ANNUAL COURSE MONITORING ACADEMIC YEAR 2005-2006

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FCCM
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21
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FC
CM
07/01/
08j

Subject Leader

Draft
: October 2006

1




ANNUAL COURSE MONITORING

ACADEMIC YEAR 2005
-
2006

Course

BA (Hons) Moving Image Design

Faculty

Communication Media

Course Leader

Liz Friedman

1.


Summary of the last Academic Year

This has been a very good year for the Moving Image Design Course.


The Level 3 cohort achieved the best grades ever on the Course, obtaining 6 first class honours
degrees and no fails. Four of the graduates gained employment before even graduating and the
majority of the cohort were employed within 2 months of graduating
. Our reputation within the
international marketplace expanded even further this year, with students being offered jobs at
Swiss TV in Zurich and TVN in Warsaw, Poland, as well as in an agency in Dubai.


Two of the level 3 students were commissioned to d
esign the entire conference branding, both on
screen, on the internet and in print for the Promax Arabia conference and awards in Dubai. This
was attended by a plethora of international broadcast design delegates.


A further stamp of approval is evident b
y the various student Awards achieved this year. 2
students were highly commended in the Design & Art Direction Awards, 2 students were
commended in the YCN awards, 1 students achieved a ‘best of show’ at the New Blood Degree
Show, 1 student achieved high
ly commended at the international Adobe awards in Toronto and to
crown all this, we won all three gold muse awards and the Broadcast College prize at Promax UK.


This was the first year that all level 2 students managed to find a placement during the Easte
r
break, and in fact, some students went on to do 2 or 3 placements.




2.

Applications and admissions

Entrant Summary Table


2003
-
2004

2004
-
2005

2005
-
2006


n

%

n

%

n

%

UK

15

71

23

85

25

78

Non UK EU

2

10

3

11

1

3

OVERSEAS

4

19

1

4

6

19








Ma
le

18

86

17

63

21

66

Female

3

14

10

17

11

34








White

13

62

20

80

23

72

Black/Minority Ethnic

5

24

3

12

9

28

other

3

14

2

8



Not Known














A/AS Level

11

52

2

7

15

47

Access







BTEC



1

4

3

9

HND/HNC



1

4

1

3

FD at FE level







Other UK

10

48

23

85

6

19

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FC
CM
07/01/
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Subject Leader

Draft
: October 2006

2

Non
-
UK qualification





7

22








Under 21

16

76

20

74

23

72

Over 21

5

24

7

26

9

28








Total

21


27


32


Course Leader’s Evaluation

The number of applications to the Course was higher than the previous year, esp
ecially from
international students, which resulted in a larger cohort. The International students have come
mostly from Korea. However the intake from the EU was significantly down on the previous two
years. This may be due to EU students withdrawing a
fter the London bombings.


The ratio of male/female entrants has become much more acceptable than in the past two years.
Previously we tended to have more male applicants, resulting in a more male orientated Course.


The black, minority intake has also in
creased from the previous year with this cohort, but is not
significantly greater than the year before last.


The ratios of over and under 21 entrants has remained constant over a three year period.


Bullet Points

Evidence

Strengths/Opportunities:



Satisf
actory numbers applying to
Course,



Variety of ethnic minorities &
international applications



Ratios of male/female


Stats above & course applications

Issues/Risks:



Fewer EU students



Risk of reduced tutorial, assessment
and feedback time with increased
nu
mbers



Time allocated and budgets remaining
constant


Stats above

Proposed Action
(
s
)


Responsibility

Target Date



Find alternative ways of giving
feedback



Request additional time for marking
when essential



Adjust tutorial timetable to
accommodate number
s

CL + Core Team


CL + Core Team


CL + Core Team

Ongoing


Ongoing


Ongoing
















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FC
CM
07/01/
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Subject Leader

Draft
: October 2006

3




3.

Course aims, o
utcomes
, structure and
curriculum



The allocation of a lead tutor for each level is working even better this year, as the tutors have
gradual
ly increased their responsibility and focus, resulting in a more in depth knowledge of units in
a particular year. This has helped greatly when considering changes to be made for the newly
revalidated Course.


