Module XUE-1043:
XUE-1043 Design Communication
Module Facts
Run by School of Computer Science and Electronic Engineering
30.000 Credits or 15.000 ECTS Credits
Semester 1 & 2
Organiser: Mr Peredur Williams
Overall aims and purpose
This module gives students' the opportunity to begin to develop the skills, knowledge and understanding required to be a professional designer and practitioner through short focussed design and manufacturing tasks. Student will create professional CV style skills documents.
The module enables students' to begin to develop a creative mindset and to develop the skills required to communicate their ideas effectively in 2D through sketching and graphical communication techniques.
The module enables students' to begin to develop their 3D prototyping and manufacturing skills through the use of commercial prototyping studio and workshop machinery. Through workshop activities students will develop their knowledge of Health and Safety practices and material properties.
It also begins to develop students' knowledge and competencies in the use of Computer Aided Design, 3D printing and the use of digital graphic software (Adobe Photoshop, Illustrator and InDesign).
Course content
This is an 8-week module. Drawing and visual communication of ideas will be taught through focussed activities as well as short design challenges. Design challenges will require a combination of 2D and 3D prototyping to visualise and communicate ideas.
A weekly workshop session will provide Health and Safety and machine operation instruction through induction and manufacturing tasks.
Computer Aided Design and Digital Graphics will be taught through a weekly tutorial programme of specific skills with an extension and independent task to be completed.
Students will produce both a portfolio of evidence and an outward facing CV style document for assessment by college staff.
Assessment Criteria
threshold
See the learning outcomes.
good
A good overall grasp of all the learning outcomes and how they relate to one another.
excellent
A very good grasp of all the learning outcomes and the ability to reflect on their relationship to one another in an analytic way.
Learning outcomes
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Understand Health and Safety (H&S) responsibilities and implement safe working practices within a commercial workshop when using machinery to prototype and manufacture products.
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Be able to use commercial graphic software (Adobe Photoshop, Illustrator & InDesign) to develop and communicate design intent and ideas.
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Begin to understand the professional expectations of the industry in terms of behaviour, standard of work and quality of communication.
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Be able to prototype design ideas in 3D form to support ideation and to communicate intent to others.
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Be able to use Computer Aided Design software to design and communicate design ideas, as well as using the 3D printer to manufacture prototypes.
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Developing and understanding of design elements and be able to communicate in 2D using suitable graphical techniques.
Assessment Methods
| Type | Name | Description | Weight |
|---|---|---|---|
| COURSEWORK | SKETCHING & PROJECTS - BULK | SKETCHING A-Work has been produced and recorded consistently on a weekly basis. All graphical techniques have been used and the quality is exceptional (towards the end of the period). Clear progression and development of skills and standards are clear to see. A large quantity (bulk) of work has been generated. Internal motivation and independent development of skills is high. B-Work has been produced and recorded mostly on a consistent weekly basis. Most graphical techniques have been used and the quality is mostly high/good (towards the end of the period). Mostly clear progression and development of skills and standards is evident. A somewhat large quantity (bulk) of work has been generated. Internal motivation and independent development of skills is good. C- Work has been inconsistently produced and recorded. Most/some graphical techniques have been used and the quality is mostly moderate with some good examples (towards the end of the period). Some progression and development of skills is evident. Quantity (bulk) of work does not reflect a consistent effort. Internal motivation and independent development of skills is satisfactory D- Work has been mostly inconsistently produced and recorded. Some graphical techniques have been used and the quality is mostly inadequate with some elements which are satisfactory (towards the end of the period). Progression and development of skills is inadequate or inconsistent. Quantity (bulk) of work does not reflect a consistent effort. Internal motivation and independent development of skills is poor. CREATIVITY A- Inspiration has been selected and used from a wide range of sources. Sources of inspiration have been used sophistically to generate ideas within the design challenges. B- Inspiration has been selected and used from a range of sources. Sources of inspiration have been used effectively to generate ideas within the design challenges. C- Inspiration has been selected and used from a limited range of sources. Sources of inspiration have been used somewhat effectively with some literal interpretation to generate ideas within the design challenges D- Evidence of some sources being used for inspiration. Sources of inspiration have been used in a mostly literal way and somewhat effective interpretation to generate ideas within the design challenges |
20.00 |
