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Hong Kong Design Institute

Design Discipline Communication Design Programme Board

Higher Diploma Programme

DE114106 Higher Diploma in Visual Communication

DE114106A

DE114106B

DE114106C

DE114106F

DE114106G

Higher Diploma in Visual Communication

Higher Diploma in Visual Communication (Brand Design)

Higher Diploma in Visual Communication (Information Design)

Higher Diploma in Visual Communication (Publishing Design

and Print Media)

Higher Diploma in Visual Communication (User Experience

Design)

Definitive Programme Document

Volume B: Programme Information & Module Syllabuses

Version 3.2 – Aug 2019

Communication Design Programme Board Higher Diploma in Visual Communication (DE114106)

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 4 1.3 Planned Intake for AY2019/20 11

2. PROGRAMME OBJECTIVES AND INTENDED LEARNING

OUTCOMES 12

2.1 Programme Objectives 13 2.2 Programme Intended Learning Outcomes 14

3. PROGRAMME STRUCTURE AND CONTENTS 18 3.1 Programme Structure 18 3.2 Alignment of PILOs to GLDs 38 3.3 QF Credit Assignment 40 3.4 Module Design 40 3.5 Environmental and China Elements 45 3.6 Industrial Attachment 51 3.7 Minimum QF Credit Requirements for Awards 51 3.8 External Recognition 52

4. ASSESSMENT 54 4.1 General Information 54 4.2 QA Mechanism 61

5. LEARNING AND TEACHING STRATEGIES 62 5.1 Learning and Teaching Methods 62 5.2 Integration of Classroom-based Learning and Self-study 62 5.3 Use of Learning and Teaching Technologies 62

6. ADMISSION AND SELECTION 64

6.1 Specific Entry Requirement 64 6.2 Module Exemption 64

7. RESOURCES 65

7.1 Academic and Supporting Staff Establishment 65 7.2 Teaching Serviced by Other Units 65 7.3 Learning Support Facilities 65

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

67

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

72

LAN4108 English and Communication: Persuasive Presentations 77

LAN4101 English and Communication: Promotional Materials 81

LAN4107 English and Communication: Reports 85

LAN3103 English and Communication: Workplace Correspondence 89

LAN3100 English and Communication: Workplace Interaction 93

SDD4006/ SDD4006M

Collaboration, Teamwork & Social Engagement 97

SDD4007 Enhancing Competencies in the 21st Century Workplace 102

SDD4005/ SDD4005M

MindShift: Achieving Personal Growth & Effectiveness 107

ITE3009 Information Technology Essentials – Smart Living 112

Discipline Core Modules

DES4008 Aesthetics and Semiotics 116

DES3006 Creative and Design Thinking 120

DES4007 Cultural Studies 124

Programme Specific Modules

DCD4109 Communication Design Futures 129

DCD4101 Communication Design in Context 132

DCD4102 Communication Design Studio 136

DCD3101 Digital Design: Graphic Production 140

DCD3102 Drawing and Visual Imaging 144

DCD3103 Graphic Language Workshop 148

DCD4114 Graphical User Interface Design 153

DCD4110 Investigative Practices 157


Volume B - Programme Information & Module Syllabuses iii

Module Code

Module Title Page

DCD3104 Typography: Expression and Information 161

Stream Specific Modules – Visual Communication stream

DCD4115 Career and Portfolio Development 165

DCD4111 Concept Presentation Workshop 169

DCD3105 Digital Design: Media Production 173

DCD4104 Illustration and Motion Graphics 178

DCD4107 Packaging Design Workshop 182

DCD4103 Photography and Art Direction 186

DCD4112 Professional Practice 190

DCD5101 Research for Visual communication 194

DCD4108 Studio: Design to Persuade 198

DCD4113 Studio: Design to Promote 202

DCD4105 Studio: Design to Read 206

DCD4106 Typography: Editorial Design 210

Stream Specific Modules – Brand Design stream

DCD4201 Brand Strategy 214




DCD3202 Motion Graphics 218




DCD5201 Research for Brand Design 222

DCD4205 Studio: Brand Experience Design 226

DCD4202 Studio: Brand Identity Design 230

DCD4204 Studio: Brand Promotion Design 234

Stream Specific Modules – Information Design stream

DCD4305 Brand Identity Design 238




Volume B - Programme Information & Module Syllabuses iv

Module Code

Module Title Page

DCD4303 Data Visualization 242

DCD3301 Instructional Illustration 246



DCD5301 Research for Information Design 250

DCD4304 Studio: Dynamic Information 254

DCD4301 Studio: Editorial Infographics 257

DCD4306 Studio: Experiential Graphic Design 261

DCD4302 Typography: Information Structures 266

Stream Specific Modules – Publishing Design and Print Media stream

DCD4405 Colour Management in Print Media 270

DCD4401 Illustration 274

DCD4409 Operations and Quality Management 278



DCD4402 Print Media Production: Fundamentals 282

DCD4406 Print Media Production: Technology 285

DCD4403 Printing Substrates and Materials 289

DCD4407 Sales and Estimating in Print Media 293

DCD4404 Studio: Design to Print 297

DCD4408 Studio: Design to Publish 301

Stream Specific Modules – User Experience Design stream



DCD4508 Interactive Programming 305



DCD5501 Research for User Experience Design 309

DCD4504 Seminar: Design Gamification 313

DCD4506 Seminar: Social Innovation and Service Design 317


Volume B - Programme Information & Module Syllabuses v

Module Code

Module Title Page

DCD4502 Seminar: Usability 321

DCD4505 Studio: Design for Immersive Experiences 325

DCD4507 Studio: Design for Social Good 329

DCD4503 Studio: Design for User Interfaces 333

Graduation Project

DES4004 Graduation Project 337

Industrial Attachment Module

DES4901M Industrial Attachment 344


Volume B - Programme Information & Module Syllabuses vi

LIST OF APPENDICES

Page

APPENDIX 1 - MODULE ASSESSMENT SCHEMES (AY2019/20)

351

APPENDIX 2 - COMPARISON OF REVISED PROGRAMME AGAINST EXISTING PROGRAMME

420


Volume B - Programme Information & Module Syllabuses vii

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

352

LAN4002

職業中文傳意：普通話報告與推介文書


353

LAN4108 English and Communication: Persuasive Presentations 354

LAN4101 English and Communication: Promotional Materials 355

LAN4107 English and Communication: Reports 356

LAN3103 English and Communication: Workplace Correspondence 357

LAN3100 English and Communication: Workplace Interaction 358

SDD4006/ SDD4006M

Collaboration, Teamwork & Social Engagement 359

SDD4007 Enhancing Competencies in the 21st Century Workplace 360

SDD4005/ SDD4005M

MindShift: Achieving Personal Growth & Effectiveness 361

ITE3009 Information Technology Essentials – Smart Living 362


DES4008 Aesthetics and Semiotics 363

DES3006 Creative and Design Thinking 364

DES4007 Cultural Studies 365


DCD4109 Communication Design Futures 366

DCD4101 Communication Design in Context 367

DCD4102 Communication Design Studio 368

DCD3101 Digital Design: Graphic Production 369

DCD3102 Drawing and Visual Imaging 370

DCD3103 Graphic Language Workshop 371

DCD4114 Graphical User Interface Design 372



Volume B - Programme Information & Module Syllabuses viii

Module Code

Module Title Page

DCD3104 Typography: Expression and Information 374





DCD4104 Illustration and Motion Graphics 378




DCD5101 Research for Visual communication 382

DCD4108 Studio: Design to Persuade 383

DCD4113 Studio: Design to Promote 384

DCD4105 Studio: Design to Read 385

DCD4106 Typography: Editorial Design 386


DCD4201 Brand Strategy 387








DCD5201 Research for Brand Design 389

DCD4205 Studio: Brand Experience Design 390

DCD4202 Studio: Brand Identity Design 391

DCD4204 Studio: Brand Promotion Design 392


DCD4305 Brand Identity Design 393




Volume B - Programme Information & Module Syllabuses ix

Module Code

Module Title Page


DCD3301 Instructional illustration 395



DCD5301 Research for Information Design 396

DCD4304 Studio: Dynamic Information 397

DCD4301 Studio: Editorial Infographics 398

DCD4306 Studio: Experiential Graphic Design 399

DCD4302 Typography: Information Structures 400


DCD4405 Colour Management in Print Media 401


DCD4409 Operations and Quality Management 403



DCD4402 Print Media Production: Fundamentals 404

DCD4406 Print Media Production: Technology 405

DCD4403 Printing Substrates and Materials 406

DCD4407 Sales and Estimating in Print Media 407


DCD4408 Studio: Design to Publish 409




DCD4508 Interactive Programming 410



DCD5501 Research for User Experience Design 411

DCD4504 Seminar: Design Gamification 412

DCD4506 Seminar: Social Innovation and Service Design 413


Volume B - Programme Information & Module Syllabuses x

Module Code

Module Title Page

DCD4502 Seminar: Usability 414

DCD4505 Studio: Design for Immersive Experiences 415

DCD4507 Studio: Design for Social Good 416

DCD4503 Studio: Design for User Interfaces 417

Graduation Project

DES4004 Graduation Project 418

Industrial Attachment Module



Volume B - Programme Information & Module Syllabuses xi

LIST OF TABLES Page

Table 1.1: General Programme Information 2 Table 1.2: Planned Intake for AY2019/20 11 Table 2.1: Mapping of PILOs with Discipline’s Desired Graduate

Attributes 15

Table 2.2: Mapping of PILOs with Programme Objectives 17

Table 3.1a: Programme Structure of HD in Visual Communication (Visual Communication)

18

Table 3.1b: Programme Structure of HD in Visual Communication (Brand Design)

22

Table 3.1c: Programme Structure of HD in Visual Communication

(Information Design) 26

Table 3.1d: Programme Structure of HD in Visual Communication

(Publishing Design and Print Media) 30

Table 3.1e: Programme Structure of HD in Visual Communication (User Experience Design)

34

Table 3.2: Mapping of PILOs to Generic Level Descriptors at QF Level 4 39 Table 3.3: Mapping of Modules with Programme Intended Learning

Outcomes 41

Table 3.4: Modules with the Environment Elements Embedded 45 Table 3.5: Modules with the Mainland Elements Embedded 48 Table 3.6: Minimum QF Credit Requirement for Exit Award

(Higher Diploma in Visual Communication) and Intermediate Exit Award (Diploma in Design)

52

Table 3.7: Professional Recognition for HD in Visual Communication 52 Table 4.1: Summary of the Module Assessment Scheme for HD in Visual

Communication in 2019/20 54

Table 6.1: Module Exemption 64


Volume B - Programme Information & Module Syllabuses 1

SECTION ONE – PROGRAMME INFORMATION



1. BACKGROUND AND RATIONALE 1.1 General Programme Information The HD in Visual Communication 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

DE114106

Programme Title

(in English & Chinese)


視覺傳意高級文憑

Qualification Title (in English & Chinese)

Higher Diploma in Visual Communication 視覺傳意高級文憑

Stream Code (if applicable)

DE114106A DE114106B DE114106C DE114106F DE114106G

Stream Title: (if applicable)


視覺傳意

高級文憑


(Brand Design)

視覺傳意

(品牌設計)

高級文憑


視覺傳意

(信息設計)

高級文憑

Higher Diploma in Visual Communication (Publishing Design and Print Media)

視覺傳意

(出版設計及

印刷媒體)

高級文憑


(User experience Design)

視覺傳意

(用戶體驗設計)

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

Communication Design

Mode of Study Full-time

Duration 5 semesters to be completed normally in 2 years



Minimum Notional Learning Hours

3315 Hours 3315 Hours 3355 Hours 3325 Hours 3365 Hours

Total Contact Hours

1261 Hours 1261 Hours 1261 Hours 1261 Hours 1261 Hours

Minimum QF Credit Requirements

331 Credits

+ 10 IA Credits

331 Credits

+ 10 IA Credits

335 Credits + 10 IA Credits

332 Credits + 10 IA Credits

336 Credits

+ 10 IA Credits

QF Level 4

Commencement Date

September 2019

Planned Intake 90 60 60 30 30

Intermediate

Exit Award #

Diploma in Design

設計文憑

@ Refer to the New Classification of Programme Area with PAA Status under HKCAAVQ. # 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 3.1a - e 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

Visual Communication is one of the major design areas in the creative industry which serves a wide range of industries in the market. The HD in Visual Communication programme will offer five streams: Visual Communication, Brand Design, Information Design, Publishing Design and Print Media and User Experience Design, and is designed to equip students with visual communication design competencies that meet the requirements for graduates serving the board market requirements of the creative industries.

Areas of studies include communication, typography, branding, information hierarchy, publishing design, user experience design, user-centered design, experiential graphic design, presentation skills, photography, drawing & illustration, computer graphics, cultural studies, language and communication, professional practice and production knowledge. The programme also provides professional level training in the exploration of communication methodology and visual manipulation.

Graduates of the programme will have the opportunity for further development professionally and academically. Design management is an area that may well be open to graduates after few years of working experience. Top up degree programme for articulation to bachelor degree is planned for students who intend to continue pursue their career path by acquiring higher qualification. Further studies may also be pursued through local or overseas universities.

1.2.1 Social Demand

In the Policy Address 2018 by HKSAR government, $1 billion will be injected into the CreateSmart Initiative to promote the development of design and other creative sectors. And design thinking has been promoted as a problem-solving capability in the past year. The HKDC, in collaboration with the Efficiency Office and the Civil Service Training and Development Institute, is holding classes and seminars both at the community level and within the Government.

The research report: “A study on the Framework of Hong Kong Design Index”, published by Hong Kong Design Centre in February 2011, reviewed that “A broad scan of employment numbers in the past few years shows a steady increase in the number of workers engaged in core segments of the design industry (major design disciplines). It also suggested that one of the reasons for recent growth in the labour market in the industry, was the scope of services of design companies expands to other business sectors such as banking and finance, retail, business marketing and online businesses. Particular in retail business which creates substantial demand in marketing, branding, exhibition and installation designs. The report also highlighted that design workers spread over business and manufacturing sectors ranging from advertising companies, publishing houses, IT companies, chain-stores, and retail and entertainment businesses. Communicative, graphic, web, multimedia, fashion, architectural and stage designs apply in these businesses and are in strong demand.

Visual Communication Design is a specialized expertise as well as a highly versatile profession that can be utilized in a wide range of business and industries. The new



development of our HD in Visual Communication Programme covers a wide range of design trainings in branding and marketing, brand experience design, exhibition & experiential graphic design, user experience design, web application design, publishing design and information design, strategically aims at providing young design talent to serve the diversified need of the industry.

The Programme is reviewed continuously to provide teaching content and new streams that support the need and demand of the market and industry. Two new streams have been developed accordingly, namely Publishing Design and Print Media, and User Experience Design. Thorough feasibility reports have been prepared and approved. Industrial demand has been researched and evaluated through the support of the related industries and professional practitioners. Feasibility Reports are summarised below

Publishing Design and Print Media Market

Printing is the leading manufacturing industry in Hong Kong. According to the information of the Trade Development Council, the export value of printed matter from January to July 2016 was HK$10,287 million. At present, many overseas customers are increasingly seeking turnaround and short delivery time to achieve the best of profit margin. Hong Kong printing companies have the advantages of taking up these orders due to their unique capabilities of quick delivery, competitive pricing with good quality and coping short-notice jobs. Moreover, some local printing firms provide “total solution” service to their customers, i.e. from initial concepts, design production to delivery of product, and this will further enhance the competitive ability and market share. Also, due to the development of China in the recent years, China has become one of the printing markets in the World since 2009, the huge market in China will provide considerable business opportunities for Hong Kong printing companies.

User Experience Design Market

In the digital age, interactions with digital devices have become second nature in our daily lives. Many of our activities have been transformed into digital products and online services. Human computer interaction (HCI) is becoming more and more dominant in our surroundings. However, designers and clients are still retaining the mindset from the earlier era of web and interactive design, focusing on visual style and technology rather than fulfilling the expectations and requirements of users.

User Experience Design has been used in almost every sector in the society, from digital user interfaces to publications, from reading to immersive exhibitions, from entertainment to education, from innovative products to services offered by social enterprises, and from the virtual to the physical. Smart City, Education, Healthcare and the Creative Industries have been addressed in the 2017 Government Policy Address which will all create jobs and opportunities for user experience designers.

Nowadays, users are becoming more sensitive to user experience when making purchasing decision, and they have many ways to assess the performance and quality of the products and services such as recommendation from friends and “likes” on social media. In order to



know their users better and understand their behavior and expectations, design practitioners would like to acquire the latest knowledge of user experience design that assists them in handling their design jobs. Practitioners in the creative industries begin to ask “why” rather than “how”. As customers get figuratively drowned in the increasingly overwhelming sea of information and choices, those who can fulfill user expectations and serve their requirements will win the competition because stickiness (customer retention) is king.

Conferences and workshops are organized by various professional bodies and organizations such as Interaction Design Association Hong Kong (IxDA HK), Interaction Design Committee Hong Kong (IxDC HK), User Experience Hong Kong (UXHK), Accelerate, General Assembly, just to name a few. Talks and seminars are promoted and conducted not only in flagship conferences but also in many co-working spaces such as Productivity Council, Kahfu HK, TusPark, etc., and UX becomes a hot topic in the market.

Startups and design entrepreneurship also contribute to the blooming of UX design. Although startup businesses are usually established by small group of professionals, they always compose of UX-related professionals who are responsible for user research, design strategy and usability testing. UX design is also used extensively in many service areas such as social enterprise and social innovation which are people-oriented businesses. Activities and competitions such as Asia Social Innovation Award (ASIA) and Hong Kong Social Innovation Challenge have been driving the trend in the non-commercial and NGO sectors.

1.2.2 Education Demand

There are a number of full-time courses offered by various providers as listed in the tables below. Being the largest provider of design programme with good reputation of high-quality programmes for more than 30 years. The HD in Visual Communication offered by HKDI is well established and very popular. With the streams focus on brand design, information design, publishing design and print media and user experience design, the proposed programmes are very unique programme with all round visual communication training in the market. Other courses in the market are of no match to the scope and depth of teaching and learning of our programme. They are either composed of random mixture of visual communication subjects or simply has not enough curriculum hours for in-depth studies.

Among the streams, the growing popularity of e-publishing converts conventional publication into electronic editions for easy reference and achieving the green concept. Besides, due to the economic changes, print-on-demand, variable data printing, fast delivery time and web-to-print, the digital printing will further enlarge the business scope of the print media industry. The printing standardisation will be an essential certificate of quality assurance for printing companies in the coming years. Also, the growing popularity and importance of green printing is another key technological development in the print media industry as publishers and other customers pledge to be more environmentally friendly and to meet green standard. In the light of different competitions and challenges ahead, more employers are expected to continue to diversify their business from manufacturing to trading and from Hong Kong to China. As a result, the skilled workers at technologist and technician levels, and graduates with sales and marketing, customer service skills are required to cater for the future manpower needs of the Industry.



Furthermore, there are tertiary education institutes offer User Experience Design related courses: Hong Kong Polytechnic University, Hong Kong City University, VTC, Savannah College of Art and Design (SCAD). (See table below). There is currently no full-time User Experience Design programme available at the Higher Diploma level. In most cases, only a few modules about user interface or web & interactive design are introduced, and that do not provide enough training for the emerging job requirement.

Programmes offered by City University of Hong Kong are technology-driven with a focus on interactive expressions. For the more related programmes such as Social Design and Interactive Media offered by Hong Kong Polytechnic University, they are 2-year top-up degree programmes that require applicants to have prior experience in related studies at sub-degree (Associate Degree or Higher Diploma) level. In this case, our new stream could become their feeder programme.

Related Design Courses offered in Hong Kong

Institution Course Duration

The Hong Kong Polytechnic University –

Hong Kong Community College

Associate Degree -

Associate in Design (Visual Communication)

2-year

Hong Kong University – SPACE Community College


2-year

City University of Hong Kong – Community College of City University

Associate of Arts in Digital Visual Design

2-year

CO1 School of Design Advanced Diploma in Graphic & Multi-media Design

2-year

Caritas Bianchi College of Careers Higher Diploma in Design (Graphic Design)

2-year

BTEC Higher National Diploma in Graphic Design

2-year

Hong Kong Communication Art Centre

BTEC Higher National Diploma in Graphic Design

2 years



Institution Course Duration

Hong Kong Polytechnic University BA(Hons) in Communication Design

4 years

BA(Hons) in Social Design top-up programme recruit HD graduates with relevant backgrounds

2 years

BA(Hons) in Interactive Media top-up programme

2 years

Hong Kong Polytechnic University MDes Interaction Design

1 year

City University of Hong Kong

Creative Media (BSCCM)

4 years

Master of Arts in Creative Media (MACM)

2 years (part-time) or 1 year (full-time)

Savannah College of Art and Design (SCAD)

Interactive Design and Game Development (M.A., M.F.A.)

B.F.A. (180 hrs) M.A. (45 hrs) M.F.A. (90 hrs)

Service Design (B.F.A., M.F.A.)

B.F.A. (180 hrs) M.F.A. (90 hrs)

Design for Sustainability (M.A., M.F.A.)

M.A. (45 hrs) M.F.A. (90 hrs)

User Experience Design (B.F.A.)

B.F.A. (180 hrs)



Uniqueness of the Higher Diploma in Visual Communication

Areas of studies include communication, typography, branding, information hierarchy, publishing design, user experience design, user-centered design, experiential graphic design, presentation skills, photography, drawing & illustration, computer graphics, cultural studies, language and communication, professional practice and production knowledge. The programme also provides professional level training in the exploration of communication methodology and visual interpretation.

The programme provide a broad-based learning environment for students to acquire fundamental visual communication design knowledge, as well as focus deeply in specific streams. The synergy between different streams enables them to learn from both their stream specific modules and also from those of adjacent streams; and peer learning is also encouraged in the special programme structure.

Most visual communication design courses in the market are focused on graphic design training, where publishing design and print media modules play a relatively small part. There is no design course that is focused as much on the areas of publishing design or print media as in our publishing design print media stream. Thus, the Higher Diploma in Visual Communication (Publishing Design and Print Media) can become a unique stream in Hong Kong with focused scope of studies and in-depth learning in contemporary publishing design and print media technology.

The new User Experience Design Stream is a holistic training programme for UX designers with visual design know-how at the Higher Diploma level where there is no other fulltime User Experience Design programmes. In the new stream, students will be engaged in user-driven design projects to explore and examine various UX theories and practices, such as design for user interface, design for immersive experiences and design for social good. The stream will nurture students with user-centered approach, all projects will require thorough user research, and all solutions should involve usability testing. With the strong connection with industry and professional bodies, students will work on industrial-based projects throughout their studies so as to facilitate their entry to the commercial workplace.

All streams in HD in Visual Communication programme will be benefit from the integration and synergy with other streams including Visual Communication, Brand Design, Information Design and Publishing Design & Print Media and User Experience Design streams. Projects are usually multi-disciplinary in nature, similar integration can also be extended to other programmes in the Department of Communication Design, the offering department, and other programmes in the Design Discipline.

Under the purview of the Vocational Training Council, the programme and the new streams will provide a solid foundation on user centered design methodologies and workflow so that graduates could acquire sufficient knowledge and techniques to enter into the industry, and at the same time, the programme also provides multiple progression pathways for the graduates to further their studies in top-up programmes offered by SHAPE and other academic providers.

1.2.3 Industry and Market Demand



Growth of the Creative Industries

The Chief Executive’s 2017 Policy Address states that:

‘From 2005 to 2015, the number of employees and establishments in creative industries increased by around 15% and 39% respectively. In 2015, the value added in nominal terms contributed by creative industries exceeded $57 billion, accounting for 2.5% of our GDP. These creative industries also employed over 135,000 persons. The growth in the design industry is very impressive. From 2005 to 2015, the growth in the value added reached 314%, representing an average annual growth of 15%. In monetary terms, the value added increased from $1 billion in 2005 to $4.1 billion in 2015. The number of employees and establishments in the design industry increased by 68.8% and 125% respectively.’

It also suggested that one of the reasons for recent growth in the labour market in the industry, was the scope of services of design companies expands to other business sectors such as banking and finance, retail, business marketing and online businesses. Particular in retail business which creates substantial demand in marketing, branding, exhibition and installation designs. The report also highlighted that design workers spread over business and manufacturing sectors ranging from advertising companies, publishing houses, IT companies, chain-stores, and retail and entertainment businesses. Communicative, graphic, web, multimedia, fashion, architectural and stage designs apply in these businesses and are in strong demand.

The above analysis echoed well with the previous released Quarterly Report of Employment and Vacancies Statistics – March 2011, by the Census and Statistics Department. The report indicated that the overall employment rate in Hong Kong is increasing with some particular areas like information and communication, professional and business services, retail, social and personal services have obviously increase in both employment and vacancies rate.

Visual Communication Design is a specialized expertise as well as a highly versatile profession that can be utilized in a wide range of business and industries. The new development of our Visual Communication Programme covers a wide range of design trainings in branding and marketing, brand experience design, exhibition & environmental graphics, event & documentary photography, online user experience design, web design, publication design and information design, strategically aims at providing young design talent to serve the trend, diversified need of the industry.

The Programme will be reviewed continuously to provide teaching content and streams that support the need and demand of the market and industry.

The Report on Manpower Projection to 2022 conducted by Labour and Welfare Bureau, sectors related to creative industries and design industries like (a). Pillar industry: Design, advertising and related services; (b). selected industry: Cultural and creative industries; (c). EDC industry cluster 3: Manufacturing industries, innovative technology, and cultural and creative industries sector will have significant increase from 478,400 in 2012 to 581,400 in



2022. As UX/UI designers are one of the specialists among these industry sectors, it can be projected that the manpower demand for UX designer will also increase.

According to the “2016 Manpower Survey Report for Printing and Publishing Industries” conducted by the Printing and Publishing Training Board, Vocational Training Council, a total of 16,915 and 10,233 employees were working respectively in the print media and publishing industries. And the vacancies available in 2016 are 293 and 173 in the print media and publishing industries respectively.

In the digital era when social media and online activities with digital devices become the norm of daily life, human–computer interaction becomes extremely pervasive. However, industrial partners continuously reflect on the difficulties in recruiting suitable and capable user experience and user interface designers.

We have closely monitored the market needs in the area user experience and user interface design between August 2014 and June 2018. Interviews have been conducted with professionals and practitioners in the following business areas to collect views on the market demand of UX/UI professionals. We conclude that there is a high demand of UX professionals, but currently the choices are limited in the market. There is a gap that clearly needs to be filled.

As reflected by Mr Alvin Li, Creative Director of PixoPunch, many of the clients and designers still stay in the level of visual design and aesthetics but are unclear about the changing requirements of user-centered design based on understanding the needs and behavior of users and how that generate well-informed business decisions. The creative industry needs a new breed of designers who can work with agile design methodologies, appreciate and understand user research and analysis, focus more on the why instead of the how, and can see derive insights from interacting with users and stakeholders.

1.3 Planned Intake for AY2019/20

Table 1.2: Planned intake for AY2019/20

Programme Offering Campus

Planned Intake

HD in Visual Communication HKDI 90

HD in Visual Communication (Brand Design) HKDI 60

HD in Visual Communication (Information Design) HKDI 60

HD in Visual Communication (Publishing Design and Print Media)

HKDI 30

HD in Visual Communication (User Experience Design) HKDI 30



2. PROGRAMME OBJECTIVES AND INTENDED LEARNING OUTCOMES

The Higher Diploma in Visual Communication aims to fulfill the VTC mission of providing a valued choice to school leavers and working adults to acquire values, knowledge and skills for lifelong learning and enhanced employability as well as valued supports to industries for their manpower development. It provides 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 student’s ability to learn how to learn.

