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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Diploma in Interactive Graphics 
SAQA QUAL ID QUALIFICATION TITLE
66689  Diploma in Interactive Graphics 
ORIGINATOR
Concept Interactive 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Diploma  Field 02 - Culture and Arts  Design Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Level 6  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2032-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

This qualification is primarily intended for application in the design industry. The qualification provides learners with the competencies required in the areas of print, web, and motion graphics.

Digital Multimedia and Web Design are fast evolving and diverse arenas encompassing various fields including graphic design, packaging design, illustration, and animation, corporate branding, and promotion. Designers work closely with, and often overlap the fields of advertising, marketing, and web programming.

Skills needs research evidence:

It is difficult to find any single review of skills needs in this sector, as graphic design is included in:
  • Film and TV.
  • Advertising.
  • Fabric, fashion and jewellery design.
  • Architectural design.
  • Animation.
  • Internet.
  • New media (DVD, mobile media).

    However, existing Creative Industry skills demand and supply research has been consulted and applied in the programme design:
  • Recent additional studies have been done in these areas:
    > Broadcast Television - SABC skills needs analysis (not yet released).
    > Advertising skills needs - MAPPP-SETA 2005.
    > Electronic media skills needs - NEMISA 2006.

    Rationale:

    In general, the skills needs in the sector are diverse and dynamic in line with fast changing technologies. This qualification aims to provide learners with the tools necessary to creatively and economically apply new technologies in the world of Visual Communication.

    Concept Interactive, through its own student performance and feedback from the sector has found evidence that graduates with a well rounded two- and three-year design education that includes practical on the job experience are quickly employed and at generous working conditions.

    Rapid technological advancement, changes in fashion and audience tastes, and the dynamics of electronic distribution make it difficult to keep track of exactly which skills are needed at any specific time, and in any specific sub-sector and hence the Concept Interactive focus on the conceptual and application skills necessary by learners in the new fast changing world of creative media.

    Therefore those graduates who achieve success are those with a rounded education, and a thorough grounding in the nature of the media, the sectors and the tastes of the market.

    This qualification aims to provide graduates with the above by providing a contemporary curriculum that facilitates diversity of design application and tools.

    The three-year diploma contains a careful mix of theory and practice in design, technology, business skills, project management, marketing and presentation skills.

    The theory is applied to practice in the third year with a dissertation directed towards practical and real circumstances in industry.

    Careful attention is also paid to the fundamental design principles, which independent of technology, form a common platform for all effective design. The subjects of Business, Marketing, and Professional Practice provide for more adaptable, versatile graduates, who in turn are more able to advance vertically and laterally in the industry. They will also be equipped to create successful business of their own.

    This balance of theory and practice, experimentation and real world implementation, business and marketing skills has developed over the years through:
  • Empirical evidence of the high regard with which graduates are perceived by employers (the evidence that they are never long without lucrative offers).
  • Close contact that the School maintains with employers. Employers are consulted on skills needs, emphasis of the curriculum and provide valuable feedback on the conceptual abilities and competencies of graduates.

    Lecturers with experience in the industry provide a solid foundation in the theory covering design methodology and technique. They also provide guidance and feedback in practical assignments.

    There is thus a carefully balanced system of checks and balances in place:
  • Historical experience of the basic curriculum premises.
  • Dynamic adjustment by lecturers who are always currently operating in the sector.
  • Employers, through their willingness to employ and their ongoing feedback on competencies.

    Thus confidence in the curriculum and the teaching methods result from triangulation of evidence.

    A very creative and supportive learning environment is provided for the learners.

    A creative and supportive learning environment is provided for the learners.

    Learning thus takes place in an environment with a controlled balance between theory, practice, research, and guidance.

    Special care is taken to ensure that the students receive a wide mix of experience over a range of technologies and software.

    Learners subsequently develop the skills to advance themselves through autodidactic and introspective procedure providing the ability to advance their skills within their own capacity after graduating.

    Employment opportunities include inter alia:

    Upon graduating, the learners will have the skills necessary to take up positions as junior (or possibly higher) print, web, and motion graphic designers. As they gain more experience within the industry, graduates will advance to higher design positions which enable more control over the design process, and even further into the roles of art and creative direction.

    Graduates may also move into neighbouring fields and advance in areas such as advertising, marketing, and web programming.

