64 小時

評估時數： - 小時 (授課及自修時間以外)

單元目標：

1. 培養學生的普通話表達及中文寫作能力，使他們在比較新的情況下，各種專業領域

內，進行專題報告及寫作專業推介文書，以配合將來的工作需要。

2. 培養學生的自學能力，使他們掌握終身學習的方法。

單元學習成果：完成本單元，學生能在不同專業的工作中：

1. 以成段落的話語作分析、論證、辯護，並恰當運用報告技巧，熟練地以普通話進行

報告。

2. 整理、分析資料，並針對問題，運用恰當的言辭作出合理的解釋，提出具體的建議，

或推介可行的方案。

3. 針對與寫作對象，靈活運用與調整寫作策略，達到宣傳活動或產品的目的。

4. 撰寫主旨明確、剪裁恰當、文理連貫的宣傳推介文書。



教學策略：

本單元以能力為本，採用真實材料，並模擬真實，以增強教學效果。

設置延伸學習，採用多元學習模式，讓學生在課堂以外，透過各式各樣的活動學習

普通話，例如：網上學習、參與語文及文化活動等。

鼓勵學生養成應用資訊科技自學的習慣。

強調跨學科語言學習，為學生營造真實的語言學習環境。

評估方式：

持續評核(CA) 50%

單元總評核 (EA) 50%

總計 100%

評核指引：

1. 評核方式多樣化，包括說話評核、筆試、習作、網上練習等。

2. 評核能力時以能否達到溝通目的為最高準則，而非單純以學生在語音、詞匯、錯別字或語法上所犯錯誤的多寡來評定。

3. 評核遵循效度、信度與可操作性等基本考核原則。

4. 評核以表現標準為依據，並收集足夠證據以反映被評者的能力。

5. 評核內容與形式應盡量接近真實生活或工作要求。



課程內容︰本課程參考香港資歷架構通用(基礎)能力，中文能力單元標準說明而設計：


GCCH407A(P) 能進行各種專題報告（普）

1. 能準備各種專題報告 2. 能進行各種專題報告應用範圍：情景：可設定在特定

的工作場所話題：各種專題報告

的話題如：業務報告、專題調查報告、產品推介報告等

報告形式：面對一人或多人進行報告

其他學習內容：包括各種形式的聆聽練習與語文知識

1.1 確定報告目的 1.2 確定聽眾 1.3 蒐集資料 1.4 準備講稿 1.5 擬定口頭報告提綱 1.6 準備可視輔助物，例如多媒體演示、透

明膠片、模型、圖片、表格等 1.7 預計聽者的提問，並作出適當的準備 2.1 溝通目標

必須達到預設的溝通目標

2.2 語言功能必須完成預設的語言功能，例如分

析、論證，以及辯護等。

2.3 語言特徵

語篇類型能夠穩定地維持以段落為單位的報告語音面貌錯誤或缺陷偶有出現，完全不影響溝

通。發音吐字清晰，語氣、語調、語速自

然。組織結構話語結構完整，層次分明，前後連貫介紹主題主體闡述、論證要點結論加強中心論題詞匯與語法準確地運用不同的詞匯及複雜的句子

結構。

2.4 報告策略根據情景，適當使用與調整說話策




略，例如通過停頓、讚美、肯定與提問等，來增強表達效果。

用適當的語氣和得體的措辭來表達不同意見。

利用可視輔助物控制緊張的情緒，例如做深呼吸、進

行停頓、放緩語速。控制聲音，包括音量、音高、發音、

吐字等方面。得體地運用身體語言，例如點頭、微

笑、眼神接觸、手勢等。認真聆聽聽者的提問，並作出適當的

回答。應用範圍：每次報告不少於四分鐘


GCCH416A 能寫作各種專業宣傳推介文書

1. 能準備寫作各種專業宣傳推介文書

2. 能寫作各種專業宣傳

推介文書應用範圍：情景：工作場所專業：指學習的專科領

域，如：商業管理、物流、酒店等；也指工作中涉及的不同行業，如：鐘錶、美容、印刷等

寫作文書：各種專業宣傳推介文書，如：公司形象宣傳稿、活動消息發佈新聞稿、產品或服務推廣函等

其他學習內容：閱讀理解、語文及文化知識

1.1 確定寫作目標

1.2 確定讀者身分

1.3 搜集相關資料

1.4 擬定合適大綱

2.1 內容細節清楚交代具體細節，如：時間、地點、

人物等。清楚交代寫作的目的、事由、結果等。清楚展示重點或特色，配合環境或發

佈條件，以求突出個人或機構的形象。

展示優勢，例如展示產品、服務或機構的優點及過人之處。

展示具說服力的證據，適當引用權威及論證，以達到推廣的目的。

根據要求作適當的收結

2.2 語文表達與運用主旨明確，文理連貫，條理分明，銜

接得宜。



詞語運用配合，語法正確，能靈活運用幾種常見修辭手法，如：呼告、引用、襯托、誇張等，語氣風格配合溝通目的。

標點符號運用恰當，標題配合主旨，條目清晰明確，序號編排得當，格式符合標準。

2.3 寫作策略仔細審題，認真寫作，並配合觀察、

分析，發揮創意及聯想。配合，剪裁恰當反覆修改：校對稿件文字格式及遣詞

用語利用恰當的版面處理（封面、圖表、

釘裝）以增強形象效果。

教材: 由語文學科中文項目發展小組開發參考書目: 1. 邵敬敏編(2007)。《現代漢語通論》(第 2 版)。上海：上海教育出版社。

2. 李錦昌(2008)。《商業傳意與應用文大全》。香港：商務印書館（香港）有限公司。

3. 中國社會科學院語言研究所詞典編輯室編(2012)。《現代漢語詞典》(第 6 版)。北京：商務印書館。



1 Jan 2011 Qiu Xiaoyan, Lo Hau Yee

2 Jan 2012 Lo Hau Yee

3 Mar 2014 Lo Hau Yee



Module Syllabus

Module Title English and Communication: Persuasive Presentations

Module Code LAN4108

QF Credits 9

QF Level 4

Notional Learning Hours

90 hrs

Contact Hours*: 26 hrs

Lecture - hrs Tutorial 18 hrs Workshop/Lab 8 hrs

Visit/Seminar - hrs

Self-study Hours: 64 hrs

Assessment Hours: - hrs (Outside Contact/Self-study Hours)

Module Aim:

This module aims to enable students to demonstrate reasonable clarity in presenting extended spoken texts relating to a wide range of both familiar and some new contexts, and expressed in complex language*, in order to communicate, effectively and with some confidence, information, ideas, related explanations, discussion/argument, and evaluation when conveying compliments, persuasion and emotion.

*Reference should be made to the Common European Framework of Reference for Languages Level B2/B2+ for the relevant language proficiency underpinning this competency.

Module Intended Learning Outcome: On completion of the module, students are expected to be able to express compliments, persuasion and emotion in oral presentations of information, ideas, related explanations, discussion/argument, and evaluation. This should be evidenced by students’ ability to:

1. discuss audiences’ specific problem(s)/need(s).

2. express compliments and emotion, and use persuasive language with tact and subtlety.

3. express sensitive evaluation of the resulting anticipated benefits of the proposed recommendations.

4. speak persuasively and confidently through appropriate and tactful explanations and discussion/argument when proposing a solution/an idea.



5. demonstrate a reasonable level of accuracy in using complex grammatical structures involving all verb forms, tenses, modals and discourse markers and a growing range of alternative constructions that reflect variations in register.

Learning and Teaching Strategies: Learning and teaching activities are devised to align with the intended learning outcome

and thus to help students attain the Unit of Competency at this level. A learner-centred approach is adopted and students are given ample opportunities to use the target language to carry out various communication tasks set in trade-specific contexts through engaging in a wide range of activities such as pair work, group discussions, and role plays. Grammar learning is also incorporated in trade contexts.

Trade-specific authentic materials and simulated workplace situations are adopted to contextualise the learning and teaching of the four language skills, grammar and vocabulary.

To facilitate the development of learner autonomy required at QF Level 4, students are encouraged to take charge of their own learning and develop a capacity for critical reflection. Students are expected to take the initiative to draw up their own independent learning plan, identify learning targets, monitor learning progress and assess learning outcomes. They have to participate in a variety of self-initiated language activities, work independently on e-learning and other extended language learning tasks, and constantly reflect on their language learning experience.

There is a close collaboration with disciplines to develop a whole-campus approach to language learning support and a language-across-the-curriculum approach to learning and teaching. Reading across the curriculum using discipline-specific texts and journals is to be reinforced. Cross-curricular collaboration in building up students’ terminology and raising students’ awareness of the need for continuous improvement of linguistic proficiency in their trade modules is to be worked out.

Assessment Scheme:

Continuous Assessment (CA) 40%

End of Module Assessment (EA) 60%

Total 100%

Continuous Assessment will be set as part of assessment for learning. Students will complete various tasks such as reading/viewing records, language practice and online language tasks. They will be assessed during the learning process, with continuous feedback given by the teacher. An End of Module Assessment will be administered to assess students’ attainment of the Unit of Competency at this level.



Assessment Guidelines: 1. The assessment presentation could be recorded for verification purposes.

2. The assessment could be conducted face-to-face, or as if on the telephone or in a video teleconference.

3. An individual may be assessed on an actual presentation or in a simulated activity conducted with (a) peer(s) or, if absolutely necessary, (a) teacher(s)/assessor(s).

Key Content Area: The following Unit of Competency is adopted from the Specification of Generic (Foundation) Competencies under the Qualifications Framework.

Unit of Competency Performance Criteria GCEN404A-3 Express compliments, persuasion, and emotion in oral presentations of information, ideas, related explanations, discussion/argument, and evaluation (Speaking)

1. Appropriate information/ideas are communicated with a clear purpose and message.

2. The information/ideas are organised logically. 3. The presentation is structured appropriately, usually with an

introduction, message and conclusion. 4. Communicative functions are handled appropriately 5. The language used is appropriate to the task. 6. The spoken delivery (pace and volume) is appropriate to the

task. 7. Non-verbal signals are used appropriately. 8. If audio-visual aids and/or video play an essential part in the

presentation, they should be incorporated appropriately into the delivery, both linguistically and physically.

Range Speech should be fairly fluent. Speech may include some grammatical errors, but these

should not interfere with meaning or impose interpersonal strain on a sympathetic listener.

Articulation, intonation, stress and rhythm should be fairly well controlled.

The register should suit the audience and purpose. Non-verbal signals may include facial expressions, other

body language, and active listening articulations. The physical handling of audio-visual aids and/or realia may

include pointing to graphics, demonstrating the use or characteristics of objects, and manipulating equipment.

Language Features a growing range of vocabulary complex grammatical structures:



Unit of Competency Performance Criteria simple/compound/complex sentences positive/negative/interrogative/imperative forms all verb forms/tenses/modals/discourse markers (e.g.

conjunctions, sequence words, etc) complex constructions (e.g.conditionals, comparison,

concession, etc) a growing range of alternative constructions that reflect

variations in register a linguistic repertoire that demonstrates subtlety, tact and

sensitivity

Textbooks: In–house teaching and learning materials

References:

1. Clarke S., Powell M., Sharma P. 2010, In Company: Upper Intermediate, Macmillan Publishers Limited.

2. Williams E. 2013, Presentations in English (11th ed.), Macmillan Publishers Limited.

3. Yule, G. 2009, Oxford Practice Grammar (Advanced), Oxford: Oxford University Press.



1 Dec 2010 Carol Sze Pui Shan

2 Jan 2011 Carol Sze Pui Shan

3 Mar 2011 Carol Sze Pui Shan

4 Mar 2014 Mabel Wong Chau Ping



Module Syllabus

Module Title English and Communication: Promotional Materials

Module Code LAN4101

QF Credits 10

QF Level 4


100 hrs


Lecture - hrs Tutorial 27 hrs

Workshop/Lab 12 hrs

Visit/Seminar - hrs



Module Aim:

This module aims to enable students to demonstrate reasonable clarity in writing extended texts relating to a wide range of both familiar and some new workplace contexts, and expressed in complex language*, in order to communicate, effectively and with confidence, information, ideas, related explanations, discussion/argument, and evaluation when conveying persuasion and emotion.


Module Intended Learning Outcome:

On completion of the module, students are expected to be able to express persuasion and emotion when presenting information, ideas, related explanations, discussion/argument, and evaluation in written form. This should be evidenced by students’ ability to:

1. express persuasion and emotion effectively when promoting products/services/projects/events

2. handle information effectively when promoting oneself in work-related contexts

3. discuss readers’ specific problems/needs in proposals.

4. present tactful explanations and discussion/argument with subtlety and sensitivity when proposing response(s)/solution(s).



5. write persuasively through suitable and sensitive evaluation of information and the conclusions drawn from it.

6. adopt an appropriate register and style for different types of persuasive writing.


Learning and Teaching Strategies:

Learning and teaching activities are devised to align with the intended learning outcome





Assessment Scheme:



Total 100%




Assessment Guidelines:

Input or rubrics for the task can include written or aural texts, or simple instructions.

Key Content Area:

The following Unit of Competency is adopted from the Specification of Generic (Foundation)

Competencies under the Qualifications Framework.

Unit of Competency Performance Criteria

GCEN407A-3 Express persuasion and emotion when


2. The information/ideas are organised logically. 3. The text is structured appropriately.

presenting information, ideas, related explanations, discussion/ argument, and evaluation in written form (Writing)

4. Communicative functions are handled appropriately. 5. An appropriate format is used. 6. The language used is appropriate to the task. 7. An appropriate register is used. 8. If graphic representations play an essential part in the text,

they should be incorporated appropriately, both linguistically and physically.

Range The writing should demonstrate control of commonly used

grammatical structures and vocabulary, but there may be mistakes in grammar, spelling or punctuation with more advanced language. However, these should not impose any strain on the reader.

Language Features a growing range of vocabulary complex grammatical structures:

simple/compound/complex sentences positive/negative/interrogative/imperative forms



all verb forms/tenses/modals/discourse markers (e.g. conjunctions, sequence words, etc)

complex constructions (e.g. conditionals, comparison, concession , etc)

a growing range of alternative constructions to reflect variations in register

Textbooks:

In–house teaching and learning materials References:

1.

Clarke, S., Powell, M., Sharma, P. (2010). In Company: Upper Intermediate, Oxford: Macmillan Publishers Limited.

2. Krizan, A. C., Merrier, P., Logan, J. & Williams, K. (2011). Business communication (8th ed.). Cincinnati, OH: South-Western Thomas Learning.

3. Johnson-Sheesan, R. (2008). Writing Proposals (2nd ed.). New York: Pearson/Longman.

4. Yule, G. (2009). Oxford Practice Grammar (Advanced). Oxford: Oxford University Press.


Version Date Revised by







Module Syllabus

Module Title English and Communication: Reports

Module Code LAN4107

QF Credits 9

QF Level 4


90 hrs


Lecture - hrs

Tutorial 18 hrs

Workshop/Lab 8 hrs

Visit/Seminar - hrs



Module Aim: This module aims to enable students to demonstrate reasonable clarity in writing extended texts relating to a wide range of both familiar and some new workplace contexts, and expressed in complex language*, in order to communicate, effectively and with confidence, information, ideas, related explanations, discussion/argument, and evaluation when conveying suggestions.




Module Intended Learning Outcome: On completion of the module, students are expected to be able to express suggestions when presenting information, ideas, related explanations, discussion/argument, and evaluation in written form. This should be evidenced by students’ ability to:

1. state the background and establish the purpose of a report precisely.

2. analyse, synthesise and evaluate information in the findings and discussion sections critically.

3. express suggestions and recommendations persuasively, stating their resulting benefits through appropriate and tactful explanation and argument.

4. draw conclusions logically from findings through appropriate and sensitive evaluation of information.



Learning and teaching activities are devised to align with the intended learning outcome and thus to help students attain the Unit of Competency at this level. A learner-centred approach is adopted and students are given ample opportunities to use the target language to carry out various communication tasks set in trade-specific contexts through engaging in a wide range of activities such as pair work, group discussions, and role plays. Grammar learning is also incorporated in trade contexts.






Assessment Scheme:



Total 100%


Assessment Guidelines: Input or rubrics for the task can include written or aural texts, or simple instructions.

Key Content Area:

The following Unit of Competency is adopted from the Specification of Generic (Foundation) Competencies under the Qualifications Framework.

Unit of Competency Performance Criteria GCEN407A-2 Express suggestions when presenting information, ideas, related explanations, discussion/argument, and evaluation in written form (Writing)


2. The information/ideas are organised logically. 3. The text is structured appropriately. 4. An appropriate format is used. 5. The language used is appropriate to the task. 6. An appropriate register is used. 7. If graphic representations play an essential part in the text,

they should be incorporated appropriately, both linguistically and physically.

Range The writing should demonstrate control of commonly used grammatical structures and vocabulary, but there may be mistakes in grammar, spelling or punctuation with more advanced language. However, these should not impose any strain on the reader.



Unit of Competency Performance Criteria Language Features

a growing range of vocabulary complex grammatical structures:

simple/compound/complex sentences positive/negative/interrogative/imperative forms all verb forms/tenses/modals/discourse markers

(e.g. conjunctions, sequence words, etc) complex constructions (e.g. conditionals, comparison,

concession, etc) a growing range of alternative constructions that reflect

variations in register a linguistic repertoire that demonstrates subtlety, tact and

sensitivity


References:

1. Clarke S., Powell M., Sharma P. 2010, In Company: Upper intermediate, Macmillan Publishers Limited.

2. Bowden J. 2011, Writing a Report – how to prepare, write and present really effective reports (9th ed.), How to Books Limited.



Version Date Revised by







Module Syllabus

Module Title English and Communication: Workplace Correspondence

Module Code LAN3103

QF Credits 6

QF Level 3


60 hrs


Lecture - hrs Tutorial 18 hrs

Workshop/Lab 8 hrs

Visit/Seminar - hrs



Module Aim:

This module aims to enable students to understand and respond, with reasonable clarity, to incoming workplace written correspondence involving predictable information, ideas, related explanations, discussion/argument, and evaluation relating to a wide range of largely familiar workplace contexts, and expressed in increasingly complex language*, in order to communicate effectively and with some confidence when handling problems.

*Reference should be made to the Common European Framework of Reference for Languages Level B1+/B2 for the relevant language proficiency underpinning this competency.

Module Intended Learning Outcome: On completion of the module, students are expected to be able to handle problems in incoming written correspondence involving predictable information, ideas, related explanations, discussion/argument, and evaluation. This should be evidenced by students’ ability to: 1. read for main ideas and extract relevant information from workplace documents for

handling specific problems.

2. handle problems such as complaints from colleagues and customers by explaining causes of problems, empathising with the reader, offering advice and evaluating solutions to problems.



3. deal with acceptance and refusal of responsibilities in different workplace situations.

4. adopt a diplomatic tone and express goodwill.

5. demonstrate a reasonable level of accuracy in using increasingly complex grammatical structures involving a wide variety of verb forms, tenses, modals and discourse markers.




To foster learner autonomy, students are encouraged to continue language learning beyond the classroom and build up a stronger sense of ownership of their learning. Students have to participate in self-initiated language activities, work independently on e-learning, and keep records of such work and progress throughout. Students’ progress and achievements are regularly monitored and assessed.


Assessment Scheme:



Total 100%




Assessment Guidelines:

1. As the focus of this competency is on writing, reading should be seen as facilitating input.

2. Input texts should be selected at an appropriate level of difficulty for the task.


Unit of Competency Performance Criteria GCEN306A-3 Handle problems in incoming written correspondence involving predictable information, ideas, related explanations, discussion/ argument, and evaluation (Reading and Writing)

1. The purpose of incoming correspondence is understood through identification of the writer, context and subject.

2. The message of incoming correspondence is understood through identification of the main ideas and specific details.

3. Information/ideas that are appropriate to the purpose and message are given in the response.

4. Appropriate expressions of goodwill are given. 5. An appropriate format is used. 6. The response is organised appropriately. 7. A polite tone is used. 8. The language used is appropriate to the task. 9. Tasks are performed in a timely manner. Range The writing may include some grammatical, spelling or punctuation mistakes, but these should not interfere with meaning or impose strain on a sympathetic reader. Language Features a growing range of vocabulary increasingly complex grammatical structures:

simple/compound/complex sentences positive/negative/interrogative/imperative forms a wide variety of verb forms/tenses/ modals/discourse

markers (e.g. conjunctions, sequence words, etc)



complex constructions (e.g. conditionals, comparison, concession, etc)

a small range of alternative constructions that reflect variations in register


References: 1. Clarke S., Powell M., Sharma P. 2009, In Company: Intermediate, Macmillan Publishers

Limited.

2. Guffey, M. E. 2010, Essentials of business communication (8th ed.), Mason, OH: South-Western Cengage Learning.

3. Emmerson, P. 2013, Email English (2nd ed.), Macmillan.










Module Syllabus

Module Title English and Communication: Workplace Interaction

Module Code LAN3100

QF Credits 6

QF Level 3


60 hrs


Lecture - hrs

Tutorial 18 hrs

Workshop/Lab 8 hrs

Visit/Seminar - hrs



Module Aim: This module aims to enable students to participate, at a sufficient level of comprehension and clarity, in oral interactions of increasing length, relating to a wide range of largely familiar workplace contexts, and expressed in increasingly complex language*, in order to understand and communicate, effectively and with some confidence, predictable information, ideas, related explanations, discussion/argument, and evaluation when handling suggestions, offers, preference and persuasion.

*Reference should be made to the Common European Framework of Reference for Languages Level B1+/B2 for the relevant language proficiency underpinning this competency.

Module Intended Learning Outcome: On completion of the module, students are expected to be able to handle suggestions, offers, preference and persuasion in oral interactions involving predictable information, ideas, related explanations, discussion/argument, and evaluation. This should be evidenced by students’ ability to:

1. participate effectively in discussions/meetings/negotiations/ with colleagues/clients on workplace topics/issues.

2. make and respond to suggestions, offers, preference and persuasion by giving opinions with justification appropriately.



3. initiate and handle interruptions and clarifications effectively.

4. demonstrate a reasonable level of accuracy in using increasingly complex grammatical structures involving a wide variety of verb forms, tenses, modals and discourse markers.




To foster learner autonomy, students are encouraged to continue language learning beyond the classroom and build up a stronger sense of ownership of their learning. Students have to participate in self-initiated language activities, work independently on e-learning, and keep records of such work and progress throughout. Students’ progress and achievements are regularly monitored and assessed.


Assessment Scheme:



Total 100%




Assessment Guidelines: 1. The assessment interactions could be recorded for verification purposes.

2. The assessments could be conducted face-to-face, or as if on the telephone or in a video teleconference.

3. An individual may be assessed on an actual exchange or in a simulated activity conducted with (a) peer(s) or, if absolutely necessary, (a) teacher(s)/assessor(s).

4. As the initiator of a topic or giver of a piece of information is, by definition, psychologically and linguistically better prepared than his/her interlocutor(s), assessors could ensure that, before the assessment interactions, all parties in them are given instructions/stimuli that relate to a mix of both common and individual information so that they have an equal opportunity to deliver and respond to both known and unknown information.


