External summary

Our vision is that Design Informatics can take a lead in designing with data, combining informatics and design, to support the augmented society; just as virtual reality is blending into augmented reality, the digital economy and the information society will evolve into the augmented society. Already, social media tools are increasing the social and economic value that can be generated by extremely varied collections of people. As the products of informatics further augment our society, natural human intelligence will intertwine with vast data-processing power.

These emerging products are revolutionising the means by which social and economic value can be generated. Old divisions and distinctions are shifting and dissolving: designers and users, producers and consumers are working together in new ways to create new value. Design is embracing adaptive devices and services that both learn and teach. At the same time, the fields of design and informatics are being enriched through research by design.

The central premise is that data is a medium for design: by shaping data, we shape the world around us. Data Science provides the groundwork for this, with Design Thinking underpinning reflective research through design. You will use this in working with the internet of things and physical computing, machine learning, speech and language technology, usable privacy and security, data ethics, blockchain technologies. You will connect technology with society, health, architecture, fashion, bio-design, craft, finance, tourism, and a host of other real world contexts, through case studies, individual, and collaborative projects. You will understand user experience in the wider socio-cultural context, through an agile programme of hacking, making and materialising new products and services.

Educational aims of programme

Our overall objective is to encourage you to gain an understanding of the underlying principles of how to design with data. You will be expected to work closely with colleagues across all four programmes that make up Design Informatics and exchange skills to support your own personal development. Cultural, technical and commercial contexts will be used to direct your enquiry and you will develop skills in responding to research challenges that demand both conceptual and practical skills to offer solutions.

Programme outcomes: Knowledge and understanding

By engaging with and completing the MA in Design Informatics degree, graduates will be able to:

• Develop a critical perspective upon the cultural, commercial and technical implications for design informatics and its related technologies;
• Gain insight into the role of informatics across the conception, development and application of systems for cultural, commercial and social contexts;
• Develop a command of the production processes required for the integration of creative and technical design;
• Gain knowledge and understanding of the social, technical and design agendas that are driving the digital economy;
• Acquire expertise in the use of research methods to inform the creative and technical development of products;
• Develop skills and strategies for the production of imaginative and intelligent design solutions that integrate the innovative use of data to create social and technical systems.

Programme outcomes: Graduate attributes - Skills and abilities in research and enquiry

By engaging with and completing the MA in Design Informatics degree, graduates will be able to:

• Research, analyse and creatively respond to design problems that require the assimilation of information from a wide variety of sources, utilising the expertise of related professionals;
• Demonstrate critical understanding of how knowledge is advanced through research to produce clear, logically argued and original written work relating to design informatics;
• Show skill in researching and critically assessing design informatics as a cultural, economic and technical phenomenon;
• Acquire experience in applying research methods and techniques to make value judgements in the creation of applied design strategies;
• Develop an ability to develop creative design strategies based upon complex constitutes of context, social and technical parameters;

Programme outcomes: Graduate attributes - Skills and abilities in personal and intellectual autonomy

By engaging with and completing the MA in Design Informatics degree, graduates will be able to:

• Demonstrate knowledge of the ways that industrial frameworks and technical systems relate to wider social and ethical concerns;
• Collaborate effectively when working in a team, displaying an understanding of interdisciplinary roles and responsibilities;
• Demonstrate problem solving skills, professional judgment, and ability to take the initiative and make appropriate decisions in complex and unpredictable circumstances;
• Be proficient in design and technical techniques for problem solving;
• Show a development of research skills based on tangible scenario based learning;
• Display a facility in effective information gathering across diverse discipline fields;
• Demonstrate experience to contribute and co-operate effectively in complex and multidisciplinary working environments.

Programme outcomes: Graduate attributes - Skills and abilities in communication

By engaging with and completing the MA in Design Informatics degree, graduates will be able to:

• Demonstrate an understanding of issues in making complex and often contradictory aspects of design informatics development comprehensible and accessible;
• Communicate effectively with others using prototypes, graphic, diagrammatic, verbal and written techniques;
• Communicate the rationale of a design proposal through oral presentation and using graphics and models, in the context of design practice;
• Demonstrate an ability to interpret quantitative data and then communicate key issues in an engaging and accessible way;
• Communicate effectively with fellow consultants and professionals in an interdisciplinary, collaborative context.