    The rounded education combined with emphasis on discipline and personal integrity places graduates in a class apart from the mass-produced design operators that enter the market with one-tier certificates and two-year diplomas.

    The emphasis on business and marketing skills empowers the more entrepreneurial to enter freelance arrangements, or even start their own businesses.

    The most common exit is into employment into large employers of design graduates. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The following actual knowledge is assumed to be in place in order to embark on learning:

    The student is:
  • Competent in the language of instruction of the programme.
  • Competent in English Second Language (40%) at NQF Level 4 or equivalent.
  • Able to work independently.
  • In possession of a National Senior Certificate with relevant subjects.

    Recognition of Prior Learning:

    Learning that has been acquired through formal, informal and non-formal means is recognised for the fulfilment of the requirements of this qualification or part of the qualification. It is required that through assessment practices, the student should demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification. Recognition of Prior Learning is performed by means of an Integrated Assessment as mentioned in the previous paragraph.

    This Recognition of Prior Learning may allow for accelerated access to further learning. All recognition of Prior Learning is subject to the policies, procedures and a quality assurance arrangement contained in the Concept Interactive Quality Management Systems and by the relevant accredited Education and Training Quality Assurance Body and is conducted by a registered workplace assessor.

    Access to the Qualification:
  • National Senior Certificate or equivalent meeting the requirements of entry into Higher Education Diploma's these being a Higher Certificate or National Senior Certificate in line with the requirements stipulated in the Government Gazette No: 27961. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    N/A 

    EXIT LEVEL OUTCOMES 
    Students will be required to show that they are competent against the following:

    The assessor will be able to determine students' competency pertaining to these outcomes by using formative and summative assessment methods to measuring their ability to:

    Subject outcomes for all three years:

    Year One:

    Theoty of Design I:

    Visual Communication I:
  • Describe the standard model for communication.
  • List the elements that make up design.
  • List the elements of compositional structure.
  • Target an audience.
  • State reason for communication.
  • Clarify an appropriate message.
  • Describe the steps taken in research.
  • Describe problem solving.
  • Describe goal setting.
  • List the steps in concept research.
  • List sources for reference.
  • Describe the roles of concept, visual components, execution, and evaluation.
  • Describe intuition, experience, and mimicry.
  • Compare and contrast various media.
  • Identify the role of balance.
  • Identify the role of contrast.
  • Identify the role of emphasis.
  • Identify the role of proportion.
  • Identify the role of pattern.
  • Identify the role of gradiation.
  • Identify the role of line.
  • Identify the role of shape.
  • Identify the role of size.
  • Identify the role of space.
  • Compare and contrast various color.
  • Identify the role of texture.
  • Identify the role of value.
  • Relate the principles and the elements to composition.
  • Describe the value of typography in design.
  • Identify the construction of typography.
  • Group and classify typefaces.
  • Describe how typography can be used creatively and effectively.
  • Describe the interpretive and descriptive qualities of illustration.
  • Describe the methods and processes use to create illustration.
  • Relate the elements of an illustration to a brief.
  • Research visual communications.
  • Analyse visual communications.
  • Describe how designers pursue deliberate rhetorical styles as strategic directions.

    History of Art:
  • Identify Ancient art.
  • Identify Early art.
  • Identify 18th Century art.
  • Identify 19th Century art.
  • Identify Modern art.
  • Identify African art.
  • Industry Exposure I.
  • Contextualise classroom theory within the industry.

    Year One:

    Image Acquisition:
  • Digital photography.
  • Digital photographyDescribe analogue photography.
  • Describe digital photography.
  • Describe different camera mechanisms.
  • Describe the different functions of a digital camera.
  • Describe methods of capturing a digital image.
  • Capture digital imagery using a camera.
  • Describe the commercial role of digital photography.
  • Distinguish technical terminology.

    Scanning:
  • Describe resolution and file size.
  • Describe scanning capture settings.
  • Describe scanning interfaces (TWAIN & OCR).
  • Troubleshoot scans.

    Copyright:
  • Operate with copyright law and fair usage.