Unit of Competency Performance Criteria GCEN303A-2 Handle suggestions, offers, preference and persuasion in oral interactions involving predictable information, ideas, related explanations, discussion/argument, and evaluation (Listening and speaking)

1. The purpose of the interaction is communicated/understood through identification of the context and subject, and of the initiator’s communicative intent.

2. The message of the interaction is communicated/understood through identification of the gist, main ideas and specific details.

3. Specific information/ideas in the interaction are communicated and/or identified/extracted appropriately.

4. Communicative functions are handled appropriately. 5. Development of the interaction is achieved through

appropriate responses and contributions. 6. Turns are taken according to the conventions of the

interaction type. 7. Clarification is sought and given when necessary to help

communication. 8. The language used is appropriate to the task. 9. Non-verbal signals are used appropriately. Range Speech should be fairly fluent when expressing simple,

familiar ideas and language, but more hesitant with more complex and unfamiliar content/language.

Speech may include some grammatical errors, but these should not interfere with meaning or impose interpersonal strain on a sympathetic listener.

Articulation, intonation, stress and rhythm should be fairly



Unit of Competency Performance Criteria well controlled when expressing simple, familiar ideas and language, but less controlled with more complex and unfamiliar content and language.

The exchange should be sufficient for each speaker. The register should suit the audience and purpose. Non-verbal signals may include facial expressions, other

body language, and active listening articulations. Language Features a growing range of vocabulary increasingly complex grammatical structures:

simple/compound/complex sentences positive/negative/interrogative/imperative forms a wide range of verb forms/tenses/modals/discourse

markers (e.g. conjunctions, sequence words, etc) complex constructions (e.g. conditionals, comparison,

concession, etc) a small range of alternative constructions that reflect

variations in register


References: 1. Clarke S., Powell M., Sharma P. 2009, In Company: Intermediate, Macmillan Publishers

Limited.

2. Stephens, B. 2011, Meetings in English, Macmillan.










Module Syllabus

Module Title Collaboration, Teamwork & Social Engagement

Module Code SDD4006 / SDD4006M

QF Credits 6

QF Level 4

Notional Learning

Hours 60 hrs

Contact Hours*: 26 hrs (for pre-employment programme)

18 hrs (for in-service programme)

Self-study Hours:34 (for pre-employment programme)

42 (for in-service programme)

Assessment Hours: - hrs

(Outside Contact/Self-study Hours)

Exemption Criteria

The exemption will be granted for students who fulfill either of the following exemption criteria (1) or (2):

(1) Academic Criteria

A pass in SDD4002 or WPD3202S

AND

A pass in SDD4003 or WPD4201S

OR

A pass in a comparable academic achievement

(2) Work Experience with Pass in Exemption Assessment

A pass in the assessment for module exemption, plus two years full-time work experience acquired after meeting HD Minimum Entrance requirement.

Module Aim:

This module aims to enable students to develop the necessary competencies in building up effective interpersonal relationships, and to perform as good team players. It also aims to enhance students’ social awareness.



Module Intended Learning Outcomes: On completion of the module, learners are expected to be able to:

1. apply communication skills in building effective interpersonal relationship;

2. perform as a good team player with collaboration skills; and

3. analyze social issues to foster their social awareness as engaged citizen.


1. A student-centred learning and teaching approach will be adopted to facilitate students’ advancement in communication, teamwork and social awareness. Students will be given opportunities to integrate the learning attributes through participation in different activities such as interactive workshop activities, group discussion, site visit, fieldwork, project-based learning activity and individual presentation. Through different activities, the experiential learning model of linking training with learning will be adopted to debrief students and help them to articulate their learning.

2. Project-based learning activity will be provided to students as a platform to review their behaviour in a team context and to enhance their collaboration skills.

3. Students’ learning will be kept track through various means, such as written exercise, in-class activities, and project implementation. The products of students’ project will be collected to demonstrate students’ competency and the impacts made to the society. Students’ works will also be contributing to their career portfolio for graduation.

4. Students will be encouraged to extend their learning experiences beyond workshops to develop their teamwork and collaboration skills as well as to enrich their social awareness. They are encouraged to join various student groups and discipline projects to practice their learnt skills and to serve others with the sense of responsible citizen.

Assessment Scheme:


End-of-Module Assessment (EA) 50%

Total 100%



Continuous assessment is used to check the students’ learning and to monitor the progress of teaching. A mixed mode of assessment components is adopted to collect a composite score which will be expressed in the form of grade. The grading criteria are:

70 or above Pass with Merit

40-69 Pass

0-39 Fail

Key Content Area: The following Units of Competency (UoCs) are created to guide the delivery of the whole module in order to achieve the intended learning outcomes.

Unit of Competency Performance Criteria SWPD411

Apply communication skills in building effective interpersonal relationship

1. Advanced understanding of interpersonal relationship.

Range: Topics may include but not limited to the impact of advanced technology on human relationship, the effect of socioeconomic changes and different mindsets on people relationship and the model of effective communication.

2. Apply appropriate communication skills in various contexts and at different life stages.

Range: Topics may include but not limited to the usage of empathy and listening skills, and case studies in various social contexts and at different life stage.

3. Exercise effective conflict resolution.

Range: Topics may include but not limited to the usage of emotional control, effective conflict resolution process and case studies in different interpersonal scenarios.

SWPD412

Perform as a good team player with collaboration skills

1. Carry out the principles of collaboration and teamwork.

Range: Topics may include but not limited to the positive mindset to foster collaboration and effective teamwork, and case studies in different scenarios related to teamwork context.

2. Articulate essential attributes of leader and team member.

Range: Topics may include but not limited to team roles, and case studies and role plays in different scenarios related to the interaction between leader and members.

3. Apply strategies for managing group project and team dynamics.



Range: Topics may include but not limited to division of labour, team dynamics, and case studies and role plays in different scenarios related to group project management.

4. Implement a group project with the learnt skills.

Range: Topics may include but not limited to review and evaluate both team’s and member’s performance according to their application of appropriate skills.

SWPD413

Analyse social issues to foster social awareness as an engaged citizen

1. Analyse the current social issues.

Range: Topics may include but not limited to analyse social issues related to sustainable development, citizenship, or civic matters with case studies.

2. Take action for sustainable development for a contemporary society.

Range: Topics may include but not limited to the understanding of sustainable development goals and devise an action plan to tackle social issue

3. Employ positive attitude as an engaged citizen.

Range: Topics may include but not limited to the responsibility and rights of a citizen, the dilemma between social good and self-interest, and case studies in various scenarios related to engaged citizenship.

References:

1. Eunson, B. (2016). Communicating in the 21st century. Milton, Qld.: Wiley.

2. Bagwell, C., & Schmidt, M. E. (2011). Friendships in Childhood and Adolescence. New York: The Guilford Press.

3. Wood, Julia, (2014). Interpersonal communication - everyday encounters. Boston:Cengage Learning.

4. DeVito, J. A. (2016). The Interpersonal Communication Book. Boston: Pearson Education.

5. Beebe, S. A. (2017). Communication: Principles for a lifetime. Vancouver, B.C.: Langara College.

6. Bob LaRocca (2017). Transforming Education: Social Awareness Toolkit. Retrieved on 3 August 2018 from https://www.transformingeducation.org/resources/for-educators/

7. Berne, E. (2015). Transactional analysis in psychotherapy: A systematic individual and social psychiatry. Mansfield Centre, CT: Martino Publishing.



8. Schnell, E.; Hammer, A. (2000). FIRO-B® Technical Guide. Mountain View, CA: CPP, Inc.

9. Stewart, I., & Joines, V. (2014). TA today: A new introduction to transactional analysis. Melton Mowbray: Lifespace Publishing.

10. Roy Lilley. (2016). Dealing with difficult people. London: Kogan Page.

11. Tuhowsky, I., & Tuhovsky, I. (2017). The science of effective communication: Improve your social skills and small talk, develop charisma and learn how to talk to anyone. Middletown, DE: CreateSpace Independent Publishing Platform.



1 24 September 2018 Ms LAU Sze Lui,

Ms YUM Yuen Han,

Ms CHUM Yin Ping,

Mr LAU Ho Ming

2 21 January 2019 Ms LAU Sze Lui,

Ms YUM Yuen Han,

Ms CHUM Yin Ping,

Mr LAU Ho Ming



Module Syllabus

Module Title Enhancing Competencies in the 21st Century Workplace

Module Code SDD4007

QF Credits 3

QF Level 4

Notional Learning

Hours 30 hrs

Contact Hours*:

13 hrs (for pre-employment programme)


Self-study Hours:

17 (for pre-employment programme)




Exemption Criteria


(3) Academic Criteria A pass in SDD4004

OR A pass in WPD3203S

OR A pass in WPD3204S

OR A pass in WPD4074

OR A pass in a comparable academic achievement

(4) Work Experience with Pass in Exemption Assessment


Module Aim:

This module aims to enhance students’ competencies in formulating their own career development strategies. It also aims to foster students’ lifelong learning skills as well as exercising appropriate work ethics and workplace etiquette.



Module Intended Learning Outcomes: On completion of the module, students are expected to be able to:

1. select appropriate personal strategies for career development;

2. illustrate one’s lifelong learning skills to prepare for the challenges in workplace; and

3. exercise responsible judgement and action with appropriate work ethics and workplace etiquette in a specific trade.


1. A student-centred learning and teaching approach will be adopted to help students formulate career development plan with lifelong learning strategies as well as to develop appropriate work ethics and workplace etiquette.

2. Experiential learning approach will be adopted to facilitate students’ learning through hands-on preparation of career portfolio, participation in mock interview and various career-related activities. Those learning activities will be debriefed to help students link up training with learning and then to generate new ideas through reflection from the experiences.

3. Students are encouraged to extend their learning experiences beyond workshops to strengthen their individual goals and aspirations. Extra-curricular activities related to career development, work attitude, career image and ethics, work etiquette, industry trends, career in Mainland, and career coaching will be organized to help students further extend their learning experiences. They will be asked to collect various learning artefacts to produce their personal career portfolio for graduation.

4. Teachers will provide individual feedback to student in tutorials for making advancement in career goals formulation and their use of career strategies.

Assessment Scheme:



Total 100%



Continuous assessment is used to check the students’ learning and to monitor the progress of teaching. A mixed mode of assessment components is adopted to collect a composite score which will be expressed in the form of grade. The grading criteria are: 70 or above Pass with Merit 40-69 Pass 0-39 Fail

Key Content Area:

The following Units of Competency (UoCs) are created to guide the delivery of the whole module in order to achieve the intended learning outcomes. Unit of Competency Performance Criteria SWPD414 Select appropriate personal strategies for career development

1. Carry out job-hunting skills for vocational training.

Range: Topics may include but not limited to formulation of career goals and work plan, together with the corresponding job-hunting tactics.

2. Demonstrate interviewing skills in different contexts.

Range: Topics may include but not limited to skills for individual interview or group interview, and pre-interview preparation and post-interview review.

3. Produce e-portfolio for personal career planning.

Range: Topics may include but not limited to production of e-portfolio to show the matching among one’s career goal, personal attributes for the selected job, and personal calibre for the selected career.

SWPD415 Illustrate one’s lifelong learning skills to prepare for the challenges in workplace

1. Appreciate ever changes in the world of work and the impact of technology in workplaces.

Range: Topics may include but not limited to the impact of technology on job market (e.g. AI, VR, job obsolete and new job creation) and the influence of globalization.

2. Employ transferable skills for job transition.

Range: Topics may include but not limited to positive attitude for job changes, and mindset for lifelong learning.

3. Exercise self-regulation approach in workplaces.

Range: Topics may include but not limited to self-awareness of individual thoughts, feeling and behaviours in workplace, emotional management for colleague’ interaction, and exercise appropriate work



manner.

4. Enhance collaboration skills in workplaces.

Range: Topics may include but not limited to application of communication skills, team roles and dynamic, conflict resolution, and collaboration skills in workplace.

SWPD416 Exercise responsible judgement and action with appropriate work ethics and workplace etiquette in a specific trade

1. Develop work value and employ appropriate moral principles to suit the work context.

Range: Topics may include but not limited to review on personal value with company’s mission and value and select appropriate work ethics to fit the workplace or professional standard.

2. Exercise appropriate workplace etiquette.

Range: Topics may include but not limited to understanding of company’s regulation and informal culture, and self-management to fit in the workplace’s requirement.

References:

1. Petrus Ng, Xiqing Susan Su, Gina Lai, Dennis Chan, Eddie Ho, Vivien Chan, Heidi Leung, Vicki Kwan and Chloe Li (2016). A Holistic Model of Student Development: The Validation of Whole Person Development Inventory for College Students in Hong Kong. Measurement and Evaluation in Counseling and Development 1-21. Doi: 10.1177/0748175615625748

2. Martin, Tanya V.; Martin, Tanya V., editor. (2016). Career development: theories, practices and challenges. New York: Nova Publishers. MMS ID: 991005981819804681

3. Brown, D. (2011). Career Information, Career Counseling and Career Development (10th Ed.). Prentice Hall.

4. Dubrin, A. J. (2010). Human Relations for Career and Personal Success: Concepts, Applications, and Skills (9th Ed.). Pearson Prentice Hall.

5. Osborn, Debra S., 1968- Zunker, Vernon G., 1927- (2016). Using assessment results: career development (Ninth Edition). Boston, MA: Cengage Learning. MMS ID: 991000118099704681

6. Watson, Mark. Watson, M. B. (Mark Brownlee), 1949- McMahon, Mary, 1955- (2012). Career development global issues and challenges. New York: Nova Science Publishers. MMS ID: 991005964720704681

7. Baker, Michael J (2013). Career Development. Journal of customer behaviour. 2013, Vol.12(2), p.91-94. DOI: 10.1362/147539213X13832198548139

8. 水淼 (2010)。20 幾歲，就定位：打造通往未來的許可證！。好的文化。



9. Natashia Larkin (2018). Job interview tips 2018: Your complete guide to success. Retrieved from: https://www.cv-library.co.uk/career-advice/interviews/job-interview-tips-2018-complete-guide/

10. Michael Cheary (2018). Competency-based interviews: What you need to know. Retrieved from: https://www.reed.co.uk/career-advice/competency-based-interviews-what-you-need-to-know/

11. Home. (n.d.). Retrieved from https://mahara.org/

12. [email protected] (2018). Career Development Theories. Retrieved from: http://www.loveyourcareer.org/understnad-yourself/32-career-cunseling-tools/career-development -theories/26-career-development-theories#Happenstance

13. TheInterviewguys.com (2018). How to Master the START Method For Interview Questions. Retrieved from: https://theinterviewguys.com/star-method/




Mr CHAN Wai Yeung,

Mr KWONG Chin Fun,

Mr LAU Ho Ming

2 21 January 2019 Ms LAU Sze Lui,

Mr CHAN Wai Yeung,

Mr KWONG Chin Fun,

Mr LAU Ho Ming



Module Syllabus

Module Title MindShift: Achieving Personal Growth & Effectiveness

Module Code SDD4005 / SDD4005M

QF Credits 6

QF Level 4

Notional Learning

Hours 60 hrs

Contact Hours*:

26 hrs (for pre-employment programme)


Self-studyHours:

34 (for pre-employment programme)




Exemption Criteria


(1) Academic Criteria

A pass in SDD4001 OR

A pass in WPD3200S OR

A pass in WPD4063 & WPD4041 or WPD4082 OR

A pass in a comparable academic achievement (2) Work Experience with Pass in Exemption Assessment


Module Aim: This module aims to enable students to formulate effective self-improvement strategies and to develop good habits for pursing personal goals as well as meeting the impending challenges of the changing world.




1. formulate self-improvement strategies to meet the needs of the changing world;

2. foster good habit building for well-being; and

3. articulate one’s personal goals in terms of personal potentials.


A student-centred learning and teaching approach will be adopted to facilitate students’ advancement in adaptability, resilience and potential development to achieve personal goals even in face of changing environments with adversity. Students will be given opportunities to integrate the learning attributes through participation in different activities such as interactive workshop activities, group discussion, individual presentation and physical activity workshops. Through different activities, the experiential learning model of linking training with learning will be adopted to debrief students and help them to articulate their learning.

Mutual support and peer feedback will be encouraged and adopted in the in-class activities, such as group sharing, to create a mutual support learning environment, which will help promote better adaptation and resilience building. Students will be given opportunities to learn from their peers as well as to give and receive feedback.

Students’ learning will be kept track through various means, such as written exercise, in-class activities, peer feedback, and presentation of their self-reflection. The products of students’ works will be collected as evidence to demonstrate their competency and will be contributing to their career portfolio for graduation.

Students will be encouraged to extend their learning experiences beyond workshops to build up personal goals and resilience for personal development. They are encouraged to participate in activities with manageable challenges, including sports activities and psychological skills training.

Assessment Scheme:



Total 100%

Continuous assessment is used to check the students’ learning and to monitor the progress of teaching. A mixed mode of assessment components is adopted to collect a composite score which will be expressed in the form of grade. The grading criteria are:

70 or above Pass with Merit



40-69 Pass

0-39 Fail

Key Content Area: The following Units of Competency (UoCs) are created to guide the delivery of the whole module in order to achieve the intended learning outcomes.

Unit of Competency

Performance Criteria

SWPD408 Formulate self-improvement strategies to meet the needs of the changing world

1. Articulate the impact of the changing world on people’s well-being.

Range: Topics may include but not limited to the impact of the Industry 4.0 and internet world, the importance of generic competencies in different scenarios related to the changing world.

2. Develop the growth mindset for self-improvement.

Range: Topics may include but not limited to the understanding of one’s mindset, the different impacts resulted from fixed and growth mindset, and the corresponding self-improvement strategies.

3. Employ self-regulation approach.

Range: Topics may include but not limited to the understanding of different emotions and the mechanism of one’s affective, physical and cognitive response to a variety of situations, and apply the knowledge of S-ABC model as for self-regulation.

SWPD409 Foster good habits for personal effectiveness

1. Review one’s experience in meeting challenges.

Range: Topics may include but not limited to review of one’s experience and to share the experience for building personal strength.

2. Employ interpretation strategies on resilience and application of new strategies.

Range: Topics may include but not limited to strategies for resilience and case studies in applying new approaches to handle various challenges.

3. Implement physical training exercise to enhance well-being.

Range: Topics may include but not limited to the appropriate health check and building habit of regular exercise for well-being.



SWPD410 Articulate one’s personal goals in terms of personal potentials

4. Identify strategies for developing one’s potentials.

Range: Topics may include but not limited to set goals with personal strengths or potentials.

5. Apply strategies for self-improvement.

Range: Topics may include but not limited to applying growth mindset and building good habits for personal effectiveness on goral setting.

References:

1. Blackwell, L., Trzesniewski, K., & Dweck, C. (2007). Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention. Child Development. 78(1), 246-263. doi: 10.1111/j.1467-8624.2007.00995.x

2. Chao, M., Visaria, S., Mukhopadhyay, A., & Dehejia, R. (2017). Do rewards reinforce the growth mindset? Joint effects of the growth mindset and incentive schemes in a field intervention. Journal Of Experimental Psychology: General. 146(10), 1402-1419. doi: 10.1037/xge0000355

3. DeBacker, T., Heddy, B., Kershen, J., Crowson, H., Looney, K., & Goldman, J. (2018). Effects of a one-shot growth mindset intervention on beliefs about intelligence and achievement goals. Educational Psychology. 38(6), 711-733. doi: 10.1080/01443410.2018.1426833

4. Carlson, N., & Birkett, M. (2017). Physiology of behavior (12th ed.). England: Pearson Education Limited.

5. “Discover How to Rewire Your Brain with Neuroplasticity.” YouTube, YouTube, 11 June 2017. Retrieved from www.youtube.com/watch?v=bbLP-as1ABk.

6. Dweck, C. (2015). Carol Dweck Revisits the 'Growth Mindset'. Retrieved from https://www.edweek.org/ew/articles/2015/09/23/carol-dweck-revisits-the-growth-mindset.html

7. Dweck, C. (2016). Mindset: The New Psychology of Success. New York: Ballantine.

8. Kolb, B., Gibb, R., & Robinson, T. (2003). Brain Plasticity and Behavior. Current Directions in Psychological Science, 12(1), 1-5.

9. Leung, F. (Feb, 2018). Doing CBT in the Decade of the Mind: The S-ABC Model. Keynote Address at the 6th Asia CBT Conference. Dhaka, Bangladesh.

10. “Growing Lifelong Learners.” Science Impact. Retrieved from https://www.mindsetworks.com/default

11. Paunesku, D., Walton, G., Romero, C., Smith, E., Yeager, D., & Dweck, C. (2015). Mind-Set Interventions Are a Scalable Treatment for Academic Underachievement. Psychological Science, 26(6), 784-793. doi: 10.1177/0956797615571017



12. Wilson, T., & Buttrick, N. (2016). New directions in social psychological interventions to improve academic achievement. Journal Of Educational Psychology, 108(3), 392-396. doi: 10.1037/edu0000111

13. Yeager, D., & Dweck, C. (2012). Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed. Educational Psychologist, 47(4), 302-314. doi: 10.1080/00461520.2012.722805




Mr WONG Hon Chun,

Ms CHAN Siu Yung,

Ms WONG Ka Yi,

Mr LAU Ho Ming 2 21 January 2019 Ms LAU Sze Lui,

Mr WONG Hon Chun,

Ms CHAN Siu Yung,

Ms WONG Ka Yi,

Mr LAU Ho Ming



Module Syllabus

Module Title Information Technology Essentials – Smart Living

Module Code ITE3009

QF Credits 6

QF Level 3

Notional Learning

Hours 65 hrs


Lecture - hrs

Tutorial - hrs

Workshop/Lab 26 hrs

Visit/Seminar - hrs




Module Rationale/Aims: The module aims to:

1. strengthen students’ knowledge and skills in immersive experience technologies, Internet of Things, Big Data and Artificial Intelligence in order to enhance users’ experience in contemporary IT topics; and

2. develop students’ ability to design and apply appropriate technologies in smart living and industries.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. use appropriate tools/software to interactively control the smart/sensors devices and apply in smart living;

2. apply business intelligence tools to extract big data from external sources, transform, visualize in different formats and produce insight;

3. build different types of artificial intelligence applications through cloud platforms; and

4. use appropriate tools/software to produce immersive experiences.




This module will be delivered in a computer laboratory.

Practical examples are given to students to facilitate their learning.

Hands-on and task-based approaches are used to encourage students to attain the practical skills and knowledge.

Exercises and work relevant to the programme are given to students to facilitate them to apply the skills they learn in this module in their vocational modules of the programme.

Assessment Scheme:



Total 100%

Key Content Areas: The following Units of Competency (UoCs) from the Specification of Generic (Foundation) Competencies under the Qualifications Framework are adopted as the references for the delivery of the module in order to achieve the intended learning outcomes.

UoC#1: ITMB320A Demonstrate knowledge and skills of contemporary IT technologies related to smart living.