Programme outcomes: Graduate attributes - Skills and abilities in personal effectiveness

By engaging with and completing the MA/MSc/MFA and Advanced MSc in Design Informatics degree, graduates will be able to:

• Demonstrate problem solving skills, judgment, and ability to take the initiative and make appropriate decisions in complex and unpredictable circumstances;
• Understand the transdisciplinary nature of working within design and informatics frameworks;
• Demonstrate knowledge of the ways that institutional frameworks (commercial, creative and technical) are constructed and the ability to operative creatively with those frameworks;
• Work in an interdisciplinary environment and collaborate with others, working effectively when required as a group leader, design team member and autonomously as an individual.
• Collaborate effectively when working in a team, displaying an understanding of interdisciplinary roles and responsibilities;
• Demonstrate an ability to identify individual learning needs and have an appreciation of the rapid development of the field and its implications for continuous professional development.

Programme outcomes: Technical/practical skills

By engaging with and completing the MA in Design Informatics degree, graduates will be able to:

• Present technical and conceptual design proposals using appropriate technologies and materials, and contribute to the curation of an exhibition;
• Use digital and electronic communication techniques, word processing and graphics applications, programming for physical and software based applications, design and fabricate small scale mechanical and electronic systems, and be equipped to develop these skills further as required;
• Demonstrate skills in the use and application of appropriate ethnographic methodologies to inform the design of user experiences;
• Acquire skills in the assembly, interpretation of research questions into coherent design challenges for a specific contexts;
• Display understanding in the collection of research information and techniques in communicating the proper attribution of others??? work.

Programme structure and features

Programme Structure:

In accordance with the University???s Curriculum Framework, the programme is of 12 months duration. It consists of 180 SQCF credit points, of which 120 constitutes the taught portion of the programme with the remaining 60 devoted to the dissertation component of the degree. The programme has three fundamental components:

• 100 credits at SCQF level 11 for compulsory courses
• 20 credits at SCQF level 11 for optional courses
• 60 credits at SCQF level 11 for the dissertation/final project element of the programme
  

The programme consists of a series of courses, each course has its own handbook that gives more detailed information about learning, teaching and assessment.

The courses sustains a synthesis of three methods of enquiry: the cultural context of Design Informatics, the technical parameters of Design Informatics and the commercial/industrial application of Design Informatics. Throughout the course (one year and two year) you will be exposed to this ???tri-lectic??? at all times in order to support a critical and professional enquiry.

Throughout the courses you will collaborate with students who have histories in design or programming to develop digital, physical and networked artefacts that challenge what we know about interaction design. Through a combination of core courses that everybody will follow, electives that you will be able to follow on your own, and the personally defined dissertation and final project, you will develop the skills to respond to a wide variety of professional contexts. On many occasions existing technologies will provide a technical context in which to work such as robotics, vision systems, machine learning etc. Each semester will finish with an exhibition, with the summer show being open to the public.

Degree Programme Table and Modes of Study:

Assessment:

The programme uses the University???s Postgraduate Common Marking Scheme CMS4. The programme outcomes are articulated as a series of learning outcomes for each course hosted by the programme. These are then tested through a series of assignments that have a series of assessment criteria that reflect the learning outcomes for each course. Each assignment is given a percentage mark, the aggregate of all the assignment marks for a course forming the final mark for the course. The quantitative weighting for each assignment in relation to course as a whole is set out in the course handbook.

To facilitate our approach to student centred learning, an important vehicle is the ???project brief/assignment??? and/or ???study plan???. Through this vehicle the aim, theme, expectation and outcomes of a period of study are formally communicated to you. The brief will set the parameters and expectations around the project and, importantly, indicate what the expected learning is and to which learning outcomes the project contributes. This information is provided online and expanded upon in briefing or introductory sessions.