Specifically, the HD in Visual Communication will equip students with the technical aptitude, 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 such as graphic designer or design assistants in design firmes or in-house design teams. Gradautes may also serve stream specific posts such as visual designer, assistant art director, book designer, user interface desiner and motion graphic designer for Visual Communication stream; brand identity designer and event coordinator for Brand Design stream; wayfinding designer, exhibition designer and infographic designer for Information Design stream; publishing designer, layout artist, packaging designer, customer service representative and project coordinator for Publishing Design and Print Media stream; and user researcher, user experience designer, user interface designer, service designer and game designer for User Experience Design stream.

To cope with the industrial development in visual communication area, on top of the existing streams including Visual Communication, Brand Design and Information Design, the programme has developed two new streams of studies namely Publishing Design and Print Media, and User Experience Design.

The Higher Diploma in Visual Communication (Publishing Design and Print Media) stream will enable students to pursue careers as publication designers, layout artists, packaging designers, customer service representatives, publishing/print project coordinators, sales executives, quality assurance technicians, prepress technicians, etc. Graduates of the stream can work for various kinds of publishing and printing companies, such as design houses, pre-press companies, publishing companies, packaging companies, advertising and marketing companies, and print brokers, etc. This stream also prepares students for articulation to advanced education in graphic design, business, as well as sales and marketing. It also seeks to cultivate skills in lifelong learning and develop students’ ability to basic research and self-learning.

The Higher Diploma in Visual Communication (User Experience Design) stream builds on the programme aims of HD in Visual Communication to enable graduates to pursue careers as visual designers, user interface (UI) designers, digital user experience (UX) designers, mobile apps designers, UX/UI developers, web designers, service designers, game designers, user researchers, etc. This stream prepares students for articulation to advanced education in visual communication and user experience design. It also seeks to cultivate skills in lifelong learning and develop students’ ability to basic research and self-learning.



The User Experience Design stream aims to prepare students to become professional UX designers by training their creative skills and knowledge of visual communication with an emphasis on user experience and interaction. Students will practice sets of methods and techniques for researching user behaviors and requirements, and to design products (both tangible and digital), services and solutions for intended users. Students will also acquire an understanding of the social and cultural contexts and the professional practice of the industry.

Through this stream, students will gain exposure and practical experience from participating in competitions, joint projects and work placement. Also, professional UX designers will be invited to share their insights with students and to help them identify real-world opportunities and future career paths in the fields of UXD. Students will be encouraged to open their eyes to discover all possibilities of the resulting outcomes.

2.1 Programme Objectives The programme objectives of HD in Visual Communication are to:

(1) equip students with fundamental design knowledge and concepts, and design skills for career development in the creative industry;

(2) cultivate lifelong learning and develop students’ abilities to be independent learners;

(3) prepare students for further study and professional development in the visual communication design industry;

(4) develop students’ professional ethics, working and learning attitudes and awareness in social, cultural, technological and sustainable issues and development;

(5) equip students with the skills of analytical thinking, problem solving, visualisation, graphic/image/information interpretation and concept communication through an experience-based, user-centered approach; and

(6) equip students with visual communication design competencies at professional standards meeting the requirements of the creative industry.



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 Visual Communication 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, and multimodal communication skills;

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

(c) apply research and analysis, creative thinking, conceptualisation, decision-making, visualisation, realisation, presentation and production skills in visual communication design projects in response to design problems;

(d) identify design opportunities from user-centred, market-oriented and experimental standpoints through research and conceptual investigations;

(e) apply knowledge and skills in the management and realization of design projects with focuses unique to each stream:

Visual Communication – graphic communication, promotional campaign Brand Design – customer analysis, brand strategy development Information Design – data visualization, information architecture, instructional

information communication Publishing Design and Print Media – publishing design, printing process,

production management User Experience Design – user research, experience opportunity identification,

service design, business model generation; and (f) propose visual communication solutions to meet criteria ranging from commercial,

cultural, ethical, social, and sustainable perspectives.

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 K11 K12

a

work effectively as an individual professional or in a team in the local, Mainland and global workplace, by utilizing visual and aesthetical, and multimodal communication skills;

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

c

apply research and analysis, creative thinking, conceptualisation, decision-making, visualisation, realisation, presentation and production skills in visual communication design projects in response to design problems;

d

identify design opportunities from user-centered, market-oriented and experimental standpoints through research and conceptual investigations;

e

apply knowledge and skills in the management and realization of design projects with focuses unique to each stream: Visual Communication – graphic

communication, promotional campaign Brand Design – customer analysis, brand

strategy development Information Design – data visualization,

information architecture, instructional information communication

Publishing Design and Print Media – publishing design, printing process, production management

User Experience Design – user research, experience opportunity identification, service design, business model generation; and

f

propose visual communication solutions to meet criteria ranging from commercial, cultural, ethical, social, and sustainable perspectives.

* 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 Objectives

1 2 3 4 5 6

a



c


d identify design opportunities from user-centered, market-oriented and experimental standpoints through research and conceptual investigations;

e

apply knowledge and skills in the management and realization of design projects with focuses unique to each stream: Visual Communication – graphic communication,

promotional campaign Brand Design – customer analysis, brand strategy

development Information Design – data visualization, information

architecture, instructional information communication Publishing Design and Print Media – publishing design,

printing process, production management User Experience Design – user research, experience

opportunity identification, service design, business model generation; and

f propose visual communication solutions to meet criteria ranging from commercial, cultural, ethical, social, and sustainable perspectives.



3. PROGRAMME STRUCTURE AND CONTENTS

The aims and objectives of HD in Visual Communication 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 Visual Communication is shown in the following table while the detailed module syllabuses can be found in the Section Two of this document.

Table 3.1a: Programme Structure of HD in Visual Communication

(Full-time Mode) 3

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

DES3006*1 Creative and Design Thinking 3 39 61 - 100 10

DCD4101 Communication Design in Context

4 13 17 - 30 3

DCD4102 Communication Design Studio 4 26 34 - 60 6

DCD3101 Digital Design: Graphic Production

3 39 31 - 70 7

DCD3102 Drawing and Visual Imaging 3 39 31 - 70 7

DCD3103 Graphic Language Workshop 3 52 48 - 100 10

DCD3104 Typography: Expression and Information

3 39 61 - 100 10

Sem 1 Total^: 325 390 - 715 71

Nominal Duration for Sem 1: 13 weeks

Estimated Study Load for Sem 1^: 55.0 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

DCD4103 Photography and Art Direction 4 26 34 - 60 6

DCD4104 Illustration and Motion Graphics

4 39 51 - 90 9

DCD4105 Studio: Design to Read 4 39 71 - 110 11

DCD4106 Typography: Editorial Design 4 39 71 - 110 11

Sem 2 Total^: 260 410 - 670 67 Nominal Duration for Sem 2: 13 weeks



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


4 13 17 - 30 3

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

DCD3105 Digital Design: Media Production

3 26 24 - 50 5

DCD4107 Packaging Design Workshop 4 39 51 - 90 9 DCD4108

Studio: Design to Persuade 4 39 71 - 110 11

Sem 3 Total^: 182 298 - 480 48

Nominal Duration for Sem 3: 9 weeks Estimated Study Load for Sem 3^ : 53.3 NLHs per week




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

DCD4109 Communication Design Futures 4 13 17 - 30 3

DCD4110 Investigative Practices 4 26 44 - 70 7 DCD4111 Concept Presentation Workshop 4 39 51 - 90 9

DCD4112 Professional Practice 4 13 17 - 30 3 DCD5101 Research for Visual

Communication 5 65 145 - 210 21

DCD4113 Studio: Design to Promote 4 52 98 - 150 15






Level

Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits^


Promotional Materials 4 39 61 - 100 10

SDD4007 Enhancing Competencies in the 21st Century Workplace

4 13 17 - 30 3

DCD4114 Graphical User Interface Design 4 39 51 - 90 9

DCD4115 Career and Portfolio Development

4 39 71 - 110 11

DES4004 Graduation Project 4 78 222 - 300 30

Varied*3 Enrichment Module 3 26 34 - 60 6 Sem 5 Total^: 234 456 - 690 69



Grand Total for 5 Semesters^: 1261 2054 - 3315 331

Industrial Attachment (IA) @


Level Total NLHs#

QF

Credits~

DES4901M Industrial Attachment

4

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.



Table 3.1b: Programme Structure of HD in Visual Communication

(Brand Design) (Full-time Mode) 4

Module

Code Module Title

QF

Level

Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits~




4 26 34 - 60 6


3 26 39 - 65 6

DES3006*1 Creative and Design Thinking 3 39 61 - 100 10 DCD4101 Communication Design in

Context 4 13 17 - 30 3



3 39 31 - 70 7




3 39 61 - 100 10

Sem 1 Total^: 325 390 - 715 71

Nominal Duration for Sem 1: 13 weeks Estimated Study Load for Sem 1^: 55.0 NLHs per week




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


3 26 34 - 60 6


4 13 17 - 30 3

DES4007*1 Cultural Studies 4 52 98 - 150

15


DCD4201 Brand Strategy 4 39 71 - 110 11


3 26 24 - 50 5

DCD3202 Motion Graphics 3 26 24 - 50 5

DCD4202 Studio: Brand Identity Design 4 39 71 - 110 11

Sem 2 Total^: 273 407 - 680

68




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


4 13 17 - 30 3


DCD4111 Concept Presentation Workshop

4 39 51 - 90 9

DCD4107 Packaging Design Workshop 4 39 51 - 90 9

DCD4204 Studio: Brand Promotion Design

4 39 71 - 110 11

Sem 3 Total^: 195 325 - 520 52


Estimated Study Load for Sem 3^ : 57.8 NLHs per week




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


4 26 64 - 90 9



DCD4110 Investigative Practices 4 26 44 - 70 7

DCD5201 Research for Brand Design 5 65 145 - 210 21

DCD4112 Professional Practice 4 13 17 - 30 3

DCD4205 Studio: Brand Experience Design

4 65 125 - 190 19

Sem 4 Total^: 273 527 - 800 80




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


4 13 17 - 30 3


4 39 71 - 110 11

DES4004 Graduation Project 4 78 222 - 300 30 Varied*3 Enrichment Module 3 26 34 - 60 6

Sem 5 Total^: 195 405 - 600 60



Grand Total for 5 Semesters^: 1261 2054 - 3315 331





Level Total NLHs#

QF

Credits~




= 103

10




Table 3.1c: Programme Structure of HD in Visual Communication

(Information Design) (Full-time Mode)

Module

Code Module Title

QF

Level

Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits~




4 26 34 - 60 6


3 26 39 - 65 6



4 13 17 - 30 3



3 39 31 - 70 7




3 39 61 - 100 10

Sem 1 Total^: 325 390 - 715 71





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


3 26 34 - 60 6


4 13 17 - 30 3


DCD3301 Instructional illustration 3 39 61 - 100 10


DCD4301 Studio: Editorial Infographics 4 39 71 - 110 11

DCD4302 Typography: Information Structures

4 39 71 - 110 11

Sem 2 Total: 260 410 - 670 67 Nominal Duration for Sem 2: 13 weeks

Estimated Study Load for Sem 2: 51.5 NLHs per week


Level

Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits^

Semester 3


4 26 64 - 90 9


4 13 17 - 30 3


DCD4114 Graphical User Interface Design

4 39 51 - 90 9

DCD4303 Data Visualization 4 26 44 - 70 7

DCD4304 Studio: Dynamic Information 4 39 71 - 110 11


Estimated Study Load for Sem 3: 55.6 NLHs per week




Level

Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits^

Semester 4


介文書


4 26 64 - 90 9


4 26 64 - 90 9

DCD4305 Brand Identity Design 4 26 44 - 70 7




DCD5301 Research for Information Design 5 65 145 - 210 21

DCD4306 Studio: Experiential Graphic Design

4 65 125 - 190 19


Estimated Study Load for Sem 4: 60 NLHs per week


Level

Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits^


Promotion Materials 4 39 61 - 100 10


4 13 17 - 30 3


4 39 71 - 110 11


4 39 51 - 90 9


Varied*3 Enrichment Module 3 26 34 - 60 6


Estimated Study Load for Sem 5^: 53.1 NLHs per week Grand Total for 5 Semesters^: 1261 2094 - 3355 335





Level Total NLHs#

QF

Credits~




= 103

10




Table 3.1d: Programme Structure of HD in Visual Communication

(Publishing Design and Print Media)

(Full-time Mode)

Module

Code Module Title

QF

Level

Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits~




4 26 34 - 60 6


3 26 39 - 65 6



4 13 17 - 30 3



3 39 31 - 70 7




3 39 61 - 100 10

Sem 1 Total^: 325 390 - 715 71






Level

Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits

^

Semester 2


匯報 Vocational Chinese Communication: Putonghua Conversation and Reports

3 26 34 - 60 6


3 26 34 - 60 6


4 13 17 - 30 3



DCD4401 Illustration 4 52 68 - 120 12

DCD4402 Print Media Production: Fundamentals

4 39 71 - 110 11

DCD4403 Printing Substrates and Materials

4 26 44 - 70 7

DCD4404 Studio: Design to Print 4 39 71 - 110 11

299 471 - 770 77 Nominal Duration for Sem 2: 13 Weeks



Level

Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits

^

Semester 3


4 26 64 - 90 9


4 13 17 - 30 3


DCD4405 Colour Management in Print Media

4 26 34 - 60 6

DCD4406 Print Media Production: Technology

4 52 98 - 150 15


Estimated Study Load for Sem 3^ 48.9 NLHs per week




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


4 26 64 - 90 9





DCD4407 Sales and Estimating in Print Media

4 52 98 - 150 15

DCD4408 Studio: Design to Publish 4 39 71 - 110 11






Level

Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits^

Semester 5

LAN4101 English and Communication: Promotion Materials

4 39 61 - 100 10


4 13 17 - 30 3

DCD4409 Operations and Quality Management

4 65 125 - 190 19



Sem 5 Total: 221 459 - 680 68 Nominal Duration for Sem 5: 13 Weeks


Grand Total of 5 Semesters: 1261 2064 - 3325 332



Level Total NLHs#

QF

Credits~




= 103

10




Table 3.1e: Programme Structure of HD in Visual Communication

(User Experience Design)

(Full-time Mode)

Module

Code Module Title

QF

Level

Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits~




4 26 34 - 60 6


3 26 39 - 65 6



4 13 17 - 30 3



3 39 31 - 70 7




3 39 61 - 100 10

Sem 1 Total^: 325 390 - 715 71






Level

Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits^

Semester 2


匯報 Vocational Chinese Communication : Putonghua Conversation and Reports

3 26 34 - 60 6


3 26 34 - 60 6


4 13 17 - 30 3



4 39 51 - 90 9


4 39 51 - 90 9

DCD4502 Seminar: Usability 4 39 71 - 110 11

DCD4503 Studio: Design for User Interfaces

4 39 71 - 110 11

Sem 2 Total: 273 427 - 700 70




Level

Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits^

Semester 3


4 26 64 - 90 9


4 13 17 - 30 3



DCD4504 Seminar: Design Gamification 4 39 71 - 110 11

DCD4505 Studio: Design for Immersive Experiences

4 39 71 - 110 11

Sem 3 Total: 182 328 - 510 51






Level

Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits^

Semester 4


介文書 Vocational Chinese Communication : Putonghua Presentations and Promotional Text Writing

4 26 64 - 90 9


4 26 64 - 90 9




DCD5501 Research for User Experience Design

5 65 145 - 210 21

DCD4506 Seminar: Social Innovation and Service Design

4 39 71 - 110 11

DCD4507 Studio: Design for Social Good 4 52 98 - 150 15

Sem 4 Total: 260 520 - 780 78




Level

Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits

^

Semester 5

LAN4101 English and Communication: Promotion Materials

4 39 61 - 100 10


4 13 17 - 30 3


4 39 71 - 110 11

DCD4508 Interactive Programming 4 26 34 - 60 6



Sem 5 Total: 221 439 - 660 66



Grand Total of 5 Semesters: 1261 2104 - 3365 336





Level Total NLHs#

QF

Credits~




= 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.

# 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 projects, workshop practices, research and case studies, 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. Students are expected to be able to identify opportunities user-centered standpoints, and propose visual communication solution through research and conceptual investigations. Effective communication skills and competent IT skills are required for presenting the work in written and verbal forms. Students are required to take autonomy and responsibility in managing the standard of their own work and team work.

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 4


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



c


d identify design opportunities from user-centered, market-oriented and experimental standpoints through research and conceptual investigations;

e

apply knowledge and skills in the management and realization of design projects with focuses unique to each stream: Visual Communication – graphic communication,

promotional campaign Brand Design – customer analysis, brand strategy

development Information Design – data visualization, information

architecture, instructional information communication Publishing Design and Print Media – publishing design,

printing process, production management User Experience Design – user research, experience

opportunity identification, service design, business model generation; and

f propose visual communication solutions to meet criteria ranging from commercial, cultural, ethical, social, and sustainable perspectives.



3.3 QF Credit Assignment The programme team and its module teams of HD in Visual Communication 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 hands-on skill training modules such as Digital Design: Graphic Production, Graphic Language Workshop, 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 Studio: Design for Social Good, Research for User Experience Design and Graduation Project. 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 1Outcomes

Module Code

Module Title

Programme Intended Learning

Outcomes a b c d e f

GE 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：

普通話報告與推介文書


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 SDD4005/

SDD4005M

MindShift: Achieving Personal Growth & Effectiveness

9 SDD4006/ SDD4006M

Collaboration, Teamwork & Social Engagement

10 SDD4007 Enhancing Competencies in the 21st Century Workplace

Generic IT Module 11 ITE3009 Information Technology Essentials –

Smart Living

Discipline Core Modules 12 DES4008 Aesthetics and Semiotics

13 DES3006 Creative and Design Thinking

14 DES4007 Cultural Studies

Programme Specific Modules 15 DCD4109 Communication Design Futures 16 DCD4101 Communication Design in Context 17 DCD4102 Communication Design Studio 18 DCD3101 Digital Design: Graphic Production 19 DCD3102 Drawing and Visual Imaging



Module Code

Module Title



20 DCD3103 Graphic Language Workshop 21 DCD4114 Graphical User Interface Design 22 DCD4110 Investigative Practices

23 DCD4103 Photography and Art Direction 24 DCD3104 Typography: Expression and Information

Stream Specific Module – Visual Communication Stream 25 DCD4115 Career and Portfolio Development

26 DCD4111 Concept Presentation Workshop

27 DCD4113 Design to Promote

28 DCD4114 Graphical User Interface Design

29 DCD4104 Illustration and Motion Graphic

30 DCD4103 Photography and Art Direction

31 DCD4112 Professional Practice

32 DCD5101 Research for Visual communication

33 DCD4108 Studio: Design to Persuade

34 DCD4105 Studio: Design to Read

35 DCD4106 Typography: Editorial Design

Stream Specific Module – Brand Design Stream 36 DCD4201 Brand Strategy

37 DCD4115 Career and Portfolio Development


39 DCD3105 Digital Design: Media Production

40 DCD3202 Motion Graphics

41 DCD4107 Packaging Design Workshop


43 DCD5201 Research for Brand Design

44 DCD4205 Studio: Brand Experience Design

45 DCD4202 Studio: Brand Identity Design

46 DCD4201 Studio: Brand Promotion Design

Stream Specific Module – Information Design Stream

47 DCD4305 Brand Identity Design



Module Code

Module Title





50 DCD4303 Data Visualization

51 DCD3301 Studio: Dynamic Information

52 DCD3202 Motion Graphics


54 DCD5301 Research for Information Design

55 DCD4301 Studio: Editorial Infographics

56 DCD4306 Studio: Experiential Graphic Design

57 DCD4302 Typography: Information Structures

Stream Specific Module – Publishing Design and Print Media

58 DCD4405 Colour Management in Print Media

59 DCD4401 Illustration

60 DCD4409 Operations and Quality Management

61 DCD4107 Packaging Design Workshop

62 DCD4402 Print Media Production: Fundamentals

63 DCD4406 Print Media Production: Technology

64 DCD4403 Printing Substrates and Materials

65 DCD4407 Sales and Estimating in Print Media

66 DCD4404 Studio: Design to Print

67 DCD4408 Studio: Design to Publish

Stream Specific Module – User Experience Design



70 DCD4508 Interactive Programming


72 DCD5501 Research for User Experience Design

73 DCD4504 Seminar: Design Gamification

74 DCD4506 Seminar: Social Innovation and Service Design



Module Code

Module Title



75 DCD4502 Seminar: Usability

76 DCD4505 Studio: Design for Immersive Experiences

77 DCD4507 Studio: Design for Social Good

78 DCD4503 Studio: Design for User Interfaces Graduation Project 80 DES4004 Graduation Project

Industrial Attachment Module 81 DES4901M Industrial Attachment

Enrichment Module 82 Varied Enrichment Module Varied according to

student’s chosen module



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：普通話對話與匯

報

Vocational Chinese Communication: Putonghua Conversation and Reports

● 口頭匯報 (節能燈泡)


● Green Office and Environmental issues

SDD4006/

SDD4006M


● Sustainable Development


DES4007 Cultural Studies ● The impact of cultural issues with respect to social, creative and sustainability contexts on arts and design.


DES4004 Graduation Project ● Application of design knowledge to develop innovative holistic solutions - incorporating ethical and sustainable concerns in the development.

DCD3103 Graphic Language Workshop ● Introduce the environmental-friendly materials and substrates used in workshop practice

DCD4109 Communication Design Futures ● Alternative models and methods for communication design that balance between business, societal and sustainable concerns



Module Code




DCD4401 Illustration ● develop visualisation skills for specific topics which might include sustainability and environmental elements

DCD4107 Packaging Design Workshop ● Identify and evaluate a wide range of packaging materials with environmental and sustainable considerations

● Design sustainable package with eco-friendly consideration and optimize usage of materials

DCD5101 Research for Visual communication

Propose innovative design strategies and directions and that echoes with the cultural, social, environmental and technological aspects of offerings and multidisciplinary service development.

DCD4105 Studio: Design to Read ● The art of book design and aesthetics under the challenge of sustainable design, creativity and practically.


DCD4205 Studio: Brand Experience Design ● Application of design knowledge to develop innovative holistic solutions incorporating ethical and sustainable concerns in the development.

DCD4107 Packaging Design Workshop Identify and evaluate a wide range of packaging materials with environmental and sustainable considerations Design sustainable package with eco-friendly consideration and optimize usage of materials

DCD5201 Research for Brand Design Propose innovative design strategies and directions and that echoes with the cultural, social, environmental and technological aspects of offerings and multidisciplinary service development.



Module Code




DCD5301 Research for Information Design Propose innovative design strategies and directions and that echoes with the cultural, social, environmental and technological aspects of offerings and multidisciplinary service development.


● introduction of environmental-friendly exhibition system and digital signages


DCD4403 Printing Substrates and Materials ● Introduce the environmental-friendly printing materials and substrates used in the print media and publishing industry


● Identify the international environmental protection systems

● Introduce the environmental protection systems used in the print media and publishing industry



● Identify potential research areas from a wide spectrum of critical issues for project development. Many of them will investigate environmental issues and concerns.

● Propose innovative design strategies and directions and that echoes with the cultural, social, environmental and technological aspects of offerings and multidisciplinary service development.


● identify principles of Design for sustainability through in-depth case studies in social context

DCD4507 Studio: Design for Social Good ● Conduct effective client and user research to identify persona and project opportunities with critical analysis towards local and Chinese context.



Table 3.5: Modules with the Mainland Elements Embedded

Module Code

Module Title Topic Areas with

Mainland Elements

GE Modules

LAN3003 職業中文傳意：普通話對話與匯報

Vocational Chinese Communication : Putonghua Conversation and Reports

● 對話（中港貿易）、口頭報告、

簡化字

LAN4002 職業中文傳意：

普通話報告與推介文書


● 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.


DCD4110 Investigative Practices ● Application of systematic investigation and analytical methods to identify critical issues and insights for specific problems in local and Mainland context.

DCD4101 Communication Design in Context ● Appraise the current landscape of the visual communication design field which include Mainland china

DCD4109 Communication Design Futures ● examine the changing role and job nature of communication designers on larger scales locally and in Mainland China



Module Code


Mainland Elements

Stream Specific Modules - Visual Communication stream

DCD4112 Professional Practice ● Identify and evaluate the design and business practices for visual communication industry in Hong Kong or in Mainland China.

DCD5101 Research for Visual Communication ● propose innovative design strategies and directions that echoed with the cultural, social, environmental and technological aspects of offerings for visual communication service development.

Stream Specific Modules - Brand Design stream


DCD4205 Studio: Brand Experience Design ● Case studies on brand experience design of relevant product/service/organization in mainland China and international market.

DCD5201 Research for Brand Design Propose innovative design strategies and directions that echoed with the cultural, social, environmental and technological aspects of offerings for brand design service development.

Stream Specific Modules - Information Design stream


DCD5301 Research for Information Design ● propose innovative design strategies and directions that echoed with the cultural, social, environmental and technological aspects of offerings for information design service development.



Module Code


Mainland Elements

DCD4306 Studio: Experiential Graphic Design ● propose and develop spatial communication strategy for interactive experience in local and Chinese context.


DCD4409 Operations and Quality Management Introduce the national printing standards of China

DCD4401 Illustration generate conceptual solutions for different categories of illustrations to communicate specific context to the target audience


DCD4112 Professional Practice Identify and evaluate the design and business practices for visual communication industry in Hong Kong or in Mainland China.


propose innovative design strategies and directions that echoed with the cultural, social, environmental and technological aspects of offerings for user experience design service development.

DCD4507 Studio: Design for Social Good Conduct effective client and user research to identity persona and user characteristics with social issues in the region including Mainland China.



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 required core modules and QF Credits for respective streams showed below, together with one enrichment module and 90-hour equivalent industrial attachment of 10 IA Credits to be qualified for the award of Higher Diploma. Visual Communication Stream, 36 core modules, 325 QF Credits Brand Design Stream, 36 core modules, 325 QF Credits Information Design, 36 core modules, 329 QF Credits Publishing Design and Print Media, 35 core modules, 326 QF Credits User Experience Design, 36 core modules, 330 QF Credits Under HD in Visual Communication, 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 Visual Communication) 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 Visual Communication) and Intermediate Exit Award

(Diploma in Design)

Award

Minimum Credit Requirements


Vocational Modules

Enrich- ment Module

IA Credits

Total


76 249 6 10 341

Higher Diploma in Visual Communication (Brand Design)

76 249 6 10 341


76 253 6 10 345

Higher Diploma in Visual Communication (Publishing Design and Print Media)

76 250 6 10 342

Higher Diploma in Visual Communication (User Experience Design)

76 254 6 10 346

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

3.8 External Recognition

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

Table 3.7: Professional Recognition for HD in Visual Communication

Professional Body Recognition Hong Kong Designers Association (HKDA)

Students are eligible to apply for student membership of the Association

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 course can apply the following programmes:

- BA (Hons) in Advertising programme offered by The Technological and Higher Education Institute of Hong Kong (THEi) of VTC



- Top up degree programmes, BA (Hons) Graphic Design and BA (Hons) Illustration and Graphics offered by SHAPE of VTC and Coventry University in UK (pending accreditation by HKCAAVQ)

b) Outside VTC

Graduates may apply for admission to bachelor degree or top-up bachelor degree programmes of visual communication / graphic design / social design / illustration in any institutes in Hong Kong or overseas which recognize this programme.



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 the programme in 2019/20. The MAS of each module for 2019/20 is attached in the Appendix.