Unit of Competency

Elements of Competency Performance Criteria

ITMB320A Demonstrate knowledge and skills of contemporary IT technologies related to smart living

1. Demonstrate knowledge and skills in the Internet of Things (IoT)

1.1. Understand essentials of the IoT and give smart home/living examples

Range: Topics may include but are not limited to IoT devices, impact of digital transformation and smart home/living examples

1.2. Interconnect smart devices and sensors to produce an interactive smart applications

Range: Topics may include but are not limited to interconnect smart devices and sensors, storage and process of data in the cloud platform and program the smart device using blockly programming tools



Unit of Competency

Elements of Competency Performance Criteria

2. Produce an interactive dashboard to explore data

2.1 Understand the usage of business intelligence tools and data visualization

Range: Topics may include but are not limited to identify different business intelligence tools and understand different type of visualization charts

2.2 Use appropriate tools to produce a dashboard with interactive features

Range: Topics may include but are not limited to apply business intelligence tools to produce an interactive dashboard, grab and visualize data to produce insight

3. Produce smart

applications with artificial intelligence technologies

3.1 Understand the basic principles of artificial intelligence and its applications

Range: Topics may include but are not limited to identify different type of artificial intelligence applications and the principles behind

3.2 Create smart applications with

artificial intelligence features Range: Topics may include but are not limited to face identification / recognition, face counting, voice recognition and optical character recognition

4. Produce immersive

contents and apply immersive experience technologies

4.1 Understand the basic principles of augmented reality, virtual reality and mixed reality and its’ applications

Range: Topics may include but are not limited to introduce the applications of augmented reality, virtual reality and mixed reality

4.2 Product immersive contents for the

use of augmented reality, virtual reality and mixed reality

Range: Topics may include but are not limited to use of augmented reality, virtual reality and mixed reality gadget, 360 degree camera, 3D model scanning



Requirements for Supporting Tools:

1. Tiny programmable computer, sensors and servomotors

2. Business intelligence tools

3. Cloud computing platform

4. 360 degree camera, gadget/software for immersive contents production

5. Personal computer with appropriate peripherals, Internet access and application software

Textbooks:

In-house learning and teaching materials. References: 1. Brown, E (2016). “Who Needs the Internet of Things?”. Linux.com.

2. McLaren, D. and Agyeman, J. (2015). Sharing Cities: A Case for Truly Smart and Sustainable Cities. MIT Press. ISBN 9780262029728.

3. Meir-Huber, M. (2014). Kick Start: Big Data: An introduction to Big Data (Kindle Edition). Amazon Digital Services LLC.

4. Telea, A.C. (2015), Data Visualization: Principles and Practice, Second Edition, CRC Press.



1 05 Oct 2018 Dr. Wilson Cho

2 30 Jan 2019 Dr. Wilson Cho



Module Syllabus

Module Title Aesthetics and Semiotics

Module Code DES4008

QF Credits 11

QF Level 4


110 hrs


Lecture 12 hrs

Tutorial 27 hrs

Workshop/Lab - hrs

Visit/Seminar - hrs





1. analyse the characteristics and aesthetic elements through research and evaluation relating to art and design movements;

2. explore design values with an awareness of cultural contexts for effective communication and interpretation;

3. propose and associate design concepts pertinently with visual elements in the context of aesthetics and semiotics; and

4. generate potential design solutions by employing aesthetics and semiotics approaches with respect to cultural diversity and visual literacy.



Learning Contents and Indicative Contact Hours:

Learning Contents

Indicative Contact Hours

1. Aesthetics Theories

Aesthetics theories analysis

Characteristics and aesthetic elements of selected art and design movements

12 hours

2. Representation of Meanings

Semiotics theories analysis

Signifier and the signified

Icon, index and symbol

9 hours

3. Meanings and Interpretations

Ways and styles of meaning

Encoding and decoding of meanings

6 hours

4. Visual application of Aesthetics and Semiotics Theories

Employ aesthetics and semiotics approaches in communication and interpretation

Explore and apply conceptualisation, realisation and presentation skills

9 hours

5. Review and Reflection

Review and evaluate learning outcomes with critical reflection

3 hours



Mapping of Learning Contents with Intended Learning Outcomes:

Learning Contents

Module Intended Learning Outcomes

1 2 3 4

1 Aesthetics Theories

2 Representation of Meanings

3 Meanings and Interpretations

4 Visual application of Aesthetics and Semiotics Theories

5 Review and Reflection


A series of lectures will be structured to introduce the main concepts of aesthetics and semiotics, supplemented by notes, on-line and other reading materials.

The main learning activity will be executed through a range of open and collaborative discussions, presentations and discourses supported by hand-outs, on-line materials and class exercises.

Students will be encouraged to apply the learned skills and knowledge to different modules in the later stage of their studies.

Assessment Scheme:



Total 100%

Essential References:

1. Hall, S 2012, This means this, this means that: a user’s guide to semiotics, 2nd edn, Laurence King Pub, London.

2. Faimon, P & Weigand, J 2004, The nature of design: how the principles of design shape our world: from graphic and architecture to interiors and products, How Design Books, Cincinnati.



Further References:

1. Kul-Want, C 2010, Introducing Aesthetics: A Graphic Guide, Totem Books, London.

2. Barry, J 1999, Art, culture, and the semiotics of meaning, St Martin’s Press, New York.

3. Fiedler, J 2012, Bauhaus, H.F, Ullmann Publishing Gmbh, Potsdam.

4. Fahr-Becker, G 2011, Art Nouveau, H.F, Ullmann Publishing Gmbh, Potsdam.

5. Koren, L 2008, Wabi-Sabi: for Artists, Designers, Poets & Philosophers, Imperfect Publishing, Decatur.

6. Kjellman-chapin, M 2013, Kitsch: History, Theory, Practice, Cambridge Scholars Publishing, Newcastle upon Tyne.

7. Jordy, W 2005,"Symbolic Essence" and Other Writings on Modern Architecture and American Culture, Yale University Press, Connecticut.

8. Mitchell, W 2002, Landscape and Power, University of Chicago Press, Chicago.



1 Feb 2010 Dr. LAM Yan Yan TAM Ka Fung, Kelvin YAU Wai Man, Raymond

2 Mar 2010 Dr. LAM Yan Yan TAM Ka Fung, Kelvin YAU Wai Man, Raymond

3 Jun 2010 Dr. LAM Yan Yan TAM Ka Fung, Kelvin YAU Wai Man, Raymond

4 Apr 2011 Dr. LAM Yan Yan WONG Man Yee, Eva YAU Wai Man, Raymond

5 Jan 2012 Dr. LAM Yan Yan Tam Ka Fung, Kelvin YAU Wai Man, Raymond

6 Nov 2014 Dr. LAM Yan Yan Tam Ka Fung, Kelvin YUEN Suk Ping YAU Wai Man, Raymond



Module Syllabus

Module Title Creative and Design Thinking

Module Code DES3006

QF Credits 10

QF Level 3


100 hrs


Lecture 6 hrs

Tutorial 10 hrs

Workshop 20 hrs

Visit/Seminar 3 hrs





1. differentiate various models, processes, principles, and methods of creative thinking and design thinking;

2. implement human-centred innovation basics to identify needs and define problems under guided scenarios;

3. employ divergent thinking skills to generate ideas; and

4. employ convergent thinking skills to evaluate solutions based on desirability, feasibility, and viability through prototyping and testing.




Learning Contents Indicative Contact Hours

1. Design Thinking Fundamentals and Practices

Origins and approaches to design thinking

Design thinking principles and process

Practices of design thinking in various industry solutions

3 hours

2. User-Centred Research Basics and Practices

User perception and expectations

Analysis of user experiences from functional and emotional perspectives through journey mapping

6 hours

3. Defining User Needs and Problems

Problem appreciation, definition and framing

6 hours

4. Creative Thinking Approaches and Practices

Creative thinking tools and techniques

(Brain-storming, Clustering and SCAMPER)

Evaluating and selecting innovative solutions

(Evaluation Matrix and Edward De Bono’s Six Thinking Hats)

15 hours

5. Prototype and Concept Presentation

Redefining a problem through prototyping and testing

Concept presentation and evaluation of innovation ideas based on desirability, feasibility, and viability

9 hours




Learning Contents


1 2 3 4

1 Design Thinking Fundamentals and Practices

2 User-Centred Research Basics and Practices

3 Defining User Needs and Problem

4 Creative Thinking Approach and Practices

5 Prototype and Concept Presentation


A series of lectures will be structured to introduce the fundamentals of design thinking and creative thinking tools, supplemented by notes, on-line and other reading materials.

Workshops feature an interactive approach with handouts, group activities and discussions, and student presentations supported by tutorials.

The main learning activity will be executed through a range of exercises, on-site explorations and role-plays.


Assessment Scheme:



Total 100%

References:

1. Brown. T. & Wyatt, J. 2010, Design thinking for social innovation, Stanford Social Innovation Review, Winter 2010, 30-35.

2. Curedale, R. 2013, Design Thinking Process and Methods Manual, Design Community College Inc., Topanga, California.

3. Fung, A., Lo, A. & Rao, M.N. 2005, Creative tools, School of Design, Hong Kong Polytechnic University, Hong Kong.

4. Kolko, J. 2014, Well-designed: how to use empathy to create products people love, Harvard Business Review Press.



5. Michalko, M. 2006, Thinkertoys: a handbook of creative-thinking techniques, Ten Speed Press, Berkeley, California.

6. Tomitsch, M. et al. 2018, Design. Think. Make. Break. Repeat, BIS, Amsterdam.



1 Mar 2015 Dr. LAM Yan Yan,

TAM Ka Fung, Kelvin

WONG Man Yee, Eva

LEE Siu Chung, David

2 May 2019 WONG Ngai Chi, Edwin



Module Syllabus

Module Title Cultural Studies

Module Code DES4007

QF Credits 15

QF Level 4


150 hrs


Lecture 12 hrs Tutorial 32 hrs Workshop/Lab - hrs

Visit/Seminar 8 hrs

Self-study Hours: 98 hrs Assessment Hours: - hrs (Outside Contact/Self-study Hours)



1. interpret the impact of cultural issues with respect to social, creative and sustainability contexts on arts and design;

2. analyse cultural elements and the important role of cultural values in art and design fields;

3. evaluate the contextual influences of selected major art and design movements on the forms, perceptions and conventions of arts, design and communication; and

4. implement research methods to analyse the relationship between arts, design and culture.




Learning Contents


1. Introduction to Cultural Studies

Social, technological, economical and sustainable perspectives in cultural studies

Important roles of cultural studies to art and design development

4 hours

2. The Social Revolution

Social changes and transformation

Popular culture

Consumerism

Identity

10 hours

3. Globalization vs Localization

Social norms

Creative values

Global and local cultures

Globalisation and cultural sustainability

Community and ‘place-making’

10 hours

4. Oriental and Western Art and Design Movements

Selected art and design movements and the contextual influences

Visual characteristics, the values and nowadays’ transformation in arts and designs

10 hours

5. Research Methods

Field research/ Contextual research methods in various art and design disciplines

Primary and Secondary research

Observation, organisation, interpretation, evaluation and presentation

18 hours




Learning Contents


1 2 3 4

1 Introduction to Cultural Studies

2 The Social Revolution

3 Globalization vs Localization

4. Oriental and Western Art and Design Movements

5 Research Methods


A series of lectures will be structured to introduce the main concepts of cultural awareness and their impact in relation to arts and designs.

The main learning activity will be delivered through a range of open and collaborative discussions, presentations and cultural visits. All activities will be supplemented by hand-outs, on-line and other forms of reading materials.


Cultural research will be employed to establish students’ foundation on identifying important cultural issues and organising the findings.

Assessment Scheme:



Total 100%




1.

2.

Barker, C 2011, Cultural studies: Theory and practice: 4th edition, Sage, London

Pickering, M2008, Research Methods in Cultural Studies (Research Methods for the Arts and the Humanities), Edinburgh University Press, Edinburgh.

Further References:

1. Mirzoeff, N 2009, An introduction to visual culture, Routledge, London; New York

2. 胡恩威 2005 香港風格, Hong Kong Style, Tom (Cup Magazine) Publishing Limited, Hong Kong

3. Storey, J 2012, An introduction to cultural theory and popular culture, 6th edition, University of Georgia Press, Athens

4. Bhaskaran, L 2009, Designs of the times: using key movements and styles for contemporary design, Page One, Singapore

5. Henri Lefebvre, 2008, The Production of Space, Blackwell Publishing

6. Berger, J 2009, Ways of seeing, British Broadcasting Corporation: Penguin Books, London.

7. 陳瀅巧著, 方孝謙審訂, 2008, 圖解文化研究易博士文化, , 台北市

Magazines and Periodicals:

1. Cultural studies central, viewed 25 Sept 2008, <http://www.culturalstudies.net>.

2. Mark Harden’s artchive, viewed 25 Sept 2008, <http://www.artchive.com>.

3 International Journal of Cultural Studies, Sage Publications, London.





1 Sep 2009 Dr. LAM Yan Yan

WONG Ngai Chi, Edwin

2 Jun 2010 Dr. LAM Yan Yan


3 Apr 2011 Dr. LAM Yan Yan

MATSUMURA Yoji


4 Jan 2012 Dr. LAM Yan Yan

Tam Ka Fung, Kelvin


5. Feb 2015 Dr. LAM Yan Yan

Tam Ka Fung, Kelvin

Leung Po Shan, Popo



Module Syllabus

Module Title Big Data Analysis and Marketing Plan

Module Code DDM5941

QF Credits 12

QF Level 5


120 hrs

Contact Hours: 39 hrs

Lecture 23 hrs

Tutorial 4 hrs

Workshop/Lab 10 hrs

Visit/Seminar 2 hrs




On completion of the module, learners are expected to be able to:

1. apply marketing theories and principles to the integrated business arena;

2. formulate research methods for specific transmedia project with a thorough analysis

within the big data ecosystem;

3. evaluate the value of data findings to determine the strategic implications of data-driven

marketing plans; and

4. analyse marketing data through statistical custom software to design a transmedia

business campaign.




Learning Contents

Indicative

Contact Hours

1. Marketing Situation of Research and Analysis

Introduction of methods of marketing research: primary andsecondary; quantitative and qualitative research

Situation analysis (SWOT, PEST factors, etc)

The importance of 7Ps and 7Cs

Target audience development – demographics, psychographics, consumer habits, attitudes and trends

Market segmentation & positioning

12 hours

2. Big Data Principles and Collection Methodology

Big data terminology 5V: Value, Volume, Velocity, Variability and Variety

Multichannel integrated marketing data: internet services (traffic), search engine (click rate), mobile applications (geo-targeting), social network (text mining), cloud

Expending data sources from internal data to external data: site databases, customer relationship management (CRM), marketing systems; Google AdSense, Google AdWords, Google Analytics

12 hours

3. Big Data Analysis, Applictaion and Synthesis

Justifying data findings and evaluating the data assets

Practical applications of data management: advanced tools in analysis tools, chart and diagram

10 hours

4. Finding Evaluation and Interpretation Concluding and interpreting the research findings, and

design strategic marketing plan Determination of effective action plan on the selected

topic

5 hours



Mapping of Learning Contents with Module Intended Learning Outcomes:

Learning Contents

Module Intended Learning

Outcomes

1 2 3 4

1 Marketing Situation Research and Analysis

2 Big Data Principles and Collection Methodology

3 Big Data Analysis, Application and Synthesis

4 Findings Evaluation and Interpretation


Learning and teaching will be conducted interactively in a range of formats including structured lectures, visit, seminar, workshops, projects, tutorials and presentations.

Lectures feature an interactive approach with presentation and handouts and include recommended reading lists. Students will be able to demonstrate skills in researching the topic area, writing a report on the evaluated outcomes and presenting ideas effectively in oral and visual forms.

Workshops provide experience for student in practical research and the transformation of research data into parameters for analysis and assessment.

Students will be equipped with the knowledge and skills needed to formulate a research project and to develop critical analysis applicable to the transmedia project.

Assessment Scheme:



Total 100%


1. Lisa Arthur, 2013, Big data marketing: engage your customers more effectively and drive value, Hoboken, N.J. John Wiley & Sons

2. Tonkin, S, Whitmore, C & Cutroni, J 2010, Performance Marketing with Google Analytics: Strategies and Techniques for Maximizing Online ROI, Wiley, Indianapolis.



Further References:

1. Hague, P & Jackson, P 1990, How to do Marketing Research, Kogan Page, London.

2. Rajat Paharia, 2013, Loyalty 3.0: How Big Data and Gamification Are Revolutionizing

Customer and Employee Engagement, Mcgraw-Hill

3. McKinsey Chief Marketing & Sales Officer Forum, 2013, Big Data, Analytics, and the Future of Marketing & Sales, McKinsey & Company.

4. Eric Siegel, 2013, Predictive Analytics: The Power to Predict Who Will Click, Buy, Lie, or Die, Wiley

5. Comm, J 2010, The AdSense Code: What Google Never Told You About Making Money with AdSense, Morgan James Publishing, New York.

6. Millier, M 2010, Using Google AdWords and AdSense, Que Publishing, London

Online References:

1. Smart Insights, <http://www.smartinsights.com/>.

2. Mining twitter with R, <https://sites.google.com/site/miningtwitter>.

3. Marketing Research Association

<http://www.marketingresearch.org/category/tags/big-data>.

4. Google AdSense, <http://www.google.com/adsense>.

5. Google Adwords, < http://www.adwords.google.com>.

6. Google Analytics, <http://www.google.com/analytics>.



1 Jul 2014 Chan Chung Chung, Joan

2 Feb 2015 Joel Kwong

3 Jan 2019 Chan Chung Chung, Joan



Module Syllabus

Module Title Digital Game Design

Module Code DDM4914

QF Credits 9

QF Level 4


90 hrs


Lecture 6 hrs

Tutorial 6 hrs

Workshop/Lab 27 hrs

Visit/Seminar - hrs




1. apply visual design skills for gaming and programming techniques to develop interactive storytelling enabled digital games;

2. analyse the trend and development of the target audience needs, usage behaviour and

user experience to identify the game strategy; and

3. master the design process and development cycle of digital game design with diverse

portfolio of prototypes.




Learning Contents Indicative Contact Hour

1. Environment, Scenarios and Level Design

Structure of environmental design, game goals, media platform and genres

Non-linear and linear storytelling, backstory, synopsis and setting

Level-advanced and Scenarios-based structure

3 hours

2. User Interface and Experience Design

Perspective, style, temporal and spatial features

Visual Interface design & usability

Player behaviour and interactive experiences

6 hours

3. Computer Programming

Class, objects, methods, properties, event-driven programming

Object-oriented programming, design and development

15 hours

4. Digital Game Prototyping

Design game contents with appropriate visual and audio aesthetics

Prototyping techniques and methods

Industry-standard prototypes

15 hours


Learning Contents


1 2 3

1 Environment, Scenarios & Level Design

2 User Interface and Experience Design

3 Computer Programming

4 Digital Game Prototyping



Learning and Teaching Strategies: Learning and teaching will be delivered interactively in multiple formats, including

structured lectures, demonstration, tutorials, workshops, and presentations.

A project-based and student-centred approach provides practical opportunities for students to integrate and apply learned knowledge and skills, and develop their initiative and self-learning abilities along their own interests and strengths, in achieving the intended scope of outcomes and standard. Students will be required to execute design processes with appropriate guidance and support, in order to foster their confidence and interactive scripting abilities

Integration with other modules, such as Story-world Visualisation and Transmedia Storytelling will be encouraged to enable students to further develop learning opportunities and to apply learned practices and concepts across modules.

Assessment Scheme:



Total 100%


1. Okita, Alex., 2015, Learning C# programming with Unity 3D, Boca Raton : CRC Press/Taylor & Francis Group. U.S.

2. Felicia, Patrick., 2016, A beginners' guide to 2D platform games with Unity : create a simple 2D platform game and learn to code in the process.

Further References:

1. Ashley Godbold, Simon Jackson, 2016, Mastering Unity 2D game development : master everything you need to build a 2D game using Unity 5 by developing a complete RPG game framework!, Birmingham : Packt Publishing Limited.

2. Moakley, Brian., 2016, Unity games: by tutorialsm Razewarem U.S.

3. Rani, K., 2014. Learning Unity physics: learn to implement physics in interactive development using the powerful components of Unity3D, Birmingham: Packt Publishing.

4. Zichermann, Gabe, c2011, Gamification by Design: Implementing Game Mechanics in Web and Mobile Apps, O’Reilly Media.

5. Moakley, B., Berg, M., Duffy, S., Kerckhove, E., & Uccello, A. 2016, Unity games: by tutorials. United States: Razeware.





1 Jan 2009 Alexander WONG



Module Syllabus

Module Title Independent Studies in Transmedia I

Module Code DDM4941

QF Credits 15

QF Level 4

Notional Learning

Hours 150 hrs


Lecture 12 hrs

Tutorial 40 hrs

Workshop/Lab - hrs

Visit/Seminar - hrs




Module Intended Learning Outcomes: On completion of the module, students are expected to be able to: 1. design an achievable initial independent study plan according to the Transmedia project

needs;

2. analyze the media architecture of different scopes of design areas of Transmedia project through an explorative approach;

3. execute an initial independent study plan for a specific design scope of the transmedia project through regular monitoring of the learning progress; and

4. evaluate an initial independent study plan with critical judgements for further improvement.




Learning Contents Indicative

Contact Hours

1. Introduction to independent study process

Assessment of personal needs in the professionalism of Transmedia initial independent study plan

From Self-assessing - readiness to learn

Setting up of achievable learning topic in the area of a specific design scope - media production, digital music and media, advertising, exhibition design, visual communications, web/ mobile/ interactive design, print media publication and visual mechanizing etc.

2 hours

2. Designing of an independent study plan

Initial independent study plan for a transmedia project

Necessary time and resources for realization of the expected outcome

Criteria and project brief with mechanism for assessing the outcomes of a specific design scope

Learning schedule and plan design

Interim report presentation skill based on regular evaluations

4 hours

3. Analysis of creative applications of a transmedia

media architecture

Potential of transmedia application in selected specific design scope

Specific scope of deign application in a transmedia media architecture with an analytical approaches

Execution of the specific scope of design area of a

transmedia project with regular monitoring of the learning progress

14 hours

4. Evaluation reporting skills on creative applications in a transmedia project

Stage reviews and evaluation skills on creative applications

Designing of improvement plan based on evaluation

Presentation skill of evaluation report

4 hours




Learning Contents


1 2 3 4

1 Introduction to independent study process ✓

2 Designing of an independent study plan ✓ ✓

3 Analysis of creative applications of a transmedia media architecture

✓ ✓ ✓

4 Evaluation reporting skills on creative applications in a transmedia project

✓


Assessment Scheme:



Total 100%

Sit-in lectures are arranged based on location film production.

Learning and teaching will be achieved interactively in multiple formats, including structured lectures, tutorials and presentations. The tutorial hours will be mainly to cover the regular guidance and monitoring during the independent study learning progress.

