Video/Audio Production 1 & 2 Photography 1 & 2
Media Writing Fundamentals E-Portfolio 1 & 2
Bachelor of Digital Communications Section D – Page 23 Program Level Learning Outcomes Courses or course segments that
contribute to achievement of outcome developed analytic and creative
methodologies
Multi-Media Design 1 & 2
Writing & Research for New Media Visual Communications
Digital Storytelling
Web & Interactive Design Web Building & Site Mgt. Capstone Project 1 & 2 Digital Social Narratives Critical Analysis of New Media Web & Social Media Analytics Persuasive Campaigns Breadth and Media Electives 5. Operate as informed producers and
consumers of media communications recognizing the aims of commercial business, nonprofits, government, and community enterprise.
Intro to Digital Media & Communication Communication Law & Ethics
Multi-Media Design 1 & 2 Social Media 1 & 2 Digital Storytelling
Web & Interactive Design Web Building and Site Mgt. Multi-Media Project Mgt. Capstone Project 1 & 2 Digital Social Narratives Critical Analysis of New Media Persuasive Campaigns
Breadth and Media Electives Work Experience
Application of Knowledge
6. Apply innovative media strategies to effectively analyze and express themes and issues from a range of contexts and perspectives.
Video/Audio Production 1 & 2 Photography 1 & 2
Media Writing Fundamentals E-Portfolio 1 & 2
Multi-Media Design 1 & 2
Writing & Research for New Media Visual Communications
Digital Storytelling
Web & Interactive Design Web Building & Site Mgt. Capstone Project 1 & 2
Critical Analysis of New Media Web & Social Media Analytics Persuasive Campaigns Breadth and Media Electives 7. Interpret and apply theoretical and ethical
frameworks to identify and solve
communication problems in a variety of contexts.
Intro to Digital Media & Communication E-Portfolio 1 & 2
Communication Law & Ethics Multi-Media Design 1 & 2 Social Media 1 & 2 Visual Communications
Bachelor of Digital Communications Section D – Page 24 Program Level Learning Outcomes Courses or course segments that
contribute to achievement of outcome Web & Interactive Design
Web Building and Site Mgt. Project Mgt.
Capstone Project 1 & 2 Digital Social Narratives Critical Analysis of New Media Persuasive Campaigns
Breadth and Media Electives Work Experience
Communication Skills
8. Present ideas and information accurately and creatively using written, oral, audio- visual and web-based formats.
All Courses contribute to growth of Communication Skills
Awareness of the Limits of Knowledge 9. Reflect on communication strategies and
practices from a range of perspectives and willingly adapt, revise, edit, and develop improvements.
All Courses and Work Experiences
contribute to growth of awareness of limits of knowledge.
Professional Capacity / Autonomy 1. Manage communication projects
effectively, employing a professional attitude towards responsibility, initiative, collaboration, adaptability, accountability and ethical use of resources.
All Courses and Work Experiences contribute to growth of professional capacity and autonomy.
2. Integrate leadership and influence skills with accountability in media content creation.
All Courses and Work Experiences contribute to growth of professional capacity and autonomy.
3. Direct own continuous learning, pursuing opportunities for constant renewal of skills and knowledge.
All Courses and Work Experiences contribute to growth of professional capacity and autonomy.
Bachelor of Digital Communications Section D – Page 25 D3.3 Non-Core Program Level Learning Outcomes
Definition of non-core courses:
In accordance with the PEQAB requirements, breadth courses at Humber are those that contribute to knowledge in fields unrelated to the main field(s) of study. All breadth courses are designed to provide graduates with the skills, knowledge and awareness that they will need for their future roles as professionals, citizens, and members of a global community. These
courses provide students with more than an introductory knowledge in non-core areas of study. Within the non-core category of courses, there are:
Foundation Breadth Elective Courses: Degree level students are required to complete a foundation course in one of the breadth categories. The purpose of the foundation course is to expose students to non-core areas of study while simultaneously giving them opportunities to build core competencies in the areas of reading, writing and/or numeracy as well as critical thinking skills, research skills, verbal/presentation skills and other skills for further study. Breadth Electives: These are courses that provide students with opportunities to explore areas of interest, to build competencies in literacy, numeracy and critical thinking skills and to acquire knowledge outside the program area of study.