Table 4.1: Summary of the Module Assessment Scheme for HD in Visual Communication 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%)

DES3006 Creative and Design Thinking

/ / 1 (50%)

/ 1 (50%)


/ / / 1 (50%)

1 (50%)

DCD4102 Communication Design Studio

2 (50%)

/ / / 1 (50%)


2 (60%)

/

/ / 1 (40%)

DCD3102 Drawing and Visual Imaging 1 (60%)

/ / / 1 (40%)

DCD3103 Graphic Language Workshop

2 (50%)

/ / 2 (50%)

1 DCD3104 Typography: Expression and

Information / /

1

(50%) / 1

(50%)



Sem Module Code Module Title

CA Components

EA Assign- ment /

Exercise

Lab / Work- shop


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%)

Visual Communication stream

DCD4103 Photography and Art Direction

2 (60%)

/ / / 1 (40%)


1 (30%)

1 (20%)

/ / 1 (50%)

DCD4105 Studio: Design to Read / 1 (20%)

1 (30%)

/ 1 (50%)

DCD4106 Typography: Editorial Design

/ / 1 (50%)

/ 1 (50%)

Brand Design stream

DCD4201 Brand Strategy 2 (50%)

/ / / 1 (50%)


2 (60%)

/ / / 1 (40%)

DCD3202 Motion Graphics / / 1 (60%)

/ 1 (40%)


2 (60%)

/ / / 1 (40%)

DCD4202 Studio: Brand Identity Design

2 (50%)

/ / / 1 (50%)

Information Design stream

DCD3301 Instructional illustration 2 (40%)

1 (10%)

/ / 1 (50%)

DCD3202 Motion Graphics / / 1 (60%)

/ 1 (40%)

DCD4301 Studio: Editorial Infographics

2 (50%)

/ / / 1 (50%)


2 (50%)

/ / / 1 (50%)




CA Components

EA Assign- ment /

Exercise

Lab / Work- shop


2

Publishing Design and Print Media stream


(60%) / / / 1

(40%)


2 (60%)

/ / / 1 (40%)


3 (60%)

/ / / 1 (40%)


2 (20%)

3 (30%)

/ / 1 (50%)


(50%) / / / 1

(50%)

User Experience Design stream


/ 2 (30%)

1 (20%)

1 (10%)

1 (40%)


2 (60%)

/ / / 1 (40%)

DCD4502 Seminar: Usability / / 1

(50%) / 1

(50%)

DCD4503 Studio: Design for User Interfaces

/ / 1 (50%)

/ 1 (50%)

3


2 (40%)

/ / / 1 (60%)

SDD4006M* Collaboration, Teamwork & Social Engagement

1 (30%)

/ / / 1 (50%)

DES4008 Aesthetics and Semiotics 2 (40%)

/ / / 1 (60%)



2 (60%)

/ / / 1 (40%)

DCD4107 Packaging Design Workshop

2 (60%)

/

/ / 1 (40%)

DCD4108 Studio: Design to Persuade

1 (30%)

1 (20%)

/ / 1 (50%)




CA Components

EA Assign- ment /

Exercise

Lab / Work- shop


3

Brand Design stream


/ 2 (30%)

1 (20%)

1 (10%)

1 (40%)


2 (60%)

/

/ / 1 (40%)


2 (50%)

/ / / 1 (50%)



(50%) / / / 1

(50%)


2 (60%)

/ / / 1 (40%)

DCD4304 Studio: Dynamic Information

/ / 1 (50%)

/ 1 (50%)



2 (60%)

/ / / 2 (40%)


2 (25%)

1 (35%)

/ / 2 (40%)



2 (60%)

/ / / 1 (40%)

DCD4504 Seminar: Design Gamification

1 (30%)

1 (20%)

/ / 1 (50%)

DCD4505 Studio: Design for Immersive Experiences

2 (50%)

/ / / 1 (50%)

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%)


2 (40%)

/ / / 1 (60%)


DCD4109 Communication Design Futures

/ / / 1 (50%)

1 (50%)




CA Components

EA Assign- ment /

Exercise

Lab / Work- shop



/ 2 (30%)

1 (20%)

1 (10%)

1 (40%)

DCD4110 Investigative Practices 1 (50%)

/ / / 1 (50%)

DCD4112 Professional Practice 3 (50%)

/ / / 1 (50%)

DCD5101 Research for Visual Communication

2 (50%)

/ / / 1 (50%)

DCD4113 Studio: Design to Promote 1 (10%)

/ 1 (30%)

1 (10%)

1 (50%)

Brand Design stream DCD4109 Communication Design

Futures / / / 1

(50%) 1

(50%)


2 (60%)

/ / / 1 (40%)


/ / / 1 (50%)


/ / / 1 (50%)

DCD5201 Research for Brand Design 2 (50%)

/ / / 1 (50%)


2 (50%)

/ / / 1 (50%)

Information Design stream DCD4305 Brand Identity Design 2

(50%) / / / 1

(50%)


/ / / 1 (50%)

1 (50%)


/ / / 1 (50%)


/ / / 1 (50%)

DCD5301 Research for Information Design

2 (50%)

/ / / 1 (50%)


1 (20%)

/ 1 (30%)

/ 2 (50%)




CA Components

EA Assign- ment /

Exercise

Lab / Work- shop




/ / / 1 (50%)

1 (50%)


2 (60%)

/ / / 1 (40%)


/ / / 1 (50%)


2 (60%)

/

/ / 1 (40%)


3 (10%)

10 (40%)

/ / 1 (50%)

DCD4408 Studio: Design to Publish 2 (60%)

/ / / 1 (40%)



/ / / 1 (50%)

1 (50%)


(50%) / / / 1

(50%)


(50%) / / / 1

(50%)


2 (50%)

/ / / 1 (50%)


1 (30%)

1 (20%)

/ / 1 (50%)

DCD4507 Studio: Design for Social Good

1 (40%)

2 (20%)

/

/ 1 (40%)

5


2 (40%)

/ / / 1 (60%)


/ / / 1 (50%)

1 (50%)

DES4004 Graduation Project / / 2 (50%)

/ 1 (50%)



1 (50%)

/ / / 1 (50%)


2 (60%)

/ / / 1 (40%)




CA Components

EA Assign- ment /

Exercise

Lab / Work- shop


5

Brand Design stream


1 (50%)

/ / / 1 (50%)



1 (50%)

/ / / 1 (50%)


/ 2 (30%)

1 (20%)

1 (10%)

1 (40%)



3 (60%)

/ / / 1 (40%)



1 (50%)

/ / / 1 (50%)

DCD4508 Interactive Programming 2 (60%)

/ / / 1 (40%)

*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.

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 or class critiques 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 moderations and External Assessment will be taken place by the end of each semester. Advices and feedbacks from industry will be collected continuously through mini-shows of student projects, advisor meetings and portfolio day. Student Staff Forum will also be conducted in the semesters to collect further feedback from stakeholders. All these will be consolidated into Programme Quality Analysis Report (PQAR) annually.



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, external professional participation, seminars, workshops practices, team work 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, workshops, demonstrations, oral presentations, open-end discussions, critiques, field trip and studio visits 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 class assignments, group discussions, case studies, role plays, demonstrations, simulations and peer assessment. 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 “Studio: Design for Social Good”. The module is conducted through a combination of lectures, tutorials, studio practices, critiques, and peer discussion to equip students with basic knowledge and skills required in the design thinking process and empathetic approach. 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 “Seminar: Social Innovation and Service Design” and students may apply learned practices, knowledge and concepts across modules. Students can acquire theoretical knowledge about social innovation and extend to project specific areas through self-initiated research and analysis. The insights and opportunities generated from the process will be integrated and applied to design realization and implementation 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 Visual Communication. This is well demonstrated in module such as “Research for Visual Communication”. Learning and teaching will be delivered interactively, in the form of lectures, workshops and tutorials. Students can access online learning platform: Moodle for lecture review, further reference materials including



reading, videos, etc. and project submission. Social media groups will also be established with varies classes, and that provides an effective learning experience for young generation.



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 Visual Communication programme is managed and operated by full-time academic and supporting staff. Please refer to Section 8 of Volume A (Staffing and Staff Development) for details. In case the actual number of new intakes is higher than originally planned, part-time lecturers and practitioners will be recruited to support.

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) CAD Studio (b) Centre of Communication Design (c) Centre of Innovative Material and Technology (d) Digital Animation Studio (e) Digital Visual Effects Studio (f) Digital Video Editing Workshop (g) Drawing Studio (h) Dubbing and Foley Studio (i) Laser Machine Workshop (j) Machine Workshop (k) Media Lab (l) Packaging Design Studio (m) Photographic Studio (n) Printing Workflow Management Workshop (o) Rapid Prototyping Workshop (p) Silkscreen and Ceramic Workshop (q) Spray Workshop (r) Wood Workshop



SECTION TWO – MODULE SYLLABUSES

for

Higher Diploma in Visual Communication 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



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 SZE Pui Shan, Carol

2 Jan 2011 SZE Pui Shan, Carol

3 Mar 2011 SZE Pui Shan, Carol

4 Mar 2014 WONG Chau Ping, Mabel



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.

7. 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





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.

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 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.



Unit of Competency Performance Criteria Articulation, intonation, stress and rhythm should be

fairly 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 Sep 2018 Ms LAU Sze Lui,

Ms YUM Yuen Han,

Ms CHUM Yin Ping,

Mr LAU Ho Ming

2 21 Jan 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/



1 24 Sep2018 Ms LAU Sze Lui,

Mr CHAN Wai Yeung,

Mr KWONG Chin Fun,

Mr LAU Ho Ming

2 21 Jan 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-study Hours:

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.



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

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



1 24 Sep 2018 Ms LAU Sze Lui,

Mr WONG Hon Chun,

Ms CHAN Siu Yung,

Ms WONG Ka Yi,

Mr LAU Ho Ming 2 21 Jan 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 Communication Design Futures

Module Code DCD4109

QF Credits 3

QF Level 4


30 hrs


Lecture 9 hrs

Tutorial 2 hrs

Workshop/Lab 2 hrs

Visit/Seminar - hrs




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

1. analyse the relationship between current technological developments and trends of professional practices and its impact on communication design in the context of visual communication;

2. describe how pervasive automation and the surge of information are placing greater value on innovative communication solutions; and

3. examine the changing role and job nature of visual communication designers as a result of technological, economic and social changes.




Learning Contents


1. Process and methods of envisioning alternative futures

creative problem solving for complex, systemic problems examining the role of creativity and innovation in the context of pervasive automation and the surge of information

4 hours

2. Strategic foresight to anticipate possible opportunities

Reframe issues, generate insights and envision innovative future scenarios

Forward-looking case studies of envisioning design futures in business practices from industry experts

Alternative models and methods for visual communication design that balance between business, societal and sustainable concerns

6 hours

3. Ethical design principles

Ethical use of technology to address humanistic and sustainable concerns

Use of communication design to tackle future social concerns with ethical considerations

3 hours

Mapping of Learning Contents with Module Intended Learning Outcomes:

Learning Contents


1 2 3

1 Process and methods of envisioning alternative futures

✓ ✓

2 Strategic foresight to anticipate possible opportunities

✓ ✓ ✓

3 Ethical design principles ✓ ✓




● Learning and teaching will be delivered in range of structured lectures, supported with workshops, and supplemented by hand-outs.

● A student-centred approach provides practical opportunities for students to synthesize knowledge obtained in self-reflection reports, 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 propose the perceived insight independently with appropriate guidance and support, in order to foster their confidence, analytical skill and problem-solving abilities.

● Students are encouraged to apply skilled visual and verbal presentation as means of communication as appropriate to the assignment brief.

● Cross-programme/stream collaborations will be arranged where appropriate to facilitate the generation of synergy between different programmes/streams.

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

● Mainland elements will be delivered to enhance students’ regional perspective of the industry.

Assessment Scheme:



Total 100%

References:

1. Ehn, P., Nilsson, E., and Topgaard, R. 2014. Making Futures: Marginal Notes on Innovation, Design, and Democracy. The MIT Press.

2. Roberts, L. 2006. Good: An Introduction to Ethics in Graphic Design. AVA.

3.

Yates, D., and Price, J. 2015. Communication Design: Insights from the Creative Industries. Fairchild Books.



1

28 Nov 2018

TAM Chi Hang, Keith CHOI Chi Kit, Jackson

2 Jun 2019 CHOI Chi Kit, Jackson



Module Syllabus

Module Title Communication Design in Context

Module Code DCD4101

QF Credits 3

QF Level 4


30 hrs


Lecture 9 hrs

Tutorial 2 hrs

Workshop/Lab 2 hrs

Visit/Seminar - hrs





1. describe the practices of the communication design profession and its related sub-disciplines, particularly in the area of visual communication

2. identify the competencies and role of a visual communication designer; and

3. appraise the current landscape of the visual communication design field and the creative industries and recognise the diverse spectrum professional activities and how content is originated, distributed and consumed




Learning Contents


1. Development and outlook of visual communication design

Past and current practices of communication design

Significant shifts in the role of the visual communication designer under business, technological, cultural and societal contexts

Increasing engagement in conversations with business, the public, governments and international organisations

4 hours

2. The scope of the visual communication design profession

Snapshot of activity changes of professional bodies, education, industry

Current and future competencies of communication designers

Challenges and opportunities of the visual communication design profession

Climate of the design economy

5 hours

3. Emerging sub-disciplines Emerging areas such as user experience, service design,

interaction design, etc. and how they affect the practices of visual communication design

Alternative channels of communication and media consumption such as virtual, experiential, sensorial, kinaesthetic and emotional

4 hours




Learning Contents


1 2 3

1 Development and outlook of visual communication design

2 The scope of the visual communication design profession

3 Emerging sub-disciplines


● Learning and teaching will be delivered in range of structured lectures, supported with workshops, and supplemented by hand-outs.

● A student-centred approach provides practical opportunities for students to synthesize knowledge obtained in self-reflection reports, 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 propose the perceived insight independently with appropriate guidance and support, in order to foster their confidence, analytical skill and problem-solving abilities.

● Students are encouraged to apply visual and verbal presentation skills as means of communication as appropriate to the assignment brief.


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


Assessment Scheme:



Total 100%



References:

1. Frascara, Jorge. 2006. Designing effective communications. New York: Allworth Press.

2. Hearn, G., Bridgstock, R. and Goldsmith, B. 2015. Creative Work Beyond the Creative Industries. Cheltenham: Edward Elgar Publishing.

3.

Matt Malpass, 2017. Critical Design in Context: History, Theory, and Practices. Bloomsbury Academic

4. Yates, D., and Price, J. 2015. Communication Design: Insights from the Creative Industries. Fairchild Books.



1

28 Nov 2018

TAM Chi Hang, Keith

CHOI Chi Kit, Jackson




Module Syllabus

Module Title Communication Design Studio

Module Code DCD4102

QF Credits 6

QF Level 4


60


Lecture 2 hrs Tutorial 4 hrs

Workshop/Lab 20 hrs

Visit/Seminar - hrs





1. apply design thinking and user-centred research methods to gather information on users and contexts of use and to generate actionable insights for a specified visual communication problem;

2. generate concepts and prototypes through cycles of iteration and evaluation;

3. propose an appropriate final visual communication solution for a specified design problem; and

4. reflect on their design process by describing and evaluating the design outcomes and the methods used.




Learning Contents


1. Gather information on users and contexts of use

Conduct simple user research

Analyse findings and generate actionable insights

Redefine and reframe a design problem

6 hours

2. Iterative design and testing process

Generate concepts through sketching and prototyping

Evaluating and gathering feedback

Refine prototypes to work towards a final solution

10 hours

3. Decision-making and communicating final outcome

Make informed design decisions on the final solution based on evaluation and feedback

Communicate the final solution by describing how the design addresses the needs of users and project criteria

10 hours


Learning Contents


1 2 3 4

1 Gather information on users and contexts of use

✓

2 Iterative design and testing process ✓ ✓

3 Decision-making and communicating final outcome

✓ ✓ ✓ ✓




● Learning and teaching will be delivered interactively in multiple formats including structured lectures, tutorials, workshops, and supplemented by toolkits.

● 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.

● The emphasis of this module is methods and process, and will be holistic and user-centred in nature rather than focussing on form-giving and craft.

● Students are encouraged to apply skilled visual and verbal presentation as means of communication as appropriate to the project brief.


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

● Students will keep a log book to record their process throughout the module, and submit a reflection on their process at the end of the module.

Assessment Scheme:



Total 100%



References:

1. Ambrose, G., and Harris, P. 2015, Design Thinking for Visual Communication (second edition). Fairchild Books.

2. Frascara, J., 2004. Communication Design: Principles, Methods, and Practice. All Worth Press.

3. IDEO.org, 2015. The Field Guide to Human Centered Design. San Francisco. Available at http://www.designkit.org//resources/1

4. Lewrick, M., Link, P., and Leifer, L., 2018. The Design Thinking Playbook: Mindful Digital Transformation of Teams, Products, Services, Businesses and Ecosystems. John Wiley & Sons Inc.



1 28 Nov 2018 TAM Chi Hang, Keith




Module Syllabus

Module Title Digital Design: Graphic Production

Module Code DCD3101

QF Credits 7

QF Level 3


70 hrs

Contact Hours: 39 hrs


Workshop/Lab 27 hrs

Visit/Seminar - hrs





1. create, edit and manipulate images and to produce production-ready digital artwork;

2. apply visualisation and communication skills with digital design tools to achieve a variety

of tasks in graphic design;

3. visualise design concepts in digital format through the use of industry-standard image

manipulation software; and

4. create layouts with text and images for multipage publications through the use of

desktop publishing software and to prepare production-ready artwork.




Learning Contents

Indicative

Contact Hours

1. Producing vector and raster graphics Creating and editing vector and raster graphics

Relationship between image size and resolution for different output media and applications

RGB and CMYK modes and their applications

Creating production-ready output files for print, interactive and motion applications

16 hours

2. Visualisation and workflow management

File sharing and transformation between vector and raster graphics software packages

Colour management

Saving, importing, and exporting

Integration of text and images

9 hours

3. Techniques for desktop publishing production

Multi-column and multi-page layouts

Master page and auto-page numbering

Style setting of character and paragraph

Manipulate text wrapping

Output requirements for printing production

14 hours


Learning Contents


1 2 3 4

1 Image manipulations in vector & raster graphics

2 Competency for visualisation and communication

3 Techniques for desktop publishing production




Learning and teaching are delivered interactively in a range of formats including lectures, workshop/lab demonstrations, tutorials, critiques, presentations and self-evaluation where appropriate to introduce the main concepts of software application through supplemented notes, online resources and other reading materials.

Integration with other modules, such as Typography: Expression and Information, Drawing and Visual Imaging, will be encouraged in order that students may apply learned practices and concepts across modules.

Quizzes will be assigned to evaluate student’s knowledge in digital design tools.

A project-based approach provides practical opportunities for students to integrate and apply learned knowledge and skills, and develops their initiative and self-learning abilities in achieving the intended scope of outcomes and standard.

Assessment Scheme:



Total 100%


1. Anton, Kelly Kordes. & Cruise, John. (2017) Adobe InDesign CC : classroom in a book . 2017 release. San Francisco, California: Peachpit.

2. Faulkner, Andrew. & Chavez, Conrad. (2017) Adobe Photoshop CC : 2017 release . San Francisco, California: Adobe Press.

3. Wood, Brian. (2017) Adobe Illustrator CC 2017 release : classroom in a book . San Francisco, California: Peachpit.

Further References:

1. Cohen, Sandee & Burns, Diane. (2015) Digital publishing with Adobe InDesign CC . San Francisco, CA]: Peachpit.

2. Schwartz, Lopsie (2015) Precision Photoshop : creating powerful visual effects . Boca Raton, Florida: CRC Press.

3. Steuer, S c2011, The Adobe Illustrator CS5 WOW! Book, Peachpit Press, Berkeley, California




1. Computer Arts Magazine, Future Publishing Limited, UK.

2. MdN, MdN design interactive, Japan.

3. Digital arts, IDG network, UK.

Online References:

1. Computer Arts tutorials, <http://www.computerarts.co.uk/tutorials>.

2. Adobe Video Workshop,

<http://www.adobe.com/designcenter/video_workshop>.

3. Tutorialized, <http://www.tutorialized.com/>.

4. 3D Total Shop, <http://www.3dtotal.com/pages/tutorials/tutorialspshop.php>.

5. Photoshop Tutorials, <http://photoshoptutorials.ws>.

6. Tut+, < http://tutsplus.com/>.

7. Abduzeedo, < http://abduzeedo.com/tutorials>.



1

10 Dec 2018

TSOI Chin Yeung, John

TAM Chi Hang, Keith




Module Syllabus

Module Title Drawing and Visual Imaging

Module Code DCD3102

QF Credits 7

QF Level 3


70 hrs



Workshop/Lab 30 hrs

Visit/Seminar - hrs





1. apply different drawing and visualisation theories and techniques to define forms,

structures and spaces effectively;

2. employ various methodologies and possibilities of media, tools and materials for efficient

expression;

3. analyse and implement tonal, colour and spatial expression to develop personal visual

sensitivity; and

4. manipulate diverse visual elements, design principles, aesthetics and creativity for

effective concept communication.




Learning Contents

Indicative

Contact Hours

1. Drawing and visualisation theories and techniques Organic and inorganic forms, human body structures,

spatial perspectives.

Linear, tonal, textural and colour drawing.

Visual elements: dot, line, tone, texture; shape, form, mass, space; colour, lighting; proportion, depth…

Design principles: focus, balance, unity, rhythm, contrast, visual hierarchy, positive and negative space in composition…

12 hours

2. Media, tools and materials exploration Dry, wet and mixed media.

Integrated various tools and materials with theories and techniques

12 hours

3. Tonal, colour and spatial expression Conventional or contemporary approaches.

Expression of mood, sensation, atmosphere and space.

8 hours

4. Concept communication Creating drawing and imaging project of specific theme

with relevant research and analysis.

Integrating diverse visual elements, design principles, spatial perspectives, aesthetics and creativity for effective concept communication.

7 hours




Learning Contents


1 2 3 4

1 Drawing and visualisation theories and techniques

2 Media, tools and materials exploration

3 Tonal, colour and spatial expression

4 Concept communication and presentation


Learning and teaching are delivered interactively in a range of formats including structured lectures, workshops, demonstrations, tutorials, critiques, presentations and self-evaluation where appropriate.

A 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 are required to execute drawing and visualisation processes independently with appropriate guidance and support in order to foster their confidence in idea presentation and assignment management abilities.

Alignment with other modules, such as Graphic Language Workshop, Creative Thinking, is encouraged to provide students opportunities to further integrate their learning.

To better facilitate students’ self-learning, home assignments will be arranged and pre-class preparation work such as information research, case studies, etc., will be given. This can cultivate students' notion for lifelong learning and nurture students to be independent learners.

Assessment Scheme:



Total 100%



References:

1. Dodson, B 2013, Keys to Drawing, Reprint edition, F+W Media, Inc.

2. Dodson, B 2017, Keys to Drawing with Imagination, Reprint edition, North Light Books.

3. Sale, T & Betti, C 2011, Drawing: A Contemporary Approach, 7th edition, Wadsworth Publishing Co Inc.


1. American Artist Drawing Magazine, F+W Media, Inc.

Online References:

1. Design: Drawing & Visualisation - Robert Gordon University, <http://www4.rgu.ac.uk/prospectus/modules/disp_moduleView.cfm?Descriptor=AA2503>

2. Drawing Tutorials Online, <http://www.drawing-tutorials-online.com/>



1

15 Nov 2018

LAI Siu Ying




Module Syllabus

Module Title Graphic Language Workshop

Module Code DCD3103

QF Credits 10

QF Level 3


100 hrs



Workshop/Lab 28 hrs

Visit/Seminar - hrs





1. describe and identify graphic languages in the visual design process;

2. apply elements and principles of visual design with aesthetic sensitivity; and

3. integrate graphic translation skills and an iterative process to create visual

communication solutions.




Learning Contents

Indicative

Contact Hours

1. Introduction to graphic language

Design language in visual communication

The fundamentals of design elements

Understanding design principles

8 hours

2. Exploration, application and development

Visual explorations and application of design elements and principles

Graphic translation skills and visual development

26 hours

3. Workshop practice

Demonstrations and hands-on workshops on various printing and finishing techniques and materials

Preparation of output materials for workshop experiments

Creating design solutions by integrating workshop techniques and graphic translation skills

18 hours


Learning Contents


1 2 3

1 Introduction to graphic language

2 Exploration, application and development

3 Workshop Practice




● 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 and tutorials feature an interactive approach with presentations supported by student-oriented learning materials and recommended reading references.

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

● Student are highly encouraged to apply learned skills and technique across modules.

Assessment Scheme:



Total 100%


(a) workshop facilities such as: printing making, paper cutting, laser cutting, printing making and silk screen printing.


1. Poulin, R 2011, The Language of Graphic Design: An illustrated handbook for Understanding Fundamental Design Principles, Rockport Publishers, Beverly, USA

2. Lupton & Philips, E&J 2015, Graphic Design: The New Basics 2nd Edition, Princeton Architectural Press, New York, USA



Further References:

1. Adams, S 2017, The Designer's Dictionary of Color, Abrams, USA

2. Baldwin, J., & Roberts, L. 2006. Visual Communication: From Theory to Practice. Lausanne: AVA.

3. Fletcher, A 2001, The Art of Looking Sideways, Phaidon, UK

4. Rand, P1985, Paul Rand: A Designer's Art, New Haven, Yale University, USA

5. Samara, T 2008, Design Evolution: Theory into Practice: A Handbook of Basic Design Principles Applied in Contemporary Design, Rockport Publishers, Beverly, USA

6. Adams, S 2017, The Designer's Dictionary of Color, Abrams, USA


1. EYE magazine (London, UK)

2. COMMUNICATION ARTS (California, USA)

3. NOVUM - WORLD OF GRAPHIC DESIGN (Munich, Germany)

4. IDEA (Tokyo, Japan)

5. GRAPHIC (Seoul, South Korea)

Online References:

1. American Institute of Graphic Arts, www.aiga.org/ www.aiga.org/

2. Graphis, www.graphis.com/portfolios/ www.graphis.com/portfolios/

3. HOW, www.howdesign.com/ www.howdesign.com/

4. Print, www.printmag.com/ www.printmag.com/

5. Wired, www.wired.com/magazine/ www.wired.com/magazine/





1

10 Dec 2018

HO Mei Ling, Sannia

TAM Chi Hang, Keith




Module Syllabus

Module Title Graphical User Interface Design

Module Code DCD4114

QF Credits 9

QF Level 4


90 hrs



Workshop/Lab 15 hrs

Visit/Seminar - hrs





1. interpret the basic principles of graphical user interface design process and

methodologies;

2. classify and organise information systematically and in a user-friendly format;

3. manipulate screen-based design theory and practical techniques for effective user

interface design; and

4. conduct effective usability tests to measure user performance for design improvement.




Learning Contents

Indicative

Contact Hours

1. User and Context

Basic principles of user-centered design approach

User research about user needs with specific context

3 hours

2. Persona, user goals and scenarios

Identify target’s education, lifestyle, interests, values, attitudes and patterns of behaviour based on user research

Enpathize needs of the target group

Describe how users solve problems and achieve goals with a product or service through user journey and user scenario

6 hours

3. Design requirements

Define the scope of the project with a list of initial design requirements

Provide a balanced perspective on user research, user interface design and technical developments

6 hours

4. Hierarchy and navigation

Classify and organize information in a user-friendly format

Design a functional and aesthetically appealing visual language with grid system and visual style

Conceptualize and structure the content and functionality through card sorting and grouping

9 hours

5. Design implementation

wireframes and prototyping

paper prototypes for design and interaction evaluation

strategic layout and placement of visual elements

12 hours

6. Usability testing

Measure the performance of graphical user interface design under various user scenario

Constructive feedback from users for design refinement

3 hours




Learning Contents


1 2 3 4

1 User and Context

2 Persona, user goals and scenarios

3 Design requirements

4 Hierarchies and navigation

5 Design implementation

6 Usability testing


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.

Regarding the self-learning strategy, students will be required to research about understanding the client requirement, target audience, competitors and goals in project planning. In the interim stage, students have to analyse the content through card sorting, wireframe, site map and user journey diagram to think about the relationships between user and content. Finally, students will be required to conduct usability tests to measure the effectiveness of UI design for end-users.

