Hong Kong Design Institute - VTC

Hong Kong Design Institute Design Discipline Digital Media Programme Board

Higher Diploma Programme

DE114109 Higher Diploma in Transmedia

Definitive Programme Document

Volume B: Programme Information & Module Syllabuses

Version 2.2 – Oct 2020

Digital Media Programme Board HD in Transmedia (DE114109)

Volume B - Programme Information & Module Syllabuses i

TABLE OF CONTENTS

Page

SECTION ONE – PROGRAMME INFORMATION 1 BACKGROUND 2

1.1 General Information of the Programme 2 1.2 Major Statistics from AY2016/17 to AY2018/19 3 1.3 Programme Revision 3 1.4 Recognition of Professional Bodies 8 1.5 Demand for the Programme 9 1.6 Actual and Planned Intakes from AY2019/20 to AY2021/22 13

2 PROGRAMME OBJECTIVES AND INTENDED LEARNING OUTCOMES 15

2.1 Programme Objectives & Intended Learning Outcomes 15 3 PROGRAMME STRUCTURE AND CONTENTS 19

3.1 Programme Structure 19 3.2 QF Level and Alignment of PILOs to GLDs 25 3.3 QF Credit Assignment 26 3.4 Module Design 26 3.5 Design Thinking, Environmental Education and Mainland Elements 29 3.6 Industrial Attachment 33 3.7 Minimum QF Credit Requirements for Awards 34 3.8 Attendance Requirement 35

4 LEARNING AND TEACHING STRATEGIES 36

4.1 Learning and Teaching Methods 36 4.2 Integration of Classroom-based Learning and Self-study 37 4.3 Use of Learning and Teaching Technologies 37 4.4 Design Thinking 37 4.5 Project Based Learning 37 4.6 Knowledge Centres 38

5 ASSESSMENT 39

5.1 General Information 39 5.2 Module Assessment Scheme 39 5.3 Quality Assurance Mechanism of Assessment 42

6 ADMISSION AND SELECTION 45

6.1 Entry Requirement 45 6.2 Credit Transfer and Module Exemption 45

7 RESOURCES 47

7.1 Academic and Supporting Staff Establishment 47 7.2 Teaching Serviced by Other Units 48 7.3 Learning Support Facilities 48


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

50

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

55

LAN4108 English and Communication: Persuasive Presentations 61

LAN4101 English and Communication: Promotional Materials 65

LAN4107 English and Communication: Reports 69

LAN3103 English and Communication: Workplace Correspondence 73

LAN3100 English and Communication: Workplace Interaction 77

SDD4006 / SDD4006M

Collaboration, Teamwork & Social Engagement 81

SDD4007 Enhancing Competencies in the 21st Century Workplace 86

SDD4005 / SDD4005M

MindShift: Achieving Personal Growth & Effectiveness 91

ITE3009 Information Technology Essentials – Smart Living 96

Discipline Core Modules DES4008 Aesthetics and Semiotics 100

DES3006 Creative and Design Thinking 104

DES4007 Cultural Studies 107

Programme Specific Modules DDM5941 Big Data Analysis & Marketing Plan 112

DDM4914 Digital Game Design 116

DDM4941 Independent Studies in Transmedia I 120

DDM4951 Independent Studies in Transmedia II 124

DDM4922 Media Architecture 128

DDM3910 Media Production 132

DDM4044 Portfolio Design 136

DDM4923 Storyworld Creation 139

DDM4911 Storyworld Visualisation 144


Volume B - Programme Information & Module Syllabuses iii

Module Code

Module Title Page

DDM4942 Transmedia Bible 148

DDM4931 Transmedia Pitching 152

DDM4921 Transmedia Principles 156

DDM4943 Transmedia Producing 160

DDM4913 Transmedia Storytelling 164

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

DDM4926 Essential Skills: 2D Animation 168

DDM4924 Essential Skills: Film - Location Production 171

DDM4925 Essential Skills: Film - Post-Production 175

DDM4928 Essential Skills: Game Design 178

DDM4927 Essential Skills: Graphics Communication 181

DDM4929 Essential Skills: New Media Application 184

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

DDM4934 Industry Process: 2D Animation 188

DDM4932 Industry Process: Film - Location Production 192

DDM4933 Industry Process: Film - Post-Production 196

DDM4936 Industry Process: Game Design 199

DDM4935 Industry Process: Graphics Communication 203

DDM4937 Industry Process: New Media Application 206

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

DDM4054 Academic Writing Workshop 210

DDM4053 Professional Development 213

Graduation Project

DES4004 Graduation Project 217

Industrial Attachment Module

DES4901M Industrial Attachment 224 *Students are required to choose 2 out of 6 Elective Modules during semester 2. ** Students are required to choose 2 out of 6 Elective Modules during semester 3. *** Students are required to choose 1 out of 2 Elective Modules during semester 5. (Please refer to Table 3.1 Programme Structure for details.)


Volume B - Programme Information & Module Syllabuses iv

LIST OF APPENDICES Page

APPENDIX 1 – Module Assessment Schemes (AY2020/21)

231


Volume B - Programme Information & Module Syllabuses v

APPENDIX 1 – Module Assessment Schemes (AY2020/21) Module Code

Module Title Page

General Education Modules LAN3003

職業中文傳意：普通話對話與匯報


232

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

233

LAN4108 English and Communication: Persuasive Presentations 234

LAN4101 English and Communication: Promotional Materials 235

LAN4107 English and Communication: Reports 236

LAN3103 English and Communication: Workplace Correspondence 237

LAN3100 English and Communication: Workplace Interaction 238

SDD4006 / SDD4006M

Collaboration, Teamwork & Social Engagement 239

SDD4007 Enhancing Competencies in the 21st Century Workplace 240

SDD4005 / SDD4005M

MindShift: Achieving Personal Growth & Effectiveness 241

ITE3009 Information Technology Essentials – Smart Living 242

Discipline Core Modules DES4008 Aesthetics and Semiotics 243

DES3006 Creative and Design Thinking 244

DES4007 Cultural Studies 245

Programme Specific Modules DDM5941 Big Data Analysis & Marketing Plan 246

DDM4914 Digital Game Design 247

DDM4941 Independent Studies in Transmedia I 248

DDM4951 Independent Studies in Transmedia II 249

DDM4922 Media Architecture 250

DDM3910 Media Production 251

DDM4044 Portfolio Design 252

DDM4923 Storyworld Creation 253

DDM4911 Storyworld Visualisation 254


Volume B - Programme Information & Module Syllabuses vi

Module Code

Module Title Page

DDM4942 Transmedia Bible 255

DDM4931 Transmedia Pitching 256

DDM4921 Transmedia Principles 257

DDM4943 Transmedia Producing 258

DDM4913 Transmedia Storytelling 259

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

DDM4926 Essential Skills: 2D Animation 260

DDM4924 Essential Skills: Film - Location Production 261

DDM4925 Essential Skills: Film - Post-Production 262

DDM4928 Essential Skills: Game Design 263

DDM4927 Essential Skills: Graphics Communication 264

DDM4929 Essential Skills: New Media Application 265

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

DDM4934 Industry Process: 2D Animation 266

DDM4932 Industry Process: Film - Location Production 267

DDM4933 Industry Process: Film - Post-Production 268

DDM4936 Industry Process: Game Design 269

DDM4935 Industry Process: Graphics Communication 270

DDM4937 Industry Process: New Media Application 271

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

DDM4054 Academic Writing Workshop 272

DDM4053 Professional Development 273

Graduation Project

DES4004 Graduation Project 274

Industrial Attachment Module

DES4901M Industrial Attachment 275 * Students are required to choose 2 out of 6 Elective Modules during semester 2. ** Students are required to choose 2 out of 6 Elective Modules during semester 3. *** Students are required to choose 1 out of 2 Elective Modules during semester 5. (Please refer to Table 3.1 Programme Structure for details.)


Volume B - Programme Information & Module Syllabuses vii

List of Tables

Page Table 1.1 General Programme Information 2 Table 1.2 Major Statistics for HD in Transmedia 3 Table 1.3 Major and Minor Changes for HD in Transmedia 4 from AY2016/17 to AY2019/20 Table 1.4 Proposed Major and Minor Changes for HD in Transmedia 8 from AY2020/21 / AY2021/22 and onwards Table 1.5 Professional Recognition for HD in Transmedia 8 Table 1.6 Actual and Planned Intakes from AY2019/20 to AY2021/22 14 Table 2.1 Mapping of PILOs with Discipline’s Desired Graduate Attributes 16 Table 2.2 Mapping of PILOs with Programme Objectives 18 Table 3.1 Programme Structure of HD in Transmedia 19 Table 3.2 Mapping of PILOs to Generic Level Descriptors at QF Level 4 25 Table 3.3 Mapping of Modules with Programme Intended Learning Outcomes 27 Table 3.4 Modules with Design Thinking Elements Embedded 30 Table 3.5 Modules with Environmental Education Elements Embedded 31 Table 3.6 Modules with Mainland Elements Embedded 32 Table 3.7 Major Statistics of IA in HD in Transmedia 33 Table 3.8 Minimum QF Credit Requirements for Exit Award 34 (Higher Diploma in Transmedia) and Intermediate Exit Award (Diploma in

Design) Table 5.1 Summary of the Module Assessment Scheme 39 for HD in Transmedia in 2020/21


Volume B - Programme Information & Module Syllabuses 1

SECTION ONE – PROGRAMME INFORMATION



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

Table 1.1: General Programme Information

Programme Code DE114109 Programme Title: (in English & Chinese)

Higher Diploma in Transmedia 超媒體高級文憑

Qualification Title: (in English & Chinese)

Higher Diploma in Transmedia 超媒體高級文憑

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

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

Offering Campus(es): HKDI Programme Board: Digital Media Mode of Study: Full-time Duration: 5 semesters to be completed normally in 2 years Minimum Notional Learning Hours:

3375 Hours

Total Contact Hours (Full-time Mode):

1235 Hours

Minimum QF Credit Requirements:

337 Credits + 10 IA Credits

QF Level: 4 Commencement Date: September 2020 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 3.1 Programme Structure. The Area of Study and Training / Sub-area / Programme Area of the Intermediate Exit Award are aligned with those of the Higher Diploma award.



1.2 Major Statistics from AY2016/17 to AY2018/19

Table 1.2: Major Statistics for HD in Transmedia Performance Indicator (PI) Full-time Mode

AY 2016/17 AY 2017/18 AY 2018/19 Planned Places 175 157 117 Enrolment Rate (Target 100%) 93% 103% 144% Retention Rate (Target 95%) 96% 97% 95% Pass Rate 97% 94% 93% Student Satisfaction

- Module Experience 7.79 7.72 8.02 - Programme Experience 6.53 6.72 7.23

Employment Rate (Target 90%) NA 94.7% 86.8% Further Study Rate NA 41.7% 26.4% Transmedia was a new concept to the industry and the society when the programme started the promotion. The overall performance of HD in Transmedia was satisfactory and positive. The Enrollment Rates exceeded the corresponding Performance Indicator targets with an increasing trend from 93% in AY2016/17 to 144% in AY2018/19. The overall Retention Rates remained steady meeting the corresponding Performance Indicator targets.

This program was launched in AY2015/16, the overall Employment Rate of the programme was encouraging at an average of around 90%. It was surprisingly good for the first cohort’s Employment Rate. Transmedia was a new concept and quickly recongnized by the industry. This also reflected that students are beneficial from the acquired skills and knowledge of the programme. The market needed this kind of graduates.

The continuous increase in Student Satisfaction was also encouraging. It reflected the effort of the programme team on quality assurance.

1.3 Programme Revisions

Since last validation / revalidation, the programme has been regularly reviewed for continuous improvement. Feedback was collected from external and internal stakeholders, including employers, graduates, students and teachers through various means. Based on their comments, and where appropriate, changes have been made to HD in Transmedia from AY2016/17 to AY2019/20, as shown in the following table:



Table 1.3: Major and Minor Changes for HD in Transmedia from AY2016/17 to AY2019/20

Major Change1 Brief Descriptions

Approval Date and Authority

1. Revision of delivery sequence of LAN4107 and LAN4108 (AY2017/18) In consideration of enhancing students’ learning experience, “LAN4107 / English and Communication: Reports” of Semester 3 was swapped with “LAN4108 / English and Communication: Persuasive Presentations” of Semester 4 in AY2015/16 and AY2016/17 in some Disciplines, including Design Discipline. As a result, the pass rate of LAN 4107 was increased and students generally considered the swapping of modules more manageable and favorable. Therefore, LAN4108 was re-allocated in Semester 3 and LAN 4107 was re-allocated in Semester 4 for all HD programmes in the Design Discipline starting from AY2017/18 to better facilitate students’ learning effectiveness.

Endorsed by Design Discipline Academic Committee (DEAC) on 5 May 2017

2. Whole Person Development modules

In response to the curriculum review done by Student Development Discipline (SDD) and the changing circumstances amongst young people, the previous 4 WPD modules were proposed to be replaced by 3 new modules. The total number of QF credits of the 3 newly proposed WPD modules remained unchanged, bringing no modification to the study load of the academic programmes. The 3 newly proposed WPD modules were SDD4005/SDD4005M / MindShift: Achieving Personal Growth & Effectiveness (26-hour, 6 QF Credit), SDD4006/SDD4006M / Collaboration, Teamwork & Social Engagement (26-hour, 6 QF Credit) and SDD4007 / Enhancing Competencies in the 21st Century Workplace (13-hour, 3 QF Credit), which would be offered starting from the 2019 cohort.

Endorsed by Student Development Academic Committee on 6 Nov 2018

3. Information Technology Essential module In response to the Hong Kong SAR Government’s initiatives as well as the global promotion and development of the “Smart City” concept, the Design Discipline had developed with the IT Discipline a new generic module of “Information Technology Essentials – Smart Living”. HD in Transmedia had adopted the module in replacement of ITE – Smart Living matching with the curriculum to support student learning.

Endorsed by Information Technology Essential Module Board on Mar and May 2018

1 Major changes are those changes at programme level, including programme intended learning outcomes, the number of QF credits in the programme, programme stream structure, entry requirements, programme area, and addition / deletion of modules, etc.



4. Transformation of Discipline Core Module (AY2018/19)

In support of the Hong Kong SAR Government’s initiatives as well as the global trends in promoting “Design Thinking”, the Design Discipline had transformed the core module of “DES3004 / Creative Thinking” into “DES3006 / Creative and Design Thinking” expanding the design thinking focus. The Module Intended Learning Outcomes (MILOs), Learning Contents and Learning and Teaching Strategies were revised in the syllabus, while the QF Level, QF Credits, Contact Hours (CHs) and Notional Learning Hours (NLHs) were kept unchanged. In addition, the Continuous Assessment (CA) was revised from 1 project to 4 exercises in the Module Assessment Scheme (MAS). See Table 5.1 Summary of Module Assessment Scheme and respective module syllabus and MAS for details.

Endorsed by DEAC on 4 June 2019

5. Programme regrouping / restructuring / enhancement (AY2018/19)

In response to recent years’ changes and emerging trends in the trades and industries, the programme boards of DE had proposed further regrouping / restructuring / enhancements for their HD programmes. Directions of the proposed regrouping / restructuring / enhancements had been discussed and supported in the 50th (21 September 2017), 51st (18 October 2017), 54th (14 June 2018) and 56th (12 September 2018) meetings of the Design Discipline Academic Committee (DEAC), and the 13th (19 March 2018) and 14th (9 October 2018) meetings of the Design Discipline Advisory Board (DEDAB). The regrouping / restructuring / enhancements with corresponding revisions of the programme structures and definitive programme documents as “major changes” were endorsed for 19 of the 242 HD programmes in the Design Discipline. The following Major Changes were applied in HD in Transmedia:

(a) Embedment of new elements / adjustment of focuses in

response to industry needs Updated learning contents were incorporated in the programme to meet the changing industry needs and the strengthening of the technological elements, including:

- The new module “DDM4914 / Digital Game Design” was

embedded in Semester 1 to introduce to the students the latest game production pipeline and technologies, of which the knowledge has been increasingly demanded by the manpower market in creative industry that was seen in the growing revenue of game selling.

Endorsed by DEQAC on 5 Jun 2019 and DEAC on 6 Jun 2019

2 Five new or revised Design programmes with more significant changes have undergone an internal validation exercise on 3 May 2019.



- The Contact Hours of “DDM4923 / Storyworld Creation” was increased from 26 to 39 for deeper training in developing and designing a storyworld premise and content, which are the skills increasing needed by the IP franchise business. Its module title was also changed from “CDM4260 / Unified Storyworld” to the current title for better reflection of the module’s core focuses.

- An elective module mechanism was introduced in Semester

2 and 3. Students are required to choose 2 out of 6 specialized areas ranging from Graphics Communication, 2D Animation, Film Location Production, Film Post-Production, Game Design to New Media Application. The new elements can further strengthen students’ technical competence in the areas where they would like to develop their career.

- “DDM4044 / Portfolio Design” of Semester 4, “DDM4054 /

Academic Writing Workshop” and “DDM4053 / Professional Development” of Semester 5 were added to the curriculum, with an aim to provide solutions to the students to prepare their career / further study plan that can answer the challenges of changing industrial / academic environment.

(b) Study load evened out / module delivery sequence

reallocated for better learning progression The students’ semester loads and learning sequences were reviewed and necessary adjustments were made for better balance and/or smoother flow as listed below:

- “DDM4921 / Transmedia Principles” was re-allocated from

Semester 1 to Semester 2, in a view that the module’s covered theories are not easily comprehended by a beginner in the first semester.

- “DDM4931 / Transmedia Pitching” was re-allocated from

Semester 5 to Semester 3. The change enables students to fully utilize the learnt skills from the module to do an idea pitch on their Final Year Project that are usually happened subsequent to Semester 3.

- In consideration of enhancing students’ learning experience and closer connection to the programme specific modules of corresponding semesters, “DES3006 / Creative and Design Thinking” of Semester 1 was swapped with “DES4008 / Aesthetic and Semiotics” of Semester 3 in AY2019/20 to better facilitate the learning effectiveness of students of HD in Transmedia

(c) Subsumed previous Design Plus module contents – The Design Plus Modules had been introduced since 2016 to



supplement the practical skill training in areas such as communication and presentation, research, and workshop skills. With the training proven beneficial to students, a further step is taken by the programme boards to integrate such training into the programme/stream specific modules so as to streamline the curricula and better integrate student learning. HD in Transmedia had embedded the elements of “DES4020 / Design Plus: Industry Processes” in its elective module package of Semester 3, of which all elective module titles were with prefix “Industry Process” to amplify the modules’ natures were, similar to the original Design Plus module, to introduce to the students the development, trend as well as production workflow of specific trades.

(d) Revisions specific for programmes of the former CDMPB

CDM Programme Board had been managing seven HD programmes in two broad study areas of “communication design” and “digital media” which were quite distinct in the focuses, graduate attributes, and industries they serve. The restructure of the existing Department of Communication Design and Digital Media (CDM) into the Department of Communication Design (DCD) and Department of Digital Media (DDM) effective from AY2019/20 had been approved by VTC’s VETAB at its 53rd meeting on 16 January 2019. Subsequently, the Communication Design and Digital Media Programme Board was restructured into the Communication Design Programme Board and Digital Media Programme Board to manage the programmes under the respective study areas. The proposed restructuring aimed to strengthen the focuses and identities of each study areas responding to the prevailing development of the fields.

Minor Change3 Brief Descriptions Approval Date

and Authority 1. Whole Person Development modules

In response to a recent recommendation from a HD Programme validation exercise, the SD Discipline reviewed and agreed to propose the adoption of “unit of competency” in the syllabi of the 3 new WPD modules.

Endorsed by Student Development Module Board on 25 Jan 2019

Table 1.4 presents the proposed major and minor changes to be recommended for approval in this revalidation exercise.

3 Minor changes are those changes at module level, which do not affect the structure of the programme concerned. These changes may include change in module title, module intended learning outcomes, syllabus content, assessment methods and weightings, and delivery method, etc.



Table 1.4: Proposed Major and Minor Changes for HD in Transmedia from AY2020/21 / AY2021/22 and onwards

Proposed Major and Minor Change(s) Brief Justification(s)

1. Language modules

a) Module textbook, references and learning and teaching strategies for the syllabuses of LAN3100, LAN3103, LAN4101, LAN4107 and LAN4108 have been updated.

b) Module textbook, references, learning and teaching strategies and module assessment plan for the syllabuses of LAN3003 and LAN4002 have been updated.

Updates are needed to reflect the latest development in learning materials design and to suggest the most recent and relevant publications as references. Updates are needed to reflect the latest development in learning materials design and to suggest the most recent and relevant publications as references.

2. Information Technology Essentials modules

Module references for the syllabuses of ITE3003, ITE3005 and ITE3009 have been updated.

Updates are needed to reflect the latest development in learning materials design and to suggest the most recent and relevant publications as references.

1.4 Recognition of Professional Bodies

External recognition is a reflection of the quality and of the learning outcomes of the programme. The HD in Transmedia programme is recognised by related professional bodies as presented in Table 1.5. No changes have been introduced since the last validation / revalidation.

Table 1.5: Professional Recognition for HD in Transmedia

Professional Body Recognition Hong Kong Association of Motion Picture Post Production Professionals (AMP4)*

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

Hong Kong Designers Association (HKDA)*


Hong Kong Digital Entertainment Association (HKDEA)


Society of Motion Picture and Television Engineer (SMPTE)

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

*The programme was accredited by AMP4 and HKDA on September 2019 respectively, indicating that the programme had met the criteria for its accreditation. The programme was granted an accreditation status of which the validity is to be reviewed when the tenure of service of current executive committee of said association(s) completed.