Minor changes were made in the sequencing of
some units for level 2 in order to add knowledge
needed prior to a particular unit and also to space out the project work more equally. These
changes were made based on feedback from the previous year.


For the first time, level 3 students delivered stagge
red hand
-
ins, resulting in an extremely smooth
final hand
-
in. Feedback about this was very positive.


The Course revalidation went smoothly, with only minor modifications needed to the reading lists.

The name of the Course has successfully been changed to

‘Design for Moving Image’.



B畬l整em潩湴n

bvi摥湣n

Strengths/Opportunities:



Core Team focussing on separate
levels



Administration of Course more
focussed


Timetables


Successful validation, smooth transition to
DMI, organised start of term

Issues/R
isks:



Students across levels missing out on
variety delivered by core team



Timetables

Proposed Action
(
s
)

Responsibility

Target Date



Careful scheduling within limited
allocation of days available

CL + Core Team

ongoing


4.

Learning and teaching

Cours
e Leader’s Evaluation

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B畬l整em潩湴n

bvi摥湣n

S
trengths/Opportunities:



Live projects aiding learning and
progression




Examiners report, final grades, employment

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FC
CM
07/01/
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Subject Leader

Draft
: October 2006

4

Issues/Risks:



Increase international students impact
significantly on tutors time


Tutor feedback

Proposed Action
(
s
)


Responsibility

Targ
et Date



Work closer with the LRC language
support



Encourage students to attend these
sessions

CL + LRC


CL + Core Team

Ongoing


Ongoing

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FC
CM
07/01/
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Subject Leader

Draft
: October 2006

5


5.

Student support and guidance

Retention Summary Table


2003
-
2004

2004
-
2005

2005
-
2006


On Course

Withdrew

On Co
urse

Withdrew

On Course

Withdrew


n

%

n

%

n

%

n

%

n

%

n

%

Level 1

21

91.3

2

8.7

25

92.6

2

7.4

31

97

1

3

Level 2

21

100



22

95.7

1

4.3

24

100



Level 3

22

95.7

1

4.4

21

100



20

100



Total

57

95

3

5

68


3






Reasons for Withdrawal Summary

Academi
c













Financial













Personal













Transfer











1

100

Other



3

100



3

100





Total



3




3




1



Course Leader’s Evaluation

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to know when to ‘encourage’ attendance.


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B畬l整

m潩湴n

bvi摥湣n

Strengths/Opportunities:



Minimum withdrawals from Course at
all levels



Course has close links with the
support services



Good ICT and LRC support


Stats above


External Examiner report:

“practically and
敭潴i潮慬ly 獵s灯rtiv攠ef 獥s敲慬 獴
畤敮ts w攠
met who had language or learning difficulties”



FCCM
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21
/11/0
6


FC
CM
07/01/
08j

Subject Leader

Draft
: October 2006

6

Issues/Risks:



International students not taking
advantage of LRC English language
help



LRC not informing CL of attendance


Additional time for tutorials and critiques



CL + Core Team unaware of a
ny students
attending language help sessions




Proposed Action
(
s
)


Responsibility

Target Date



Get automatic feedback of attendance

LRC & CL

ongoing


6.

External E
xaminer
f
eedback

Course Leader’s Evaluation

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t桥 e
xaminers: “Ravensbourne is blessed with tutors with world class experience.”


Last year’s issue relating to lack of time: “James Hall and myself felt that the process would have
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J
section of the work,” were
r敳elv敤 批 t桥 C䰠ie
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arranging the time slot, as indicated by: “We were given full access to the work and the students and
sufficient time to assess and discuss”.


Last year’s Issue to do with marking: “levels of marking must be set to allow scope for tho
s攠
exceptional students….” Appear to be resolved: “the standard of marking was high, and it was
pleasing to be in complete agreement with the level of this years assessment.” However, this year it
was mentioned that “In the future, it is important to mai
湴慩n 桥慤r潯m f潲 t桥 tr畬y 數捥cti潮慬 捡c攠
to score above the excellent”. This year, of course, with the new 30% top banding system in place, it
will 扥 j畳u 慳⁤affi捵ct to 摩ff敲敮ti慴攠b整e敥渠獴u摥湴猠慣ai敶i湧 㜰BI 㠰┠慮d 㤰B.