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

Collaboration with other modules is encouraged to provide opportunities to further integrate module learning outcomes.



Assessment Scheme:



Total 100%

References:

1. Gavin Allanwood and Peter Beare, 2014, User experience design: creating designs users really love, Bloomsbury Publishing Plc.

2. Steve Krug, 2014, Don’t Make Me Think! A Common Sense Approach to Web

Usability, 3rd Edition, New Riders Press, California



1

10 Dec 2018

CHANG Kin Tak, Terrance




Module Syllabus

Module Title Investigative Practices

Module Code DCD4110

QF Credits 7

QF Level 4


70 hrs



Workshop/Lab 10 hrs

Visit/Seminar 3 hrs





1. plan and formulate research proposal to investigate issues in the context of the programme/stream specific studies;

2. employ systematic empirical research methodologies to collect evidence and analyse information;

3. evaluate research findings to reveal range of problems with different perspectives; and

4. Compose research report to identify potential project gaps using appropriate tools.




Learning Contents


1. Research proposal

Plan and formulate research proposal with hypothesis, project specific research objectives, methodologies and schedule

3 hours

2. Application of research methodologies

Practice empirical research methodologies including literature review, field observation, online survey, interview, focus groups, quantitative and qualitative research

Frameworks of AEIOU, POEMS, PATCH

Analysis and identify user characteristics, problems, needs and expectation, and generate user persona

10 hours

3. Opportunity Investigation

Application of systematic investigation and analytical methods along a research process

Identification of critical issues and insights for specific problems

How to make claims and arguments with Problem Statement, 3-part Observations and Ways of Statement

7 hours

4. Identification of project opportunities

Synthesis the research findings and compose research report with potential project gaps for programme/stream specific project

6 hours




Learning Contents


1 2 3 4

1 Research Proposal

2 Application of Research Methodologies

3 Opportunity Investigation

4 Identification of Project Opportunities


Learning and teaching will be achieved through the learning-by-doing approach – students are given the opportunity to practise the investigative processes. Class activities would be a combination of lectures, workshops and study visits to specific field location that help students to familiarise with empirical research techniques.

A hands-on 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 implement the investigative processes independently with appropriate guidance and support.

Tutorial and presentation encourage peer group learning and self-reflection. The assignment/assessment activities may be integrated with related modules in the

programme/stream specific context where appropriate. Cross-programme/stream collaborations will be arranged where appropriate to

facilitate the generation of synergy between different programmes/streams. Mainland elements will be delivered to enhance students’ regional perspective of the

industry.

Assessment Scheme:



Total 100%




1. Ranjit Kumar 2015, Research Methodology: A Step-by-Step Guide for Beginners, SAGE Publishing, London.

2. Visocky, O G J & Visocky, O G K 2009, A designer's research manual: Succeed in design by knowing your clients and what they really need, Rockport Publishers, Gloucester, Mass. (visual communication design focused)

3. Tullis, T & Albert, B 2013, Measuring the user experience: Collecting, analyzing, and presenting usability metrics, Elsevier, Amsterdam. (interaction design focused)

Further References:

1. Scott, David Meerman 2015, The New Rules of Marketing and PR: How to Use Social Media, Blogs, News Releases, Online Video, and Viral Marketing to Reach Buyers Directly, Hoboken, John Wiley & Sons, Inc, New Jersey.

2. Buley, L 2013, The user experience team of one: A research and design survival guide, Rosenfeld Media, Brooklyn, NY. (interaction design focused)

Online References:

1. IDEO Design Kit, < http://www.designkit.org/methods>.

2 Atomic Object <https://spin.atomicobject.com/2017/05/18/what-is-design-thinking/>

3 Articles on user experience research by Nielsen Norman Group, <https://www.nngroup.com/topic/user-testing/>

4 Ethnohub Help – documentation of online tools for qualitative research <https://help.ethnohub.com/guide/getting-started>



1 11 Nov 2018 CHOI Chi Kit, Jackson




Module Syllabus

Module Title Typography: Expression and Information

Module Code DCD3104

QF Credits 10

QF Level 3


100 hrs



Workshop/Lab 4 hrs

Visit/Seminar 2 hrs





1. describe the anatomy of letterforms and the historical development of typefaces and

typography;

2. transform textual content into expressive and informative typographic communications;

3. construct visual hierarchies through the planning and manipulation of typographic

attributes; and

4. organize visual elements of text and images with a simple grid system with

considerations of function and aesthetics.




Learning Contents

Indicative

Contact Hours

1. A brief history and anatomy of letterforms

Differences between calligraphy, lettering and typefaces

The development of letterforms

The anatomy of letterforms

9 hours

2. Introduction to typography

The origin of major styles of typefaces

Relationship between language, technology, culture and aesthetics

Type classification

6 hours

3. Typography and expression

Information transformation techniques

Visual meaning for typographic communication: type as expression and as information

10 hours

4. Information hierarchy and structure

Legibility and readability

Relationship between text and image

Establishing visual hierarchies using typographic and spatial attributes

Designing and using simple modular grids

14 hours


Learning Contents


1 2 3 4

1 A brief history and anatomy of letterforms

2 Introduction to typography

3 Typography and expression

4 Information hierarchy and structure




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, seminar, tutorial and demonstration feature an interactive approach with presentations supported by student-oriented learning materials and recommended reading lists.

Integration with other modules, such as Digital Design: Graphic Production Projects will be encouraged so that students may apply learned practices and concepts across modules.

Assessment Scheme:



Total 100%


Further References:

1. Kane, J. 2010, A Type Primer, Prentice Hall, UK.

2. Middendorp, J. 2012. Shaping Text, Amsterdam: BIS Pub.

1. Haley, A.1990, The ABC’s of Type, Watson-Guptill, USA.

2. Spiekermann, E, Klein, M & Schwemmer-Scheddin. 1991, Type and Typographers, Phaidon Press Ltd, UK.

3. Lupton, E. 2004, Thinking with type: a critical guide for designers, writers, editors & students, New York: Princeton Architectural Press.

4. Kimberly, E. 2007, Typographic Systems of Design, New York: Princeton Architectural Press.




1. Eye, Wordsearch Ltd., London, UK

2. Baseline, Ziff Davis Media Inc., UK

Online References:

1. Linotype, http://www.linotype.com



1

11 Dec 2018

Chiu Sin Han, Monica

To Chau Yin, Sylvia

Tam Chi Hang, Keith

Choi Chi Kit, Jackson



Module Syllabus

Module Title Career and Portfolio Development

Module Code DCD4115

QF Credits 11

QF Level 4


110 hrs



Workshop/Lab 11 hrs

Visit/Seminar - hrs

Self-study Hours: 71 hrs (for full time pre-employment)




1. apply appropriate design strategies to demonstrate and communicate a personal brand for career development;

2. produce and present a professional portfolio in appropriate formats and styles for the target audience/purpose; and

3. create and maintain a digital portfolio in various online platforms for seeking employment opportunities.




Learning Contents

Indicative

Contact Hours

1. Personal Branding Strategy Personal brand identity awareness

Transformation from personal attributes into personal brand identity

Self-promotion strategy identification and implementation

9 hours

2. Integrative Portfolio Presentation Practice

Prepare and construct a professional portfolio package for target audiences/purposes

Portfolio presentation with integrative skills

15 hours

3. Digital Portfolio Production

Exploration of online portfolio platforms and self-promotion channels

Principles and application of online communication tools

Launching online portfolio

15 hours


Learning Contents


1 2 3

1 Personal Brand Strategy

2 Integrative Portfolio Presentation Practice

3 Digital Portfolio Production




Learning and teaching will mainly be delivered in learning-by-doing formats, such as practices, group discussions, role plays simulating workplace situations, and idea/proposal presentations/critiques, etc.

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.

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.

The assignment/assessment activities may be integrated with related modules in the programme/stream specific context where appropriate.

Assessment Scheme:



Total 100%


1. In–house teaching and learning materials

Further 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. Brazell, Derek. & Davies, Jo. 2013, Becoming a successful illustrator. London, UK ;: Fairchild Books, an imprint of Bloomsbury Publishing Plc.

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



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. Shaughnessy, Adrian 2010, How to be a graphic designer, without losing your soul. New ed. London: Laurence King.

Online References:

1. www.behance.net

2. www.wix.com

3. www. wordpress.com



1 27 Nov 2018 TSOI Chin Yeung, John



Module Syllabus

Module Title Concept Presentation Workshop

Module Code DCD4111

QF Credits 9

QF Level 4


90 hrs



Workshop/Lab 15 hrs

Visit/Seminar - hrs





1. identify tactics in concept presentation approach;

2. apply storytelling skills with visual and textual aids to build a focusing presentation framework;

3. adopt visual presentation techniques to enhance communication skills;

4. generate comprehensive presentation with integrated media to pitch design proposal.




Learning Contents

Indicative

Contact Hours

1. Presentation in context

Design goals and project objectives

Audience expectation – Call to action

Tactics in presentation approach

3 hours

2. Visual framework

CAST (Content, Audience, Story and Tell)

Visual literacy

Composition and visual hierarchy – fonts, colors and icons

Essential texts (Titles, headings and captions)

Formatting consistency

9 hours

3. Presentation media and channels

Slide decks

Graphic presentation - presentation board and diagram

Prototyping (3D printing) and mock up (laser-cut)

Wireframes

Presentation video - from problem to design solution

Interactive demos - user scenarios

21 hours

4. Connect to the audience

Storytelling narrative - from concept to realization

Elevator pitch

Design pitching – visual and oral persuasion

Embrace personality

Convey effective message in professional manner

6 hours




Learning Contents


1 2 3 4

1 Presentation in context

2 Visual framework

3 Presentation media and channels

4 Connect to the audience


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. Teamwork and individual assignments will also be evaluated and assessed.

Workshops and seminars will be arranged to provide hands on opportunities to enhance better understanding in media, production and technology.

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.

External professional participation, where appropriate, will be organized to help positioning the acquired knowledge in a real-life context.

Assessment Scheme:



Total 100%

References:

1. Duarte, N. (2010) Resonate: Present Visual Stories that Transform Audiences. London: John Wiley and Sons.



2. Lester, P. M. (2018) Visual Communication: images with messages. 7th ed. Dallas: Texas: Writing For Textbooks.

3. Sykes, M. and Malik, A. N. (2012) Stories that move mountains: storytelling and visual design for persuasive presentations. London: John Wiley.



1

27 Nov 2018

WONG Kwok Kei, Sandra




Module Syllabus

Module Title Digital Design: Media Production

Module Code DCD3105

QF Credits 5

QF Level 3


50 hrs


Lecture 2 hrs

Tutorial - hrs

Workshop/Lab 24 hrs

Visit/Seminar - hrs





1. describe and apply the workflow of digital imaging production for producing effective

dynamic media for various channels of distribution;

2. demonstrate knowledge and skills in dynamic media for effective communication; and

3. apply image compositing and manipulation skills with appropriate software to create

dynamic media content to fulfil project requirements and meet industrial standards.




Learning Contents

Indicative

Contact Hours

1. Development of digital imaging production Technical aspects of image size, resolution and colour modes in

digital visualisation

Export appropriate image formats for dynamic media using raster- and vector-based image editing software

Compare characteristics of image compressions and formats for file transferring between different platforms

6 hours

2. Application of digital imaging software Apply techniques in raster- and vector-based image editing

software to design and create images for multiple screen sizes

Application of key features to enhance the efficiency in image processing

Manipulate images, layers and effects

Use advanced tools to edit images

10 hours

3. Application of video production software Select appropriate video production software for various platform

Understand workflow of dynamic media production including videos and motion sequences

Identify appropriate project settings with video compressions, screen resolution, audio, frame rate, and file formats

Use video editing tools to produce video for professional use for a variety of distribution channels

10 hours




Learning Contents


1 2 3

1 Development of digital imaging production

2 Application of advanced digital imaging software

3 Application of video production software



● Lectures feature an interactive approach with presentations supported by student-oriented learning materials and recommended reading lists.


● Integration with other modules, such as Motion Graphics or Photography and Art Direction will be encouraged so that students may apply learned practices and concepts across modules.

Assessment Scheme:



Total 100%




(a) Adobe Photoshop

(b) Adobe Lightroom

(c) Adobe Premiere


1. Digital Arts

Online References:

1. Adobe, Adobe photoshop tutorial, Learn how to use Photosop CC, viewed 14 November 2018, <helpx.adobe.com/photoshop/tutorials.html>

2. Adobe, Adobe® Creative Cloud™ , viewed 14 November 2018, <www.youtube.com/user/AdobeCreativeCloud>

3. Peter McKinnon, 2018, 10 LIGHTROOM tips you SHOULD KNOW!, viewed 14 November 2018, <www.youtube.com/watch?v=yQBGDRAYRJs>

4. Serge Ramelli Photography, 2018, How to Edit Photos in Lightroom, viewed 14 November 2018, <www.youtube.com/watch?v=UUTGGlLVE6U>

5. Matt Kloskowski, 2018, Lightroom Brush Tips You NEED to Know, viewed 14 November 2018, <www.youtube.com/watch?v=WDo3a-Wddic>

6. Digital Arts, Photoshop Tutorials, viewed 14 November 2018, <www.digitalartsonline.co.uk/tutorials/photoshop/

7. ABDUZEEDO, Tutorial, viewed 14 November 2018, <abduzeedo.com/tags/tutorial>

8. designmodo, Adobe Photoshop, Tutorial, viewed 14 November 2018, <designmodo.com/tutorials/photoshop/

9. Peter McKinnon, 2018, 10 PREMIERE PRO tips you SHOULD KNOW! Tutorial from Beginner to Pro, viewed 14 November 2018, <www.youtube.com/watch?v=KnWhWVarfqM>

10. Cody Blue, How to use FAKE camera movements in Premiere Pro, viewed 14 November 2018, <www.youtube.com/watch?v=09atCEbr_pE>





1

10 Dec 2018

YIN Si Yuen, Antony

TAM Chi Hang, Keith




Module Syllabus

Module Title Illustration and Motion Graphics

Module Code DCD4104

QF Credits 9

QF Level 4


90 hrs



Workshop/Lab 20 hrs

Visit/Seminar - hrs





1. analyse the evolution and trends of motion design and illustration from pre-computer

age to contemporary digital age;

2. generate motion graphics with a focus on story-telling with graphic elements, visual

imagery, illustration, typography and sound to fulfil specified project requirements; and

3. apply principles of motion design and illustration in idea development and design

production.




Learning Contents

Indicative

Contact Hours

1. Research and analysis Evolution and trends of illustration and motion graphics

Case studies of motion design artists and illustrators

9 hours

2. Illustration and motion design principles Principles and practices

Aims and functions

Design and production process

Motion storytelling and visual expressions

6 hours

3. Integration of illustration and motion graphics Ideation: synopsis and plots

Narrative illustration: sequential images for storytelling

Pre-production: Storyboarding, style experiment

Production: visualisation with appropriate medium

Post-production: illustration in motion

18 hours

4. Application and realisation Application of appropriate software and methods

Design solution realisation

6 hours


Learning Contents


1 2 3

1 Research and analysis

2 Illustration and motion design principles

3 Integration of illustration and motion graphics

4 Application and realisation





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

Individual and group assignments or projects will be issued to develop students’ independence as well as team working abilities.

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.

There will be group critiques and self-assessment to encourage class interaction and self-reflection.

Assessment Scheme:



Total 100%


1. Male, A 2017, Illustration: a theoretical and contextual perspective, Bloomsbury, London.

2. Rall, H 2018, Animation: from concept to production, CRC Press, Boca Raton.

Further References:

1. Crook, I & Beare, P 2016, Motion graphics: principles and practices from the ground up, Fairchid Books, London.

2. Blazer, L 2016, Animated storytelling: simple steps for creating animation and

motion graphics, Peachpit Press, San Francisco.

3. Dunn, K 2010, Creative illustration workshop: for mixed-media artists: seeing, sketching, storytelling, and using found materials, Quarry Books, Beverly.





1

10 Dec 2018

WONG Man Ho, Ken

TAM Chi Hang, Keith




Module Syllabus

Module Title Packaging Design Workshop

Module Code DCD4107

QF Credits 9

QF Level 4


90 hrs



Workshop/Lab 8 hrs

Visit/Seminar 3 hrs





1. analyse the role that packaging design plays in the context of product differentiation and brand business strategy;

2. apply packaging design strategies to translate a brand’s vision and goals into form, function and visual style;

3. comprehend the design and production processes of structural design for boxes and cartons; and

4. design practical and sustainable packages for commercial products.




Learning Contents

Indicative

Contact Hours

1. Packaging design strategy Packaging design in relation to marketing strategy

Brand image

Brand evolution and differentiation

Information display on packaging

9 hours

2. Material and structure

Paper types for boxes and cartons

Structure and forms of boxes and cartons and their standardization and functions

Alternative materials exploration

9 hours

3. Design realization for sustainability

Exploration of concepts for functional packages

Environmental and sustainable considerations

Visual languages to connect with the target audience

Design innovations in packaging

15 hours

4. Packaging production support Prototyping processes

Finishing techniques

6 hours


Learning Contents


1 2 3 4

1 Packaging design strategy

2 Material and structure

3 Design realization for sustainability

4 Packaging production support




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.

External professional layout designer and operator would be invited 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 with opportunities to further integrate their learning.

Assessment Scheme:



Total 100%


1. Boylston, Scott (2009) Designing sustainable packaging. London: Lauence King Publishing.

2. DuPuis, Steven. & Silva, John. (2008) Package design workbook: the art and science of successful packaging. Beverly, Mass.: Rockport Publishers.

3. Thompson, Rob. & Thompson, Martin. (2012) Graphics and packaging production. London: Thames & Hudson.

Further References:



1. Capsule. (2008) Design matters packaging 01: an essential primer for today’s competitive market . Beverly, Mass.: Rockport Publishers.

2. Rosner M 2006, Packaging design: successful product branding from concept to shelf, Klimchuk and Sandra A. Krasovec, J. Wiley & Sons, Hoboken, N.J.

3. Stewart, Bill (2007) Packaging design. London: Laurence King.

4. Uffelen, Chris van. (2013) Packaging design . Salenstein, Schweiz: Braun.

5. Visser, Edwin. (2009) Packaging design: a cultural sign . Barcelona: Index Book.

Online References:

1. The European Federation of Corrugated Board Manufacturers, www.fefco.org

2. International Corrugated Case Association, www.iccanet.org

3. Packaging World, www.packworld.com



1

10 Dec 2018

TSOI Chin Yeung, John

TAM Chi Hang, Keith




Module Syllabus

Module Title Photography and Art Direction

Module Code DCD4103

QF Credits 6

QF Level 4


60 hrs



Workshop/Lab 14 hrs

Visit/Seminar - hrs





1. Analyse and differentiate photographic styles and narratives for communication design;

2. apply composition techniques to illustrate photographic judgments and decisions that

create visual impressions through fixed notation device;

3. produce photographic images through the manipulation of principle concepts and

techniques of digital photography; and

4. utilise digital retouching skills to manipulate images for illustrating visual and emotional

sensitivity for specific context and audiences.




Learning Contents

Indicative

Contact Hours

1. Principles, styles and techniques of digital photography

Principle concepts of digital imaging

Appreciation of visual styles for image creation

Application of photographic skills in communication design

9 hours

2. Visual arrangement and interpretation

Visual language of digital image

Composition for visual meaning

Perception of visual elements and color

6 hours

3. Image manipulation techniques

Image creation, retouching and manipulation

Enhancement of digital images

8 hours

4. Post-processing for output Special effects of digital image Adjusting files for various output

3 hours


Learning Contents


1 2 3 4

1 Principles, styles and techniques of digital photography

2 Visual arrangement and interpretation

3 Image manipulation techniques

4 Post-processing for output





Students’ research and analysis will be discussed through presentation and class activities.


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

Assessment Scheme:



Total 100%


1. Chris, F 2016, The Beginner’s Photography Guide: The Ultimate Step-by-Step Manual for Getting the Most from Your Digital Camera, D.K.

3. Conrad, C 2019, Adobe Photoshop CC Classroom in a book, Adobe Press

Further References:

1. Angela, FB 2011, The elements of photography: understanding and creating sophisticated images, Focal Press.

2. Bruce, B 2017, The Art of Photography: A Personal Approach to Artistic Expression, 2nd ed, Rocky Nook




1. Popular Photography, Bonnier Corp., N.Y.

2. Aperture, Aperture Foundation Inc., N.Y.

3. Practical Photography, EMAP Active Ltd., England

4. Amateur Photographer, IPC Business Press, London

5. Digital Photo, Werner Pub. Corp., CA

6. Commercial Photo, Genko-Sha, Tokyo



1

30 Dec 2018

WONG Cheuk Yan, Cherine




Module Syllabus

Module Title Professional Practice

Module Code DCD4112

QF Credits 3

QF Level 4


30 hrs



Workshop/Lab - hrs

Visit/Seminar 3 hrs





1. identify career and business opportunities in respect to local and global design service

markets;

2. explain the value of work ethics, social and legal responsibilities in the design industry;

and

3. compare and identify the design and business practices in the visual communication

industry in Hong Kong or in Mainland China.




Learning Contents

Indicative

Contact Hours

1. Startups and entrepreneurship

Company set up and management. Company registration types

Finance, cost and quotation

2 hours

2. Social and legal responsibility

Intellectual Property (Trademark, Patent, Registered Design)

Copyright

Licensing, IP exchange

Anti-corruption laws and practices

3 hours

3. Design and business practices for visual communication design industry

Identification of design companies from various public channels in Hong Kong

Company background research, business email writing and questioning techniques

Conduct primary interview (and/or secondary research) with the director/founder of a design related company

7 hours

4. Professional proposal and report writing

Professional proposal and report organization methods and layout arrangement

1 hour


Learning Contents


1 2 3

1 Startups and entrepreneurship

2 Social and legal responsibility

3 Design and business practices for visual communication industry

4 Professional proposal and report writing





Lectures and tutorials feature an interactive approach with presentations supported by student-oriented learning materials and recommended reading lists.

Visit to appropriate facilities will be arranged to support the learning and teaching activities.

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

Assessment Scheme:



Total 100%


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

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

References:

1. Edited by Crawford, T., 2008, AIGA Professional Practices in Graphic Design, Allworth Press

2. Perkins, S. 2006, Talent Is Not Enough: Business Secrets for Designers, New Riders

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

5. Rutherford, Steve & Bartholomew, Jane 2013, The Design Student’s Handbook, Pearson Education Ltd.



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

7. 冼⽇明，嚴啓明著 2007，勝在營銷: 中⼩企，創業者，準備成功的⽣意⼈必讀 10課，⾹港市務學會及中⽂⼤學市場學碩⼠科程聨合出版

8. 孫耀先編著 2013，志在創業- 設計師創業 8 堂必修課，經濟⽇報出版社

9. 馮家敏著 2009, 中國平⾯設計師必備⼿冊，中國深圳報業集團出版社

Online References:

1. www.designdirectory.hk

2. www.hkdesigncentre.org

3. www.hktdc.com

4. www.ipd.gov.hk

5. www.hkdesign.org

6. www.campaignasia.com

7. www.333cn.com



1

12 Dec 2018

KONG Tin Chi, Joseph




Module Syllabus

Module Title Research for Visual Communication

Module Code DCD5101

QF Credits 21

QF Level 5


210 hrs



Workshop/Lab 10 hrs

Visit/Seminar 6 hrs





1. identify potential research topic from a wide spectrum of issues for visual communication project development;

2. analyse and evaluate research findings to identify visual communication opportunities;

3. generate strategies for a range of offerings and service development by using analytical tools and design thinking process; and

4. Devise a project proposal that echo with the cultural, social, environmental and technological aspects of offerings for visual communication service development.




Learning Contents

Indicative

Contact Hours

1. Identification of research focus

Investigate the relationship between culture, design, user and society

Identify potential topics from a wide range of contexts

3 hours

2. Identification of project opportunity

Operate design thinking process for the overall visual communication development

Familiarize with and utilize various analytical tools (SECT factors, Weighted Matrix, User Journey Mapping, Task analysis, etc.) for opportunity identification

12 hours

3. Design as a strategic tool

Understand business context for visual communication design practices

Design for value creation

Design trends: design for emotion and sustainability

11 hours

4. Understand project opportunity

In-depth research for issues of specific project topic

Practice of the introduced research and analytical tools and methodologies for visual communication design projects

Analysis of target user characteristics, needs and expectations for problem finding

15 hours

5. Marketing and design

Marketing Mix from 4P to 4C to 7P, Online to Offline (O2O)

Positioning map and value opportunities analysis (VOA)

Research and analyse design campaigns and case studies of competitors and related disciplines

Plan and formulate strategies, market position and goals for project development

12 hours

6. Proposal writing

Organize documentation of an analytical research journal and project proposal with substantial researches, findings, insights and strategic project direction

Implement academic citation and reference system

12 hours




Learning Contents


1 2 3 4

1 Identification of research focus

2 Identification of project opportunity

3 Design as a strategic tool

4 Understand project opportunity

5 Marketing and design

6 Proposal writing


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

A student-centred approach with extensive lectures introducing research methodologies and analytical tools. Students will be required to execute research processes independently with appropriate guidance and support, in order to foster their confidence and project management abilities.

Class activities and assignments will be conducted to simulate practice of analytical tools, and also facilitate the formulation of research report and project direction.

Students develop their initiative and self-learning abilities along with their own interests and strengths, in achieving the intended scope of outcomes and standard. This is to foster the individual’s integrated and analytical skills.

Case studies will be introduced and discussed in classes, and students have to relate the acquired knowledge with their own topic.

This module will be integrated with Investigative Practices and Graduation Project modules to provide students with opportunities to integrate and extend their design strategies to design practice and execution.

Mainland elements will be delivered to enhance students’ regional perspective of the industry.

Assessment Scheme:



Total 100%




1. Cagan, J & Vogel, CM 2012, Creating Breakthrough Products: Revealing the Secrets that Drive Global Innovation, FT Press, United States.

2. Creswell, John W. & Pth, Cheryl N. 2018, Qualitative Inquiry & Research Design: Choosing Among Five Approaches, Los Angeles : SAGE Publications.

Further References:


2. Bhamra, Tracy & Lofthouse, Vicky 2016, Design for Sustainability: A Practical Approach, Abingdon, Oxon: Routledge.


4 Buley, L 2013, The user experience team of one: A research and design survival guide, Rosenfeld Media, Brooklyn, NY. (interaction design focused)

5 Tullis, T & Albert, B 2013, Measuring the user experience: Collecting, analyzing, and presenting usability metrics, Elsevier, Amsterdam. (interaction design focused)

Online References:


2. Understanding Design Strategy, < http://www.howdesign.com/how-magazine/how-march-2013/understanding-design-strategy/ >







Module Syllabus

Module Title Studio: Design to Persuade

Module Code DCD4108

QF Credits 11

QF Level 4


110 hrs



Workshop/Lab 11 hrs

Visit/Seminar 2 hrs





1. identify and formulate visualization techniques to express a thought, feeling or idea;

2. select and manipulate visualization methodologies to generate convincing visual style;

3. apply typography techniques and transform concepts into effective image-text composition;

4. apply design principles with visualization methodologies to create persuasive communication touch points with visual impact and aesthetics.




Learning Contents

Indicative

Contact Hours

1. Introduction to visual design

The tactic of image and text for visual communication

The power of visual content in visual marketing

6 hours

2. Graphic manipulation and visualization methodologies

Compare, identify and experiment with various visualization methodologies, e.g. juxtaposition and silhouette visual graphic

Engaging readers by organizing typographic information with hierarchy

8 hours

3. Information organization and composition technique

The principles on composition techniques, e.g. Emphasis / Continuation / Balance / Unity / Repetition / Figure & ground / Negative space / Contrast / Similarity

Apply rules of third and golden ratio for aesthetics on reading

8 hours

4. Visual psychology

Visual meaning ideation methodologies, e.g. Metaphors / Association / Comparison / Propaganda / Role play / Testimony / Sense of humour

Application of colour psychology for visual associations and assumption

6 hours

5. Principles of stopping power

Theory of cognitive dissonance and impact of behavioral decisions

Storytelling and message delivery between sender and receiver

Marketing proposition design

Marketing campaign strategy

11 hours




Learning Contents


1 2 3 4

1 Introduction to visual design

2 Graphic manipulation and visualization methodologies

3 Information organization and composition technique

4 Visual psychology

5 Principles of stopping power



Lectures, seminar and tutorials feature an interactive approach with presentations supported by student-oriented learning materials and recommended reading lists.


