Undergraduate Diploma in New Media Video Production
Undergraduate Diploma in New Media Video Production
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Undergraduate Diploma in New Media Video Production
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About this degree
The programme teaches students foundational subjects and prepares
students to undertake further academic or vocational learning at the
undergraduate level or junior business level. It embeds these subjects within
the framework of creating new media content, especially writing and video
for the web. Students will learn about planning and managing complex
projects from conception to execution.
Undergraduate Diploma in New Media Video Production
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What you'll learn
- Demonstrate application of theoretical and practical knowledge in the realm of new media video creation.
- Apply cleary structured conventional formats of communication and use, when relevant, appropriate evidence to support their claims.
- Monitor, evaluate, and adjust their own learning needs in order to succeed as independent learners in an academic setting.
- Collect and analyse data to respond to both well-defined practical problems and well-specified abstract problems through listening, level-appropriate grammar, writing, and speech.
- Manage well-defined academic projects with a range of responsibilities that require independent decision-making, communication, and handling of unpredictable situations.
- Gain professionalism, discipline, and creativity through managing projects and communicating collaboratively with others.
- Develop the learning skills needed to continue to undertake further, self-directed studies within academia with a high degree of autonomy using level-appropriate academic and professional language.
Undergraduate Diploma in New Media Video Production
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Course Structure
About
This project-based, experiential, synchronous learning course demystifies
the task of professional production, by teaching the process of planning
the elements involved in a webisode series before full-scale production
begins. While the overall focus is project management, topics include
scheduling and budgeting, casting, props, location scouting, greenscreen
and set construction, call sheets, clearances and permissions. Students will
present their research and plans and be able to demonstrate their
feasibility.
Teachers
Intended learning outcomes
- Cultivate strategic and creative responses in the search for solutions to well-defined concrete and abstract problems related to producing episodic web content within financial and time constraints.
- Have knowledge of project management techniques that builds upon advanced general education, though at a level still supported by advanced textbooks.
- Make judgments based on knowledge of the rules and conventions for the proper use of product management techniques, and demonstrate knowledge of the social and ethical issues relevant to working with people and locations.
- Propose appropriate solutions to well-scoped but abstract and changing problems pertaining to filmmaking.
- Evaluate their own learning and identify the learning deficits to address in further learning.
- Possess the ability to apply theoretical and practical knowledge in the creation of solutions for problems related to legal issues, permissions, and insurance needs arising from film production.
- Can select appropriate evidence when formulating responses to well-defined concrete and abstract problems of collaborating with partners.
- Communicate ideas in a well-structured, coherent format, following appropriate conventions in the field of filmmaking.
- Assess, analyse, and criticise the various strategies for handling matters arising in the context of digital film production.
- Compare and evaluate the different methods recommended in scholarly sources pertaining to collaborating across the different disciplines of filmmaking
- Monitor and review their own performance and the performance of others; where appropriate collaboratively train others in planning the production of episodic web content.
- Independently manage projects that require planning digital video projects where the correct use of collaboration is essential.
- Possess the academic competences to undertake further studies in project management, especially within filmmaking, with a degree of autonomy.
- Display creativity and initiative in organizing digital video shoots of moderate complexity.
About
This project-based, experiential, synchronous learning course is a
continuation of Writing for New Media: Digital Series I. Students will gain
the proficiency necessary to conceptualize and write a full, original series
that works for the web and mobile. They will create and write a series
pitch and bible, an art and business plan, and the episodes of a digital
series based on a new concept, or based on the pilot episode concept
produced in the prerequisite course (Writing for New Media: Digital
Series I).
Teachers
Intended learning outcomes
- Have knowledge of writing techniques that builds upon advanced general education, though at a level still supported by advanced textbooks.
- Cultivate strategic and creative responses in the search for solutions to well-defined concrete and abstract problems related to writing for specific audiences and platforms.
