Design and Digital Media Handbook 2015­16DDM Handbook for 2015­16

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MSc/Diploma in Design and DigitalMedia

Programme Handbook 2015­16

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About this HandbookThis handbook is intended to provide students with basic information on the programme content,aims and objectives, teaching and assessment, support and other issues. It indicates what isexpected of you, and will help you to make the most of your time on the Programme. It should beread carefully and frequently, and used in conjunction with other material provided by theUniversity and the School (Edinburgh College of Art), especially the Code of Practice for TaughtPostgraduate Programmes (also available on the Web athttp://www.acaffairs.ed.ac.uk/Regulations/CoP/PGT/), the Students Association PostgradHandbook (also known as the "Postgrad Survival Guide" available via http://www.eusa.ed.ac.uk/)and the Architecture General Handbook. Questions or problems should be addressed in the firstinstance to the Programme Director. Note: This handbook is published by the Edinburgh Collegeof Art to give information to candidates about the MSc/Diploma programme. This programmehandbook does not supersede the University regulations, and the formal requirements for theprogramme are as set out in the University's Postgraduate Study Regulations(http://www.drps.ed.ac.uk/15­16/regulations/postgrad.php); a copy of the Degree ProgrammeTable entry for this programme appears in the Appendix of this document. Every effort has beenmade to ensure that the information in this handbook is correct at the start of the session.However, details are subject to change during the course of the year, and will then be notified tostudents as appropriate. The online version of this handbook will also be updated.

Programme Director

Prof. John LeeEdinburgh College of Art Alison House, room G.15 12 Nicolson Square Edinburgh EH8 9DF, UKPhone: +44(0)131 650 2335/4420 Direct line: 50 2335/4420 Email: J[dot]Lee @ed.ac.uk Web:http://www.hcrc.ed.ac.uk/~john/ The Programme Director is responsible for the smooth running ofthe Programme, including coordination of teaching and assessment, and programme evaluation.The Programme Director aims to facilitate your orientation and smooth progression through theprogramme, from initial induction through to transition to the project/dissertation stage, and final

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MSc DDM HandbookCoverAbout this HandbookProgramme DirectorDegree Aims and OutcomesUniversity ContextProgramme Structure andContentPrizesTimetablesTeaching locationsComputing FacilitiesOrganisation of TeachingAssessmentAcademic Misconduct andPlagiarism (Report and EssayGuidelines)MSc and Diploma AwardRequirementsGraduationMarking SchemeLeave of AbsenceStudents on a Tier 4 VisaLate submissionFeedback and Return of MarkedSubmissionsOfficial communicationsStaffSupport ServicesLibrariesStudent Representation andParticipationTeaching Quality and AssuranceComplaints ProceduresOther CostsOther Related DocumentsAppendix 1: Health and SafetyAppendix 2: Degree ProgrammeTableAppendix 3: ProgrammeCalendarAppendix 4: PrintingSubmissions

Course Descriptions3D and Animated DesignARCH11248Design and Digital Media: FinalProject ARCH11007Digital Media Studio ProjectARCH11006

Print the handbook About this Handbook Access the 2014­15 version of the handbook Digital Playgounds for the Online Public

completion; and is also available as the first line of pastoral support (see the section on supportservices below).

Degree Aims and OutcomesThe degree aims to provide a rich cross­disciplinary programme of study for its students todevelop skills in the area of computer­aided design, multimedia, networking and other digitaltechnologies applied to design. Its graduates will be conversant with appropriate technologies andwith the practices and social contexts in which such technologies are developed and used. Theprogramme will impart practical skills within the framework of a critical and reflective appreciationof the impact and influence of digital technology. The programme of study assumes all studentsare at the beginner level in design computing, but are prepared to advance quickly. Theprogramme is designed to allow you to develop according to your skills and interests. Specifically,the aims of the programme are to:

develop specific knowledge and provide a broadly­based foundation in designtechnologiesencourage the development of good design in its broadest sensefoster the ability to work co­operatively in groups in the context of designdevelop understanding of the potential for new technologiesenable the use of existing computer­aided design techniques in a creative wayprovide an analytical and critical framework to enable students to develop fresh thinking indesign by building on their undergraduate or industrial experienceassist students in discovering new creative uses of advanced technologiesgive students an understanding of the scope and limitations of computer applications indesignencourage the development of business and entrepreneurial skills in working with digitalmedia

The outcomes of the programme fall into several categories, as follows. Knowledge andunderstanding On completing the programme students should be able to a advise on theapplicability of digital technologies in a professional design context b critically evaluate digitaltechnologies and their applicability to design c analyse requirements and derive design solutionsfor presentation and information applications d demonstrate understanding of the cultural andbusiness context in which digital technologies are developed and promoted Subject­specific skillsOn completing the programme, students should be able to: a apply techniques of CAD,multimedia, video editing, sound and 3d modelling b design effective multimedia presentations cdevelop a dynamic web site d program interactive behaviours using a scripting language e draft abusiness plan in a design context f relate technological options to considerations of practice gdevelop and respond to critical argument on cultural issues relating to the use of digitaltechnologies Key skills On completing the programme students should be able to: a useinformation technology creatively in solving problems b put together presentations andinstallations using digital media c assess the value and applicability of developments in digitaltechnology as they emerge d critically assess the popular and academic literature thataccompanies the promotion of digital technologies e manage time and prioritise work tasks ffollow an independent programme of study through to completion g present themselves forinterview and demonstrate the ability to work in a professional context h demonstrate that theyhave a learning and professional development strategy

NoteOur overall objective is not to produce highly skilled technicians or programmers, but toencourage the development of rounded professionals with a wide appreciation of the issues ofdigital design in the contemporary world. This is a one­year programme, and as such has certainlimitations. It may be taken, for example, by designers, computer specialists, social theorists andmanagers. It aims to inform any of these about the others, to allow them to understand eachothers' points of concern, and to work together in teams. It cannot, in most cases, directly convertstudents from any one of these specialisms into another, e.g. designers into computer specialists,or vice versa. It should, however, equip those who wish to pursue conversion with a solidfoundation from which to move forward in the desired direction. Students who begin at anadvanced level in any area are encouraged to exploit and share their skills, but cannot expectdedicated tuition to cater to their further development. In assessment, credit is given for advancedperformance, but perhaps even more for grappling with, using and benefiting from materialoutside an area of original specialisation. In assessment, we seek especially to acknowledgesensitive and effective teamworking with fellow students from a diversity of backgrounds, bothacademic and cultural. We endeavour to offer and support recent and highly­specified versions ofthe software we use; however, these are never crucial, and we aim to promote a flexibility thatincludes addressing projects by making appropriate use of whatever tools are available.

University Context

Dynamic Web DesignARCH11004Game Design Studio ARCH11254Interactive Visual DesignARCH11251Introduction to Digital DesignARCH11192Media and Culture ARCH11002Uncategorized

The MSc in Design and Digital Media is organised and run within the Edinburgh School ofArchitecture & Landscape Architecture (ESALA) (http://www.ed.ac.uk/schools­departments/edinburgh­college­art/architecture­landscape­architecture). ECA includes also thesubject areas of Music, Art, Design and History of Art. In the University structure, ECA is formallya School within the College of Humanities and Social Sciences (http://www.hss.ed.ac.uk/).