C潭o敮t猠from l慳
t year requiring the work to be: “more adventurous and experimental” were
iterated again this year: “where possible more creative experimentation and exploration of ideas
would be welcome.” Yet, comments from each Examiner such as: “overall levels of achi
敶敭敮e a湤
performance are exceptionally high” and “the quality of the students output has risen with each year
that I have been acting as External Examiner” are testament to the student’s work.


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fact, quite a few students did create projects that were much more ‘organic’ and unusual in approach.
Al獯⁴h
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This year issues such as: “Their group does not have a dedicated area to sit, work and meet”, and
“the emphasis is on more space and time”, and “valuable fo
r 潬摥r st畤敮t猠t漠or敳ent t桥 r潡搠
ahead”, and “new outlets and their related technologies may need to be introduced” need to be
discussed. An essential area requiring attention was: “To strengthen the students ability to make
creative use of sound”.


B畬l整em潩湴n

bvi摥湣n

Strengths/Opportunities:



Excellent core staff



Examiners satisfied with results and
have enough time to examine the work




External Examiner’s report

FCCM
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21
/11/0
6


FC
CM
07/01/
08j

Subject Leader

Draft
: October 2006

7

Issues/Risks:

“where possible more creative experimentation
and exploration of id
eas would be welcome”

“In the future, it is important to maintain
headroom for the truly exceptional case to score

above the excellent”

“Their group does not have a dedicated area to
sit, work and meet”

“To strengthen the students ability to make
creative
use of sound”



External Examiner’s report

Proposed Action
(
s
)


Responsibility

Target Date



Modify rostrum further to make it more
user friendly for experimentation



Continue to mark degree work
pragmatically



Inform Externals of College
-
wide
issues to do wi
th space, relocation etc
to alleviate concerns



Smaller groups, more time for audio
workshops

CL, ICT, Broadcast
support staff

CL, Fractional


CL



CL

Oct ‘06


Ongoing


June ‘o6



Nov ‘06

7.

Assessment and achievement


Total
finalists

1sts

2.i

2.ii

3rd
&
other

Finalist
failure


n

%

%

%

%

%

2005
-
2006

19

36.8

42.1

21.1



2004
-
2005

20

15

20

45

15

5

2003
-
2004

22

9.09

36.4

31.8

13.6

9.09

2004
-
2005

Domicile







UK

12

3

7

2



Non
-
UK EU

1

1







Non
-
EU

6

3

1

2



Gender







Male

16

6

7

3



Female

3

1

1

1



Ethnicity







White*

11

5

4

2



Black/Minority Ethnic*

7

1

4

2



Not known

1

1







Entry qualifications







A/AS level

8

4

4





Access










BTEC










HND/HNC










FD at FE level

5

1

2

2



Other UK

2

1

1





Non
-
UK
qualifications

4

1

1

2



Mature







Under 21

19

7

8

4



Over 21








Course Leader’s Evaluation

FCCM
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/11/0
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FC
CM
07/01/
08j

Subject Leader

Draft
: October 2006

8

The number of students on the Course at level 3 has not significantly changed in the last 3 years.
The most obvious changes are that this was the fir
st year where there were no 3
rd

class honours and
no failures. The number of 1
st

class honours has increased, due to an exceptional good cohort, but
possibly also due to the fact that the banding structure was changed this year to the national banding
sys
tem of grading and achievements.


The assessment process was enforced methodically and in the same manner for all levels. Dates for
formative and summative assessments were clearly written on the timetable, which was sent
electronically and printed out.
These dates were also clearly written on all project briefing packs. All
assessment at levels 1 & 2 were given verbally through a class critique and a précis was supplied
after the event with a grade when appropriate. At level 3 each student received mor
e one to one
tutorials with a variety of tutors. Feedback was given verbally followed by a written précis at
formative stages.



Bullet Points

Evidence

Strengths/Opportunities:



High number of 1
st

and good second
class degrees achieved.