- Make judgments based on knowledge of the rules and conventions for the proper use of writing genres, and demonstrate knowledge of the social and ethical issues relevant to writing for the web
- Can select appropriate evidence when formulating responses to well- defined concrete and abstract problems of writing regularly for an authentic audience.
- Propose appropriate solutions to well-scoped but abstract and changing problems pertaining to writing for the public
- Evaluate their own learning and identify the learning deficits to address in further learning.
- Communicate ideas in a well-structured, coherent format, following appropriate conventions in the field of writing.
- Assess, analyse, and criticise the various strategies for handling matters arising in the context of episodic shortform writing.
- Possess the ability to apply theoretical and practical knowledge in the creation of solutions for problems related to episodic writing.
- Compare and evaluate the different methods recommended in scholarly sources pertaining to tailoring written communications to specific audiences.
- Possess the academic competences to undertake further studies in writing with a degree of autonomy.
- Independently manage projects that require planning episodic web projects where the correct use of commercial and financial analysis is essential.
- Monitor and review their own performance and the performance of others; where appropriate collaboratively train others in writing a series for mass audiences.
- Display creativity and initiative in systematically planning shortform writing for the web.
About
Media and the ways people engage with it continuously changes and
evolves. As such, so have the tools and techniques associated with media
production. This project-based, experiential, synchronous learning course
examines the history, theory, and practice of videography, lighting, and
sound for 21st-century formats. Students will practice framing and
composition, picture enhancement, coverage, shot, lighting, and sound
technique, and learn how to bring ideation to life and capture the
spectacular. This course differs from a traditional film school course in
cinematography in that instead of using a very expensive camera, it will
utilize the students’ smartphones as the camera, and an inexpensive
Bluetooth mic that pairs with the phone.
Teachers
Intended learning outcomes
- Have knowledge of the physics of audio and video that builds upon advanced general education, though at a level still supported by advanced textbooks.
- Make judgments based on knowledge of the rules and conventions for the proper use of audiovisual recordings, and demonstrate knowledge of the social and ethical issues relevant to live streaming and other forms of distribution.
- Cultivate strategic and creative responses in the search for solutions to well-defined concrete and abstract problems related to video and audio recording with mobile and other affordable equipment.
- Compare and evaluate the different methods recommended in scholarly sources pertaining to master shot and shot coverage techniques.
- Evaluate their own learning and identify the learning deficits to address in further learning
- Can select appropriate evidence when formulating responses to well- defined concrete and abstract problems of lighting and audio quality for livestreaming
- Possess the ability to apply theoretical and practical knowledge in the creation of solutions for problems related to web-friendly, mobile-first cinematography
- Communicate ideas in a well-structured, coherent format, following appropriate conventions in the field of cinematography
- Assess, analyse, and criticise the various strategies for handling matters arising in the context of cinematography.
- Propose appropriate solutions to well-scoped but abstract and changing problems pertaining to video and audio recording.
- Monitor and review their own performance and the performance of others; where appropriate collaboratively train others in the best setup for video quality
- Possess the academic competences to undertake further studies in cinematography with a degree of autonomy.
- Independently manage projects that require professional-grade video where the correct use of lighting, framing, and composition are essential.
- Display creativity and initiative in shooting video and capturing audio with mobile devices.
About
This project-based, experiential, synchronous learning course teaches the
core principles and techniques of one of the most important roles in
videomaking. Students will learn the technical side of the editing process
as well as how storytelling on a web platform plays an integral role in
engaging with online audiences. The program provides students hands-on
experience in how to import and organize clips they shoot, basic timeline
editing, multi-cam editing, audio editing, masking, titles and color
correction, webisode-trailer editing, webisode editing, and how to
transform shots into a story.
Teachers
Intended learning outcomes
- Make judgments based on knowledge of the rules and conventions for the proper use of digital video editing techniques, and demonstrate knowledge of the social and ethical issues relevant to using edits to shape the meaning of a video. Skills:
- Cultivate strategic and creative responses in the search for creating stories and coherent meaning out of shot video.