1.5 Demand for the Programme Since its launch in AY 2015/16, HD in Transmedia has maintained steady student enrolment rate of over 100% for 3 consecutive years, which showed the programme’s high popularity among the teen population. In the year of 2017, when the programme had its first cohort of graduates, it achieved a record of over 94% employment rate. The rewarding figure sufficiently proved that the competences and knowledges students equipped from the programme have well prepared them to meet the changing needs of evolving creative / design industry. Following sections show the promising conditions to guarantee and support the continuation of running of this programme in larger economic / social / cultural context. 1.5.1 The transmedia industry’s current situation and future development The term Transmedia first used in 1991 by Dr. Marsha Kinder, a cultural theorist and University of Southern California’s professor. The term has been describing works where characters appeared across multiple media. Dr Henry Jenkins, a media theorist, has brought Transmedia to popular attention in recent years. He reframed Kinder’s term to describe heavily integrated narratives such as Marvel Studios Phenomenon. He pointed out that Marvel as the most successful transmedia model in a way that it created “different points of entry for different audience segments…the strategy works to draw viewers who are comfortable in a particular medium.” The success of Marvel has continuously brought its investors record-breaking profit. Till October 2019, the Marvel Cinematic Universe has gained worldwide revenue of total 22.55 billion U.S. dollar1. The power of Transmedia franchise has stimulated similar idea grows in Asia-Pacific regions. In China and Taiwan, it is noted that there is an increasing trend to apply the idea of Transmedia franchise to film adaptation of video game. In China, the game sales revenue has rapidly increased from 11.24 billion RMB in 2013 to 133.96 billion RMB in 20192. The large loyal fan base guarantees basic population of audiences for the franchise products. In 2019, the highly popular role-playing video game Double World (征途) had been made into a fantasy epic film of 500 million RMB budget, which was scheduled to compete with other high budget films in the CNY of 2020. An highly anticipated Taiwanese psychological horror Detention (返校) recorded box office revenue that is triple of its cost, and had been top box office movie of 2019 in Taiwan. The film is a franchised product from a popular horror video game of same name. The gradual success of business application of Transmedia will lead to increasing number of similar models in Greater China areas. In Hong Kong, HMV Digital China will have its fantasy-action film Dynasty Warriors (真・三國無雙) shown in 2020, which is a film based on the Japanese video game franchise of the same title. Unlike the previous examples of China / Taiwan, the franchised story world of Dynasty Warriors is, however, not original from local market but borrowed from Japan. The difference reveals the deeper situation that Hong Kong market lacks investments on the development of original and rich Transmedia story content that always costs high capital input. While the development of Transmedia franchise business is still at its latent stage in Hong Kong, it is seen that another core business idea of Transmedia - that is cross-platform content integration - has found its contextualised applications in the local market. During the last

1 https://www.statista.com/statistics/317408/highest-grossing-film-franchises-series/ 2 Source: Game Committee of the Publishers Association of China



decade, it is seen in the global entertainment industry that there has been fast migration from traditional media to online / social / new media. The growth of Netflix, YouTube channels, TikTok, etc has subverted the monopolized mean of publishing. The number of media / publishing platforms has been drastically and continuously increasing. The Transmedia idea of cross-platform content integration just right to provide contemporary business solution to do with such phenomenon of media fragmentation. In July 2017, TVB officially launched a new online video platform named Big Big Channel, in a view that the popularity of the Internet and mobile phones had changed the viewing habits of a new generation of viewers. Part of the Channel’s contents are extensions of TVB’s aired drama / variety programmes. Audience can expand their viewing experience through the media journey constructed by the integrated contents across the 2 platforms (TVB’s free-to-air terrestrial channel and Big Big Channel). Another exemplar of cross-platform content integration model in Hong Kong is the success of Blackpaper Company. Starting its business from a physical periodical magazine in 2009, Blackpaper soon widely extended its media products and delivery platforms to facebook, web, Apps, theatre, etc. The cross-platform contents are organically unified in a way that they have same human characters (performed lively by its magazine editors) recurrently appeared on all channels. The subscribers closely follow the characters who navigate the formers to different media platforms. Blackpaper’s popularity brought it large amount of advertising revenue from the said platforms and eventually it had been transformed into a listed company named Most Kwai Chung (毛記葵涌) in 2018. Business models similar to the two mentioned exemplars sustainably grow and expand to wider Cantonese speaking regions in the past few years. For example, Manner Culture Limited (微辣) applies the content development strategy similar to that of Blackpaper to establish its media platforms. Till now, Manner has accumulated over 6 millions subscribers and 3 billions view rates, which bring it tens million dollar revenue annually. The above examples demonstrate what Dr Henry Jenkins described when he concluded the reason of great outcome of Marvel – “(Transmedia) created different points of entry for different audience segments…the strategy works to draw viewers who are comfortable in a particular medium.” To cope with the phenomenon of fragmentation of audience consumption behaviour, it is seen that the Transmedia idea of cross-platform content integration has quickly been the popular solution of many local media companies when establishing their platforms and products. The product standard of these companies varies with platforms. When the content is to be broadcasted at traditional platforms such as free-to-air terrestrial tv channel, its production process is separated into large number of parts and there is a definitive standard to measure the level of product quality. When the content is to be broadcasted at online media platforms such as facebook page, it is usually a small crew of members to perform multi-tasks in the production. The product quality is approximate to prosumer level, which gives a more lively and casual feeling to the audiences. 1.5.2 Manpower demand The cross-platform content development competence that students learnt from the Transmedia programme enables them to perform the role of designer, producer and writer in diverse creative sectors including advertising, design, digital entertainment, publishing, film and television. From 2009 to 2018, there were more than 6,000 job posts increased from the said sectors3, which shows the substantial growth of the manpower demand for the people of media professionalism The growth of online / new media entertainment has created new job

3https://www.createhk.gov.hk/en/aboutus/files/Statistics%20for%20CreateHK%20eight%20creative%20sectors%20(Eng)%20updated%20on%20Feb%202020.pdf



titles such as digital content specialist and multimedia producer. The duties of these roles are to generate ideas, create content, coordinate the production as well as monitor the programme scheduling. The job natures are, to large extent, close (if not strictly equal) to the definition of Producers Guild of America (PGA) that given to credit a Transmedia Producer – “the person(s) responsible for a significant portion of a project’s long-term planning, development, production, and/or maintenance of narrative continuity across multiple platforms”4 It is worth to note that digital entertainment sector has created over 65% increase of job opportunities in the last decade, totally brought 10,000 new vacancies, of which 2 /3 are creative vacancies5, including game designer and game artist. In a view that film adaption of video game has been the increasing trend in Chinese market (as mentioned in section 1.5.1), it is foreseen that the need for Transmedia writer in game storytelling will show corresponding increase. 1.5.3 Market supply There is no specific transmedia programmes available in Hong Kong or China’s Mainland. While the demand for professional transmedia producers, designers, developers and writers will grow in keeping with international trends. Internationally, the need to develop a Transmedia Programme as an independent academic discipline is paramount. HKDI, as a leading provider of design education, proposes Transmedia Programme to provide the industry with a pool of new creative talents whose competence is scare now. The Hong Kong Design Institute of Vocational Training Council is the unique institution training higher diploma graduate for the Transmedia. There is no similar accredited transmedia programme offered in the local institution, as well as in China’s Mainland. For the Market supply, there are various local and international programme involves part of Transmedia education, these related programmes and partially related programmes, which involve media studies, management and producing skills training. Details as below: Local Institution Course Duration

School of Creative Media, City University of Hong Kong

BA (Hons) in Creative Media 4 years

BSC (Hons) in Creative Media 4 years

BAC (Hons) in New Media 4 years

School of Communication, Hong Kong Baptist University

BA (Hons) in Creative Writing for Film, Television and New Media 4 years

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

4 years

4 https://www.producersguild.org/page/coc_nm/Code-of-Credits---New-Media.htm 5 https://www.createhk.gov.hk/en/aboutus/files/itb20161212cb4-246-3-e.pdf



Local Institution Course Duration

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

Technological and Higher Education Institute of Hong Kong BA (Hons) in Advertising 4 years

International Institution Course Duration Royal Melbourne Institute of Technology (Australia) Graduate Diploma in Media 1 year

School of Creative Industry, VIA University College (Denmark)

BA in Multiplatform, Storytelling and Production

4 years

Department of Transmedia, LUCA School of Arts (Belgium)

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

2 years

Creative Media Programmed, Dundalk Institute of Technology (Ireland)

Transmedia Architecture Training Course (Professional Training)

3 years

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

MA in Media Studies 1 year

MA in Media Management 1 year

BA (Hons) in Media Studies 4 years

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

MA in Global Communication 1 year

BA (Hons) in Communication 4 years

Coventry University BA (Hons) in Media 3 years

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

BA (Hons) in Media and Communication 3 years

MA of Media 1 year 1.5.4 Continuous / Growing Need for the Programme When the HD in Transmedia launched in AY 2015/16, it was optimally planned to have 3 classes of 30-student size. While the teen population continuously dropping in the past years, the programme is still able to keep the same number of classes as at AY2019/20. The stable number of student intakes sufficiently proves the market need for the programme. Comparing with the class composition of AY2015/16, there is 10% increase in the number of fresh DSE graduates enrolled in Transmedia programme as at AY2019/20, which shows the increasing popularity of / knowledge about the programme among secondary school teachers and student. As the only HD programme in Asian cities offering Transmedia training, its uniqueness guarantees the competitiveness and irreplaceability in the market.



The programme nurtures creative talents proficient in cross-platform storytelling, content marketing, social media producing and / or gaming. In the year of 2017, when the programme had its first cohort of graduates, it achieved a satisfactory record of above 94% employment rate. The acquired competences from the programme well prepare its graduates to fit the evolving job needs of creative sectors. For examples, Transmedia graduates have been recruited to perform the duties of new job titles such as digital content specialist / multimedia producer (mentioned in section 1.5.2) for the relatively new online entertainment / media platforms including TVB Big Big Channel and HK01. The employers expressed high appreciation of the graduates’ competence in the survey, particularly in the areas such as trade-specific knowledge (score of 9/10), creativity (9/10), ability to adapt new knowledge (9/10) as well as problem-solving skills (9/10). The high score gained in the said areas proved that the graduates’ learnt competences are adaptable to different contexts of changing media landscape, which is the essential quality always desired by the employers. The number of vacancies in digital entertainment sector has 10,000 increases in the past decades, among which 2 / 3 are creative vacancies including game designer / developer / artist. Starting from the last 2 cohorts, the programme has graduates engaged in the game industry, usually perform the roles of game developers / designer working in the companies such as Shadow Factory and Zoomob Limited, with starting salary rate at HKD 17,000 to 18,000. The relatively high starting salary reflects the short supply in the market. HD in Transmedia, as the only HD programme offered by HKDI with training in game design, will definitely benefit from the growing manpower needs in this expanding area. Every year, there is around 1 /4 of Transmedia graduates pursue further study. Their broad and up-to-dated media knowledge enables them admitted to wide scope of local / top-up programmes. For example: • BA in Creative and Professional Writing (Hong Kong Baptist University) • BAS in New Media (City University of Hong Kong) • BASSc in Media and Social Communication (Hong Kong Polytechnic University) • BA in Creative Writing and Film Arts (Open University) • BA in Creative Advertising and Media Design (Open University) • BA in Advertising (Technological and Higher Education Institute of Hong Kong) • BSc in Multimedia Technology and Innovation (Technological and Higher Education

Institute of Hong Kong) • BA in Visual Communication - Film and Animation (Birmingham City University) • BA in Media (Coventry University)

The diverse natures of articulated degree programmes - ranging from writing, media production, communication studies to science and technology – endorses that the inter-disciplinary direction of Transmedia programme is on the right track. The competence acquired by Transmedia graduates are recognised by and applicable to quite a number of disciplines. 1.6 Actual and Planned Intakes from AY2019/20 to AY2021/22 The actual intakes for AY2019/20 and planned intakes for AY2020/21 and AY2021/22 are given in Table 1.6.



Table 1.6: Actual and Planned Intakes from AY 2019/20 to 2021/22

Programme Offering Campus

Actual Intakes Planned Intakes AY 2019/20 AY 2020/21 AY 2021/22

HD in Transmedia

HKDI

87

90

90



2. PROGRAMME OBJECTIVES AND INTENDED LEARNING OUTCOMES 2.1 Programme Objectives & Intended Learning Outcomes The objectives and intended learning outcomes of the programme are found to be current and able to meet the needs and expectations of the students and the industries. No changes have been proposed to the programme objectives and programme intended learning outcomes to be considered at this revalidation exercise. The programme objectives of HD in Transmedia are to: (1) equip students with sound methodology of thinking and a solid foundation for a career in

relationship with creative and entertainment industries (2) cultivate students' notion for lifelong learning and develop students to be independent

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

entertainment industries; (4) cultivate students’ professional ethics, working and learning attitude and awareness in

social, cultural, technological and sustainable issues and development in local, Mainland and global context;

(5) equip students with abilities for analytical thinking, problem solving, visualisation skills,

production and articulation skills, graphic/ image/ information interpretation and concept communication through different media; and

(6) equip students with a professional standard of transmedia competencies which meet the

requirements of the creative and entertainment industries. The PILOs are the expected competencies students would achieve upon completion of study. The graduates of HD in Transmedia are expected to be able to: (a) work effectively as an individual professional or in a team in the local, Mainland and

global workplace, by utilizing visual and aesthetical, written and verbal communication skills, as well as IT, numerical and other soft skills;

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

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

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

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

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



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

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

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

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

Programme Intended Learning Outcomes (PILOs)

Desired Graduate Attributes* A1 A2 S3 S4 S5 S6 S7 K8 K9 K10 K11 K12

a

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

ü ü ü ü ü ü ü ü

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

ü ü

c

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

ü ü ü ü ü ü ü

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

ü ü ü ü ü ü ü

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


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


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

ü ü ü ü ü ü

h

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

ü ü ü ü ü ü ü ü ü ü ü

* 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 and Design 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 Objectives

Programme Intended Learning Outcomes (PILOs) Programme Objectives

1 2 3 4 5 6

a

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

ü ü ü

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

ü ü

c

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

ü ü! ! ü ü ü

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

ü ü ü ü

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

ü ü ü ü


ü ü ü ü

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

ü ü ü ü

h

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

ü ü ü ü ü



3. PROGRAMME STRUCTURE AND CONTENTS 3.1 Programme Structure The structure of the HD in Transmedia is given in the following table. No changes have been proposed for consideration at this revalidation exercise.

Table 3.1: Programme Structure of HD in Transmedia

(Full-time Mode)

Module Code

Module Title QF

Level Contact Hours#

Self- study

Hours#

Assess- ment

Hours#

Total NLHs#

QF Credits~

Semester 1 LAN3100*1 English and Communication:

Workplace Interaction 3 26 34 - 60 6

SDD4005 *1 MindShift: Achieving Personal Growth & Effectiveness

4 26 34 - 60 6

ITE3009*1 Information Technology Essentials – Smart Living

3 26 39 - 65 6

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

DDM4914 Digital Game Design 4 39 51 - 90 9

DDM3910 Media Production 3 52 48 - 100 10

DDM4911 Storyworld Visualisation 4 39 71 - 110 11

DDM4913 Transmedia Storytelling 4 52 98 - 150 15

Sem 1 Total^: 299 446 - 745 74 Nominal Duration for Sem 1: 13 weeks

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



Module Code

Module Title QF Level

Contact Hours#

Self- study

Hours#

Assess- ment

Hours#

Total NLHs#

QF Credits~

Semester 2 LAN3003*1 職業中文傳意︰

普通話對話與匯報 Vocational Chinese Communication : Putonghua Conversation and Reports

3 26 34 - 60 6

LAN3103*1 English and Communication: Workplace Correspondence

3 26 34 - 60 6

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

4 13 17 - 30 3

DES4007*1 Cultural Studies 4 52 98 150 15 DDM4922 Media Architecture 4 39 71 - 110 11 DDM4921 Transmedia Principles 4 26 44 - 70 7 DDM4923 Storyworld Creation 4 39 71 - 110 11 Select 2 out of 6 Elective

Modules: 4 26 34 - 60 6

DDM4926*3/ Essential Skills: 2D Animation /

DDM4924*3/

Essential Skills: Film - Location Production /

DDM4925*3/

Essential Skills: Film - Post-Production /

DDM4928*3/

Essential Skills: Game Design /

4 26 34 - 60 6

DDM4927*3/

Essential Skills: Graphics Communication /

DDM4929*3 Essential Skills: New Media Application





Module Code

Module Title QF Level

Contact Hours#

Self- study

Hours#

Assess- ment

Hours#

Total NLHs#

QF Credits~

Semester 3 LAN4108 English and Communication:

Persuasive Presentations 4 26 64 - 90 9

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

4 13 17 - 30 3

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

DDM4931 Transmedia Pitching 4 26 44 - 70 7 Select 2 out of 6 Elective

Modules: 4 26 34 - 60 6

DDM4934*3/ Industry Process: 2D Animation /

DDM4932*3/ Industry Process: Film - Location Production /

DDM4933*3/ Industry Process: Film - Post-Production /

DDM4936*3/ Industry Process: Game Design /

4 26 34 - 60 6

DDM4935*3/ Industry Process: Graphics Communication /

DDM4937*3 Industry Process: New Media Application

Varied& Enrichment Module 3 26 34 - 60 6 Sem 3 Total^: 182 288 - 470 47

Nominal Duration for Sem 3: 7 weeks Estimated Study Load for Sem 3^: 67.1 NLHs per week



Module Code Module Title QF


Self- study

Hours#

Assess- ment

Hours#

Total NLHs#

QF Credits~

Semester 4 LAN4002 職業中文傳意︰

普通話報告與推介文書 Vocational Chinese Communication : Putonghua Presentations and Promotional Text Writing

4 26 64 - 90 9

LAN4107 English and Communication: Reports

4 26 64 - 90 9

DDM5941 Big Data Analysis and Marketing Plan

5 39 81 - 120 12

DDM4942 Transmedia Bible 4 39 71 - 110 11 DDM4943 Transmedia Producing 4 39 51 - 90 9 DDM4941 Independent Studies in

Transmedia I 4

52

98

-

150

15

DDM4044 Portfolio Design 4 26 44 - 70 7 Sem 4 Total^: 247 473 - 720 72

Nominal Duration for Sem 4: 13 weeks Estimated Study Load for Sem 4^: 55.4 NLHs per week

Module Code

Module Title QF


Self- study

Hours#

Assess-ment

Hours#

Total NLHs#

QF Credits~

Semester 5 LAN4101 English and Communication:

Promotional Materials 4 39 61 - 100 10

SDD4007 Enhancing Competencies in the 21st Century Workplace

4 13 17 - 30 3

DDM4951 Independent Studies in Transmedia II

4 52 98 - 150 15

DDM4054*3/ Academic Writing Workshop/ 4 52 98 -

150 15

DDM4053*3 Professional Development

DES4004 Graduation Project 4 78 222 - 300 30



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



Industrial Attachment (IA) @

Module Code Module Title QF

Level Total NLHs# QF

Credits~

DES4901M Industrial Attachment 4 90 attachment hours minimum + 13 hours for coaching, preparation, etc. = 103

10

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: l LAN3100 / English and Communication: Workplace Interaction (6 credits) l SDD4005 / SDD4005M / Mindshift: Achieving Personal Growth & Effectiveness (6 credits) or SDD4006 / SDD4006M / Collaboration, Teamwork & Social Engagement (6 credits)

l ITE3003 / Information Technology Essentials – Design (6 credits) or ITE3005 / Information Technology Essentials – Media (6 credits) or ITE3009 / Information Technology Essentials – Smart Living (6 credits)

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

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

l DES3006 / Creative and Design Thinking (10 credits) l DES4007 / Cultural Studies (15 credits) l DES4008 / Aesthetics and Semiotics (11 credits) l 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 Students are required to choose 2 out of 6 Elective Modules during semester 2: Semester 2

l DDM4926 / Essential Skills: 2D Animation l DDM4924 / Essential Skills: Film - Location Production l DDM4925 / Essential Skills: Film - Post-Production l DDM4928 / Essential Skills: Game Design l DDM4927/ Essential Skills: Graphics Communication l DDM4929 / Essential Skills: New Media Application



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

l DDM4934 / Industry Process: 2D Animation l DDM4932 / Industry Process: Film - Location Production l DDM4933 / Industry Process: Film - Post-Production l DDM4936 / Industry Process: Game Design l DDM4935/ Industry Process: Graphics Communication l DDM4937 / Industry Process: New Media Application

Students are required to choose 1 out of 2 Elective Modules during semester 5: Semester 5

l DDM4054 / Academic Writing Workshop l DDM4053 / Professional Development

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

# The Notional Learning Hours (NLHs) of a Module is the amount of time an average learner would take to complete all the learning and acquire the learning outcomes. The Notional Learning Hours is a summation of contact hours, self-study hours and assessment hours of a programme/module. Contact hours are the amount of time spent by a student in direct contact with the teaching staff / workplace trainers of a programme. Self-study hours are the amount of time spent by a student without direct contact with teaching staff / workplace trainers. Assessment hours refer to the amount of time spent by a student in scheduled examinations, tests and other related assessment activities outside contact hours 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. Enrichment Modules are modules that enhance students’ multi-disciplinary knowledge, augment their employability or better prepare students for further study. A full list of Enrichment Modules is shown in Appendix 14 of Volume A.

^

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 HD, while 90 attachment hours are a minimum requirement, IA of individual programmes may include more attachment hours to meet industry requirements. Subject to the approval of the relevant Quality Assurance Committee of the Discipline concerned, programmes adopting module(s) of work-integrated learning, field work, practicum etc. are deemed to have fulfilled the



IA requirement. Other types of programmes may also include IA-like hours, e.g. modules of Industry Learning Experience etc., as deemed appropriate by the Programme Board.

3.2 QF Level and 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 specialised knowledge in selected areas. Through case studies and projects, students are developed with the ability to analyse broadly-defined problems using a range of specialised skills and approaches, reach substantiated conclusions and devise appropriate strategies and actions. Effective communication skills and competent IT skills are required for presenting the work in visual, written and verbal forms. Students are required to take autonomy and responsibility in managing the standard of their own work and, where appropriate, the output of others. Table 3.2 below presents the alignment of the PILOs with the GLDs for QF Level 4. No proposed changes have been made at this revalidation exercise.