Programme Structure and ContentThe full time programme runs through two semesters and the summer "vacation" period. Workon the supervised dissertation project occupies the whole of the summer "vacation" period. Eachsemester typically includes 11 weeks of teaching, plus an "examination" period. Official sessiondates are given at http://www.ed.ac.uk/news/semester­dates/. Note that in this programme we arenot committed to avoiding all teaching during those weeks that are nominated as "examination"weeks, since our own courses have no examinations. However, we will do our best to avoid anyclashes with external option courses that students may take. The period following the springvacation will otherwise be dedicated to beginning work on the Final Project. Courses Semester1: Introduction and Orientation Compulsory Courses: ARCH11002: Media and Culturehttps://path.is.ed.ac.uk/courses/ARCH11002_SV1_SEM1 ARCH11192: Introduction to DigitalDesign https://path.is.ed.ac.uk/courses/ARCH11192_SS1_SEM1 Course Options: ONE of thefollowing two options: ARCH11248: 3D and Animated Designhttps://path.is.ed.ac.uk/courses/ARCH11248_SV1_SEM1 ARCH11251: Interactive Visual Designhttps://path.is.ed.ac.uk/courses/ARCH11251_SV1_SEM1 Semester 2: Practice, Reflectionand Action Compulsory Courses: ARCH11004: Dynamic Web Designhttps://path.is.ed.ac.uk/courses/ARCH11004_SV1_SEM2 Course Options: ARCH11006: DigitalMedia Studio Project https://path.is.ed.ac.uk/courses/ARCH11006_SV1_SEM2 OR ARCH11247:Digital Playgrounds for the Online Public (20 credits)https://path.is.ed.ac.uk/courses/ARCH11247_SV1_SEM2 AND (ONE OF) CMSE11201:Innovation­driven Entrepreneurship (20 credits)https://path.is.ed.ac.uk/courses/CMSE11201_SV1_SEM2 ARCH11254: Game Design Studiohttps://path.is.ed.ac.uk/courses/ARCH11254_SV1_SEM2 [or other option*) * Otheroptions: Select exactly 20 credits from Level 11 courses in Schedules A to Q, T and W, duringSemester 2. Note that course options may be considered with the approval of course organiserand programme director. Students must check before notifying course secretary of their choicethat their selected option does not clash with compulsory programme course timetables.Suggestions include: Interactive Sound Enviroments NB This course will be a game studio runwith Sound Designers, and the description of lectures and submissions on the DRPS will change.Places for DDM students are limited, and you must register your interest with Jules Rawlinson sothat we can fairly allocate places. DO NOT directly sign up for this course with Emma Binks.Designing with Data Internet, Society and Economy ICT for Development Mediating Film "Semester 3" Summer period (Vacation): Integration ARCH11007: Final Projecthttps://path.is.ed.ac.uk/courses/ARCH11007_SV1_SB5%2B In each semester, the three coursesrun concurrently through the whole semester. Each course carries 20 credit points, and the FinalProject carries 60. The programme may be taken part­time, in which case four courses(ARCH11192, ARCH11193/73, ARCH11003, ARCH11004 and CMSE11201 [or option]) arenormally taken in the first year, and the two other courses (ARCH11002 and ARCH11006), as wellas the Final Project, in the second.

PrizesTwo prizes will be awarded at the end of the session.

The Aart Bijl Student Prize

For outstanding leadership in the learning and welfare of the student body (£200). Aart Bijl was apioneer in the development of CAD and AI applications. He led the EdCAAD research group inArchitecture from 1968 to 1994.

The John Lansdown Project Prize

For outstanding contribution to the final project (£200). John Lansdown was a pioneer inmultimedia in art and design. He proposed the creation of the MSc in Design and Digital Media incollaboration with Middlesex University in 1997.

TimetablesThe following are times for scheduled workshops and seminars. Tutorial assistance will also beavailable at various times outwith these hours. Studio facilities are accessible once students haveattended a Health and Safety awareness training session. For Semester 1:

9­10 10­11 11­12 12­1 1­2 2­3 3­4 4­5

Monday

Tuesday Interactive VisualDesign(lecture/activity)

3D Animation and Design(lecture/activity)

Wednesday Tutorial groups (as advised)

Thursday Media and Culture(lecture)

Intro to Digital Design(lecture/activity)

Friday

Courses in both semesters will usually use these same time slots, but are subject to variation,and the whole length of a time slot may not be used. The final summer vacation period isnecessarily organised very flexibly. See the Programme Calendar for further details, but be awarethat changes may be notified at any time as the year progresses, possibly at short notice. Tutorialgroup meetings will be organised periodically throughout the programme (not necessarily onWednesdays) and students will be advised as necessary. Full attendance is expected at allsessions, including tutorial groups. Other events include the regular ESALA PostgraduateSeminar Series, in which participation is strongly encouraged. Students are expected to spend alarge proportion of the working week in the studio or libraries; it should be assumed that severalhours of preparatory reading and/or writing may be needed for lectures or tutorials associatedwith the essay­based courses. A general guideline in the University is that full­time students willbe putting in at least 40 hours of effort per week across all their courses and during the FinalProject period. (1 credit point broadly equates to 10 hours of expected overall student effort.)

Teaching locationsThe studio for this programme is in the "Atrium" area of Alison House, Nicolson Square (internaltelephone extension 508133). View Map MSc lecture/seminars will also take place in other lecturerooms, which will be advised. The studio is normally available for MSc use, but may on occasionbe booked for other purposes, e.g. teaching evening courses, visiting lectures, concerts orscreenings. ECA Opening Hours, including evening and weekend access Opening Hours forall ECA buildings; 7.00am – 11.00pm Monday to Friday 10.00am – 11.00pm Saturday, Sundaythroughout the calendar year, excepting the University’s annual building closure period overChristmas and New Year during which all ECA buildings will close completely. For 2015/16,Postgraduate students, Taught and Research, whose programmes are based at Alison House willhave 24­hour access to specialist facilities in Alison House. Please consult your MyEd timetablesfor details of individual teaching locations and times. This can be accessed here:http://www.ed.ac.uk/schools­departments/student­administration/timetabling/students(Please note that some of our class times, especially tutorials, may not appear in MyEd: see theProgramme Calendar for details.) The ECA Postgraduate Office is located at the 3rd Floor,Evolution House, on the corner of West Port and Lady Lawson St. (about 10 minutes' walk fromAlison House), and is where all forms of administrative support for the programme can beaccessed. Please note that the office is open to students only during the hours 09.30­12.30 and13.30­16.30, Monday to Friday. The Senior Secretary for MSc Design and Digital Media is EmmaBinks ­ Tel: 0131 651 5740 ­ Email: emma.binks@ed.ac.uk View Map