- Have knowledge of digital film editing techniques, including nonlinear editing, that builds upon advanced general education, though at a level still supported by advanced textbooks
- Can select appropriate evidence when formulating responses to well- defined concrete and abstract problems of video editing.
- Communicate ideas in a well-structured, coherent format, following appropriate conventions in the field of filmmaking.
- Propose appropriate solutions to well-scoped but abstract and changing problems pertaining to filmmaking
- Possess the ability to apply theoretical and practical knowledge of digital editing techniques, possibly including timeline editing, multi- cam editing, masking, nonlinear editing, audio editing, color- correction, and the incorporation of titles.
- Assess, analyse, and criticise the various strategies for handling matters arising in the context of digital video editing.
- Evaluate their own learning and identify the learning deficits to address in further learning.
- Compare and evaluate the different methods recommended in scholarly sources pertaining to digital video editing.
- Display creativity and initiative in transforming raw video footage into a coherent story
- Possess the academic competences to undertake further studies in filmmaking.
- Independently manage projects that require planning digital video projects where the correct use of collaboration is essential.
- Monitor and review their own performance and the performance of others; where appropriate collaboratively train others in editing digital video.
About
Online video is the new paradigm for the actor, but it requires traditional
discipline in dialogue, improvisation, and acting with green screens.
Acting and Audience Engagement Through Online Video is a project-
based, experiential, synchronous learning course with an emphasis on
online digital formats. Students will learn the craft of a professional actor
and gain the on-camera, green-screen, and virtual set training and
audition etiquette necessary to succeed on the web and mobile.
Students will learn how to express themselves individually and how to
work as a web team, gaining valuable leadership skills.
Teachers
Intended learning outcomes
- Have knowledge of the history of acting that builds upon advanced general education, though at a level still supported by advanced textbooks.
- Make judgments based on knowledge of the rules and conventions for the proper use of acting techniques, and demonstrate knowledge of the social and ethical issues relevant to portraying characters and real people
- Cultivate strategic and creative responses in the search for solutions to well-defined concrete and abstract problems related to acting in front of virtual and physical cameras
- Propose appropriate solutions to well-scoped but abstract and changing problems pertaining to acting.
- Communicate ideas in a well-structured, coherent format, following appropriate conventions in the field of acting.
- Can select appropriate evidence when formulating responses to well- defined concrete and abstract problems of performance.
- Possess the ability to apply theoretical and practical knowledge in the creation of solutions for problems related to acting performances.
- Evaluate their own learning and identify the learning deficits to address in further learning.
- Assess, analyse, and criticise the various strategies for handling matters arising in the context of making choices related to acting.
- Compare and evaluate the different methods recommended in scholarly sources pertaining to understanding and evaluating the accessibility of decisions by actors.
- Display creativity and initiative in interpreting written dialogue as an acted performance.
- Independently manage projects that require formal knowledge of acting principles where the correct use of dialogue, improvisation, and camera techniques are essential.
- Monitor and review their own performance and the performance of others; where appropriate collaboratively train others in achieving a producible interpretation of written dialogue and stage directions.
- Possess the academic competences to undertake further studies in acting methods and history with a degree of autonomy.
About
A project-based, experiential, synchronous learning course dealing with
the technical, aesthetic, psychological, and commercial principles of
creating, producing, distributing, and monetizing digital content. This
class takes a critical approach to understanding the relationship between
the centralized media landscape of the 20th century, to that of the
democratized New Media economy of the 21st century; the Internet,
search engines, websites, social media; picture, audio, and video sharing
sites, etc. Emphasis is on the ever-evolving definition of professional
media content creation. Topics include the global influence of digital
technologies in communication and media, the unique properties of New
Media and how it works, the history of New Media from theory to practice,
success strategies of New Media pioneers, influencers, and thought
leaders, the financial rewards and ethical responsibilities of New Media
use, and the intellectual property challenges of New Media in open-source
communities.