Nature of Transmedia project involves repeatedly planning, execution and evaluation, and so the independent study mode will help developing their initiative and self-learning abilities along with their own interests and strengths, in achieving the intended scope of outcomes and standard. Students will be required to execute learning processes independently with appropriate guidance and support in order to foster their confidence and project management abilities.

Integration with other modules to enable students to further develop learning opportunities.

Group critiques and self-assessment encourage peer group learning and self- reflection.




1. Daniel R. Tobin 2000, All learning is self-directed : how organizations can support and encourage independent learning, ASTD, Alexandria, VA.

2. Piskurich, G M 1993, Self-Directed Learning: A Practical Guide to Design, Development, and Implementation, Pfeiffer, San Francisco.

Further References:

1. Gibbons, M 2002, The Self-Directed Learning Handbook: Challenging Adolescent Students to Excel, Jossey-Bass, San Francisco

2. Balance, J & Brandt, R 2010, 21st Century Skills, Rethinking How Students Learn, Solution Tree, Indiana.

3. Pintrich, P.R. 2000, Handbook of Self-Regulation: The role of goal orientation in self-regulated learning, Academic Press, San Diego.

Online References:

1. Transmedia Archaeology: storytelling in the borderlines of science fiction, comics and pulp magazines, <http://libsebooks.com/ebookslibrary/T/Transmedia-Archaeology.pdf.>

2. Transmedia Case Study Analysis: The Hunger Games by Marit Hoeks and Lisa Unterreiner, http://ibcomtransmedia2013.wordpress.com.

3. Transmedia and Crossmedia Convergence in a Connected World, < http://convergenceishere.weebly.com>

4. The Transmedia Network, <http://thetransmedianetwork.com>


Version Date Created/Revised By

1 Jun 2015 Joel Kwong

2 Jan 2019 CHAN Chung Chung, Joan



Module Syllabus

Module Title Independent Studies in Transmedia II

Module Code DDM4951

QF Credits 15

QF Level 4

Notional Learning

Hours 150 hrs


Lecture 12 hrs

Tutorial 40 hrs

Workshop/Lab - hrs

Visit/Seminar - hrs





1. design an achievable progressive independent study plan according to the evaluation of the initial independent study plan;

2. build an advanced media architecture model for the execution of a specific design scope in a transmedia project;

3. execute the progressive independent study plan for a specfic design scope of the transmedia project with regular monitoring of the learning progress; and

4. evaluate the entire learning progress to make appropriate judgment on the quality of outcomes at different stages which enhance further development of the transmedia project.





1. Designing the progressive independent study plan

Further scope of transmedia independent study plan

Evaluation of the initial independent study plan

Time and resource planning for the realization of the expected outcomes

Criteria and project brief of the progressive independent study plan with mechanism of accessing the outcomes of the defined specific design scope - media production, digital music and media, advertising, exhibition design, visual communications, web/ mobile/ interactive design, print media publication and visual mechanizing etc.

4 hours

2. Advanced media architecture model

Matching up of advanced media architecture model for a special transmedia project

Evaluation skill through a self-validation system

Modification of the match up based on regular progress evaluation

4 hours

3. Progressive independent study plan execution for

transmedia project

Progress check up and evaluation skills at each checkpoint

Execution skill through a self-validation system

Quality evaluation of the plan

Final achievement evaluation

Transferral of learned experience into a new transmedia project

14 hours

4. Report and presentation

Articulation of learning process in each stage of a transmedia project application

Summary design of full report of the application of specific design scope in a transmedia project

Presentation skills and format possibilities in a research and planning for a transmedia project

4 hours




Learning Contents Module Intended Learning Outcomes

1 2 3 4

1 Designing the progressive independent study plan ✓

2 Advanced media architecture model ✓

3 Progressive independent study plan execution for transmedia project

✓ ✓ ✓

4 Report and presentation ✓


Learning and teaching will be achieved interactively in multiple formats, including structured lectures, tutorials and presentations. The tutorial hours will be mainly to cover the regular guidance and monitoring during the independent study learning progress.

Nature of Transmedia project involves repeatedly planning, execution and evaluation, and so the independent study mode will help developing their initiative and self-learning abilities along with their own interests and strengths, in achieving the intended scope of outcomes and standard. Students will be required to execute learning processes independently with appropriate guidance and support in order to foster their confidence and project management abilities.

Integration with other modules to enable students to further develop learning opportunities.

Group critiques and self-assessment encourage peer group learning and self- reflection.

Assessment Scheme:



Total 100%




1. Daniel R. Tobin 2000, All learning is self-directed : how organizations can support and encourage independent learning, ASTD, Alexandria, VA

2. Piskurich, G M 1993, Self-Directed Learning: A Practical Guide to Design, Development, and Implementation, Pfeiffer, San Francisco

Further References:

1. Balance, J & Brandt, R 2010, 21st Century Skills, Rethinking How Students Learn, Solution Tree, Indiana

2. Collins, A & Halverson, R 2009, Rethinking Education in the Age of Technology: The Digital Revolution and School in America, Teacher College Press, New York



1 Jun 2015 Joel Kwong




Module Syllabus

Module Title Media Architecture

Module Code DDM4922

QF Credits 11

QF Level 4

Notional Learning

Hours 110 hrs


Lecture 24 hrs

Tutorial 12 hrs

Workshop/Lab - hrs

Visit/Seminar 3 hrs





1. formulate strategic usage of various media applications for a Transmedia project through the analysis of media characteristics;

2. analyse Transmedia cases basing on strategy related models, theories and discussions;

3. identify the workflow of strategic media planning to meet specific targets, parameters and advertising purposes;

4. suggest a media plan for buying and selling established media; and

5. utilize media planning software in designing, analyzing and evaluating media plan.





Contact Hours

1. Media Foundations

Media terminology and media landscape

Principles for selecting media vehicles

Target audience’s media habits and analysis

12 hours

2. Media Objectives and Strategy

Media objective based on marketing goals

Mix media strategy

10 hours

3. Tactical Planning and Execution

Tactical planning overview

Determine tactics and rationale

Scheduling reach and frequency

Buying and Selling Media

Budget setting and control

8 hours

4. Testing, Analyzing and Evaluating

Media measure to assess

Flowchart of spending and media distribution

Data showing effective reach levels and frequency

Reporting and analysis the return on investment (ROI)

9 hours




Learning Contents

Module Intended Learning

Outcomes

1 2 3 4 5

1 Media Foundations ✓ ✓

2 Media Objectives and Strategy ✓ ✓ ✓

3 Tactical Planning and Execution ✓ ✓

4 Testing, Analyzing and Evaluating ✓ ✓


Learning and teaching will be conducted interactively in a range of formats including structured lectures, projects, tutorials and presentations.

Lectures feature an interactive approach with presentation and handouts and include recommended reading lists. Students will be able to demonstrate skills in researching the topic area, writing a report on the evaluated outcomes and presenting ideas effectively in oral and visual forms.

Students will be equipped with the knowledge and skills needed to formulate a research project and to develop critical analysis applicable to the transmedia project.

Assessment Scheme:



Total 100%




1. Henry Jenkins, Sam Ford, & Joshua Green, 2013, Spreadable media: creating value and meaning in a networked culture, New York University Press, United States

2. Henry Jenkins, 2008, Convergence culture: where old and new media collide, New York University Press, United States.

Further References:

1. Rossiter, J R; Danaher, P J 1998, Advance Media Planning, Springer.

2. Kent Wertime and Ian Fenwick 2008, DigiMarketing: The Essential Guide to New Media and Digital Marketing, Wiley.

3. Jack Z. Sissors and Roger B. Baron, 2010, Advertising media planning, McGraw-Hill.



1 Jul 2014 Chan Chung Chung, Joan





Module Syllabus

Module Title Media Production

Module Code DDM3910

QF Credits 10

QF Level 3

Notional Learning

Hours 100 hrs


Lecture 40 hrs

Tutorial 12 hrs

Workshop/Lab - hrs

Visit/Seminar - hrs





1. operate a video camera, basic lighting instruments and audio equipment under given requirements and familiar situations;

2. plan and execute a single-camera video production according to the given instructions to fulfill all requirements as indicated;

3. complete editing a video sequence with the application of software and essential skills; and

4. produce a short video with appropriate camera setting, light exposure, sound level, video output format and in conformity to the planned shot sequence.





1. Identification and operation of filming equipment

Identifying camera, lighting and location sound recording techniques

Identifying equipment needs for different requirements

Operating various types of camera, basic lighting setup and audio equipment

13 hours

2. Application of single-camera production skills

Planning and designing a shooting script, lighting plan and audio placement of a single-camera production

Camera, lighting and location sound recording execution skills and techniques in familiar shooting situations of single-camera productions

13 hours

3. Non-linear editing workflow

Identify the technological differences between linear and non-linear editing system

Working mechanism of non-linear editing system

Planning and executing an editing workflow that best facilitates the process of digital editing

6 hours

4. Computer software for editing

Managing filing system prior to editing

Developing an editing project that yields greatest productivity under given technical conditions

Preparing media files that are compatible with popular editing software

Application of editing tools to construct a sequence in accordance to the project requirements

Outputting with the most optimal file format to meet the technical constraint of final display platform

20 hours




Learning Contents


1 2 3 4

1 Identification and operation of filming equipment ✓ ✓ ✓

2 Application of single-camera production skills ✓ ✓ ✓

3 Non-linear editing workflow ✓ ✓

4 Computer software for editing ✓ ✓


Learning and teaching will be achieved interactively in multiple formats, including structured lectures (and guest lectures), tutorials and presentations

A student-centred approach provides practical opportunities for students to integrate and apply learned knowledge and methods, and develop their initiative and self-learning abilities along their own interests and strengths, in achieving the intended scope of outcomes and standard

Group critiques and self-assessment encourage peer group learning and self-reflection

Assessment Scheme:



Total 100%




1. Pincus, Edward & Ascher, Steven 2012, The filmmaker's handbook: a comprehensive guide for the digital age, Plume, New York.

2. Katz, S D. 1991, Film Directing Shot by Shot: Visualising from Concept to Screen, Focal Press, New York.

Further References:

1. Browne, S E. 2002, Video editing: a postproduction primer, Focal Press, Amsterdam; Boston.

2. Anderson, G H. 1999, Video editing and post-production: a professional guide, Focal Press, Boston.

3. Bordwell, D & Thompson, K 1997, Film Art: An Introduction, McGraw-Hill Companies, New York.


1 Sight and Sound, British Film Institute, UK.

2. 看電影，哈爾濱大嘴傳播文化有限公司, 哈爾濱.

3 世界電影，視影實業股份有限公司, 台灣.

4. 香港電影，哈爾濱大嘴傳播文化有限公司, 哈爾濱.

Online References:

1. Creative Communities of the World < http://library.creativecow.net/ >.

2. 世界電影 < http://www.worldscreen.com.tw/Index.html >.





1 Jul 2014 Chan Yu Shing

2 Feb 2015 Lam Wai Keung

3 Jan 2019 Chan Yu Shing



Module Syllabus

Module Title Portfolio Design

Module Code DDM4044

QF Credits 7

QF Level 4


70 hrs


Lecture 3 hrs

Tutorial 7 hrs

Workshop/Lab 14 hrs

Visit/Seminar 2 hrs Self-study Hours: 44 hrs




1. apply appropriate design strategy to demonstrate and communicate a personal brand in career development; and

2. create and present a professional portfolio in appropriate formats and styles for the target audiences/purposes.




Learning Contents

Indicative

Contact Hours

1. Personal Branding Strategy

Personal brand identity awareness

Transformation from personal attributes into personal brand identity

Definition of vision statements

Self-promotion strategy identification and implementation

6 hours

2. Integrative Portfolio Presentation Practice

Personal brand development

Professional portfolio package for target audiences/purposes

-self-portrait photo

-personal logo & supporting graphic, identify still & moving images portfolio to fit the purposes

-combination of resources into a holistic version

Portfolio presentation with integrative skills

8 hours

3. Digital Portfolio Production

Domain name registration, trademarks & practice in HK

Online portfolio platforms and self-promotion channels

Web design (Graphic, type, color, information hierarchy, mood & style)

Uploading portfolio resources in various platforms (e.g. such as wix.com, facebook, youtube, instagram and pinterest etc)

Launching of digital portfolio

12 hours




Learning Contents


1 2

1 Personal Branding Strategy

2 Integrative Portfolio Presentation Practice

3 Digital Portfolio Production


Learning and teaching will be delivered interactively in a range of formats including lecture, tutorials, workshop and seminar.

Students will be assessed continuously during the development and on completion of assignments, and throughout the process they will be given relevant, constructive and supportive feedback. Team work and individual assignments will also be evaluated and assessed.

Studios and workshops with appropriate facilities will be arranged to support the learning and teaching activities.

Integration with other modules, such as shooting projects will be encouraged so that students may apply learned practices and concepts across modules.

Collaborative projects may be integrated for practical production to earn extra learning experience.

Assessment Scheme:



Total 100%

References: 1. Anderson, Denise 2016, Stand out: design a personal brand, build a killer portfolio, find

a great design job. San Francisco, California: Peachpit Press.

2. Eisenman, S. 2008, Building Design Portfolios: Innovative Concepts for Presenting Your Work (Design Field Guide), Rockport Publishers, Gloucester, Mass.



3. Bender, D 2012, Design portfolios: moving from traditional to digital, Fairchild Books, New York.

4. Heller, Steven & Vienne, Véronique, 2015, Becoming a graphic and digital designer: a guide to careers in design. 5th ed. Hoboken, New Jersey: John Wiley & Sons, Inc.

5. Reynolds G 2013, Presentation Zen Design: Simple Design Principles and Techniques to Enhance Your Presentations, 2nd edn, New Riders.

6 Stone, Terry Lee, 2010, Managing the Design Process-Implementing Design: An Essential Manual for the Working Designer, Rockport Publishers.

7 Kotler, P. & Armstrong, G., 2014, Principles of Marketing, 15th ed., Pearson Education.

8 Suen, B., 2010, Design Entrepreneurship in Hong Kong: Roadmaps and Case Studies, CUHK Center for Entrepreneurship, Hong Kong

Online References:

1. www.wix.com

2. www.behance.com

3. www.wordpress.com

4. www.campaginasia.com

5. www.designdirectory.hk



1 18 Sep 2011 WONG Man Ho, Ken

2 12 Oct 2011 WONG Man Ho, Ken

3 2 Jun 2012 LEE Yin Hang, Eric

4 9 Apr 2015 YIP, Olivia Wai Ka

5 7 Dec 2018 KONG Tin Chi, Joseph

TSOI Chin Yeung, John

6 Jun 2019 LO Kei Cheung



Module Syllabus

Module Title Storyworld Creation

Module Code DDM4923

QF Credits 11

QF Level 4

Notional Learning

Hours 110 hrs


Lecture 21 hrs

Tutorial 9 hrs

Workshop/Lab 9 hrs

Visit/Seminar - hrs





1. create a story universe of multiple story lines and protagonists;

2. manage the connection of multiple storylines within an unified story universe;

3. apply media knowledge to assess and choose appropriate mediums to develop an user journey for audience; and

4. construct a complete transmedia story with the application of storytelling skill, new media technology and engagement marketing strategies.





1. Building a Transmedia Story Universe

Defining the rules of storyworld

Extension and expansion of original source story

Multiple characters and multiple storylines for a unified story universe

15 hours

2. Story and Forms

Story forms and script formats

Story forms and audience’s consumption behavior

Unity of mise-en-scene design for a story universe

6 hours

3. Story and Media Journey

Goal, objective and audience

Choice of mediums in relations to audience demographics

Developing multiple points of entry to the story universe

Media journey for the audience

9 hours

4. Story and Engagement

Types of player

Interactivity elements for storytelling

Level of authority and role of the audience

9 hours




Learning Contents


1 2 3 4

1 Building a Transmedia Story Universe

2 Story and Forms

3 Story and Media Journey

4 Story and Engagement


Learning and teaching will be achieved interactively in multiple formats, including structured lectures (and guest lectures), tutorials, workshops and presentations.

A student-centered approach provides practical opportunities for students to integrate and apply learned knowledge and methods, and develop their initiative and self-learning abilities along their own interests and strengths, in achieving the intended scope of outcomes and standard

Integration with other modules is encouraged to enable students to further develop learning opportunities.

Group critiques and self-assessment encourage peer group learning and self-reflection.

Assessment Scheme:



Total 100%


1. Tom Dowd, Michael Niederman, Michael Fry, Josef Steiff, 2013, Storytelling Across Worlds: transmedia for creative and producers, Focal Press, Burnington.



2. Nuno Bernardo, 2011, The Producer's Guide to Transmedia: How to Develop, Fund, Produce and Distribute Compelling Stories Across Multiple Platforms, Beactive Books, Lisboa.

Further References:

1. Henry Jenkins, Sam Ford, Joshua Green, 2013, Spreadable Media, NYU Press, Reviseedition

2. Frank Rose, 2011, The Art of Immersion: How the Digital Generation Is Remaking Hollywood, Madison Avenue, and the Way We Tell Stories, W. W. Norton & Company

3. Henry Jenkins, 2008, Convergence Culture: Where Old and New Media Collide, NYU Press; Revised edition

Online References:

1.

Transmedia Storytelling 101

<http://henryjenkins.org/2007/03/transmedia_storytelling_101.html>

2. Storycode: Immersive Media < http://www.storycode.org >



1 Jan 2019 Lam Wai Keung



Module Syllabus

Module Title Storyworld Visualisation

Module Code DDM4911

QF Credits 11

QF Level 4

Notional Learning

Hours 110 hrs


Lecture 12 hrs

Tutorial 12 hrs

Workshop/Lab 15 hrs

Visit/Seminar - hrs

Self-study Hours: 71hrs




1. compose the ‘look & feel’ of the story through visualising in mood board examples and mockups;

2. design style guide describing the storyworld of the property across platforms to provide cohesion with different visual elements;

3. visualise the design concepts in hand sketches and digital format through a combination of industrial standard image manipulation software; and

4. create sophisticated layouts with text and images of detailed design components for illustrating and evaluating the evolution of the design process and outcome.





1. Synopsis of the storyworld

Background and contextual frame of the story (geographical, historical or cultural realities)

Tone of the storyworld

Mood board examples

Human structure, facial expression and the environment of drawing

Designing the characters

12 hours

2. Style guide, media, color and font specs

Detail a range of colors unique to the visual design

RGB values, textures, font usage and other quantifiable design features

6 hours

3. Digital visualisation

Image creation and editing in digital imaging production

Digital design tools

Visualise the design concepts in digital format

Industrial standard image manipulation software

12 hours

4. Storyboard

Key frames to give a clear sense of the visuals

Describing with covering how the visual elements, characters, sounds, actions, etc, will work

Design the storyboard

9 hours




Learning Contents


1 2 3 4

1 Synopsis of the storyworld ✓ ✓

2 Style guide, media, color and font specs ✓ ✓

3 Digital visualisation ✓ ✓

4 Storyboard ✓ ✓ ✓


Learning and teaching will be delivered interactively in a range of formats including structured lectures, demonstrations, tutorials and workshops, where appropriate.

A project-based and student-centred approach provides practical opportunities for students to integrate and apply learned knowledge and skills, and develops their initiative and self-learning abilities along with their own interests and strengths, in achieving the intended scope of outcomes and standard. Students will be required to execute design processes independently with appropriate guidance and support, in order to foster their confidence and project management abilities.

Inviting external professional layout designer and operator to participate in collaborative projects with students to help them position the project in a real-life context.

Alignment with other modules is encouraged to provide students opportunities to further integrate their learning.

Assessment Scheme:



Total 100%



References:

1. Bernardo, Nuno., C2011, The producer's guide to transmedia : how to develop, funproduce and distribute compelling stories across multiple platforms, Beactive BookLisboa, Portugal.

2. Pratten, Robert, C2011, Getting started with transmedia storytelling, Createspace, UStates.



1 Jul 2014 Yin Si Yuen, Antony

2 Feb 2015 Chan Yu Shing, Wingate

3 Jan 2019 Chan Yu Shing, Wingate



Module Syllabus

Module Title Transmedia Bible

Module Code DDM4942

QF Credits 11

QF Level 4

Notional Learning

Hours 110 hrs


Lecture 15 hrs

Tutorial 24 hrs

Workshop/Lab - hrs

Visit/Seminar - hrs




Module Intended Learning Outcomes: On completion of the module, learners are expected to be able to: 1. create a useful, best-practice guide for the development of a transmedia project,

including the concept introduction, project planning, documentation and supporting material required;

2. design the five main chapters of the bible for planning the pre-production of a transmedia project, including the treatment, functional specification, design specification, technology specification, and business and marketing; and

3. design and evaluate a comprehensive guideline to illustrate a detailed transmedia production.





1. How to Write a Transmedia Production Bible

To introduce the goals and function of the bible

3 hours

2. Transmedia Bible – Chapter 1: Treatment

Tagline

Back story and context

Synopsis

Plot points

Characterization

Scripts

8 hours

3. Transmedia Bible – Chapter 2: Functional Specification

Rules of engagement

Platforms and channels

User journey

Timelines

Interface and branding

8 hours

Transmedia Bible – Chapter 3: Design Specification

Branding and design guidelines introduction

Storyboard

Wireframes

Style guide, color and font specs

6 hours

5. Transmedia Bible – Chapter 4: Technology Specification

System architecture

User management

Content management

Coding and builds

Quality assurance testing

8 hours



6. Transmedia Bible – Chapter 5: Business and Marketing

Goals

Success indicators

User need

Target audience and marketing

Business models

Projects, budgeting and timelines

Copyright, IP and licensing

6 hours


Learning Contents


1 2 3

1 How to Write a Transmedia Production Bible ✓

2 Transmedia Bible – Chapter 1: Treatment ✓ ✓ ✓

3 Transmedia Bible – Chapter 2: Functional Specification

✓ ✓

4 Transmedia Bible – Chapter 3: Design Specification

✓ ✓

5 Transmedia Bible – Chapter 4: Technology Specification

✓ ✓

6 Transmedia Bible – Chapter 5: Business and Marketing

✓ ✓




Learning and teaching will be delivered interactively in a range of formats including structured lectures and tutorials, where appropriate.



Assessment Scheme:



Total 100%

Text Book:

1. Hayes, G. 2011. How to Write a Transmedia Production Bible, Screen Australia, Sydney.

References:

1. Pratten, Robert, C2011, Getting started with transmedia storytelling, Createspace,

United States.

2. Bernado, N. 2011. The Producers Guide to Transmedia: How to Develop, Fund,

Produce and Distribute Compelling Stories Across Multiple Platform, CR EntertainmentLondon.

3. Long, G. 2007. Transmedia Storytelling: Business, Aesthetics and Production at the

Jim Henson Company, Master Thesis, Massachusetts Institute of Technology.

Cambridge.