| LOGBOOK OR PORTFOLIO | SKETCHING & PROJECTS - CV | CV - CREATIVE A - Exceptional quality outcome/s achieved through successful attention to detail. Tasks reflect a high standard of both technical and creative abilities. Professional/commercial standards achieved in presentation of work (layout, content, consistency and communication). Document can be used as a ‘Technical CV portfolio’ in digital and paper form without any changes required. B- High/good quality outcome/s achieved through successful attention to detail. Tasks reflect a good standard of both technical and creative abilities. Professional/commercial standards achieved in most of the work presented (layout, content, consistency, and communication). Minor changes required before document can be used as a ‘Technical CV portfolio’ in both digital and paper form. C-Moderate quality outcome/s achieved through some attention to detail. Tasks reflect a satisfactory standard of both technical and creative abilities. Presentation of work (layout, content, consistency, and communication) is mostly satisfactory with some elements which are good. A number of changes required before document can be used as a ‘Technical CV portfolio’ in both digital and paper form. D- Quality of outcome/s achieved are inconsistent with some attention to detail. Tasks reflect a poor standard of both technical and creative abilities. Presentation of work (layout, content, consistency, and communication) is mostly inadequate with some elements which are satisfactory. Changes required to most of the document before it can be used as a ‘Technical CV portfolio’ in both digital and paper form. |
5.00 |
| COURSEWORK | CAD - WEEKLY TUTORIALS | A - Weekly evidence has been provided for all weekly training tasks, extension tasks and independent study. Internal motivation and independent development of skills is high. Clear intense progression and development of skills is evident. Tasks are challenging and completed to a professional standard B-Weekly evidence has been provided for most weekly training tasks, extension tasks and independent study. Internal motivation and independent development of skills is good. Clear progression and development of skills is evident. Most tasks are challenging and completed to a good standard. C-Weekly evidence has been provided for the majority of weekly training tasks, extension tasks and independent study. Internal motivation and independent development of skills is satisfactory. Some progression and development of skills is evident. Tasks are mostly challenging and completed to a satisfactory standard. D- Weekly evidence of weekly training tasks, extension tasks and independent study has been provided haphazardly. Internal motivation and independent development of skills is poor. Some progression and development of skills is evident. Some tasks are challenging and completed to a satisfactory standard. |
12.50 |
| LOGBOOK OR PORTFOLIO | CAD - CV | A-Exceptional quality outcome/s achieved through successful attention to detail. Tasks reflect a high standard of both technical and creative abilities. Professional/commercial standards achieved in presentation of work (layout, content, consistency and communication). Document can be used as a ‘Technical CV portfolio’ in digital and paper form without any changes required. B- High/good quality outcome/s achieved through successful attention to detail. Tasks reflect a good standard of both technical and creative abilities. Professional/commercial standards achieved in most of the work presented (layout, content, consistency, and communication). Minor changes required before document can be used as a ‘Technical CV portfolio’ in both digital and paper form. C- Moderate quality outcome/s achieved through some attention to detail. Tasks reflect a satisfactory standard of both technical and creative abilities. Presentation of work (layout, content, consistency, and communication) is mostly satisfactory with some elements which are good. A number of changes required before document can be used as a ‘Technical CV portfolio’ in both digital and paper form. D - Quality of outcome/s achieved are inconsistent with some attention to detail. Tasks reflect a poor standard of both technical and creative abilities. Presentation of work (layout, content, consistency, and communication) is mostly inadequate with some elements which are satisfactory. Changes required to most of the document before it can be used as a ‘Technical CV portfolio’ in both digital and paper form. |
12.50 |
| COURSEWORK | DIGITAL GRAPHICS - WEEKLY TUTORIALS | A-Work has been produced and recorded consistently on a weekly basis. All graphical techniques have been used, and the quality is exceptional (towards the end of the period). Clear progression and development of skills and standards are clear to see. A large quantity (bulk) of work has been generated. Internal motivation and independent development of skills is high. B-Work has been produced and recorded mostly on a consistent weekly basis. Most graphical techniques have been used, and the quality is mostly high/good (towards the end of the period). Mostly clear progression and development of skills and standards is evident. A somewhat large quantity (bulk) of work has been generated. Internal motivation and independent development of skills is good. C-Work has been inconsistently produced and recorded. Most/some graphical techniques have been used, and the quality is mostly moderate with some good examples (towards the end of the period). Some progression and development of skills is evident. Quantity (bulk) of work does not reflect a consistent effort. Internal motivation and independent development of skills is satisfactory D-Work has been mostly inconsistently produced and recorded. Some graphical techniques have been used, and the quality is mostly inadequate with some elements which are satisfactory (towards the end of the period). Progression and development of skills is inadequate or inconsistent. Quantity (bulk) of work does not reflect a consistent effort. Internal motivation and independent development of skills is poor. |
12.50 |