Teachers
Intended learning outcomes
- Cultivate strategic and creative responses in the search for solutions to well-defined concrete and abstract problems related to identifying opportunities in new media and producing content related to those opportunities
- Have knowledge of the development of online culture and creative practice that builds upon advanced general education, though at a level still supported by advanced textbooks
- Make judgments based on knowledge of the rules and conventions for the proper use of open-source material in new media, and demonstrate knowledge of the social and ethical issues relevant to online culture.
- Can select appropriate evidence when formulated responses to well- defined concrete and abstract problems of new media market analysis
- Compare and evaluate the different methods recommended in scholarly sources pertaining to how to handle the emergence of new media platforms and new communities or audiences for online content.
- Assess, analyse, and criticise the various strategies for handling matters arising in the context of new media production
- Evaluate their own learning and identify the learning deficits to address in further learning.
- Communicate ideas in a well-structured, coherent format, following appropriate conventions in the field of new media studies
- Propose appropriate solutions to well-scoped but abstract and changing problems pertaining to new media, online culture, and business.
- Possess the ability to apply theoretical and practical knowledge in the creation of solutions for problems related to new media production.
- Possess the academic competences to undertake further studies in social media and new media with a degreee of autonomy.
- Independently manage projects that require techniques related to new media where the correct use of market analysis is essential
- Display creativity and initiative in carrying out multimedia projects
- Monitor and review their own performance and the performance of others; where appropriate collaboratively train others in the correct approach to the production and deployment of new media
About
Media literacy practices are rapidly evolving beyond traditional
scriptwriting for film and TV to include webisode writing, blogging,
microblogging, maintaining a website, emailing, and instant messaging.
This is a project-based, experiential, synchronous learning course. It
covers the history and theory of short-form episodic content with the
purpose of conceptualizing, writing, producing, and directing an original
web series pilot that will be published and promoted via online video-
sharing platforms. As this is a two-part learning experience, students will
write experimental pilot scripts for an advertising video, a comedy video,
and a video of their choice.
Teachers
Intended learning outcomes
- Cultivate strategic and creative responses in the search for solutions to well-defined concrete and abstract problems related to writing for specific audiences and platforms.
- Have knowledge of writing techniques that builds upon advanced general education, though at a level still supported by advanced textbooks.
- Make judgments based on knowledge of the rules and conventions for the proper use of writing genres, and demonstrate knowledge of the social and ethical issues relevant to writing for the web.
- Evaluate their own learning and identify the learning deficits to address in further learning.
- Propose appropriate solutions to well-scoped but abstract and changing problems pertaining to writing for the public.
- Possess the ability to apply theoretical and practical knowledge in the creation of solutions for problems related to episodic writing.
- Assess, analyse, and criticise the various strategies for handling matters arising in the context of episodic shortform writing.
- Compare and evaluate the different methods recommended in scholarly sources pertaining to tailoring written communications to specific audiences.
- Can select appropriate evidence when formulating responses to well- defined concrete and abstract problems of writing regularly for an authentic audience.
- Communicate ideas in a well-structured, coherent format, following appropriate conventions in the field of writing.
- Possess the academic competences to undertake further studies in writing with a degree of autonomy.
- Monitor and review their own performance and the performance of others; where appropriate collaboratively train others in writing for mass audiences.
- Display creativity and initiative in shortform writing for the web.
- Independently manage projects that require coordinating episodic web projects where the correct use of genre-appropriate writing techniques is essential.
About
This project-based, experiential, synchronous learning course is an introduction to scene creation with an emphasis on planning and shooting in a digital environment with a smartphone. Students will develop a visual artistic voice and understand the processes of video direction by directing a video project and developing collaborative relationships with members of their production team. Students will learn about the myriad ways collaboration, audience expectations, and finances shape online filmmaking, and will gain some exposure to the historical development of digital, online, and mobile directing. Skills covered include script analysis, how to create a shot list and storyboards, and how to work with producers, casting directors, actors, production designers, and
cinematographers, while gaining confidence and leadership skills.