    Year One:

    Design Technology I-Print Media:

    Colour Models:
  • Define the theory of light.
  • Define the theory of colour.
  • Discuss physiology of the human eye.
  • Demonstrate subtractive colour.
  • Compare spot colours to process colours.
  • Compare global versus local colours.
  • Formulate additive colour.
  • Translate HSB model.
  • Identify the gamut range.
  • List web safe colours.
  • List varies usage of colour interaction.
  • Identify the method usage in the print and online arena.

    Print Reprographics:
  • Explain what and when repro is used.
  • Identify basic settings.
  • Identify the correct colour model for print.
  • Examine type for repro.
  • Distinguish the resolution.
  • Identify the process to pre-flight a document.
  • Describe the process to save a document.
  • Identify different paper/substrate specifications.
  • Review printing instruction sheet.
  • Interpret technical elements.
  • Compare relevant different processes.
  • Assess different printing methods.
  • Select the appropriate finishing methods.

    Adobe InDesign:
  • Set up InDesign by customising the preferences.
  • Create documents; Manage documents.
  • Create vector objects Modify vector objects.
  • Manage links.
  • Design typography.
  • Assemble tables with the correct settings.
  • Construct different styles sheets.
  • Employ document settings for a specific output.

    Adobe Illustrator:
  • Set up Illustrator by customising the preferences.
  • Perform drawing tasks.
  • Design typography.
  • Practise colour application.
  • Apply effects/filters to vectors.
  • Employ document settings for a specific output.

    Adobe Photoshop:
  • Set up a document by customising the preferences.
  • Operate selection tools creatively.
  • Breakdown a layer structure within a document.
  • Practise different painting techniques.
  • Differentiate between a raster and vector based image.
  • Perform editing functions to improve an image.
  • Create special effects.
  • Contrast and compare tonal adjustments with colour models.
  • Justify the correct file output options.

    Adobe Acrobat:
  • Recognise workspace.
  • Reproduce work files.
  • Construct working files.
  • Apply interactive features.
  • Demonstrate visual document.
  • Create a secure PDF document.

    Year One:

    Professional Practice I:

    Project Management:
  • Manage all aspects of a project effectively.

    Presentation Skills:
  • Organize information in a clear and concise manner.
  • Analysing audience needs.
  • Apply presentation skills.

    Office Productivity Software:
  • Manage text in a word document.
  • Chart data correctly.
  • Format data into a presentation.

    Year One:

    Marketing I-Traditional Marketing:

    Marketing Fundamentals:
  • Define marketing.
  • Research markets.
  • Analyse market environments.
  • Positioning products within a market.
  • Price products and services.
  • Place products and services.

    Year One:

    Portfolio I:

    Portfolio I:
  • Formulate digital portfolio.

    Year Two:

    Theory of Design II:

    Visual Communication II:
  • Identify information design.
  • Research and discovery processing.
  • Prototype and testing.
  • Explain visual devices to help communicate information.
  • Present case studies of successful information design.
  • Interactive design process.
  • Refresher on 1st year project management.
  • Interface design construction.
  • Prototype and testing.

    Industry Exposure II:
  • Contextualise classroom theory within the industry.

    Year Two:

    Design Technology II-Advanced Graphics Creation:

    Adobe Photoshop II:
  • Automate tasks using Photoshop.
  • Create complexly manipulated imagery using Photoshop.
  • 3-Dimensional Software.
  • Describe the concepts of 3D software technologies.
  • Navigate 3D space using software.
  • Perform manipulations within a digital 3D space.
  • Construct 3D meshes.
  • Contrast 3D meshes and 3D polys.
  • Modify digital 3D curves and surfaces.
  • Operate lighting within a computer generated 3D space.
  • Apply textures to digital 3D models.
  • Apply materials to digital 3D models.
  • Animate computer generated 3D models.
  • Animate computer generated 3D models along a path.

    Year Two:

    Professional Practice II:

    Business Management:
  • Describe the current state of business in South Africa.
  • Define a franchise.
  • Evaluate the pros and cons of a franchise.
  • Prepare a successful business plan.
  • Analyse and the evaluate financial data necessary to create a successful business.
  • Identify sources of financing for a small business.
  • Apply appropriate pricing to products and services.
  • Describe credit and how it relates to small business.
  • Describe the role of Human Resources.
  • Describe the South African Tax system.

    Professional Communication:
  • Relate the communication process to an interview.
  • Breakdown professional communication.
  • Communicate in groups.
  • Dealing effectively with clients.