Computing FacilitiesThe studio is well provided with a number of computers and other equipment, including advancedsoftware, and is normally reserved for MSc use. Further machines, all on the same network, areavailable in the Multimedia Studio (room 2.08) in the Architecture building (Minto House) at 20Chambers Street, which is shared with undergraduates. However, at peak times (especially whena submission is due) demand may well exceed availability. It is very much in students' interests toeven out the load by working flexibly. Note also that some software will be available on only oneor a small number of machines, so cooperation and negotiation are essential.While strenuousefforts are made to maintain all the equipment in excellent order, students also need to appreciatethat advanced computing machinery and complex leading­edge software are often by their natureunreliable, and our computing support staff are a finite resource. Systems will sometimes crash,usually at the most unfortunate moment. Any problems that arise should be notified to thecomputing staff immediately. Details of how to contact computing support, and other usefulinformation, can be found at http://info.ace.ed.ac.uk/computing/. Please in general use thecontact form link provided on that page, and do not directly phone the computing staff. It isimportant to follow good practice in saving and backing­up all work. Personal hard disc drives andUSB memory sticks are a useful resource. Responsibility for any lost material rests ultimately withthe student. Where possible, we seek also to accommodate and encourage students' use of their

own laptops etc., including wireless connection to the studio network. Note that all such use,along with use of any University equipment, carries responsibilities in terms of sensible and legaluse of software and networks. Infringement of the University Computing Regulations, which aresigned up to by all students at matriculation and which cover any machine attached to theUniversity network, even if only by wireless for a short time, is a potentially very seriousdisciplinary and legal matter. These regulations may also be supplemented from time to time bythe Edinburgh College of Art. In addition to ECA computing provision, a wide range of Universityfacilities are available to students, including open­access computing labs in Alison House and theMain Library; these offer mainly standard office applications, but there are also a number of morespecialised facilities. The University Computing Service also offers a number of training coursesin the use of various applications. For the University Computing Regulations, seehttp://www.ed.ac.uk/schools­departments/information­services/about/policies­and­regulations/computing­regulations Students should use one of the following routes for ITsupport: * Email: IS.Helpline@ed.ac.uk * Web form: http://edin.ac/15kaBJX. * Phone: (0131 6)5151 51 Links to self­help documentation, are available on the ECA intranet:https://uoe.sharepoint.com/sites/hss/eca/it­technical­services/

Organisation of TeachingThe programme is taught by a combination of lecture/seminars, tutorials, practical sessions andstudios. However, much of the responsibility for study will be the student's own and you will beencouraged to form study groups, work together and share expertise. Teaching will be availableat various times outwith the timetabled hours of specific sessions. Students will also be expectedto meet individually with their Personal Tutor at times that will be advised. Each taught courseprovides advanced tuition in a specialised aspect of the subject. Certain courses are basedmainly on lecture/seminars, while others emphasise short creative production projects whichdevelop, exemplify and integrate practical skills in the use of digital media. Each course has aCourse Organiser, who is the first recourse for questions about the content, assessment andother specifically course­related issues. Commonly, project work will be team­based. Projects arerequired to display evidence of original thinking, independent achievement within a framework ofteam­working, and creative ability. Collaborative team­based projects will be structured so that theindividual contribution of each student in the group can be identified and assessed. The FinalProject in particular will, of course, be mostly self­directed work (again perhaps as a team), withperiodic supervision meetings. Although this is a "taught programme", our emphasis in thesecourses is more on facilitating learning than on teaching. We aim to provide an environment inwhich learning can be maximised, and the teaching staff are just one resource among many thatstudents can exploit. Even when not explicitly team­based, learning is to us a highly collaborativeactivity, and the students themselves are the key resource for each other. We prescribe little; weexpect to be challenged and questioned. We are often not expert users of particular softwareapplications; we expect students to explore, exploit the internet and the wider University, seekother sources of expertise, engage with practices of research. We will usually rewardexperimentation, innovation, creativity and boldness of conception in all courses. Note that in thisresearch­led university, staff are engaged in research projects as well as teaching, which bringsbenefits to students involved in taught programmes. Research informs teaching, and there maybe opportunities directly to engage in research projects during the year and beyond. In the spiritof sharing, discussing and developing a creative profile, students are encouraged to maintain ablog, on which they can record ideas and discussions, as well as posting work in progress andcopies of submissions. This should be something suitable for viewing by the wider public; it willnot be in itself assessed, but if used well can form a strong complement to the assessed work ofthe programme and assist the development of a professional portfolio.

AssessmentIn common with general design education practice, the main assessment of design progress is bymeans of project­work (some of it group project­work), usually complemented by a relatively shortwritten report. Assessment will take into account:

the extent to which a student has contributed original ideas to the projectsthe creative ability displayedthe depth and breadth of coursework understanding revealedthe extent to which the intention of the project has been revealedskills in visual, written and verbal communication of the project ideas

Criteria for the assessment of group work vary, and will sometimes be based on the overallproduct of a group, sometimes more on individual contribution. Assessment of project work, inparticular, may require students to engage with techniques of self assessment and peerassessment. Criteria for assessment are further elaborated in each course description and in themarking scheme. In all cases the limitations and potential of the available resources will be takeninto account. The importance of written reports is not to be minimised. There will also be longerassessed essays in certain courses. In our own courses, there are no traditional writtenexamination sessions, but these may arise in courses provided by others. Note that, in

accordance with Appendix 1 of the Code of Practice for Taught Postgraduate Programmes, anyform of plagiarism will be treated as a very serious disciplinary issue. See also the Universityregulations at http://www.ed.ac.uk/schools­departments/academic­services/policies­regulations/regulations/assessment, and on plagiarism the useful student guidance offered via thelinks on the page at http://www.ed.ac.uk/schools­departments/academic­services/students/postgraduate­taught/discipline/plagiarism (see especially the link to thedocument athttp://www.docs.sasg.ed.ac.uk/AcademicServices/Discipline/StudentGuidanceUGPGT.pdf).Submission of written work will normally require at least two hard copies, plus a digital version. Allother work must be submitted digitally, either on SD card or similar media, via our own or theUniversity's online submission systems, or by transfer to an appropriate hard disc, according toinstructions from the course organiser. Written copies and memory cards or media are to besubmitted to the ECA Postgraduate Office. All submissions will be given a mark which remainsprovisional until ratified by the Board of Examiners, which meets in May/June to decide on coursemarks and progression to the project stage, and again for Final Project assessment inSeptember/October. The Board of Examiners includes an External Examiner, whose role is toassure standards of assessment and to provide a further source of advice on the Programme.Students are usually invited to an informal meeting with the External Examiner in May/June (seethe Programme Calendar). The External Examiner for this Programme is Prof Andre Brown (fromthe University of Liverpool). **Students must NOT make direct contact with the ExternalExaminer.** The University has a procedure for academic appeals, which can be found in section10.3 of the Code of Practice for Taught Postgraduate Programmes(http://www.docs.sasg.ed.ac.uk/AcademicServices/Codes/CoPTaughtPGProgrammes.pdf).Project work may only contain visual, sonic and interactive resources that are developedwithin the class, by you or your colleagues this year. This is in order to (1) help you developskills in using resources creatively, responsibly and with appropriate acknowledgement, (2)enable you to publish material on the Internet without the risk of violating copyright. So you maynot use or adapt external copyrighted, even creative commons or shareware resources, such asphotographs, smileys, icons, video or sound or music clips, animated gifs, CD tracks, mp3 clips,etc.