1 Jul 2014 Yin Si Yuen, Antony

2 Jan 2015 Joel Kwong




Module Syllabus

Module Title Transmedia Pitching

Module Code DDM4931

QF Credits 7

QF Level 4

Notional Learning

Hours 70 hrs


Lecture 15 hrs

Tutorial 8 hrs

Workshop/Lab 3 hrs

Visit/Seminar - hrs





1. explain the benefits of the multi-platform transmedia approach for maximizing of

investment opportunities;

2. devise and visualize a comprehensive business plan with concise summation meeting the needs of potential investors /partners to prove how the transmedia project works in practice; and

3. suggest strategic directions to maximize the benefits of cross-media pitching in project development.




Learning Contents Indicative Contact

Hours

1. The benefits of the multi-platform transmedia approach

Indicating the key change and consequences by focusing on the complete audience journey across multi-channels and platforms.

Emphasising for the expansion on multi-platform and platforms, and new visualisations of the transmedia story

4 hours

2. Visualising and selling

Demonstration on the development of the product

Making and presenting a pilot products such as a series of webisode, apps, games, or books, etc.

Producing a long-term business timeline

8 hours

3. Funding transmedia project

Introduction on the ways of fund raising

Producing the spending plans and distribution on different stages of transmedia project

4 hours

4. Establishing ownership and authorship

Creating a public presence to establish ownership and authorship of the story

Launching the prototype to build a community and reinforcing the ownership of intellectual property

4 hours

5. Who will buy?

Finding the best pitching strategy for selling different kinds of content for different potential investors

2 hours

6. Evaluation

Inviting professionals or producers to give comments from the industrial point of view

4 hours




Learning Contents


1 2 3

1 The benefits of the multi-platform transmedia approach

✓

2 Visualising and selling ✓ ✓

3 Funding transmedia project ✓ ✓

4 Establishing ownership and authorship ✓ ✓

5 Who will buy? ✓ ✓ ✓

6 Evaluation ✓ ✓

Learning and Teaching Strategies: Learning and teaching will be delivered interactively in a range of formats including

structured lectures, demonstrations and tutorials, where appropriate




Assessment Scheme:



Total 100%



References:

1. Bernado, N. 2011. The Producers Guide to Transmedia: How to Develop, Fund, Produce and Distribute Compelling Stories Across Multiple Platforms, CR Entertainment. Ltd, London.

2. Hayes, G. 2011. How to Write a Transmedia Production Bible, Screen Australia, Sydney.



1 Feb 2015 Chan Chung Chung, Joan




Module Syllabus

Module Title Transmedia Principles

Module Code DDM4921

QF Credits 7

QF Level 4

Notional Learning

Hours 70 hrs


Lecture 18 hrs

Tutorial 8 hrs

Workshop/Lab - hrs

Visit/Seminar - hrs





1. communicate storytelling ideas by combination of shots that follows the syntax of film language;

2. examine the form of film narrative with the aid of analytic tools;

3. analyse the form of communication of a media content in relation to its technological, cultural and social context; and

4. develop a transmedia model in accordance with the governing principles.



Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative Curriculum

Hours

1. Introduction to film language

Language of cinematography

Mise-en-scene

Editing style

8 hours

2. Conventional form of filmic expression in mainstream

cinema

Temporal and spatial continuity

Story-driven narrative

Linear storytelling

Cause-effect relationship of story events

6 hours

3. Immersive cinema and networked culture

Immersive entertainment technologies and medium: virtual reality, augmented reality, mixed reality, touch design, motion detection

Level of audience participation: producers, consumers and user-generated content

New form of authorship and communication

4 hours

4. Transmedia film and its principles

Difference between the mode of Transmedia and the traditional form of movie

Transmedia principles: cross-platform storytelling, building of media architecture, embedment of game mechanics, encouragement of audience participation, etc

8 hours





1 2 3 4

1 Introduction to film language ✓ ✓

2 Conventional form of filmic representation in mainstream cinema

✓ ✓ ✓

3 Immersive cinema and networked culture ✓ ✓

4 Transmedia film and its principles ✓ ✓


Learning and teaching will be achieved interactively in multiple formats, including structured lectures (and guest lectures), tutorials, and presentations.

A student-centered approach provides practical opportunities for students to integrate and apply learned knowledge and methods, and develop their initiative and self-learning abilities along their own interests and strengths, in achieving the intended scope of outcomes and standard.



Assessment Scheme:



Total 100%



Text Book:

1. Bordwell, D & Thompson, K 1997, Film Art: An Introduction, McGraw-Hill Companies, New York.

References:

1. Bernard Nuno, 2011, The Producer's Guide to Transmedia: How to Develop, Fund, Produce and Distribute Compelling Stories Across Multiple Platforms, Beactive Books, Portugal.

2. Rose Frank, 2012, The Art of Immersion: How the Digital Generation Is Remaking Hollywood, Madison Avenue, and the Way We Tell Stories, W. W. Norton & Company, New York.

3. Henry Jenkins 2008, Convergence Culture: Where Old and New Media Collide, NYU Press, United States.

4. 路易斯.吉奈堤 2005，認識電影，遠流，台北市.

5. Katz, S D. 1991, Film Directing Shot by Shot: Visualising from Concept to Screen, Focal Press, New York.



1 Jul 2014 Lam Wai Keung




Module Syllabus

Module Title Transmedia Producing

Module Code DDM4943

QF Credits 9

QF Level 4

Notional Learning

Hours 90 hrs


Lecture 15 hrs

Tutorial 24 hrs

Workshop/Lab - hrs

Visit/Seminar - hrs





1. oversee a production flow and manpower of a transmedia project;

2. propose effective budget plans for the implementation of selected strategies across a wide range of business domains and levels;

3. create a transmedia project production plan with appropriate handling of intellectual property, copyright, and fair use of copyrighted materials; and

4. analyse business model for a transmedia campaign and business sustainability.





1. Transmedia Business Models

Sponsorship and funding

Return and sustainability

Audience and promotion

9 hours

2. Budget and Resources Planning

Budget and resources analysis (planning, directing and controlling)

Planning and implementation phase

6 hours

3. Stakeholder Handling & Intellectual Property

Stakeholder mapping and analysis

Engaging and communicating with stakeholders

Intellectual property, copyrights and fair usage of copyrighted material

10 hours

4. Time Management

Time management techniques

Plan project schedule

Work breakdown structure

Network diagram

4 hours

5. Production Team Development

Stage of team development

Source of conflict

Outcomes of conflict

6 hours

6. Specific Precautions at Production Process

Techniques and precautions in production process

Probability and impact estimation

Plan responses

4 hours




Learning Contents


1 2 3 4

1 Transmedia Business Models ✓ ✓

2 Budget and resources Planning ✓ ✓

3 Stakeholder Handling & Intellectual Property

✓ ✓

4 Time Management ✓

5 Production Team Development ✓

6 Specific Precautions at Production Process

✓


structured lectures, demonstrations and tutorials, where appropriate.




Assessment Scheme:



Total 100%



References:

1. Anite. E, 2013, Blockbusters: Hit-making, Risk-taking, and the Big Business of Entertainment, Henry Holt and Co., New York.

2. Tom. D, Michael. N, Michael. F and Joseph. S, 2013, Storytelling Across Worlds: Transmedia for Creatives and Producers, MA: Focal Press, Burnington.



1 July 2014 LEUNG Ka Yan, Perry


3 Jan 2019 CHAN Chung Chung Joan



Module Syllabus

Module Title Transmedia Storytelling

Module Code DDM4913

QF Credits 15

QF Level 4

Notional Learning

Hours 150 hrs


Lecture 20 hrs

Tutorial 12 hrs

Workshop/Lab 20 hrs

Visit/Seminar - hrs




Module Intended Learning Outcomes: On completion of the module, students are expected to be able to: 1. categorise a story with regard to its form of structure, characterisation, style and mood;

2. create a story of strong narrative continuity in terms of tone, setting and character;

3. assess the adaptability of a story to a wide range of media platforms; and

4. apply a wide range of storytelling skills to extend a story content from one media to another media, which maintains a high degree of coherency.





1. Basics of storytelling and structure

Characterization

Key elements: people, places, things and events

Conflict of drama

Classic story structure

12 hours

2. Story and genres

Types of genres, e.g. romance, revenge, adventure, etc.

Norm and codes of different genre

12 hours

3. Story and medias

Media platforms and users’ consumption behaviors

Utilization of the characteristics of a given media platform

16 hours

4. Story across media

Expandability and spreadability of a story

Deconstruction of a story into spreadable segments

Creating an interconnected story across two or above media platforms

12 hours




Learning Contents


1 2 3 4

1 Basics of storytelling and structure ✓

2 Story and genres ✓ ✓

3 Story and medias ✓ ✓ ✓ ✓

4 Story across media ✓ ✓ ✓ ✓

Learning and Teaching Strategies: Learning and teaching will be achieved interactively in multiple formats, including

structured lectures (and guest lectures), tutorials, workshops and presentations.

A student-centered approach provides practical opportunities for students to integrate and apply learned knowledge and methods, and develop their initiative and self-learning abilities along their own interests and strengths, in achieving the intended scope of outcomes and standard.



Assessment Scheme:



Total 100%


1. Dowd T., Niederman M., Fry M. and Steiff J., 2013, Storytelling Across Worlds, Focal Press, United States



2. Bernardo Nuno, 2011, The Producer's Guide to Transmedia: How to Develop, Fund, Produce and Distribute Compelling Stories Across Multiple Platforms, Beactive Books, Portugal.

Further References:

1. Jenkins H., Ford S. & Green J., 2013, Spreadable Media, NYU Press, New York.

2. Frank Rose, 2011, The Art of Immersion: How the Digital Generation Is Remaking Hollywood, Madison Avenue, and the Way We Tell Stories, W. W. Norton & Company; United States.

3. Jenkins, H. 2006.Convergence Culture: Where Old and New Media Colid, New York University Press, New York.

Online References:

1.

Transmedia Storytelling 101

< http://henryjenkins.org/2007/03/transmedia_storytelling_101.html >

2.

Storycode: Immersive Media < http://www.storycode.org >



1 Jul 2014 Lam Wai Keung




Module Syllabus

Module Title Essential Skills: 2D Animation

Module Code DDM4926

QF Credits 6

QF Level 4


60 hrs


Lecture 8 hrs

Tutorial - hrs

Workshop/Lab 18 hrs

Visit/Seminar - hrs




1. interpret introductory theories and principles of animation in the context of arts and design;

2. apply animation theories and principles to design a motion of an inanimated object;

3. produce an animation with various techniques based on the observation of animated motion.





1. Introduction of basic animation principles & theories

Basic physics of animation, i.e. speed, weight

Observe animated motion and life movement

Exploration of anticipation

Exploration of reaction

8 hours

2. Introduction of 2D animation tools

2D animation tools

Development of design concepts with provided tools

8 hours

3. Application of basic animation principles and theories in project production

Application of animation principles to inanimate objects

Rough line testing

Animated motion

Evaluation of the animation and enhancement with appropriate tools

Export formats and compression

10 hours


Learning Contents


1 2 3

1 Introduction of basic animation principles & theories

2 Introduction of 2D animation tools

3 Application of basic animation principles and theories in project production




Learning and teaching will be delivered interactively in multiple formats, including lectures, demonstration, workshops and presentations.

A project-based and student-centered approach provides practical opportunities for students to integrate and apply learned knowledge and skills, and develop their initiative and self learning abilities along their own interests and strengths, in achieving the intended scope of outcomes and standard. Students will be required to execute design processes independently with appropriate guidance and support, in order to foster their confidence and project management abilities.


Group critiques and self-assessment encourage peer group learning and self reflection.

Assessment Scheme:



Total 100%

References:

1. White, T 2009, How to Make Animated Film, Focal Press.

2. Willams, R 2001, Animator’s Survival Kit, Faber and Faber Inc.



1 Jan 2019 CHAN Yu Shing, Wingate



Module Syllabus

Module Title Essential Skills: Film – Location Production

Module Code DDM4924

QF Credits 6

QF Level 4


60 hrs


Lecture 8 hrs

Tutorial - hrs

Workshop/Lab 18 hrs

Visit/Seminar - hrs

Self-study Hours: 34 hrs (for full time pre-employment)



1. select and apply appropriate technologies/equipment to fulfil cinematographic requirements in video production;

2. make cinematographic recommendations to generate solutions for specific requirements with sound justifications;

3. design and set up shots according to the aesthetic requirements of the film/video director; and

4. apply recording and mixing techniques to capture location sound of appropriate signal-to-noise ratio.




Learning Contents

Indicative

Contact Hours

1. Cinematography Essentials

Camera movement with proper composition and framing

Camera support system such as tripod, dolly, tracks, and stabilizer system

Indoor / outdoor shooting situations

8 hours

2. Cinematographic Aesthetic

Achieving scene continuity among shots

Designing shots and lighting plan according to requirements

Creating shooting board from script

10 hours

3. Operation in Local Sound

Equipment for acquiring sources for sound post-production

Simple audio equipment for balancing different sound elements on location

Communication with different roles in the production team

8 hours


Learning Contents


1 2 3 4

1 Cinematography Essentials

2 Cinematographic Aesthetic

3 Operation in Local Sound




Learning and teaching will be achieved interactively in multiple formats, including structured lectures, demonstration, tutorials, workshops, and presentations .

A project-based and student-centred approach provides practical opportunities for students to integrate and apply learned knowledge and skills, and develop their initiative and self learning abilities along their own interests and strengths, in achieving the intended scope of outcomes and standard. Students will be required to execute design processes independently with appropriate guidance and support in order to foster their confidence and project management abilities

Collaborative projects with clients may be integrated to help students relate the project to real-life context. Integration with other modules is encouraged to enable students to further develop learning opportunities

Group critiques and self-assessment encourage peer group learning and self reflection

Assessment Scheme:



Total 100%


1. Goi, Asc M. 2013, American Cinematographer Manual, (10th ed.) American Cinematographer .

2. Box, Harry C. 2010, Lighting Technician's Handbook: Film Lighting Equipment, Practice, and Electrical Distribution, (4th ed.) Routledge

Further References:

1. Owens, J. & Millerson, G. 2011, Video Production Handbook, (5th ed.) Focal Press, New York.

2. Rabiger, M. 2007, Directing: Film Techniques and Aesthetics, (4th ed.) Focal Press, New York

3. Zettl, H 2010, Sight Sound Motion: Applied Media Aesthetics, Thomson, London




1. American Cinematographer, The American Society of Cinematographers, US.

Online References:

1. Cinematography <http://www.cinematography.com/>.

2. Videography Magazine <http://www.videography.com>






Module Syllabus

Module Title Essential Skills: Film – Post-Production

Module Code DDM4925

QF Credits 6

QF Level 4


60 hrs


Lecture 8 hrs

Tutorial - hrs

Workshop/Lab 18 hrs

Visit/Seminar - hrs




1. design appropriate visual style for a video project according to narrative and visual design context; and

2. plan and perform the color grading of overall scene and specific portion of selected shots according to objective specification of film and television metering tools, subjective mood and visual design context requirements.




Learning Contents

Indicative

Contact Hours

1. Video Picture Quality Analysis and Critics

Various color systems in digital video

Video picture attributes: exposure level, contrast, tonal distribution, and color-casting

Picture-quality metering tools for observing the

broadcasting-safe constraint and objective analysis

Critical observation of the changes in picture quality with reference to the readings from the metering tools

8 hours

2. Color Grading

Establishing approaches in grading multi-scene video clip to achieve the specified subjective goal

Planning and performing color grading to scenes comprises multiple shots/scenes to maintain the scene continuity

Setting up color-grading projects with proper configuration in formats and process workflow

Primary and secondary color grading for creating specific film look and style

18 hours


Learning Contents


1 2

1 Video Picture Quality Analysis and Critics

2 Color Grading




Learning and teaching will be delivered interactively in a range of formats including structured lectures, demonstrations and workshops, where appropriate.


Alignment with other modules is encouraged to provide students opportunities to further integrate their learning

Assessment Scheme:



Total 100%


1. Hullfish, S 2012. The Art and Technique of Digital Colour Correction, Focal Press, Oxford.

2. Hullfish, S 2009. Color correction for video: using desktop tools to perfect your image, Focal Press, Oxford

Further References:

1. James, J 2006. Digital intermediates for film and video, Focal Press, Oxford.






Module Syllabus

Module Title Essential Skills: Game Design

Module Code DDM4928

QF Credits 6

QF Level 4


60 hrs


Lecture 8 hrs

Tutorial - hrs

Workshop/Lab 18 hrs

Visit/Seminar - hrs





1. analyse various genres of game critically by evaluating the game components and game play experiences;

2. create playable non-digital game prototype with focus on concept development and storytelling; and

3. produce game design documents (GDD) and player manual through necessary documentation process.




Learning Contents

Indicative

Contact Hours

1. Genres, Components and Experiences

Different genres of game in both digital and non-digital game

Player experience in non-digital game context

4 hours

2. Non- Digital Game Playable Prototype

Cards, tiles, tokens and double-side counters

Game board

Standees

Use of dice

Miniatures with 3D printing

Game package design

12 hours

3. Game Design Documentation

Methods on documentation process for game design

Game design documents (GDD)

Design detail player manual

Game world and storyline

Winning conditions

Game rules and control scheme

10 hours


Learning Contents


1 2 3

1 Genres of Game, Components and Experiences

2 Non-Digital Game Playable Prototype

3 Game Design Documentation




Learning and teaching will be delivered interactively in multiple formats, including structured lectures, demonstration, workshops, and presentations.

A project-based and student-centred approach provides practical opportunities for students to integrate and apply learned knowledge and skills,and develop their initiative and self-learning abilities along their own interests and strengths, in achieving the intended scope of outcomes and standard. Students will be required to execute design processes with appropriate guidance and support, in order to foster their confidence and interactive scripting abilities

Integration with other modules will be encouraged to enable students to further develop learning opportunities and to apply learned practices and concepts across modules.

Assessment Scheme:



Total 100%


1. Scarpone, D, 1995, Board games: with price guide, Atglen, PA: Schiffer Pub.

2. Fontichiaro, K, 2017, Designing boards games, Ann Arbor, Michigan: Cherry Lake Publishing.

Further References: 1. Tim, F, Brandon, 2012, Social Game Design: Monetization Methods and Mechanics,

CRC Press, U.K.

2. Sheldon, Lee, 2004 Character Development and Storytelling for Games, Thomson Course Technology, Boston.

3. Fernandez-Vara, C., 2015, Introduction to game analysis, New York: Routledge.



Module Syllabus

Module Title Essential Skills: Graphics Communication

Module Code DDM4927

QF Credits 6

QF Level 4


60 hrs


Lecture 8 hrs

Tutorial 12 hrs

Workshop/Lab 6 hrs

Visit/Seminar - hrs

Self-study Hours: 34 hrs (for full time pre-employment)



1. identify and apply the design languages in basic visual design;

2. interpret and express design elements and principles with visual images; and

3. apply visual design skills to create graphic images with aesthetic sense.




Learning Contents

Indicative

Contact Hours

1. Introduction to Graphic Communication

The role of graphic communication design and its value

Communication theory

Design process

Fundamentals of design elements (point, line, shape, form, light, texture, scale, space, pattern)

Concept of design principles (balance, rhythm, contrast, emphasis etc.)

The colour theory

12 hours

2. Realization of Graphic Design Theory

Exploration of design language in 2D and 3D design

Basic visual design skills

Graphic translation skills and exploration

Visual presentation skills

14 hours


Learning Contents


1 2 3

1 Introduction to Graphic Communication Communication

2 Realisation of Graphic Design Theory



Learning and Teaching Strategies: Learning and teaching will be delivered interactively in a range of formats

including structured lectures, demonstrations, tutorials and workshops, where appropriate.


Inviting external professional designer and related expert to participate in collaborative projects with students to help them position the project in a real-life context.


Assessment Scheme:



Total 100%


1. Poulin, R 2011, The Language of Graphic Design: An Illustrated Handbook for Understanding Fundamental Design Principles, Rockport Publishers, Beverly, USA.

2. Samara, T 2008, Design Evolution : Theory into Practice: A Handbook of Basic Design Principles Applied in Contemporary Design, Rockport Publishers, Beverly, USA.

Further References:

1. McCreight, T 2006, Design Language, Interpretive Edition, Brynmorgen Press, Portland.

2. Faimon, P & Weigand, J 2004, The Nature of Design: How the Principles of Design Shape Our World: from Graphic and Architecture to Interiors and Products, How Design Books, Cincinnati.



3. Kimberly Elam, 2006, Graphic Translation, A Graphic Design Project Guide, Booksurge Publishing, USA






Module Syllabus

Module Title Essential Skills: New Media Application

Module Code DDM4929

QF Credits 6

QF Level 4


60 hrs


Lecture - hrs

Tutorial - hrs

Workshop/Lab 26 hrs

Visit/Seminar - hrs




1. identify the interactive technology for creative performances, exhibitions and entertainment events;

2. design new media applications with creative use of computer scripts, physical computing techniques and input / output devices; and

3. interpret the principles of human-computer interaction, tangible user interfaces and user experience.




Learning Contents

Indicative

Contact Hours

1. Interactive Technology

Case studies on interactive installation and system

Physical computing and scripting

Visual simulations

6 hours

2. Interactive Application

Input and output device types, sensors, objects, transducers, controllers, actuators

Principles of electric circuits and connectivity

Programming for microcontroller

Input, event, process and response

Internet-of-Things (IoT)

Networking and cloud computing

14 hours

3. Tangible User Interface

Principles and framework

User experience

Interactive table

Reactable

Siftables

TUIO

6 hours


Learning Contents


1 2 3

1 Interactive Technology

2 Interactive Application

3 Tangible User Interface




Learning and teaching will be delivered interactively in multiple formats, including demonstration, workshops and presentations.



Assessment Scheme:



Total 100%


1. Boy, G., 2016, Tangible Interactive Systems Grasping the Real World with Computers, Cham: Springer International Publishing.

2. Bhowmik, A., & Bhowmik, A., 2015, Interactive displays, Chichester, England: Wiley.

Further References: 1. Fischer, X., Daidie, A., Eynard, B., & Paredes, M., 2016, Research in Interactive Design

(Vol. 4) Mechanics, Design Engineering and Advanced Manufacturing, Cham: Springer International Publishing.

2. Shneiderman, B., Plaisant, C., Cohen, M., Jacobs, S., & Elmqvist, N., 2017, Designing the user interface : strategies for effective human-computer interaction, Boston: Pearson.

3. Preece, J., Rogers, Y., & Sharp, H., 2015, Interaction design : beyond human-computer interaction, Chichester, West Sussex John Wiley & Sons.

4. Dalton, N., Schnädelbach, H., Wiberg, M., & Varoudis, T.,2016, Architecture and Interaction Human Computer Interaction in Space and Place, Cham: Springer



International Publishing

5. Dix, A., 2004, Human-computer interaction, Harlow, England: Pearson/Prentice Hall.

6. Schwartz, M., 2014, Arduino home automation projects : automate your home using the powerful Arduino platform, Birmingham, England: Packt Publishing.

7. McRoberts, M., 2010, Beginning Arduino. Berkeley, CA: Apress.

8. Langbridge, J., 2015, Arduino sketches : tools and techniques for programming wizardry . Hoboken: John Wiley & Sons.

9. Schwartz, M., & Mohanta, P., 2014, Arduino networking : connect your projects to the Web using the Arduino Ethernet library, Birmingham, England: Packt Publishing.

