Tutor feedback and possible validation questions

The feedback on the course submission document was mostly positive. The aims and learning outcomes which were clearly written and the presentation of the course details at the very start of the presentation was very useful in putting the document in context.

The team would need to present the market research we’ve done to indicate that there is a need for this course. In term of resources, we need present the panel which of these resources in place. In this case all physical resources are in place, but we need to acquire the latest version of the necessary software (such 3D Studio Max).

One main aspect that needs to be covered is how the programme will be evaluated and how does that link into the university Quality Assurance system.

Final review and individual justification

Our team reviewed the course specification produced to make sure we included all the necessary elements. Some minor changes were made.

Over the Easter break the team members worked on the individual justification and during the last meeting we reviewed each others report.

Assessment Strategies ands Support Structure

The assessment of the course will be 100% coursework. The aims of the coursework are to demonstrate the student’s ability to investigate and show examples of various modelling methods (Coursework #1), as well as produce a high quality 3D animated character (Coursework #2). The coursework has incorporated formative assessments as milestones. The milestone for Coursework #1 will check the students’ proposal (pre-production) for a character and the tutors will provide oral feedback. As part of the assessment, Coursework #2 will include a demonstration to check the students’ work in producing the animation. The students will receive written feedback, including feedback on their report (a 1500 word evaluation) and the demonstration marking form.

In the lab sessions towards the end of the academic year will use peer assessment. Students will be required to assess an animation produced by a colleague to help them develop a range of skills such as measurement, observation, reasoning and working in teams. "What a student discusses with others and what a student teaches others enable him or her to acquire understanding and master learning." (Silberman, p6).

The Support Structure chapter of the course specification takes in consideration issues such on-line material, Support for non-English students, support surgeries for students who may need extra help, online forum, extenuating circumstances, etc.

Reference

Silberman, Mel. (1996). Active Learning: 101 Strategies to Teach Any Subject. Publisher: Allyn & Bacon, ISBN-10: 0205178669