Academic Misconduct and Plagiarism (Reportand Essay Guidelines)These guidelines are very important. Failure to adhere to them may result in the disciplinaryoffence of Plagiarism, which is very serious and can lead to your immediately failing the degree,or even summary expulsion from the University. Pay special heed to the warning about plagiarismin the University's policy statements and guidelines (see URL in the section on Assessment): readthese very carefully and make sure that nothing in your work can possibly be construed asplagiarism. Remember that plagiarism can arise if you present the distinctive thoughts orideas of another person as your own, even if you have changed all of the original words.Remember also that plagiarism applies to images, sounds, scripts, code or any otherauthored material. You must always properly acknowledge the source of anything in yourwork that is not entirely original. If you are unsure and require clarification and assistance,please speak to your tutor. You must make yourself fully aware of what might constituteplagiarism in the context of your programme of study. For further information see:www.ed.ac.uk/schools­departments/academic­services/staff/discipline/plagiarism Follow thereference and footnote conventions outlined in Russell (1992), or the APA style guide (https://owl.english.purdue.edu/owl/resource/560/01/ ). Reference ALL material used from othersources, especially direct quotes. Include the page number of the source of the quote in yourreference wherever possible. Give clear URLs for all materials accessed from the Web. Do notinclude material copied directly from any source (e.g. a web page or a book) unless it is essentialfor you to comment on it; and then always make sure you enclose it in quotation marks, or insome other conventional way (e.g. as an indented block) clearly identify it as a quotation, andgive the source accurately and as precisely as possible. If you are following the structure ofsomeone else's argument and not your own then you need to reference this fact (e.g. FollowingVidler's (1992) argument on the uncanny we see first that...). Also indicate where you arefollowing someone else's use of a reference to a text you have not read. For example if Vidlermakes an interesting reference to Freud, and you have not read the Freud text, then referenceVidler as the source, not Freud (e.g. According to Vidler (1992), Freud uses the uncanny to...).Provide references for illustrations if you have any. You may also find the classic Elements ofStyle (Strunk, 1916) useful, if not quaint. Use the UK English spelling checker on yourwordprocessor. The grammar checker can also be useful. Diagrams and images must also beattributed, even when digitally manipulated. Use of the WWW for research is encouraged, but it isinappropriate to copy and paste ANY text (or image etc.) from the web without indicating its statusas a quotation and without full attribution to author and URL, since this would count as plagiarism.Do not cite or quote from Wikipedia (or any similar resource) as a source: Wikipedia is agood place to find references to sources that you can follow up and then cite or quotefrom. Note that inappropriate use of web material can often be detected by the examinersundertaking spot checks on key words and phrases using web search engines and other tools,including specialised plagiarism detection software (especially Turnitin). Note that making

superficial changes to copied material to disguise its origins also constitutes plagiarism and is notallowed. Do not ever take even part of a sentence from somewhere, change a few words, andthen include it in your text without attribution as if it were your own: this is plagiarism and will betreated as such if detected. As work by MSc students is often published on the Internet, issues ofcopyright are also a major concern. This applies as much, or more, to project work as to essays.It is imperative that all source material external to the course is referenced, and where necessarypermission to reproduce is obtained. Students are requested generally not to use visual or soundresources (e.g. images, music, movie clips) from other sources (including the WWW, CDs, DVDs,MP3 sources, etc.), even where these are public­domain libraries, except for critical commentaryas permitted under copyright law. There are important educational reasons why we encourage theuse of resources generated from within the courses, and copyright is also a crucial considerationin any kind of professional design practice. For information on copyright law in the UK,see http://www.ipo.gov.uk/types/copy/c­about.htm

ReferencesRussell, Terence M. 1992. Essays, Reports and Dissertations: Guidance Notes on thePreparation and Presentation of Written Work, Architecture, University of Edinburgh. [Available inthe Architecture Library.] Strunk, William (1918). Elements of Style, Geneva, N.Y.: Press of W.P.Humphrey. [Available on line at http://www.bartleby.com/141/index.html .]

Marking SchemeAll courses and projects will be marked on the University of Edinburgh’s common postgraduatemarking scheme, as laid out in the Code of Practice. The marking scale is in accordance with theUniversity’s Extended Common Marking Scheme (CMS4), see www.ed.ac.uk/schools­departments/student­administration/exams/regulations/common­marking­scheme for full details ofCMS4. *Assessment of the dissertation component: In those programmes where a diploma maybe awarded for the taught component only, a failed dissertation may be put aside and the diplomaawarded. (MSc Sound Design is such a programme.) The standard of work required to achievethese grades is as laid out below. Note that you may be used to a different marking system inyour previous institution, especially if this was overseas. Here we expect to use the full range ofmarks, and marks in the 70% to 100% range are not as common here as in some systems.Standards are checked by the external examination process, and staff are involved in externalexamining in programmes in other universities, which ensures parity with other UK institutions.

A1 (90+) ExcellentRequirements are as for A2, but with all or almost all aspects of the work being of exemplarystandard. Normal expectations will have been substantially exceeded and there will be clearevidence of originality. Work at this level may be considered to be publishable in a scholarly oracademic conference, or similar context.

A2 (80­89) ExcellentRequirements are as for A3, with the addition that most aspects of the work will be of exemplaryquality, normal expectations of the brief or task having been clearly exceeded. There may beevidence of originality in thought, conception or execution.

A3 (70­79) Excellent

Design workRequirements are as for a B, with the addition that the design is of excellent quality, in terms ofconcept, resolution and level of integration. It is well justified and there are no obvious gaps in thepresentation, whatever means are used. The approach taken may entail some risk but the workhas been successful in terms made clear in its presentation. In the case of team work there maybe evidence of team leadership. The work may be excellent in its totality, or there may be someaspect of the work that is exemplary. This aspect should be well communicated and be importantin terms of the project brief. Where there is evidence that the student has exceeded the time andeffort normally required for the project then this time and effort is evident in the quality of the work.

Written workThe Structure will demonstrate a close, critical engagement with the question and demonstrate astrong grasp of its wider implications. The piece of work will have a clear argument and factualmaterial will be used in an analytical, rather than descriptive way, to further that argument. TheLanguage and Expression will be appropriate to the task and demonstrate a clear understandingof the appropriate scholarly apparatus. It will aid the development of the argument through its

fluency and clear evidence of independent thought. A piece of work at this level will have a strongbase in a Range of Knowledge that is both broad and deep. It will demonstrate a clearunderstanding of the complexity of the subject, an ability to argue at both the general andparticular level and to evaluate information and make discriminating use of it. In general, the workwill meet the requirements of the assignment brief in a way that is exemplary through itsthoroughness and/or it may exceed the expectations of the brief in certain respects. The workmay be excellent in its totality, or there may be some aspect of the work that is exemplary. Theapproach taken and the argument followed may entail some risk but this has been successful interms made clear in the work. Where the work entails the collection and collation of data, this willbe handled with appropriate rigour and be very well integrated into the argumentation. In the caseof team work, there may be evidence of team leadership. Where there is evidence that thestudent has exceeded the time and effort normally required for the task, this will be evident in thequality of the work.

B (60­69) Very Good

Design workThe project meets the requirements of the project brief or challenges them in a way that iscreative and well argued. The design is of high quality with good justification for the decisionsmade. Where a student is given scope for defining the problem tackled, then the problempresents a high degree of challenge appropriate to the level of the course. The presentation iscomplete, though there may be gaps that could be resolved with minor modification. There isevidence of consistency of application in developing the design from the early stages of thedesign. Where group work is involved then there is evidence of full engagement in the work of theteam. Where the project emphasises the production of a complete design then the work shows anability to resolve the design at an appropriate level.

Written workThe Structure will demonstrate a serious attempt at critical engagement with the question anddemonstrate an appreciation of its wider implications. The piece of work will have a clearargument and will employ relevant factual material. This may be used mainly analytically,although with less critical engagement than A­grade work. The Language and Expression will beaccurate and show an understanding of the appropriate scholarly apparatus. It will aid thedevelopment of the argument through its clarity and make a serious attempt to developindependent thought. A piece of work at this level will be based on a Range of Knowledge that isextensive, even though it may be uneven. It will demonstrate an understanding of the complexityof the subject, and will show evidence of an ability to argue at both the general and particularlevel. In general, the work will meet the requirements of the assignment task and will approachthem in a way that is creative and well argued. The level of ambition will be high, both in thestudent's approach to work set by a tutor and where a student is given scope for defining thetopic. Where the work entails the collection and collation of data, the work will be handled withappropriate rigour and be well integrated into the argumentation. Where group work is involved,there will be evidence of full engagement in the work of the team.