Table 3.2: Mapping of PILOs to Generic Level Descriptors at QF Level 4


Generic Level Descriptors (GLDs)

Kno

wle

dge

&

Inte

llect

ual S

kills

Proc

esse

s

Aut

onom

y &

A

ccou

ntab

ility

C

omm

unic

atio

n,

I CT

and

Num

erac

y a work effectively as an individual professional in a team in local,

Mainland and global workplace, by utilizing visual and aesthetical, written and verbal communication skills, as well as IT, numerical and other soft skills

ü ü ü ü

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

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

ü ü ü

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

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


ü ü ü

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




Generic Level Descriptors (GLDs)

Kno

wle

dge

&

Inte

llect

ual S

kills

Proc

esse

s

Aut

onom

y &

A

ccou

ntab

ility

C

omm

unic

atio

n,

ICT

and

Num

erac

y

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

ü ü ü ü

3.3 QF Credit Assignment The programme team and its module teams of HD in Transmedia follow the QF Credit Assignment for VTC Award-bearing Programmes at QF Levels 1-6 (Volume A, Appendix 15) and the principles and approaches agreed by the Discipline to work out the QF Credits for the programme. In general, programmes at QF Level 4 for full-time school leavers and part-time working adults follow the General Programme-level Conversion Factors for QF Credit and Contact Hours of 1 QF Credit roughly equal to 3.75 and 2 contact hours respectively. For example, compared to hands-on training modules such as “Media Production”, 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 “Transmedia Principles”. 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, as validated. No changes have been introduced.



Table 3.3: Mapping of Modules with Programme Intended Learning Outcomes

Module Code Module Title

Programme Intended Learning Outcomes

a b c d e f g h General Education Modules Language Modules 1 LAN3003 職業中文傳意：普通話對話與匯

報


ü ü

2 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

ü ü

3 LAN4108 English and Communication: Persuasive Presentations ü ü

4 LAN4101 English and Communication: Promotional Materials ü

5 LAN4107 English and Communication: Reports ü ü

6 LAN3103 English and Communication: Workplace Correspondence ü

7 LAN3100 English and Communication: Workplace Interaction ü

Whole Person Development Modules 8 SDD4006/

SDD4006M Collaboration, Teamwork & Social Engagement ü

9 SDD4007 Enhancing Competencies in the 21st Century Worksplace ü ü

10 SDD4005/ SDD4005M

MindShift: Achieving Personal Growth & Effectiveness ü

Generic IT Module 11 ITE3009 Information Technology

Essentials – Smart Living ü ü

Discipline Core Modules 12 DES4008 Aesthetics and Semiotics ü ü ü 13 DES3006 Creative and Design Thinking ü ü ü 14 DES4007 Cultural Studies ü




Programme Intended Learning Outcomes

a b c d e f g h Programme Specific Modules 15 DDM5941 Big Data Analysis & Marketing

Plan ü ü

16 DDM4914 Digital Game Design ü ü ü

17 DDM4941 Independent Studies in Transmedia I ü ü ü ü ü

18 DDM4951 Independent Studies in Transmedia II ü ü ü ü ü

19 DDM4922 Media Architecture ü ü ü ü

20 DDM3910 Media Production ü ü ü ü

21 DDM4044 Portfolio Design ü ü ü ü

22 DDM4923 Storyworld Creation ü ü ü

23 DDM4911 Storyworld Visualisation ü ü ü ü ü

24 DDM4942 Transmedia Bible ü ü ü

25 DDM4931 Transmedia Pitching ü ü ü ü ü ü

26 DDM4921 Transmedia Principles ü ü ü ü

27 DDM4943 Transmedia Producing ü ü ü ü ü ü

28 DDM4913 Transmedia Storytelling ü ü ü ü

Elective Modules - Semester 2* (2 out of 6) 29 DDM4926 Essential Skills: 2D Animation ü ü ü ü 30 DDM4924 Essential Skills: Film - Location

Production ü ü ü ü ü

31 DDM4925 Essential Skills: Film – Post-Production ü ü ü ü

32 DDM4927 Essential Skills: Graphics Communication ü ü ü ü

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

Application ü ü ü ü

Elective Modules - Semester 3** (2 out of 6) 35 DDM4934 Industry Process: 2D Animation ü ü ü ü 36 DDM4932 Industry Process: Film -

Location Production ü ü ü ü

37 DDM4933 Industry Process: Film - Post-Production ü ü ü ü

38 DDM4936 Industry Process: Game Design ü ü ü ü



3.5 Design Thinking, Environmental Education and Mainland Elements The programme has embedded the Design Thinking, Environmental Education and Mainland elements in individual modules. Changes to these elements are highlighted in Table 3.4, 3.5 and 3.6 below in red bold italics.


Programme Intended Learning Outcomes a b c d e f g h

39 DDM4935 Industry Process: Graphics Communication ü ü ü ü

40 DDM4937 Industry Process: New Media Application ü ü ü ü

Elective Modules - Semester 5*** (1 out of 2) 41 DDM4054 Academic Writing Workshop/ ü ü ü ü 42 DDM4053 Professional Development ü ü ü ü

Graduation Project 43 DES4004 Graduation Project ü ü ü ü ü ü ü ü

Industrial Attachment 44 DES4901M Industrial Attachment ü ü ü ü ü ü ü ü

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

module



Table 3.4: Modules with Design Thinking Elements Embedded

Module Code Module Title Topic Areas with Design Thinking

Elements GE Modules LAN3003 職業中文傳意：普通話對話與匯

報


l 匯報：解決問題、選擇產品、

闡述理念

LAN4003 職業中文傳意：普通話報告

與紀實文書 Vocational Chinese Communication : Putonghua Presentations, Administrative and Technical Text Writing

l 調查報告/測試報告寫作：高階思維

LAN3100 English and Communication: Workplace Interaction

l Video Reflections in the Notional Learning Package: understanding people’s needs and offering creative solutions to problems

Discipline Core Modules DES3006 Creative and Design Thinking l User perception and expectations

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

l Problem appreciation, definition and framing

l Redefining a problem through prototyping and testing

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

Programme Specific Modules DDM4942 Transmedia Bible l Functional Specification

- Rules of engagement - Platforms and channels - User journey - Timelines - Interface and branding



Module Code Module Title Topic Areas with Design Thinking

Elements DDM4922 Media Architecture l Testing, Analyzing and Evaluating

- Media measure to assess - Flowchart of spending and media

distribution - Data showing effective reach

levels and frequency - Reporting and analysis the return

on investment (ROI)

In the Design Discipline, design thinking elements are generally embedded in most of the vocational modules in all programmes, the above modules are some highlighted examples in the programme.

Table 3.5: Modules with Environmental Education Elements Embedded


All Topic Areas with Environmental Elements

GE Modules LAN3003 職業中文傳意：普通話對話與匯報


l 口頭對話：節能抽濕機

l 匯報：減低噪音措施

LAN4002 職業中文傳意：普通話報告

與推介文書


l 專題報告：環保設備

l 推介文書寫作：都市農莊、環保冰箱

LAN 4101 English and Communication: Promotional Materials

l Green Office and Environmental Issues

SDD4006/ SDD4006M

Collaboration, Teamwork & Social Engagement

l Sustainable Development

Discipline Core Modules

DES4007 Cultural Studies l The Social Revolution - Social changes and

transformation - Consumerism




All Topic Areas with Environmental Elements

Programme Specific Modules DDM4943

Transmedia Producing

l Specific Precautions at Production Process

- Techniques and precautions in production process

- Probability and impact estimation - Plan responses

Table 3.6: Modules with 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


l 粵普對譯

l 知識加油站


l Economic and Social Development

Discipline Core Modules

DES4007 Cultural Studies l Globalization vs Localization - Global and local cultures - Globalisation and cultural

sustainability l Oriental and Western Art and

Design Movements - Visual characteristics, the

values and nowadays' transformation in arts and designs



Module Code Module Title Topic Areas with

Mainland Elements

Programme Specific Modules DDM4943

Transmedia Producing

l Stakeholder Handling & Intellectual Property

- Stakeholder mapping and analysis

- Engaging and communicating with stakeholders

- Intellectual property, copyrights and fair usage of copyrighted material

3.6 Industrial Attachment Industrial Attachment (IA) provides students a better understanding of the workplace. Coaching sessions, which may include pre-attachment orientation, workshop, seminars, talks, briefing sessions, etc., are arranged to ensure students are provided with necessary support to complete IA satisfactorily. Dedicated academic staff members are appointed to monitor students’ progress, provide support and give feedback to students. During the process, students are asked to take initiative to reflect on the learning experience and identify areas for further improvement. The curriculum includes no less than 90 hours cumulative Industrial Attachment (equivalent to a minimum of 10 IA credits). For HD in Transmedia, Table 3.7 presents major statistics of IA from AY2016/17 to AY2018/19.

Table 3.7: Major Statistics of IA in HD in Transmedia

AY 2016/17 AY 2017/18 AY 2018/19 Percentage of IA Secured for the following category (note)

- Category A 69% 100% 100% - Category B 31% - - - Category C - - - - Category D - - -

Average Attachment Hours (for Students Completing IA)

152 110 194

No. of Employers Offering IA Places 47 47 18 Pass Rate 100% 100% 100% Note: Category A - Attachment in field/industry relevant to the programme of study Category B - Workplace experience through industry-based projects Category C - Other structured experiential learning experience (e.g. attachment in a field/industry not directly related to the programme of study) Category D - General workplace experience The IA Module for programmes in the Design Discipline is to be assessed on a pass/fail basis. Based on the assessment criteria as listed in the table below, the IA Module is assessed through: (1) performance evaluation during IA, which is the Continuous Assessment (CA) contributing to 50% of the module assessment; and (2) IA report and presentation, which is the



End-of-Module Assessment (EA) contributing to the other 50% of the module assessment. More details can be referred to the module syllabus of DES4901M Industrial Attachment in Section 2. Assessment Tasks Assessment Criteria Mark Distribution 1. Performance

Evaluation • (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%

3.7 Minimum QF Credit Requirements for Awards Students have to complete 34 core modules (331 QF Credits), together with one enrichment module and 90-hour equivalent industrial attachment of 10 IA Credits to be qualified for the award of Higher Diploma. Under HD in Transmedia, 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 QF credit requirements for the Exit Award (Higher Diploma in Transmedia) and the Intermediate Exit Award (Diploma in Design) are shown in Table 3.8. No changes have been proposed for consideration at this revalidation exercise.

Table 3.8: Minimum QF Credit Requirements for Exit Award (Higher Diploma in Transmedia) and Intermediate Exit Award (Diploma in Design)

Award

Minimum QF Credit Requirements General

Education Modules

Vocational Modules

Enrich- ment

Module

Industrial Attachment Total

HD in Transmedia 76 255 6 10 347

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



3.8 Attendance Requirement For Full-time HD programmes, the minimum attendance requirement for an individual module is 70% where maximum possible attendance includes normal class attendance only. Students will not be allowed to undergo the End-of-Module Assessment if they fail to meet the minimum attendance requirement of the module concerned, unless special approval of low attendance by the Principal concerned has been granted.



4. LEARNING AND TEACHING STRATEGIES 4.1 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 participations, seminars, visits, workshop practices, team works and use of IT in learning. Lectures are conducted to elaborate the main concepts of the topics covered in the module, with a view to providing a meaningful framework of the theoretical background of issues relating to the subject matter and guiding the understanding of core concepts and knowledge for further application. Apart from explanation by module lecturers, various types of learning activities, such as demonstrations, oral presentations and open-end discussions are integrated into the lectures to promote active learning. Tutorials are used to facilitate learning in a student-centred approach through various activities. It aims to consolidate learning from lectures and provide further guidance. Tutorial activities may include project consultations, group discussions, case studies, and class assignments. The activities are arranged to allow students to develop analytical thinking and acquire specialised skills through interactive learning activities. In the process, tutors may obtain a better picture of students’ learning on the subject matter and address the needs for individual support. Project work is one of the key vehicles for preparing students for their future careers. It allows them to integrate the knowledge learned from different subject areas and put it to practical use. The objectives of the project are to develop students' ability to apply knowledge learned in the programme for problem-solving, and to enable them to experience teamwork, planning, execution, monitoring of progress, integration and appreciation of real-world situations. (Please also refer to 4.5 Project Based Learning.) Seminars are arranged to reinforce the concepts introduced in lectures through various activities, such as group discussions, role plays, case studies, group presentations, and talks, etc. These activities are delivered in the student-centred approach. The objectives are to provide an interactive learning environment that highly encourages articulation of opinions and application of theories in a communicative atmosphere. Professionals may be invited to give talks, share their industry experience, and/or comment on students’ works, providing further insight into the professional practice and operation in the real business world. Workshops (or the laboratory learning environment) provide students with the necessary hands-on experience in the application of methodologies, operation of equipment and familiarisation of different production processes. They provide “hands-on” practices in an environment similar to that of the industry, to develop practical skills using relevant methodologies or equipment (hardware and software) producing creative work. Apart from the skill-related technical type of workshops, the term “workshop” may describe a range of learning activities which emphasize student participation, interaction and exchange of ideas among the participants, focusing on particular themes and contexts. A “workshop” may include sessions of intensive study, work, critique, discussion, and games, etc.



4.2 Integration of Classroom-based Learning and Self-study Appropriate pedagogies are used to enhance better integration of classroom-based learning activities and self-study activities. This is well demonstrated in module such as “Graduation Project”. The module is conducted through a combination of lectures, tutorials, studio practices, critiques, and peer discussion to equip students with knowledge and skills required in the transmedia story creation. Students, in their self-study hours, will engage in activities supporting their classroom-based learning, such as conducting related research, practicing skills learned in class, completing assignments / projects, or attending / visiting related seminars / exhibitions, etc. The learning outcomes of their self-study will be shared / reviewed / assessed in class discussions / tutorials / critiques. Students are also encouraged to integrate with other modules, such as “Independent Studies I” and “Independent Studies II” and students may apply learned practices, knowledge and concepts across modules in order to evaluate an initial independent study plan with critical judgements for further improvement. 4.3 Use of Learning and Teaching Technologies Use of technologies to assist learning and teaching is encouraged and is an important component in the delivery of HD in Transmedia. This is well demonstrated in module such as “Transmedia Bible”. Learning and teaching will be delivered interactively, in the form of workshops, lectures and tutorials. “Big Data Analysis and Marketing Plan” will form the major component with supplementary of social media monitoring and Google online tools practice. Students are required to present website with data analysis in digital formats. Reference will be made to current Transmedia storyworld direction and practice. 4.4 Design Thinking In response to the Hong Kong SAR Government’s initiative in promoting design thinking (DT) in various businesses and professions, and riding on the Design Discipline’s experience in DT education, learning and teaching with focus on nourishing students’ design thinking skills is strengthened and expanding. The training on design thinking is recognised as important for all disciplines as an innovative problem-solving capability. The new discipline core module of “Creative and Design Thinking” (enhanced from “Creative Thinking”) has been launched in AY2019/20 for all Design students. The Design Thinking Team is established to coordinate design thinking initiatives and L&T in the Discipline, to promote design for wellbeing through interdisciplinary real-case collaborations and student projects, and to explore new teaching methods for design thinking. DT events such as the annual “HKDI Inspire* Design Thinking” seminar and workshop series also provide opportunities for students to engage in DT with cross-disciplinary participants. In this programme, design thinking skills are further trained and applied in the design projects and related modules, such as those listed in Table 3.4. 4.5 Project Based Learning Project-based Learning (PBL) is an integrated teaching and learning approach that enables students to self-learn and gain knowledge and skills by working on real-life problems. PBL is student-driven as it allows students to participate and develop inter-disciplinary projects, enhances collaboration with industry professionals, and gives students opportunities to present the products and deliverables to a public audience. PBL strengthens crucial skillsets in future jobs such as problem-solving, critical thinking, communication, teamwork and research skills. It also facilitates students’ learning through inspirational driving questions and



in-depth student enquiries to discover the information and solutions needed to address the driven questions, solve the problems, and create original work. 4.6 Knowledge Centres The HKDI Knowledge Centres are collaborative platforms that foster the partnership with multi-disciplinary industries, provide additional reference resources for students and staff, and serve as experiential learning and teaching platforms and exchange channels to facilitate applied research and real life projects through collaborations with the industry and community. They include the Centre of Innovative Material and Technology (CIMT), Design for Social Innovation and Sustainability (DESIS) Lab, Media Lab, Fashion Archive, Centre for Communication Design (CCD), and Centre of Design Services and Solutions (CDSS). Programmes are encouraged to integrate modules with the facilities and projects of the Knowledge Centres to enhance students’ professional knowledge and interest, research experience and design application.



5. ASSESSMENT 5.1 General Information VTC programmes are designed using an outcome-based approach. Under this approach, the design of learning, teaching and assessment tasks is guided by a set of Programme Intended Learning Outcomes (PILOs). The PILOs in turn guide the Module Intended Learning Outcomes (MILOs) of each module within the programme. The QF level and MILOs define the competencies that a student should attain upon completion of the module. The assessments of a module are constructively aligned to the respective QF level and MILOs. For HD programme, the assessment for a module includes Continuous Assessment (CA) and End-of-Module Assessment (EA). Both CA and EA can be in the form of laboratory work, assignments, tests, projects, case studies, practical assessments, examinations, etc. 5.2 Module Assessment Scheme A Module Assessment Scheme (MAS) 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 5.1 is a summary of the MAS for the programme in 2020/21. The MAS of each module for 2020/21 is attached in the Appendix 1. No changes have been proposed for consideration at this revalidation exercise.

Table 5.1: Summary of the Module Assessment Scheme for HD in Transmedia in 2020/21

Sem Module Code Module Title

CA Components

EA Test/

Assign- ment /

Exercise

Lab / Work- shop

Project Others (Note)

1

LAN3100 English and Communication: Workplace Interaction

2 (40%)

/ / / 1 (60%)

SDD4005 MindShift: Achieving Personal Growth & Effectiveness

1 (50%)

/ / / 1 (50%)

ITE3009 Information Technology Essentials – Smart Living

/ 4 (50%)

/ / 1 (50%)

DES4008 Aesthetics and Semiotics 2 (40%)

/ / / 1 (60%)

DDM4914 Digital Game Design 2 (50%)

/ / / 1 (50%)




CA Components

EA Test/

Assign- ment /

Exercise

Lab / Work- shop


DDM3910 Media Production 2 (60%)

/ / / 1 (40%)

DDM4911 Storyworld Visualisation 2 (60%)

/ / / 1 (40%)

DDM4913 Transmedia Storytelling 1 (25%)

1 (25%)

/ / 1 (50%)

2

LAN3003 職業中文傳意：

普通話對話與匯報


2 (50%)

/ / / 1 (50%)

LAN3103 English and Communication: Workplace Correspondence

2 (40%)

/ / / 1 (60%)

SDD4006M* Collaboration, Teamwork & Social Engagement

1 (Part 1) (20%)

/ / / /

DES4007 Cultural Studies 2 (40%)

/ / / 1 (60%)

DDM4922 Media Architecture 1 (20%)

/ 1 (20%)

/ 1 (60%)

DDM4921 Transmedia Principles 2 (40%)

/ / / 2 (60%)

DDM4923 Storyworld Creation 1 (40%)

/ / / 2 (60%)

DDM4926 Essential Skills: 2D Animation

2 (60%)

/ / / 1 (40%)

DDM4924

Essential Skills: Film – Location Production

2 (60%)

/ / / 1 (40%)

DDM4925

Essential Skills: Film – Post-Production

2 (60%)

/ / / 1 (40%)

DDM4928

Essential Skills: Game Design

2 (50%)

/ / / 1 (50%)

DDM4927

Essential Skills: Graphics Communication

2 (60%)

/ / / 1 (40%)




CA Components

EA Test/

Assign- ment /

Exercise

Lab / Work- shop


DDM4929 Essential Skills: New Media Application

2 (50%)

/ / / 1 (50%)

3

LAN4108 English and Communication: Persuasive Presentations

2 (40%)

/ / / 1 (60%)

SDD4006M* Collaboration, Teamwork & Social Engagement

1 (Part 2) (30%)

/ / / 1 (50%)

DES3006 Creative and Design Thinking

4 (50%)

/ / / 1 (50%)

DDM4934 Industry Process: 2D Animation

2 (60%)

/ / / 1 (40%)

DDM4932 Industry Process: Film - Location Production

1 (60%)

/ / / 1 (40%)

DDM4933 Industry Process: Film - Post-Production

1 (60%)

/ / / 1 (40%)

DDM4936 Industry Process: Game Design

2 (50%)

/ / / 1 (50%)

DDM4935 Industry Process: Graphics Communication

1 (60%)

/ / / 1 (40%)

DDM4937 Industry Process: New Media Application

2 (50%)

/ / / 1 (50%)

DDM4931 Transmedia Pitching 1 (40%)

/ / / 2 (60%)

4

LAN4002 職業中文傳意：普通話報告與推介文書


2 (50%)

/ / / 1 (50%)

LAN4107 English and Communication: Reports

2 (40%)

/ / / 1 (60%)

DDM5941 Big Data Analysis & Marketing Plan

1 (30%)

/ 1 (30%)

/ 1 (40%)

DDM4942 Transmedia Bible 2 (40%)

/ / / 1 (60%)

DDM4943 Transmedia Producing 2 (40%)

/ / / 1 (60%)




CA Components

EA Test/

Assign- ment /

Exercise

Lab / Work- shop


DDM4941 Independent Studies in Transmedia I

2 (50%)

/ / / 1 (50%)

DDM4044 Portfolio Design 1 (20%)

1 (30%)

/ / 1 (50%)

5

LAN4101 English and Communication: Promotional Materials

2 (40%)

/ / / 1 (60%)


/ / / 1 (50%)

1 (50%)

DDM4951 Independent Studies in Transmedia II

2 (50%)

/ / / 1 (50%)

DDM4054 Academic Writing Skill 2 (50%)

/ / / 1 (50%)

DDM4053 Professional Development 2 (50%)

/ / / 1 (50%)

DES4004 Graduation Project / / 2 (50%)

/ 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. 5.3 Quality Assurance Mechanism of Assessment There is a rigorous QA mechanism in the Design Discipline to ensure the validity, reliability and practicality of the assessments for the programme. The assessment processes include setting up of the assignment/project briefs, briefings to students, tutorials or class critiques during the module delivery, and final presentation and/or module conclusion conducted at the end. After all, there are moderations at module level and/or programme level. Moderations and review of assessments by External Examiners will be taken place by the end of each

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%)



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. Before assignment marking, the module leaders would provide (i) assignment samples of High / Medium / Low performance and (ii) marking schemes / rubrics to the concerned tutors for benchmarking. Upon completion of marking, there would be a moderation meeting among module leaders and concerned tutors where each member would show the marked samples of different performance levels to review if there is significant inconsistency in the marking standard, and then make necessary mark adjustment whenever there is inconsistency found. The moderated marks and assignment samples would be presented in the External Examiner (EE) assessment meeting. Immediate actions / improvement plan would be made in response to the feedbacks from the EE. For examples:

l In Semester 1 of AY1516, which was the first year the programme launched, the EE commented that “cross-media-platform storytelling is complicated to a beginner. She advised to lower the complexity and requirement (e.g. level of originality, number of media platforms to be covered) of assignments in the first semester” (refer to Section 9 of AY2015/16 PQAR). In response, the Programme Team reviewed the assessment designs of the modules. For example, in Semester 1 of AY1516, the End-of-Module-Assessment (EA) of “CDM4258 Transmedia Storytelling” required 4 to 5 students to work as a group to create a cross-platform story world by connecting the independent stories the students had created in their individual Continuous Assessment (CA). It was observed that the said creative collaboration was not easily handled by a beginner. In Semester 1 of AY1617, the EA requirement of the same module reduced the collaboration component. Also, in order to facilitate the students started their story writing, they were given a series of pictures from which they were led to derive their story ideas. The action of improvement was recognized in the EE report of AY1617 where she commented “I’m happy to see that the responsible staff has paid attention to the freshman students’ standard and the cross-platform nature of the transmedia students while designing the modules”

l In Semester 1 of AY1819, EE commented that the level of filming equipment available

for students’ borrowing would determine the assignment quality as well as the assessment standard of video-related modules. She expressed a query that “(she) wonder(s) if there will be chance for the Transmedia students to attend the Film and TV class and access to the facilities” (refer to EE report of AY1819). The primary objective of the programme doesn’t focus on filming competences, though; the Programme Team took the comments of EE seriously, with a view to bring students’ assignment quality as well as marking standard of video-related assessment closer to the wished level. Starting from AY1920, the Programme Team provided its Year 2 students with filming equipment of higher technical specifications for their video assignment production. The marking scheme of related modules was also adjusted to assure the fair balance between the standard of assessment requirement and the extent of learning resource support.