    Year Two:

    Design Technology III-Web Media:

    HTML and CSS:
  • Describe web technologies.
  • Use hosting and domain name services tools.
  • Create a basic HTML document.
  • Create HTML tables.
  • Create HTML forms.
  • Assess which graphic formats are appropriate for an image on a web page.
  • Use web graphics preparation software.
  • Use different CSS selector types.
  • Describe CSS inheritance.
  • Describe the CSS box model.
  • Apply CSS formatting.
  • Create HTML email.

    Adobe Dreamweaver:
  • Adjust the Dreamweaver interface.
  • Dreamweaver HTML and CSS tools.
  • Manage local and remote files using Dreamweaver's site management tools.
  • Control FTP transfers using Dreamweaver's FTP tools.
  • Control Dreamweaver behaviours.
  • Apply Dreamweaver Spry operations.
  • Control Dreamweaver AP elements.
  • Utilise XML in Dreamweaver.

    Adobe Flash Animation:
  • Discuss Flash usage and deployment.
  • Operate the Flash vector drawing tools.
  • Operate the Flash layer system.
  • Create keyframed animations using Flash.
  • Employ the Flash Onion-skin feature.
  • Apply shape tweens to aid animation.
  • Use Flash symbols.
  • Apply shape motion to aid symbol animation.
  • Use effects for a symbol animation.
  • Import graphic media into Flash.
  • Import sound media into Flash.
  • Publish Flash documents.
  • Embed Flash in an HTML document.

    Adobe ActionScript I:
  • Control the Flash timeline using ActionScript.
  • Create operational Flash buttons.

    Sound Editing:
  • Discuss the principles of Digital Audio.
  • Navigate audio software workspace.
  • Manipulate digital audio.
  • Mix different sound tracks.
  • Apply sound effects and filters.
  • Generate sounds.
  • Use audio software project management tools.

    Year Two:

    Design Technology IV-Motion Graphics:

    Adobe Premiere:
  • Operate the Premiere workspace.
  • Combine different movie clips using Premiere.
  • Apply transitions between movie clips using Premiere.
  • Capture video from different sources using Premiere.
  • Manage Premiere projects.
  • Manipulate video using Premiere effects.
  • Create dynamic titles.
  • Discuss timebase and frame rate.
  • Discuss video compression.

    Adobe After Effects:
  • Operate the After Effects workspace.
  • Manage After Effects projects.
  • Manage project assets.
  • Create After Effects compositions.
  • Make use of external footage for use in After Effects.
  • Operate keyframes in After Effects.
  • Control After Effects motion paths.
  • Operate the After Effects time control panel.
  • Select different preview modes in After Effects.
  • Operate the After Effects layer system.
  • Control After Effects text layers.
  • Manipulate digital video using effects.
  • Create After Effects effect presets.
  • Paint in After Effects.
  • Apply masks in After Effects.
  • Operate the After Effects 3D tools.
  • Create After Effects expressions to more efficiently control workflow.
  • Control audio in After Effects.
  • Render After Effects Video.

    Adobe Encore:
  • Describe DVD technologies.
  • Operate the Encore workspace.
  • Plan Encore projects.
  • Create an Encore project.
  • Import Encore assets.
  • Control DVD menus.
  • Create DVD slideshows.
  • Control audio in Encore.
  • Control Subtitles.
  • Compile complete DVDs, which utilise audio, interactivity, and video using Encore.

    Year Two:

    Portfolio II:

    Portfolio II:
  • Formulate a digital portfolio.

    Year Two:

    Internship I:

    Internship I:
  • Complete an internship term in a relevant design industry.

    Year Three:
  • Web Programming.

    PHP:
  • Discuss server-side processing.
  • Discuss LAMP server concepts.
  • Categorise different PHP data types.
  • Operate PHP string methods.
  • Operate PHP string methods.
  • Operate PHP string methods.
  • Operate PHP string methods.
  • Operate PHP string methods.
  • Test for conditions using PHP conditional statements.
  • Create looping PHP code operations.
  • Create PHP functions to simplify code.
  • Operate the built-in functions provided by PHP.
  • Operate the built-in objects provided by PHP.
  • Program using PHP Classes.
  • Program using PHP Objects.
  • Capture HTML form input using PHP.
  • Use PHP to send email.
  • Explain the concepts of Databases.
  • Use PHP to update database information.
  • Use regular expressions.

