Module Title Innovation and Concept
Module Code DES511M1
Module Level 4
Credit Points 20
Semester 1
Location Magee
Pre-requisite(s) Pass in First and Second Year
Co-requisite(s) None
Module Co-ordinator Robin Hodge
Teaching Staff Robin Hodge
Hours Lectures / Seminars 24
Structured Discussion 12
Directed Reading 12
Assignment Preparation 76
Directed Study 76
Total Effort Hours 200
Academic Subject Creative Arts
Rationale
The module offers the student an opportunity to develop a realistic and meaningful piece of work.
This module is designed to help students develop their individual design skills, identities and direction. The module represents work performed by the student under suitable staff supervision that draws both from the practical and creative nature of a design project.
Aims
The primary aims of this module are as follows:
• to introduce students to design research;
• to develop students design presentation and prototyping skills;
• to exercise and develop students design methodology skills;
• to develop students’ individual design skills and identities.
Learning Outcomes
Upon the successful completion of this module a student will have achieved and demonstrated the following learning.
Subject Related Qualities
A knowledge and understanding of:
A2 The principles of 2D and 3D multimedia authoring.
A4 Multimedia design principles.
Intellectual Qualities
An ability to:
B1 Formulate multimedia designs that conform to given technical and other constraints.
B4 Justify and communicate the technical and design rationale for a particular multimedia system.
Professional / Practical Skills
An ability to:
C1 Specify, design, construct and test multimedia systems.
C2 Select and employ suitable techniques and tools for the design, creation and documentation of multimedia systems, with particular emphasis on understanding the whole process involved in the effective
deployment of interactive multimedia solutions.
C3 Evaluate multimedia systems with respect to general quality and possible trade-offs within the parameters of the problem.
C5 Prepare and deliver presentations and written reports.
Transferable / Key Skills
An ability to:
D1 Learn in both familiar and unfamiliar situations, making effective use of information-retrieval skills and of learning resources.
D2 Communicate effectively with a variety of audience types using various media.
D4 Appreciate the need for continuing professional development in recognition of the requirement for life long learning.
Content
Anticipated lecture / seminar content includes the following: Introduction to the Module, Briefing and Case Studies; Research Skills; Usability; Research Website Review and Feedback; Branding; Presentation Skills; Project Management and Planning; Major Project Discussion; and Design Evaluation.
Learning and Teaching Methods
Lectures will cover the principles and methodologies which inform visual representation in the communication process. Structured feedback will help students contextualise these in terms of the work to be done and their particular skill profile.
Students maintain individual research websites to provide evidence of ongoing project work. Students engage in critical appraisal of presentations given by the students themselves under the supervision and direction of academic staff.
Students will be directed to read and view a range of material that will provide general support to their growing knowledge of communication and its application. Students will be expected to actively seek out and review a broad
range of design exemplars to inform their work and reinforce their awareness of communication design.
Assessment
Coursework Assignments 100%
Students will be required to develop proposals and prototypes that will be developed to completion. Coursework should draw together the skills and methodologies acquired on the course and during the placement year. Through a process of serious enquiry and research the student should demonstrate the ability to generate an innovative and substantial body of work in a self-directed manner.
Within the given parameters students will identify a suitable area of enquiry from which a detailed and cohesive body of work can be synthesised. Due to the constantly evolving nature of the practice it is crucial that students develop the ability to formulate a work plan with some autonomy.
The module requirements are introduced with discussion about relevant aspects and production requirements.
The research website focuses on the learning outcomes (outlined above)and is assessed as a body of work under
the following criteria:
quality of initial ideas 30%
quality of written brief 10%
quality of presentation 10%
quality of concept 25%
quality of innovation 25%
Reading List
Required
Cederholm, Dan. Web Standards Solutions. New York: Friends of Ed, 2004.
Linderman, Matthew. Defensive Design for the Web. New York: Cisco Press, 2004.
Macdonald, Nico. What is Web Design?. Hove: RotoVision, 2003.
Slocombe, Mike. Max Hits – Building and Promoting Successful Websites. Hove: RotoVision, 2001.
Gordon, Bob and Gordon, Maggie. The Complete Guide to Digital Graphic Design. London: Thames & Hudson, 2002.
Lewandowsky, Pina and Zeischegg, Francis. A Practical Guide to Digital Design. Crans-près-Céligny: AVA, 2002.
Godin, Seth. The Big Red Fez – How to Make Any Website Better. London: Simon and Schuster, 2002.
Zeldman, Jeffrey. Designing with Web Standards. New York: New Riders, 2003.
Nielsen, Jakob. Homepage Usability. London: Pearson Education, 2001.
Farrington, Paul. Interactive – The Internet for Graphic Designers. Hove: RotoVision, 2002.
Recommended
Roberts, Lucienne and Thrift, Julia. The Designer and the Grid. Hove: RotoVision, 2005.
Burgoyne, Patrick. Browser 3.0. London: Laurence King, 2001.
Hyland, Angus, (Ed.). Pen and Mouse: Commercial Art and Digital Illustration. London: Laurence King Publishing, 2001.
Wiedemann, Julius, Ed. Taschen’s 1,000 Favorite Websites. Köln: Taschen, 2003.
De Sausmarez, Maurice. Basic Design – The Dynamics of Visual Form. London, A + C Black, 2002.
Maeda, John. Maeda and Media. London: Thames and Hudson, 2000.
R. Klanten, H Hellige M Mischler, V Tiegelkamp, JR Hillmann (Ed.). 72 DPI. Berlin, DGV, 2000.
Negroponte, Nicholas. Being Digital. London: Hodder & Stoughton, 1995.
Journals (available in Belfast Campus Library)
Creative Review, Eye, Design Week, Blueprint, Visible Language, Idea, Design Studies, and Design Issues.
URLs
Webmonkey – http://webmonkey.wired.com/webmonkey
A List Apart – www.alistapart.com
WestCiv CSS Tutorials – www.westciv.com/courses
Simplebits – www.simplebits.com
Glish (CSS Layouts) – http://glish.com/css/3.asp
In addition students will be required to constantly seek out and view design in a broad range of contexts to help them develop an awareness of the application of all elements of design as a foundation for their own practice.
Summary Description
Through a process of research, experimentation and inquiry students are required to develop a proposal for the major project. Coursework should draw together the skills and methodologies acquired on the course. This must include evidence of practical experimentation and iterative prototyping of the evolving project. All proposals should be able to demonstrate the potential for dynamic interactivity with well-developed visual communication.
Posted by Robin Hodge 
Posted by Robin Hodge 
Posted by Robin Hodge 