Feedback refers to comments (whether written or oral) given by assessors to students on an assessment task and is an essential part of effective learning. It helps students understand the subject being studied and gives them clear guidance on how to improve their learning. Feedback must be provided within an appropriate timescale to enable students to review and act on in order to enhance their performance in subsequent assessments.



At the start of each semester, module tutor will present to the students the module teaching plan in which the module intended learning outcomes as well as assessment schedule are clearly shown. Tutors will explain deeper to the student (i) the topics, (ii) requirements, (iii) assessment criteria and (iv) samples of CA / EA in project briefings that are normally done at least 3 weeks prior to the submission deadline. For the modules adopting tutorial as major teaching approach, there is tutorial record to mark down the actions to be followed by the students. In the next tutorial session, students will be required to report / present the progress of follow-up actions, where the assessors will give feedbacks on the students’ learning performance and necessary actions of improvement. Similar cycle continues to lead students achieving the expected results For the modules adopting lecture as major teaching approach, students are usually requested to hand in proposal / draft before the official submission date, by which the assessors can explain to the students the common mistakes found from the collected drafts. No longer than 4 weeks after the official submission date, students will receive the preliminary grade of / comments on their submitted assignments. For those whose submissions fail to achieve the total passing marks of CA / EA respectively, they will be given opportunities to re-submit the failed part based on the assessors’ comments, given that the final mark will not exceed the minimum passing mark (i.e. 40 / 100).



6. ADMISSION AND SELECTION 6.1 Entry Requirement The general minimum entry requirement for HD programme is 5 HKDSE subjects at Level 2 or above, including English and Chinese Languages, or equivalent. In addition to the general minimum entry requirements that apply to all students, applicants may be required to attend an interview. 6.2 Credit Transfer and Module Exemption Credit Transfer is normally based on formal academic achievements obtained within and / or outside VTC, on the condition that the module concerned is identical in terms of the number of credits, intended learning outcomes, the QF level and assessment standards. Upon approval, the student will earn credits of the corresponding modules thereby contributing towards the awards of the programme. Exemption is given to students for the following modules upon meeting the specified exemption criteria concerned as follows. Proposed changes are highlighted in red bold italics.

Module Exemption Criteria

English & Communication: Workplace Correspondence (LAN3103)

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

MindShift: Achieving Personal Growth & Effectiveness (SDD4005 / SDD4005M)

The exemption will be granted for students who fulfill either of the following exemption criteria (1) or (2): (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 • A pass in the assessment for module

exemption plus two years full-time work experience acquired after meeting HD Minimum Entrance requirement.

Collaboration, Teamwork & Social Engagement (SDD4006 / SDD4006M)


• A pass in SDD4002 or WPD3202S AND



Module Exemption Criteria

• A pass in WPD4003 or WPD4201S OR

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



Enhancing Competencies in the 21st Century Workplace (SDD4007)




• A pass in WPD3204S OR • A pass in WPD4074

OR • A pass in a comparable academic achievement

(2) Work Experience with Pass in Exemption





7. RESOURCES 7.1 Academic and Supporting Staff Establishment The HD in Transmedia programme is managed and operated by full-time academic and supporting staff. Please refer to Section 6 of Volume A (Staffing and Staff Development) for details. Staff Development and Future Planning In 2014 – 2015, HKDI presented 5 Transmedia Master Lectures and Sharings to the VTC staff, industrial practitioners and students for learning of Transmedia studies. In addition, two tailor-made workshops have been conducted to the Transmedia team, which focused on two main streams in Transmedia on the Transmedia franchise and big data analysis. After basic training to staff in 2013-2015, Transmedia Team has been trained on Transmedia research, storytelling and producing, which the next stage of future staff development in 2015 – 2017 will be focused on: 1. Enhancement of Academic Contribution: In 2015, Vladan Nikolic, a scholar from NYC and also a Transmedia producer has visited HKDI and in collaboration with Transmedia team to work on a package of Transmedia Teaching Materials (rides on Asian development context with International case studies). Content of 17,000-words has been created and integrated into the TLP of module "DDM4921 / Transmedia Principles", "DDM4913 / Transmedia Storytelling" and "DDM4923 / Storyworld Creation" starting since AY1617. 2. Industrial contribution – consultation to commercial market: Hong Kong Trade Development Council, Redspot, K11 Art Mall, Golden Harvest, New Media Group, LKK Family Foundation In 2015-2017, a number of international Transmedia specialists and practitioners were invited to enhance the training, consultation and execution in several aspects in Transmedia. Summary as below:

Specialized Area Speaker/Content Target Audience

Alternate Reality Game Design

Workshop by Peter Lee (Korea), Founder of Nolgong, the first few in Asia to do Alternate Reality Game Design campaigns; an experienced game designer

Transmedia team and students

Big Data Analysis and Marketing Strategy

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

VTC



Transmedia Branding and Advertising

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

VTC

7.2 Teaching Serviced by Other Units The language modules, IT modules and WPD 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 / workshops / facilities are set up to provide practical training to students in a simulated work environment: (a) 3D Model Library (b) Large Format Digital Film Camera (c) Computer Game Lab (d) Digital Music and Audio Studio (e) Digital Color Grading Studio (f ) Digital Output Centre (g) Digital Video Editing Workshop (h) Digital Visual Effect Studio (I ) eSports Broadcast System (j ) Game Visualisation Centre (k) HDTV Studio (l ) HoloLens (m) Interactive Media Studio (n) Michael Kao Digital Animation Centre (o) Media Lab (p) Multi-user Virtual Reality System (q) Multi-track Recording Studio (r ) Photographic Studio (s) Photogrammetry Scanning System (t ) Print Making Studio (u) Rapid Prototyping Workshop (v) Real-time Camera Tracking System for Virtual (w) Soundscape System (x) Special Effect Shooting Studio (y) User Interface Design Studio (z) Wearable Full Body Motion Performance and Facial Capture System



SECTION TWO – MODULE SYLLABUSES

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. 培養學生的表達與溝通能力，使他們能在不同工作情景中熟練運用普通話進行對話與匯

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. 掌握陳述、比較、推介及建議等語言功能，完成對話和匯報。 2. 進行對話和匯報時語音準確，措辭得體，語句連貫，內容成段，結構完整。 3. 針對情景與說話對象，運用適當的說話策略。教學策略： l 能力為本，通過「以終為始」的教學策略，提升學習成效

單元開始就向學生說明學習成果，讓學生在課程伊始就清楚知道通過學習可掌握的能



力，及其在工作中的實際應用，讓學習更有針對性，強化學生的學習動機。

l 多線發展，語用為主為了幫助學生在職場上更有效、更靈活地表達，教學重點不會停留在語法和語音層面，而是著重語言功能及表達技巧的訓練，讓學生在不同的工作情境中都能表達自如。

l 設計任務型學習，模擬職場實景訓練

通過設計一連串由點到面、由易到難、循序漸進的任務，逐步引領學生達到學習目標。強調跨學科語言學習，為學生營造真實的語言學習環境。通過模擬職場實景訓練，最大程度地提升學生的語言溝通能力，為將來工作做準備。

l 結合設計思維，豐富溝通內涵

設計各種工作情景，引導學生從目標對象的需求出發，發揮創造力，制訂以人為本又可行的方案，為表達注入更具價值的內涵。

l 結合多元學習材料，提升教和學的成效

課堂中運用錄音及影像，提升學生的學習興趣。課後學生可用手機掃描教材內提供的二維碼，就能隨時重覆觀看和自學溫習，培養學生應用資訊科技自學的習慣，以配合工作和社會發展的需要。

l 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。

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: 香港職業訓練局中文及普通話教材出版小組編(2019)。《職業中文傳意:普通話對話與匯報》(第1版)。商務印書館(香港)有限公司參考書目: 1. 中國社會科學院語言研究所詞典編輯室編(2018)。《現代漢語詞典》(第 1版)。商務印

書館(香港)有限公司

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 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

5 Nov 2019 Hui Yiu Wai



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 小時訪問/講座 - 小時

自修時數: 64 小時評估時數： - 小時 (授課及自修時間以外)

單元目標： 1. 培養學生的普通話表達能力，使他們能在專業領域，熟練運用普通話進行專題報告，以配

合將來的工作需要。 2. 培養學生的中文寫作能力，使他們能在專業領域，撰寫推介文書，以配合將來的工作需要。 3. 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. 以成段落的話語進行游說，充分展示論證能力，並恰當運用報告技巧，熟練地以普通話完

成報告。 2. 掌握宣傳推廣的策略，並結合陳述和推介等語言功能，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： l 能力為本，通過「以終為始」的教學策略，提升學習成效

單元開始就先向學生說明學習成果，讓學生在課程伊始就清楚地知道通過學習可掌握的能力，及其在工作中的實際應用，讓學習更有針對性，強化學生的學習動機。



l 多線發展，語用為主

為了幫助學生在職場上更有效、更靈活地表達，教學重點不會停留在語法和語音層面，而是著重語言功能及表達技巧的訓練，讓學生在不同的工作情境中都能表達自如。

l 設計任務型學習，模擬職場實景訓練

通過設計一連串由點到面、由易到難、循序漸進的任務，逐步引領學生達到學習目標。強調跨學科語言學習，為學生營造真實的語言學習環境。通過模擬職場實景訓練，最大程度地提升學生的語言溝通能力，為將來工作做準備。

l 結合設計思維，豐富溝通內涵，提升說服力

設計各種工作情景，引導學生從目標對象的需求出發，發揮創造力，制訂以人為本又可行的解決方案，為專題報告注入更具價值的內涵，提升說服力。

l 結合多元學習材料，提升教和學的成效

課堂中運用錄音及影像，提升學生的學習興趣。課後學生可用手機掃描教材內提供的二維碼，就能隨時重覆觀看和自學溫習，培養學生應用資訊科技自學的習慣，以配合工作和社會發展的需要。

l 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中

文和普通話，例如：網上學習、參與語文及文化活動等。

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、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: 香港職業訓練局中文及普通話教材出版小組編(2019)。《職業中文傳意: 普通話報告與推介文書》(第 1版)。商務印書館(香港)有限公司參考書目: 1. 中國社會科學院語言研究所詞典編輯室編(2018)。《現代漢語詞典》(第 1版)。商務印

書館(香港)有限公司

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. 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 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

5 Nov 2019 Hui Yiu Wai



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; and 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: l 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.

l Reading, writing, listening and speaking tasks are designed to provide ample practice opportunities in simulated workplace situations, with a strong focus on the appropriate use of language skills in the workplace.

l 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. 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.

Assessment Scheme:

Continuous Assessment (CA) 40%

End of Module Assessment (EA) 60%

Total 100%

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

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 realia play an essential part in the

presentation, they should be incorporated appropriately into



the delivery, both linguistically and physically. Range l Speech should be fairly fluent. l Speech may include some grammatical errors, but these

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

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

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

body language, and active listening articulations. l 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 l a growing range of vocabulary l 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 l a linguistic repertoire that demonstrates subtlety, tact and

sensitivity

Textbook: Vocational Training Council (2019). Vocational English: Persuasive Presentations. Hong Kong: Pearson Education Asia Limited.



References:

1. Gallo, C. (2015). Talk Like TED: The 9 Public-Speaking Secrets of the World’s Top Minds (English). St. Martin’s Griffin.

2. Guffey, M.E. & Lowey, D. (2019). Essentials of Business Communication (11th ed.). Boston: Cengage Learning.

3. Powell, M. (2011). Presenting in English: How to Give Successful Presentations (Updated ed.). Heinle ELT.

4. Reynolds, G. (2011). Presentation Zen: Simple Ideas on Presentation Design & Delivery (2nd ed.). New Riders.

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

6. Yule, G. (2019). Oxford Practice Grammar (Advanced). Oxford: Oxford University Press.

Creation/Revision Record:

Version Date Revised by

1 Dec 2010 Carol Sze Pui Shan

2 Jan 2011 Carol Sze Pui Shan

3 Mar 2011 Carol Sze Pui Shan

4 Mar 2014 Mabel Wong Chau Ping

5 Nov 2019 Joan Chan Shui Shum



Module Syllabus

Module Title English and Communication: Promotional Materials

Module Code LAN4101

QF Credits 10

QF Level 4





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. *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 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; and 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.




l 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. They have to participate in a variety of self-initiated language activities, work independently on e-learning or other extended language learning tasks, and constantly reflect on their language learning experience.

Assessment Scheme:



Total 100%




Unit of Competency Performance Criteria GCEN407A-3 Express persuasion and emotion 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. 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:


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

comparison, concession, etc) l a growing range of alternative constructions to reflect

variations in register

Textbook: Vocational Training Council (2017). Vocational English: Promotional Materials. Hong Kong: Pearson Education Asia Limited.



References: 1.

Freed, R., Freed, S. & Romano, J. (2010). Writing Winning Business Proposals (3rd ed.). New York: McGraw-Hill Education.


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











Module Syllabus

Module Title English and Communication: Reports

Module Code LAN4107

QF Credits 9

QF Level 4





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. *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 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; and



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:

l 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.


l 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. They have to participate in a variety of self-initiated language activities, work independently on e-learning or other extended language learning tasks, and constantly reflect on their language learning experience.

Assessment Scheme:



Total 100%




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. Language Features l a growing range of vocabulary l complex grammatical structures:


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

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

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

sensitivity

Textbook: Vocational Training Council (2019). Vocational English: Reports. Hong Kong: Pearson Education Asia Limited.



References:

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


3. Howard, R.M. (2019). Writing Matters: A Handbook for Writing and Research (3rd ed.). New York: McGraw-Hill Education.

4. Lester, J.D. & Lester, J.D. (2015). Writing Research Papers: A Complete Guide (15th ed.). New Jersey: Pearson Education.











Module Syllabus

Module Title English and Communication: Workplace Correspondence

Module Code LAN3103

QF Credits 6

QF Level 3

Notional Learning Hours

60 hrs



Self-study Hours: 34 hrs

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

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; and



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.




l 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% Key Content Area: The following Unit of Competency from the Specification of Generic (Foundation) Competencies under the Qualifications Framework is adopted for module content design.

Unit of Competency

Performance Criteria

GCEN306A-3 Handle problems in incoming written correspondence involving predictable information, ideas, related

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.



explanations, discussion/ argument, and evaluation (Reading and Writing)

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 Textbook: Vocational Training Council (2019). Vocational English: Workplace Correspondence. Hong Kong: Pearson Education Asia Limited. References: 1. Eastwood, J. (2019). Oxford Practice Grammar (Intermediate). Oxford: Oxford

University Press.

2. 3.

Emmerson, P. (2013). Email English (2nd ed.). Macmillan. Grahame, T. (2015). Business Writing for Hong Kong (4th ed.). Pearson Education.





Version Date Revised by 1 Dec 2010 Carol Sze Pui Shan 2 Jan 2011 Carol Sze Pui Shan 3 Mar 2011 Carol Sze Pui Shan 4 Mar 2014 Mabel Wong Chau Ping 5 Nov 2019 Joan Chan Shui Shum



Module Syllabus

Module Title English and Communication: Workplace Interaction

Module Code LAN3100

QF Credits 6

QF Level 3


60 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; and



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.




l 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%


Unit of Competency Performance Criteria GCEN303A-2 Handle suggestions, offers, preference and persuasion in oral interactions involving

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.



predictable information, ideas, related explanations, discussion/argument, and evaluation (Listening and speaking)

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

l Speech should be fairly fluent when expressing simple, familiar ideas and language, but more hesitant with more complex and unfamiliar content/language.

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

l 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.

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

body language, and active listening articulations. Language Features

l a growing range of vocabulary l 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

Textbook: Vocational Training Council (2019). Vocational English: Workplace Interactions. Hong Kong: Pearson Education Asia Limited.



References:

1. Clarke S., Powell M., Sharma P. (2014). In Company 3.0: Intermediate. Macmillan Publishers Limited.

2. Eastwood, J. (2019). Oxford Practice Grammar (Intermediate). Oxford: Oxford University Press.


4. Stephens, B. (2011). Meetings in English. Macmillan.





3 Mar2011 Carol Sze Pui Shan





Module Syllabus

Module Title Collaboration, Teamwork & Social Engagement

Module Code SDD4006 / SDD4006M

QF Credits 6

QF Level 4


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)


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


(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, students 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:

Continuous Assessment (CA) 50% 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.

Creation/Revision Record: Version Date Created/Revised by

1 24 September 2018 Ms LAU Sze Lui, Ms YUM Yuen Han, Ms CHUM Yin Ping, Mr LAU Ho Ming

2 21 January 2019 Ms LAU Sze Lui, Ms YUM Yuen Han, Ms CHUM Yin Ping, Mr LAU Ho Ming



Module Syllabus

Module Title Enhancing Competencies in the 21st Century Workplace

Module Code SDD4007

QF Credits 3

QF Level 4


30 hrs

Contact Hours*: 13 hrs (for pre-employment programme) 9 hrs (for in-service programme)

Self-study Hours:



Exemption Criteria


(3) Academic Criteria • A pass in SDD4004

OR • A pass in WPD3203S

OR • A pass in WPD3204S

OR • A pass in WPD4074


(4) 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 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. Learning and Teaching Strategies:

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: Continuous Assessment (CA) 50% 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 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

1. Develop work value and employ appropriate moral principles to suit the work context. Range: Topics may include but not limited to review on



with appropriate work ethics and workplace etiquette in a specific trade

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., Zunker, Vernon G., 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, 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/



Creation/Revision Record: Version Date Created/Revised by 1 24 September 2018 Ms LAU Sze Lui,

Mr CHAN Wai Yeung, Mr KWONG Chin Fun, Mr LAU Ho Ming

2 21 January 2019 Ms LAU Sze Lui, Mr CHAN Wai Yeung, Mr KWONG Chin Fun, Mr LAU Ho Ming



Module Syllabus

Module Title MindShift: Achieving Personal Growth & Effectiveness

Module Code SDD4005 / SDD4005M

QF Credits 6

QF Level 4


60 hrs

Contact Hours*:

26 hrs (for pre-employment programme) 18 hrs (for in-service programme)

Self-study Hours:



Exemption Criteria


(1) Academic Criteria



• A pass in WPD4063 & WPD4041 or WPD4082 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 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, students 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.

Learning and Teaching Strategies: • 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: Continuous Assessment (CA) 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

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

1. Identify strategies for developing one’s potentials.

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

2. 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

Creation/Revision Record: Version Date Created/Revised by 1 24 September 2018 Ms LAU Sze Lui,

Mr WONG Hon Chun, Ms CHAN Siu Yung, Ms WONG Ka Yi, Mr LAU Ho Ming

2 21 January 2019 Ms LAU Sze Lui, Mr WONG Hon Chun, Ms CHAN Siu Yung, Ms WONG Ka Yi, Mr LAU Ho Ming



Module Syllabus

Module Title Information Technology Essentials –Smart Living

Module Code ITE3009

QF Credits 6

QF Level 3


65 hrs


Lecture - hrs Tutorial - hrs Workshop/Lab 26 hrs Visit/Seminar - hrs



Module Aim: The module aims to: 1. strengthen learners’ 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 learners’ ability to design and apply appropriate technologies in smart living and industries.

Module Intended Learning Outcomes: On completion of the module, learners are expected to be able to: 1. use appropriate tools/software to interactively control the smart/sensors devices for smart

living; 2. apply business intelligence tools to extract big data from external sources, transform and

visualize in different formats to produce insight; 3. build different types of artificial intelligence applications through cloud platforms; and 4. use appropriate tools/software to produce content for immersive experiences.



Learning and Teaching Strategies: • This module will be delivered in a computer laboratory. • Practical examples are given to learners to facilitate their learning. • Hands-on and task-based approaches are used to encourage learners to attain the

practical skills and knowledge. • Exercises and work relevant to the programme are given to learners 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. l 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 application

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



Unit of Competency


programming tools

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



Unit of Competency


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 actuators 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. Ejaz, W., & Anpalagan, A. (2019). Internet of Things for Smart Cities: Technologies, Big

Data and Security. Springer. 2. McLaren, D., McLaren, D. P., & Agyeman, J. (2015). Sharing cities: A case for truly smart

and sustainable cities. Cambridge, Massachusetts: MIT Press. 3. Hege, H. C. (2019). Data visualization: foundations, techniques, and applications. En

Universidad de Lima (Ed.).