    Adobe ActionScript II:
  • Categorise different ActionScript data types.
  • Operate ActionScript string methods.
  • Operate ActionScript string methods.
  • Operate ActionScript string methods.
  • Operate ActionScript string methods.
  • Operate ActionScript string methods.
  • Test for conditions using ActionScript conditional statements.
  • Create looping ActionScript code operations.
  • Create ActionScript functions to simplify code.
  • Operate the built-in functions provided by ActionScript.
  • Operate the built-in objects provided by ActionScript.
  • Program using ActionScript Classes.
  • Program using ActionScript Objects.
  • Perform ActionScript and XML interactions.
  • Perform animation operations using MCTween.
  • Perform 3d operations in ActonScript using Papervision.

    JavaScript:
  • Discuss client-side processing.
  • Discuss JavaScript compatibility issues.
  • Discuss ECMA Script concepts.
  • Categorise different JavaScript data types.
  • Operate JavaScript string methods.
  • Operate JavaScript string methods.
  • Operate JavaScript string methods.
  • Operate JavaScript string methods.
  • Operate JavaScript string methods.
  • Test for conditions using JavaScript conditional statements.
  • Create looping JavaScript code operations.
  • Create JavaScript functions to simplify code.
  • Use Javascript Event trigger events.
  • Implement document manipulation during document runtime.
  • Discuss the DOM.
  • Control the DOM using JavaScript.
  • Introduction to AJAX.
  • Retrieve XML using JavaScript.
  • Introduction to JavaScript libraries.
  • Apply Jquery to extend JavaScript web-page functionality.
  • Apply Adobe Dreamweaver Spry behaviours to a web page.

    XML:
  • Discuss XML origins and advantages.
  • Discuss XML tree structure.
  • Identify XML Syntax.
  • Create a DTD.
  • Validate XML.
  • Style XML using XSLT.

    Content Management Systems (CMS):
  • Discuss the advantages of using a content managed system.
  • Articulate CMS server requirements.
  • Install a CMS.
  • Configure a CMS.
  • Build a website on a CMS.
  • Analyse CMS reports.
  • Manage users on a CMS website.
  • Manage user feedback/comments on a CMS-driven website.
  • Manage content on using CMS tools.

    Year Three:

    Marketing II - Internet Marketing:

    E-commerce:
  • Define role of e-commerce in online environment.
  • Describe the web host's role in e-commerce.
  • Discuss how digital certificates work.
  • Discuss what purpose an online e-commerce provider serves.
  • Discuss different shopping cart software.
  • Install shopping cart software.

    Internet Marketing:
  • Describe how Internet marketing differs from traditional forms of marketing.
  • Manage a pay per click campaign.
  • Analyse website traffic.
  • Explain link exchange schemes.

    Search Engine Optimisation:
  • Introduction to search engine workings.
  • Optimising websites for search engines.

    Year Three:

    Professional Practice II:

    Database Management:
  • Store client data using a database.
  • Store invoice data using a database.
  • Store product and service information using a database.
  • Integrate a database into office productivity software.

    Business Management II:
  • Create a fully operational business optimised using software.

    Year Three:

    Internship II:
  • Complete an internship term in a relevant design industry.

    Year Three:
  • Dissertation. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Assessment methods include:

    Formative class based theory and practical assessments:

    These could include:
  • Self-reflection and review assessments.
  • Knowledge tests.
  • Application design project.
  • Preparation of portfolio work in line with design briefs.
  • Professional case studies.
  • Research and report writing.
  • Formal presentations.

    Summative assessments:

    These include:
  • Written examinations.
  • Oral assessment (where applicable).

    Integrated Assessment:

    Assessment practices must be open, transparent, fair, valid, and reliable and ensure that no student is disadvantaged. Learning, teaching and assessment are in line with each other.

    The term 'Integrated assessment' implies that theoretical and practical components should be assessed together. During integrated assessments the assessor should make use of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflective competencies.

    A variety of methods must therefore be used in assessment. Tools and activities must be appropriate to the context in which the student is working. Where it is not possible to assess the student in the workplace or on-the-job, simulations, case studies and other similar techniques should be used to provide a context appropriate to the assessment.

    Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.