Humber’s degree elective courses are offered in three different categories: Society, Culture and Commerce; Science and Technology; and Arts and Humanities which are defined as follows: Society, Culture and Commerce
This category includes the social sciences, and commerce. Courses in this category examine i) human society and social relationships, including anthropology, history, political science,
psychology, sociology, education, communication, and law; and ii) the exchange of goods between nations or people, including business studies, and economics.
Science and Technology
This category includes the natural sciences, the formal sciences, and technology. Courses in this category examine i) the objects, phenomena, or laws of nature and the physical world, including biology, chemistry, and physics; ii) formal systems, including logic, mathematics, and statistics; and iii) the application of science to industry or commerce, including computer science and engineering.
Arts and Humanities
This category includes the humanities and the fine arts. Courses in this category examine i) the human experience or condition, including languages, literature, history, philosophy, and religion; and ii) the fine arts, including music, art, dance, and drama.
Bachelor of Digital Communications Section D – Page 26 Non-Core Program Level Learning Outcomes Courses or course segments that
contribute to achievement of outcome In addition to the demonstration of an introductory
knowledge in a non-core area of study, students who complete foundation courses are be able to demonstrate competencies at the degree-level in one (or more) of the following areas:
• writing, reading, and/or numeracy as well as • Critical thinking, research skills,
verbal/presentation skills and skills for further study.
All foundation (lower level) non-core courses.
Demonstrate creative and critical thinking, qualitative and quantitative reasoning, problem solving, research, written and oral communication skills
All non-core courses
Demonstrate more than an introductory knowledge in the humanities, sciences, social sciences, global cultures and/or mathematics
Upper level non-core courses
Demonstrate the values and skills associated with being responsible, reflective individuals in a range of economic, social, political, cultural and personal environments.
All non-core courses
Critically analyze and evaluate the distinctive assumptions and modes of analysis of a discipline outside the core field of study.
All non-core courses
Engage in productive and informed dialogues that reflect current knowledge in a discipline outside the core field of study.
Bachelor of Digital Communications Section D – Page 27 D 4 Bachelor of Digital Communications Program
D4.1 Program Design
The program was designed over a period of one year, evolving and being shaped through dialogue with members of the advisory committee, course developers, the outside desk reviewer, Prof. David Spencer, and Humber faculty and administrators. The Ontario
Qualifications Framework, a current literature review and research into the changing face of communications education around the word helped to inform the design. The intent is to provide 21st century education which prepares graduates for the real working life of practicing
professional communicators who will make important cultural, social, environmental and
economic contributions. To design such a program demands a balance between traditional and innovative approaches.
Through consultation, a model was developed based on identified core competencies agreed to be desirable, and to ensure that courses addressed these competencies. At the core of the model is the concept of the graduate as a proficient “digital storyteller” who embodies the traditional competencies in written and oral language and critical thinking and who is also conversant in the digital realm. Digital storytelling is envisioned as primarily web-based, incorporating photography, video, audio, web and interactive design, social media and written text. Digital storytellers are prepared to contribute to the growth and maintenance of the positive on-line presence of a range of organizations. Six embedded clusters of competencies were identified:
1. Communications and Media Theory 2. Media Production Skills
3. Writing and Research 4. Business Fundamentals 5. Creative Development
6. Social, Political and Cultural Awareness.
A strong theoretical background is essential to becoming flexible, resilient communicators, who easily adapt to the ever-changing technological, ethical and stylistic challenges of modern communications. The program aims to foster critical practice, in alignment with identified best practices in institutes of higher learning across North America.