The relationship between the project brief/assignment and the learning outcomes has been formally aligned in order to ensure an explicit relationship between the project/assignment aims and the assessed learning outcomes as defined in each of the course descriptors. This approach gives the maximum opportunity for flexibility in your approach while ensuring consistency in the assessment of learning outcomes for both studio and written submissions.

Progression and Awards:

The programme conforms to the University???s taught Assessment Regulations.

Progression Requirements:

Students must pass the assessment requirements of the taught stage at an appropriate level at the first attempt before progression to the dissertation.

For MA programmes, progression to final project will be considered following completion of the first two semesters of the programme. In order to progress students must:

a) Pass at least 80 credits with a mark of at least 50% in each of the courses which make up these credits; and;

b) Attain a weighted average of at least 50% for the 120 credits of study examined at the point of decision for progression.

If not permitted to continue to final project they will be considered for a postgraduate diploma.

Award: Design Informatics (MA) (pass)

Students must average at least 50% over their course marks for the first 120 credits of the programme. In addition they must secure a mark of 50% or higher in the final project.

Award: Design Informatics (MA) with Distinction

The student must be awarded at least 70% on the University???s Postgraduate Common Marking Scheme for the dissertation/final project and must pass all other courses with an average of at least 70%.

When a student does not qualify for a distinction as of right, they may be considered for the award of distinction if (a) their final research project mark and (b) their credit-weighted average mark across all the taught courses are both 68.00% or higher.?? The decision whether or not to award the distinction in such cases is at the discretion of the Board of examiners.?? In exercising its discretion, the Board will take into account the following factors: (a) the student???s credit-weighted average across the degree as a whole; (b) the number of courses (including the dissertation/final project) in which the student received a mark of 70% or above, and the credit weighting of those courses; (c) any special circumstances, such as illness or other adverse personal circumstances, which have been brought to the Board???s attention.

Exit Award: Postgraduate Diploma (PG Dip) in Design Informatics

Students who have not fulfilled the criteria to be presented for the award of an MA degree can be awarded a Diploma in Design Informatics (MA). In order to be awarded the Diploma, students must pass at least 80 credits at SCQF level 11; and attain an average of at least 40% for the 120 credits of study examined for the Diploma in semester 1 and 2.

Students who have fulfilled the criteria to proceed to dissertation/final project but do not wish to progress are eligible for the award of the Diploma in Design Informatics.??

Students who achieve a mark below 50% in their dissertation/final project may be awarded a Diploma in Design Informatics (MA) for attainment in the taught component only.

Exit award: Postgraduate Certificate (PG Cert) in Design Informatics

In order to be awarded a Certificate in Design Informatics, students must pass at least 40 credits at SCQF level 11; and attain an average of at least 40% for the 60 credits of study examined for the Certificate during semesters 1 and 2. ??

Teaching and learning methods and strategies

Lectures ??? these are delivered in different ways across the two Schools. Many lecturers record their lectures and use a flipped classroom, where students prepare by watching readings and videos or listening to podcasts before class.

Seminars and tutorial groups ??? this consists of group reflection through discussion, or tutorial in groups or individually.

Design workshops ??? this comprises studio working, individual studio and group tutorials and review sessions.

Directed learning ??? this means learning organised by your instructor to engage with a specific task. An example of this would be group work to prepare a seminar presentation or curate a show.

Independent learning ??? this means study organised by you to engage with set assignments and studio work. An example of this would be study to complete an assignment, essay or dissertation.

Facilities

Evolution House contains the T-Room where you will spend most of your time with fellow students. The T-Room is equipped with a dedicated lecture space, ideas wall (white boards), visualisation and projection technologies (2D and 3D), moveable LCD screens, soldering bays with extraction, fabrication space, A4/A3 colour printer and LED display and table tennis table. Evolution house also contains the eca Learning Zone, based around the eca Library. The library???s collections of books, journals, DVDs and videocassettes, slides and other media cover all aspects of architecture and landscape architecture, art, design, film, photography, and related disciplines. The library also provides web access to a comprehensive range of online resources in these subject areas. A Computing Services helpdesk is located within the library, and you may borrow laptops for use anywhere on the Lauriston Place campus.