10. Purdum, J., 2015, Beginning C for Arduino Learn C Programming for the Arduino Berkeley, CA: Apress.






Module Syllabus

Module Title Industry Process: 2D Animation

Module Code DDM4934

QF Credits 6

QF Level 4


26 hrs


Lecture 4 hrs Tutorial 8 hrs Workshop/Lab 14 hrs

Visit/Seminar - hrs



Module Intended Learning Outcomes: On successful completion of the module, students are expected to be able to:

1. identify the development and trends of 2D animation industry to propose appropriate

themes for animation projects;

2. plan and implement a 2D animation production workflow with industry standard through experiential learning of animation principles; and

3. apply integrated techniques to produce 2D animation images according to the industry process that fulfils the internet or TV production requirements.





Contact Hours

1. Identify the industry process of 2D animation Factors for considerations

Computer animation production workflow

Trends and development of 2D animation production

6 hours

2. Application of advanced animation principles Advanced animation principles for inanimating objects and

enriching the visual dynamic

Squash and stretch, timing, spacing, arc

Follow Through, overlapping action, secondary action

Exaggeration, staging, appeal

6 hours

3. Execution of 2D animation production

Drawing in 2D animation software

Animation Techniques: Setting up character, facial expression, composition, bones parenting, etc.

Communication with technical know-how and visual language in the context of short animation

Production workflow of 2D computer animation

Exporting formats

14 hours


Learning Contents


1 2 3

1 Identify the industry process of 2D animation

2 Application of advanced animation principles

3 Execution of 2D animation production




Students will be assessed continuously during the development and on completion of assignments, and throughout the process they will be given relevant, constructive and supportive feedback. Team work and individual assignments will also be evaluated and assessed.

Lectures feature an interactive approach with presentations supported by student-oriented learning materials and recommended reading lists.

Studios and workshops with appropriate facilities will be arranged to support the learning and teaching activities.

Integration with other modules, such as game design projects will be encouraged so that students may apply learned practices and concepts across modules.

Assessment Scheme:



Total 100%


1. Williams, R 2001, The Animator`s Survival Kit, Faber and Faber Limited.

2. Chong, A 2006, Basic Animation 02: Digital Animation, AVA Pub. SA, Switzerland

Further References:

1. Cotte, O 2006, Secrets of Oscar-winning Animation: ehind the scenes of 13 classic short animations, Elsevier.

2. Simon, MA 2003, Producing independent 2D character animation: making and

selling a short film, Focal Press.

3. Elaine W. & Lourekas, P 2008, Illustrator CS3 for Windows and Macintosh, Peachpit Press, Berkeley, Calif.

4. Lazear, S 2010, Adobe Photoshop for Fashion Design, Prentice Hall, Upper Saddle





1 Jan 2019 CHAN Yu Shing, Wingate



Module Syllabus

Module Title Industry Process: Film – Location Production

Module Code DDM4932

QF Credits 6

QF Level 4


60 hrs


Lecture 14 hrs

Tutorial 12 hrs

Workshop/Lab - hrs

Visit/Seminar - hrs




1. implement pre-production work for location filming such as production scheduling, location survey, preparing call sheets and managing budget;

2. select with justification the appropriate equipment and resources for location film production; and

3. apply production management knowledge to provide solution to the possible problems of a location production project.




Learning Contents

Indicative

Contact Hours

1. Processes of Location Film Production

Workflow for location production

Factors for considerations: efficiency, costs, environmental impact

4 hours

2. Practice of Industry Processes

Coordinating talents, set, props and costumes preparation, schedules and budget

Keeping continuity and preparing call sheet

Location survey and application procedure of the use of public area

Arranging performers for location filming

16 hours

3. Media/Equipments Exploration for Location Film Production

Properties, performance and limitations

Application and selection for specific processes

6 hours


Learning Contents


1 2 3

1 Processes of Location Film Production

2 Production Management for Location

Production

3 Media/Equipment Exploration for Location Film Production




Students will be briefed about and guided through the exploration processes and practices. A reflective report with record and evaluation of the learning processes and learning outcomes may be submitted/presented at the end of the module.

Learning and teaching will mainly be delivered in learning-by-doing formats, such as practices, experimentation, investigation, and review. Students are given the opportunities to strengthen industry related skills through the hands-on exploration/practices.

A hands-on and student-centred approach provides practical opportunities for students to integrate and apply learned (from previous and current modules) knowledge and skills, and develop their initiative and self learning abilities along their own interests and strengths, in achieving the intended scope of outcomes and standard. Students will be required to execute the assignments/projects independently with appropriate guidance and support.

Group reviews and self-assessment encourage peer group learning and self reflection.

The assignment/assessment activities may be integrated with related modules in the programme specific context where appropriate.

Assessment Scheme:



Total 100%


1. Stradling, Linda., c2010, Production Management for TV and Film: The Professional Guide, London: A & C Black Publishers Ltd.

2. Ascher, S & Pincus, E. 2007, The Filmmaker's Handbook: A Comprehensive Guide for the Digital Age, Plume.



Further References:

1. Patz, Deborah., c2010, Film Production Management 101-2nd edition: Management & Coordination in a Digital Age, CA: Michael Wiese Productions.

2. Cleve, Bastian., c2006, Film Production Management, MA: Focal Press. Online References:

1. Film Services Office, <<http://www.fso-createhk.gov.hk/en/home.php>>

2. Intellectual Property Hong Kong, <<http://www.ipd.gov.hk/eng/home.htm>>






Module Syllabus

Module Title Industry Process: Film – Post-Production

Module Code DDM4933

QF Credits 6

QF Level 4

Notional Learning

Hours 60 hrs


Lecture 2 hrs

Tutorial 4 hrs

Workshop/Lab 20 hrs

Visit/Seminar - hrs





On successful completion of the module, students are expected to be able to:

1. explain the interplay of components, considerations, trend and development for the industry processes related to film post-production;

2. select with justification the appropriate tools for film post-production; and 3. implement a digital compositing project in accordance to a proper digital workflow.





Contact Hours

1. Introduction to Visual Effects Production Technology development of film and TV visual effects

production

Introduction to visual effect making tools: keyframing, rotoscoping, masking, color matching, layering

14 hours

2. Building a Digital Compositing Project

Setting up a visual effect project with proper workflow

Production research, planning and visual effects shot de-construction

8 hours

3. Evaluation and Reflection

Evaluation and reflection of the film post-production practices

Estimation on time requirement and hardware / software performance of rendering and exporting

4 hours


Learning Contents


1 2 3

1 Introduction to Visual Effects Production ✓ ✓

2 Building a Digital Compositing Project ✓

3 Evaluation and Reflection ✓ ✓ ✓





Learning and teaching will mainly be delivered in learning-by-doing formats, such as practices, experimentation, investigation, and review. Students are given the opportunities to strengthen industry related skills through the hands-on exploration/practices.




Assessment Scheme:



Total 100%


1. Wright, Steve, F2011, Compositing visual effects: essentials for the aspiring artist, Oxford: Elsevier/Focal Press

2. Lanier, Lee, 2016, Compositing visual effects in after effects: essential techniques, Burlington, MA: Focal Press.



Module Syllabus

Module Title Industry Process: Game Design

Module Code DDM4936

QF Credits 6

QF Level 4

Notional Learning

Hours 60 hrs


Lecture 3 hrs

Tutorial - hrs

Workshop/Lab 23 hrs

Visit/Seminar - hrs





1. design game-art, game-ready modelling and animation assets in industry standard; 2. apply appropriate narrative, aesthetics and mechanics skills of digital game design with

significant critiques of global game industry, social and cultural impact; 3. interpret the foundation concept in game design process and development for use in the

workforce of game design field; and 4. solve game flaws, bugs and errors through game play testing being used in the game

industry.





1. Game Mechanics

Levels and progressions in game design

Challenges and rules for clarification of the game objectives and game flow

Leader-boards, gifting, charity, virtual goods and rewards system for driving consumer behaviour

3 hours

2. Game Narratives

Different perspectives of narratives between literature, cinema and games

Unique perspective and identity as the subject in game story world

Constructing a storyworld with exploration, secrets, choices, unlockable and collectibles

10 hours

3. Game Assets in Industry Standard

Building the identity – characters, objects and items

Building the world – interiors and exteriors

Building the experience – smell, music, sound and haptics responses

10 hours

4. Game Play Testing

Game flaw, bugs and errors

Testing report

User behaviours, comments and experience

3 hours




Learning Contents


1 2 3 4

1 Game Mechanics

2 Game Narratives

3 Game Assets in Industry Standard

4 Game Play Testing


structured lectures, demonstration, workshops, and presentations.



Assessment Scheme:



Total 100%


1. Adams, E., & Dormans, J., 2012, Game mechanics : advanced game design, Berkeley, Calif: New Riders.

2. Arnab, S., Lim, T., Brandao Carvalho, M., & Bellotti, F.,2015, Mapping learning and game mechanics for serious games analysis, British Journal of Educational Technology.



Further References:

1. Moakley, Brian., 2016, Unity games: by tutorials, Razewarem U.S.

2. Tim, F, Brandon, 2012, Social Game Design: Monetization Methods and Mechanics, CRC Press, U.K.

3. Sheldon, Lee, 2004 Character Development and Storytelling for Games, Thomson Course Technology, Boston.

4. Hight, J., & Novak, J., 2008, Game development essentials : game project management, Clifton Park, N.Y: Thomson Delmar Learning.






Module Syllabus

Module Title Industry Process: Graphics Communication

Module Code DDM4935

QF Credits 6

QF Level 4

Notional Learning

Hours 60 hrs


Lecture 8 hrs

Tutorial 12 hrs

Workshop/Lab 6 hrs

Visit/Seminar - hrs





1. apply typographic knowledge with aesthetic judgment on editorial design; 2. utilize grid systems and information hierarchy to fulfil the functional and aesthetic criteria;

and

3. analyse the interplay of components, considerations, trend and development for the industry processes related to typographic production.





Contact Hours

1. Basic Typography with Design Principle

Typographic theory and principles

Possibilities of typography with visual qualities

8 hours

2. Grid System

Visual hierarchy of complex information

Application of typography in editorial layout

12 hours

3. Practice of Industry Processes

Trend, process and development of typographic production

Interplay of components: such as processes, media, technologies, human control

Case studies on typographic expressions in art, design and the commercial world

6 hours


Learning Contents


1 2 3

1 Basic Typography with Design Principle ✓ ✓

2 Grid System ✓ ✓

3 Practice of Industry Processes ✓





Learning and teaching will mainly be delivered in learning-by-doing formats, such as structured lectures, workshops and tutorials. Students are given the opportunities to strengthen industry related skills through the hands-on exploration/practices.




Assessment Scheme:



Total 100%

Essential References: 1. Carter, Rob, Maxa, Sandra, Sanders, Mark (Mark Allen), Meggs, Philip B, Day, Ben.

2018, Typographic design: form and communication, Hoboken, New Jersey : John Wiley & Sons, Inc.

2. Wang, Shaoqiang. 2017, Asian typography, Sandu Publishing, Hong Kong



Module Syllabus

Module Title Industry Process: New Media Application

Module Code DDM4937

QF Credits 6

QF Level 4

Notional Learning

Hours 60 hrs


Lecture - hrs

Tutorial - hrs

Workshop/Lab 26 hrs

Visit/Seminar - hrs





1. evaluate the current development of new media technology and its consequences for new media industry;

2. design new media applications with creative use of natural user interface in line with the new media emerging technology; and

3. identify appropriate natural user interface and emerging trend to solve real-world issues of new media applications and create opportunities.





1. Natural User Interface

Basic concepts, theories and forms of NUI

Recent advanced software and hardware for sensing physical world

Opportunities of NUI design

Human-computer interface that utilize human body posture, gesture and physical object as intuitive interactivity metaphor

8 hours

2. New Media Industry Evolution Process

New Media intervene in theatre, dance, musical, exhibition, entertainment, advertising and performance

Relationship between emerging technologies and content delivery in industry

Evolution process of New Media industry

Possible future development

4 hours

3. Emerging Technology

Chatbots

Virtual Reality

Automated Journalism

Data Visualization

Wearables

3D printing

Robotics

14 hours





1 2 3

1 Natural User Interface

2 New Media Industry Evolution Process

3 Emerging Technology


demonstration, workshops and presentations.

A project-based and student-centred approach provides practical opportunities for students to integrate and apply learned knowledge and skills,and develop their initiative and self-learning abilities along their own interests and strengths, in achieving the intended scope of outcomes and standard. Students will be required to execute design processes with appropriate guidance and support, in order to foster their confidence and interactive scripting abilities


Assessment Scheme:



Total 100%

Essential References: 1. Kean, S., Hall, J., & Perry, P.,2012, Meet the Kinect: an introduction to programming

natural user interfaces, New York: Apress. 2. Kramer, J., & Kramer, J.,2012, Hacking the Kinect, New York: Apress.



Further References:

1. Webb, J., & Ashley, J., 2012, Beginning kinect programming with the microsoft kinect SDK, New York: Apress.

2. Catuhe, D., 2012, Programming with the Kinect for Windows® Software Development Kit, Redmond, Wash: Microsoft Press.

3. Wang, R., 2013, Augmented reality with Kinect develop your own hands-free and attractive augmented reality applications with Microsoft Kinect, Birmingham: Packt Pub.

4. Meijer, G., q, Pertijs, M., Makinwa, K., & Afshar, P., 2014, Smart sensor systems : emerging technologies and applications, Chichester, England: IEEE Press.






Module Syllabus

Module Title Academic Writing Workshop

Module Code DDM4054

QF Credits 15

QF Level 4

Notional Learning

Hours 150 hrs


Lecture 8 hrs

Tutorial 40 hrs

Workshop/Lab - hrs

Visit/Seminar 4 hrs





1. write a media and communication topic using appropriate language and professional format and style for a given task;

2. analyse an argument's assertions and assumptions through critical readings of a research topic;

3. interpret the collected data / information / findings to identify possible problems for a research topic along the self-study process; and

4. express complex ideas in writing, demonstrating a fairly extensive and accurate use of vocabulary and grammar.



Learning Contents and Indicative Contact Hours: Learning Contents


1. Introduction to academic writing Type of research mythologies and their applications

Media and communication topic

Appropriate language and professional format and style

Issues clarification

Feasible schedule for a self-driven research

8 hours

2. Identification of research opportunities Subject matter identification

Argument assertion and assumptions

Critical reading and information structure evaluation

Paraphrase information

8 hours

3. Implementation of Research Plan Implementation of selected research methodology

Interpretation of the collected information / data / findings

Self-validation system and advising mentor’s tutorial

Modification of goals in case of unpredicted risks

28 hours

4. Research evaluation Quality of the research

Use of Vocabulary and grammar

Learning process

Final achievement

8 hours


Learning Contents


1 2 3 4

1 Introduction to academic writing

2 Identification of contextual clues

3 Implementation of Research Plan

4 Research evaluation




structured lectures, case studies, demonstrations, guest lectures, film screenings and tutorials, where appropriate.

A project-based and student-centred approach provides practical opportunities for students to integrate and apply learned knowledge and skills, and develop their initiative and self-learning abilities along with their own interests and strengths, in achieving the intended scope of outcomes and standard. Students will be required to execute learning processes independently with appropriate guidance and support in order to foster their confidence and project management abilities.


Group critiques and self-assessment encourage peer group learning and self reflection.

Assessment Scheme:



Total 100%


1. Booth, W. C., Colomb, G. G., Williams, J. M., Bizup, J., & FitzGerald, W. T, 2016, The craft of research. Chicago: The University of Chicago Press

2. Wimmer, R. D., & Dominick, J. R. 2014, Mass media research: An introduction, Wadsworth Cengage Learning




2 Jun 2019 Lam Wai Keung



Module Syllabus

Module Title Professional Development

Module Code DDM4053

QF Credits 15

QF Level 4

Notional Learning

Hours 150 hrs


Lecture 8 hrs

Tutorial 40 hrs

Workshop/Lab - hrs

Visit/Seminar 4 hrs




Module Intended Learning Outcomes: On completion of the module, learners are expected to be able to: 1. apply up-to-date knowledge about the status quo and the business trends of

corresponding sectors in design and creative industry;

2. analyse own career directions, strengths and weaknesses in order to carve out future development in related sectors;

3. design an achievable enhancement plan in line with the manpower market needs and career direction; and

4. execute the enhancement plan through regular evaluation with critical judgment for further actions.





1. Business Trend of Design and Creative Industry

Historical, social and economic contexts of local design and creative industry

Manpower market needs

Status quo and business models of local design and creative industry

8 hours

2. Design a Professional Development Plan

Assessment of the personal needs in the professional development

Goals setting

Identification of personal gaps between expected goals and currently acquired competences / knowledge

skill and / or knowledge enhancement plan

Establishment of criteria and project briefs that explains the mechanism of accessing the outcomes of development plan specific to the areas of design / creative industry such as film, television, music, animation, visual effect design, interactive media, transmedia, etc.

8 hours

3. Implementation of Professional Development Plan

Progress check-up and evaluation skills at each checkpoint

Execution skill through a self-validation system

Quality evaluation of the plan

Final achievement evaluation

32 hours

4. Evaluation and Presentation

Stage reviews and evaluation skills on professional development plan

Design of improvement plan based on evaluation

Presentation of evaluation report

4 hours




Learning Contents


1 2 3 4

1 Business Trend of Design and Creative Industry ✓ ✓

2 Design a Professional Development Plan ✓ ✓

3 Implementation of Professional Development Plan

✓ ✓ ✓

4 Evaluation and Presentation ✓ ✓ ✓


structured lectures, case studies, demonstrations, guest lectures and tutorials, where appropriate.

A project-based and student-centred approach provides practical opportunities for students to integrate and apply learned knowledge and skills, and develops their initiative and self-learning abilities along with their own interests and strengths, in achieving the intended scope of outcomes and standard.


Assessment Scheme:



Total 100%



References:

1

Kliment, S. A. (2006). Writing for Design Professionals: A Guide to Writing Successful Proposals, Letters, Brochures, Portfolios, Reports, Presentations, and Job Applications. 2nd edn, New York : W W Norton.

2 Tobin, D R 2000, All Learning is Self-Directed, ASTD, Alexandria.

3 Pintrich, P.R. 2000, Handbook of Self-Regulation: The role of goal orientation in self-regulated learning, Academic Press, San Diego.




2 Jun 2019 Lam Wai Keung



Module Syllabus

Module Title Graduation Project

Module Code DES4004

QF Credits 30

QF Level 4


300 hrs Contact Hours*: 78 hrs

Lecture 12 hrs

Tutorial 36 hrs

Workshop/Lab 30 hrs

Visit/Seminar - hrs







1. integrate a broad range of knowledge and skills to achieve a holistic design solution;

2. identify project opportunities through research in selected discipline;

3. initiate, plan and manage projects with critical judgment;

4. execute a design project independently, applying integrated skills and methodologies and taking into account business, technological and production parameters; and

5. present a design proposal effectively and professionally for selected situation(s).




Learning Contents

Indicative

Contact Hours

1. Management of the design process

Initiating, planning, monitoring, and evaluating the design process

Coordinating schedules, resources, budgets and time-management

Collaborating with clients and professionals in the design processes

6 hours

2. Identification of project opportunities

Identifying and forecasting relevant trends (local and non-local including China) in design, market, industry, technology and society

Identifying user’s / client’s needs and wants, market gaps, opportunities, directions, and themes for a project

Establishing the design criteria and project brief

12 hours

3. Application of design knowledge to develop innovative holistic solutions

Applying appropriate design methodologies and critical judgment

Integrating design knowledge and skills to generate innovative designs that achieve the design criteria and objectives which are coherent with the positioning, user’s / client’s needs / wants, create added value and provide fresh user experiences

Incorporating ethical and sustainable concerns in the development

24 hours

4. Application of business, technological and production knowledge

Contemplating business concerns including trend forecasts, marketplace and client’s objectives

Innovative use of technologies, e.g. incorporation of appropriate technologies in design and production

Considering production concerns, e.g. material application, manufacturing / construction, quality control

18 hours



Learning Contents

Indicative

Contact Hours

5. Application of visualisation, presentation, and evaluation skills

Applying integrated communication skills to realise design ideas, e.g. graphic, multimedia, CAD, prototyping, verbal presentation, and report writing, etc

Professional presentations demonstrating the individual portfolio style of student, or the brand image of client

Applying analytical and evaluation skills to review and evaluate project outcomes

18 hours


Learning Contents


1 2 3 4 5

1 Management of the design process

2 Identification of project opportunities

3 Application of design knowledge to develop innovative holistic solutions

4 Application of business, technological and production knowledge

5 Application of visualisation, presentation, and evaluation skills




Learning and teaching will be accomplished interactively in multiple formats, including structured lectures, seminars, demonstrations, tutorials, workshops, visits, and presentations, where appropriate.

A project-based and student-centred approach provides practical opportunities for students to integrate and apply learned knowledge and skills, and develop their initiative and self-learning abilities along with their own interests and strengths, in achieving the intended scope of outcomes and standard. Students will be required to execute design processes independently with appropriate guidance and support, in order to foster their confidence and project management abilities.

Collaborative projects with clients may be integrated to help students position the project in a real-life context. Alignment with other modules is encouraged to provide students opportunities to further integrate their learning.


Assessment Scheme:



Total 100%


1. Tomitsch, M et al. 2018, Design. Think. Make. Break. Repeat.: A handbook of methods, BIS Publishers, Amsterdam.

2. Lewrick, M, Link, P & Leifer, L 2018, The design thinking playbook: Mindful digital transformation of teams, products, services, businesses and ecosystems, John Wiley & Sons, Hoboken, New Jersey.

Further References:

1. Rose, D 2015, Enchanted objects: Innovation, design, and the future of technology, Scribner, New York.

2. Visocky, O G J & Visocky, O G K 2017, The designer’s research manual: Succeed in design by knowing your clients and what they really need, 2nd edn, Rockport Publishers, Gloucester, Mass.



3. Ware, C 2011, Visual thinking for design, Elsevier/Morgan Kaufmann, Amsterdam.

4. Best, K 2015, Design management: Managing design strategy, process and implementation, Fairchild Books.

5. Greever, T 2015, Articulating design decisions: Communicate with stakeholders, keep your sanity, and deliver the best user experience, O'Reilly Media, Sebastopol, CA.

6. Jones, C J 2008, Design methods, 2nd edn, Wiley.

7. Potter, N 2002, What is a designer: Things, place, messages, 4th edn, Hyphen Press, London.

8. Franklin, K & Till, C 2018, Radical matter: Rethinking materials for a sustainable future, Thames and Hudson.

9. Fry, T 2008, Design futuring: Sustainability, ethics and new practice, Berg Publishers, Oxford.

10. Walker, S 2008, Sustainable by design: Explorations in theory and practice, NYU Press, New York.

11. McDonough, W and Braungart, M 2009, Cradle to cradle: Remaking the way we make things, Vintage Books, London.

12. Chapman, J 2012, Emotionally durable design: Objects, experiences and empathy, Routledge, London; New York.

13. Lupton, E 2017, Design is storytelling, Cooper Hewitt, Smithsonian Design Museum.

14. Manzini, E 2015, Design, when everybody designs: An introduction to design for social innovation, MIT Press, Cambridge.