“…teaching students about digital media is not sufficient to train them as critical practitioners rather than merely “users” of technology. It is only with in-depth and personal investigations and experiences with digital media that students develop their own technological point of view. Thus repeated exposures to the ways in which digital media can expand learning as well as examples of its limitations are useful in teaching students to be more engaged in debates about these tools both inside and outside the classroom.”(Forlano 2011)2
Technical competency supports communication development by helping students gain
proficiency with traditional and emerging production techniques. Within the production stream, students practice using the latest equipment and software for photography, video, audio, web
2Forlano, Laura (2011) Learning through Digital Media: Ethnographic Research and Digital
Media http://learningthroughdigitalmedia.net/ethnographic-research-and-digital-media Retrieved 9/5/2012
Bachelor of Digital Communications Section D – Page 28
and interactive design and social media, while also casting a critical eye towards the judicious use of these technologies. To allow students to specialize further or to inform their practice through related study, media electives are offered in years three and four, providing a wide range of choices, within the limits of reasonable resources. These include course from fine arts, creative advertising, journalism, public relations and film study.
Writing and research are the cornerstones of proficient communication practice. Both the advisory committee and Humber’s employer survey strongly supported the inclusion of writing and research as high priorities. While these skills are present in most courses offered, it was decided to include four dedicated courses designed specifically to hone written language skills. Primary and secondary research skills are developed throughout the program, however, for those students who wish to pursue graduate studies after graduation it is recommended to also take the Research Methods for Digital Communication” media elective course in their third or fourth years to gain more formalized academic research skills.
Making a living as a media communication professional is most likely to become reality when familiar with business principles. The program offers a stream of courses in business,
consistent contact with working professionals, a work placement and senior projects to infuse economic principles in students’ consciousness.
Innovative communication development is realized by empowering students to make creative decisions regarding practices, styles, and content to achieve their unique visions. In practice, this core principle infuses all coursework, with special emphasis in a stream of creative development courses which are student idea-driven.
Digital storytellers may be viewed as visual cultural commentators. Awakening students’ social, cultural and political awareness is vital to their development. Humber is well-positioned with its deep resource base to offer an extensive set of breadth electives encouraging students to consider factors such as historical context, cultural influences, theoretical models, issues of representation, role of the media, and aesthetics. Students find courses to feed their curiosity and interests, and in the process help them become informed and engaged citizens. Bachelor of Digital Communications students are integrated with students from a range of bachelors
programs throughout their four years in ten breadth electives where their social consciousness is developed and they are challenged to read and respond to a range of complex texts.
It is recognized that in an ever-changing future, graduates will be required to continuously adapt, relearn and innovate. Humber’s program is designed to meet those challenges by fostering a love of storytelling, self-discipline, social and environmental responsibility, diverse cultural awareness, the ability to communicate effectively, and a desire to become lifelong learners.
Recognizing the inherent overlap of these areas, all courses address all six core competencies; however, a stream of courses in each area emphasizes assignments, readings and activities designed to highlight the intended learning outcomes of each category. The streams appear on the following program map.
Bachelor of Digital Communications Section D – Page 29 D 4.2
Course Outlines and Other Graduation Requirements Program Map Bachelor of Digital Communications Sem Creative Development (12 credits) Digital Production (30 credits) Writing Development (12 credits) Theory (12 credits) Business/ Research (12 credits) Media Electives (12 credits) Breadth Electives (30 credits) F (1) Video/Audio Production 1 Photography 1 Media Writing Fundamentals Introduction to Digital Media and Communicati on Elective 1 W (2) E-Portfolio 1 Video/Audio Production 2 Photography 2 Communicati on Law & Ethics Elective 2 F (3) Multi-Media Design 1 Social Media 1 Writing and Research for New Media Visual Communicati ons Elective 3 W (4) Multi-Media Design 2 Social Media 2 Digital Storytelling Elective 4 Elective 5
F (5) E-Portfolio 2 Web And Interactive Design Digital Media and Society Media Elective 1 Elective 6 W(6) Web Building and Site Management Multi-Media Project Management Professional Practice - (no academic credit) Media Elective 2 Elective 7 Elective 8 S
WORK PLACEMENT – Mandatory 14 week internship (no academic credit)
F (7) Capstone Project 1 Digital Social Narratives Persuasive Campaigns Media Elective 3 Elective 9 W (8) Capstone Project 2 Critical Analysis of New Media Web and Social Media Analytics Media Elective 4 Elective 10
Bachelor of Digital Communications Section D – Page 30 D4.3 Core Course Descriptions
Year and
Semester Course Title Calendar Course Description YEAR 1
Semester 1 Video/Audio Production 1
This class introduces students to the technological and artistic foundations of communicating through digital video. The course briefly explores the place of video in contemporary culture and society and provides training in DV camera technology, lighting for DV, and audio recording, with references to contemporary work by notable Canadian directors. Students learn to compose an outline/proposal and write a short script from their outline. By the end of the semester, the student completes shooting for the script.