Festival of Creative Learning

The University of Edinburgh ???Festival of Creative Learning??? is scheduled in Week 6 of semester two. During this week ???normal??? teaching is suspended which provides space outwith the curriculum for staff and students to explore new learning activities. Typically, this takes the form of a field trip to visit a high profile event and nearby design studios. Past trips have included Madrid, Berlin and London.

Assessment methods and strategies

Formative and Summative Assessment:

To support good pedagogical practices, it is essential that students should be given as long as is possible at each stage of their learning to experience, understand and evidence their learning. There is at least one point during the semester when formative assessment takes place. This is to support and guide your learning in relation to the intended learning outcomes and giving time to reflect and develop prior to the summative assessment.

Constructive Alignment of Assessment:

By aligning the assessment and grading directly to the learning outcomes, students and staff can clearly identify what has been achieved and what progress is being been made.
At the conclusion of the programme or level of study both the graduate and institution has a clear profile of attainment which, for the student, aims to assist in determining future careers and appropriate employment opportunities and, for the institution, provides clear profiles of performance for each programme of study. This is subsequently used as part of the annual review process and to inform future enhancements.

Student Feedback

In addition to regular discourse between tutors and students regarding their work, textual and/or grading feedback is given to you at the end of each project or period of study. This is enabled through the LEARN. This system allows academic staff to attach the appropriate courses and learning outcomes to projects and assignments, to grade the learning outcomes and to give textual feedback

Self-Evaluation

To assist with developing your understanding of your learning, and in particular how you are assessed, you are required to use LEARN to grade yourself against the learning outcomes and to provide a textual evaluation of your performance. Subsequently the comparison of your own evaluation and the assessment conducted by staff can form the basis of a critique or tutorial on progress and achievement.

Team-Based Assessment and Scrutiny

The process of assessment in Design education is academically robust in that several members of staff are ordinarily involved in assessing each piece of student work. Subsequent to the assessment taking place, comparative scrutiny across programmes may also be introduced to ensure consistency, parity and fairness across cohorts and to ensure that overall standards are being maintained.

Mode of study

Full-time (12 months)

How the programme maps onto the University???s strategic plan

The School of Design is dedicated to student-centred pedagogy with a focus on variety, flexibility, innovation and excellence in teaching and feedback. A range of elective choices are available within the curriculum, offering students the opportunity to study widely within the wider University; (subject to availability and core course timetabling). We are dedicated to the student voice through a range of communication channels; including the School level student representative scheme and course enhancement questionnaires where students provide feedback on their experience. The Personal Tutor system ensures coherent and effective communication with students to manage changes to their learning, supporting them in their development and providing key additional support when needed. The School has a strong research culture that recognises the need to invest in our staff???s development as established research leaders. We have a range of research groups and centres which are led by staff within the School, generating an active range of events, workshops and seminars.

The School participates in a wide range of local, national and international external engagement and outreach; which includes collaborations, live projects and partnerships with industry. These links create research opportunities for staff and learning opportunities for students, building on local and national initiatives. The School actively strives to innovate their teaching practices and research, through external engagement. Our programmes within Design are national and international beacons in relation to the pedagogic and research approaches they take to their respective subject areas. The school actively contributes to ECA???s excellent international profile and visibility as a whole. Support and provision for all our students in terms of careers advice and business skills, ensures students have a smooth transition to graduate working in the creative industries.

Career opportunities

This programme will put you at the cutting edge of the intersection between data science, design, and information technology, opening a host of opportunities in working with companies, charities, and the public sector. We encourage entrepreneurship. For those who wish to stay in academia, the course provides a solid foundation for a PhD in related areas.

Other items

• Each student will be assigned a supervisor and a Personal Tutor; the supervisor monitors the overall academic progress and directs the final research project.
• Students will have at their disposal a range of relevant university computer services, with network access.
• Students will be entitled to use excellent library facilities including the University Library, the copyright and the National Library of Scotland.
• Edinburgh has a strong research community in the arts and humanities and students will be encouraged to participate in research activities that are relevant to their studies, such as seminars, colloquia and conferences.