| LOGBOOK OR PORTFOLIO | DIGITAL GRAPHICS-CV | A-Exceptional quality outcome/s achieved through successful attention to detail. Tasks reflect a high standard of both technical and creative abilities. Professional/commercial standards achieved in presentation of work (layout, content, consistency, communication, and purposeful use of graphical convention). Document can be used as a ‘Technical CV portfolio’ in digital and paper form without any changes required. B-High/good quality outcome/s achieved through successful attention to detail. Tasks reflect a good standard of both technical and creative abilities. Professional/commercial standards achieved in most of the work presented (layout, content, consistency, communication, and purposeful use of graphical convention). Minor changes required before document can be used as a ‘Technical CV portfolio’ in both digital and paper form. C-Moderate quality outcome/s achieved through some attention to detail. Tasks reflect a satisfactory standard of both technical and creative abilities. Presentation of work (layout, content, consistency, communication, and purposeful use of graphical convention) is mostly satisfactory with some elements which are good. A number of changes required before the document can be used as a ‘Technical CV portfolio’ in both digital and paper form. D-Quality of outcome/s achieved are inconsistent with some attention to detail. Tasks reflect a poor standard of both technical and creative abilities. Presentation of work (layout, content, consistency, communication, and purposeful use of graphical convention) is mostly inadequate, with some elements which are satisfactory. Changes required to most of the document before it can be used as a ‘Technical CV portfolio’ in both digital and paper form. |
12.50 |
| COURSEWORK | PROTOTYPING & ANNOTATION- TRADITIONAL | PROTOTYPING A- Large quantity of prototypes produced. Prototyping is highly effective in supporting design development and integrated fully within an iterative design process. B- Good quantity of prototypes produced. Prototyping is somewhat effective in supporting design development and somewhat integrated within an iterative design process C- Moderate to low quantity of prototypes produced. Prototyping is mostly used to present ideas rather than to develop ideas. On some occasions, there is evidence that the prototyping supports design development (within an iterative design process). D- Low quantity of prototypes produced. Prototyping is mostly used to present ideas rather than to develop ideas. Evidence of an iterative design process being used is minimal. ANNOTATIONS A-Critical reflection: Reflection (in addition to the dialogic reflection) is conducted in a critical manner. It takes into account the context in which events occur, questions assumptions, considers alternatives, thinks about consequences of decisions/actions on others, and engages in reflective scepticism. B-Dialogic reflection: There is a ‘stepping back’ from events and actions, and reflection is a personal dialogue. Events and actions are questioned, and alternatives are considered. C-Descriptive reflection: Description includes reasons, but simply reported, with possible some evidence of deeper consideration. No real evidence of alternative viewpoints or (wider) context. D-Descriptive: Comments are mostly descriptive of events which occurred. Events and actions are described with no attempt to describe ‘why’. |
12.50 |
| LOGBOOK OR PORTFOLIO | 3D PRINTING CV | A-Large quantity of prototypes produced. Prototyping is highly effective in supporting design development and integrated fully within an iterative design process. B-Good quantity of prototypes produced. Prototyping is somewhat effective in supporting design development and somewhat integrated within an iterative design process C-Moderate to low quantity of prototypes produced. Prototyping is mostly used to present ideas rather than to develop ideas. On some occasions there is evidence that the prototyping supports design development (within an iterative design process). D-Low quantity of prototypes produced. Prototyping is mostly used to present ideas rather than to develop ideas. Evidence of an iterative design process being used is minimal. |
12.50 |
Teaching and Learning Strategy
| Hours | ||
|---|---|---|
| Private study | 198 | |
| Practical classes and workshops | CAD and Digital Graphics |
24 |
| Practical classes and workshops | Subject classes and workshops over 8 weeks |
66 |
| Workshop | Workshop Skills |
12 |
Transferable skills
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Subject specific skills
- Apply convergent and divergent thinking in the processes of observation, investigation, speculative enquiry, visualisation and/or making for problem solving and generating well-informed critical viewpoints
- Generate ideas, concepts, proposals, solutions or arguments independently and/or collaboratively in response to set briefs and/or as self-initiated activity
- Relate the manipulation of materials to the process of identifying design needs, researching and generating ideas as prototypes, models or proposals to promote intellectual and practical learning.
- Develop the skills, knowledge, and processes of the subject within a meaningful and coherent context, not in isolation
- Apply specialised ICT hardware and software related to Product Design and Technology effectively, including desktop publishing, web based media, computer-aided design and computer-aided manufacturing systems (CAD/CAM).
- Be conversant with all practical elements of health and safety within the design and manufacture of products.
- Make informed choices regarding social, ethical and environmental issues which are related to the processes of design and manufacture
- Work effectively and in an organised manner within subject specific tasks
- Develop the skills, qualities and attributes required for working independently, as a participating member of a team and across organizations, through the close working relationships between students, lecturers, and industrialists.
- Appropriately implement the skills, knowledge, and understanding gained in both college and industrial situations
Resources
Talis Reading list
http://readinglists.bangor.ac.uk/modules/xue-1043.htmlCourses including this module
Compulsory in courses:
- W240: BSC Product Design year 1 (BSC/PD)
- W242: BSc Product Design with International Experience year 1 (BSC/PDIE)