Fewer failures


A
bove stats

Issues/Risks:



Course may struggle to produce these
or similar results again, depending on
the cohort



Course may deliver similar results at
the higher grade, due to expanded
banding for 1
st

class honours


No evidence as yet

Proposed Action
(
s
)


Responsibility

Target Date



Continue to mark degree work
pragmatically


CL + Fractional

Ongoing

FCCM
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21
/11/0
6


FC
CM
07/01/
08j

Subject Leader

Draft
: October 2006

9


8.

Student feedback

Course Leader’s Evaluation

Student feedback as evidenced by the External Examiners was very encouraging: “Both the quality
of t桥 t敡c
hing and the learning methods are exceptional,” and “Student satisfaction with the
approach to teaching is very high”. There was also mention of: “practically and emotionally
supportive of several students we met who had language or learning difficulties”
.


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From the feedback given in the ‘Cours
e Experience Questionnaire” it appears that the Course did
扥獴 i渠t桥 f潬l潷i湧 慲敡猺

“Course timetable is clear and I know when I should be in College”

“The Course is improving my communication skills”

“The content of my course seems relevant and approp
riate”

“Overall I would recommend my course to others”


q桥 w潲獴 ar敡猠w敲攠i渠潲摥o of w潲獴 fir獴W

“When needed there is sufficient access to specialist equipment or rooms”

“There are sufficient opportunities for me to give feedback on the course”

“I re
ceive prompt feedback on my assessed work”


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students, but also explaining what is meant by ‘feedback’. The issues relating to resources, at an
i湳瑩瑵ni潮 獵捨

慳 o慶敮獢s畲湥u will i湥癩t慢ly 慬way猠扥 慮 潮g潩ng pro扬敭e



B畬l整em潩湴n

bvi摥湣n

Strengths/Opportunities:



Timetabling



The course being recommended by the
students


Student Course Experience Questionnaire

Student Course Experience Questionna
ire

Issues/Risks:



Provision of feedback to students



Sufficient access to specialist
resources


Student Course Experience Questionnaire

Proposed Action
(
s
)


Responsibility

Target Date



Improve how and when feedback is
given to students across the course



Ex
plain to students exactly what is
meant by feedback to avoid
misunderstanding



Timetabling of resources



Simplify rostrum capturing device,
thus increasing animation resources

CL + Course Team


CL + Course Team



CL, Biz support

CL, ICT,

Ongoing


Induction
s to all
levels


Each term

Oct ‘06








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Draft
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10



9.

Course quality, planning, development and management

Course Leader’s Evaluation

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J
m慰灩湧 ag慩湳琠t桥 nAA fram敷潲o for
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桡猠扥敮 i湶潬v敤 wit栠h桥 C潵r獥 for 獯m攠time 慴 慬l ㌠汥v敬献


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J
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m慲king

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㈰〶
J
T


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Course, renamed ‘Design for Moving Image’.


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jfa C潵r獥Ⱐ慴al敶敬猠㈠C ㌠慮搠t桥 ajf C潵r獥 慴al敶敬 ㄠwill 扥 r畮湩湧
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J
taki湧 t桥 y敡r will 湯 摯畢t 扥捯ce
慰灡r敮t if t桥y 慲楳a in l捴潢er.

B畬l整em潩湴n

bvi摥湣n

Strengths/Opportun
ities:



Contribution by entire core team at
validation


Successful validation

Issues/Risks:



Transition to new Course, whilst
maintaining existing Course


Term 1 went well, but no evidence yet for
terms 2 & 3 and years 2 & 3

Proposed Action
(
s
)


Responsibil
ity

Target Date



Focus from lead tutor at each level
supported by entire core team

Core team

Ongoing for 3 years
























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Subject Leader

Draft
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11





10.

Graduate employment and alumni contact

Course Leader’s Evaluation

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桥 j潶o湧 fmag攠a敳eg渠C潵r獥s 慴a灲敳敮t. qh攠
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‘moving image’, are now getting more involved in this area of design. Many new Companies are
f潲mi湧I 獵捨 慳ai渠慤v
ertising, calling themselves ‘digital agencies’ and in other ‘non
J
扲潡摣bstin朠
areas’ such as exhibition design and feature film promotion.