15. Boeijen, A et al. 2017, Delft design guide: Design methods, Delft University of Technology, Faculty of Industrial Design Engineering, BIS Publishers, Amsterdam.

16. King, S & Chang, K 2016, Understanding industrial design: Principles for UX and interaction design, O'Reilly Media.

17. Pavliscak, P 2018, Emotionally intelligent design: Rethinking how we create products, O′Reilly.

18. Steane, J 2013, The principles & processes of interactive design, Fairchild Books.

19. Cancellaro J 2005, Exploring sound design for interactive media (Design exploration), Thomson, USA.

20. Cairo, A 2012, The functional art: An introduction to information graphics and visualization, Pearson.

21. Grear, M 2006, Inside/outside: From the basics to the practice of design, 2nd edn, Van Nostrand Reinhold, New York.

22. Bhaskaran, L 2004, Size matters: Successful graphic design for large amounts of information, RotoVision, Mies, Switzerland.

23. Evamy, M & Robert, L 2004, In sight: A guide to design with low vision in mind, RotoVision, Hove; Mies, Switzerland.

24. Black, S 2012, The sustainable fashion handbook, Thames and Hudson.



25. McKelvey, K & Munslow, J 2003, Fashion design: Process, innovation and practice, Blackwell, Oxford.

26. Arroyo, N M & Cillero & de Motta 2012, The sourcebook of contemporary jewelry design, Harper Design, New York.

27. Panero, J 1979, Human dimensions & interior space: A source book of design reference standards [electronic resource], Whitney Library of Design, New York.

28. Locker, P 2017, Basics interior design 02: Exhibition design, Bloomsbury Visual Arts.

29. Ching, F D K 2014, Architecture, form, space and order, 4th edn, Wiley, New York.

30. Simonds, J O 2013, Landscape architecture: A manual of environmental planning and design, 5th edn, McGraw-Hill, New York.

31. Hough, M 2004, Cities and natural process: A basis for sustainability [electronic resource], Routledge, London; New York.


1. @issue: Journal of Business of Design, Corporate Design Foundation, Boston.

2. Marketing, Haymarket Magazines Ltd.

3. Advertising Age, Crain Communications, Inc.

4. D & AD Annual, D&AD, London.

5. Communication Arts, Coyne & Blanchard, Inc, Menlo Park, CA.

6. IDN, Systems Design Ltd, HK.

7. Collezioni, Logos Publishing Srl.

8. Vogue, Conde Nast Publications.

9. i-D, Levelprint Ltd.

10. ID, F&W Publications Inc.

11. Form: The European Design Magazine, Birkhaeuser Verlag Ag Form.

12. Axis, Maruzen Co Ltd, Japan.

13. Domus, Domus, Italy.

14. Metropolis, Bellerophon Publications.

15. Blue print, Progressive Media Markets Ltd., UK.

16. Landscape Architecture, ASLA.

17. Green Places, Landscape Design Trust, UK.

18. 21.C, ABC Enterprises, Crows Nest, NSW.

19. Wallpaper, Time Life Entertainment Group Ltd.

20. Popular Science, Bonnier Magazine Group, US.



21. 中國園林, 中國風景園林學會.

22. 流行通信 (Ryuko tsushin), INFAS Publications, Japan.

Online References:

1. Design Agenda <http://www.designagenda.me/>

2. 景觀中國 < http://www.landscapecn.com>

3. 中國市場概況 < http://www.hktdc.com/info/mi/cmfs/tc/中國市場概況.htm>



1 5 Feb 2009 CHAN Sau Lin, Circula

2 22 Feb 2010 LAM Yee Nee, Elita

3 30 Mar 2010 LAM Yee Nee, Elita

4 7 Jun 2010 CHAN Sau Lin, Circula

5 24 Jan 2011 CHAN Sau Lin, Circula

6 19 Feb 2011 ZHANG Ann

7 21 Feb 2011 LO Kwok Wing, Born

NGAI Chung Hon, Angus

8 21 Apr 2011 CHAN Sau Lin, Circula


10 30 Mar 2015 CHAN Sau Lin, Circula




Module Syllabus

Module Title Industrial Attachment

Module Code DES4901M

QF Credits 10 IA credits #

QF Level 4


103 hrs

Contact Hours: 13 hrs (Coaching and Student Support Activities ^) (for full time pre-employment)

Lecture 7 hrs

Coaching 6 hrs

Work Attachment: min 90 hrs (for full time pre-employment)

Self-study Hours: - hrs (for full time pre-employment)


# Attaining a pass in the Industrial Attachment module is a graduation requirement. The module is assessed on a

pass/fail basis and carries10 IA credits.

^ Coaching and student support activities may include, among others, pre-attachment orientation, workshop,

seminars, talks by employers and alumni, visits by module lecturers during attachment, post attachment

presentation and self-reflection sessions.


1. relate and apply learned knowledge and professional/technical skills to practices in a real industrial, commercial or organisational environment;

2. handle assigned tasks in the workplace with positive work attitude and appropriate key skills, such as interpersonal skills, teamwork skills, management skills, logical thinking, problem solving skills and communication skills;

3. identify their own strengths and weaknesses (in relation to working in a workplace) through reflection on experience gained in the attachment;

4. devise a personal development plan in the selected discipline; and

5. identify and justify design’s roles and potentials to add value in business and various organisations.




Learning Contents and Processes

Indicative

Contact Hours

1. Orientation and student support activities

Objectives of Industrial Attachment (IA)

Roles of trainees, tutors / IA supervisors, and industry mentors

Positive work attitude

Concept of key skills and importance of teamwork

Workplace safety, professional expectations, legalities, ethics, and etiquette

Agreement, employer-specific guidelines and information, including:

Statement of Understanding among the participating organisations, HKDI/VTC and the students

Job description and attachment schedules Workplace procedures e.g. leave application,

discipline, grievance, feedback, etc Background of the organisations

Student’s personalised learning plan

Coaching: 7 hours

2. Attachment experience

Application of key skills and professional/technical skills to fulfil the attachment as specified in the attachment schedule(s)

Reflection and recording of learning: record of work/activities, progress and learning points, reflection and ideas

Attachment review with tutor / IA supervisor

Attachment review with industry mentors

Coaching: 2 hours

Work Attachment: minimum 90 hours

3. Reporting and evaluation

Reporting and evaluation of learning experience through verbal presentation and submission of illustrated written report on: Characteristics of the assigned operational unit Practices at the workplace Work attitude and performance expectation of the

employer Role of design and creativity in the organisation (if

applicable) Learning points from the attachment and relation with

learnt knowledge and professional/technical skills Reflection and evaluation of own performance, strengths

and weaknesses, areas of and plan for improvement and further development

Coaching: 4 hours




Learning Contents


1 2 3 4 5

1 Orientation and student support activities

2 Attachment experience

3 Reporting and evaluation


1. Each student should practise at a workplace for a reasonable length of time (not less than 90 hours) in order to gain the practical work experience in a real industrial, commercial or organisational environment.

2. Local and non-local workplace experiences, especially those in Mainland China, are encouraged.

3. Orientation will be held before industrial attachment for students to understand the objectives, the process, and the issues in relation to the workplace, as well as their own responsibilities and roles. Where appropriate, workshops, seminars and talks by employers and alumni will be organised to familiarise students with workplace requirements and acceptable work behaviour, etc.

4. Tutors / IA supervisors will review with the students and industry mentors during the attachment period to evaluate the well-being of the students, monitor standards of performance, identify learning needs and receive feedback from students and industry mentors for the sake of maximising student learning. Workplace visit(s) will be conducted by the tutor / IA supervisor under feasible circumstances.

5. Presentation and/or sharing sessions will be conducted at the end/after the attachment for students to share and consolidate their work experience and to reflect on their own strengths and weaknesses for future improvement.

6. In case of insufficient jobs under a real industrial, commercial or organisational environment for placement of all students, or should students be considered not ready for such attachment, industry-based project for completion at home / on campus as well as other structured experiential learning experience are also accepted as alternatives to industrial attachment, though they will be accorded lower preference than industrial placement at the workplace.



Assessment Scheme:



Total 100%

Assessment Tasks Assessment Criteria Mark Distribution

1. Performance Evaluation by Industry Mentor*

(relation and) application of learned knowledge and professional/technical skills

handling of assigned tasks in workplace with positive work attitude and appropriate key skills

CA 50%

2. IA Report and Presentation#

relation (and application) of learned knowledge and professional/technical skills to real life practices

identification of own strengths and weaknesses

devising of personal development plan in the selected discipline

identification and justification of design’s roles and potentials

EA 50%

* The Student’s Performance Evaluation Form is to be completed by the Industry Mentor as far as practical. In case of the unavailability of the Industry Mentor to complete the Form, the IA Supervisor may complete the Form in consultation with the Industry Partner/Mentor.

# The following sections (not exclusive) should be included in the IA Report and Presentation: Learning Plan for IA IA Record Self-evaluation of IA Performance & Strengths and Weaknesses Personal Development Plan Roles of Design and Creativity identified

Grade:

This module is to be assessed on a pass/fail basis:

Fail (F): below 40% Pass (P): 40-100%




1. Relevant staff/employee/trainee handbooks of the participating organisations or companies

2. Guidelines for Industrial Attachment, Design Discipline

Further References:

1. Lewrick, M, Link, P & Leifer, L 2018, The design thinking playbook: Mindful digital transformation of teams, products, services, businesses and ecosystems, John Wiley & Sons, Hoboken, New Jersey.

2. Rose, D 2015, Enchanted objects: Innovation, design, and the future of technology, Scribner, New York.

3. Greever, T 2015, Articulating design decisions: Communicate with stakeholders, keep your sanity, and deliver the best user experience, O'Reilly Media, Sebastopol, CA.

4. Potter, N 2002, What is a designer: Things, place, messages, 4th edn, Hyphen Press, London.

5. Fry, T 2008, Design futuring: Sustainability, ethics and new practice, Berg Publishers, Oxford.

6. Perkins, S 2010, Talent is not enough: Business secrets for designers, New Riders, Berkeley, Calif.

7. Eisenman, S 2008, Building design portfolios: Innovative concepts for presenting your work (Design field guide), Rockport Publishers, Mass.

8. Brainard, S 2005, A design manual, 4th edn, Englewood Cliffs, Prentice Hall, New Jersey.

9. Sherwin, D 2010, Creative workshop: 80 challenges to sharpen your design skills, HOW Books, Cincinnati, Ohio.

10. Jones, C J 2008, Design methods, 2nd edn, Wiley.

11. Calabretta, G, Gemser, G & Karpen, I 2016, Strategic design: Eight essential practices every strategic designer must master, BIS Publishers.

12. Ramroth, W 2006, Project management for design professionals, Kaplan Business, Chicago.

13. Franklin, K & Till, C 2018, Radical matter: Rethinking materials for a sustainable future, Thames and Hudson.

14. McDonough, W and Braungart, M 2009, Cradle to cradle: Remaking the way we make things, Vintage Books, London.

15. Chapman, J 2012, Emotionally durable design: Objects, experiences and empathy, Routledge, London; New York.

16. Lupton, E 2017, Design is storytelling, Cooper Hewitt, Smithsonian Design Museum.

17. Steane, J 2013, The principles & processes of interactive design, Fairchild Books.



18. Wikie, B 1996, Creating special effects for TV and video, North Light Books, Oxford, Boston.

19. Glen B 2008, Handbook for sound engineers, 4th edn, Focal Press, USA.

20. Grear, M 2006, Inside/outside: From the basics to the practice of design, 2nd edn, Van Nostrand Reinhold, New York.

21. Cairo, A 2012, The functional art: An introduction to information graphics and visualization, Pearson.

22. Black, S 2012, The sustainable fashion handbook, Thames and Hudson.

23. McKelvey, K & Munslow, J 2003, Fashion design: Process, innovation and practice, Blackwell, Oxford.

24. Arroyo, N M & Cillero & de Motta 2012, The sourcebook of contemporary jewelry design, Harper Design, New York.

25. Locker, P 2017, Basics interior design 02: Exhibition design, Bloomsbury Visual Arts.

26. Piotrowski, C M 2013, Professional practice for interior designers. John Wiley & Sons.

27. Ching, F D K 2011, A visual dictionary of architecture, 2nd edn, John Wiley & Sons.

28. Simonds, J O 2013, Landscape architecture: A manual of environmental planning and design, 5th edn, McGraw-Hill, New York.

29. Doreen W 2014, Hong Kong Media Law: A guide for journalists and media professionals, 2nd expanded edn, Hong Kong University Press, Hong Kong.

30. Itule, B D & Anderson, D A 2007, News writing & reporting for today’s media 7th edn, McGraw-Hill, New York.

31. Kenneth, K 2016, Photojournalism: The professionals’ approach, 7th edn, Focal Press.

32. Tony, H 2015, Journalism: Principles and practice, 3rd edn, SAGE Publications.

33. Turow, J 2012, Media today: An introduction to mass communication, Routledge, New York.

34. 展江主譯，， 2014 新聞報道與寫作，新華出版社，北京。


1. @issue: Journal of Business of Design, Corporate Design Foundation, Boston.

2. Marketing, Haymarket Magazines Ltd.

3. Advertising Age, Crain Communications, Inc.

4. D & AD Annual, D&AD, London.

5. Communication Arts, Coyne & Blanchard, Inc, Menlo Park, CA.

6. IDN, Systems Design Ltd, HK.

7. Collezioni, Logos Publishing Srl.

8. Vogue, Conde Nast Publications.

9. i-D, Levelprint Ltd.



10. ID, F&W Publications Inc.

11. Form: The European Design Magazine, Birkhaeuser Verlag Ag Form.

12. Axis, Maruzen Co Ltd, Japan.

13. Domus, Domus, Italy.

14. Metropolis, Bellerophon Publications.

15. Blue print, Progressive Media Markets Ltd., UK.

16. Green Places, Landscape Design Trust, UK.

17. 21.C, ABC Enterprises, Crows Nest, NSW.

18. Wallpaper, Time Life Entertainment Group Ltd.

19. Popular Science, Bonnier Magazine Group, US.

20. 流行通信 (Ryuko tsushin), INFAS Publications, Japan.






4 7 Jun 2010 CHAN Sau Lin, Circula


6 19 Feb 2011 ZHANG Ann

7 21 Feb 2011 LO Kwok Wing, Born

NGAI Chung Hon, Angus

8 21 Apr 2011 CHAN Sau Lin, Circula


10 31 Jul 2012 CHAN Sau Lin, Circula

11 2 Aug 2013 CHAN Sau Lin, Circula


13 10 Mar 2017 LO Chi Wah, Brian


Digital Media Programme Board Higher Diploma in Transmedia (DE114109) Appendix 1


APPENDIX 1 – MODULE ASSESSMENT SCHEMES

for

Higher Diploma in Transmedia

(AY2019/20) Note: The Module Assessment Schemes (MAS) are compiled at the beginning of each academic term or year. The template may be modified to suit the specific requirements of individual disciplines and teaching units.



單元評核大綱 [AY 2017/18]

1 Module Details a 科目編號/名稱 LAN3003 / 職業中文傳意：普通話對話與匯報


b 課程編號/名稱 DE114109/ HD in Transmedia

c 資歷架構學分 6

d 資歷架構級別第三級

e 學時(總計) 60 小時

f 學時安排授課時數: 26 小時

講課: - 小時導修: 18 小時語言實驗室: 8 小時


自修時數: 34 小時評估時數: - 小時

2 單元學習成果 (MILO) 單元學習成果評核項目 (請在相關的空格內加 ) 持續評核 (CA) 50% 單元總評核 (EA) 50%

a 就多種不同的話題，熟練地以普通話進行對話。

b 就多種不同的話題，熟練地以普通話進行匯報。

c 以陳述、比較、建議等語言功能，成段落的話語，完成預設的溝通目標。

d 針對情景與說話對象，適當運用與調整說話策略。

3 持續評核(CA) 持續評核佔單元總分：50% a 評核分項測驗習作 b 評核數量 1 1 c 百分比 30% 20% 4 單元總評核 (EA)：單元總評核佔單元總分：50% 5 特別評核要求無



單元評核大綱 [AY2017/18]

1 Module Details a 科目編號/名稱 LAN4002 / 職業中文傳意：普通話報告

與推介文書 Vocational Chinese Communication: Putonghua Presentations and Promotional Text Writing

b 課程編號/名稱 DE114109/ HD in Transmedia

c 資歷架構學分 9

d 資歷架構級別第四級

e 學時(總計) 90 小時

f 學時安排授課時數: 26 小時

講課: - 小時導修 22 小時語言實驗室 4 小時


自修時數: 64 小時評估時數: - 小時

2 單元學習成果 (MILO) 單元學習成果評核項目 (請在相關的空格內加 ) 持續評核 (CA) 50% 單元總評核 (EA) 50%

a 以成段落的話語作分析、論證、辯護，並恰當運用報告技巧，熟練地以普通話進行報告。

b

整理、分析資料，並針對問題，運用恰當的言辭作出合理的解釋，提出具體的建議，或推介可行的方案。

c 針對與寫作對象，靈活運用與調整寫作策略，達到宣傳活動或產品的目的。

d 撰寫主旨明確、剪裁恰當、文理連貫的宣傳推介文書。

3 持續評核(CA) 持續評核佔單元總分：50% a 評核分項測驗習作 b 評核數量 1 1 c 百分比 30% 20% 4 單元總評核 (EA)：單元總評核佔單元總分：50% 5 特別評核要求無



Module Assessment Scheme [AY 2019/20]

1 Module Details a Module Code/Title LAN4108/ English and Communication:

Persuasive Presentations b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 9

d QF Level of Module 4

e Notional Learning Hours (total) 90

f Notional Learning Hours, comprising of


Lecture - hrs Tutorial 18 hrs Workshop/Lab 8 hrs Visit/Seminar - hrs


Assessment Hours: - hrs (Outside Contact/Self-study

Hours)

2 Module Intended Learning Outcome (MILO)

Module Assessment in alignment with MILO (*Please indicate the assessment mode for each MILO by ticking () the appropriate box(es))

Continuous Assessment

End of Module Assessment

a

Express compliments, persuasion, and emotion in oral presentations of information, ideas, related explanations, discussion/argument, and evaluation

3 Continuous Assessment (CA)

Total CA marks contributing to 40% of module mark

a CA component Assignment Notional Learning

Package b No. of assessment(s) 1 1

c CA component as a % of module mark

25% 15%

4 End-of-Module Assessment (EA) in the form of speaking test

Total EA marks contributing to 60% of module mark

5 Any Special Assessment Requirement

Nil





Promotional Materials b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 10








Hours)





a

Express persuasion and emotion when presenting information, ideas, related explanations, discussion/ argument, and evaluation in written form

3 Continuous Assessment (CA) Total CA marks contributing to 40% of module mark




25% 15%

4 End-of-Module Assessment (EA) in the form of written test



Nil





Reports b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 9








Hours)





a

Express suggestions when presenting information, ideas, related explanations, discussion/argument, and evaluation in written form

3 Continuous Assessment (CA)

Total CA marks contributing to 40% of module mark




25% 15%




Nil





Workplace Correspondence b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 6












a

Handle problems in incoming written correspondence involving predictable information, ideas, related explanations, discussion/argument, and evaluation





25% 15%




Nil





Workplace Interaction b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 6












a

Handle suggestions, offers, preference and persuasion in oral interactions involving predictable information, ideas, related explanations, discussion/argument, and evaluation





25% 15%

4 End-of-Module Assessment (EA) in the form of a speaking test



Nil




1 Module Details

a Module Code/Title SDD4006 / SDD4006M / Collaboration, Teamwork & Social Engagement

b Programme Code/Title DE114109/ HD in Transmedia

c QF Credits 6


e Notional Learning Hours (total)

60







CA In-class exercise

EA Project Presentation

a MILO 1

b MILO 2

c MILO 3

3 Assessment

a No. of assessment(s) 1 1

b Weighting as a % of module mark

50% 50%

4 End-of-Module Assessment (EA)

a Duration of EA Nil


Nil




1 Module Details

a Module Code/Title SDD4007/ Enhancing Competencies in the 21st Century Workplace


c QF Credits 3



30







CA E-portfolio

EA Mock Interview

a MILO 1

b MILO 2

c MILO 3

3 Assessment



50% 50%




Nil




1 Module Details

a Module Code/Title SDD4005 / SDD4005M / MindShift: Achieving Personal Growth & Effectiveness


c QF Credits 6



60







CA In-class exercise

EA Presentation

a MILO 1

b MILO 2

c MILO 3

3 Assessment



50% 50%




Nil




1 Module Details

a Module Code/Title ITE3009/ Information Technology Essentials – Smart Living


c QF Credits 6



65



Lecture - hrs

Tutorial - hrs Workshop/Lab 26 hrs Visit/Seminar - hrs





Workshop EA

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



50% 50%




Nil




1 Module Details

a Module Code/Title DES4008/ Aesthetics and Semiotics

b Programme Code / Title DE114109/ HD in Transmedia

c QF Credits 11



110



Lecture 12 hrs Tutorial 27 hrs Workshop/Lab - hrs Visit/Seminar - hrs





CA components EA

Assig’ts / Exercise

Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment

a No. of assessment(s) 2 - - - 1


40% - - - 60%


a Duration of EA Last 19 hours

b Distribution of marks 20% Ideation and development 30% Final work and application 10% Reflection


Nil




1 Module Details

a Module Code/Title DES3006 / Creative and Design Thinking


c QF Credits 10



100



Lecture 6 hrs Tutorial 10 hrs Workshop/Lab 20 hrs Visit/Seminar 3 hrs





CA components EA

Assig’ts /

Exercise

Lab /

Workshop/

Activity

Project Learning

Journal Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



50% - - - 50%



b Distribution of marks 15% Needs/problem identification and analysis 15% Ideas generation 20% Presentation and reflection


Nil




1 Module Details

a Module Code/Title DES4007/ Cultural Studies


c QF Credits 15



150



Lecture 12 hrs Tutorial 32 hrs Workshop/Lab - hrs Visit/Seminar 8 hrs





CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



40% - - - 60%



b Distribution of marks 15% Field and secondary research 30% Analysis and interpretation 15% Presentation


Nil




1 Module Details

a Module Code/Title DDM5941 / Big Data Analysis and Marketing Plan


c QF Credits 12



120



Lecture 23 hrs

Tutorial 4 hrs Workshop/Lab 10 hrs Visit/Seminar 2 hrs





CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment

a No. of assessment(s) 1 - 1 - 1


30% - 30% - 40%


a Duration of EA Last 4 Weeks

b Distribution of marks 20% Report 20% Presentation


Nil




1 Module Details

a Module Code/Title DDM4914 / Digital Game Design


c QF Credits 9



90



Lecture 6 hrs Tutorial 6 hrs Workshop/Lab 27 hrs Visit/Seminar - hrs





CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment

a No. of assessment 2 - - - 1


50% - - - 50%


a Duration of EA Last 4 weeks

b Distribution of marks 10% Visual aesthetics 20% Level and experience design 20% Final digital game prototype