Creation/Revision Record: Version Date Revised by 1 Oct., 2018 Dr. Wilson Cho 2 Jan., 2019 Dr. Wilson Cho 3 Sep., 2019 Freddy Wong 4 Oct., 2019 Dr. Wilson Cho



Module Syllabus

Module Title Aesthetics and Semiotics

Module Code DES4008

QF Credits 11

QF Level 4



Lecture 12 hrs Tutorial 27 hrs Workshop/Lab - hrs Visit/Seminar - hrs



Module Intended Learning Outcomes: On completion of the module, students are expected to be able to: 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 l Aesthetics theories analysis l Characteristics and aesthetic elements of selected art and

design movements

12 hours

2. Representation of Meanings l Semiotics theories analysis l Signifier and the signified l Icon, index and symbol

9 hours

3. Meanings and Interpretations l Ways and styles of meaning l Encoding and decoding of meanings

6 hours

4. Visual Application of Aesthetics and Semiotics Theories l Employ aesthetics and semiotics approaches in

communication and interpretation l Explore and apply conceptualisation, realisation and

presentation skills

9 hours

5. Review and Reflection l 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 ü

2 Representation of Meanings ü ü

3 Meanings and Interpretations ü

4 Visual Application of Aesthetics and Semiotics Theories

ü ü

5 Review and Reflection ü ü ü ü




l 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.

l 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.

l 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.




Version Date Created/Revised by

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



Module Intended Learning Outcomes: On completion of the module, students are expected to be able to: 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 and Indicative Contact Hours: Learning Contents Indicative Contact

Hours 1. Design Thinking Fundamentals and Practices

l Origins and approaches to design thinking l Design thinking principles and process l Practices of design thinking in various industry solutions

3 hours

2. User-Centred Research Basics and Practices l User perception and expectations l Analysis of user experiences from functional and

emotional perspectives through journey mapping

6 hours

3. Defining User Needs and Problems l Problem appreciation, definition and framing

6 hours

4. Creative Thinking Approaches and Practices l Creative thinking tools and techniques

(Brain-storming, Clustering and SCAMPER) l Evaluating and selecting innovative solutions

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

15 hours

5. Prototype and Concept Presentation l Redefining a problem through prototyping and testing l 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 ü

2 User-Centred Research Basics and Practices ü ü

3 Defining User Needs and Problem ü ü ü

4 Creative Thinking Approach and Practices ü ü ü

5 Prototype and Concept Presentation ü ü ü ü



Learning and Teaching Strategies: l 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.

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

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




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



Lecture 12 hrs Tutorial 32 hrs Workshop/Lab - hrs Visit/Seminar 8 hrs


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

1. Introduction to Cultural Studies l Social, technological, economical and sustainable

perspectives in cultural studies l Important roles of cultural studies to art and design

development

4 hours

2. The Social Revolution l Social changes and transformation l Popular culture l Consumerism l Identity

10 hours

3. Globalization vs Localization l Social norms l Creative values l Global and local cultures l Globalisation and cultural sustainability l Community and ‘place-making’

10 hours

4. Oriental and Western Art and Design Movements l Selected art and design movements and the contextual

influences l Visual characteristics, the values and nowadays’

transformation in arts and designs

10 hours

5. Research Methods l Field research/ Contextual research methods in various

art and design disciplines l Primary and Secondary research l Observation, organisation, interpretation, evaluation and

presentation

18 hours



Mapping of Learning Contents with Module Intended Learning Outcomes:

Learning Contents


1 2 3 4

1 Introduction to Cultural Studies ü ü

2 The Social Revolution ü ü

3 Globalization vs Localization ü ü

4 Oriental and Western Art and Design Movements

ü ü

5 Research Methods ü ü Learning and Teaching Strategies: l A series of lectures will be structured to introduce the main concepts of cultural awareness

and their impact in relation to arts and designs. l 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.


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



Total 100% Essential References: 1. 2.

Barker, C 2016, Cultural studies: Theory and practice, 5th edn, Sage, London. Pickering, M 2008, 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, 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 edn, 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. Lefebvre, H 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。

8. Sparke, P 2013, An Introduction to Design and Culture: 1900 to the Present, Routledge, New York.

9. Christensen, B.T, Ball, L.J, Halskov, K 2017, Analysing Design Thinking: Studies of Cross-Cultural Co-Creation, CRC Press, Balkema.

Magazines and Periodicals: 1. <http://www.culturalstudies.net>

2. <http://www.artchive.com>

3. <http://www.aestheticamagazine.com>

4. International Journal of Cultural Studies, Sage Publications, London. Creation/Revision Record: Version Date Created/Revised by

1 Sep 2009 Dr. LAM Yan Yan WONG Ngai Chi, Edwin

2 Jun 2010 Dr. LAM Yan Yan WONG Ngai Chi, Edwin

3 Apr 2011 Dr. LAM Yan Yan MATSUMURA Yoji WONG Ngai Chi, Edwin

4 Jan 2012 Dr. LAM Yan Yan Tam Ka Fung, Kelvin WONG Ngai Chi, Edwin



5 Feb 2015 Dr. LAM Yan Yan Tam Ka Fung, Kelvin Leung Po Shan, Popo

6 April 2019 YAU Wai Man, Raymond



Module Syllabus

Module Title Big Data Analysis and Marketing Plan

Module Code DDM5941

QF Credits 12

QF Level 5


Contact Hours: 39 hrs

Lecture 23 hrs Tutorial 4 hrs Workshop/Lab 10 hrs Visit/Seminar 2 hrs



Module Intended Learning Outcomes: On completion of the module, learners are expected to be able to: 1. apply marketing theories and principles to the integrated business arena; 2. formulate research methods for specific transmedia project with a thorough analysis within

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

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

business campaign.



Learning Contents and Indicative Contact Hours: Learning Contents


1. Marketing Situation of Research and Analysis l Introduction of methods of marketing research: primary and

secondary; quantitative and qualitative research l Situation analysis (SWOT, PEST factors, etc) l The importance of 7Ps and 7Cs l Target audience development – demographics,

psychographics, consumer habits, attitudes and trends l Market segmentation & positioning

12 hours

2. Big Data Principles and Collection Methodology l Big data terminology 5V: Value, Volume, Velocity,

Variability and Variety l Multichannel integrated marketing data: internet

services (traffic), search engine (click rate), mobile applications (geo-targeting), social network (text mining), cloud

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

12 hours

3. Big Data Analysis, Application and Synthesis l Justifying data findings and evaluating the data assets l Practical applications of data management:

advanced tools in analysis tools, chart and diagram

10 hours

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

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

topic

5 hours




Learning Contents


1 2 3 4 1 Marketing Situation Research and Analysis ü

2 Big Data Principles and Collection Methodology ü ü

3 Big Data Analysis, Application and Synthesis ü ü

4 Findings Evaluation and Interpretation ü ü Learning and Teaching Strategies:

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

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

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

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

Assessment Scheme:


End-of-Module Assessment (EA) 40% Total 100%

Essential References: 1. Lisa Arthur, 2013, Big data marketing: engage your customers more effectively and

drive value, Hoboken, N.J. John Wiley & Sons

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



Further References: 1. Rajat Paharia, 2013, Loyalty 3.0: How Big Data and Gamification Are Revolutionizing

Customer and Employee Engagement, Mcgraw-Hill

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

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

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

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

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

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

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

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

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



1 Jul 2014 Chan Chung Chung, Joan

2 Feb 2015 Joel Kwong

3 Jan 2019 Chan Chung Chung, Joan

4 Jul 2020 Lam Wai Keung



Module Syllabus

Module Title Digital Game Design

Module Code DDM4914

QF Credits 9 QF Level 4



Lecture 6 hrs Tutorial 6 hrs Workshop/Lab 27 hrs Visit/Seminar - hrs



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

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

2. analyse the trend and development of the target audience needs, usage behaviour and user experience to identify the game strategy; and

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




Hour 1. Environment, Scenarios and Level Design

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

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

l Level-advanced and Scenarios-based structure

3 hours

2. User Interface and Experience Design l Perspective, style, temporal and spatial features l Visual Interface design & usability l Player behaviour and interactive experiences

6 hours

3. Computer Programming l Class, objects, methods, properties, event-driven

programming l Object-oriented programming, design and development

15 hours

4. Digital Game Prototyping l Design game contents with appropriate visual and audio

aesthetics l Prototyping techniques and methods l Industry-standard prototypes

15 hours


Learning Contents


1 2 3 1 Environment, Scenarios & Level Design ü

ü

2 User Interface and Experience Design ü ü ü

3 Computer Programming ü ü

4 Digital Game Prototyping ü ü ü



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

structured lectures, demonstration, tutorials, workshops, and presentations. l A project-based and student-centred approach provides practical opportunities for

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

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

Assessment Scheme:

Continuous Assessment (CA)

50% End of Module Assessment (EA)

50% Total 100%

Essential References: 1. Okita, Alex., 2015, Learning C# programming with Unity 3D, Boca Raton: CRC

Press/Taylor & Francis Group. U.S. 2. Felicia, Patrick., 2016, A beginners' guide to 2D platform games with Unity: create a

simple 2D platform game and learn to code in the process. Further References: 1. Ashley Godbold, Simon Jackson, 2016, Mastering Unity 2D game development: master

everything you need to build a 2D game using Unity 5 by developing a complete RPG game framework!, Birmingham: Packt Publishing Limited.

2. Moakley, Brian., 2016, Unity games: by tutorialsm, Razeware, U.S. 3. Rani, K., 2014. Learning Unity physics: learn to implement physics in interactive

development using the powerful components of Unity3D, Birmingham: Packt Publishing. 4. Zichermann, Gabe, c2011, Gamification by Design: Implementing Game Mechanics in

Web and Mobile Apps, O’Reilly Media. 5. Moakley, B., Berg, M., Duffy, S., Kerckhove, E., & Uccello, A. 2016, Unity games: by

tutorials. United States: Razeware.





1 Jan 2009 Alexander WONG

2 Mar 2020 LAM Wai Keung



Module Syllabus

Module Title Independent Studies in Transmedia I

Module Code DDM4941

QF Credits 15

QF Level 4


150 hrs


Lecture 12 hrs

Tutorial 40 hrs

Workshop/Lab - hrs

Visit/Seminar - hrs



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

needs; 2. analyze the media architecture of different scopes of design areas of Transmedia project

through an explorative approach; 3. execute an initial independent study plan for a specific design scope of the transmedia

project through regular monitoring of the learning progress; and 4. evaluate an initial independent study plan with critical judgements for further

improvement.





1. 1. Introduction to independent study process l Assessment of personal needs in the professionalism of

Transmedia initial independent study plan l From Self-assessing - readiness to learn l Setting up of achievable learning topic in the area of a

specific design scope - media production, digital music and media, advertising, exhibition design, visual communications, web/ mobile/ interactive design, print media publication and visual mechanizing etc.

8 hours

2. 2. Designing of an independent study plan l Initial independent study plan for a transmedia project l Necessary time and resources for realization of the

expected outcome l Criteria and project brief with mechanism for assessing

the outcomes of a specific design scope l Learning schedule and plan design l Interim report presentation skill based on regular

evaluations

8 hours

3. Analysis of creative applications of a transmedia media architecture

l Potential of transmedia application in selected specific design scope

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

l Execution of the specific scope of design area of a l transmedia project with regular monitoring of the

learning progress

28 hours

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

l Stage reviews and evaluation skills on creative applications

l Designing of improvement plan based on evaluation l Presentation skill of evaluation report

8 hours




Learning Contents


1 2 3 4

1 Introduction to independent study process ✓

2 Designing of an independent study plan ✓ ✓

3 Analysis of creative applications of a transmedia media architecture

✓ ✓ ✓

4 Evaluation reporting skills on creative applications in a transmedia project

✓


Assessment Scheme:



Total 100%

• Sit-in lectures are arranged based on location film production. • Learning and teaching will be achieved interactively in multiple formats, including

structured lectures, tutorials and presentations. The tutorial hours will be mainly to cover the regular guidance and monitoring during the independent study learning progress.

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

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

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



Essential References: 1. Daniel R. Tobin 2000, All learning is self-directed : how organizations can support and

encourage independent learning, ASTD, Alexandria, VA.

2. Ho, M W & Brooke, M 2017, Practical guide to project-based learning, WS Education, New Jersey.

Further References: 1. Gibbons, M 2002, The Self-Directed Learning Handbook: Challenging Adolescent

Students to Excel, Jossey-Bass, San Francisco

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

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

Online References:

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

2. Transmedia Storytelling 101 <http://henryjenkins.org/blog/2007/03/transmedia_storytelling_101.html>


Version Date Created/Revised By

1 Jun 2015 Joel Kwong

2 Jan 2019 CHAN Chung, Joan




Module Syllabus

Module Title Independent Studies in Transmedia II

Module Code DDM4951

QF Credits 15

QF Level 4


150 hrs


Lecture 12 hrs

Tutorial 40 hrs

Workshop/Lab - hrs

Visit/Seminar - hrs



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

the initial independent study plan; 2. build an advanced media architecture model for the execution of a specific design scope

in a transmedia project; 3. execute the progressive independent study plan for a specfic design scope of the

transmedia project with regular monitoring of the learning progress; and 4. evaluate the entire learning progress to make appropriate judgment on the quality of

outcomes at different stages which enhance further development of the transmedia project.




Hours

1. Designing the progressive independent study plan l Further scope of transmedia independent study plan l Evaluation of the initial independent study plan l Time and resource planning for the realization of the

expected outcomes l Criteria and project brief of the progressive independent

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

8 hours

2. Advanced media architecture model l Matching up of advanced media architecture model for a

special transmedia project l Evaluation skill through a self-validation system l Modification of the match up based on regular progress

evaluation

8 hours

3. Progressive independent study plan execution for transmedia project

l Progress check up and evaluation skills at each checkpoint

l Execution skill through a self-validation system l Quality evaluation of the plan l Final achievement evaluation l Transferral of learned experience into a new transmedia

project

28 hours

4. Report and presentation l Articulation of learning process in each stage of a

transmedia project application l Summary design of full report of the application of

specific design scope in a transmedia project l Presentation skills and format possibilities in a research

and planning for a transmedia project

8 hours




Learning Contents Module Intended Learning Outcomes

1 2 3 4

1 Designing the progressive independent study plan ✓

2 Advanced media architecture model ✓

3 Progressive independent study plan execution for transmedia project ✓ ✓ ✓

4 Report and presentation ✓


• Learning and teaching will be achieved interactively in multiple formats,

including structured lectures, tutorials and presentations. The tutorial hours will be mainly to cover the regular guidance and monitoring during the independent study learning progress.

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

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

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

Assessment Scheme:



Total 100%



Essential References: 1. Daniel R. Tobin 2000, All learning is self-directed : how organizations can support and

encourage independent learning, ASTD, Alexandria, VA

2. Ho, Mun Wai.; Brooke, Mark 2017, Practical guide to project-based learning, New Jersey : WS Education

Further References: 1. Balance, J & Brandt, R 2010, 21st Century Skills, Rethinking How Students Learn,

Solution Tree, Indiana

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



1 Jun 2015 Joel Kwong

2 Jan 2019 CHAN Chung Chung, Joan




Module Syllabus

Module Title Media Architecture

Module Code DDM4922

QF Credits 11

QF Level 4


110 hrs


Lecture 24 hrs

Tutorial 12 hrs

Workshop/Lab - hrs

Visit/Seminar 3 hrs



Module Intended Learning Outcomes: On completion of the module, students are expected to be able to: 1. formulate strategic usage of various media applications for a Transmedia project through

the analysis of media characteristics; 2. analyse Transmedia cases basing on strategy related models, theories and discussions; 3. identify the workflow of strategic media planning to meet specific targets, parameters and

advertising purposes; 4. suggest a media plan for buying and selling established media; and 5. utilize media planning software in designing, analyzing and evaluating media plan.





1. Media Foundations l Media terminology and media landscape l Principles for selecting media vehicles l Target audience’s media habits and analysis

12 hours

2. Media Objectives and Strategy l Media objective based on marketing goals l Mix media strategy

10 hours

3. Tactical Planning and Execution l Tactical planning overview l Determine tactics and rationale l Scheduling reach and frequency l Buying and Selling Media l Budget setting and control

8 hours

4. Testing, Analyzing and Evaluating l Media measure to assess l Flowchart of spending and media distribution l Data showing effective reach levels and frequency l Reporting and analysis the return on investment (ROI)

9 hours




Learning Contents


1 2 3 4 5

1 Media Foundations ✓ ✓

2 Media Objectives and Strategy ✓ ✓ ✓

3 Tactical Planning and Execution ✓ ✓

4 Testing, Analyzing and Evaluating ✓ ✓


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

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

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

Assessment Scheme:



Total 100%

Essential References: 1. Henry Jenkins, Sam Ford, & Joshua Green, 2013, Spreadable media: creating value and

meaning in a networked culture, New York University Press, United States

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



Further References: 1. Kent Wertime and Ian Fenwick 2008, DigiMarketing: The Essential Guide to New

Media and Digital Marketing, Wiley.

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



1 Jul 2014 Chan Chung Chung, Joan






Module Syllabus

Module Title Media Production

Module Code DDM3910

QF Credits 10

QF Level 3


100 hrs


Lecture 40 hrs

Tutorial 12 hrs

Workshop/Lab - hrs

Visit/Seminar - hrs



Module Intended Learning Outcomes: On completion of the module, students are expected to be able to: 1. operate a video camera, basic lighting instruments and audio equipment under given

requirements and familiar situations; 2. plan and execute a single-camera video production according to the given instructions to

fulfill all requirements as indicated; 3. complete editing a video sequence with the application of software and essential skills; and 4. produce a short video with appropriate camera setting, light exposure, sound level, video

output format and in conformity to the planned shot sequence.





1. Identification and operation of filming equipment l Identifying camera, lighting and location sound recording

techniques l Identifying equipment needs for different requirements l Operating various types of camera, basic lighting setup and

audio equipment

13 hours

2. Application of single-camera production skills l Planning and designing a shooting script, lighting plan and

audio placement of a single-camera production l Camera, lighting and location sound recording execution skills

and techniques in familiar shooting situations of single-camera productions

13 hours

3. Non-linear editing workflow l Identify the technological differences between linear and

non-linear editing system l Working mechanism of non-linear editing system l Planning and executing an editing workflow that best facilitates

the process of digital editing

6 hours

4. Computer software for editing l Managing filing system prior to editing l Developing an editing project that yields greatest productivity

under given technical conditions l Preparing media files that are compatible with popular editing

software l Application of editing tools to construct a sequence in

accordance to the project requirements l Outputting with the most optimal file format to meet the

technical constraint of final display platform

20 hours




Learning Contents


1 2 3 4

1 Identification and operation of filming equipment ✓ ✓ ✓

2 Application of single-camera production skills ✓ ✓ ✓

3 Non-linear editing workflow ✓ ✓

4 Computer software for editing ✓ ✓

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

structured lectures (and guest lectures), tutorials and presentations • A student-centred approach provides practical opportunities for students to integrate and

apply learned knowledge and methods, and develop their initiative and self-learning abilities along their own interests and strengths, in achieving the intended scope of outcomes and standard

• Group critiques and self-assessment encourage peer group learning and self-reflection Assessment Scheme:



Total 100%

Essential References:

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

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



Further References:

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

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

3. Bordwell, D & Thompson, K 2017, Film Art: An Introduction, McGraw-Hill Companies, New York.

Online References:

1. 世界電影 < https://www.worldscreen.com.tw/index.php>



1 Jul 2014 Chan Yu Shing

2 Feb 2015 Lam Wai Keung

3 Jan 2019 Chan Yu Shing




Module Syllabus

Module Title Portfolio Design

Module Code DDM4044

QF Credits 7

QF Level 4





Module Intended Learning Outcomes: On completion of the module, students are expected to be able to: 1. apply appropriate design strategy to demonstrate and communicate a personal brand in

career development; and 2. create and present a professional portfolio in appropriate formats and styles for the target

audiences/purposes.





1. Personal Branding Strategy l Personal brand identity awareness l Transformation from personal attributes into personal

brand identity l Definition of vision statements l Self-promotion strategy identification and implementation

6 hours

2. Integrative Portfolio Presentation Practice l Personal brand development l Professional portfolio package for target

audiences/purposes -self-portrait photo -personal logo & supporting graphic, identify still &

moving images portfolio to fit the purposes -combination of resources into a holistic version

l Portfolio presentation with integrative skills

8 hours

3. Digital Portfolio Production l Domain name registration, trademarks & practice in HK l Online portfolio platforms and self-promotion channels l Web design (Graphic, type, color, information hierarchy,

mood & style) l Uploading portfolio resources in various platforms (e.g.

such as wix.com, facebook, youtube, instagram and pinterest etc)

l Launching of digital portfolio

12 hours


Learning Contents


1 2 1 Personal Branding Strategy ü

2 Integrative Portfolio Presentation Practice ü ü

3 Digital Portfolio Production ü



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

lecture, tutorials, workshop and seminar. l 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.

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

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

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

Assessment Scheme:


End-of-Module Assessment (EA) 50% Total 100%

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

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

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

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

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

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

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

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

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



Online References: 1. www.wix.com

2. www.behance.com

3. www.wordpress.com

4. www.campaginasia.com

5. www.designdirectory.hk



1 18 Sep 2011 WONG Man Ho, Ken

2 12 Oct 2011 WONG Man Ho, Ken

3 2 Jun 2012 LEE Yin Hang, Eric

4 9 Apr 2015 YIP, Olivia Wai Ka

5 7 Dec 2018 KONG Tin Chi, Joseph; TSOI Chin Yeung, John



Module Syllabus

Module Title Storyworld Creation

Module Code DDM4923

QF Credits 11

QF Level 4


110 hrs


Lecture 21 hrs

Tutorial 9 hrs

Workshop/Lab 9 hrs

Visit/Seminar - hrs



Module Intended Learning Outcomes: On completion of the module, students are expected to be able to: 1. create a story universe of multiple story lines and protagonists; 2. manage the connection of multiple storylines within a unified story universe; 3. apply media knowledge to assess and choose appropriate mediums to develop a user

journey for audience; and 4. construct a complete transmedia story with the application of storytelling skill, new media

technology and engagement marketing strategies.