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

Assessment Scheme:



Total 100%



References:

1. Cees W. de Jong, Alston W. Purvis and Martijn F. LeCoultre. 2010, The Poster: 1,000 Posters from Toulouse-Lautrec to Sagmeister, Harry N. Abrams.

2. Stefan R. Landsberger, Anchee Min and Duo Duo. 2015, Chinese Propaganda Posters, Taschen.

3. Prudence Stevenson, Susan Mackie, Anne Robinson, Jess Baines and Sheila Rowbotham. 2017, See Red Women’s Workshop: Feminist Posters 1974–1990, Four Corners Books.



1

10 Dec 2018

TO Chau Yin, Sylvia


Module Syllabus



Module Title Studio: Design to Promote

Module Code DCD4113

QF Credits 15

QF Level 4


150 hrs


Lecture 8 hrs Tutorial 28 hrs Workshop/Lab 16 hrs

Visit/Seminar - hrs





1. identify market needs and trends for promotion and brand communication;

2. construct a brand strategy to develop a promotional campaign;

3. articulate advertising and promotional objectives for integrated design applications;

4. formulate a visual methodology for a promotional campaign with design techniques to generate visual impact; and

5. design visual elements with art direction skills to convey messages effectively.




Learning Contents

Indicative

Contact Hours

1. Introduction to designing for promotion

Brand strategy, brand attributes, visual brand driver matrix and brand positioning

Brand promotion and experience

Advertising and promotion principles

6 hours

2. Visual methodology

Brand visual elements and supergraphics

Images, graphics and illustrations

Trends in Colours and use of material

Typography and identity

Handcraft and printing techniques

An iterative method for concept and visual development

12 hours

3. Insight and ideation

Identify insight and define promotion objectives

Brand/promotional event naming and identity

Conceptual thinking

Integrated promotional campaigns with appropriate media

28 hours

4. Effective communication

Tone and manner

Art direction and design outcomes

Choice of communication channels, media and platforms

Professional presentation skills

6 hours




Learning Contents


1 2 3 4 5

1 Introduction to design promotion

2 Visual methodology

3 Insight and ideation

4 Effective communication



Workshops will be arranged to provide hands on opportunities to enhance better understanding in media, production and technology.



External professional participation, where appropriate, will be organized to help positioning the acquired knowledge in a real life context.

Assessment Scheme:



Total 100%



References:

1. Belch, G. E. and Belch, M. A. (2018) Advertising and promotion: an integrated marketing communications perspective. 11th ed. New York: McGraw-Hill Education.

2. Ehmann, S. and Borges, S. (2013) Brand Spaces: Branded Architecture and the Future of Retail Design. Berlin: Gestalten.

3. Gavin, A. (2011) Packaging the brand: the relationship between packaging design and brand identity. London: AVA academia.

4. Gavin, L. (2011) Guerrilla advertising 2: more unconventional brand communication. London: Laurence King.

5. Hackley, C. E., Hackley, C. and Rungpaka, A. (2018) Advertising & promotion. 4th ed. New York: McGraw-Hill Education.

6. Wheeler, A. and Wheeler, A. (2018) Designing brand identity: an essential guide for the entire branding team. 5th ed. New York: John Wiley & Sons, Inc.



1

10 Dec 2018

WONG Kwok Kei, Sandra

TAM Chi Hang, Keith


Module Syllabus



Module Title Studio: Design to Read

Module Code DCD4105

QF Credits 11

QF Level 4


110 hrs


Lecture 10 hrs Tutorial 15 hrs Workshop/Lab 12 hrs

Visit/Seminar 2 hrs





1. transform raw content into reading experiences in traditional and emerging formats to address the requirements of specified reading contexts;

2. identify, describe and apply techniques for sequencing and structuring information;

3. select, compare and manipulate tactile material to reinforce an editorial concept and enhance the reading experience; and

4. apply typography, creativity, and multiple design skills to enhance readability, content navigation, editorial concept, and reading pleasure.




Learning Contents

Indicative

Contact Hours

1. Sequencing and structuring information

Historical development of the book (codex) format

Physical structure of books: paper folding, signatures, binding

Developing an editorial concept

Developing a flat plan for pagination

8 hours

2. Materials and craftsmanship

Anatomy and structure of books

Choice of formats and materials

Printing and production techniques

Paper and its alternatives

Western and Chinese book binding

12 hours

3. Typography for reading

Using graphical and spatial cueing to establish hierarchy

Selecting typefaces for legibility, atmosphere and expression

Typography as navigation for content

11 hours

4. Designing reading experiences

Developing an editorial concept

Understanding readers, publication genres and reading behaviors

The challenge of sustainable design, creativity and practically

8 hours




Learning Contents


1 2 3 4

1 Sequencing and structuring information

2 Materials and craftsmanship

3 Typography for reading

4 Designing reading experiences



Lectures, seminar and tutorials feature an interactive approach with presentations supported by student-oriented learning materials and recommended reading lists.


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

Assessment Scheme:



Total 100%



References:

1. Haslam, A. 2006. Book design. London: Laurence King.

2. Esther K Smith. 2007, How to Make Books: Fold, Cut & Stitch Your Way to a One-

of-a-Kind Book, Potter Craft.

3. 吕敬人。 2012, 書籍設計基礎, 高等教育出版社。

4. 吕敬⼈。 2006, 书艺问道(中⻘新世纪⾼等院校设计教材)，中国青年出版社。

Further references:

1. Blackwell, L. 2000, The end of Print: The Grafik Design of David Carson. 2nd edition. Laurence King Publishing Limited.

2. Boom, I. 2013, Irma Boom: The Architecture of the Book. Amsterdam: The University of Amsterdam.

3. Hochuli, J. and Kinross, R. 1996, Designing Books: Practice and Theory. London: Hyphen.

Online References:

1. A short introduction to graphic design history, http://designhistory.org/BookHistory_pages/20thCBook.html

2 Baron, J, 2017, Irma Boom’s library, where pure experimentalism is on the shelf; https://www.nytimes.com/2017/01/16/arts/design/irma-boom-bookmaker-vermeer-prize-amsterdam-library.html



1

10 Dec 2018

TO Chau Yin, Sylvia

TAM Chi Hang, Keith




Module Syllabus

Module Title Typography: Editorial Design

Module Code DCD4106

QF Credits 11

QF Level 4


110 hrs



Workshop/Lab 11 hrs

Visit/Seminar 2 hrs





1. apply a grid system to establish a lucid and engaging reading pattern for creating multi-page publications;

2. devise a system of typographic styles for reading and navigating a complex information structure;

3. execute an editorial concept through integrating text and images with visual storytelling as a focus; and

4. design a coherent, engaging and appropriate editorial experience that addresses the producer and reader requirements of a project.




Learning Contents

Indicative

Contact Hours

1. Developing a grid system for a complex publication

Principles of layout grids

Principles of baseline grids

Applying a layout grid for multi-page publications

Grid and page format

8 hours

2. Developing a system of typographic styles

Developing a complex typographic specification

Information and hierarchy planning

Setting paragraph, character and object styles

Typography as navigation for content

Detail typesetting

10 hours

3. Developing an editorial concept

Developing a flatplan for a publication

The visual power of text, image and space

Sequencing, pacing and establishing a rhythm for story-telling

Establishing and breaking rules with a grid system

10 hours

4. Professional skills of editorial design

Managing workflow in the publishing industry

Designing for user experience: editorial experience on multiple platforms

Roles, tasks and skills in a publishing team

11 hours




Learning Contents


1 2 3 4

1 Developing a grid system for a complex publication

2 Developing a system of typographic styles

3 Developing an editorial concept

4 Professional skills of editorial design





Integration with other modules, such as studio: design to read projects will be encouraged so that students may apply learned practices and concepts across modules.

Assessment Scheme:



Total 100%




1. Klanten, R., Ehmann, S., Bolhofer, K., Schulze, F., Losowsky, A. 2010, Turning Pages: Editorial Design for Print Media: Magazines, Books, Newspapers. Berlin: Gestalten.

2. Lakshmi, B. 2009, What is Publication Design, RotoVision.

3. Samara, T. 2005, Making and Breaking the Grid: A Graphic design layout Workshop, RotoVision.

Further References:

1. Apfelbaum, S., Cezzar, J. 2014. Designing the Editorial Experience: A Primer for Print, Web, and Mobile. Beverly, MA: Rockport Publishers.

2. 吕敬人。2006，书艺问道 (中青新世纪高等院校设计教材)，中国青年出版社。



1

27 Nov 2014

TO Chau Yin, Sylvia

TAM Chi Hang, Keith




Module Syllabus

Module Title Brand Strategy

Module Code DCD4201

QF Credits 11

QF Level 4


110 hrs



Workshop/Lab - hrs

Visit/Seminar 6 hrs





1. Identify appropriate principles of marketing research, theories, concepts and tools to

develop the marketing mix in a brand strategic report;

2. plan customer journeys for products and services through a marketing plan;

3. apply the knowledge, frameworks and concepts to analyze brand marketing situations in

real-world business/non-business organizations




Learning Contents

Indicative

Contact Hours

1. Introduction to branding and brand value

Branding in a postmodern, post-digital context

Strategic perspectives of branding

Managing brand value

Brand loyalty, brand awareness and brand associations

Storytelling and branding

6 hours

2. Marketing mix and elements of marketing research

Basic marketing principles, theories, concepts and tools

Marketing research: primary/secondary data, quantitative/qualitative research

Segmentation targeting and positioning

12 hours

3. Consumer perception and behaviour in branding

Target market demographics and psychographics

Survey of potential customers and focus group studies

user test on consumer physiological response to stimuli of senses such as visual, smell, taste, sound and touch, and other selling factors of products

9 hours

4. Planning and implementing a brand marketing programme

Identifying the marketing communication plan using an appropriate framework

Evaluating the marketing planning process and the links between each stage of the process

12 hours




Learning Contents


1 2 3

1 Introduction to branding and brand value

2 Marketing mix and elements of marketing research

3 Consumer perception and behaviour in branding

4 Planning and implementing a brand marketing programme



● Lectures and tutorials feature an interactive approach with presentations supported by student-oriented learning materials and recommended reading lists.


● Integration with other modules, such as Brand Identity Design will be encouraged so that students may apply learned practices and concepts across modules.

Assessment Scheme:



Total 100%




1. Scott Lerman 2018, Building Better Brands: A Comprehensive Guide to Brand Strategy and Identity Development, F&W Publications Inc.

2. K.L. Hammond 2017, Branding: Brand Identity, Brand Strategy & Brand Development, K.L. Hammond.

Further References:

1. Idris Mootee 2013, 60-Minute Brand Strategist: The Essential Brand Book for Marketing Professionals, Wiley.

2. Simon Middleton 2010, Build a Brand in 30 Days: With Simon Middleton, The Brand Strategy Guru, Capstone.



1

11 Dec 2018

LEUNG Ka Yan, Perry

TAM Chi Hang, Keith




Module Syllabus

Module Title Motion Graphics

Module Code DCD3202

QF Credits 5

QF Level 3


50 hrs


Lecture 4 hrs

Tutorial - hrs

Workshop/Lab 22 hrs

Visit/Seminar - hrs





1. Apply the principles of animation and cinematography to create interesting stories in the

format of motion graphics;

2. Apply computer skills to create moving images with approaches of sequential animation,

types in motion, and audio visuals for effective communication with audience in specified

scenarios;

3. apply composed visual effects to create new possibilities of communication in motion

design; and

4. Implement appropriate technical specifications in video settings, frame rate,

compressions, exporting and renderings to enhance efficiency in preproduction and

post-production workflow




Learning Contents

Indicative

Contact Hours

1. Preproduction of motion graphics

Introduction to principles of animation

Apply sequential approach to develop storyboard

Observe, critique and analyse case studies of art direction and motion graphics

Apply knowledge on cinematography to develop an appropriate visual language of content and context

6 hours

2. Development of motion graphics design

Application of motion graphics skills for programme specific project

Define appropriate project specifications of video size, frame rate and composition

Combine various footages of graphics, text and music with motion graphics software for effective storytelling

Apply animation techniques of keyframes, properties, easing, tweening and timing to create motion graphics design

12 hours

3. Applying visual effects with composition

Apply professional ways of visual effects to create advanced motion design

Use effects controls to adjust the value in real time to apply appropriate effects properties

Apply multiple effects to create new possibilities of motion design

6 hours

4. Exporting and rendering

Establish a good practice of rendering to meet the industrial standard in post-production

Export different video formats with Adobe Media Encoder

2 hours




Learning Contents


1 2 3 4

1 Preproduction of motion graphics

2 Development of motion graphics design

3 Applying visual effects with composition

4 Exporting and rendering





Integration with other modules, such as brand promotion or data visualisation design projects will be encouraged so that students may apply learned practices and concepts across modules.

Assessment Scheme:



Total 100%




(a) Adobe After Effects

(b) Adobe Media Encoder

Online References:

1. Adobe, Adobe Effects Learn & Support, viewed 14 November 2018, <helpx.adobe.com/support/after-effects.html>

2 Adobe, Adobe® Creative Cloud™ , viewed 14 November 2018, <www.youtube.com/user/AdobeCreativeCloud>

3. ENVATO TUTS+, motion graphics tutorials, viewed 14 November 2018, <design.tutsplus.com/tutorials/search/motion+graphics>

4. Digital Arts, After Effects Tutorials, viewed 14 November 2018, <www.digitalartsonline.co.uk/tutorials/after-effects>/

5. Peter McKinnon, 2018, AFTER EFFECTS BASICS, viewed 14 November 2018, <www.youtube.com/watch?v=QHDhSidFhcQ&t=1045s>



1

12 Dec 2018

YIN Si Yuen Antony




Module Syllabus

Module Title Research for Brand Design

Module Code DCD5201

QF Credits 21

QF Level 5


210 hrs



Workshop/Lab 10 hrs

Visit/Seminar 6 hrs





1. identify potential research topic from a wide spectrum of issues for brand design project development;

2. analyse and evaluate research findings to identify brand design opportunities;


4. Devise a project proposal that echo with the cultural, social, environmental and technological aspects of offerings for brand design service development.




Learning Contents

Indicative

Contact Hours


Investigate the relationship between culture, brand design, user, and society


3 hours


Operate design thinking process for the overall brand design development


12 hours


Understand business context for brand design practices



11 hours



Practice of the introduced research and analytical tools and methodologies for brand design projects


15 hours

5. Marketing and Design





12 hours

6. Proposal writing



12 hours




Learning Contents


1 2 3 4





5 Marketing and Design

6 Proposal writing


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



Students develop their initiative and self-learning abilities along with their own interests and strengths, in achieving the intended scope of outcomes and standard. This is to foster the individual integrated and analytical skill.


This module will be integrated with Investigative Practices and Graduation Project modules to provide students opportunities to integrate and extend their design strategies to design practice and execution.


Assessment Scheme:



Total 100%






Further References:




4. Buley, L 2013, The user experience team of one: A research and design survival guide, Rosenfeld Media, Brooklyn, NY. (interaction design focused)

5. Tullis, T & Albert, B 2013, Measuring the user experience: Collecting, analyzing, and presenting usability metrics, Elsevier, Amsterdam. (interaction design focused)

Online References:









Module Syllabus

Module Title Studio: Brand Experience Design

Module Code DCD4205

QF Credits 19

QF Level 4


190 hrs


Lecture 18 hrs

Tutorial 41 hrs

Workshop/Lab - hrs

Visit/Seminar 6 hrs





1. apply appropriate skills of narrative structure and storytelling to offer a great customer

experience from both online and offline;

2. identify appropriate theoretical knowledge and practical skills of digital design in the

context of creative digital branding with an emphasis on information architecture,

customer experience and web and mobile applications design; and

3. conceptualise and design the core brand experiences with a range of brand promotion

artefacts used in social media platform.




Learning Contents

Indicative

Contact Hours

1. Designing customer journey and digital channel Through customer experience research – surveys,

interviews, focus groups and field studies to identify the target audience for the digital campaign

Record customer journey in the existing products to understand the individual behaviours and needs across multiple platforms

Work out a profile of target audience for customizing their entertainment experience

Set out the objectives of the digital campaign and strategic distribution of the content regarding the research findings

12 hours

2. Branded entertainment content in the digital storytelling Define relevant entertainment content to engage highly

targeted audiences

Deliver effective branded entertainment content with three key components – entertainment, emotion and knowledge

Start a great story with humor & empathy to connect with audiences

Build up live characters from the story to create tangible experience

Create unified format, visual style, mood and tone to deliver consistent symbolic image in the digital space

24 hours

3. Physical, digital and branded environments Build engaging Immersive experience and collaborative

content

Develop innovative digital experiences between online and offline customer experiences

Create a complete brand experience for environmental graphics solution

Implement the development and production of the prototype from concept to execution

29 hours




Learning Contents


1 2 3

1 Designing customer journey and digital channel ✓

2 Branded entertainment content in the digital storytelling

✓ ✓

3 Physical, digital and branded environments ✓ ✓





● Integration with other modules, such as Graphical User Interface Design will be encouraged so that students may apply learned practices and concepts across modules.


Assessment Scheme:



Total 100%




1. Rowles, D. 2018, Digital branding: a complete step-by-step guide to strategy, tactics, tools and measurement, Kogan Page, London.

2. Gunter, B. 2016, Kids and branding in a digital world, Manchester University Press

Further References:

1. Ind, Nicholas, Iglesias, Oriol, 2016, Brand desire: how to create consumer involvement and inspiration, Bloomsbury Information, London.

2. Lai, Rajesh, 2013, Digital design essentials: 100 ways to design better desktop. Web and mobile interfaces, Rockport.



1

14 Nov 2018

LEUNG Ka Yan, Perry





Module Syllabus

Module Title Studio: Brand Identity Design

Module Code DCD4202

QF Credits 11

QF Level 4


110 hrs



Workshop/Lab 4 hrs

Visit/Seminar 4 hrs





1. analyse the contemporary approach to branding and the role of the graphic designer;

2. explain the design rationale for a brand identity project to both clients and intended

audience using insights from research and analysis; and

3. design a comprehensive identity system with a style guide for various media

applications.



4. Learning Contents and Indicative Contact Hours:

Learning Contents

Indicative

Contact Hours

1. Introduction to brand identity History and principles of logos, brands and identities

Trends in logos and brand identities and their relationship to popular culture and macro trends

Logos as storytellers: narrative applications and brand stories

6 hours

2. Designing logos and logotypes Creating meaningful brand names and taglines

Defining brand attributes

Understand colour psychology

Using guides, grids and geometric constructions in logo design

Developing a typographic voice

12 hours

3. Branding and identity design Visual style and imagery

Symbols: cultural symbols, symbol vocabulary, brands as symbols

Digital brands and building an online identity

12 hours

4. Create a brand style guide Logos specs, application rules and brand bibles

Developing appropriate professional presentations for the brand

9 hours




Learning Contents


1 2 3

1 Introduction to brand identity √

2 Designing logos and logotypes √ √

3 Branding and identity design √ √ √

4 Create a brand style guide √ √




● Seminar, visit and workshops with appropriate facilities will be arranged to support the learning and teaching activities.

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

Assessment Scheme:



Total 100%




1. Wheeler, A 2018, Designing Brand Identity: An Essential Guide for the entire Branding Team, John Wiley & Sons, Inc.

2. Budelmann, K, Kim, Y & Wozniak, C 2013, Essential elements for Brand Identity: 100 Principles for Designing Logos and Building Brands, Rockport Publishers, Inc.

Further References:

1. Airey, David, 2014, Logo design love: a guide to creating iconic brand identities, Peachpit Press.

2. Gains Neil, 2014, Brand esSense: using sense, symbol and story to design brand identity, Kogan Page, London.



1

13 Nov 2018

LEUNG Ka Yan, Perry




Module Syllabus

Module Title Studio: Brand Promotion Design

Module Code DCD4204

QF Credits 11

QF Level 4


110 hrs



Workshop/Lab 4 hrs

Visit/Seminar 4 hrs





1. apply branding theories, concepts, and principles to devise a basic framework for

promotional campaigns;

2. manipulate appropriate promotion strategies to create brand loyalty and experiences for

a specified marketing situation; and

3. apply advanced visualisation skills to promote the value of a brand to target customers

in promotional campaign.




Learning Contents

Indicative

Contact Hours

1. Brand archetypes Using archetypes theory to better understand a brand

personality and character

Using storytelling to strengthen a brand

Case studies on brand archetypes of relevant products and services

4 hours

2. Market analysis and identification of customers’ needs Identifying market segments and target

Understanding consumer experience and brand perceptions

16 hours

3. Planning and implementing promotional campaigns Defining campaign objectives, strategies and tactics

Discover applicable ideas for customer loyalty programs

Appropriate marketing methods and promotional techniques

15 hours

4. Application of advanced visualisation skills Creating visual and brand promotion with type, graphics

and image consideration

Campaign planning process and the links between each stage of the process

4 hours


Learning Contents


1 2 3

1 Brand archetypes

2 Market analysis and identification of customers’ needs

3 Planning and implementing promotional campaigns

4 Application of advanced visualisation skills






● Workshops ,Seminar and company visit will be arranged to support the learning and teaching activities.

● Integration with other modules will be encouraged so that students may apply learned practices and concepts across modules.

Assessment Scheme:



Total 100%


1. O’Guinn, T, Allen, C & Semenik, RJ 2008, Advertising and Integrated Brand Promotion, South-Western College Pub.

2. Haig, M 2011, Brand Success; How the World’s Top 100 Brands Thrive and Survive, Kogan Page

Further References:

1.

Wheeler, A 2018, Designing Brand Identity: An Essential Guide for the entire Branding Team, John Wiley & Sons, Inc.

2. O’Guinn, Thomas C, 2015, Advertising and integrated brand promotion, Cengage Learning.





1

18 Nov 2018

LEUNG Ka Yan, Perry




Module Syllabus

Module Title Brand Identity Design

Module Code DCD4305

QF Credits 7

QF Level 4


70 hrs



Workshop/Lab 2 hrs

Visit/Seminar 2 hrs





1. plan customer journeys for products and services through a marketing plan;

2. apply the knowledge, frameworks and concepts to analyze brand marketing situations in

real-world business/non-business organizations

3. explain the design rationale for an identity project for a brand or event, to both clients

and intended audience using insights from research and analysis; and

4. design a comprehensive identity system with a style guide for various media

applications.



5. Learning Contents and Indicative Contact Hours:

Learning Contents

Indicative

Contact Hours

1. Introduction to branding and brand value Strategic perspective of branding

Managing brand value

Storytelling and branding

Understanding brand positioning

Creating a value proposition

6 hours

2. Planning and implementing brand marketing Basic marketing principles, theories, concepts and tools

Identify a target market’s demographics and psychographics?

Developing a marketing communication plan with appropriate frameworks

6 hours

3. Designing brand identities History and principles of logos, brands and identities

Logos as storytellers: narrative applications and brand stories for event promotion

Creating meaningful brand names and taglines

Defining brand attributes

Using guides, grids, geometric constructions and typography in logo design

8 hours

4. Create a brand style guide Logos specs, application rules and brand bibles

Developing appropriate professional brand book for the brand

6 hours




Learning Contents


1 2 3 4

1 Introduction to branding and brand value

2 Planning and implementing brand marketing

3 Designing brand identity

4 Create a brand style guide




● Workshops and seminar with appropriate facilities will be arranged to support the learning and teaching activities.

● Integration with other modules, such as Studio: Experiential Graphic Design will be encouraged so that students may apply learned practices and concepts across modules.

Assessment Scheme:



Total 100%




1. Idris Mootee, 2013, 60-Minute Brand Strategist: The Essential Brand Book for Marketing Professionals, Wiley

2. Wheeler, A 2018, Designing Brand Identity: An Essential Guide for the entire Branding Team, John Wiley & Sons, Inc.

3. Budelmann, K, Kim, Y & Wozniak, C 2013, Essential elements for Brand Identity: 100 Principles for Designing Logos and Building Brands, Rockport Publishers, Inc.

Further References:

1. Simon Middleton, 2010, Build a Brand in 30 Days: With Simon Middleton, The Brand Strategy Guru, Capstone

2. Airey, David, 2014, Logo design love: a guide to creating iconic brand identities, Peachpit Press.

3. Gains Neil, 2014, Brand esSense: using sense, symbol and story to design brand identity, Kogan Page, London.



1

4 Dec 2018

HO Mei Ling, Sannia




Module Syllabus

Module Title Data Visualization

Module Code DCD4303

QF Credits 7

QF Level 4


70 hrs


Lecture 6 hrs

Tutorial 20 hrs

Workshop/Lab - hrs

Visit/Seminar - hrs





1. differentiate various types of data and the characteristics of visualisation methods and

their functions;

2. construct narratives on a specified theme by sourcing and preparing comprehensive sets of data and transforming them into visualisations; and

3. create information design artefacts by visualising data for appropriate media that fulfil client and user requirements.




Learning Contents

Indicative

Contact Hours

1. Introduction of data visualization

A brief history of data visualization

Understanding basic data types

Introduce various information visualisation types and their usage

2 hours

2. Data research and analysis

Research a comprehensive data sets relating to a specified theme

Grouping and sorting the data into usable data sets

Analyse and evaluate effective and ineffective visualisations in context

6 hours

3. Basic principles of data visualization

Understand different visualization components

Principles and common pitfalls of quantitative displays of data

Applying colour and typographic principles

6 hours

4. Design realization

Introduction to different visualization tools

Transform the data into clear and persuasive data visualizations

12 hours




Learning Contents


1 2 3

1 Introduction of data visualisation

2 Data research and analysis

3 Basic principles of data visualization

4 Design realization





Integration with other modules, such as graphical User Interface Design will be encouraged so that students may apply learned practices and concepts across modules.

Assessment Scheme:



Total 100%



References:

1. Tufte, Edward R. (1990) Envisioning information. Cheshire, Conn.: Graphics Press

2. Yau, Nathan. (2013) Data points: visualization that means something . Indianapolis, IN: Wiley.

Online References:

1. The data visualisation catalogue, https://datavizcatalogue.com



1

10 Dec 2018


TAM Chi Hang, Keith




Module Syllabus

Module Title Instructional Illustration

Module Code DCD3301

QF Credits 10

QF Level 3


100 hrs



Workshop/Lab 12 hrs

Visit/Seminar - hrs





1. apply research and analysis skills in problem identification, topic knowledge, user

requirements and visual direction;

2. construct a framework for effective instructional design; and

3. generate instructional images by using appropriate medium and methods to visualize

and communicate the concepts clearly.




Learning Contents

Indicative

Contact Hours

1. Understanding instructional graphics Types of instructional graphics

Problem identification, topic, user requirements, learning process, visual expression research and analysis

6 hours

2. Construction and exploration

Guidelines and principles for effective instructional graphics

Gestalt principles and visual cognition

Instructional framework and layout development

Exploration and test on visual hierarchy and visual elements: text, images, line, arrow, symbols, etc.