Nil




1 Module Details

a Module Code/Title DDM4941 / Independent Studies in Transmedia I


c QF Credits 15



150



Lecture 12 hrs

Tutorial 40 hrs Workshop/Lab - hrs Visit/Seminar - hrs





CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



50% - - - 50%



b Distribution of marks 25% Research & Analysis 25% Final work


Nil




1 Module Details

a Module Code/Title DDM4951 / Independent Studies in Transmedia II


c QF Credits 15



150



Lecture 12 hrs

Tutorial 40 hrs Workshop/Lab 0 hrs Visit/Seminar 0 hrs





CA components EA


Lab / Workshop

/ Activity

Project Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



50% - - - 50%



b Distribution of marks 25% Research & Analysis 25% Final work


Nil




1 Module Details

a Module Code/Title DDM4922 / Media Architecture


c QF Credits 11



110



Lecture 24 hrs

Tutorial 12 hrs Workshop/Lab - hrs Visit/Seminar 3 hrs





CA components EA


Lab / Workshop

/ Activity


Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

e MILO 5

3 Assessment

a No. of assessment(s) 1 - 1 - 1


20% - 20% - 60%



b Distribution of marks 20% Analysis 20% Report 20% Presentation


Nil




1 Module Details

a Module Code/Title DDM3910 / Media Production


c QF Credits 10



100



Lecture 40 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



60% - - - 40%



b Distribution of marks 20% Research and analysis 20% Final work


Nil




1 Module Details a Module Code/Title DDM4044 / Portfolio Design b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 7 d QF Level of Module 4


70



Lecture 3 hrs Tutorial 7 hrs Workshop/Lab 14 hrs Visit/Seminar 2 hrs

Self-study Hours: 44 hrs Assessment Hours: - hrs (Outside Contact/Self-study Hours)



CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

3 Assessment a No. of assessment(s) 1 1 - - 1


20% 30% - - 50%



b Distribution of marks 40% Professional portfolio 10% Presentation


Nil




1 Module Details

a Module Code/Title DDM4923 / Storyworld Creation


c QF Credits 11



110



Lecture 21 hrs

Tutorial 9 hrs Workshop/Lab 9 hrs Visit/Seminar - hrs





CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



40% - - - 60%



b Distribution of marks 20% Idea Proposal 40% Final Script


Nil




1 Module Details

a Module Code/Title DDM4911 / Storyworld Visualisation


c QF Credits 11



110



Lecture 12 hrs






CA components EA


Lab / Workshop

/ Activity


Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



60% - - - 40%





Nil




1 Module Details

a Module Code/Title DDM4942 / Transmedia Bible


c QF Credits 11



110



Lecture 15 hrs






CA components EA


Lab / Workshop

/ Activity


Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



40% - - - 60%





Nil




1 Module Details

a Module Code/Title DDM4931 / Transmedia Pitching


c QF Credits 7



70



Lecture 15 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



40% - - - 60%





Nil




1 Module Details

a Module Code/Title DDM4921 / Transmedia Principles


c QF Credits 7



70



Lecture 18 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



40% - - - 60%



b Distribution of marks 15% Field and secondary research 15% Analysis and interpretation 30% Report


Nil




1 Module Details

a Module Code/Title DDM4943 / Transmedia Producing


c QF Credits 9



90



Lecture 15 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



40% - - - 60%





Nil




1 Module Details

a Module Code/Title DDM4913 / Transmedia Storytelling


c QF Credits 15



150



Lecture 20 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



50% - - - 50%



b Distribution of marks 25% Synopsis and Treatment 25% Final Script


Nil




1 Module Details

a Module Code/Title DDM4926 / Essential Skills: 2D Animation


c QF Credits 6



60



Lecture 8 hrs






CA components EA


Lab / Workshop

/ Activity


Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



60% - - - 40%



b Distribution of marks 10% Research 30% Final work


Nil




1 Module Details

a Module Code/Title DDM4924 / Essential Skills: Film - Location Production


c QF Credits 6



60



Lecture 8 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



60% - - - 40%



b Distribution of marks 20% Idea Presentation 20% Short Film


Nil




1 Module Details

a Module Code/Title DDM4925 / Essential Skills: Film - Post-Production


c QF Credits 6



60



Lecture 8 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

3 Assessment



60% - - - 40%



b Distribution of marks 20% Idea Presentation 20% Final Work


Nil




1 Module Details

a Module Code/Title DDM4928 / Essential Skills: Game Design


c QF Credits 6



60



Lecture 8 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



50% - - - 50%



b Distribution of marks 20% Documentation and play test report 30% Non-digital game prototype


Nil




1 Module Details

a Module Code/Title DDM4927 / Essential Skills: Graphics Communication


c QF Credits 6



60



Lecture 8 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



60% - - - 40%



b Distribution of marks 10% Research and development 30% Final work


Nil




1 Module Details

a Module Code/Title DDM4929 / Essential Skills: New Media Application


c QF Credits 6



60



Lecture - hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



50% - - - 50%



b Distribution of marks

5% User experience 5% Principle of human-computer Interaction 10% Creative use of computer scripts and physical computing techniques 30% Tangible interactive application


Nil




1 Module Details

a Module Code/Title DDM4934 / Industry Process: 2D Animation


c QF Credits 6



60



Lecture 4 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



60% - - - 40%



b Distribution of marks 10% Research and analysis 30% Final work


Nil




1 Module Details

a Module Code/Title DDM4932 / Industry Process: Film - Location- Production


c QF Credits 6



60



Lecture 14 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



60% - - - 40%



b Distribution of marks 20% Production Proposal Draft 20% Final Production Plan


Nil




1 Module Details

a Module Code/Title DDM4933 / Industry Process: Film - Post-Production


c QF Credits 6



60



Lecture 2 hrs






CA components EA


Lab / Workshop

/ Activity


Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



60% - - - 40%



b Distribution of marks 15% Pre-composition Materials 25% Final Composited Work


Nil




1 Module Details

a Module Code/Title DDM4936 / Industry Process: Game Design


c QF Credits 6



60



Lecture 3 hrs Tutorial - hrs Workshop/Lab 23 hrs Visit/Seminar - hrs





CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment

a No. of assessment 2 - - - 1


50% - - - 50%


a Duration of EA Last 4 weeks

b Distribution of marks 15% Mechanics and narratives development 10% Game play testing report 25% Final game assets design and game prototype


Nil




1 Module Details

a Module Code/Title DDM4935 / Industry Process: Graphics Communication


c QF Credits 6



60



Lecture 8 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



60% - - - 40%



b Distribution of marks 10% Research and development 30% Final Work


Nil




1 Module Details

a Module Code/Title DDM4937 / Industry Process: New Media Application


c QF Credits 6



60



Lecture - hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



50% - - - 50%



b Distribution of marks 30% Creative use of NUIs 20% Creative use of emerging technologies


Nil




1 Module Details

a Module Code/Title DDM4054 / Academic Writing Workshop


c QF Credits 15



150



Lecture 8 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



50% - - - 50%



b Distribution of marks 20% Presentation 30% Final report


Nil




1 Module Details

a Module Code/Title DDM4053 / Professional Development


c QF Credits 15



150



Lecture 8 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



50% - - - 50%



b Distribution of marks 20% Presentation 30% Final report


Nil




1 Module Details

a Module Code/Title DES4004 / Graduation Project


c QF Credits 30





Lecture 12 hrs

Tutorial 36 hrs

Workshop/Lab 30 hrs

Visit/Seminar - hrs





CA components EA

Assig’ts /

Exercise

Lab / Work -shop/ Activity

Project (Stage 1: Project Brief & Research, Stage 2: Design Development &

Solution)

Learning Journal

Project (Stage 3:

Realization)

a MILO 1

b MILO 2

c MILO 3

d MILO 4

e MILO 5

3 Assessment

a No. of assessment - - 2 - 1

b Weighing as a % of module mark - - 50% - 50%


a Duration of EA Last 4 weeks (24hrs)

b Distribution of marks 50% Stage 3 : Realisation


Nil




1 Module Details

a Module Code / Title DES4901M/ Industrial Attachment

b Programme Code / Title DE114109/ HD in Transmedia c QF Credits 10 IA credits # d QF Level of Module 4



Contact Hours: 13 hrs (Coaching and Student Support Activities ^)

Lecture 7 hrs

Coaching 6 hrs

Work Attachment: min 90 hrs Self-study Hours: - hrs Assessment Hours: - hrs (Outside Contact/Self-study Hours)



CA components EA Performance Evaluation by

Industry Mentor IA Report and Presentation

a MILO 1 b MILO 2 c MILO 3 d MILO 4 e MILO 5 3 Assessment a No. of assessment(s) 1 1

b Weighting as a % of module mark 50% 50%


a Duration of EA Within 4 weeks upon completion of industrial placement/project

b Distribution of marks N/A


Nil

Notes: # Attaining a pass in the Industrial Attachment module is a graduation requirement. The module is assessed on a pass/fail basis and carries10 IA credits.

^ Coaching and student support activities may include, among others, pre-attachment orientation, workshop,

seminars, talks by employers and alumni, visits by module lecturers during attachment, post attachment

presentation and self-reflection sessions.



APPENDIX 2 – Comparison of Revised Programme against Existing Programme



Comparison of Revised Programme - HD in Transmedia against Existing Programme - HD in Transmedia

Different categories of revisions are highlighted with differentiated colors:

Embedment of new elements / adjustment of focuses in response to industry need Updated General Education (GE) modules and delivery sequences as proposed by GE Module Boards

Study load evened out / delivery sequence reallocated for better learning progression Revised semester and programme total credit values, curriculum hours, and related values

Subsumed previous Design Plus module contents

Revised: HD in Transmedia Existing: HD in Transmedia


Level Contact Hours#

Self- study

Hours#

Assess -ment Hours#

Total NLHs#

QF Credits

~ Module Code Module Title QF


Self- study

Hours#

Assess -ment Hours#

Total NLHs#

QF Credits~

Semester 1 Semester 1

LAN3100*1 English and Communication: Workplace Interaction

3 26 34 - 60 6 LAN3100 English and Communication: Workplace Interaction

3 26 34 - 60 6

SDD4005*1 MindShift: Achieving Personal Growth & Effectiveness

4 26 34 - 60 6 SDD4001 Whole Person Development: Self-efficacy Enhancement

4 26 34 - 60 6

ITE3009*1 Information Technology Essentials – Smart Living

3 26 39 - 65 6 ITE3003 Information Technology Essentials – Design

3 26 39 - 65 6

DES4008*1 Aesthetic and Semiotics 4 39 71 - 110 11 DES3004 Creative Thinking 3 39 61 - 100 10

DDM4914 Digital Game Design 4 39 51 - 90 9

DDM3910 Media Production 3 52 48 - 100 10 CDM3106 Media Production 3 52 48 - 100 10

DDM4911 Storyworld Visualisation 4 39 71 - 110 11 CDM4256 Storyworld Visualisation 4 39 71 - 110 11

CDM4257 Transmedia Principles 4 26 44 - 70 7

DDM4913 Transmedia Storytelling 4 52 98 - 150 15 CDM4258 Transmedia Storytelling 4 52 98 - 150 15

Sem 1 Total^: 299 446 - 745 74 Sem 1 Total^: 286 429 - 715 71

Nominal Duration for Sem 1: 13 weeks Nominal Duration for Sem 1: 13 weeks

Estimated Study Load for Sem 1^: 57.3 NLHs per week Estimated Study Load for Sem 1^: 55.0 NLHs per week






Self- study

Hours# Assess -ment Hours#

Total NLHs#

QF Credits~



Self- study


Total NLHs#

QF Credits~

Semester 2 Semester 2 LAN3003*1 職業中文傳意︰普通話對話與匯報

Vocational Chinese Communication: Putonghua Conversation and Reports

3 26 34 - 60 6 LAN3003 職業中文傳意︰普通話對話與匯報 Vocational Chinese Communication: Putonghua Conversation and Reports

3 26 34 - 60 6

LAN3103*1 English and Communication: Workplace Correspondence

3 26 34 - 60 6 LAN3103 English and Communication: Workplace Correspondence

3 26 34 - 60 6

SDD4006M*1,*2 Collaboration, Teamwork & Social Engagement

4 13 17 - 30 3 SDD4003 Whole Person Development: SMART in Action

4 13 17 - 30 3

SDD4004 Whole Person Development: Integrated Career Development

4 13 17 - 30 3

DES4007*1 Cultural Studies 4 52 98 - 150 15 DES4007 Cultural Studies 4 52 98 - 150 15

DDM4922 Media Architecture 4 39 71 - 110 11 CDM4259 Media Architecture 4 39 71 - 110 11

DDM4923 Storyworld Creation 4 39 71 - 110 11 CDM4260 Unified Storyworld 4 26 44 - 70 7

DDM4921 Transmedia Principles 4 26 44 - 70 7 Select 2 out of 6 elective modules: 4 26 34 - 60 6 CDM4262 Experience Design and Alternate

Reality Game 4 39 71 - 110 11

DDM4926*4/ Essential Skills: 2D Animation /

DDM4924*4/ Essential Skills: Film - Location Production /

DDM4925*4/ Essential Skills: Film - Post- production / DDM4928*4/ Essential Skills: Game Design / 4 26 34 - 60 6 MET4261 Social Game Design 4 39 71 - 110 11

DDM4927*4/ Essential Skills: Graphics Communication /

DDM4929*4 Essential Skills: New Media Application


Nominal Duration for Sem 2: 13 weeks Nominal Duration for Sem 2: 13 weeks Estimated Study Load for Sem 2^: 54.6 NLHs per week Estimated Study Load for Sem 2^: 56.2 NLHs per week






Self- study


Total NLHs#

QF Credits~



Self- study


Total NLHs#

QF Credits~



4 26 64 - 90 9 LAN4108 English and Communication: Persuasive Presentations

4 26 64 - 90 9

SDD4006M*1,*2 Collaboration, Teamwork & Social Engagement

4 13 17 - 30 3 SDD4002 Whole Person Development: Integrated Career Development

4 13 17 - 30 3

DES3006*1 Creative and Design Thinking 3 39 61 - 100 10

DES4008 Aesthetics and Semiotics 4 39 71 - 110 11 Select 2 out of 6 elective modules: 4 26 34 - 60 6 DDM4934*4/ Industry Process: 2D Animation / DDM4932*4/ Industry Process: Film - Location Production / DDM4933*4/ Industry Process: Film - Post- production / DDM4936*4/ Industry Process: Game Design/ 4 26 34 - 60 6 DDM4935*4/ Industry Process: Graphics Communication / DDM4937*4 Industry Process: New Media Application DES4020 Design Plus: Industry Processes 4 52 68 - 120 12 DDM4931 Transmedia Pitching 4 26 44 - 70 7 CDM5051 Negotiation Project for Transmedia 5 26 54 - 80 8 Varied*3 Enrichment Module 3 26 34 - 60 6 Varied Enrichment Module 3 26 34 - 60 6

Sem 3 Total^: 182 288 - 470 47 Sem 3 Total^: 182 308 - 490 49 Nominal Duration for Sem 3: 7 weeks Nominal Duration for Sem 3: 7 weeks







Self- study

Hours#

Assess -ment Hours#

Total NLHs#

QF Credits

~ Module Code Module Title QF


Self- study

Hours#

Assess -ment Hours#

Total NLHs#

QF Credits~


LAN4002 職業中文傳意︰普通話報告與推介文書 4 26 64 - 90 9 LAN4002 職業中文傳意︰普通話報告

與推介文書 4 26 64 - 90 9

LAN4107 English and Communication: Reports 4 26 64 - 90 9 LAN4107 English and Communication: Reports 4 26 64 - 90 9

DDM5941 Big Data Analysis and Marketing Plan 5 39 81 - 120 12 CDM5052 Big Data Analysis and Marketing Plan 5 39 81 - 120 12

DDM4942 Transmedia Bible 4 39 71 - 110 11 CDM4264 Transmedia Bible 4 39 71 - 110 11

DDM4943 Transmedia Producing 4 39 51 - 90 9 CDM4263 Transmedia Producing 4 39 51 - 90 9

DDM4941 Independent Studies in Transmedia I 4 52 98 - 150 15 CDM4269 Independent Studies in Transmedia I 4 52 98 - 150 15

DDM4044 Portfolio Design 4 26 44 - 70 7

DES4009 Design Plus: Research Practice 4 26 34 60 6









Self- study

Hours#

Assess-ment Hours#

Total NLHs#

QF Credits~



Self- study

Hours#

Assess -ment Hours#

Total NLHs#

QF Credits~



4 39 61 - 100 10 LAN4101 English and Communication: Promotional Materials

4 39 61 - 100 10


4 13 17 - 30 3

DDM4951 Independent Studies in Transmedia II 4 52 98 - 150 15 CDM4270 Independent Studies in Transmedia II 4 52 98 - 150 15

DDM4054*4 Academic Writing Workshop 4 52 98 - 150 15

DDM4053*4 Professional Development

DES4265 Transmedia Pitching 4 26 44 - 70 7

DES4017 Design Plus: Presentation and Communication Practice 4 39 51 - 90 9

DES4004 Graduation Project 4 78 222 - 300 30 DES4004 Graduation Project 4 78 222 - 300 30




Grand Total for 5 Semesters^: 1235 2140 - 3375 337 Grand Total for 5 Semesters^: 1222 2133 - 3355 335



Industrial Attachment (IA) @ Industrial Attachment (IA)


Level Total NLHs# QF

Credits~ Module Code Module Title QF

Level Total NLHs# QF

Credits~

DES4901M Industrial Attachment 4 90 attachment hours minimum + 13 hours for coaching, preparation, etc. = 103

10 DES4901M Industrial Attachment

4 90 attachment hours minimum + 13 hours for coaching, preparation, etc. = 103

10



Note (Full-time Mode):

* 1 In order to attain the Diploma in Design, students have to complete and acquire: a) totally 30 credits in five General Education Modules, including:

• LAN3100 / English and Communication: Workplace Interaction (6 credits)

• SDD4005 / SDD4005M / MindShift: Achieving Personal Growth & Effectiveness (6 credits) or SDD4006 / SDD4006M / Collaboration, Teamwork & Social Engagement (6 credits)

• ITE3003 / Information Technology Essentials – Design (6 credits) or ITE3005 / Information Technology Essentials – Media (6 credits) or ITE3009 / Information Technology Essentials – Smart Living (6 credits)

• LAN3003 / Vocational Chinese Communication: Putonghua Conversation and Reports 職業中文傳意：普通話對話與匯報 (6 credits)

• LAN3103 / English and Communication: Workplace Correspondence (6 credits)

b) minimum 90 credits in Vocational Modules, including:

• DES3006 / Creative and Design Thinking (10 credits)

• DES4007 / Cultural Studies (15 credits)

• DES4008 / Aesthetics and Semiotics (11 credits)

• Plus any other vocational modules offered in the student’s enrolled programme/stream, accumulating to 54 Credits or above.



* 2 SDD4006M / Collaboration, Teamwork & Social Engagement is a “year-long module” (a “year-long module” in the VTC system may span across two or more semesters) to be delivered across two

semesters from Semester 2 to Semester 3. The break down values of this module (Contact Hours, Self-study Hours, Assessment Hours, Total NLHs and QF Credits) shown in Semester 2 and 3 are for the

proportionate calculation of Semester Total and Estimated Study Load only. The total QF Credits of the module is 6 which is presented as 3 in Semester 2 and 3 in Semester 3.

* 3 A variety of Enrichment Modules, offered by different disciplines of HKDI / IVEs, are open to all Higher Diploma students irrespective of the Discipline, programme or stream, upon meeting the

pre-requisites / co-requisites / anti-requisites, if any. These Enrichment Modules may vary in QF Level, Self-study Hours, Assessment Hours, Total NLHs and QF Credits. Successful completion of one

Enrichment Module is a graduation requirement.



* 4 Students are required to choose 2 out of 6 Elective Modules during semester 2:

Semester 2

● DDM4926 / Essential Skills: 2D Animation

● DDM4924 / Essential Skills: Film - Location Production

● DDM4925 / Essential Skills: Film - Post-Production

● DDM4928 / Essential Skills: Game Design

● DDM4927/ Essential Skills: Graphics Communication

● DDM4929 / Essential Skills: New Media Application


Semester 3

● DDM4934 / Industry Process: 2D Animation

● DDM4932 / Industry Process: Film - Location Production

● DDM4933 / Industry Process: Film - Post-Production

● DDM4936 / Industry Process: Game Design

● DDM4935/ Industry Process: Graphics Communication

● DDM4937 / Industry Process: New Media Application


Semester 5

● DDM4054 / Academic Writing Workshop

● DDM4053 / Professional Development

(The elective modules to be offered in respective semesters refer to the majority of students’ preference. The offer of specific elective modules and the quota for each module are subject to the academic

and operational arrangement of the respective cohort.)



# The Notional Learning Hours (NLHs) of a Module is the amount of time an average learner would take to complete all the learning and acquire the learning outcomes. The Notional Learning Hours is a

summation of contact hours, self-study hours and assessment hours of a programme/module. Contact hours are the amount of time spent by a student in direct contact with the teaching staff of a

programme. Self-study hours are the amount of time spent by a student without direct contact with teaching staff. Assessment hours refer to the amount of time spent by a student in scheduled

examinations, tests and other related assessment activities outside contact and self-study hours. Some assessments may already be included in contact hours (e.g. quiz conducted in class) and

self-study hours (e.g. students’ time spent on doing a project) and should not be double-counted.

~ The QF Credits of a module is proportional to the number of Notional Learning Hours that an average learner would take to acquire the learning outcomes stated in the module. One QF Credit is

equivalent to 10 Notional Learning Hours in studying a module. In the table, the QF Credits are rounded down by module if they are in decimal. Adult learners are in general more mature and motivated

than school leavers on pre-employment programmes, and in general possess a certain amount of work experience. Therefore for the same total amount of learning, the proportion of contact hours to

self-study hours to achieve the same learning outcomes may be different for pre-employment students and in-service adult learners.

^ IA has not been included in the above calculations of total NLHs, total credits and estimated study load, as students may undertake IA in different semesters. Still the IA credits taken by students and IA

study load in each semester are closely monitored according to prevailing regulations and guidelines.

@ For NHD, while 90 attachment hours are a minimum requirement, IA of individual programmes may include more attachment hours to meet industry requirements. For other types of programmes, the

decision of the number of IA hours, if any, rests with the Programme Board.

Hong Kong Design Institutedilwlintra.vtc.edu.hk/de-dpo/doc_centre_files/DPDs/DM... ·...

Documents

Transcript of Hong Kong Design Institutedilwlintra.vtc.edu.hk/de-dpo/doc_centre_files/DPDs/DM... ·...