    Assessment in the creative industries is a complex matter that is partly based on common precise assessment techniques in the sciences, the broad techniques in the humanities and the subjective assessment required ion the creative arts.

    To minimise the effects of subjective assessment of creativity, these assessments are always balanced through assessment by a group of assessors and examiners.

    The Concept Interactive Assessment Methodology provides for the following:
  • Continuous project based assessment, against defined outcomes, resulting in marks per project.
  • Evaluation by the lecturer of students' work and progress during class discussion and critique.
  • Peer assessment and own work assessment as a result of interactive class discussion and critiques.
  • External examination and Moderation.
  • Compilation of exhibition work and a portfolio of work.
  • Industry professional panel assessment of learner exhibition and portfolio work. 
    		•

    INTERNATIONAL COMPARABILITY 
    Diploma of Interactive Design:

    Natcoll Design Technology:

    New Zealand:

    Course components*:
  • Design: How to generate and develop ideas; learn design processes for interactive media design, develop your skills in digital imaging for interactive design using Photoshop and Illustrator.
  • Web design: Design websites to a commercial standard, using current best-practice techniques.
  • Audio and video production: Produce and edit audio and video for interactive projects; compress and optimise audio and video content for a range of interactive applications.
  • Interactive communication design and production: Design and produce interactive and animated components for use in websites, CD/DVD-ROMs, kiosks and installations.
  • Interactive game development: Create story and characters, graphic, video and audio assets for interactive games; generate scripting to complete an interactive game using Flash.
  • Individual project: Your own interactive multimedia project, produced to a commercial standard.
  • Portfolio: Produce an interactive portfolio of your own work.
  • Course content is subject to change to ensure continued industry relevance.

    Assessment:
  • Assessment is standards-based, which means you need to meet all the standards set for a particular task.
  • There are no marks or examinations.
  • All projects must be produced to a commercial standard.
  • You are encouraged to develop technical skills and your own design style.
  • Reassessment opportunities are available.
  • Minimum 80% attendance requirements apply.

    Digital Design Degree:

    Pierce College:

    Washington State:

    Core Curriculum:

    DDSGN 110 (5) Intro to Graphic Design and Rich Media:
  • PREREQ: ART 101 OR 111 AND CIS 121:
    > Overview of the Interactive Digital Design field. Introduction to terminology, changes, and trends in the business and industry. Discussion of various media, such as image manipulation, Internet, digital, video, sound and ethics.

    DDSGN 120 (5) Production Management (online class):
  • PREREQ: none:
    > This course will trace the production flow from creation to implementation for design projects. Specific content will include stages of analysis and development, principles of task management, and contract writing.

    DDSGN 121 (5) Layout Design and Publishing:
  • PREREQ: CIS 121 or Instructor Permission:
    > Class explores and implements layout theory and design processes to create production projects using publishing production techniques.

    DDSGN 130 (5) Graphic Design II:
  • PREREQ: DDSGN 110, 120:
    > Concept development in visual communication problem solving involving letterforms, illustrative material and typography. Basic principles of selection, organization, and production techniques are introduced.

    DDSGN 140 (5) Fundamentals of 3-D Modeling and Animation:
  • PREREQ: DDSGN 110, 120:
    > Introduction to the resources and applied procedures necessary to produce high quality 3-D products and animation for publication through electronic media.

    DDSGN 150 (5) Web Design and CSS (online/hybrid class):
  • PREREQ: CIS 121 or Instructor permission:
    > Develop skills necessary for effective delivery of content via the World Wide Web. Students develop Web sites using digital design programming, interactive techniques and associated tools. Students are also introduced to basic principles of site management, business strategies and information architecture.

    DDSGN 160 (5) Fundamentals of Digital Photography:
  • PREREQ: DDSGN 110, 120:
    > Beginning language, concepts and issues of non-linear editing systems. Learn how to input and manipulate images into the computer through scanning, photo CD, and digital photography.

    DDSGN 170 (5) Fundamentals of Video Production and DVD Authoring:
  • PREREQ: DDSGN 110 or DDSGN 120 or instructors permission:
    > Production techniques to integrate video, still images, sound and music into various digital formats. Class explores and implements interface theory and authoring techniques for Video DVDs.