1. Building a Transmedia Story Universe • Defining the rules of storyworld • Extension and expansion of original source story • Multiple characters and multiple storylines for a unified story

universe

15 hours

2. Story and Forms • Story forms and script formats • Story forms and audience’s consumption behavior • Unity of mise-en-scene design for a story universe

6 hours

3. Story and Media Journey • Goal, objective and audience • Choice of mediums in relations to audience demographics • Developing multiple points of entry to the story universe • Media journey for the audience

9 hours

4. Story and Engagement • Types of player • Interactivity elements for storytelling • Level of authority and role of the audience

9 hours




Learning Contents


1 2 3 4

1 Building a Transmedia Story Universe ü ü ü

2 Story and Forms ü ü ü ü

3 Story and Media Journey ü ü ü

4 Story and Engagement ü ü


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

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

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

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

Assessment Scheme:



Total 100%

Essential References: 1. Dowd, T, Niederman, M, Fry, M & Steiff, J 2013, Storytelling Across Worlds: transmedia

for creative and producers, Focal Press, Burlington.

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



Further References: 1. Jenkins, H, Ford, S & Green, J 2013, Spreadable Media, Revised edition, NYU Press.

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

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

Online References: 1.

Transmedia Storytelling 101 <http://henryjenkins.org/2007/03/transmedia_storytelling_101.html>

2. Storycode <https://www.youtube.com/user/StoryCode>



1 Jan 2019 Lam Wai Keung




Module Syllabus

Module Title Storyworld Visualisation

Module Code DDM4911

QF Credits 11

QF Level 4


110 hrs


Lecture 12 hrs

Tutorial 12 hrs

Workshop/Lab 15 hrs

Visit/Seminar - hrs



Module Intended Learning Outcomes: On completion of the module, learners are expected to be able to: 1. compose the ‘look & feel’ of the story through visualising in mood board examples and

mockups; 2. design style guide describing the storyworld of the property across platforms to provide

cohesion with different visual elements; 3. visualise the design concepts in hand sketches and digital format through a combination

of industrial standard image manipulation software; and 4. create sophisticated layouts with text and images of detailed design components for

illustrating and evaluating the evolution of the design process and outcome.





1. Synopsis of the storyworld • Background and contextual frame of the story (geographical,

historical or cultural realities) • Tone of the storyworld • Mood board examples • Human structure, facial expression and the environment of

drawing • Designing the characters

12 hours

2. Style guide, media, color and font specs • Detail a range of colors unique to the visual design • RGB values, textures, font usage and other quantifiable

design features

6 hours

3. Digital visualisation • Image creation and editing in digital imaging production • Digital design tools • Visualise the design concepts in digital format • Industrial standard image manipulation software

12 hours

4. Storyboard • Key frames to give a clear sense of the visuals • Describing with covering how the visual elements,

characters, sounds, actions, etc, will work • Design the storyboard

9 hours




Learning Contents


1 2 3 4

1 Synopsis of the storyworld ✓ ✓

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

3 Digital visualisation ✓ ✓

4 Storyboard ✓ ✓ ✓


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

l 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.

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

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

Assessment Scheme:


End-of-Module Assessment (EA) 40%

Total 100%



References:

1. Bernardo, N 2011, The producer's guide to transmedia : how to develop, fund, produce and distribute compelling stories across multiple platforms, BeActive Books, Lisboa, Portugal.

2. Pratten, R 2011, Getting started with transmedia storytelling, Createspace, United States.



1 Jul 2014 Yin Si Yuen, Antony

2 Feb 2015 Chan Yu Shing, Wingate

3 Jan 2019 Chan Yu Shing, Wingate



Module Syllabus

Module Title Transmedia Bible

Module Code DDM4942

QF Credits 11

QF Level 4


110 hrs


Lecture 15 hrs

Tutorial 24 hrs

Workshop/Lab - hrs

Visit/Seminar - hrs



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

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

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

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





1. How to Write a Transmedia Production Bible • To introduce the goals and function of the bible

3 hours

2. Transmedia Bible – Chapter 1: Treatment • Tagline • Back story and context • Synopsis • Plot points • Characterization • Scripts

8 hours

3. Transmedia Bible – Chapter 2: Functional Specification • Rules of engagement • Platforms and channels • User journey • Timelines • Interface and branding

8 hours

4. Transmedia Bible – Chapter 3: Design Specification • Branding and design guidelines introduction • Storyboard • Wireframes • Style guide, color and font specs

6 hours

5. Transmedia Bible – Chapter 4: Technology Specification • System architecture • User management • Content management • Coding and builds • Quality assurance testing

8 hours



6. Transmedia Bible – Chapter 5: Business and Marketing • Goals • Success indicators • User need • Target audience and marketing • Business models • Projects, budgeting and timelines • Copyright, IP and licensing

6 hours


Learning Contents


1 2 3

1 How to Write a Transmedia Production Bible ✓

2 Transmedia Bible – Chapter 1: Treatment ✓ ✓ ✓

3 Transmedia Bible – Chapter 2: Functional Specification ✓ ✓

4 Transmedia Bible – Chapter 3: Design Specification ✓ ✓

5 Transmedia Bible – Chapter 4: Technology Specification ✓ ✓

6 Transmedia Bible – Chapter 5: Business and Marketing ✓ ✓


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

• 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.

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



Assessment Scheme:



Total 100%

Text Book: 1. Hayes, G. 2011. How to Write a Transmedia Production Bible, Screen Australia,

Sydney.

References: 1. Pratten, R 2011, Getting started with transmedia storytelling, Createspace,

United States.

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

3. Long, G 2007, Transmedia Storytelling: Business, Aesthetics and Production at the Jim Henson Company, Master Thesis, Massachusetts Institute of Technology. Cambridge.



1 Jul 2014 Yin Si Yuen, Antony

2 Jan 2015 Joel Kwong




Module Syllabus

Module Title Transmedia Pitching

Module Code DDM4931

QF Credits 7

QF Level 4


70 hrs


Lecture 15 hrs

Tutorial 8 hrs

Workshop/Lab 3 hrs

Visit/Seminar - hrs



Module Intended Learning Outcomes: On completion of the module, learners are expected to be able to: 1. explain the benefits of the multi-platform transmedia approach for maximizing of

investment opportunities; 2. devise and visualize a comprehensive business plan with concise summation meeting

the needs of potential investors /partners to prove how the transmedia project works in practice; and

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




Learning Contents Indicative

Contact Hours

1. The benefits of the multi-platform transmedia approach • Indicating the key change and consequences by focusing on

the complete audience journey across multi-channels and platforms.

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

4 hours

2. Visualising and selling • Demonstration on the development of the product • Making and presenting pilot products such as a series of

webisode, apps, games, or books, etc. • Producing a long-term business timeline

8 hours

3. Funding transmedia project • Introduction on the ways of fund raising • Producing the spending plans and distribution on different

stages of transmedia project

4 hours

4. Establishing ownership and authorship • Creating a public presence to establish ownership and

authorship of the story • Launching the prototype to build a community and reinforcing

the ownership of intellectual property

4 hours

5. Who will buy? • Finding the best pitching strategy for selling different kinds of

content for different potential investors

2 hours

6. Evaluation • Inviting professionals or producers to give comments from

the industrial point of view

4 hours




Learning Contents


1 2 3

1 The benefits of the multi-platform transmedia approach ✓

2 Visualising and selling ✓ ✓

3 Funding transmedia project ✓ ✓

4 Establishing ownership and authorship ✓ ✓

5 Who will buy? ✓ ✓ ✓

6 Evaluation ✓ ✓

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

structured lectures, demonstrations and tutorials, where appropriate • A project-based and student-centred approach provides practical opportunities for

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

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


Assessment Scheme:



Total 100%



References:

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

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



1 Feb 2015 Chan Chung Chung, Joan




Module Syllabus

Module Title Transmedia Principles

Module Code DDM4921

QF Credits 7

QF Level 4


70 hrs


Lecture 18 hrs

Tutorial 8 hrs

Workshop/Lab - hrs

Visit/Seminar - hrs



Module Intended Learning Outcomes: On completion of the module, students are expected to be able to: 1. communicate storytelling ideas by combination of shots that follows the syntax of film

language; 2. examine the form of film narrative with the aid of analytic tools; 3. analyse the form of communication of a media content in relation to its technological,

cultural and social context; and 4. develop a transmedia model in accordance with the governing principles.



Learning Contents and Indicative Curriculum Hours:


1. Introduction to film language • Language of cinematography • Mise-en-scene • Editing style

8 hours

2. Conventional form of filmic expression in mainstream cinema • Temporal and spatial continuity • Story-driven narrative • Linear storytelling • Cause-effect relationship of story events

6 hours

3. Immersive cinema and networked culture • Immersive entertainment technologies and medium: virtual

reality, augmented reality, mixed reality, touch design, motion detection

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

• New form of authorship and communication

4 hours

4. Transmedia film and its principles • Difference between the mode of Transmedia and the

traditional form of movie • Transmedia principles: cross-platform storytelling, building

of media architecture, embedment of game mechanics, encouragement of audience participation, etc

8 hours





1 2 3 4

1 Introduction to film language ✓ ✓

2 Conventional form of filmic representation in mainstream cinema ✓ ✓ ✓

3 Immersive cinema and networked culture ✓ ✓

4 Transmedia film and its principles ✓ ✓


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

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

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

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

Assessment Scheme:



Total 100%

Text Book: 1. Bordwell, D & Thompson, K 2017, Film Art: An Introduction, McGraw-Hill Companies,

New York.



References: 1. Bernard Nuno, 2011, The Producer's Guide to Transmedia: How to Develop, Fund,

Produce and Distribute Compelling Stories Across Multiple Platforms, Beactive Books, Portugal.

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

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

4. Katz, S D. 2019, Film Directing Shot by Shot: Visualising from Concept to Screen, 25th Anniversary Edition, Michael Wiese Productions.








Module Syllabus

Module Title Transmedia Producing

Module Code DDM4943

QF Credits 9

QF Level 4


90 hrs


Lecture 15 hrs

Tutorial 24 hrs

Workshop/Lab - hrs

Visit/Seminar - hrs



Module Intended Learning Outcomes: On completion of the module, learners are expected to be able to: 1. oversee a production flow and manpower of a transmedia project; 2. propose effective budget plans for the implementation of selected strategies across a

wide range of business domains and levels; 3. create a transmedia project production plan with appropriate handling of intellectual

property, copyright, and fair use of copyrighted materials; and 4. analyse business model for a transmedia campaign and business sustainability.





1. Transmedia Business Models • Sponsorship and funding • Return and sustainability • Audience and promotion

9 hours

2. Budget and Resources Planning • Budget and resources analysis (planning, directing and

controlling) • Planning and implementation phase

6 hours

3. Stakeholder Handling & Intellectual Property • Stakeholder mapping and analysis • Engaging and communicating with stakeholders • Intellectual property, copyrights and fair usage of

copyrighted material

10 hours

4. Time Management • Time management techniques • Plan project schedule • Work breakdown structure • Network diagram

4 hours

5. Production Team Development • Stage of team development • Source of conflict • Outcomes of conflict

6 hours

6. Specific Precautions at Production Process • Techniques and precautions in production process • Probability and impact estimation • Plan responses

4 hours




Learning Contents


1 2 3 4

1 Transmedia Business Models ✓ ✓

2 Budget and resources Planning ✓ ✓

3 Stakeholder Handling & Intellectual Property ✓ ✓

4 Time Management ✓

5 Production Team Development ✓

6 Specific Precautions at Production Process ✓


structured lectures, demonstrations and tutorials, where appropriate. l 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.

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


Assessment Scheme:



Total 100%



References:

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

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



1 July 2014 LEUNG Ka Yan, Perry


3 Jan 2019 CHAN Chung Chung Joan



Module Syllabus

Module Title Transmedia Storytelling

Module Code DDM4913

QF Credits 15

QF Level 4


150 hrs


Lecture 20 hrs

Tutorial 12 hrs

Workshop/Lab 20 hrs

Visit/Seminar - hrs



Module Intended Learning Outcomes: On completion of the module, students are expected to be able to: 1. categorise a story with regard to its form of structure, characterisation, style and mood; 2. create a story of strong narrative continuity in terms of tone, setting and character; 3. assess the adaptability of a story to a wide range of media platforms; and 4. apply a wide range of storytelling skills to extend a story content from one media to

another media, which maintains a high degree of coherency.





1. Basics of storytelling and structure • Characterization • Key elements: people, places, things and events • Conflict of drama • Classic story structure

12 hours

2. Story and genres • Types of genres, e.g. romance, revenge, adventure, etc. • Norm and codes of different genre

12 hours

3. Story and medias • Media platforms and users’ consumption behaviors • Utilization of the characteristics of a given media platform

16 hours

4. Story across media • Expandability and spreadability of a story • Deconstruction of a story into spreadable segments • Creating an interconnected story across two or above

media platforms

12 hours


Learning Contents


1 2 3 4

1 Basics of storytelling and structure ✓

2 Story and genres ✓ ✓

3 Story and medias ✓ ✓ ✓ ✓

4 Story across media ✓ ✓ ✓ ✓



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

structured lectures (and guest lectures), tutorials, workshops and presentations. l A student-centred approach provides practical opportunities for students to integrate

and apply learned knowledge and methods, and develop their initiative and self-learning abilities along their own interests and strengths, in achieving the intended scope of outcomes and standard.



Assessment Scheme:



Total 100%

Essential References:

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

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

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

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

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



Online References: 1.

Transmedia Storytelling 101 < http://henryjenkins.org/2007/03/transmedia_storytelling_101.html >

2.

Storycode <https://www.youtube.com/user/StoryCode>








Module Syllabus

Module Title Essential Skills: 2D Animation

Module Code DDM4926

QF Credits 6

QF Level 4



Lecture 8 hrs

Tutorial - hrs

Workshop/Lab 18 hrs

Visit/Seminar - hrs



Module Intended Learning Outcomes: On completion of the module, students are expected to be able to: 1. interpret introductory theories and principles of animation in the context of arts and

design; 2. apply animation theories and principles to design a motion of an inanimated object; and 3. produce an animation with various techniques based on the observation of animated

motion.





1. Introduction of basic animation principles & theories • Basic physics of animation, i.e. speed, weight • Observe animated motion and life movement • Exploration of anticipation • Exploration of reaction

8 hours

2. Introduction of 2D animation tools • 2D animation tools • Development of design concepts with provided tools

8 hours

3. Application of basic animation principles and theories in project production • Application of animation principles to inanimate objects • Rough line testing • Animated motion • Evaluation of the animation and enhancement with

appropriate tools • Export formats and compression

10 hours


Learning Contents


1 2 3 1 Introduction of basic animation principles &

theories ü ü

2 Introduction of 2D animation tools

ü

3 Application of basic animation principles and theories in project production

ü ü ü




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

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


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

Assessment Scheme:


60%

End of Module Assessment (EA)

40%

Total 100%

References: 1. White, T 2009, How to Make Animated Film, Focal Press. Hullfish, S 2012. The Art and Technique of Digital Colour Correction, Focal Press, Oxford.

2. Williams, R 2012, Animator’s Survival Kit, Faber and Faber Inc. Hullfish, S 2009. Color correction for video: using desktop tools to perfect your image, Focal Press, Oxford



1 Jan 2019 CHAN Yu Shing, Wingate



Module Syllabus

Module Title Essential Skills: Film – Location Production

Module Code DDM4924

QF Credits 6

QF Level 4



Lecture 8 hrs Tutorial - hrs Workshop/Lab 18 hrs Visit/Seminar - hrs

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


Module Intended Learning Outcomes: On completion of the module, students are expected to be able to: 1. select and apply appropriate technologies/equipment to fulfil cinematographic

requirements in video production; 2. make cinematographic recommendations to generate solutions for specific requirements

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

and 4. apply recording and mixing techniques to capture location sound of appropriate

signal-to-noise ratio.




Learning Contents


1. Cinematography Essentials • Camera movement with proper composition and framing • Camera support system such as tripod, dolly, tracks, and

stabilizer system • Indoor / outdoor shooting situations

8 hours

2. Cinematographic Aesthetic • Achieving scene continuity among shots • Designing shots and lighting plan according to

requirements • Creating shooting board from script

10 hours

3. Operation in Local Sound • Equipment for acquiring sources for sound post-production • Simple audio equipment for balancing different sound

elements on location • Communication with different roles in the production team

8 hours


Learning Contents


1 2 3 4 1 Cinematography Essentials ü ü ü

2 Cinematographic Aesthetic ü ü ü

3 Operation in Local Sound

ü


l Learning and teaching will be achieved interactively in multiple formats, including

structured lectures, demonstration, tutorials, workshops, and presentations. l A project-based and student-centred approach provides practical opportunities for

students to integrate and apply learned knowledge and skills, and develop their initiative and self learning abilities along their own interests and strengths, in achieving the intended scope of outcomes and standard. Students will be required



to execute design processes independently with appropriate guidance and support in order to foster their confidence and project management abilities

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

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

Assessment Scheme: Continuous Assessment (CA)

60%


40%

Total 100%

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

Cinematographer .

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

Further References: 1. Owens, J. & Millerson, G. 2011, Video Production Handbook, (5th ed.) Focal Press,

New York.

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

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

Magazines and Periodicals: 1. American Cinematographer, The American Society of Cinematographers, US.

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



Module Syllabus

Module Title Essential Skills: Film – Post-Production

Module Code DDM4925

QF Credits 6

QF Level 4



Lecture 8 hrs

Tutorial - hrs

Workshop/Lab 18 hrs

Visit/Seminar - hrs



Module Intended Learning Outcomes: On completion of the module, students are expected to be able to: 1. design appropriate visual style for a video project according to narrative and visual design

context; and 2. plan and perform the color grading of overall scene and specific portion of selected shots

according to objective specification of film and television metering tools, subjective mood and visual design context requirements.




Learning Contents


1. Video Picture Quality Analysis and Critics • Various color systems in digital video • Video picture attributes: exposure level, contrast, tonal • distribution, and color-casting • Picture-quality metering tools for observing the • broadcasting-safe constraint and objective analysis • Critical observation of the changes in picture quality with

reference to the readings from the metering tools

8 hours

2. Color Grading • Establishing approaches in grading multi-scene video clip

to achieve the specified subjective goal • Planning and performing color grading to scenes

comprises multiple shots/scenes to maintain the scene continuity

• Setting up color-grading projects with proper configuration in formats and process workflow

• Primary and secondary color grading for creating specific film look and style

18 hours


Learning Contents


1 2 1 Video Picture Quality Analysis and Critics ü ü

2 Color Grading ü ü


l Learning and teaching will be delivered interactively in a range of formats including

structured lectures, demonstrations and workshops, where appropriate. l 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.

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

Assessment Scheme:


60%


40%

Total 100% Essential References: 1. Hullfish, S 2012. The Art and Technique of Digital Colour Correction, Focal Press, Oxford.

2. Hullfish, S 2009. Color correction for video: using desktop tools to perfect your image, Focal Press, Oxford

Further References: 1. James, J 2006. Digital intermediates for film and video, Focal Press, Oxford.






Module Syllabus

Module Title Essential Skills: Game Design

Module Code DDM4928

QF Credits 6

QF Level 4



Lecture 8 hrs

Tutorial - hrs

Workshop/Lab 18 hrs

Visit/Seminar - hrs



Module Intended Learning Outcomes: On completion of the module, students are expected to be able to: 1. analyse various genres of game critically by evaluating the game components and game

play experiences; 2. create playable non-digital game prototype with focus on concept development and

storytelling; and 3. produce game design documents (GDD) and player manual through necessary

documentation process.





1. Genres, Components and Experiences • Different genres of game in both digital and non-digital

game • Player experience in non-digital game context

4 hours

2. Non- Digital Game Playable Prototype • Cards, tiles, tokens and double-side counters • Game board • Standees • Use of dice • Miniatures with 3D printing • Game package design

12 hours

3. Game Design Documentation • Methods on documentation process for game design • Game design documents (GDD) • Design detail player manual • Game world and storyline • Winning conditions • Game rules and control scheme

10 hours


Learning Contents


1 2 3

1 Genres of Game, Components and Experiences ü ü

2 Non-Digital Game Playable Prototype ü

3 Game Design Documentation ü




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

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

l Integration with other modules will be encouraged to enable students to further develop learning opportunities and to apply learned practices and concepts across modules.

Assessment Scheme:


50%


50%

Total 100% Essential References: 1. Scarpone, D, 1995, Board games: with price guide, Atglen, PA: Schiffer Pub. 2. Fontichiaro, K, 2017, Designing boards games, Ann Arbor, Michigan: Cherry Lake

Publishing. Further References: 1. Tim, F, Brandon, 2012, Social Game Design: Monetization Methods and Mechanics, CRC

Press, U.K. 2. Sheldon, Lee, 2004 Character Development and Storytelling for Games, Thomson

Course Technology, Boston. 3. Fernández-Vara, C., 2015, Introduction to game analysis, New York: Routledge. Creation/Revision Record:





Module Syllabus

Module Title Essential Skills: Graphics Communication Module Code DDM4927

QF Credits 6 QF Level 4



Lecture 8 hrs

Tutorial 12 hrs

Workshop/Lab 6 hrs

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


Module Intended Learning Outcomes: On completion of the module, students are expected to be able to: 1. identify and apply the design languages in basic visual design; 2. interpret and express design elements and principles with visual images; and 3. apply visual design skills to create graphic images with aesthetic sense.




Learning Contents


1. Introduction to Graphic Communication • The role of graphic communication design and its value • Communication theory • Design process • Fundamentals of design elements (point, line, shape, form,

light, texture, scale, space, pattern) • Concept of design principles (balance, rhythm, contrast,

emphasis etc.) • The colour theory

12 hours

2. Realization of Graphic Design Theory • Exploration of design language in 2D and 3D design • Basic visual design skills • Graphic translation skills and exploration • Visual presentation skills

14 hours


Learning Contents


1 2 3

1 Introduction to Graphic Communication ü ü

2 Realisation of Graphic Design Theory ü ü ü


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

l 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.

l Inviting external professional designer and related expert to participate in



collaborative projects with students to help them position the project in a real-life context.


Assessment Scheme:


60%


40%

Total 100% Essential References: 1. Poulin, R 2011, The Language of Graphic Design: An Illustrated Handbook for

Understanding Fundamental Design Principles, Rockport Publishers, Beverly, USA.