Semester 1 Photography 1 This course is an introduction to photographic conceptualization and practices in a digital
environment. It explores how meaning is negotiated in photographs as well as camera, tools, techniques and conceptual approaches related to image capture and printing. Techniques for portraiture, product shots, interior and exterior location shoots, and fine art photography are explored. Students discover how photography techniques and environmental factors interact to create powerful digital images.
Semester 1 Media Writing Fundamentals
Media Writing Fundamentals emphasizes elements of the writing process and textual analysis in context. Students consider writing as a social act that occurs always within a particular context, and analyse the choices available to writers in those contexts. The course develops essential communication skills in a multi-media context: textual analysis, critical thinking, and clear writing—including correct grammar and punctuation. Students reflect upon their own writing process, examine and practice strategies for
Bachelor of Digital Communications Section D – Page 31
Year and
Semester Course Title Calendar Course Description Semester 1 Introduction to Digital
Media and Communication
The course introduces the theory and analysis of digital media. It looks at the historical development of the current digital media and the forces that are shaping its future. The class explores what are ‘new’ about new media, the different types of digital media, as well as the communication theories that are being used to study digital media.
Semester 1 Breadth Elective See Breadth Elective Descriptions Below Semester 2 E-Portfolio1 The e-portfolio is a tool for three embedded
processes: learning, assessment and showcasing accomplishments. This e-portfolio course begins the process of documenting the students’ journeys as they evolve as professional communicators. Using the digital tools encountered in the media
communications professions, students systematically collect, interpret, reflect on, revise and present the story of their post-secondary experiences in multi- media format. The course establishes foundational practices to be used throughout the program to manage and document the products and processes of subsequent coursework.
Semester 2 Video/Audio Production 2
This second in the sequence of video production courses emphasizes producing and editing video and sound for multimedia or web productions. Students critically analyze live-action and animated video discussing technical and aesthetic considerations. They apply their analyses to capturing, editing, and outputting of video using a desktop digital video workstation. The projects produced in the last class are used for non-linear editing and sound design. Students consider the transformative effects of user- produced video platforms such as YouTube and Vimeo. Students finish off their projects by using Adobe After Effects for creating video compositing and motion graphics.
Semester 2 Photography 2 In this course students explore and gain visual literacy as they advance their skills in image capture and post-production image processing. Students investigate how meanings are produced and interpreted through cultural and social practices of making and viewing photographic images. Students work with concepts of digital imaging and the wide variety of tools, commands and options in Adobe Photoshop to produce high quality still images.
Bachelor of Digital Communications Section D – Page 32
Year and
Semester Course Title Calendar Course Description
Students also work with image capture for websites and photo blogs and use these skills to complete creative and complex assignments. Students are introduced to the photographic studio and
professional studio lighting equipment. This course includes group projects and individual portfolio development with the goal of learning clear visual communication and storytelling.
Semester 2 Communication Law & Ethics
This overview course introduces students to the legal and ethical responsibilities involved in media
communications. Issues of privacy, confidentiality, copyright, competition, disclosure and compliance are discussed within the context of legal constraints and ethical guidelines within which media
professionals operate. Students consider general legal principles and ethical practices for
communicators.
Semester 2 Breadth Elective See Breadth Elective Descriptions Below YEAR 2
Semester 3 Multi-Media Design 1 Students develop their understanding of HTML as a web language, Photoshop as a graphics rendering tool, Dreamweaver as a web-authoring tool, and design principles and concepts. The course explores the various tags and code of HTML, text formatting, web functionality and interactive tools, as well as the creation of graphics for visual interest. Students develop aesthetic judgment, communication design skills and technical understanding of the hardware and software used for information organization and communication.
Semester 3 Social Media 1 The course offers an introduction to Social Media (SM) architecture and technologies including a survey of the available types and apps. Students gain fundamental competency with digital media production while specializing in content production and distribution via social media. Students learn to