    DDSGN 210 (5) Fundamentals of Multimedia Authoring Systems:
  • PREREQ: DDSGN 110-170:
    > Projects in basic design of interactive projects. Use of authoring software to integrate still images, video, music, and sound.

    DDSGN 220 (5) Integrated Digital Design I:
  • PREREQ: DDSGN 110-210:
    > First quarter of a capstone sequence integrating all aspects of interactive digital design into the development of an individual interactive project from concept to final production.

    DDSGN 230 (5) Integrated Digital Design II:
  • PREREQ: DDSGN 110-220 (OR CONCURRENTLY WITH DDSGN 220):
    > Second quarter of a capstone sequence integrating all aspects of interactive digital design into the development of an individual interactive project from concept to final production.

    CIS 290 (5) Supervised Internship:
  • PREREQ: CIS/DDSGN majors in final quarter before graduation:
    > Capstone course allows the student to gain relevant experience working in a local business environment. Requires 250 hours of supervised work including associated resume preparation, job interviews, and internship documentation.

    MSc Design and Digital Media:
  • The University of Edinburgh School of Arts, Culture and Environment.

    Programme Outline:

    The Design and Digital Media programme accepts students from a broad range of backgrounds and makes few assumptions about initial competences. It seeks to encourage curiosity and exploration in the many areas of digital design. It encompasses specific practical exercises and projects in 3D modelling, interactive system design, dynamic web design, and considerations of media installations and performances. It also pursues theoretical and philosophical aspects of design and media culture, as well as in-depth study of entrepreneurship, commercialisation opportunities and business practices in the area of digital media. A strongly studio-based working method maximises opportunities for group work, peer learning and the development of a strong team ethos. Across the two teaching semesters (September to March), students will take six taught courses, three in each semester. Some of these are shared with the related MScs mentioned above.

    Semester 1: Introduction and Orientation:
  • P00174 Introduction to Design Media.
  • P00176 Interactive Design Media.
  • P00175 Media and Culture.

    Semester 2: Practice, Reflection and Action
  • P00177 Dynamic Web Design.
  • P00178 The Digital Marketplace [or other option*].
  • P00179 Digital Media Studio Project.

    Summer period (Vacation): Integration:
  • P00180 Final Project.

    [*This course is optional and may be replaced by any 20 credit points offered by the University of Edinburgh or the Edinburgh College of Art that meets with the approval of the Programme Director and the Head of Architecture.]. 
    		•

    ARTICULATION OPTIONS 
    Concept Interactive Internal:
  • This is a new 3-year diploma on NQF Level 6.
  • Students in possession of a relevant NQF Level 5 qualification can articulate into the programme.
  • Articulation from existing Concept Interactive qualifications into the new Diploma will be informed by the articulation and entry requirements as set out in the new Higher Education Qualifications Framework.

    Outside Concept Interactive:
  • This qualification forms the foundation for entry into related Advanced Certificates, Diploma's and or degrees based on the Higher Education Qualifications framework. Possible articulation agreements can be made with other niche Creative Industry Sector Higher Education institutions offering related qualifications in the Creative Industry sector. 
    		•

    MODERATION OPTIONS 
  • External examiners and moderators are appointed to validate student assessments. The appointment of individuals in this capacity is governed by specific regulations and individuals are selected for appointment against the set of criteria. Curricula Vitae of the potential candidates are scrutinised and qualifications, as well as industry and academic experience in the subject field, are evaluated. Individuals are contacted for a personal interview and are contracted for their services linked to their area of expertise.
  • External examiners and moderators contribute predominantly to the quality assurance process through input delivered on the standard of examinations, exhibitions and portfolio's of creative work utilised during the semesters and at the at the end of the academic year.
  • Concept Interactive selects moderators and external examiners who are experts and specialists in the field of design within the discipline of Visual Communication. They are mostly drawn from the Creative Industries academia and professionals.
  • Examination papers and memoranda are given to the relevant person to evaluate before examinations. Scripts are marked by the examiners and then given to the relevant person for moderation. Papers of students who failed are referred to the relevant moderator for a final decision. Examiners and moderators confirm the final marks.
  • Relevant industry professionals who have been contracted as external examiners assess exhibition and portfolio work and learners are provided with industry expert feedback post exhibition and submission of portfolio for review. External moderator marks and comments are recorded in writing and fed back to the learner and recorded on the Management Information System.
  • The external examiners and moderators evaluate every theory paper of the final examinations when the subject is completed. During their experiential learning period the student's evaluation forms (logbooks) are completed by the mentors from the industry and related organisations. External examiners evaluate practical work and creative portfolios on exhibition display.
  • Specialists and experts in the industry will assess the practical and experiential learning component on the completion thereof. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    For an applicant to register as an assessor, the applicant needs:
  • Qualification one Level higher than the exit level of the qualifications.
  • The assessor must be a trained and registered assessor with the EDTP Seta. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2009; 2012; 2015. 