Teachers
Intended learning outcomes
- Make judgments based on knowledge of the rules and conventions for the proper use of storyboards, and demonstrate knowledge of the social and ethical issues relevant to guiding others’ work in collaboration.
- Have knowledge of the history of digital video’s emergence, and key figures in this field.
- Cultivate strategic and creative responses in the search for solutions to well-defined concrete and abstract problems related to creating a coherent mise-en-scène in a digital environment
- Have knowledge of filmmaking techniques that builds upon advanced general education, though at a level still supported by advanced textbooks.
- Evaluate their own learning and identify the learning deficits to address in further learning
- Propose appropriate solutions to well-scoped but abstract and changing problems pertaining to filmmaking.
- Assess, analyse, and criticise the various strategies for handling matters arising in the context of directing digital video.
- Possess the ability to apply theoretical and practical knowledge in the creation of solutions for problems related to creating mise-en-scène.
- Can select appropriate evidence when formulating responses to well- defined concrete and abstract problems of filmmaking.
- Communicate ideas in a well-structured, coherent format, following appropriate conventions in the field of filmmaking, and especially to collaborators (actors, videographers, and so forth).
- Compare and evaluate the different methods recommended in scholarly sources pertaining to collaborating across the different disciplines of filmmaking.
- Display creativity and initiative in directing video projects from conceptualization to distribution.
- Monitor and review their own performance and the performance of others; where appropriate collaboratively train others in directing digital video.
- Independently manage projects that require planning digital video projects where the correct use of collaboration is essential
- Possess the academic competences to undertake further studies in directing and filmmaking with a degree of autonomy
About
This project-based, experiential, synchronous learning course is an in-
depth examination of the producer’s role in each stage of production, from
development through production and post-production, and the keys to
producing successful online content. Students will produce their first-year
web series in this course. We will examine how projects are conceived,
developed, packaged, financed, made, and marketed.
The course incorporates the study of current New Media-industry video
production practices, and features industry experts who will break down
how they produce projects. Students will gain fundamental knowledge
and skills in the areas of pitch presentation, leadership techniques,
negotiation skills, and producing a digital series
Teachers
Intended learning outcomes
- Make judgments based on knowledge of the rules and conventions for negotiation within digital filmmaking, and demonstrate knowledge of the social and ethical issues relevant to leadership of a moderately complex web video project
- Have knowledge of project management techniques that builds upon advanced general education, though at a level still supported by advanced textbooks
- Cultivate strategic and creative responses in the search for solutions to well-defined concrete and abstract problems related to conceiving of, developing, and marketing web content.
- Possess the ability to apply theoretical and practical knowledge to pitching projects to colleagues and financers.
- Propose appropriate solutions to well-scoped but abstract and changing problems pertaining to filmmaking
- Assess, analyse, and criticise the various strategies for handling matters arising in the context of digital film production
- Evaluate their own learning and identify the learning deficits to address in further learning.
- Communicate ideas in a well-structured, coherent format, following appropriate conventions in the field of filmmaking.
- Can select appropriate evidence when formulating responses to well- defined concrete and abstract problems of negotiating over film rights
- Compare and evaluate the different methods recommended in scholarly sources pertaining to collaborating across the different disciplines of filmmaking.
- Independently manage projects that require planning digital video projects where the correct use of collaboration is essential.
- Monitor and review their own performance and the performance of others; where appropriate collaboratively train others in planning the production of episodic web content.
- Possess the academic competences to undertake further studies in project management, especially within filmmaking, with a degree of autonomy
- Display creativity and initiative in organizing digital video shoots of moderate complexity.
About
The post-production industry is now driven by the processes and applications of digital technology, and studies show that sound design is more important to the success of a project than visuals. This project- based, experiential, synchronous learning course explores the technology, creative application, and requirements for producing audio soundtracks for web videos. It covers audio post-production elements and the history and evolution of sound for online video, Pro Tools setup, location sound recording and Foley, production dialogue and ADR, working with SFX libraries, mixing music for video, the M&E Mix (Music & effects for foreign distribution), delivery and archiving. Students will create a sound design plan for a video project, create and edit sound effects, and use Adobe
software to create a completed audio mix.