C (50­59) Good; satisfactory for Masters

Design workThe design is good. Where a student is given scope for defining the task then the work falls shortof achieving those ambitions in the execution of the design, or, conversely the ambitions of thetask are met, but they are relatively modest. The work may be competent but not be completelyresolved in its design or presentation. There is evidence that the work could reach the B gradegiven more time and effort.

Written workThe Structure will demonstrate some understanding of the question set but may show onlymoderate awareness of its wider implications. The piece of work will have a point of view but thearguments may be stated rather than developed and factual material, although relevant, may beused more descriptively than analytically. The Language and Expression will be sufficientlyaccurate and relevant to demonstrate a reasonable grasp of the topic but may lack fluency. Thescholarly apparatus will be sufficient but may be incomplete or idiosyncratic. The argumentationmay be derivative with little evidence of independent thought. The Range of Knowledge will besound, although there may be some inaccuracies. It will have been assimilated uncritically andthere may be a reliance on information and argumentation already presented in the lectures. Ingeneral, the work will meet most of the requirements of the assignment task. Where a student isgiven scope for defining the topic, it will present an appropriate degree of challenge for the level

of the course. Where the work entails the collection and collation of data, this will be handled withappropriate rigour but may not be very well integrated with the argumentation. Where group workis involved, there will be evidence of involvement in the work of the team.

D (40­49) Satisfactory for Diploma butinadequate for Masters

Design work(i) The work is competent but not good, suggesting that it could not reach the B level withoutmajor re­working; or (ii) the work is not sufficiently complete in its design or presentation. In thecase of (ii) there is evidence that the work could attain the C level with major re­development.

Written workThe Structure may demonstrate little understanding of the question set and may tend to strayfrom the topic The argument may be undeveloped and haphazard and the factual material maybe used descriptively rather than analytically. The Language and Expression will generally begrammatical but may lack fluency and sophistication. The scholarly apparatus may be deficient.There may be little evidence of an understanding of the complex nature of the inquiry and theanswer may show no intentional originality of approach. The Range of Knowledge may beadequate but may contain errors. It will be broadly relevant to the question but may be used in adescriptive and uncritical way. In general, work will be competent but not good. Where a studentis given scope for defining the topic, it will present a degree of challenge appropriate to the levelof the course. Where the work entails the collection and collation of data, this will be handled withappropriate rigour, but may be poorly integrated with the argumentation. Where group work isinvolved, there may be some evidence of involvement in the work of the team.

E (35­39) Marginal Fail

Design work(i) The work may be insufficiently complete to assess its quality adequately or (ii) the work may bejudged to be of poor quality whatever the level of completeness. In the case of (i) it would beexpected that the work could be brought up to the D level with more time and effort.

Written workThe Structure may be weak, showing little understanding of the question and no understanding ofits wider implications. It may tend towards random presentation of facts and opinions. TheLanguage and Expression may present a significant number of basic errors in spelling andgrammar and may have deficiencies in the scholarly apparatus. It may fail to present anyevidence of coherent, independent thought. The Range of Knowledge may be inadequate, withmajor errors, and of doubtful relevance to the question. In general, the work may be poor in most,if not all areas. It may also, or alternatively, be incomplete.

F (25­34) Clear Fail

Design WorkThe work is not of sufficient quality or at a level of completeness that it could be redeemed to a Dwithout re­starting the project.

Written workThe work may be seriously deficient in most, if not all areas. It may also, or alternatively, beincomplete.

G/H (below 25) Bad FailThe work, of whatever kind, is extremely poor, incomplete or absent. It is deficient in most or allsignificant respects.

MSc and Diploma Award RequirementsAwardsThe programme conforms to the University’s Taught Assessment Regulations.

www.ed.ac.uk/academic­services/policies­regulations/regulations/assessmentwww.docs.sasg.ed.ac.uk/AcademicServices/Regulations/Temp/TaughtAssessmentRegulations.pdfPlease refer to: Regulation 41 Borderlines Regulation 53 Postgraduate assessment progressionRegulation 54 Postgraduate degree, diploma and certificate award Regulation 56 Award ofpostgraduate merit Regulation 57 Award of postgraduate distinction Borderline Criteria forProgression Where a student is borderline for progression, the case will be considered by theBoard of Examiners. The decision whether or not to allow progression in such cases is at thediscretion of the Board of Examiners. Borderline marks are defined as marks from two percentagepoints below the boundary for progression, up to the boundary itself, i.e. 48.00% to 49.99%.Where applicable, factors taken into account in such cases will be (a) any special circumstances,such as illness or other adverse personal circumstances, which have been brought to theattention of the Board of Examiners; (b) credit weighting of individual courses; (c) the range ofoverall course marks; (d) marks and letter grades awarded to learning outcomes. BorderlineCriteria for Award – including with Merit Where a student is borderline for award includingaward with Merit, the case will be considered by the Board of Examiners. The decision regardingclassification of degree in such cases is at the discretion of the Board of Examiners. Borderlinemarks are defined as marks from two percentage points below the boundary for award, up to theboundary itself, i.e. 48.00% to 49.99% and 58.00% to 59.99% Where applicable, factors takeninto account in such cases will be (a) any special circumstances, such as illness or other adversepersonal circumstances, which have been brought to the attention of the Board of Examiners; (b)performance in final project / dissertation; (c) credit weighting of individual courses; (d) the rangeof overall course marks including dissertation / final project; (e) marks and letter grades awardedto learning outcomes. Borderline Criteria for Distinction Where a student does not qualify for adistinction as of right, they may be considered for the award of distinction if (a) their dissertationmark and (b) their credit­weighted average mark across all taught courses are both 68.00% orhigher. The decision whether or not to award a distinction in such cases is at the discretion of theBoard of Examiners. In exercising its discretion, the Board will take into account the followingfactors: (a) the student’s credit­weighted average across the degree as a whole; (b) the number ofcourses (including the dissertation) in which the student received a grade of A, and the creditweighting of those courses; (c) any special circumstances, such as illness or other adversepersonal circumstances, which have been brought to the Board’s attention. Academic appealsAn academic appeal is a request for a decision made by a Board of Examiners to bereconsidered in relation to: marks progression degree award If you are considering lodging anappeal, it is important that you act promptly. It is important to note that the appeal process cannotbe used to challenge academic judgment. That is, a student cannot submit an appeal simplybecause they believe that they deserve a better mark. There are specific and fairly narrowgrounds under which an academic appeal may be submitted. http://www.ed.ac.uk/academic­services/students/postgraduate­taught/academic­appeals

GraduationStudents enrolled on the MSc in Design and Digital Media who are eligible to graduate will do soat the Winter Graduation Ceremonies ­ this includes students who exit with a PostgraduateDiploma or Certificate. The winter ceremonies usually take place in the last week in Novemberand are administered by the Academic Registry. http://www.ed.ac.uk/schools­departments/student­administration/graduations/overview