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J
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i猠慮 i湣牥慳n from l慳a y敡r i渠楮ter湡ti潮慬 i湴nre獴 i渠t桥 C潵r獥s


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i湳瑡湣攬n frisI w桯
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r慤畡te猬 捯cti湵攠t漠潦o敲e灬慣am敮t献 o敤
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student for ‘best of sh
ow’ and ultimately a job offer at an advertising agency.


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offered and the employer’s feedback it is gratifying to know that the Course curriculum is al
ig湥d
well wit栠h湤畳ury.


B畬l整em潩湴n

bvi摥湣n

Strengths/Opportunities:



High level of graduate employment
and placements.



International reputation



Alumni increasing every year


Unofficial statistics for 2005
-
6


Unofficial statistics

Contact with gradu
ates

Issues/Risks:



More International students on the
Course, such as Koreans, reduces the
possibility of collecting statistics,
which impacts on the Course data



Difficulty in aiding the placement of
some International students in the UK,
due to language,

cultural barriers


Unofficial statistics




Statistics



Proposed Action
(
s
)


Responsibility

Target Date



Encourage them to return home, get a
job/placement and report back

CL + Employability
Unit

Ongoing
















































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11.

Staffing/staff development

Course Leader’s Evaluation

During 2005
-
6 the Fractional staff played a more significant role in the administration of the Course.
This made the validation run much more smoothly than it would have do
ne otherwise. This joint
input also ensured a more in depth analysis at all 3 levels from staff that have detailed knowledge
of specific units and their outcomes.


A request was put in to formalise the extra day per week being done by the level 1 lead tut
or. This
extra day rated at present, as a sessional day, did not allow for the tutor to participate in the much
needed administration of the Course, during the term breaks.


Some days, normally used as sessional tutorial days, have had to be put aside to
pay for rostrum
workshops and for the operation of the newly installed motion control rostrum camera. A few
students at level 3 have taken advantage of this kit and have chosen to do their final projects using
it. As the operation of this kit, when used

in the model animation mode, needs a lighting
cameraman, it is important to have days available to accommodate this. However, when used as a
straight forward 2D rostrum camera this would not normally be necessary, if the equipment was set
up in an easy t
o follow mode. It is therefore hoped to develop the kit by connecting it to a computer
in order to make the capturing of imagery more user friendly and to encourage students from an
early stage to experiment and use the facility. This would also reduce t
he number of days needed
to hire external staff for this purpose.


Opportunities for staff development outside of the College were limited this year due to revalidation
pressures. However it is hoped that next year more can be done in this area. The CL d
id go to the
Promax Europe Conference in her role as a committee member (first of a 2 year contract). CL
instigated and chaired a session on ‘virtual reality’, which resulted in building a good relationship
with the VizRT company, who she invited to prese
nt. This no doubt did help 3 level 2 students gain
access to their facility and some specialist training before using the kit for the cross Faculty ROA
project. Many contacts were developed for future placements and job opportunities.


Opportunities for
staff development, such as specialist software training was also not achieved this
year, due to lack of time.


Bullet Points

Evidence

Strengths/Opportunities:



Core Team expanding knowledge and
participation in developing and
maintaining Course



Extern
al activities impacting well on
Course


Successful validation and setting up of DMI
& MID simultaneously


ROA news graphics, unofficial job statistics
for 2005
-
6

Issues/Risks:



Ratio of teaching to admin days for
lead tutor



Opportunities for external activ
ities
restricted due to lack of time



Having days available, ad hoc, to allow
for specialist help on rostrum etc



Lack of software training in FCP,
resulting in showreel and archiving


Impact on administration at Level 1


Limited events visited


Difficultie
s in using the kit by students


Lack of new Showreels & Archiving



Proposed Action
(
s
)


Responsibility

Target Date

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Change contract for Lead Tutor Level 1



Identify opportunities early on in
academic year and arrange cover



Reduce tutorial days, where pos
sible,
and hold back days to be used
elsewhere

CL

CL


CL

Oct ‘06

Ongoing



Ongoing



12.

Learning Resources

Course Leader’s Evaluation

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The addition of Moodle to the College as a resource, as yet, has not impacted on the MID Course.
This is primarily
to do with the fact that the Course team has not yet embraced this facility as a tool
to be used on a day to day basis. Some work was done on this, during the Summer break by Alex
Hulse, who started to load various documents and clips onto the MID site.
It is envisaged that
Moodle will become more integrated into the MID Course during the coming year and handouts on
paper will especially become more a thing of the past.