Teachers
Intended learning outcomes
- Make judgments based on knowledge of the rules and conventions for the proper use of sound in different national markets, and demonstrate knowledge of the social and ethical issues relevant to working with recorded audio
- Have knowledge of audio recording techniques that builds upon advanced general education, though at a level still supported by advanced textbooks
- Cultivate strategic and creative responses in the search for solutions to well-defined concrete and abstract problems related to recording sound both in studios and on location, as well as the incorporation of standard sound effects libraries.
- Communicate ideas in a well-structured, coherent format, following appropriate conventions in the field of filmmaking
- Compare and evaluate the different methods recommended in scholarly sources pertaining to creating soundtracks.
- Evaluate their own learning and identify the learning deficits to address in further learning.
- Propose appropriate solutions to well-scoped but abstract and changing problems pertaining to audio recordings for web video
- Assess, analyse, and criticise the various strategies for handling matters arising in the context of designing for sound.
- Can select appropriate evidence when formulating responses to well-defined concrete and abstract problems of recording audio.
- Possess the ability to apply theoretical and practical knowledge to problems in recording audio for web video product
- Monitor and review their own performance and the performance of others; where appropriate collaboratively train others in planning for sound design and soundtracking of web video projects.
- Independently manage projects that require developing a sound design and audio soundtrack
- Possess the academic competences to undertake further studies in audio recording
- Display creativity and initiative in recording audio and using sound effects (SFX) libraries
About
This course introduces the fundamentals of graphic design, including layout, typography, color theory, and visual hierarchy. Students will learn the principles of effective visual communication and develop an eye for design.
Using design software, students will create projects such as posters, social media graphics, and branding elements, applying both theory and creativity in their work.
Teachers
Intended learning outcomes
- Understand color theory and its psychological effects.
- Recall core principles of graphic design.
- Identify key elements of visual composition.
- Design layouts using grid systems and hierarchy.
- Use software tools to produce basic graphic content.
- Apply typography effectively in visual design.
- Solve visual problems creatively.
- Work within visual identity guidelines.
- Meet design briefs through an iterative process.
About
This course introduces students to digital illustration techniques and image manipulation using Adobe Photoshop and Illustrator. Students will explore vector and raster graphics, retouching, and digital drawing.
Through creative projects, students will develop skills in character design, concept art, and promotional illustrations for media and branding purposes.
Teachers
Intended learning outcomes
- Recognize common digital illustration styles and applications.
- Describe differences between raster and vector graphics.
- Understand the functions of key tools in Photoshop and Illustrator.
- Design compositions with layers, masks, and filters.
- Edit and enhance images for various media outputs.
- Create illustrations using drawing tablets or digital tools.
- Apply image editing in support of design and storytelling.
- Work independently on visual creative tasks.
- Produce digital illustrations to a professional standard.
About
Communicating for Success supports students in developing communication skills that are essential for success in their personal and professional lives. The course will focus on close reading, written communication, verbal communication, and non-verbal communication skills. An emphasis will be placed on weekly submissions, and peer and instructor feedback, to allow students to practice and improve their skills. Students will learn how to effectively read and analyze texts as a precursor to developing their own written communication skills. They will then practice crafting clear communications by learning about topics such as writing structure and organization, grammar, audience awareness, and the iterative writing process. Next, students move on to verbal communication, and will learn how to confidently and skillfully deliver effective oral presentations. Finally, students will learn about the impact of non-verbal communication on how their messages are received. The course will culminate in a project that will require students to develop and implement a strategy for communicating a technical topic to a non-technical audience.
Teachers
Intended learning outcomes
- Make judgments based on knowledge of the rules and conventions for the proper forms of communication, and demonstrate knowledge of the social and ethical issues relevant to communication.