Leave of AbsenceFor students not on distance learning programmes, leave from attendance and participation ispermitted to undertake study, research or other activities outside their programme of study, thatenhance the student’s career or study. It requires College approval after consideration of anapplication by the student’s personal tutor, supervisor or programme director. A “Leave ofAbsence Request Form” must be completed by your Programme Director. This form can be foundhere: Leave of Absence Request Form The University regulations about this can be found here:http://www.drps.ed.ac.uk/14­15/regulations/postgrad.php (Item 31)

Students on a Tier 4 VisaAs a Tier 4 student visa holder, it is your responsibility to comply with the conditions of your visa.Failure to follow these conditions will result in the university reporting you to the UKVI. Yourresponsibilities as a Tier 4 student www.ed.ac.uk/schools­departments/humanities­soc­sci/student­experience/monitoring­attendance­engagement/tier­4­student­responsibilities Furtherdetails on the terms and conditions of your Tier 4 visa can be found in the “Downloads” section atwww.ed.ac.uk/schools­departments/international­office/immigration/downloads Information oradvice about your Tier 4 immigration status can be obtained by contacting the InternationalStudent Advisory Service www.ed.ac.uk/schools­departments/international­office/immigration/about­us/advisory­team www.ed.ac.uk/schools­departments/humanities­soc­sci/student­experience/monitoring­attendance­engagement/student­attendance­and­engagement

Attendance and Engagement Monitoring of All Students UK Government Legislation relatingto Points­Based Immigration requires all universities to monitor the attendance of theirinternational students. In ECA we intend to meet this duty by monitoring the attendance andengagement of all of our students, as this will give us a positive opportunity to identify and help allstudents who might be having problems of one kind or another, or who might need more support.Any non­attendance of international students may affect your sponsorship statuswww.ed.ac.uk/schools­departments/humanities­soc­sci/student­experience/monitoring­attendance­engagement

Late submissionIt is your responsibility to ensure that your work is submitted on time. If there is a legitimatereason for not being able to meet the specified deadline, approach your course organiser for anextension. Do this as soon as you become aware that you might have a problem. Universitypolicy is that work submitted after the specified (or re­negotiated) date will be deemed to be alate submission and will be subject to a deduction of FIVE MARKS PER DAY overdue. Afterfive working days a mark of 0% will be recorded. (This policy applies throughout theUniversity.) Note that late submission of the final MSc dissertation (final project) is particularlyserious and could result in failure of the dissertation component, implying failure of the MScdegree. Application of penalties for lateness is at the discretion of the Board of Examiners.Legitimate reasons for lateness must generally be supported by medical certification or otherappropriate documentary evidence. All such evidence should be submitted for SpecialCircumstances consideration before the relevant meeting of the Board of Examiners. Yourscheduling of all your work must take into account the vagaries of software and hardware:no kind of equipment failure, lost material, theft of laptops, etc. will normally be taken as alegitimate reason for lateness or non­submission. The Special Circumstances Committeemeets before the examination boards to consider the cases of students whose performance hasbeen affected by illness or personal problems and it recommends actions that might be taken inmitigation to the exam board. The Committee deals with issues in the strictest confidence but itcan only deal with problems it knows about so it is very important that, if the need arises, youmake sure that your Personal Tutor is aware of any problems so that s/he can formally bring it tothe attention of the Exam Board. Examples of special circumstances might be: ­ physicalillness or injury ­ depression or similar mental or emotional illness ­ specific learningdifficulty ­ bereavement or serious illness of a person with whom the student has a closerelationship ­ serious financial or accommodation difficulties For further information see:www.docs.sasg.ed.ac.uk/AcademicServices/Codes/CoPTaughtPGProgrammes.pdf Non­submission and Late Penalties Penalties for late submission will be applied as per the TaughtAssessment Regulations. Regulation 25 and 25.5. http://www.ed.ac.uk/academic­services/policies­regulations/regulations/assessment

Feedback and Return of Marked SubmissionsFinal course submissions will be marked and returned within two months of the submission date. Interim submissions will be marked within 15 working days, with feedback and discussion duringtutorial meetings. The University has adopted a policy on feedback ­

For information on student feedback deadlines, pleasevisit: http://www.docs.sasg.ed.ac.uk/AcademicServices/Regulations/TaughtAssessmentRegulations.pdf (Regulaon 15). Also see http://www.ed.ac.uk/schools­departments/academic­services/staff/assessment/feedback and also http://www.enhancingfeedback.ed.ac.uk. Keyelements of this policy state that:

All students will be given at least one formative feedback or feedforward event for everycourse they undertake, provided during the semester in which the course is taken and intime to be useful in the completion of summative work on the course. ...Feedback on formative assessed work will be provided within 15 working days ofsubmission, or in time to be of use in subsequent assessments within the course,whichever is sooner. Summative marks will be returned on a published timetable, whichhas been made clear to students at the start of the academic year.

For our programme this is realised, in practice, by design project­oriented courses having a seriesof interim submissions, often known as "crit submissions", that exist primarily for the generation offeedback which arises from a later discussion of the submissions in class sessions. Note thatfeedback in these cases may not include a mark or grade, but will include commentary on thequality of work and advice on improvement. However, there will generally be at least one markedinterim submission with written feedback. In essay­oriented courses there will be at least oneinterim submission (e.g. of an essay abstract) for which written feedback may be given and whichwill be discussed for feedback in tutorials. The timetable for these submissions and events will bepart of the Programme Calendar, which forms part of this Handbook and is regularly updatedonline. (Notes given as feedback at any stage are not necessarily complete and do not generally

reference all of the assessment criteria. Compliance with any suggestions in interim feedback isno guarantee of a good mark in a later assessment.)

Official communicationsWhen you join the University you will be given a University of Edinburgh (UoE) email account andaddress which will be used for a variety of essential communications. You must access andmanage this account regularly as the University will send you vital information from time to time,for example on assessment arrangements or changed class times or locations, and will assumethat you have opened and acted on these communications. Failure to do so will not be anacceptable excuse or ground for appeal. If you already have a web­based e­mail account andthink that you are unlikely to check your UoE e­mail account, it is your responsibility to set up aforward on the UoE account to ensure that all official University communications are received.(The service is actually provided by "Office 365": please see http://www.ed.ac.uk/schools­departments/information­services/services/computing/comms­and­collab/email/office365/overview. You can forward email if you click the "Forward your Emails" linkon the right hand side of your Office 365 home screen. Type the email address that you wish youremails to be forwarded to and click "Start Forwarding".) You can locate your email by logging intoEASE. http://www.ease.ed.ac.uk

Other Forms of CommunicationMobile phones are used in emergency situations and students are encouraged to update theircontact details via the MyEd portal. At times we will write to you; it is important to keep both yoursemester and permanent home address up to date. This is also done via the MyEd portal.Updating Personal Details Via “Student Self Service”, students can view and edit personal andstudy details within their MyEd Portal. The Student Personal Details channel allows students toreview their contact details, address information & emergency contacts. It also provides the abilityto edit certain personal details directly: www.euclid.ed.ac.uk/student/Student_Self_Service.htm

Use of Social Media

While there are many cauonary tales about the use of social media and the ‘digital footprint’,there are also many posives to engaging with it. There have been many examples recently ofstudents and graduates using social media to network and, in some cases, find employment. Social media allows easy exchange of informaon and ideas and can provide a powerful plaormfor discussion – all of which is within the control of the account owner. Do not be afraid toengage with debate but do remember that what goes on the internet stays on the internet – youneed to remember that a future employer may discover things about you that you would preferto keep private. We expect you to be courteous in your posngs and to not make personal orhurul comments about other students or staff. You should ensure your comments are lawful, ieare consistent with legislavely protected areas of equality and diversity, and do not constute adisciplinary offence under the University’s code, which include offensive behaviour (in wring aswell as actual) and bringing the University into disrepute.