14 hours

3. Concept realisation Appropriate use of illustrative images to create impact and

understanding for users

Visualization of the concepts through choosing an appropriate visual representation method and medium to fulfill project requirements

Application of software in design and production

19 hours


Learning Contents


1 2 3

1 Understanding instructional graphics

2 Construction and exploration

3 Concept realisation







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

Assessment Scheme:



Total 100%


(a) Drawing studio


1. Tufte, ER 1997, Visual Explanations: images and quantities evidence and narrative, Graphics Press, Cheshire, Connecticut, USA

2. Meirelles, I 2013, Design for Information: an introduction to the histories, theories, and best behind effective information visualizations, Rockport Publishers, Beverly, MA, USA. E-Book



Further References:

1. Tuffe, ER 1990, Envisioning Information, Graphics Press, Cheshire, Connecticut, USA

2. Mijksenaar, P 1997, Visual Function: An introduction to information design, Princeton Architectural Press, NY, USA

3. Ware, C 2013, Information Visualization: Perception of design - 3rd Edition, Focal Press, MA, USA. E-book

4. Coates & Ellision, K&A 2014, An introduction to information design, Laurence King Publishing Ltd. London, UK

Online References:

1. History Shots InfoArt, www.historyshots.com/



1

10 Dec 2018

HO Mei Ling, Sannia

TAM Chi Hang, Keith




Module Syllabus

Module Title Research for Information Design

Module Code DCD5301

QF Credits 21

QF Level 5


210 hrs



Workshop/Lab 10 hrs

Visit/Seminar 6 hrs





1. identify potential research topic from a wide spectrum of issues for information design project development;

2. analyse and evaluate research findings to identify information design opportunities;

3. generate strategies for a range of offerings and service development by using analytical tools and design thinking process;

4. Devise a project proposal that echo with the cultural, social, environmental and technological aspects of offerings for information design service development.




Learning Contents

Indicative

Contact Hours


Investigate the relationship between culture, society, user, and information design


3 hours


Operate design thinking process for the overall information design development

Familiarize with and utilize various analytical tools for opportunity identification

12 hours


Understand business context for information design practices



11 hours



Practice of the introduced research and analytical tools and methodologies for information design projects


15 hours





12 hours

6. Proposal writing

Demonstrate concise, effective, reflective and professional presentation



12 hours




Learning Contents


1 2 3 4






6 Proposal writing


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







Assessment Scheme:



Total 100%






Further References:






Online References:





1 10 Dec 2019 CHOI Chi Kit, Jackson HO Mei Ling, Sannia




Module Syllabus

Module Title Studio: Dynamic Information

Module Code DCD4304

QF Credits 11

QF Level 4


110 hrs



Workshop/Lab 18 hrs

Visit/Seminar - hrs





1. identify a key area of need or opportunity for information visualization by gathering,

analysing and abstracting open source data;

2. transform large sets of dynamic data into visual displays and interactions with the help of

industry-standard digital tools; and

3. create usable, understandable, useful and compelling information designs with a focus

on large volumes of dynamic data to fulfil client and user requirements.




Learning Contents

Indicative

Contact Hours

1. Introduction to Big Data

What is Big Data?

Functions and applications of Big Data

Digital tools for extracting and analysing data

6 hours

2. Data collection and organisation

Data formats

Collecting and importing open source data from various sources

Spreadsheet as an analytical tool

Layering data for different purposes

Organising the collected data into an engaging story or a decision-making tool

20 hours

3. Dynamic information visualization

Updating the data set in order to compare the effectiveness for decision-making

Application of appropriate software and methods in the visualisation of a data-driven project

Aesthetic considerations

Effective presentation of a dynamic information design project

13 hours


Learning Contents


1 2 3

1 Introduction to Big Data

2 Data collection and organization

3 Dynamic information visualization







Integration with other modules, such as graphical User Interface Design will be encouraged so that students may apply learned practices and concepts across modules.

Assessment Scheme:



Total 100%

References:

1. Yau, Nathan. (2013), Data points : visualization that means something. Indianapolis,

IN: Wiley.

2. Murray, Scott. (2013), Interactive data visualization for the web. 1st ed. Sebastopol,

CA: O’Reilly Media.



1

12 Dec 2018


TAM Chi Hang, Keith


Module Syllabus



Module Title Studio: Editorial Infographics

Module Code DCD4301

QF Credits 11

QF Level 4


110 hrs


Lecture 9 hrs Tutorial 30 hrs Workshop/Lab - hrs

Visit/Seminar - hrs





1. organise and analyse sets of complex data with appropriate frameworks

2. transform different sets of data types into compelling and communicative infographics for

editorial purposes;

3. apply various symbolisation and structural techniques to create editorial infographics

that address the content requirements and reader needs; and

4. apply graphic and composition skills to create narrative infographic that communicates

data and information for specific readers.




Learning Contents

Indicative

Contact Hours

1. Introduction to information design

A brief history of information design

Data analysis, classification and reorganization

Quantitative, chronological, spatial, textual, and visual data and their characteristics

The LATCH catagorisation framework

9 hours

2. Data visualisation and message communication

Visual representation

Symbolisation methods

Ways of structuring information

Visual hierarchy, visual mapping and visual perception

Transforming data into graphic forms

Using a grid structure to make the data comprehensible

15 hours

3. Design implementation The aesthetics of information: craft, detail design and

design refinements Designing tables, lists, symbols, charts, maps and

schematic diagrams Development of visual coding systems Choice of colour and typefaces

15 hours


Learning Contents


1 2 3 4

1 Introduction to information design

2 Data visualisation and message communication

3 Design implementation






Integration with other modules will be encouraged so that students may apply learned practices and concepts across modules.

Assessment Scheme:



Total 100%

Essential References: 1. Edward R. Tufte, 1990, Envisioning Information. Cheshire, Conn.: Graphics Press.

2. Jenn Visocky O’Grady, 2008. The Information Design Handbook, Cincinnati, Ohio.: How Books.

3. 永原康史著，李柏黎、嚴可婷譯，2016，《資訊視覺化設計的潮流——資訊與圖解的近代史》台北：雄獅美術。

Further References:

1. Joel Katz, 2012. Designing Information: Human Factors and Common Sense in Information Design. 1 Edition. Wiley.

2. 1999, Information Design. 0 Edition. The MIT Press




1. IN GRAPHICS, Infographics Group, Berlin, Germany



1

13 Dec 2018

CHIU Sin Han, Monica

TAM Chi Hang, Keith



Module Syllabus

Module Title Studio: Experiential Graphic Design

Module Code DCD4306

QF Credits 19

QF Level 4


190 hrs



Workshop/Lab 14 hrs

Visit/Seminar 8 hrs





1. apply research and analysis, idea generation and development skills in the design

process;

2. apply storytelling and spatial communication strategies to create an interactive

experience in an event or exhibition;

3. devise and propose wayfinding solutions for the identified venue or environment; and

4. employ event promotion strategies and generate graphic design solutions to optimise user experience.




Learning Contents

Indicative

Contact Hours

1. Research, analysis and development Research and analysis on user behaviour, content

(information) and context (environment)

Successful case studies

Brainstorming thematic ideas and design layouts development

15 hours

2. Event/exhibition design Introduction of experiential graphic design

Storytelling strategy: transform narrative into space, zoning and flow, interactive experience

Content communication in space: Visual identity / information hierarchy / display for readability, accessibility and sensibility / color coding / charts and diagram / graphics and images

Design layout, elevation plan, 3D rendering for presentation

20 hours

3. Wayfinding design Wayfinding design principles and strategy

Categories and types of signage

Schematic design: information system, graphic system and hardware system

Professional format for presentation

15 hours

4. Event Promotion design Event Promotion strategy for good experience

Visual identity design and application

Pre/During/Post event touch points plan and design to engage users

15 hours




Learning Contents


1 2 3 4

1 Research, analysis and development

2 Event/Exhibition Design

3 Wayfinding Design

4 Event Promotion Design



● Lectures feature an interactive approach with presentations supported by student-oriented learning materials and recommended reading references.


● Student are highly encouraged to apply learned skills and technique across modules.


Assessment Scheme:



Total 100%


(a) workshop facilities such as: printing making, paper cutting, laser cutting, printing making and silk screen printing.




1. Millerup, P., 2013, Wayshowing Wayfinding: Basic and Interactive, BIS Publishers, Amsterdam, The Netherlands.

2. Hughes, P., 2015, Exhibition Design: An Introduction, Laurence King Publishing, London, UK

3. Benz, P., 2015 Experience Design: Concepts and Case Studies, UK ed. Editon, Bloomsbury Academic; UK

4. Top, P., 2009, Design for Special Events: 500 of the best logos, invitations, and graphics, Rockport Publishers; Reprint edition; USA

Further References:

1. Hodson, A., 2015, Wayfinding Design: In the Public Environment, The Images Publishing Group, Australia

2. Viction:ary, 2013, You are here: A New Approach to Signage and Wayfinding, Viction:ary, HK

3. Mace, V., 2012, Medicine Now – Spatial Experiences, MA. Interior Design. London College of Communication – UAL, London, UK

4. Lorenc, J., Skolnick, L., and Berger, C., 2007, What is Exhibition Design?, RotoVision, UK

5. R. Klanten, A., Sinofzik, 2013, Introducing: Culture Identities Designing for Museums, Theaters, and Cultural Institutions, Gestalten, Berlin, Germany

6. Wright,T & Snook,C.J.,2017, Digital Sense: The Common Sense Approach to Effectively Blending Social Business Strategy, Marketing Technology, and Customer Experience, John Wiley and Sons, Inc.,New Jersey, Canada

Online References:

1. Society for Environmental Graphic Design (SEGD), www.segd.org

2. AIGA, the professional association for design, www.aiga.org/

3. Branding for the people, brandingforthepeople.com/

4. Design Week, www.designweek.co.uk/landing-page/projects/

5. Graphis, www.graphis.com/portfolios/

6. How design, www.howdesign.com/



7. Print, www.printmag.com/

8. Wired, www.wired.com/magazine/

9. Viction:ary, http://www.victionary.com/



1

12 Dec 2018

HO Mei Ling, Sannia





Module Syllabus

Module Title Typography: Information Structures

Module Code DCD4302

QF Credits 11

QF Level 4


110 hrs



Workshop/Lab - hrs

Visit/Seminar - hrs





1. analyse the structure of complex text-based information and plan its visual organisation

system;

2. design with layout, baseline grids and stylesheets for complex print- or screen-based

documents to aid the comprehension of information hierarchy and content navigation;

3. integrate typography for display and informational purposes that address the functional

and expressive requirements of a project; and

4. create designs for complex bilingual information (Chinese and English) that address

functional and aesthetic criteria as well as client and user requirements.




Learning Contents

Indicative

Contact Hours

1. Principles of bilingual typography

Anatomical comparison between Hanzi and Latin characters: tool characteristics, structure and aesthetic traditions

Comparison of Hanzi and Latin typographic conventions

Comparison of Hanzi and Latin type classifications

Spatial structure in bilingual typographic design

6 hours

2. Structuring and organising text

Analysis of the structure of complex text: building an inventory of components

Using a flatplan to organise content and pagination in a multipage document

Constructing an appropriate layout grid structure to aid content navigation

Constructing a baseline grid for alignment precision

3 hours

3. Information hierarchy

Selecting appropriate typefaces based on reading context and aesthetic criteria

Consideration of type size, weight and spacing to distinguish types of information for easy navigation

Developing a system of character, paragraph, table and object styles

15 hours

4. Display typography and use of images

Relationship between image and text

Designing display typography and custom lettering in Chinese and language

Creating visually-driven page layouts with the consideration of display and information typography, colour, imagery, graphic forms as well as sequencing and pacing

15 hours




Learning Contents


1 2 3 4

1 Principles of bilingual typography

2 Structuring and organising text

3 Information hierarchy

4 Display typography and use of images



Lectures, tutorial and demonstration feature an interactive approach with presentations supported by student-oriented learning materials and recommended reading lists.

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

Assessment Scheme:



Total 100%




Further References:

1. Middendorp, J 2012, Shaping Text, BIS Publishers

2. 陈原川著 2006，《字体设计基础》，上海: 上海人民美术出版社

3. 柯志杰、蘇煒翔著，2014，《字型散步：日常生活的中文字型學》，台北市: 臉譜出版。

4. 吕敬人著，2006，《书艺问道（中青新世纪高等院校设计教材）》，中国青年出版社。


1. 《字誌》，卵形統籌製作有限公司

2. Design 360 Magazine



1

13 Dec 2018

CHIU Sin Han, Monica

TAM Chi Hang, Keith

1. Black, A., Stiff, P., Waller, R., adpapted by Burke, C. 1992. Designing Business Documents. Surrey, UK: Monotype. Available from http://textmatters.com/resources/pdfs/businessdocs.pdf

2. Lupton, E. 2010, Thinking with Type: A Critical Guide for Designers, Writers, Editors, & Students (2nd ed.). New York: Princeton Architectural Press.

3. Samara, T 2005, Making and Breaking the Grid: a Graphic Design Layout Workshop, RotoVision.



Module Syllabus

Module Title Colour Management in Print Media

Module Code DCD4405

QF Credits 6

QF Level 4


60 hrs



Workshop/Lab 12 hrs

Visit/Seminar - hrs





1. apply colour science and different colour models in practical applications for colour

reproduction;

2. distinguish colour measurement techniques for colour reproduction and colour profiles

creation;;

3. optimize print output quality by using different methods and Colour Management System

software and digital proofing; and

4. propose solutions with Colour Management System based on colour measurement data

to match client requirements..




Learning Contents

Indicative

Contact Hours

1. Colour Science and Colour Models

Fundamentals of colour science and human colour vision

4 hours

2. Colour Measurement

Utilisation of different colour measurement device and tools in different print media applications

9 hours

3. Colour Proofing

Colour matching and proofing

3 hours

4. Application of Colour Management techniques for print production

Colour management workflow

Application of colour management techniques for print production

10 hours


Learning Contents


1 2 3 4

1 Colour Science and Colour Models

2 Colour Measurement

3 Colour Proofing

4 Application of Colour Management techniques for print production





Lectures feature an interactive approach with demonstration supported by student-oriented learning materials, tutorials and recommended reading lists.

Workshops, seminars and practical projects with appropriate facilities will be arranged to support the learning and teaching activities.

Assessment Scheme:



Total 100%


(a) Spectrophotometer

(b) Colour checkers


1. Abhay, S 2018, Understanding Color Management, 2nd ed, Wiley

2. John T. Drew, Sarah A. Meyer 2012, Color Management: A Comprehensive Guide for Graphic Designers, 1st ed, Allworth Press

Further References:

1. Tom, A 2015, Color Management & Quality Output: Working with Color from Camera to Display to Print (The Digital Imaging Masters Series), 1st ed, Focal Press

2. Phil, G & M, K 2010, Color Management: Understanding and Using ICC Profiles, Wiley



3. Andrew, R 2005, Color Management for Photographers: Hands on Techniques for Photoshop Users, Focal Press

4. Phil, N 2007, The Photographer’s Guide to Color Management: Professional Techniques for Consistent Results, Amherst Media Inc.



1

30 Dec 2018

WONG Cheuk Yan, Cherine




Module Syllabus

Module Title Illustration

Module Code DCD4401

QF Credits 12

QF Level 4


120 hrs



Workshop/Lab 28 hrs

Visit/Seminar - hrs





1. apply a range of media and visualisation techniques for storytelling and effective communication;

2. develop various themes and subject matters to create expressive illustration with consideration of functions and aesthetics;

3. suggest conceptual solutions with different categories of illustrations to communicate with specific target audience; and

4. create a portfolio of illustrations that demonstrates visual sensitivity and personal style




Learning Contents

Indicative

Contact Hours

1. Introduction to Illustration

Study of illustration development and function

The characteristics of the 4 categories of illustration

1) Narration

2) Editorial

3) Documentary

4) Commercial

6 hours

2. Applications of media and visualization techniques

Dry media

Wet Media

Mixed media

Digital illustration

12 hours

3. Research, analysis and development

Integrate research, analysis and iterative development to experiment a range of visual solutions

Document the creative process with idea generation, concept development, message visualization and media exploration through visual diary, sketchbook and visual journal

18 hours

4. Execution of illustration creation

Integrate various media and visualization techniques to create a visual portfolio including the 4 categories of illustration

16 hours




Learning Contents


1 2 3 4

1 Introduction to Illustration

2 Applications of media and visualisation techniques

3 Research, analysis and development

4 Execution of illustration creation

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

structured lectures, demonstration, workshops, tutorials, and presentations. A series of short introductory lectures are followed by a number of demonstrations,

class activities 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 assessed continuously during the development and on completion of assignments, and throughout the process they will be given relevant, constructive and supportive feedback.

To better facilitate students’ self-learning, home assignments and pre-class preparation work such as information research will also be provided for students to do after class. This can cultivate students' notion for lifelong learning and nurture students to be independent learners.


Assessment Scheme:



Total 100%



References: 1. Benaroya, A 2016, Illustration Next: contemporary creative collaboration, London:

Thames & Hudson.

2. Fleisbman, M 2004, Exploring Illustration, Thomson Delmar Learning.

3. Hall, A 2011, Illustration, London: Laurence King.

4. Male, A 2014, Illustration: meeting the brief, Bloomsbury Visual Arts.

5. Male, A 2014, Illustration: A Theoretical and Contextual Perspective, Bloomsbury: London.

6. Maslen, M. & Southern, J 2011, Drawing Projects: an exploration of the language of drawing, London: Black Dog Publishing.

7. Tumminello, W 2005, Exploring Storyboarding, Thomson Delmar Learning.

8. Zeegen, L 2012, The Fundamentals of Illustration, AVA Publishing SA.



1

10 Dec 2018

HO Yuk Ching, Jessica





Module Syllabus

Module Title Operations and Quality Management

Module Code DCD4409

QF Credits 19

QF Level 4


190 hrs



Workshop/Lab - hrs

Visit/Seminar 3 hrs





1. describe the general management structure of a printing enterprise and the functions of its departments;

2. Analyse the quality of various printed matters base on the professional quality requirements;

3. apply different quality management practices and systems in the graphic arts sector;

4. apply project management skills through analysing case studies;

5. apply effective planning systems in print production; and

6. apply effective practices to achieve ISO standards in print production.




Learning Contents

Indicative

Contact Hours

1. General company structure of printing enterprises

General company structure of a printing company

General company structure of a publishing company

Functions of different departments in a printing company

5 hours

2. General acceptance requirements of different printed matters

Generally accepted quality requirements of commercial printed matter, book work and packaging

6 hours

3. Quality management

Common quality management systems

Efficient quality management systems in printing companies

18 hours

4. Project management

Project management principles and skills

Applying efficient project management skills in handling design projects

12 hours

5. Production planning

Common production planning tools

Apply effective production planning tools in handling print production jobs

12 hours

6. ISO Standards in the graphic arts industry

Common ISO standards

Common practices for achieving ISO standards

12 hours




Learning Contents


1 2 3 4 5 6

1 General company structure of print media enterprises

2 General acceptance requirements of different printed matters

3 Quality management

4 Project management

5 Production planning

6 ISO Standards in the graphic arts industry




Relevant visit and seminar will be arranged to support the learning and teaching activities.


Assessment Scheme:



Total 100%



References:

1. Forga PSO – The ProcessStandard Offset,

<http://www.fogra.org/en/fogra-standardization/standardization-pso/pso-e28093-the-process-standard-offset.html>

2. GRACoL G7,

<http://www.idealliance.org/specifications/gracol>

3. RIT•PSA,

http://printlab.rit.edu/services/psa/

4. ISO12647-2:2013,

<http://www.iso.org/iso/home/store/catalogue_tc/catalogue_detail.htm?csnumber=57833>

5. Porter, D2000, Print Management, 2nd edition, Pira International, Leatherhead, Surry, UK


1. Hong Kong Print Media

2. Graphic Arts Association of Hong Kong Magazine



1

10 Dec 2018

CHAN Kit Man, Racky

TAM Chi Hang, Keith





Module Syllabus

Module Title Print Media Production: Fundamentals

Module Code DCD4402

QF Credits 11

QF Level 4


110 hrs


Lecture 18 hrs Tutorial - hrs

Workshop/Lab 21 hrs

Visit/Seminar - hrs





1. create print-ready artwork for design projects by using page layout software;

2. identify suitable printing methods and print production processes for design projects;

3. draft specifications for print projects; and

4. explain the characteristics of various kinds of post-press effects and processes.




Learning Contents

Indicative

Contact Hours

1. Creating print-ready artwork

Create layouts for various kinds of design projects (such as calendars, leaflets financial publications, etc.) using industry-standard page layout software

Create print-ready artwork in suitable file formats for print output

21 hours

2. Printing methods and print production processes

Major printing methods

Applications and limitations of digital printing and offset lithographic printing

Print production processes for digital printing and offset lithographic printing

9 hours

3. Specification for design projects

Prepare specifications for various kinds of design projects

3 hours

4. Post-press effects Post press effects and their characteristics

6 hours


Learning Contents Module Intended

Learning Outcomes

1 2 3 4

1 Creating print-ready artwork

2 Printing methods and print production processes

3 Specification for design projects

4 Post-press effects






Workshops will be arranged to support the learning and teaching activities.

Assessment Scheme:



Total 100%

Further References:

1. Kaj, J&P, L&R, R 2011, A Guide to Graphic Print Production, Wiley, US Magazines and Periodicals: 1. Hong Kong Print Media




1

18 Nov 2018

CHAN Kit Man, Racky




Module Syllabus

Module Title Print Media Production: Technology

Module Code DCD4406

QF Credits 15

QF Level 4


150 hrs


Lecture 18 hrs Tutorial - hrs

Workshop/Lab 34 hrs

Visit/Seminar - hrs





1. carry out the operations of a digital printing workflow;

2. design print media with variable data printing for personalising printed matter;

3. apply digital workflow of offset and digital printing for publication design projects;

4. describe finishing processes in the production of printed media; and

5. identify printing defects and possible solutions for improvement.




Learning Contents

Indicative

Contact Hours

1. The digital printing press and its operations

Use digital printing press to print quality design projects

Apply suitable software to create personalised designs using variable data printing

10 hours

2. Digital workflow in offset and digital printing

Different digital workflows for offset and digital printing

Using different workflow systems to create suitable files for print output

Imposition scheme for publication projects

Proofing processes: colour proofing, blueline, digital proofing

Computer-to-plate production processes

30 hours

3. Finishing processes

Common book binding methods such as saddle-stitching, perfect binding, stab-stitching and case binding

Identify the applications and limitations of different binding methods

Scoring and folding

Envelop making and their applications

8 hours

4. Printing defects and their solutions

Common printing defects appeared in offset printing process and their possible solutions

4 hours




Learning Contents Module Intended Learning

Outcomes

1 2 3 4 5

1 The digital printing press and its operations

2 Digital workflow in offset and digital printing

3 Finishing processes

4 Printing defects and their solutions




Relevant visit and seminar will be arranged to support the learning and teaching activities.

Assessment Scheme:



Total 100%


1. David, B 2006, The All New Print Production Handbook, RotoVision, Switzerland



Magazines and Periodicals: 1. Hong Kong Print Media




1

18 Nov 2018

CHAN Kit Man, Racky




Module Syllabus

Module Title Printing Substrates and Materials

Module Code DCD4403

QF Credits 7

QF Level 4


70 hrs



Workshop/Lab - hrs

Visit/Seminar - hrs




1. differentiate major types of paper, and their applications in commercial, book and packaging for print production;

2. describe the properties of printing plates, inks, and glues in commercial, book, and packaging for print production;

3. conduct testing to identify suitable substrates and material for design projects; and

4. select suitable printing substrates and materials for producing a design project with considerations of cost effectiveness and sustainability.




Learning Contents

Indicative

Contact Hours

1. Paper for printing and their applications in design projects

Identify different types of paper used in the graphic art industry and their applications

6 hours

2. Printing materials and their applications in design projects

Identify the characteristics of different types of materials used in the graphic art industry, such as printing plate, ink and adhesive, etc

Select the suitable material for design projects

6 hours

3. Testing of paper

Carry out testing to identify the characteristics of the paper used in print production, such as thickness, substance, grain direction, etc.

Select suitable paper for different types of design projects

8 hours

4. Environmental-friendly paper and material and their applications

Comprehend different types of environmental substrates and materials used in the graphic art industry, such as paper, plastic, printing plate, ink and adhesive, etc

6 hours




Learning Contents


1 2 3 4

1 Paper for printing and their applications in design projects

2 Printing materials and their applications in design projects

3 Testing of paper

4 Environmental-friendly paper and materials and their applications




Assessment Scheme:



Total 100%

Further References:

1. Printing Plate

<http://desktoppub.about.com/cs/basic/g/printingplates.htm>

2. Forest Stewardship Council

<https://us.fsc.org/paper-printing.212.htm>

3. Recycle Paper



<http://www.epa.gov/osw/conserve/materials/paper/>

Magazines and Periodicals: 1. Hong Kong Print Media




1

18 Nov 2018

CHAN Kit Man, Racky

CHOI Chi kit, Jackson



Module Syllabus

Module Title Sales and Estimating in Print Media

Module Code DCD4407

QF Credits 15

QF Level 4


150 hrs



Workshop/Lab - hrs

Visit/Seminar - hrs





1. propose effective marketing strategies to enhance the market share in the print media industry;

2. apply online technology to conduct effective product/service promotion;

3. apply effective presentation, selling and customer service techniques to achieve marketing objectives;

4. discuss the ethical and social responsibility issues in the areas of selling and marketing; and

5. estimate the material and production costs of major types of design projects.




Learning Contents

Indicative

Contact Hours

1. Marketing concepts and customer relationship management

Marketing environment

Understand the marketplace and customer needs

Design customer-driven marketing strategies

Customer Relationship Management (CRM)

Online marketing

4 hours

2. Strategic planning and SWOT analysis

Defining marketing’s role in company-wide strategic planning

SWOT analysis

Research skills

Marketing strategy and the marketing mix

Developing a marketing plan

14 hours

3. Marketing ethics

Social criticisms of marketing

Marketing ethics

2 hours

4. Selling and customer service techniques

The personal selling process and techniques

Customer service techniques

8 hours

5. Estimate the costs of printed matter

Material costs

Production costs

Specification and quotation formats

24 hours




Learning Contents


1 2 3 4 5

1 Marketing concept and customer relationship management

2 Strategic planning and SWOT analysis

3 Marketing ethics

4 Selling and customer service techniques

5 Estimate the costs of printed matters




Assessment Scheme:



Total 100%

References:

1. Kotler, P& A, G 2018, Principles of Marketing, 17th edition, Pearson Education, London








1

18 Nov 2018

CHAN Kit Man, Racky




Module Syllabus

Module Title Studio: Design to Print

Module Code DCD4404

QF Credits 11

QF Level 4


110 hrs



Workshop/Lab 21 hrs

Visit/Seminar - hrs





1. identify image characteristics, image quality, application and costs of different kinds of

traditional and digital commercial printing processes;

2. Apply graphic design and production skills to create printed matters for specific client and

end-user requirements; and

3. manage a print-based design project effectively by selecting appropriate printing and

post-printing processes and preparing print-ready artwork.




Learning Contents

Indicative

Contact Hours

1. Understanding client and end-user requirements

Client objectives and intended users

Cost implications

Communication and distribution requirements

Defining the project brief

3 hours

2. Printing and post-printing processes

Characteristics and production requirements of different printing processes

Characteristics and production requirements of various post-printing processes such as embossing, binding, die-cutting, scoring and folding, etc.

5 hours

3. Design and production

Developing design concepts

Iterative design process: cycles of sketching, prototyping, testing, evaluating options, and refinement

Production specification and planning

Creating print-ready artwork

31 hours


Learning Contents


1 2 3

1 Understanding client and end-user requirements

2 Printing and post-printing processes

3 Design and production






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

Assessment Scheme:



Total 100%

References:

1. Conover, C. 2011. Designing for print: An In-depth Guide to Planning, Creating, and Producing Successful Design Projects (2nd ed.). Hoboken, N.J.: Wiley.