- Understand writing structure and organization, grammar, the role of audience awareness, and the iterative writing process, demonstrated by delivering effective written and oral presentations.
- Cultivate close reading skills, written communication skills, verbal communication skills, and non-verbal communication skills.
- Having the ability to choose appropriate evidence when formulating responses to well-defined concrete and abstract problems of communicating technology to a non-technical audience.
- Communicate ideas in a well-structured, coherent format, following appropriate conventions in the field of communication.
- Evaluates their own learning and identifies the learning deficits to address in further learning.
- Cultivate close reading skills, written communication skills, verbal communication skills, and non-verbal communication skills.
- Display creativity and initiative in carrying out complex ideas and arguments, and distill them in their components, assumptions, and evidence.
- Possess the academic competences to undertake further studies in communication with a degree of autonomy.
- Independently manage a project requiring implementing a strategy for communicating a technical topic to a non-technical audience.
- Monitor and review their own performance when seeking to craft clear communications.
About
No description available.
Teachers
Intended learning outcomes
About
The course combines theory and practice in audio workflows for podcasting, film, and interactive media. Students will learn the essential techniques of audio recording, editing, and mixing using industry-standard tools and software. Emphasis is placed on the aesthetic and technical aspects of music and sound for multimedia.
Teachers
Intended learning outcomes
- Explain the principles of mixing and mastering audio tracks
- Describe the components and functions of audio recording equipment.
- Define fundamental concepts of acoustics and sound wave behavior.
- Troubleshoot common issues in audio recording and production.
- Apply techniques to mix and master audio for clarity and impact.
- Operate basic audio recording and editing software to produce sound content.
- Collaborate effectively in audio production teams.
- Produce high-quality audio content suitable for various media formats.
- Adapt audio production techniques to meet specific project requirements.
About
This course dives deeper into the craft of sound design, including layering, mixing for media, mastering techniques, and spatial audio. Students will work on audio for film, games, and immersive experiences.
Advanced use of DAWs, plugins, and effects is emphasized.
Teachers
Intended learning outcomes
- Define terms and concepts related to sound frequency, dynamic range, and spatialization.
- Explain the role of equalization, compression, and reverb in audio post-processing.
- Identify tools and techniques used in multi-track mixing and mastering.
- Record high-fidelity audio in studio and field settings.
- Apply post-processing techniques to enhance clarity and emotional impact.
- Sync and mix audio elements for multimedia projects.
- Collaborate with media teams to integrate sound into broader creative projects.
- Deliver final audio mixes that meet industry standards for various platforms.
- Troubleshoot and resolve audio inconsistencies in production workflows.
About
This course introduces students to the fundamentals of programming for creative purposes, such as interactive installations and generative art. Emphasis is on experimentation, algorithmic thinking, and aesthetics.
No prior programming experience is required.
Teachers
Intended learning outcomes
- Describe the capabilities of programming languages commonly used in creative media.
- Explain the role of algorithms in generating digital media content.
- Identify basic programming concepts relevant to creative coding.
- Adapt coding skills to emerging technologies and platforms in digital media.
- Develop original digital media projects using creative coding techniques.
- Integrate coding into broader media production workflows.
- Adapt coding skills to emerging technologies and platforms in digital media.
- Integrate coding into broader media production workflows.
- Develop original digital media projects using creative coding techniques.
About
This course introduces students to the transformative impact of AI and automation in digital content creation and media workflows. It covers topics like generative AI, automated editing, content recommendation systems, and ethical considerations of AI use.
Students will explore how AI-driven tools are reshaping media production, distribution, and consumption. The course emphasizes critical thinking about the opportunities and challenges of automation in creative industries.
Teachers
Intended learning outcomes
- Define key AI concepts and their applications in media production and automation.
- Explain how AI technologies influence content creation, distribution, and audience engagement.
- Analyze the ethical and societal implications of AI and automation in media.
- Experiment with generative AI for content creation and enhancement.