    NOTES 
    Design and Digital Media: the courses in detail:

    Introduction to Design Media:

    This course introduces the techniques that are used in digital design: three dimensional modelling, simple computer animation, image rendering, the use of 3D social networks, and the preparation of material suitable for publishing on the World Wide Web. The emphasis is on design. Students advance through a series of lectures, demonstrations, practical project work, exercises and critique in a group context.

    Interactive Design Media:

    This course develops advanced techniques that are used in digital design, particularly the development of interactive material for publishing on the World Wide Web. The emphasis is on design. Students advance through a series of lectures, demonstrations, practical project work, exercises and critique in a group context.

    Media and Culture:

    This is an introduction to the issues that surround the emergence of digital design. Seminar and lecture sessions cover topics that enable students to discuss the impact of digital technology from its immediate practical application to the long-term redefinition of the design professions. The development of a broad social and psychological understanding of the nature and role of information, metaphor and interface will also form an important component of the course. Key texts by thinkers who have contributed new ideas and generated fresh debate about living and working with digital media will be studied, which will provide the basis for focused discussions about how digital design is developing or could develop. Sessions will therefore be devoted to the major concepts and theoretical approaches which have a bearing on the practice of digital design, canvassing issues such as technological determinism, utopianism, techno-romanticism, concepts of language, typology, space and the body. The course will also incorporate lectures on the practical, social, and cultural ramifications of digital media, and integrate the concerns of visual and aural cultures.

    Dynamic Web Design:

    This course introduces the challenges of setting up a commercially oriented web site; the lessons learnt being applicable to any aspect of digital design practice as a commercial venture. The course is directed particularly to the technical aspects of design for the web; an integrated treatment of social and legal issues involved in the commercial practice of digital design and e-commerce is developed in P00178, The Digital Marketplace. We focus on the topic of web-site design because of its centrality in this context: digital design practices will normally engage in e-commerce whatever their main business. Practical activity will centre on what would be required for the development and commercial exploitation of the system designed, with some emphasis on its usability for the target audience.

    The Digital Marketplace:

    In this course students will conduct a case study, evaluating against commercial criteria a commercially oriented web site chosen in consultation with teaching staff. The study centres on what is required for the development and commercial exploitation of a system and how this relates to its design. The study then moves to the development of a business plan and presentation, informed by the evaluation exercise, to commercialise a digital design idea which will ideally be one developed by the student. This is set against the general context of business practice: entrepreneurial, intellectual property, company creation, raising of funding, market assessment, product development, marketing, etc. The highlight of the course will be a presentation to a panel of experts who will provide feedback on the business plan and presentation. This course is developed and presented by the Edinburgh-Stanford Link group within the School of Informatics, with support from Scottish Enterprise. Visiting speakers play a prominent role.

    Digital Media Studio Project:

    Students work as a group on a collaborative, extended project that brings together their various design skills in the context of a selection of exploratory project briefs. The briefs may lead to the development of a documentary, sound installation, live performance or a bespoke interactive inter-face. The course will be conducted as a studio with iterative development, group discussion, design development, presentations, criticism, and feedback. Tuition will be provided in the use of computer tools and devices where applicable and the course is supplemented by a range of visiting speakers.

    Summer Project:

    This is the main project, the equivalent of the Master's Dissertation in other programmes, which may be pursued as a group or individual exercise. Work should commence after the end of teaching in semester 2 and continue to the submission date towards the end of August. It aims to:
  • Allow students to demonstrate how they have o integrated knowledge and skills achieved in the MSc.
  • Develop particular applications of digital media design;o employ investigative methods of creative.
  • Problem-solving; encourage and develop the practice of group working. 
    		•

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Concept Interactive 
    2. Concept Interactive (Cape) (Pty) Ltd 


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