StaffThe following staff contribute to the programme:

John Lee Programme Director; Professor of DigitalMedia and Deputy Director of the HumanCommunication Research Centre (Schoolof Informatics)

Alison House,Nicolson SquareExtension 502335HCRC: InformaticsForum, rm 4.28Extension 504420

Richard Coyne Academic Director; Professor ofArchitectural Computing

Minto House,Chambers StreetExtension 502332

Martin Parker MSc specialist lecturer; ProgrammeDirector, MSc in Sound Design

Alison HouseExtension 502333

Jules Rawlinson MSc specialist teaching fellow Alison HouseExtension 504122

Thaleia Deniozou MSc specialist tutor Alison House

Geoff Lee Chief Computing Officer, ECA (contact viacomputing issues web form)

Evolution HouseExtension 502341

Ian Gunn Computing Officer, ECA Maltings 4.12Extension 508020

Emma Binks Senior Secretary for MSc Design andDigital Media, ECA Postgraduate Office

ECA PostgraduateOffice, 3rd Floor,Evolution HouseExtension 515740

Rowena Godfrey Art and Architecture Librarian Art & ArchitectureLibrary Extension502310

Other staff may participate in specialised teaching and supervising as appropriate; it isimpractical to list them here.

Support Services

Academic SupportStudents on this programme are also supported by Architecture services, including technicalsupport and the Architecture Library, which holds stock for this programme. There are also otherexcellent library facilities within the University, including the ECA library in Evolution House. Inaddition, the University is well provided with specialist support services through the Main Library,Information Services, etc. These may be approached directly or through the Programme Director.Study skills, English language tuition, and many other general forms of support for students'academic development are also available. See especially the range of support offered by theInstitute for Academic Development (http://www.ed.ac.uk/schools­departments/institute­academic­development/postgraduate).

Pastoral SupportStudents should feel free to bring problems of any kind (academic, medical, personal, religious,etc.) to the attention of the Programme Director. It is the student's responsibility to do soimmediately where the problem may affect their academic performance. The Programme Directorwill discuss and, where relevant, suggest solutions for any problems, and assist in finding supportfrom other members of staff where appropriate. For problems that are essentially non­academicthe student can if necessary be referred to counselling or other specialist support. These andother services, such as The Advice Place (run by EUSA, Bristo Square, extension 516060,http://www.eusa.ed.ac.uk/adviceplace/), may also be approached directly if preferred. See alsosources of specialist support listed in Appendix IV of the Code of Practice for TaughtPostgraduate Programmes(http://www.docs.sasg.ed.ac.uk/AcademicServices/Codes/CoPTaughtPGProgrammes.pdf).

Personal TutorsIn the context of the Design and Digital Media programme, the statement below is interpreted asfollows. Each student is assigned a Personal Tutor, who will be one of John Lee, Richard Coyneor Jules Rawlinson. However, although you are welcome to contact your assigned PT wheneveryou wish, we operate a team approach. After the introductory meeting of the programme (whichmay be considered the first Group Meeting), all students will have an individual meeting with theProgramme Director (John Lee), though this may not be within the first 2 weeks. Further groupand individual meetings will be organised and advised during the teaching year. The points madein this Handbook about the role of the Programme Director remain valid. ECA PersonalTutoring Statement Information relating to the Personal Tutor system, Student Support Officers,and the student support services available across the University can be found here.www.eca.ed.ac.uk/intranet/personal­tutors ECA has a specialist Student Support Officer forpostgraduate taught students, who is a member of the Postgraduate Office Team: Lucy Hawkins– PG Student Support Officer lucy.hawkins@ed.ac.uk Tel: +44 (0) 131 651 5734

Language SupportThe University’s Institute for Applied Language Studies run English Language courses forinternational students and courses in European and other languages for the local communityand com panies all year round. Contact details for the Institute for Applied Language Studiesare ­ Tel: 0131 650 6200 / Web: http://www.ials.ed.ac.uk/ / Email: ials.enquiries@ed.ac.uk /

Student Disability Service

Student Disability ServiceThe Student Disability Service is a service which supports disabled students. Their main focus isproviding advice and support. They support students with dyslexia, mental health issues andstudents on the autistic spectrum, as well as those who have physical and sensory impairments.www.ed.ac.uk/student­disability­service

Student Representation and ParticipationStudents should elect one of the class, for each degree programme, as Class Representative,who will be invited to join the Architecture (ESALA) Staff­Student Liaison meetings. Additionally,all students are invited to give full and free comments and opinions on all aspects of theprogramme, both to the Programme Director and to other members of staff, at any time. Note,however, that course organisers may not in all cases be able to provide immediate or writtenresponses to comments. Questionnaires will periodically be used to elicit student opinion on theprogrammes.

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

Complaints ProceduresComplaints should be brought up in the first instance with the Programme Director or the Head ofthe ECA Graduate School. Where necessary, other University procedures will apply, such astaking the matter to the College Postgraduate Dean and Secretary. The complaint procedure isdesigned to ensure that complaints are properly investigated and are given careful and fairconsideration. The procedure involves up to two stages and adheres, as far as possible, to aspecified timescale. Anyone wishing to raise a complaint about a matter which is the responsibilityof the University must do so via this procedure. Information and advice on the procedure can beaccessed via the link below: http://www.ed.ac.uk/schools­departments/student­academic­services/student­complaint­procedure/student­complaint­procedure

Other CostsAdditional Programme Costs This Programme has an additional programme cost of £800 that iscollected at the same time as tuition fees by Student Administration. This is spent directly on theprogramme to enhance your studies. For further information, please see the link below. https://uoe.sharepoint.com/sites/hss/eca/finance­hr/finance/_layouts/15/start.aspx#/SitePages/Additional%20Programme%20Costs.aspx GeneralCosts Students should be aware that additional costs may arise in connection with any activitiesthat involve travel, e.g. site visits, media purchase (such as memory cards and sticks, additionaldisc drives, blank CDs, DVDs, DV tapes etc.) and possibly in relation to summer projects.