2. Viction:ary 2015. Print Matters: The Cutting Edge of Print. North Point, Hong Kong: Viction:ary Workshop Ltd.








1

18 Nov 2018

CHAN Kit Man, Racky




Module Syllabus

Module Title Studio: Design to Publish

Module Code DCD4408

QF Credits 11

QF Level 4


110 hrs



Workshop/Lab 18 hrs

Visit/Seminar - hrs





1. describe different systems of professional publishing workflow with a focus on current

and emerging publishing models;

2. apply design strategies and techniques for publishing on multiple platforms according to

end-user and publisher requirements; and

3. manage a publishing design project that integrates editorial concepts and design process




Learning Contents

Indicative

Contact Hours

1. Overview of designing for publishing Introduction to different publishing workflow models

Tools, and applications

Publishing solutions for various platforms

Commercial design to publish solutions

Current and future trends

3 hours

2. Designing for print publishing Design and publishing process of print publications

Techniques and applications of print publishing

Concepts and workflow of print-on-demand

9 hours

3. Designing for digital publishing Design and publishing process digital publications

Techniques and applications of digital publications

User behaviours and interactions digital publications

Multiple platforms and environments

Responsive web design

18 hours

4. Designing an editorial experience Developing an editorial concept

Developing an editorial experience: choice of platforms and navigational structures for content

Developing an overall visual language: transforming raw content into graphic presentations

Typography for print and screen environments

9 hours




Learning Contents


1 2 3

1 Overview of designing for publishing

2 Design for print publishing

3 Design for digital publishing

4 Designing an editorial experience





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

Assessment Scheme:



Total 100%




1. Apfelbaum, S., Cezzar, J. 2014. Designing the Editorial Experience: A Primer for Print, Web, and Mobile. Beverly, MA: Rockport Publishers.

2. Kelly Kordes Anton, Tina DeJarld, 2018, Adobe InDesign CC Classroom in a Book (2018 release) 1st Edition, Adobe

3. Sergio Vazquez, 2018, Build & Publish your ePub using iBooks Author (The Complete iBooks Author Course), ePub

4. Chris Ward, 2017, Jump Start Responsive Web Design: Modern Responsive Solutions, 2nd Edition, Sitepoint

Online References:

1. Craig Mod: Post-artifact books and publishing https://craigmod.com/journal/post_artifact/

1. www.adobe.com

2. www.apple.com

3. www.w3schools.com



1

11 Dec 2018

CHAN Kang Wing, Edward

TAM Chi Hang, Keith




Module Syllabus

Module Title Interactive Programming

Module Code DCD4508

QF Credits 6

QF Level 4


60 hrs



Workshop/Lab 12 hrs Visit/Seminar - hrs





1. differentiate and apply the latest interactive programming languages for web interaction;

2. design responsive layouts for multi-device, and multi-channel web applications; and

3. produce prototypes for interactive applications using industrial standard design tools.




Learning Contents

Indicative

Contact Hours

1. Overview of interactive programming Introduction to interactive programming

Web design principals

Responsive web design

2 hours

2. Techniques of interactive programming Applying architectural principles and constraints

Basic programming for prototyping

HTML, CSS and JavaScript programming syntax

8 hours

3. Responsive web development Design responsive navigation and device-independent layouts

Build Flexible images and media

Code with HTML, CSS and JavaScript

Multi-device, and multi-channel web applications

10 hours

4. Web interface design Professional theme, color, layout and web interface design

Application of appropriate software and methods in visualization of a web design project

6 hours


Learning Contents


1 2 3

1 Overview of interactive programming ✓

2 Techniques of interactive programming ✓ ✓ ✓

3 Responsive web development ✓ ✓ ✓

4 Presentation of web design ✓







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

Assessment Scheme:



Total 100%


(a) Samsung HMD Odyssey Windows Mixed Reality Headset with Motion Controllers, https://www.youtube.com/watch?v=O8oJe_NgMvA

(b) 3Glasses Blubur S2, https://www.youtube.com/watch?v=ycgug3pC0AE

(c) Oculus Rift, Oculus Touch, Leap Motion

(d) HTC Vive Pro, Vive Tracker, Vive Deluxe Audio Strap

(e) Sony PlayStation VR, PS VR Aim

(f) https://unity3d.com

(g) https://aws.amazon.com/sumerian/

(h) https://developer.microsoft.com/en-us/windows/mixed-reality

(i) https://www.microsoft.com/en-us/hololens/buy

(j) Arduino products: Uno, R3 standard package




1. Chris Ward 2017, Jump Start Responsive Web Design: Modern Responsive Solutions, 2nd Edition, Sitepoint.

2. Ben Frain 2015, Responsive Web Design with HTML5 and CSS3 - Second Edition: Build responsive and future-proof websites to meet the demands of modern web users, Packt Publishing.

Further References:

1. Frahaan Hussain 2017, Responsive Web Design by Example: Embrace responsive design with HTML5, CSS3, JavaScript, jQuery and Bootstrap 4, Packt Publishing.

2. nayaili de León 2016, Moving to Responsive Web Design: Bring existing static sites into today's multi-device world with responsive web design 1st Edition, Apress.

Online References:

1. https://www.w3schools.com

2. https://www.adobe.com/products/dreamweaver.html



1

10 Dec 2018





Module Syllabus

Module Title Research for User Experience Design

Module Code DCD5501

QF Credits 21

QF Level 5


210 hrs



Workshop/Lab 10 hrs

Visit/Seminar 6 hrs





1. identify potential research topic from a wide spectrum of issues for user experience design project development;

2. analyse and evaluate research findings to identify user experience opportunities;


4. Devise a project proposal that echo with the cultural, social, environmental and technological aspects of offerings for user experience design service development.




Learning Contents

Indicative

Contact Hours


Investigate the relationship between culture, design, user and society


3 hours


Operate design thinking process for the overall user experience design development


12 hours


Understand business context for UX design practices



11 hours



Practice of the introduced research and analytical tools and methodologies for user experience design projects


15 hours






12 hours

6. Proposal writing



12 hours




Learning Contents


1 2 3 4






6 Proposal writing


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







Assessment Scheme:



Total 100%






Further References:






Online References:









Module Syllabus

Module Title Seminar: Design Gamification

Module Code DCD4504

QF Credits 11

QF Level 4


110 hrs



Workshop/Lab 8 hrs

Visit/Seminar 8 hrs





1. Identify gamification principles and practices for user experience in the context of programme specific studies;

2. compare and differentiate approaches of game design through local and global case studies; and

3. apply game design methodologies to non-game experiences to motivate participation, engagement and loyalty;




Learning Contents


1. Introduction to Gamification

Gamification and Games

Emotional aspects of user experience

Fun factors

7 hours

2. Gamification Principles

Design for emotion and motivational techniques

Game mechanics to motivate and engage users

Game design theories and user interactions,

SAKE concept for MMORPG game

Player- Centred Design

10 hours

3. Identification of Gamification Practices

Examine gamification projects, local and global, with behavioural approaches and reward design

Gamification and brand loyalty

Design approaches and good practices

10 hours

4. Design for User Engagement

Immersive experience through play

Participatory design / Co-Design approach

Prototyping for digital and physical prototypes

12 hours


Learning Contents

Intended Learning Outcomes

1 2 3

1 Introduction to Gamification

2 Gamification Principles

3 Identification of Gamification Practices

4 Design for User Engagement




Learning and teaching will be achieved through the learning-by-doing approach – students are given the opportunity to practise the investigative processes. Class activities would be a combination of lectures and workshops that help students to familiarise with empirical research techniques.

Visit to game centre will be arranged to experience and practice gameplays.

Student-centred approach and hands-on workshops provide 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 implement the investigative processes independently with appropriate guidance and support.

Tutorial and discussion encourage peer group learning and self-reflection. The assignment/assessment activities may be integrated with related modules in the

programme/stream specific context where appropriate.

Assessment Scheme:



Total 100%


(a) Lego Serious Play workshop toolkits


1. Zichermann, G.& Cunningham, C. 2011, Gamification by Design: Implementing Game Mechanics in Web and Mobile Apps, O’Reilly.

2. Kevin Werbach& Dan Hunter 2012, For the Win: How Game Thinking can Revolutionize Your Business, Wharton Digital Press.



Further References:

1. Paola Antonelli 2011, Talk To Me: Design and the communication between People and Objects, MOMA Museum of Modern Art.

2. Pink, Daniel H., 2011, Drive: The surprising Truth About What Motivates Us, Penguin Putnam Inc.

3. Norman, Don. 2014. 設計的心理學: 人性化的產品設計如何改變世界, 台北市 : 遠流出版

4. McGonigal, J. 2012, Reality is Broken: Why Games Make Us Better and How they Can Change the World, Vintage Publishing.

Online References:

1. Burke, B. 2014, Gamify: How Gamification Motivates People to Do Extraordinary Things, Taylor & Francis Inc.

2. Kumar J. M. & Herger, M, Gamification at Work: Design Engaging Business Software, Interaction Design Foundation.

3. Gamification, Interaction Design Foundation, <https://www.interaction-design.org/literature/topics/gamification>

4. Creativebloq staff, 5 examples of great gamification, creativebloq, <https://www.creativebloq.com/web-design-tips/5-examples-of-great-gamification-1233261>

5. Mechanics of Gamification at a glance, <https://uxplanet.org/gamification-in-ux-increasing-user-engagement-6437cbf702aa>

6. Web interface designer Peter Steen Høgenhaug captures Gamification with a variety of examples and insights, <https://www.smashingmagazine.com/2012/04/gamification-ux-users-win-lose/#sec2>






Module Syllabus

Module Title Seminar: Social Innovation and Service Design

Module Code DCD4506

QF Credits 11

QF Level 4


110 hrs



Workshop/Lab 8 hrs

Visit/Seminar 8 hrs





1. Identify social and cultural aspects and design considerations for social innovation and service design in the context of the programme/stream specific studies;

2. Apply design principles and process to generate opportunities for social innovation and service design under various design trends and disciplines;

3. compare and differentiate different design approaches for social innovation and service design through local and global case studies




Learning Contents


1. Introduction to Social Innovation/Service Design

Social Design and Design for Social Innovation

Inclusive Design and Universal Design

7 hours

2. Principles and Design Process

Design process with inclusive design and Accessibility

Empathy and user research

Design for emotion and sustainability

Diverse and complex systems of experiences of products, services, spaces and touchpoints

10 hours

3. Design for Social Innovation / Service Design

People centred strategies, Innovation Potential when commercial interests and social interests meet

Participatory design / Co-Design approach

Visual Tools for Social Conversations / Prototyping

12 hours

4. Identification of game changing design consideration

Case studies of social innovation / service design projects, local and global.

Conclude and organize design approaches and consideration

10 hours


Learning Contents

Intended Learning Outcomes

1 2 3

1 Introduction to Social Innovation/Service Design

2 Principles and Design Process

3 Design for Social Innovation

4 Identification of game changing design considerations




Learning and teaching will be achieved through the learning-by-doing approach – students are given the opportunity to practise the investigative processes. Class activities would be a combination of lectures and workshops that help students to familiarise with empirical research techniques.

Student-centred approach and hands-on workshops provide 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 implement the investigative processes independently with appropriate guidance and support.

Seminar and visit to NGOs will be arranged for students to acquire real world scenario of social innovation.

Tutorial and discussion encourage peer group learning and self-reflection. The assignment/assessment activities may be integrated with related modules in the

programme/stream specific context where appropriate.

Assessment Scheme:



Total 100%




1. 2010, Innovating With People: The business of Inclusive Design, Norwegian Design Council, New York.

2. Norman, Don. 2013, The design of everyday things, revised and expanded edition. Basic Books.

3. Norman, Don. 2014, 設計的心理學: 人性化的產品設計如何改變世界, 台北市 : 遠流

出版



Further References:

1. Curedale, R. 2016, Service Design: Process & Methods, Topanga, CA: Design Community College Inc.

2. Ezio Manzini 2015, Design, when Everybody Designs: An Introduction to Design for Social Innovation. MIT Press Books.

3. Stickdorn, M. 2018, This is Service Design Doing: Applying service design thinking in the real world: a practitioner’s handbook. Sebastopol, CA: O’Reilly Media, Inc.

4. Moggridge, Bill 2007, Designing interactions, MIT Press.

5. Gavin Allanwood, Peter Beare 2014, User experience design: creating designs users really love, Bloomsbury Publishing Plc.

6. Sharp, H, Preece, J & Rogers, Y 2011, Interaction Design: Beyond Human-Computer Interaction. John Wiley & Sons Ltd.

Online References:


2. http://servicedesigntools.org/

3. http://hksec.hk/page/presentation-skills

4. Atomic Object <https://spin.atomicobject.com/2017/05/18/what-is-design-thinking/>

5. Christophe, S. & Jonas, H 2013, Sustainable Innovation Strategy: Creating Value in a World of Finite Resources. Palgrave Macmillan.






Module Syllabus

Module Title Seminar: Usability

Module Code DCD4502

QF Credits 11

QF Level 4


110 hrs



Workshop/Lab 11 hrs

Visit/Seminar 8 hrs





1. apply techniques of usability testing in user-centered design for prototype evaluation

with actual users;

2. Use usability metrics to measure users’ performance in specified context of user-

centered design projects;

3. Interpret the usability results to modify the layout and composition to improve the

emerging design of a user interface; and

4. apply eye tracking data to assess user experience and satisfaction for design

improvement




Learning Contents

Indicative

Contact Hours

1. Introduction of usability testing studies

Identify and differentiate various usability testing methodologies and tools

Define scope of usability testing within UX team

Inform participants with specified tasks and goals

Observe and record user performing tasks during testing

Obtain comments on how users’ experiences work with tasks

10 hours

2. Measurement of usability findings and metrics

Evaluate users’ performance by measures of accuracy, efficiency, and satisfaction

Task accuracy (whether participants completed the task)

Task efficiency (how long it looks participants to complete the task)

How satisfied the participants were with the user interface

8 hours

3. Analysis of usability result and generation of design recommendations

Understand the issues that users have interacted with the prototype and suggest improvements to the design

Make recommendations based on a deeper understanding of usability results

12 hours

4. Eye tracking in usability testing The benefits of eye tracking in usability testing Incorporating eye tracking in usability testing How eye-tracking data provide a comprehensive picture of

users’ experiences Other considerations and drawbacks when using eye tracking

with usability studies

9 hours




Learning Contents


1 2 3 4

1 Introduction of usability testing studies

2 Measurement of usability findings and metrics

3 Analysis of usability result and generation of design recommendations

4 Eye tracking in usability testing





Seminar and visit to digital solution company will be arranged to acquire knowledge of real-world practice on user behavior studies and usability testing.

Integration with other modules, such as Design for User Interfaces or Graphical User Interface Design projects will be encouraged so that students may apply learned practices and concepts across modules.

Assessment Scheme:



Total 100%


(a) Eye tracking hardware and software (b) Online usability testing tools



(c) Lego Serious Play workshop toolkits

References:

1. Jennifer Romano Bergstrom & Andrew Jonathan Schall 2014, Eye Tracking in User Experience Design, Morgan Kaufmann, Waltham, USA

Online References:

1. Medium, UX Collective, User Research and User Testing, viewed 21 November 2018, <uxdesign.cc/user-research-and-user-testing-for-ux/home>

2. Medium, UX Collective, UX Books on Usability & Interaction Design, viewed 21 November 2018, <uxdesign.cc/x-books-on-usability-interaction-design-f84d61ac0916>

3. Medium, UX Collective, Things I learned as a usability testing participants, viewed 21 November 2018, <uxdesign.cc/things-i-learned-as-a-usability-testing-participants-aa9f2e2c3227>

4. Michelle Whitman, 2018, SapientRazorfish, viewed 21 November 2018, <www.sapientrazorfish.com/articles/2016/reimagining-retail>

5. Salesforce & SapientRazorfish, 2018, SapientRazorfish, Shopper-First Assessment Tool, viewed 21 November 2018, <www.sapientrazorfish.com/articles/2017/shopper-first-assessment-tool>

6. Rob Murray & Emily Twomey, 2018, SapientRazorfish, Visual Language Innovation with Emojiable Marketing, viewed 21 November 2018, <www.sapientrazorfish.com/articles/2016/visual-language-innovation-with-emojiable-marketing>

7. Andre Engberts, 2018, SapientRazorfish, The Rise of Digital Experience Platforms, viewed 21 November 2018, <www.sapientrazorfish.com/articles/2016/the-rise-of-digital-experience-platforms>

8. Parvez Ahmed, 2018, SapientRazorfish, Motion & Animation, viewed 21 November 2018, <www.sapientrazorfish.com/articles/2015/motion-animation>

9. Garenne Bigby, 2018, DYNO MAPPER, 16 Usability Testing Tools for Optimizing User Experience, viewed 21 November 2018, <https://dynomapper.com/blog/19-ux/271-usability-testing-tools>



1

12 Dec 2018

YIN Si Yuen Antony


Module Syllabus



Module Title Studio: Design for Immersive Experiences

Module Code DCD4505

QF Credits 11

QF Level 4


110 hrs


Lecture 3 hrs

Tutorial 18 hrs

Workshop/Lab 18 hrs

Visit/Seminar - hrs





1. review the background of immersive experience with a focus on past, current and

potential applications;

2. apply knowledge and techniques of immersive experience to generate narratives for

user engagement; and

3. create an immersive experience for specific target users and context with consideration

of user perception, functions, emotion and interaction.




Learning Contents

Indicative

Contact Hours

1. Overview of Immersive Experience

Introduction to Immersive Experience

Virtual Reality (VR)

VR hardware and software

Application of immersive experience

Trends of immersive experience

3 hours

2. Techniques of Immersive Experience

Perception of immersive digital environment

Sensors and controllers

Integration of VR hardware and software

Immersive design process

6 hours

3. Design model of immersive experience

Human perception of VR worlds

Social interactions within the virtual world

Design for multiple platforms

18 hours

4. implementation of immersive experience design

Professional theme, color, information and materials

Application of appropriate software and methods in visualization of an immersive design project

12 hours




Learning Contents


1 2 3

1 Overview of Immersive Experience ✓

2 Techniques of Immersive Experience ✓ ✓ ✓

3 Design model of immersive experience ✓ ✓

4 Implementation of immersive experience design ✓





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

Assessment Scheme:



Total 100%


(a) Samsung HMD Odyssey Windows Mixed Reality Headset with Motion Controllers, https://www.youtube.com/watch?v=O8oJe_NgMvA



(b) 3Glasses Blubur S2, https://www.youtube.com/watch?v=ycgug3pC0AE

(c) Oculus Rift, Oculus Touch, Leap Motion

(d) HTC Vive Pro, Vive Tracker, Vive Deluxe Audio Strap

(e) Sony PlayStation VR, PS VR Aim

(f) https://unity3d.com

(g) https://aws.amazon.com/sumerian/

(h) https://developer.microsoft.com/en-us/windows/mixed-reality

(i) https://www.microsoft.com/en-us/hololens/buy

(j) Lego Serious Play workshop toolkits


1. Frank Steinicke 2016, Being Really Virtual, Immersive Natives and the Future of Virtual Reality, Springer.

2. Tony Parisi 2015, Learning Virtual Reality: Developing Immersive Experiences and Applications for Desktop, Web, and Mobile, 1st Edition, O’Reilly.

3. John Bucher, Storytelling for Virtual Reality: Methods and Principles for Crafting Immersive Narratives, 1st Edition, A Focal Press Book.

4. Jonathan Linowes 2015, Unity Virtual Reality Projects: Explore the world of virtual reality by building immersive and fun VR projects using Unity 3D, Packt Publising.

Online References:

1. https://www.qualcomm.com

2. https://unity3d.com

3. https://aws.amazon.com/sumerian



1

10 Dec 2018





Module Syllabus

Module Title Studio: Design for Social Good

Module Code DCD4507

QF Credits 15

QF Level 4


150 hrs



Workshop/Lab 6 hrs

Visit/Seminar 6 hrs





1. discuss a social issue based on empirical observation from the surrounding with social

and cultural context;

2. select appropriate user research methods and analytical tools to identify user perception

and interaction behaviour;

3. employ user centric design approach and participatory design practice with stakeholders

for the creation of social / service design solution and user testing;

4. work in teams and liaise with external organisations / companies for industrial experience

and collaboration; and

5. Communicate and evaluate project solutions with proof-of-concept video, design

prototype and written project report.




Learning Contents

Indicative

Contact Hours

1. Empathize the issue

Apply empathy for critical analysis towards the society

Practise design thinking process to identify social issues through Dream Ideation Workshop

4 hours

2. Identification of users / project needs

Conducting effective client and user researches to identify persona and user characteristics

Applying user research methodologies and critical judgment including field observation, interview, shadowing, card sorting and role-play, etc

Identifying user needs and expectation with user journey mapping, scenario setting, and derive clear project statement and project objectives

12 hours

3. Application of design knowledge to develop user experience

Understand experience design process and terminologies for social/service design

Integrate design knowledge and skills to generate experience strategies and design directions that coherent with the project objectives and satisfy user needs, expectations, aesthetic functions and emotional values

Develop proof-of-concept prototypes and conduct user test for project evaluation and iteration

20 hours

4. Management of the design processes

Collaborating with clients, professionals, and team members in the design processes

Undertaking project management issues: planning, monitoring, evaluation, time-management and group dynamics

4 hours

5. Project report writing

Applying enhanced communication skills to present design concept including graphic, interactive media and project video

Organize documentation of an analytical research journal and project proposal report with substantial researches, findings and insights

12 hours




Learning Contents


1 2 3 4 5

1 Empathize the issue

2 Identification of users / project needs

3 Application of design knowledge to develop user experience

4 Management of the design processes

5 Project report writing


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

A user-centred approach with extensive lectures introducing research methodologies and analytical tools. Students have to critically choose and employ suitable tools for their research topics and particular context.


Case studies will be introduced and discussed in classes, and students have to relate the acquired knowledge with their own topic. This is to foster the individual integrated and analytical skill.

The module will adopt creative brief from social innovation design awards and competitions, and stimulate real life learning experience.

Individual and group assignments/projects will be issued to develop students’ independence as well as team working abilities.

There will be group critiques and self-assessment to encourage group interaction and self-reflection.


Assessment Scheme:



Total 100%






1. Gavin Allanwood, Peter Beare 2014, User experience design : creating designs users really love, Bloomsbury Publishing Plc.

2. Norman, Don. 2013, The design of everyday things, revised and expanded edition. Basic Books.

3. Norman, Don. 2014, 設計的心理學: 人性化的產品設計如何改變世界, 台北市 : 遠流出版

Further References:

1. Moggridge, Bill 2007, Designing interactions, MIT Press.

2. 2010. Innovating With People: The business of Inclusive Design, Norwegian Design Council, New York.

3. Sharp, H, Preece, J & Rogers, Y 2011, Interaction Design: Beyond Human-Computer Interaction. John Wiley & Sons Ltd.

Online References:

1. http://www.designinginteractions.com/

2. http://nathan.com/resources/

3. https://www.uxmatters.com/mt/archives/2012/10/tips-on-prototyping-for-usability-testing.php

4. http://servicedesigntools.org/

5. http://www.designkit.org/methods

6. http://hksec.hk/page/presentation-skills







Module Syllabus

Module Title Studio: Design for User Interfaces

Module Code DCD4503

QF Credits 11

QF Level 4


110 hrs



Workshop/Lab 3 hrs

Visit/Seminar - hrs





1. Employ user-centric approach to identify users’ needs and desires for presenting and

communicating interactivity design through scenarios and narratives;

2. Analyse the findings from user research to define appropriate design strategy and visual

style to create effective interactive experiences;

3. Formulate appropriate information architectures to enhance communication experience;

and

4. Generate visual language guidelines to establish an unified and unique user interface

design;




Learning Contents

Indicative

Contact Hours

1. User research and analysis Apply user research methodologies to understand the target’s

expectations and identify their problem in context Propose potential design opportunities with preliminary

concepts and experiments Using scenarios and narratives to describe user journey and

experiences in current context Conduct participatory design workshop to develop interaction

model

10 hours

2. Preproduction of user interface design

Identify the pain points with persona to propose the project objectives and scopes

Distinguish and define design strategy for effective and meaningful interactive experiences

Produce moodboard to identify appropriate visual references of graphic elements, iconography, typography, and color scheme

9 hours

3. Designing interactive experience process

Organise, classify and strategize content clearly and efficiently to create unified and unique experience

Develop user flow diagram and wireframe to present the hierarchy of content and navigation system

Using information design tools of sorting, grouping, and naming to design a desired and meaningful experience

10 hours

4. Creating visual metaphor of user interface design

Create a visual language guideline of layout, navigation, color, typography, iconography and interaction to develop a unified user experience across platforms, devices, and input methods

Employ a human interface guidelines and Material design to create hierarchy, meaning and focus that immerse viewers in the experience

Implement the guideline of Material environment design to create consistence system of surfaces and depth

10 hours




Learning Contents


1 2 3 4

1 User research and analysis

2 Preproduction of user interface design

3 Designing interactive experience process

4 Creating visual metaphor of user interface design



Lectures and tutorials feature an interactive approach with presentations supported by student-oriented learning materials and recommended websites.


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

Assessment Scheme:



Total 100%

Online References:

1. Google Design, 2015, Material design, design principles at Google, and Google Design events, viewed 12 November 2018, <https://www.youtube.com/channel/UClKO7be7O9cUGL94PHnAeOA/search? query=UI>



2. Google, MATERIAL DESIGN, An adaptable system of guidelines, components, and tools that support the best practices of user interface design, viewed 12 November 2018, <material.io/>

3. Apple Developer, 2018, Human Interface Guidelines, viewed 12 November 2018, <developer.apple.com/design/resources/>

4. designmodo, 2018, UX Design, viewed 12 November 2018, <designmodo.com/design/ux-design>

5. SapientRazorfish, 2018, INSIGHTS, viewed 12 November 2018, <www.sapientrazorfish.com/#home>

6. Significa, Illustration, Interaction Design, UI/UX, Snipsl Mobile App, viewed 12 November 2018, <www.behance.net/gallery/41141991/Snipsl-Mobile-App>

7. awwwards, Discover our Redesign, viewed 12 November 2018, <www.awwwards.com>



1

12 Nov 2018

YIN Si Yuen Antony




Module Syllabus

Module Title Graduation Project

Module Code DES4004

QF Credits 30

QF Level 4


300 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.

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

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>


Version Date Created/Revised By

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.


