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Critical Evaluation (Multimedia)

Critical Evaluation (Multimedia). Peter Chalk FoC Away Day 18.6.10. Critical evaluation of UG courses – summer 2010. Context What is the nature of this course/ cluster? How does it fit within the field of study or practice?

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Critical Evaluation (Multimedia)

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  1. Critical Evaluation (Multimedia) Peter Chalk FoC Away Day 18.6.10

  2. Critical evaluation of UG courses – summer 2010 • Context • What is the nature of this course/ cluster? • How does it fit within the field of study or practice? • How has it developed over the last five years? Has it maintained currency? • What has been the pattern of recruitment and the student profile?

  3. Multimedia/ Games/ Animation • Clusters consists of • BSc Animation, • BSc Computer Games, • BSc Multimedia Solutions & FDSc Creative Technology • Main issue has been recruitment, particularly after Animation was transferred to JCAMD in 2008 (restored in 2009/10) – hence figures:

  4. Performance • What do the performance statistics reveal with regards to student progression and performance? • And grade distribution? • What does employer/ practitioner/ professional body feedback reveal about the relevance of the course? • Data on student employment?

  5. Performance & Employment • Pass rate at level C increased dramatically in 2008/09 (from 47% to 89%) • Pass rate at I level was 50% (FoC 60%, university 73%) – this should improve in 2009/10 • Employment data for Faculty, from UniStats, in 2008/09: Employed with graduate job 40% • Aim (in MM) – SkillSet accreditation (2011)

  6. Quality & Standards Management • Have there been areas of concern – how were these identified and was action taken? • Has the assessment and feedback strategy been effective? • How effective are the processes for giving feedback to students on their progress and work? • Were there opportunities for student involvement in this process? • Has student feedback led to any changes? • Provide an analysis of the input and effectiveness of the advisory or liaison committees/contacts

  7. Issues of concern • For example, using the NSS 2008/09 results: • Teaching 65% agree satisfactory • Feedback 45% • Academic support 50% • Organisation & management 47% • Learning resources 55% • Personal development 62% • Overall satisfaction 53% • What is the MM action plan to improve this?

  8. Non-completion • Non-completion at module level • improved 0910a at C level • see spreadsheet • 19% to 17% • long way to go • FoC was 13% last year 0809a; 9% this year 0910a • Module Action Plans and the project management of them

  9. Scheme-Related • ·What is the amount of core / optionality at each level? • ·How has the University spine been incorporated? • · What is the approach towards assessment, tariffs and learning & teaching? • ·How work-based learning has been integrated in the curriculum? • To what extent the QAA Academic Infrastructure, including PDP, has been incorporated

  10. Scheme issues • Example, SkillSet require evidence of subject specific skills – affects soft skills modules • Must retain HEO, Employability, Project modules • Assessment tariff – needs considering for modules with >2 courseworks – are we over-assessing – tariff policy needs review? • WBL evidenced in FDSc and Gamelab modules

  11. Issues for discussion... • Recruitment and, more important, retention • Number of courses and sharing of modules • NSS 2011 action plan • Completion of final component • Module action plans • Assessment tariff policy • Exploit success of GameLab, SkillSet & Adobe (cf cisco) and...?

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