Other Related DocumentsUniversity regulations and other important information for all students:http://www.drps.ed.ac.uk/14­15/regulations/postgrad.php

Appendix 1: Health and SafetyThe University of Edinburgh operates a no smoking policy. It is very important that all studentsgive full consideration to health and safety in the studios, the crit rooms, and in all parts of thebuilding. All students should familiarise themselves with the location of fire exits and the routes tothem. Nothing more dangerous than a modelling knife should be used in the studio: activitiesinvolving e.g. woodworking tools or power tools should always be carried out in the workshop.The same applies to glues, paints, solvents and other volatile or flammable materials. Any suchtools or materials found lying about in the studios or elsewhere will be confiscated, and their

unauthorised use may give rise to disciplinary action. Any hazardous waste items (especiallybroken glass etc.) must be disposed of carefully in the workshop. It is particularly important tokeep stairways and corridors open and free from clutter, debris and flammable materials of anykind. Activities such as gluing or spray­painting in these areas will be treated particularly seriously.In the studios, it is critical to maintain clear escape routes from any point to the nearest fire exit.These may be marked on the floor, or may be otherwise designated by the studio tutor. Nothingshould be allowed to restrict these routes, or access to them, even for a limited period. This willsometimes be inconvenient, but its importance must be appreciated by everyone involved instudio work. Accumulations of clutter are common in studios, but must be avoided where there isany possibility of resulting fire risk. Piles of paper or components of models, for example, shouldbe tidied and kept out of harm’s way. Nothing should ever be allowed to restrict access to fireextinguishers; and these must never be moved or interfered with except in the event of a fire. Critrooms and other spaces are equally subject to these points. Similarly, they are often through­routes for cleaners and other staff, and students must have full consideration for possible dangersrepresented by items on the floor, suspended from wires, involving spikes or sharp edges, etc. Inall cases of installations, a risk assessment should be carried out, using the risk assessmentchecklist (with adaptations for specific projects if necessary). Note that crit rooms and otherexhibition spaces should be used only for displaying work — the construction of all pieces shouldbe carried out in the studio or workshop. Before the construction of anything large or heavy isundertaken, careful thought, including an assessment of risks, should be given to how it will bemoved, displayed, stored and ultimately disposed of. Please recognise that these points aremade in the interests of all users of our buildings. Good health and safety practices need beneither onerous nor obstructive if they are carried out continuously and routinely. Failure tocomply with the ever­growing array of regulations in this area may easily have very seriousconsequences, e.g. the withdrawal of facilities such as 24­hour access to studios. An appreciationof health and safety is also an important general aspect of the design and use of all buildings, andincreasingly of any professional or managerial role in any walk of life.

Appendix 2: Degree Programme TableThis is the official Degree Programme Table for Design and Digital Media. Design and DigitalMedia (MSc/Dip)

Degree Type: Postgraduate Taught Masters/Diploma [also available by part­time study]

NYT Course S L CT

Introduction to Digital Design A 11 20

Introduction to Interactive Design * A 11 20

Introduction to Digital Modelling and Animation in Design * A 11 20

Media and Culture A 11 20

Dynamic Web Design A 11 20

Innovation­Driven Entrepreneurship # A 11 20

Digital Media Studio Project A 11 20

Design and Digital Media Final Project A 11 60

* One of these two courses must be chosen. # Replacement can be any 20­credits offered by theUniversity of Edinburgh or the Edinburgh College of Art that meets with the approval of theProgramme Director and the Head of ESALA.

Appendix 3: Programme CalendarPlease note that while every effort is made to ensure accurate details, this calendar should betreated only as a guide to the structure of the year. The University Calendar is here:http://www.ed.ac.uk/news/semester­dates On the calendar below, many events are subject toalteration but whenever possible, advance notice will be given, especially if the date and time of alecture or seminar is going to change. The titles of many events and lectures are meant asplaceholders and may change depending on the weekly needs of the class.

You can subscribe to the course calendars by searching Google Calendar if you have a googleaccount: http://www.google.com/calendar. However, you can also subscribe to these calendarswith Apple's iCAL and other calendar readers using the links below. (Right click or control+click tocopy and paste the link.) We strongly recommend you subscribe to these calendars in order tokeep up with updates and changes to the schedule.

Subscribe to the MSc calendars with theselinks:Design and Digital Media: XML iCAL HTML ARCH11002 Media and Culture: XML iCAL HTMLARCH 11192 Intro to Digital Design: XML iCAL HTML ARCH11193 Intro to Interactive Design:XML iCAL HTML ARCH11173 Intro to Digital Modelling: XML iCAL HTML ARCH11004 DynamicWeb Design: XML iCAL HTML ARCH11006 Digital Media Studio Project: XML iCAL HTMLSpecial Events: XML iCAL HTML

Appendix 4: PrintingTaught postgraduates start with a printing allocation of £10. Once this quota is reached, you cantop up your printing account via machines at the main library. This quota is intended to help youconsider whether you need to print a certain document or whether it can be read on screen. A lotof paper and ink is wasted each year, so we have found this quota system necessary. The quotashould be enough to print our your submissions and other pieces of information like projectbriefs. A good way to save paper is, when printing, to print two pages per side. This can be doneby selecting LAYOUT from the print menu and choosing to print two pages per side. With most ofour printers, you can also print on both sides of the paper.

how to print two pages

Notice also on the bottom left of this image that you can export a PDF file from any printcommand. This is a good way of preserving web pages without printing them out on paper. Forfurther details, see https://www.wiki.ed.ac.uk/display/ECAIT/Printing

John McGovern Media CentreThe John McGovern Media Centre is open to all students and staff of the Edinburgh College ofArt and provides a professionally supported facility for large­scale printing and scanning. It isbased in the Department of Architecture on Chambers Street. Other reprographics facilities maybe accessible in Lauriston Place. http://www.eca.ed.ac.uk/eca­home/resources/other/reprographics

Submissions

Design and Digital Media CoursesToday Tuesday, 23 August Print

Week

Month

Agenda

Events shown in time zone: London

15:00

16:15

16:30

10:00

11:00

11:10

14:00

Showing of instalations and other work this week (optional), SD/DDM students

Showing of instalations and other work this week (optional), SD/DDM students

Showing of instalations and other work this week (optional), SD/DDM students

Showing of instalations and other work this week (optional), SD/DDM students

Showing of instalations and other work this week (optional), SD/DDM students

DCP/SD final concert

Music welcome event ­ playfair library

MSc get together and tour of campus, meet tutors etc.

ECA postgraduate welcome meeting and drinks reception

WEEK 1

Introduction to the programme, computer access and online resource management (MP, JL, JR, GL)

ARCH 11173 Clinic (TD and tutors)

Principles of Interaction

The Sound Designer's Toolkit (MP)

Tuesday, 23 August

Wednesday, 24 August

Thursday, 25 August

Friday, 26 August

Saturday, 27 August

Thursday, 15 September

Friday, 16 September

Monday, 19 September

Tuesday, 20 September

Calendar

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Submissions

Guidelines for submissions(a) The fully “official” version of any submission is by copying the file(s) or a digitalversion of the written text (for essays etc.) to the online SubSys submissions system. Thismust always be submitted by the due date, and will be treated as the real submission for anyformal purposes. Login to https://subsys.ace.ed.ac.uk/subsys/. You will see a link for eachsubmission appropriate to the courses you are registered on. Please drop in here exactly thematerial required for the submission. These folders will lock after the deadline. Name your filesso that it is clear which part of the submission each file constitutes. (b) Accompanying eachofficial submission, we require a completed online Declaration of Own Work form. (c) Whereasked, you should also upload your submissions to infrar.ed. It is a requirement that you tag eachfile uploaded with the appropriate metadata. Note that the infrar.ed submission is NOT the officialsubmission, so do make sure you have also submitted to the drop­box. Websites1. Place the site in your 'playground' directory (location to follow). There is a subfolder foreach website submission. Ensure that your site works in this location. The best way touse these is actually to build your site in this location from the start. So that we alwaysknow exactly how to view it, your website for the submission should appear online usingexactly the URL derived from the name of the folder, e.g.:.../your_folder/submissions/idm1/. This will only work if you have an index.html filedirectly in that folder (not in another folder inside that one), so please construct your sitethis way.

2. You must still also copy the content of this folder into the SubSys. This ensures thatnothing has changed on the site between the submission deadline and marking, whilstalso ensuring that a working version remains online.

Submission DatesFor all submission dates, please see the Programme Calendar.

Edit