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

Further References: 1. McCreight, T 2006, Design Language, Interpretive Edition, Brynmorgen Press,

Portland.

2. Faimon, P & Weigand, J 2004, The Nature of Design: How the Principles of Design Shape Our World: from Graphic and Architecture to Interiors and Products, How Design Books, Cincinnati.

3. Kimberly Elam, 2006, Graphic Translation, A Graphic Design Project Guide, Booksurge Publishing, USA



1 Jan 2019 CHAN Chung, Joan



Module Syllabus

Module Title Essential Skills: New Media Application Module Code DDM4929 QF Credits 6 QF Level 4



Lecture - hrs

Tutorial - hrs

Workshop/Lab 26 hrs

Visit/Seminar - hrs



Module Intended Learning Outcomes: On completion of the module, students are expected to be able to: 1. identify the interactive technology for creative performances, exhibitions and

entertainment events; 2. design new media applications with creative use of computer scripts, physical computing

techniques and input / output devices; and 3. interpret the principles of human-computer interaction, tangible user interfaces and user

experience.




Learning Contents


1. Interactive Technology • Case studies on interactive installation and system • Physical computing and scripting • Visual simulations

6 hours

2. Interactive Application • Input and output device types, sensors, objects,

transducers, controllers, actuators • Principles of electric circuits and connectivity • Programming for microcontroller • Input, event, process and response • Internet-of-Things (IoT) • Networking and cloud computing

14 hours

3. Tangible User Interface • Principles and framework • User experience • Interactive table • Reactable • Siftables • TUIO

6 hours


Learning Contents


1 2 3 1 Interactive Technology ü ü

2 Interactive Application ü

3 Tangible User Interface ü ü




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

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


Assessment Scheme:



50% Total 100%

Essential References: 1. Boy, G., 2016, Tangible Interactive Systems Grasping the Real World with Computers,

Cham: Springer International Publishing.

2. Bhowmik, A., & Bhowmik, A., 2015, Interactive displays, Chichester, England: Wiley.

Further References: 1. Fischer, X., Daidie, A., Eynard, B., & Paredes, M., 2016, Research in Interactive Design

(Vol. 4) Mechanics, Design Engineering and Advanced Manufacturing, Cham: Springer International Publishing.

2. Shneiderman, B., Plaisant, C., Cohen, M., Jacobs, S., & Elmqvist, N., 2017, Designing the user interface: strategies for effective human-computer interaction, Boston: Pearson.

3. Preece, J., Rogers, Y., & Sharp, H., 2015, Interaction design: beyond human-computer interaction, Chichester, West Sussex John Wiley & Sons.

4. Dalton, N., Schnädelbach, H., Wiberg, M., & Varoudis, T.,2016, Architecture and Interaction Human Computer Interaction in Space and Place, Cham: Springer International Publishing

5. Dix, A., 2004, Human-computer interaction, Harlow, England: Pearson/Prentice Hall. 6. Schwartz, M., 2014, Arduino home automation projects: automate your home using the

powerful Arduino platform, Birmingham, England: Packt Publishing. 7. McRoberts, M., 2010, Beginning Arduino. Berkeley, CA: Apress.



8. Langbridge, J., 2015, Arduino sketches: tools and techniques for programming wizardry . Hoboken: John Wiley & Sons.

9. Schwartz, M., & Mohanta, P., 2014, Arduino networking: connect your projects to the Web using the Arduino Ethernet library, Birmingham, England: Packt Publishing.

10. Purdum, J., 2015, Beginning C for Arduino Learn C Programming for the Arduino, Berkeley, CA: Apress.






Module Syllabus

Module Title Industry Process: 2D Animation

Module Code DDM4934

QF Credits 6

QF Level 4






Module Intended Learning Outcomes: On successful completion of the module, students are expected to be able to: 1. identify the development and trends of 2D animation industry to propose appropriate

themes for animation projects; 2. plan and implement a 2D animation production workflow with industry standard through

experiential learning of animation principles; and 3. apply integrated techniques to produce 2D animation images according to the industry

process that fulfils the internet or TV production requirements.





1. Identify the industry process of 2D animation • Factors for considerations • Computer animation production workflow • Trends and development of 2D animation production

6 hours

2. Application of advanced animation principles • Advanced animation principles for inanimating objects and

enriching the visual dynamic • Squash and stretch, timing, spacing, arc • Follow Through, overlapping action, secondary action • Exaggeration, staging, appeal

6 hours

3. Execution of 2D animation production • Drawing in 2D animation software • Animation Techniques: Setting up character, facial

expression, composition, bones parenting, etc. • Communication with technical know-how and visual language

in the context of short animation • Production workflow of 2D computer animation • Exporting formats

14 hours


Learning Contents


1 2 3 1 Identify the industry process of 2D animation ü ü ü

2 Application of advanced animation principles ü ü

3 Execution of 2D animation production ü ü



Learning and Teaching Strategies: l 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.

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

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

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

Assessment Scheme: Continuous Assessment (CA) 60% End-of-Module Assessment (EA) 40% Total 100%

Essential References: 1. Williams, R 2012, The Animator`s Survival Kit, Faber and Faber Limited.

2. Chong, A 2006, Basic Animation 02: Digital Animation, AVA Pub. SA, Switzerland

Further References: 1. Cotte, O 2006, Secrets of Oscar-winning Animation: behind the scenes of 13 classic

short animations, Elsevier. 2. Simon, MA 2003, Producing independent 2D character animation: making and

selling a short film, Focal Press.

3. Elaine W. & Lourekas, P 2008, Illustrator CS3 for Windows and Macintosh, Peachpit Press, Berkeley, Calif.

4. Lazear, S 2010, Adobe Photoshop for Fashion Design, Prentice Hall, Upper Saddle





1 Jan 2019 CHAN Yu Shing, Wingate



Module Syllabus

Module Title Industry Process: Film – Location Production

Module Code DDM4932 QF Credits 6

QF Level 4



Lecture 14 hrs

Tutorial 12 hrs

Workshop/Lab - hrs

Visit/Seminar - hrs



Module Intended Learning Outcomes: On completion of the module, students are expected to be able to: 1. implement pre-production work for location filming such as production scheduling,

location survey, preparing call sheets and managing budget; 2. select with justification the appropriate equipment and resources for location film

production; and 3. apply production management knowledge to provide solution to the possible problems of

a location production project.




Learning Contents


1. Processes of Location Film Production • Workflow for location production • Factors for considerations: efficiency, costs, environmental

impact

4 hours

2. Practice of Industry Processes • Coordinating talents, set, props and costumes preparation,

schedules and budget • Keeping continuity and preparing call sheet • Location survey and application procedure of the use of

public area • Arranging performers for location filming

16 hours

3. Media/Equipments Exploration for Location Film Production • Properties, performance and limitations • Application and selection for specific processes

6 hours


Learning Contents


1 2 3 1 Processes of Location Film Production ü ü 2 Production Management for Location

Production ü ü ü

3 Media/Equipment Exploration for Location Film Production

ü




l 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.

l Learning and teaching will mainly be delivered in learning-by-doing formats, such as practices, experimentation, investigation, and review. Students are given the opportunities to strengthen industry related skills through the hands-on exploration/practices.

l A hands-on and student-centred approach provides practical opportunities for students to integrate and apply learned (from previous and current modules) knowledge and skills, and develop their initiative and self learning abilities along their own interests and strengths, in achieving the intended scope of outcomes and standard. Students will be required to execute the assignments/projects independently with appropriate guidance and support.

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

programme specific context where appropriate.

Assessment Scheme:


60%


40%

Total 100%

Essential References: 1. Stradling, Linda., c2010, Production Management for TV and Film: The Professional

Guide, London: A & C Black Publishers Ltd.

2. Ascher, S & Pincus, E. 2007, The Filmmaker's Handbook: A Comprehensive Guide for the Digital Age, Plume.

Further References: 1. Patz, Deborah., c2010, Film Production Management 101-2nd edition: Management &

Coordination in a Digital Age, Michael Wiese Productions, CA.

2. Cleve, Bastian., c2006, Film Production Management, Focal Press, MA.



Online References: 1. Film Services Office, <<http://www.fso-createhk.gov.hk/en/home.php>>

2. Intellectual Property Hong Kong, <<http://www.ipd.gov.hk/eng/home.htm>>






Module Syllabus

Module Title Industry Process: Film – Post-Production

Module Code DDM4933

QF Credits 6

QF Level 4


60 hrs


Lecture 2 hrs

Tutorial 4 hrs

Workshop/Lab 20 hrs

Visit/Seminar - hrs



Module Intended Learning Outcomes: On successful completion of the module, students are expected to be able to: 1. explain the interplay of components, considerations, trend and development for the

industry processes related to film post-production; 2. select with justification the appropriate tools for film post-production; and 3. implement a digital compositing project in accordance to a proper digital workflow.





1. Introduction to Visual Effects Production • Technology development of film and TV visual effects

production • Introduction to visual effect making tools: keyframing,

rotoscoping, masking, color matching, layering

14 hours

2. Building a Digital Compositing Project • Setting up a visual effect project with proper workflow • Production research, planning and visual effects shot

de-construction

8 hours

3. Evaluation and Reflection • Evaluation and reflection of the film post-production practices • Estimation on time requirement and hardware / software

performance of rendering and exporting

4 hours


Learning Contents


1 2 3

1 Introduction to Visual Effects Production ✓ ✓

2 Building a Digital Compositing Project ✓

3 Evaluation and Reflection ✓ ✓ ✓




l 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.

l Learning and teaching will mainly be delivered in learning-by-doing formats, such as practices, experimentation, investigation, and review. Students are given the opportunities to strengthen industry related skills through the hands-on exploration/practices.


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

programme specific context where appropriate.

Assessment Scheme:



Total 100%

Essential References: 1. Wright, Steve, 2011, Compositing visual effects: essentials for the aspiring artist,

Elsevier/Focal Pres, Oxford s

2. Lanier, Lee, 2016, Compositing visual effects in after effects: essential techniques, Burlington, Focal Press, MA.






Module Syllabus

Module Title Industry Process: Game Design

Module Code DDM4936

QF Credits 6

QF Level 4


60 hrs


Lecture 3 hrs

Tutorial - hrs

Workshop/Lab 23 hrs

Visit/Seminar - hrs



Module Intended Learning Outcomes: On successful completion of the module, students are expected to be able to: 1. design game-art, game-ready modelling and animation assets in industry standard; 2. apply appropriate narrative, aesthetics and mechanics skills of digital game design with

significant critiques of global game industry, social and cultural impact; 3. interpret the foundation concept in game design process and development for use in the

workforce of game design field; and 4. solve game flaws, bugs and errors through game play testing being used in the game

industry.




Learning Contents Indicative Contact Hour

1. Game Mechanics • Levels and progressions in game design • Challenges and rules for clarification of the game

objectives and game flow • Leader-boards, gifting, charity, virtual goods and rewards

system for driving consumer behaviour

3 hours

2. Game Narratives • Different perspectives of narratives between literature,

cinema and games • Unique perspective and identity as the subject in game

story world • Constructing a storyworld with exploration, secrets,

choices, unlockable and collectibles

10 hours

3. Game Assets in Industry Standard • Building the identity – characters, objects and items • Building the world – interiors and exteriors • Building the experience – smell, music, sound and haptics

responses

10 hours

4. Game Play Testing • Game flaw, bugs and errors • Testing report • User behaviours, comments and experience

3 hours


Learning Contents

Module Intended Learning Outcomes 1 2 3 4

1 Game Mechanics ✓ ✓

2 Game Narratives ✓ ✓

3 Game Assets in Industry Standard ✓ ✓ ✓

4 Game Play Testing ✓ ✓




structured lectures, demonstration, workshops, and presentations. l A project-based and student-centred approach provides practical opportunities for



Assessment Scheme:



Total 100%

Essential References: 1. Adams, E., & Dormans, J., 2012, Game mechanics: advanced game design, Berkeley,

New Riders, Calif. 2. Arnab, S., Lim, T., Brandao Carvalho, M., & Bellotti, F.,2015, Mapping learning and game

mechanics for serious games analysis, British Journal of Educational Technology. Further References: 1. Moakley, B 2016, Unity games: by tutorials, Razewarem U.S. 2. Tim, F & Brandon, C 2012, Social Game Design: Monetization Methods and Mechanics,

CRC Press, U.K. 3. Sheldon, L 2013, Character Development and Storytelling for Games, 2nd edition,

Thomson Course Technology, Boston. 4. Hight, J & Novak, J 2008, Game development essentials: game project management,

Clifton Park, N.Y: Thomson Delmar Learning.






2 Jul 2020 LAM Wai Keung



Module Syllabus

Module Title

Industry Process: Graphics Communication

Module Code DDM4935

QF Credits 6

QF Level 4


60 hrs


Lecture 8 hrs

Tutorial 12 hrs

Workshop/Lab 6 hrs

Visit/Seminar - hrs



Module Intended Learning Outcomes: On successful completion of the module, students are expected to be able to: 1. apply typographic knowledge with aesthetic judgment on editorial design; 2. utilize grid systems and information hierarchy to fulfil the functional and aesthetic criteria;

and 3. analyse the interplay of components, considerations, trend and development for the

industry processes related to typographic production.





1. Basic Typography with Design Principle • Typographic theory and principles • Possibilities of typography with visual qualities

8 hours

2. Grid System • Visual hierarchy of complex information • Application of typography in editorial layout

12 hours

3. Practice of Industry Processes • Trend, process and development of typographic production • Interplay of components: such as processes, media,

technologies, human control • Case studies on typographic expressions in art, design and

the commercial world

6 hours


Learning Contents


1 2 3

1 Basic Typography with Design Principle ✓ ✓

2 Grid System ✓ ✓

3 Practice of Industry Processes ✓



Learning and Teaching Strategies: l 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.

l Learning and teaching will mainly be delivered in learning-by-doing formats, such as structured lectures, workshops and tutorials. Students are given the opportunities to strengthen industry related skills through the hands-on exploration/practices.


l Group reviews and self-assessment encourage peer group learning and self reflection.

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

Assessment Scheme:



Total 100%

Essential References: 1. Carter, Rob, Maxa, Sandra, Sanders, Mark (Mark Allen), Meggs, Philip B, Day, Ben. 2018,

Typographic design: form and communication, Hoboken, John Wiley & Sons Inc, New Jersey.

2. Wang, Shaoqiang. 2017, Asian typography, Sandu Publishing, Hong Kong Creation/Revision Record:


1 Jan 2019 CHAN Chung Chung, Joan



Module Syllabus

Module Title Industry Process: New Media Application

Module Code DDM4937

QF Credits 6

QF Level 4


60 hrs


Lecture - hrs

Tutorial - hrs

Workshop/Lab 26 hrs

Visit/Seminar - hrs



Module Intended Learning Outcomes: On successful completion of the module, students are expected to be able to: 1. evaluate the current development of new media technology and its consequences for new

media industry; 2. design new media applications with creative use of natural user interface in line with the

new media emerging technology; and 3. identify appropriate natural user interface and emerging trend to solve real-world issues of

new media applications and create opportunities.




Learning Contents Indicative Contact Hour

1. Natural User Interface • Basic concepts, theories and forms of NUI • Recent advanced software and hardware for sensing

physical world • Opportunities of NUI design • Human-computer interface that utilize human body posture,

gesture and physical object as intuitive interactivity metaphor

8 hours

2. New Media Industry Evolution Process • New Media intervene in theatre, dance, musical, exhibition,

entertainment, advertising and performance • Relationship between emerging technologies and content

delivery in industry • Evolution process of New Media industry • Possible future development

4 hours

3. Emerging Technology • Chatbots • Virtual Reality • Automated Journalism • Data Visualization • Wearables • 3D printing • Robotics

14 hours



1 2 3 1 Natural User Interface ✓ ✓

2 New Media Industry Evolution Process ✓

3 Emerging Technology ✓ ✓




demonstration, workshops and presentations. l A project-based and student-centred approach provides practical opportunities for



Assessment Scheme:

Continuous Assessment (CA) 50% End of Module Assessment (EA) 50%

Total 100% Essential References: 1. Kean, S., Hall, J., & Perry, P.,2012, Meet the Kinect: an introduction to programming

natural user interfaces, Apress, New York. 2. Kramer, J., & Kramer, J.,2012, Hacking the Kinect, Apress, New York. Further References: 1. Webb, J., & Ashley, J., 2012, Beginning kinect programming with the microsoft kinect SDK,

Apress, New York. 2. Catuhe, D., 2012, Programming with the Kinect for Windows® Software Development Kit,

Redmond, Microsoft Press, Wash. 3. Wang, R., 2013, Augmented reality with Kinect develop your own hands-free and

attractive augmented reality applications with Microsoft Kinect, Packt Pub, Birmingham. 4. Meijer, G., q, Pertijs, M., Makinwa, K., & Afshar, P., 2014, Smart sensor systems:

emerging technologies and applications, Chichester, IEEE Press, England.



Module Syllabus

Module Title Academic Writing Workshop

Module Code DDM4054

QF Credits 15

QF Level 4


150 hrs


Lecture 8 hrs

Tutorial 40 hrs

Workshop/Lab - hrs

Visit/Seminar 4 hrs



Module Intended Learning Outcomes: On completion of the module, learners are expected to be able to: 1. write a media and communication topic using appropriate language and professional

format and style for a given task; 2. analyse an argument's assertions and assumptions through critical readings of a

research topic; 3. interpret the collected data / information / findings to identify possible problems for a

research topic along the self-study process; and 4. express complex ideas in writing, demonstrating a fairly extensive and accurate use of

vocabulary and grammar.




Learning Contents


1. Introduction to academic writing • Type of research mythologies and their applications • Media and communication topic • Appropriate language and professional format and style • Issues clarification • Feasible schedule for a self-driven research

8 hours

2. Identification of research opportunities • Subject matter identification • Argument assertion and assumptions • Critical reading and information structure evaluation • Paraphrase information

8 hours

3. Implementation of Research Plan • Implementation of selected research methodology • Interpretation of the collected information / data / findings • Self-validation system and advising mentor’s tutorial • Modification of goals in case of unpredicted risks

28 hours

4. Research evaluation • Quality of the research • Use of Vocabulary and grammar • Learning process • Final achievement

8 hours


Learning Contents


1 2 3 4 1 Introduction to academic writing ü

2 Identification of research opportunities ü

3 Implementation of Research Plan ü ü

4 Research evaluation ü ü




structured lectures, case studies, demonstrations, guest lectures, film screenings and tutorials, where appropriate.

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


l Group critiques and self-assessment encourage peer group learning and self reflection. Assessment Scheme:



Total 100%

Essential References: 1. Booth, W. C., Colomb, G. G., Williams, J. M., Bizup, J., & FitzGerald, W. T, 2016, The

craft of research, The University of Chicago Press, Chicago.

2. Wimmer, R. D., & Dominick, J. R. 2014, Mass media research: An introduction, Wadsworth Cengage Learning.






Module Syllabus

Module Title Professional Development

Module Code DDM4053

QF Credits 15

QF Level 4


150 hrs


Lecture 8 hrs

Tutorial 40 hrs

Workshop/Lab - hrs

Visit/Seminar 4 hrs



Module Intended Learning Outcomes: On completion of the module, learners are expected to be able to: 1. apply up-to-date knowledge about the status quo and the business trends of

corresponding sectors in design and creative industry; 2. analyse own career directions, strengths and weaknesses in order to carve out future

development in related sectors; 3. design an achievable enhancement plan in line with the manpower market needs and

career direction; and 4. execute the enhancement plan through regular evaluation with critical judgment for

further actions.





1. Business Trend of Design and Creative Industry • Historical, social and economic contexts of local design and

creative industry • Manpower market needs • Status quo and business models of local design and creative

industry

8 hours

2. Design a Professional Development Plan • Assessment of the personal needs in the professional

development • Goals setting • Identification of personal gaps between expected goals and

currently acquired competences / knowledge • skill and / or knowledge enhancement plan • Establishment of criteria and project briefs that explains the

mechanism of accessing the outcomes of development plan specific to the areas of design / creative industry such as film, television, music, animation, visual effect design, interactive media, transmedia, etc.

8 hours

3. Implementation of Professional Development Plan • Progress check-up and evaluation skills at each checkpoint • Execution skill through a self-validation system • Quality evaluation of the plan • Final achievement evaluation

32 hours

4. Evaluation and Presentation • Stage reviews and evaluation skills on professional

development plan • Design of improvement plan based on evaluation • Presentation of evaluation report

4 hours




Learning Contents


1 2 3 4

1 Business Trend of Design and Creative Industry ✓ ✓

2 Design a Professional Development Plan ✓ ✓

3 Implementation of Professional Development Plan ✓ ✓ ✓

4 Evaluation and Presentation ✓ ✓ ✓

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

structured lectures, case studies, demonstrations, guest lectures and tutorials, where appropriate.

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


Assessment Scheme:

References: 1.

Kliment, S. A. (2006). Writing for Design Professionals: A Guide to Writing Successful Proposals, Letters, Brochures, Portfolios, Reports, Presentations, and Job Applications. 2nd edn, W W Norton, New York.

2 Tobin, D R 2000, All Learning is Self-Directed, ASTD, Alexandria.



Total 100%



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






Module Syllabus

Module Title Graduation Project

Module Code DES4004

QF Credits 30

QF Level 4





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


1. Management of the design process l Initiating, planning, monitoring, and evaluating the design

process l Coordinating schedules, resources, budgets and

time-management l Collaborating with clients and professionals in the design

processes

6 hours

2. Identification of project opportunities l Identifying and forecasting relevant trends (local and

non-local including China) in design, market, industry, technology and society

l Identifying user’s / client’s needs and wants, market gaps, opportunities, directions, and themes for a project

l Establishing the design criteria and project brief

12 hours

3. Application of design knowledge to develop innovative holistic solutions l Applying appropriate design methodologies and critical

judgment l 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

l Incorporating ethical and sustainable concerns in the development

24 hours

4. Application of business, technological and production knowledge l Contemplating business concerns including trend forecasts,

marketplace and client’s objectives l Innovative use of technologies, e.g. incorporation of

appropriate technologies in design and production l Considering production concerns, e.g. material application,

manufacturing / construction, quality control

18 hours

5. Application of visualisation, presentation, and evaluation skills l Applying integrated communication skills to realise design

18 hours



Learning Contents


ideas, e.g. graphic, multimedia, CAD, prototyping, verbal presentation, and report writing, etc

l Professional presentations demonstrating the individual portfolio style of student, or the brand image of client

l Applying analytical and evaluation skills to review and evaluate project outcomes


Learning Contents


1 2 3 4 5 1 Management of the design process ü ü ü

2 Identification of project opportunities ü ü ü

3 Application of design knowledge to develop innovative holistic solutions ü ü

4 Application of business, technological and production knowledge ü ü ü

5 Application of visualisation, presentation, and evaluation skills ü ü


l Learning and teaching will be accomplished interactively in multiple formats, including structured lectures, seminars, demonstrations, tutorials, workshops, visits, and presentations, where appropriate.

l 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.

l Collaborative projects with clients may be integrated to help students position the project in a real-life context. Alignment with other modules is encouraged to provide students opportunities to further integrate their learning.