Version Date Created/Revised By




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


Communication Design Programme Board Higher Diploma in Visual Communication (DE114106) Appendix 1


APPENDIX 1 – MODULE ASSESSMENT SCHEMES

for


(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 2019/20]

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 DE114106/ HD in Visual Communication 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



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 [AY 2019/20]

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 DE114106/ HD in Visual Communication 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



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 DE114106/ HD in Visual Communication 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 DE114106/ HD in Visual Communication c QF Credits 10







Assessment Hours: - hrs (Outside Contact/Self-

study 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 DE114106/ HD in Visual Communication c QF Credits 9


e Notional Learning Hours (total)

90






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 DE114106/ HD in Visual Communication 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 DE114106/ HD in Visual Communication 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 DE114106/ HD in Visual Communication

c QF Credits 6



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 DE114106/ HD in Visual Communication

c QF Credits 11



110



Lecture 12 hrs Tutorial 27 hrs Workshop/Lab - hrs Visit/Seminar - hrs



Hours)



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

Assig’ts / Exercise

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 DCD4109 / Communication Design Futures

b Programme Code/Title DE114106 / HD in Visual Communication

c QF Credits 3



30



Lecture 9 hrs

Tutorial 2 hrs Workshop/Lab 2 hrs Visit/Seminar - hrs





CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment

a No. of assessment(s) - - - 1 1


- - - 50% 50%


a Duration of EA Last 4 Weeks

b Distribution of marks 30% Analysis and interpretation 20% Written communication


Nil




1 Module Details

a Module Code/Title DCD4101 / Communication Design in Context


c QF Credits 3



30



Lecture 9 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment

a No. of assessment(s) - - - 1 1


- - - 50% 50%



b Distribution of marks 30% Analysis and interpretation 20% Written communication


Nil




1 Module Details

a Module Code/Title DCD4102 / Communication Design Studio


c QF Credits 6



30



Lecture 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



50% - - - 50%


a Duration of EA Last 1 Week

b Distribution of marks 30% Idea and execution 20% Presentation


Nil




1 Module Details

a Module Code/Title DCD3101 / Digital Design: Graphic Production


c QF Credits 7



70



Lecture 6 hrs






CA components EA

CA1: Assig’t CA1: Assig’t EA: 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%



b Distribution of marks

5% Presentation 5% Research and analysis 20% Digital production skill 10% Design realization


Nil




1 Module Details

a Module Code/Title DCD3102 / Drawing and Visual Imaging


c QF Credits 7



70



Lecture 5 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 10% Research and analysis 20% Concept communication 10% Presentation, evaluation and documentation


Nil




1 Module Details

a Module Code/Title DCD3103/ Graphic Language Workshop


c QF Credits 10



100



Lecture 6 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment

a No. of assessment(s) 2 - - 2


50% - - 50%



b Distribution of marks 25% Visual representation 25% Workshop application


Nil




1 Module Details

a Module Code/Title DCD4114/ Graphical User Interface Design


c QF Credits 9



90



Lecture 6 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 & development 20% Design realization


Nil




1 Module Details

a Module Code/Title DCD4110 / Investigative Practices


c QF Credits 7



70



Lecture 6 hrs

Tutorial 7 hrs Workshop/Lab 10 hrs Visit/Seminar 3 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 10% Presentation 20% Analysis and interpretation 20% Research proposal


Nil




1 Module Details

a Module Code/Title DCD3104/ Typography: Expression and Information


c QF Credits 10



100



Lecture 15 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


- - 50% - 50%



b Distribution of marks 30% Design realization 10% Final presentation 10% Design development


Nil




1 Module Details

a Module Code/Title DCD4115/ Career and Portfolio Development


c QF Credits 11



110



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%




10% Presentation 10% Personal brand identity strategy 20% Portfolio design 10% Digital portfolio realization


Nil




1 Module Details

a Module Code/Title DCD4111/Concept Presentation Workshop


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

d MILO 4

3 Assessment

a No. of assessment(s) - 2 1 1 1


- 30% 20% 10% 40%



b Distribution of marks 30% Analysis and interpretation 10% Presentation


Nil




1 Module Details

a Module Code/Title DCD3105 / Digital Design: Media Production


c QF Credits 5



50



Lecture 2 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% Design process, 20% Design & realisation


Nil




1 Module Details

a Module Code/Title DCD4104 / Illustration and Motion Graphics

b Programme Code/Title DE114106 / HD in Visualisation Communication

c QF Credits 9



90



Lecture 9 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment

a No. of assessment(s) 1 1 - - 1


30% 20% - - 50%



b Distribution of marks 15% Research and analysis 20% Design, manipulation and execution 15% Interpretation and presentation


Nil




1 Module Details

a Module Code/Title DCD4107/ Packaging Design Workshop


c QF Credits 9



90



Lecture 12 hrs






CA components EA

CA1: Assig’t CA2: Assig’t EA: Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment

a No. of assessment(s) 1 1 1


20% 40% 40%




5% Presentation 5% Research and analysis 10% Branding strategy implementation 10% Packaging structure 10% Design realization


Nil




1 Module Details

a Module Code/Title DCD4103 / Photography and Art Direction


c QF Credits 6



60



Lecture 6 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 30% Interpretation 10% Presentation


Nil




1 Module Details

a Module Code/Title DCD4112/ Professional Practice

b Programme Code/Title

DE114106/ HD in Visual Communication

c QF Credits 3



30



Lecture 7 hrs

Tutorial 3 hrs Workshop/Lab - hrs Visit/Seminar 3 hrs





CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



50% - - - 50%


a Duration of EA 6 Weeks


12.5% Identify design practices 12.5% Identify business practices 12.5% Evaluate successful factors of the interviewed

Company 12.5% Team building, time management, clarity of

presentation


Nil




1 Module Details

a Module Code/Title DCD5101/ Research for Visual Communication


c QF Credits 21



210



Lecture 30 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 10% Presentation 20% Analysis and Interpretation 20% Project proposal


Nil




1 Module Details

a Module Code/Title DCD4108/ Studio: Design to Persuade


c QF Credits 11



110



Lecture 15 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



30% 20% - - 50%



b Distribution of marks 30% Realization technique 10% Final presentation 10% Design development


Nil




1 Module Details

a Module Code/Title DCD4113/Studio: Design to Promote


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

e MILO 5

3 Assessment

a No. of assessment(s) 1 - 1 1 1


10% - 30% 10% 50%





Nil




1 Module Details

a Module Code/Title DCD4105/ Studio: Design to Read


c QF Credits 11



110



Lecture 10 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


- 20% 30% - 50%



b Distribution of marks 30% Design realization 20% Design development


Nil




1 Module Details

a Module Code/Title DCD4106/ Typography: Editorial Design


c QF Credits 11



110



Lecture 13 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 30% Design realization 20% Design development


Nil




1 Module Details

a Module Code/Title DCD4201/Brand Strategy


c QF Credits 11



110



Lecture 12 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 10% Presentation 20% Analysis and Interpretation 20% Brand strategy report


Nil




1 Module Details

a Module Code/Title DCD3202 / Motion Graphics


c QF Credits 5



50



Lecture 4 hrs






CA components EA


Lab / Workshop

/ Activity

Project (stage 1)

Learning Journal

Project (stage 2)

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



- - 60% - 40%



b Distribution of marks 20% Design process 20% Design & realisation


Nil




1 Module Details

a Module Code/Title DCD5201 / Research for Brand Design


c QF Credits 21



210



Lecture 30 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 10% Presentation 20% Analysis and Interpretation 20% Project Proposal


Nil




1 Module Details

a Module Code/Title DCD4205/ Studio: Brand Experience Design


c QF Credits 19



190



Lecture 18 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 10% Presentation 20% Analysis and Interpretation 20% Design proposal


Nil




1 Module Details

a Module Code/Title DCD4202/Studio: Brand Identity Design


c QF Credits 11



110



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%





Nil




1 Module Details

a Module Code/Title DCD4204/Studio: Brand Promotion Design


c QF Credits 11



110



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%





Nil




1 Module Details

a Module Code/Title DCD4305/Brand Identity Design


c QF Credits 7



70



Lecture 6 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% Design and application 25% Project management & documentation


Nil




1 Module Details

a Module Code/Title DCD4303/ Data Visualization


c QF Credits 7



70



Lecture 6 hrs

Tutorial 20 hrs Workshop/Lab - hrs Visit/Seminar - hrs





CA components EA


Lab / Workshop/

Activity

Project (Stage1)

Learning Journal

Project (Stage 2)

a MILO 1

b MILO 2

c MILO 3

3 Assessment



50% - - - 50%



b Distribution of marks 30% Analysis and Interpretation 20% Presentation


Nil




1 Module Details

a Module Code/Title DCD3301/ Instructional Illustration


c QF Credits 10



100



Lecture 6 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



40% 10% - - 50%



b Distribution of marks 25% Illustrative image making skills 15% Ability of design production 10% Presentation skills


Nil




1 Module Details

a Module Code/Title DCD5301/ Research for Information Design


c QF Credits 21



210



Lecture 30 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 10% Presentation 20% Analysis and interpretation 20% Project proposal


Nil




1 Module Details

a Module Code/Title DCD4304 / Studio: Dynamic Information


c QF Credits 11



110



Lecture 6 hrs






CA components EA


Lab / Workshop/

Activity

Project (Stage1)

Learning Journal

Project (Stage 2)

a MILO 1

b MILO 2

c MILO 3

3 Assessment



- - 50% - 50%





Nil




1 Module Details

a Module Code/Title DCD4301/Studio: Editorial Infographics


c QF Credits 11



110



Lecture 9 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 10% Research and analysis 20% Development 20% Final prototype


Nil




1 Module Details

a Module Code/Title DCD4306/ Studio: Experiential Graphic Design


c QF Credits 19



190



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

a No. of assessment(s) 1 - 1 - 2


20% - 30% - 50%



b Distribution of marks 25% Ability to develop wayfinding design solution 25% Ability to create event promotion design


Nil




1 Module Details

a Module Code/Title DCD4302/ Typography: Information Structures


c QF Credits 11



110



Lecture 9 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 10% Research and analysis 20% Development 20% Final prototype


Nil




1 Module Details

a Module Code/Title DCD4405 / Colour Management in Print Media


c QF Credits 6



60



Lecture 10 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 30% Practical analysis and report 10% Presentation


Nil




1 Module Details

a Module Code/Title DCD4401/ Illustration

b Programme Code/Title DE114106/HD in Visual Communication

c QF Credits 12



120



Lecture 12 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% Analysis and development 20% Realization


Nil




1 Module Details

a Module Code/Title DCD4409 / Operations and Quality Management


c QF Credits 19



190



Lecture 52 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

e MILO 5

f MILO 6

3 Assessment



60% - - - 40%



b Distribution of marks 40% Report


Nil




1 Module Details

a Module Code/Title DCD4402/ Print Media Production: Fundamentals


c QF Credits 11



110



Lecture 18 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 30% Analysis and integration 10% Presentation


Nil




1 Module Details

a Module Code/Title DCD4406 / Print Media Production: Technology


c QF Credits 15



150



Lecture 18 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

e MILO 5

3 Assessment



25% 35% - - 40%



b Distribution of marks 10% Design development 30% Color proof, blueprint, computer-to-plate making process and presentation


Nil




1 Module Details

a Module Code/Title DCD4403 / Printing Substrates and Materials


c QF Credits 7



70



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



20% 30% - - 50%



b Distribution of marks 10% Presentation 30% Report


Nil




1 Module Details

a Module Code/Title DCD4407 / Sales and Estimating in Print Media


c QF Credits 15



150



Lecture 46 hrs






CA components EA


Calculation Project Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

e MILO 5

3 Assessment



10% 40% - - 50%



b Distribution of marks 10% Survey result report 40% Market plan proposal


Nil




1 Module Details

a Module Code/Title DCD4404 / Studio: Design to Print


c QF Credits 11



110



Lecture 8 hrs

Tutorial 10 hrs Workshop/Lab 21 hrs Visit/Seminar X 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 10% Presentation 20% Research, analysis and interpretation 20% Final product


Nil




1 Module Details

a Module Code/Title DCD4408 / Studio: Design to Publish


c QF Credits 11



110



Lecture 3 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, analysis and interpretation 10% Presentation 20% Final product


Nil




1 Module Details

a Module Code/Title DCD4508 / Interactive Programming


c QF Credits 6



60



Lecture 2 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



60% - - - 40%





Nil




1 Module Details

a Module Code/Title DCD5501 / Research for User Experience Design


c QF Credits 21



210



Lecture 30 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 10% Presentation 20% Analysis and interpretation 20% Project proposal


Nil




1 Module Details

a Module Code/Title DCD4504 / Seminar: Design Gamification


c QF Credits 11



110



Lecture 8 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



30% 20% - - 50%



b Distribution of marks 20% Analysis and interpretation 30% Project implementation


Nil




1 Module Details

a Module Code/Title DCD4506 / Seminar: Social Innovation and Service Design


c QF Credits 11



110



Lecture 8 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



30% 20% - 50%



b Distribution of marks 30% Analysis and interpretation 20% Project documentation


Nil




1 Module Details

a Module Code/Title DCD4502 / Seminar: Usability


c QF Credits 11



110



Lecture 8 hrs






CA components EA


Lab / Workshop

/ Activity

Project (stage

1)

Learning Journal

Project (stage 2)

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



- - 50% - 50%



b Distribution of marks 20% Development process, 30% Presentation & recommendation


Nil




1 Module Details

a Module Code/Title DCD4505 / Studio: Design for Immersive Experiences


c QF Credits 11



110



Lecture 3 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



50% - - - 50%





Nil




1 Module Details

a Module Code/Title DCD4507/ Studio: Design for Social Good


c QF Credits 15



150



Lecture 12 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

e MILO 5

3 Assessment



40% 20% - 40%



b Distribution of marks 20% Proof-of-concept presentation 10% Analysis and interpretation 10% Project proposal


Nil




1 Module Details

a Module Code/Title DCD4503 / Studio: Design for User Interfaces


c QF Credits 11



110



Lecture 10 hrs






CA components EA


Lab / Workshop

/ Activity

Project (stage 1)

Learning Journal

Project (stage 2)

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



- - 50% - 50%



b Distribution of marks 20% Design process, 30% Design & realisation


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 Weighting 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 DE114106 / HD in Visual Communication 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 Visual Communication (Visual Communication) against Existing Programme - HD in Visual Communication (Visual Communication)

Changes are highlighted in yellow

Revised HD in Visual Communication (Visual Communication) Existing HD in Visual Communication (Visual Communication)

Module Code

Module Title QF

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*1 English and Communication:



4 26 34 - 60 6 SDD4001*1 Whole Person Development: Self-efficacy Enhancement

4 26 34 - 60 6


3 26 39 - 65 6

ITE3003*1 Information Technology Essentials – Design

3 26 39 - 65 6

DES3006*1 Creative and Design Thinking

3 39 61 - 100 10 DES3004*1 Creative Thinking 3 39 61 - 100 10


4 13 17 - 30 3


4 26 34 - 60 6


3 39 31 - 70 7 CDM3076 Digital Visualisation 3 26 24 - 50 5

DCD3102 Drawing and Visual Imaging 3 39 31 - 70 7 CDM3084 Drawing and Visualisation Studio

3 52 48 - 100 10

DCD3103 Graphic Language Workshop 3 52 48 - 100 10 CDM3085 Visual Design Basics 3 39 61 - 100 10

DES4019 Design Plus: Workshop/Lab Practice

4 52 68 - 120 12


3 39 61 - 100 10 CDM3079 Introduction to Typography 3 39 61 - 100 10

Sem 1 Total^: 325 390 - 715 71 Sem 1 Total^: 325 430 - 755 75

Nominal Duration for Sem 1: 13 weeks Nominal Duration for Sem 1: 13 weeks

Estimated Study Load for Sem 1^: 55.0 NLHs per week Estimated Study Load for Sem 1^: 58.1 NLHs per week




Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Semester 2 Semester 2


與匯報


3 26 34 - 60 6 LAN3003*1 職業中文傳意︰普通話對話

與匯報


3 26 34 - 60 6


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 SDD4003 Whole Person Development: SMART in Action

4 13 17 - 30 3

DES4007*1 Cultural Studies 4 52 98 - 150 15 DES4007*1 Cultural Studies 4 52 98 - 150 15


4 26 34 - 60 6 CDM3078 Introduction to Photography 3 26 24 - 50 5


4 39 51 - 90 9 CDM4168 Narrative Illustration Studio 4 39 51 - 90 9

CDM4169 Visual Design Studio 4 26 44 - 70 7

DCD4105 Studio: Design to Read 4 39 71 - 110 11

DCD4106 Typography: Editorial Design

4 39 71 - 110 11

CDM4150 Experimental Typography 4 39 71 - 110 11

CDM3086 Prepress and Print Production

3 13 7 - 20 2







Module Code

Module Title QF


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~



4 26 64 - 90 9 LAN4108 English and Communication: Persuasive Presentations

4 26 64 - 90 9


4 13 17 - 30 3 SDD4004 Whole Person Development: Integrated Career Development

4 13 17 - 30 3

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


3 26 24 - 50 5 -


4 39 51 - 90 9 CDM4158 Packaging Design 4 26 44 - 70 7

CDM4149 Experimental Book Design 4 39 71 - 110 11

DCD4108 Studio: Design to Persuade 4 39 71 - 110 11



Estimated Study Load for Sem 3^ : 53.3 NLHs per week Estimated Study Load for Sem 3^ : 45.6 NLHs per week




Module Code

Module Title QF Level

Contact Hours#

Self- study

Hours#

Assess -ment Hours#

Total NLHs#

QF Credits~

Module Code


Contact Hours#

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 Vocational Chinese Communication : Putonghua Presentations and Promotional Text Writing

4 26 64 - 90 9 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


4 26 64 - 90 9 LAN4107 English and Communication: Reports

4 26 64 - 90 9


4 13 17 - 30 3

DCD4110 Investigative Practices 4 26 44 - 70 7 DES4010 Design Plus: Investigative Practice

4 26 34 - 60 6


4 39 51 - 90 9 CDM4161 Production Design: Script Comes to Life

4 39 71 - 110 11

DCD4112 Professional Practice 4 13 17 - 30 3 CDM4167 Professional Practice: Business Context For Visual Communication

4 13 17 - 30 3

DCD5101 Research for Visual Communication

5 65 145 - 210 21 CDM5048 Graduation Project: Research and Strategy

5 65 145 - 210 21

DCD4113 Studio: Design to Promote 4 52 98 - 150 15 CDM4170 Visual Promotion Studio 4 26 44 - 70 7

CDM4165 User Experience Design 4 39 71 - 110 11

CDM4157 Motion Graphic Studio 4 26 34 - 60 6







Module Code


Contact Hours#

Self- study

Hours#

Assess -ment Hours#

Total NLHs#

QF Credits~

Module Code


Contact Hours#

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 SDD4002 Whole Person Development: Global Vision

4 13 17 - 30 3

DCD4114 Graphical User Interface Design 4 39 51 - 90 9 CDM4141 User Centered Design and Usability

4 52 98 - 150 15

DCD4115 Career and Portfolio Development 4 39 71 - 110 11 DES4018 Design Plus: Visualisation and Portfolio Practice

4 39 51 - 90 9

DES4004 Graduation Project 4 78 222 - 300 30 DES4004 Graduation Project 4 78 222 - 300 30

Varied*3 Enrichment Module 3 26 34 - 60 6 Varied*3 Enrichment Module 3 26 34 - 60 6




Grand Total for 5 Semesters^: 1261 2054 - 3315 331 Grand Total for 5 Semesters^: 1261 2104 - 3365 336



Industrial Attachment (IA)@ Industrial Attachment (IA)@

Module Code Module

Title

QF

Level Total NLHs#

QF

Credits^

Module

Code

Module

Title

QF

Level Total NLHs#

QF

Credits^

DES4901M Industrial

Attachment 4



= 103

10 DES4901M Industrial

Attachment 4



= 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.

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.



Comparison of Revised Programme - HD in Visual Communication (Brand Design) against Existing Programme - HD in Visual Communication (Brand Design)


Revised HD in Visual Communication (Brand Design) Existing HD in Visual Communication (Brand Design)

Module Code

Module Title QF


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~






4 26 34 - 60 6


3 26 39 - 65 6


3 26 39 - 65 6

DES3006*1 Creative and Design Thinking 3 39 61 - 100 10 DES3004*1 Creative Thinking 3 39 61 - 100 10


4 13 17 - 30 3

DCD4102 Communication Design Studio 4 26 34 - 60 6 DCD3101 Digital Design: Graphic

Production 3 39 31 - 70 7 CDM3076 Digital Visualisation 3 26 24 - 50 5


3 52 48 - 100 10



4 52 68 - 120 12









Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~


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*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


3 26 34 - 60 6 LAN3103 English and Communication: Workplace Correspondence

3 26 34 - 60 6



4 13 17 - 30 3

DES4007*1 Cultural Studies 4 52 98 - 150 15 DES4007 Cultural Studies 4 52 98 - 150 15


4 26 34 - 60 6 CDM3078 Introduction to Photography 3 26 24 - 50 5

DCD4201 Brand Strategy 4 39 71 - 110 11 CDM4144 Brand Promotion Strategy 4 39 71 - 110 11

CDM4156 Marketing and Consumer Behaviour

4 26 44 - 70 7


3 26 24 - 50 5


DCD4202 Studio: Brand Identity Design

4 39 71 - 110 11 CDM4171 Brand Identity Design 4 39 71 - 110 11

CDM4169 Visual Design Studio 4 26 44 - 70 7







Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~




4 26 64 - 90 9



4 13 17 - 30 3


DCD4111 Concept Presentation

Workshop

4 39 51 - 90 9


4 39 51 - 90 9 CDM4158 Packaging Design 4 26 44 - 70 7


4 39 71 - 110 11

CDM4168 Narrative Illustration Studio 4 39 51 - 90 9

CDM3086 Prepress and Print Production

3 13 7 - 20 2







Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Module

Code Module Title

QF Level

Contact Hours#

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



4 26 64 - 90 9


4 13 17 - 30 3 -


4 39 51 - 90 9 CDM4141 User Centered Design and Usability

4 52 98 - 150 15


4 26 34 - 60 6

DCD5201 Research for Brand Design 5 65 145 - 210 21 CDM5048 Graduation Project Research and Strategy

5 65 145 - 210 21



4 65 125 - 190 19 CDM4172 Brand Experience Design 4 39 71 - 110 11

CDM4173 Retail Promotion Design 4 39 71 - 110 11







Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~




4 39 61 - 100 10



4 13 17 - 30 3


4 39 71 - 110 11 DES4018 Design Plus: Visualisation and Portfolio Practice

4 39 51 - 90 9



CDM4167 Professional Practice: Business Context For Visual Communication

4 13 17 - 30 3









Module Code Module

Title

QF

Level Total NLHs#

QF

Credits^

Module

Code

Module

Title

QF

Level Total NLHs#

QF

Credits^

DES4901M Industrial

Attachment 4



= 103


Attachment 4



= 103

10









Comparison of Revised Programme - HD in Visual Communication (Information Design) against Existing Programme - HD in Visual Communication (Information Design)


Revised HD in Visual Communication (Information Design) Existing HD in Visual Communication (Information Design)

Module Code

Module Title QF


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~






4 26 34 - 60 6


3 26 39 - 65 6


3 26 39 - 65 6

DES3006*1 Creative and Design Thinking

3 39 61 - 100 10 DES3004*1 Creative Thinking 3 39 61 - 100 10


4 13 17 - 30 3


4 26 34 - 60 6


3 39 31 - 70 7 CDM3076 Digital Visualisation 3 26 24 - 50 5


3 52 48 - 100 10



4 52 68 - 120 12









Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~


LAN3003*1 職業中文傳意︰普通話對話與匯

報


3 26 34 - 60 6 LAN3003*1 職業中文傳意︰普通話對話與

匯報


3 26 34 - 60 6



3 26 34 - 60 6



4 13 17 - 30 3


DCD3301 Instructional illustration 3 39 61 - 100 10


DCD4301 Studio: Editorial Infographics 4 39 71 - 110 11 CDM3080 Information Design Basics 3 39 61 - 100 10


4 39 71 - 110 11 CDM4150 Experimental Typography 4 39 71 - 110 11

CDM4174 Brand and Packaging Design 4 39 71 - 110 11

CDM3086 Prepress and Print Production 3 13 7 - 20 2







Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~




4 26 64 - 90 9



4 13 17 - 30 3



4 39 51 - 90 9

DCD4303 Data Visualization 4 26 44 - 70 7

DCD4304 Studio: Dynamic Information

4 39 71 - 110 11

CDM3078 Introduction to Photography

3 26 24 - 50 5


CDM4162 Publication Design 4 26 44 - 70 7







Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~



推介文書



推介文書


4 26 64 - 90 9



4 26 64 - 90 9


4 13 17 - 30 3


4 26 34 - 60 6

DCD4305 Brand Identity Design 4 26 44 - 70 7


DCD5301 Research for Information Design

5 65 145 - 210 21 CDM5048 Graduation Project: Research and Strategy

5 65 145 - 210 21


4 65 125 - 190 19 CDM4166 Wayfinding Design 4 52 98 - 150 15

CDM4175 Environmental InfoDesign 4 39 51 - 90 9

CDM4148 Event Promotion Design 4 39 71 - 110 11







Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~




4 39 61 - 100 10



4 13 17 - 30 3


4 39 71 - 110 11 DES4018 Design Plus: Visualisation and Portfolio Practice

4 39 51 - 90 9


4 39 51 - 90 9


CDM4167 Professional Practice: Business Context For Visual Communication

4 13 17 - 30 3

CDM4141 User Centered Design and Usability

4 52 98 - 150 15









Module Code Module

Title

QF

Level Total NLHs#

QF

Credits^

Module

Code

Module

Title

QF

Level Total NLHs#

QF

Credits^

DES4901M Industrial

Attachment 4



= 103


Attachment 4



= 103

10









Comparison of Revised Programme - HD in Visual Communication (Publishing Design and Print Media) against Existing Programme - HD in Publication Design and Print Media (Print Media stream)


Revised HD in Visual Communication (Publishing Design and Print Media) Existing HD in Publication Design and Print Media (Print Media stream)

Module Code

Module Title QF


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~


Workplace Interaction 3 26 34 - 60 6 LAN3100*1 English and

Communication: Workplace Interaction

3 26 34 - 60 6



4 26 34 - 60 6


3 26 39 - 65 6


3 26 39 - 65 6

DES3006*1 Creative and Design Thinking 3 39 61 - 100 10 DES3004*1 Creative Thinking 3 39 61 - 100 10


4 13 17 - 30 3

DCD4102 Communication Design Studio 4 26 34 - 60 6 DCD3101 Digital Design : Graphic

Production 3 39 31 - 70 7




3 39 61 - 100 10

CDM4233 Computer Aided Design in Print Media

4 65 85 - 150 15

CDM4247 Photography and Retouching

4 52 68 - 120 12

CDM4223 Publication Design Fundamental

4 78 152 - 230 23







Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~



與匯報


3 26 34 - 60 6 LAN3003*1 職業中文傳意︰普通話對話與

匯報


3 26 34 - 60 6



3 26 34 - 60 6



4 13 17 - 30 3

SDD4004 Whole Person Development: Integrated Career Development

4 13 17 - 30 3



4 26 34 - 60 6

DCD4401 Illustration 4 52 68 - 120 12


4 39 71 - 110 11


4 26 44 - 70 7 CDM4253 Printing Substrate and Material 4 39 71 - 110 11

DCD4404 Studio: Design to Print 4 39 71 - 110 11

CDM4214 Colour Management System 4 52 98 - 150 15

CDM4254 Print Media Production and Technology

4 65 125 - 190 19







Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~




4 26 64 - 90 9


4 13 17 - 30 3

SDD4002 Whole Person Development: Global Vision

4 13 17 - 30 3



4 26 34 - 60 6


4 52 98 - 150 15

DES4009 Design Plus: Research Practice

4 26 34 - 60 6

CDM4250 Expanded Studies: Packaging Design and Technology

4 39 71 - 110 11




Estimated Study Load for Sem 3^ 48.9 NLHs per week Estimated Study Load for Sem 3^ : 65.7 NLHs per week



Revised HD in Visual Communication (Publishing Design and Print Media) Existing HD in Publication Design and Print Media(Print Media stream)

Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~



推介文書



推介文書


4 26 64 - 90 9



4 26 64 - 90 9


4 13 17 - 30 3


4 39 51 - 90 9




4 52 98 - 150 15 CDM4227 Sales and Marketing in Printing and Publishing

4 65 125 - 190 19

DCD4408 Studio: Design to Publish 4 39 71 - 110 11

DES4017 Design Plus: Presentation and Communication Practice

4 39 51 - 90 9

CDM4255 Operations and Quality Management

4 78 152 - 230 23

CDM4251 Expanded Studies: Digital Content Management

4 39 71 - 110 11






Revised HD in Visual Communication (Publishing Design and Print Media) Existing HD in Publication Design and Print Media(Print Media stream)

Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~




4 39 61 - 100 10


4 13 17 - 30 3


4 65 125 - 190 19



4 52 68 - 120 12

CDM4239 Experimental Application of Printing Material

4 39 71 - 110 11









Module Code Module

Title

QF

Level Total NLHs#

QF

Credits^

Module

Code

Module

Title

QF

Level Total NLHs#

QF

Credits^

DES4901M Industrial

Attachment 4



= 103


Attachment 4



= 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.

# 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.

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