Increased numbers at level 1 changed the way software was taught this year. The coho
rt was split
into 2 groups, with training taking place in a half
-
day slot. Tutors did not feel that this was
detrimental to the students, as the smaller group received more attention from the tutors in the time
given.


This was the first year that I reco
llect, when there has not been a problem with lack of licenses in
Purple Cave. This may be due to the fact that there was a divided cohort in the area, or that
requests for software have been resolved. This coming year will no doubt be the test for this,

as
we will be back to one cohort every Monday. At the start of the year there were some issues with
the air con in this area, but generally I do get the impression that all is working quite well on the
computer side of things. Helpdesk has certainly res
ponded quickly to requests and Bahi has been
faultless in his response to any problems and general advice to do with Mac software etc.


The Leaf facilities continue to be problematic at times, but often due to students changing the
settings. Nizam has r
esponded quickly when needed and we have had no major problems in this
area. The only issues relating to this are the fact that we could do with more facilities in order to
provide more ad hoc presentations from visiting professionals. It is often diffic
ult to book people so
far in advance and it would be nice to be able to guarantee the use of the Lecture Theatre at times.


Teaching in the MID/Graphics studio areas is often extremely noisy, as we often have as much as
three sessions coinciding in this ar
ea. LEAF rooms are only booked when the a/v facility is
essential. It is quite noisy when up to 3 groups of 30 students (90 students in all) may be having
tutorials or a workshop at the same time. We need to look in to this situation for next term.


Pin
g Pong, the dedicated Mac area, has made the teaching of certain specialist software,
especially Final Cut Pro at level 2, so much easier to deliver. Students have found this software
quite easy to learn and have gone on and utilised it at level 3. One s
tudent has even got a job as a
FCP editor at a TV station. We hope to build on this in the future.


The LRC are becoming much more pro active in offering their services and have instigated various
inductions for students, especially at level 1. New books

and videos have been ordered on request
and Paul continues to be a source of invaluable information to tutors and students alike.


Issues relating to the rostrum camera have already been mentioned in relation to staffing. It has
also been stated that a m
ore simple approach to laying off and taking in images needed to be
found. During the Summer break with the help of broadcast technical support, ITC and Alex Hulse
looked at the possibility of connecting a computer to the rostrum in order to make it fully

digital.
This will hopefully be fully operational for the start of the 2006
-
7 Autumn term.


The issue raised in the student questionnaire, of lack of “sufficient access to specialist resources”
will probably continue to occur, as I believe these issues c
ome about, especially at level 3, when
students wish to use the broadcast studio for instance, for something like a major 2 project. It is
impossible to know in advance, what projects the students may embark on.


Transferring of moving images for viewing

at critiques continues to cause some headaches and be
far from simple at levels 1 & 2. It is important to look at ways of improving this to save time during
the critique process, especially for the larger level 2 cohort.


Bullet Points

Evidence

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Stren
gths/Opportunities:



Good and proficient back
-
up from
support staff



Moodle facility starting to be used


External examiner’s report


Names on login, number of documents
online

Issues/Risks:



Students perception of “Sufficient
access to specialist resources”



Noisy tutorial area in MID/Graph studio



Students not using rostrum, due to
complicated operation



Transferring of moving images delays
critiques


Student Course Experience Questionnaire


As evidenced by tutor feedback

Lack of bookings by students without t
utor


As evidenced by tutor feedback


Proposed Action
(
s
)


Responsibility

Target Date



Timetabling of resources



Cross reference of timetabling area
with Graphics



Simplify operation of rostrum




Improve training, analyse difficulty by
feedback from students


CL + Biz support

CLS + Biz support


Alex, ICT,
Broadcast support

CL + Core team

Ongoing

Ongoing


Oct ‘06


End of term 2


13.

Reviews (If applicable)

Course Leader’s Evaluation


Bullet Points

Evidence

Strengths/Opportunities:


Issues/Risks:


Propose
d Action
(
s
)


Responsibility

Target Date