Assessment Scheme:



Total 100% Essential References: 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.

Magazines and Periodicals: 1. @issue: Journal of Business of Design, Corporate Design Foundation, Boston.

2. Marketing, Haymarket Magazines Ltd.

3. Advertising Age, Crain Communications, Inc.



4. D & AD Annual, D&AD, London.

5. Communication Arts, Coyne & Blanchard, Inc, Menlo Park, CA.

6. IDN, Systems Design Ltd, HK.

7. Collezioni, Logos Publishing Srl.

8. Vogue, Conde Nast Publications.

9. i-D, Levelprint Ltd.

10. ID, F&W Publications Inc.

11. Form: The European Design Magazine, Birkhaeuser Verlag Ag Form.

12. Axis, Maruzen Co Ltd, Japan.

13. Domus, Domus, Italy.

14. Metropolis, Bellerophon Publications.

15. Blue print, Progressive Media Markets Ltd., UK.

16. Landscape Architecture, ASLA.

17. Green Places, Landscape Design Trust, UK.

18. 21.C, ABC Enterprises, Crows Nest, NSW.

19. Wallpaper, Time Life Entertainment Group Ltd.

20. Popular Science, Bonnier Magazine Group, US.

21. 中國園林, 中國風景園林學會.

22. 流行通信 (Ryuko tsushin), INFAS Publications, Japan. Online References: 1. Design Agenda <http://www.designagenda.me/>

2. 景觀中國 < http://www.landscapecn.com>

3. 中國市場概況 < http://www.hktdc.com/info/mi/cmfs/tc/中國市場概況.htm>



1 5 Feb 2009 CHAN Sau Lin, Circula

2 22 Feb 2010 LAM Yee Nee, Elita

3 30 Mar 2010 LAM Yee Nee, Elita

4 7 Jun 2010 CHAN Sau Lin, Circula

5 24 Jan 2011 CHAN Sau Lin, Circula



6 19 Feb 2011 ZHANG Ann

7 21 Feb 2011 LO Kwok Wing, Born NGAI Chung Hon, Angus

8 21 Apr 2011 CHAN Sau Lin, Circula


10 30 Mar 2015 CHAN Sau Lin, Circula




Module Syllabus

Module Title Industrial Attachment

Module Code DES4901M

QF Credits 10 IA credits #

QF Level 4


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.

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


1. Orientation and student support activities l Objectives of Industrial Attachment (IA) l Roles of trainees, tutors / IA supervisors, and industry

mentors l Positive work attitude l Concept of key skills and importance of teamwork l Workplace safety, professional expectations, legalities,

ethics, and etiquette l 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

l Student’s personalised learning plan

Coaching: 7 hours

2. Attachment experience l Application of key skills and professional/technical skills to

fulfil the attachment as specified in the attachment schedule(s)

l Reflection and recording of learning: record of work/activities, progress and learning points, reflection and ideas

l Attachment review with tutor / IA supervisor l 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: l Characteristics of the assigned operational unit l Practices at the workplace l Work attitude and performance expectation of the

employer l Role of design and creativity in the organisation (if

applicable) l Learning points from the attachment and relation with

learnt knowledge and professional/technical skills l 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 ü ü

2 Attachment experience ü ü ü ü ü

3 Reporting and evaluation ü ü ü ü


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:



50% 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%



Essential References: 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。 Magazines and Periodicals: 1. @issue: Journal of Business of Design, Corporate Design Foundation, Boston.

2. Marketing, Haymarket Magazines Ltd.

3. Advertising Age, Crain Communications, Inc.

4. D & AD Annual, D&AD, London.

5. Communication Arts, Coyne & Blanchard, Inc, Menlo Park, CA.

6. IDN, Systems Design Ltd, HK.

7. Collezioni, Logos Publishing Srl.

8. Vogue, Conde Nast Publications.

9. i-D, Levelprint Ltd.

10. ID, F&W Publications Inc.

11. Form: The European Design Magazine, Birkhaeuser Verlag Ag Form.

12. Axis, Maruzen Co Ltd, Japan.

13. Domus, Domus, Italy.



14. Metropolis, Bellerophon Publications.

15. Blue print, Progressive Media Markets Ltd., UK.

16. Green Places, Landscape Design Trust, UK.

17. 21.C, ABC Enterprises, Crows Nest, NSW.

18. Wallpaper, Time Life Entertainment Group Ltd.

19. Popular Science, Bonnier Magazine Group, US.

20. 流行通信 (Ryuko tsushin), INFAS Publications, Japan.






4 7 Jun 2010 CHAN Sau Lin, Circula


6 19 Feb 2011 ZHANG Ann

7 21 Feb 2011 LO Kwok Wing, Born NGAI Chung Hon, Angus

8 21 Apr 2011 CHAN Sau Lin, Circula


10 31 Jul 2012 CHAN Sau Lin, Circula

11 2 Aug 2013 CHAN Sau Lin, Circula


13 10 Mar 2017 LO Chi Wah, Brian


Digital Media Programme Board HD in Transmedia (DE114109) Appendix 1


APPENDIX 1 – MODULE ASSESSMNET SCHEME



單元評核大綱 [AY2020/21]

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

Vocational Chinese Communication : Putonghua Conversation and Reports

b 課程編號/名稱 DE114109/ HD in Transmedia c 資歷架構學分 6 d 資歷架構級別第三級

e 學時(總計) 60 小時

f 學時安排授課時數: 26 小時

講課: - 小時導修: 18 小時語言實驗室: 8 小時訪問/講座 - 小時

自修時數: 34 小時評估時數: - 小時

2 單元學習成果 (MILO) 單元學習成果評核項目 (請在相關的空格內加 ü)

持續評核 (CA) 50% 單元總評核 (EA) 50%

a 掌握陳述、比較、推介及建議等語言功能，完成對話和匯報。 ü ü

b 進行對話和匯報時語音準確，措辭得體，語句連貫，內容成段，結構完整。 ü ü

c 針對情景與說話對象，運用適當的說話策略。 ü ü

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 [AY2020/21]

1 Module Details a 科目編號/名稱 LAN4002 / 職業中文傳意：普通話報告

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

b 課程編號/名稱 DE114109/ HD in Transmedia c 資歷架構學分 9 d 資歷架構級別第四級

e 學時(總計) 90 小時

f 學時安排授課時數: 26 小時

講課: - 小時導修 22 小時語言實驗室 4 小時訪問/講座 - 小時

自修時數: 64 小時評估時數: - 小時

2 單元學習成果 (MILO) 單元學習成果評核項目 (請在相關的空格內加 ü ) 持續評核 (CA) 50% 單元總評核 (EA)

50%

a 以成段落的話語進行游說，充分展示論證能力，並恰當運用報告技巧，熟練地以普通話完成報告。

ü

b 掌握宣傳推廣的策略，並結合陳述和推介等語言功能，撰寫主旨明確、剪裁恰當、文理連貫的宣傳推介文書。

ü

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 (AY2020/21)

1 Module Details a Module Code/Title LAN4108 / English and Communication:

Persuasive Presentations b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 9 d QF Level of Module 4 e Notional Learning Hours (total) 90

f Notional Learning Hours, comprising of




2 Module Intended Learning Outcome (MILO)

Module Assessment in alignment with MILO (*Please indicate the assessment mode for each MILO by ticking (ü) 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

ü ü

3 Continuous Assessment (CA) Total CA marks contributing to 40% of module mark

a CA component Assignment Notional Learning Package

b No. of assessment(s) 1 1

c CA component as a % of module mark 25% 15%

4 End-of-Module Assessment (EA) in the form of speaking test

Total EA marks contributing to 60% of module mark

5 Any Special Assessment Requirement

Nil





Promotional Materials b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 10 d QF Level of Module 4 e Notional Learning Hours (total) 100









a

Express persuasion and emotion when presenting information, ideas, related explanations, discussion/ argument, and evaluation in written form

ü

ü





4 End-of-Module Assessment (EA) in the form of written test



Nil





Reports b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 9 d QF Level of Module 4 e Notional Learning Hours (total) 90









a

Express suggestions when presenting information, ideas, related explanations, discussion/argument, and evaluation in written form

ü ü








Nil





Workplace Correspondence b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 6 d QF Level of Module 3 e Notional Learning Hours (total) 60









a

Handle problems in incoming written correspondence involving predictable information, ideas, related explanations, discussion/argument, and evaluation

ü

ü








Nil





Workplace Interaction b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 6 d QF Level of Module 3 e Notional Learning Hours (total) 60









a

Handle suggestions, offers, preference and persuasion in oral interactions involving predictable information, ideas, related explanations, discussion/argument, and evaluation

ü

ü





4 End-of-Module Assessment (EA) in the form of a speaking test



Nil



Module Assessment Scheme [AY2020/21]

1 Module Details

a Module Code/Title SDD4006 / SDD4006M / Collaboration, Teamwork & Social Engagement

b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 6 d QF Level of Module 4

e Notional Learning Hours (total) 60






CA In-class exercise

EA Project Presentation

a MILO 1 P

b MILO 2 P P

c MILO 3 P

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

5 Any Special Assessment Requirement Nil




1 Module Details

a Module Code/Title SDD4007/ Enhancing Competencies in the 21st Century Workplace








CA E-portfolio

EA Mock Interview

a MILO 1 P P

b MILO 2 P P

c MILO 3 P

3 Assessment









1 Module Details

a Module Code/Title SDD4005 / SDD4005M / MindShift: Achieving Personal Growth & Effectiveness








CA In-class exercise

EA Presentation

a MILO 1 P P

b MILO 2 P

c MILO 3 P P

3 Assessment









1 Module Details

a Module Code/Title ITE3009 / Information Technology Essentials – Smart Living









Workshop EA a MILO 1 P P b MILO 2 P P c MILO 3 P P d MILO 4 P P 3 Assessment a No. of assessment 4 1








1 Module Details a Module Code/Title DES4008 / Aesthetics and Semiotics b Programme Code / Title DE114109/ HD in Transmedia c QF Credits 11 d QF Level of Module 4








CA components EA

Assig’ts / Exercise

Lab / Workshop/

Activity Project Learning

Journal Project

a MILO 1 P P b MILO 2 P P c MILO 3 P P d MILO 4 P 3 Assessment a No. of assessment(s) 2 - - - 1

b Weighting as a % of module mark 40% - - - 60%


a Duration of EA Last 19 hours

b Distribution of marks 20% Ideation and development 30% Final work and application 10% Reflection





1 Module Details a Module Code/Title DES3006 / Creative and Design Thinking

b DE114109/ HD in Transmedia DE114109/ HD in Transmedia

c QF Credits 10 d QF Level of Module 3








CA components EA


Lab / Workshop/


Journal Project

a MILO 1 P P b MILO 2 P P c MILO 3 P d MILO 4 P 3 Assessment a No. of assessment(s) 4 - - - 1




b Distribution of marks 15% Needs/problem identification and analysis 15% Ideas generation 20% Presentation and reflection





1 Module Details a Module Code/Title DES4007 / Cultural Studies b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 15 d QF Level of Module 4








CA components EA Assig’ts / Exercise

Lab / Workshop Project Learning

Journal Project

a MILO 1 P P b MILO 2 P P c MILO 3 P P d MILO 4 P 3 Assessment a No. of assessment 2 - - - 1




b Distribution of marks 15% Field and Secondary Research 30% Analysis and Interpretation 15% Presentation





1 Module Details a Module Code/Title DDM5941 / Big Data Analysis and Marketing Plan b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 12 d QF Level of Module 5








CA components EA


Lab / Workshop/


Journal Project

a MILO 1 P P P b MILO 2 P P P c MILO 3 P P d MILO 4 P 3 Assessment a No. of assessment(s) 1 - 1 - 1

b Weighting as a % of module mark 30% - 30% - 40%


a Duration of EA Last 4 Weeks

b Distribution of marks 20% Report 20% Presentation




Module Assessment Scheme [AY 2020/21]

1 Module Details a Module Code/Title DDM4914 / Digital Game Design b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 9 d QF Level of Module 4








CA components EA


Lab / Workshop/


Journal Project

a MILO 1 P P b MILO 2 P P c MILO 3 P 3 Assessment a No. of assessment 2 - - - 1



a Duration of EA Last 4 weeks

b Distribution of marks 10% Visual aesthetics 20% Level and experience design 20% Final digital game prototype





1 Module Details a Module Code/Title DDM4941 / Independent Studies in Transmedia I b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 15 d QF Level of Module 4








CA components EA


Lab / Workshop/


Journal Project





b Distribution of marks 25% Research & Analysis 25% Final work





1 Module Details a Module Code/Title DDM4951 / Independent Studies in Transmedia II b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 15 d QF Level of Module 4








CA components EA


Lab / Workshop/


Journal Project





b Distribution of marks 25% Research & Analysis 25% Final work


Nil




1 Module Details a Module Code/Title DDM4922 / Media Architecture b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 11 d QF Level of Module 4








CA components EA


Lab / Workshop/


Journal Project

a MILO 1 P P P b MILO 2 P P P c MILO 3 P P d MILO 4 P e MILO 5 P 3 Assessment a No. of assessment(s) 1 - 1 - 1

b Weighting as a % of module mark 20% - 20% - 60%



b Distribution of marks 20% Analysis 20% Report 20% Presentation


Nil




1 Module Details a Module Code/Title DDM3910 / Media Production b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 10 d QF Level of Module 3








CA components EA


Lab / Workshop/


Journal Project





b Distribution of marks 20% Research and analysis 20% Final work





1 Module Details a Module Code/Title DDM4044 / Portfolio Design b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 7 d QF Level of Module 4








CA components EA


Lab / Workshop/


Journal Project

a MILO 1 P P

b MILO 2 P P

3 Assessment a No. of assessment(s) 1 1 - - 1

b Weighting as a % of module mark

20% 30% - - 50%



b Distribution of marks 40% Professional portfolio 10% Presentation





1 Module Details a Module Code/Title DDM4923 / Storyworld Creation b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 11 d QF Level of Module 4








CA components EA


Lab / Workshop/


Journal Project





b Distribution of marks 20% Idea Proposal 40% Final Script





1 Module Details a Module Code/Title DDM4911 / Storyworld Visualisation b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 11 d QF Level of Module 4








CA components EA


Lab / Workshop/


Journal Project







Nil




1 Module Details a Module Code/Title DDM4942 / Transmedia Bible b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 11 d QF Level of Module 4








CA components EA


Lab / Workshop/


Journal Project

a MILO 1 P P b MILO 2 P P c MILO 3 P 3 Assessment a No. of assessment(s) 2 - - - 1






Nil




1 Module Details a Module Code/Title DDM4931 / Transmedia Pitching b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 7 d QF Level of Module 4








CA components EA


Lab / Workshop/


Journal Project

a MILO 1 P b MILO 2 P P c MILO 3 P 3 Assessment a No. of assessment(s) 1 - - - 2









1 Module Details a Module Code/Title DDM4921 / Transmedia Principles b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 7 d QF Level of Module 4








CA components EA


Lab / Workshop/


Journal Project





b Distribution of marks 20% Reflective Paper 40% Analysis and interpretation





1 Module Details a Module Code/Title DDM4943 / Transmedia Producing b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 9 d QF Level of Module 4








CA components EA


Lab / Workshop/


Journal Project

a MILO 1 P P b MILO 2 P c MILO 3 P d MILO 4 P P 3 Assessment a No. of assessment(s) 2 - - - 1









1 Module Details a Module Code/Title DDM4913 / Transmedia Storytelling b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 15 d QF Level of Module 4








CA components EA


Lab / Workshop/


Journal Project





b Distribution of marks 25% Synopsis and Treatment 25% Final Script





1 Module Details a Module Code/Title DDM4926 / Essential Skills: 2D Animation b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 6 d QF Level of Module 4








CA components EA


Lab / Workshop/


Journal Project





b Distribution of marks 10% Research 30% Final work


Nil




1 Module Details

a Module Code/Title DDM4924 / Essential Skills: Film - Location Production









CA components EA


Lab / Workshop/


Journal Project

a MILO 1 P P b MILO 2 P P c MILO 3 P d MILO 4 P P 3 Assessment a No. of assessment(s) 2 - - - 1




b Distribution of marks 20% Idea Presentation 20% Short Film





1 Module Details a Module Code/Title DDM4925 / Essential Skills: Film - Post-Production b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 6 d QF Level of Module 4








CA components EA


Lab / Workshop/


Journal Project

a MILO 1 P P b MILO 2 P P 3 Assessment a No. of assessment(s) 2 - - - 1




b Distribution of marks 20% Idea Presentation 20% Final Work





1 Module Details a Module Code/Title DDM4928 / Essential Skills: Game Design b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 6 d QF Level of Module 4








CA components EA


Lab / Workshop/


Journal Project

a MILO 1 P b MILO 2 P P c MILO 3 P 3 Assessment a No. of assessment(s) 2 - - - 1




b Distribution of marks 20% Documentation and play test report 30% Non-digital game prototype





1 Module Details

a Module Code/Title DDM4927 / Essential Skills: Graphics Communication









CA components EA


Lab / Workshop/


Journal Project





b Distribution of marks 10% Research and development 30% Final work





1 Module Details a Module Code/Title DDM4929 / Essential Skills: New Media Application b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 6 d QF Level of Module 4








CA components EA


Lab / Workshop/


Journal Project

a MILO 1 P P b MILO 2 P P c MILO 3 P P 3 Assessment a No. of assessment(s) 2 - - - 1




b Distribution of marks

5% User experience 5% Principle of human-computer Interaction 10% Creative use of computer scripts and physical computing techniques 30% Tangible interactive application





1 Module Details a Module Code/Title DDM4934 / Industry Process: 2D Animation b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 6 d QF Level of Module 4








CA components EA


Lab / Workshop/


Journal Project





b Distribution of marks 10% Research and analysis 30% Final work





1 Module Details

a Module Code/Title DDM4932 / Industry Process: Film - Location- Production









CA components EA


Lab / Workshop/


Journal Project





b Distribution of marks 20% Production Proposal Draft 20% Final Production Plan





1 Module Details a Module Code/Title DDM4933 / Industry Process: Film - Post-Production b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 6 d QF Level of Module 4








CA components EA


Lab / Workshop/


Journal Project





b Distribution of marks 15% Pre-composition Materials 25% Final Composited Work


Nil




1 Module Details a Module Code/Title DDM4936 / Industry Process: Game Design b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 6 d QF Level of Module 4








CA components EA


Lab / Workshop/


Journal Project

a MILO 1 P P b MILO 2 P P c MILO 3 P d MILO 4 P 3 Assessment a No. of assessment 2 - - - 1



a Duration of EA Last 4 weeks

b Distribution of marks 15% Mechanics and narratives development 10% Game play testing report 25% Final game assets design and game prototype


Nil




1 Module Details

a Module Code/Title DDM4935 / Industry Process: Graphics Communication









CA components EA


Lab / Workshop/


Journal Project





b Distribution of marks 10% Research and development 30% Final Work





1 Module Details a Module Code/Title DDM4937 / Industry Process: New Media Application b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 6 d QF Level of Module 4








CA components EA


Lab / Workshop/


Journal Project





b Distribution of marks 30% Creative use of NUIs 20% Creative use of emerging technologies





1 Module Details a Module Code/Title DDM4054 / Academic Writing Workshop b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 15 d QF Level of Module 4








CA components EA


Lab / Workshop/


Journal Project

a MILO 1 P P b MILO 2 P P c MILO 3 P d MILO 4 P P 3 Assessment a No. of assessment(s) 2 - - - 1




b Distribution of marks 20% Presentation 30% Final report





1 Module Details a Module Code/Title DDM4053 / Professional Development b Programme Code/Title DE114109/ HD in Transmedia c QF Credits 15 d QF Level of Module 4








CA components EA


Lab / Workshop/


Journal Project





b Distribution of marks 20% Presentation 30% Final report





1 Module Details a Module Code/Title DES4004 / Graduation Project

b Programme Code/Title DE114109/ HD in Transmedia

c QF Credits 30 d QF Level of Module 4







Module Assessment in alignment with MILO (*Please indicate the assessment mode for each MILO by ticking (Ö) the appropriate box(es))

CA components EA


Lab / Work -shop/ Activity

Project (Stage 1:

Project Brief & Research,

Stage 2: Design

Development & Solution)

Learning Journal

Project (Stage 3: Realization)

a MILO 1 P P b MILO 2 P P c MILO 3 P P d MILO 4 P e MILO 5 P 3 Assessment a No. of assessment - - 2 - 1

b Weighing as a % of module mark - - 50% - 50%


a Duration of EA Last 4 weeks (24hrs) b Distribution of marks 50% Stage 3 : Realisation


Nil




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

1 Module Details a Module Code / Title DES4901M/ Industrial Attachment b Programme Code / Title DE114109/ HD in Transmedia c QF Credits 10 IA credits # d QF Level of Module 4



Contact Hours: 13 hrs (Coaching and Student Support Activities ^)

Lecture 7 hrs

Coaching 6 hrs Work Attachment: min 90 hrs Self-study Hours: - hrs Assessment Hours: - hrs (Outside Contact/Self-study Hours)



CA components EA Performance Evaluation by

Industry Mentor IA Report and Presentation

a MILO 1 ü ü b MILO 2 ü ü c MILO 3 ü ü d MILO 4 ü ü e MILO 5 ü ü 3 Assessment a No. of assessment(s) 1 1



a Duration of EA Within 4 weeks upon completion of industrial placement/project

b Distribution of marks N/A


Hong Kong Design Institute - VTC

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