- Evaluate the efficiency and impact of AI-driven media workflows.
- Apply AI-based tools to automate basic media production tasks.
- Critically assess the limitations and risks of AI in digital media environments.
- Collaborate on projects that utilize AI automation for innovative media solutions.
- Demonstrate the ability to integrate AI tools into creative media projects.
About
Data science is applicable to a myriad of professions, and analyzing large amounts of data is a common application of computer science. This course empowers students to analyze data, and produce data-driven insights. It covers all areas needed to solve problems involving data, including preparation (collection and integration), presentation (information visualization), analysis (machine learning), and products (applications).
This course is a hybrid of a computing course focused on Python programming and algorithms, and a statistics course focusing on estimation and inference. It begins with acquiring and cleaning data from various sources including the web, APIs, and databases. Students then learn techniques for summarizing and exploring data with spreadsheets, SQL, R, and Python. They also learn to create data visualizations, and practice communication and storytelling with data. Finally, students are introduced to machine learning techniques of prediction and classification, which will prepare them for advanced study of data science.
Throughout the course, students will work with real datasets (e.g., economic data) and attempt to answer questions relevant to their lives. They will also probe the ethical questions surrounding privacy, data sharing, and algorithmic decision making. The course culminates in a project where students build and share a data application to answer a real-world question.
Teachers
Intended learning outcomes
- Have a knowledge of key strategies for interpreting data to make informed predictions about possible outcomes.
- theoretical and practical techniques for data collection and management, including acquiring and cleaning data from the web, APIs, and databases.
- ability to work with real datasets to answer questions set in the module.
- techniques for summarizing and exploring data with spreadsheets, SQL, R, and Python.
- Communicate insights on the basis of data sets in a well-structured, coherent format.
- Communicate effectively about ethical issues surrounding data privacy, data sharing, and algorithmic decision making.
- Make judgments based on knowledge of the rules and conventions for the proper use of advanced data sets and demonstrate knowledge of the social and ethical issues relevant to technology.
- Consistently evaluates own learning and identifies learning needs.
- Create data visualizations, and practice communication and storytelling with data.
- Solve problems involving data, including preparation, presentation, analysis, and products.
- Possess the academic competences to undertake further studies in data science with a high degree of autonomy.
- Show creativity and initiative while working with real datasets (e.g., economic data) and providing valuable answers.
About
In this module, students will examine the business function of marketing. It presents both the practical 'how' and the fundamental 'why' of marketing activities in the light of contributions from behavioural science, economics, and statistics. Students will learn how marketers deliver value in satisfying customer needs and wants, determine which target markets an organisation can best serve, and decide upon appropriate products, services, and programs to serve these markets.
Topics include: branding and product development, pricing strategies, marketing research, promotion, supply chain management and service marketing. Marketing metrics will be used throughout the module to assess the impact of marketing strategies.
Teachers
Intended learning outcomes
- Theories and best practices related to branding and product development that build upon advanced general education, though at a level still supported by advanced applications.
- Strategic and creative responses in the search for solutions to well-defined concrete and abstract problems related to marketing.
- The rules and conventions for the effective use of pricing strategies, that lead to demonstrated knowledge of the social and ethical issues relevant to market research.
- Display creativity and initiative in carrying out marketing research.
- Possess the academic competencies to undertake further studies in marketing with a degree of autonomy.
- Monitor and review their own performance and the performance of others; where appropriate, collaboratively train others in the correct approach to marketing strategies.
- Communicate effectively to specialist and non-specialist audiences
- Independently manage projects that require techniques related to product development where the correct use of marketing metrics is essential.
- Communicate ideas in a well-structured, cohort format, following appropriate conventions in the field of marketing.
- Evaluate their own learning and identifies the learning deficits to address in further learning.
- Select appropriate evidence when formulating responses to well-defined concrete and abstract problems related to business applications of marketing.
- Apply theoretical and practical knowledge in the creation of solutions for problems related to marketing.
Undergraduate Diploma in New Media Video Production
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