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Digital Media Technology BSc(Hons)

Attendance UCAS code/apply Year of entry
3 years full time G450 2018
4 years full time including sandwich year G454 2018
4 years full time including foundation year G455 2018
6 years part time Apply direct to the University 2018

Why choose this course?

The media industry is constantly evolving and shaping both society and education. This course will teach you the specialist skills needed for this highly competitive area. These include fundamentals of media, 2D and 3D computer graphics, introduction to computer programming, motion graphics, UX design, visual effects and much more through the option modules such as digital games creation.

In addition to the formal teaching on the course, you will also have the opportunity to participate in industry visits in central London - the home of many digital media and creative companies. Also you can join in the games or VR focused activities through our popular inKUbator lab or CAVE labs.

Past students have gone onto work for prestigious companies such as the BBC, Framestore and Double Negative within the creative industries. Some notable successes include visual effects for the blockbuster films such as Avatar, Gravity and Superwoman; others for smaller independent companies which make online content for Games of Thrones. Some enterprising students have even formed their own successful companies.

Our computer-based courses ranking rose by 34 places in the Guardian University League Tables for 2018.

Foundation year

If you would like to study data science, computing or mathematics at Kingston University but are not yet ready to join the first year of a BSc(Hons) course, you can include an extra foundation year within your chosen degree. Please see the foundation year course page for details of modules.

What you will study

In Year 1 you will develop a range of fundamental skills ranging from the creative to the technical, eg introduction to digital media, 2D and 3D computer graphics, and introduction to programming. This is complemented by a professional environments module to help focus on employment within the media industry.

In Year 2 you will create more sophisticated media-based products which can take a number of forms from animations, moving graphics, compositing, 3D modelling, texturing, lighting, interactive web design content, and filming. Working both in groups and individually alongside tutors and guest speakers the year aims to help you focus on developing your chosen specialism through option modules.

In Year 3 you will focus on building a strong portfolio of work ready for industry. Depending on your chosen specialism within the media industry we will support you to develop in subjects such as VFX, 3D CGI, compositing, interaction, UX design and many more. Both team and individual work is undertaken to develop industry focused skills.

Module listing

Please note that this is an indicative list of modules and is not intended as a definitive list. Those listed here may also be a mixture of core and optional modules.

Year 1

  • This module is taken by all first year undergraduate students undertaking a degree in the computing subject area. Previous experience of programming is not assumed. The module seeks to introduce a foundation for programming that can be built on in subsequent years and that accommodates specialist practice within computing eg games, software engineering, media, UX etc.

    Teaching and learning is split between a variety of different units to ensure the module is flexible enough to accommodate each cohort and student's needs. As befits a practical discipline like programming, a hands-on approach is used that facilitates self-paced and self-directed learning. Students are encouraged to engage with, develop and experiment with programs in a constructivist fashion inspired by bricolage (Stiller, 2009; Stiller, 2017).

    The intent is to build students' confidence as they learn to program, and provide a foundation that can be built on so that in later years they can go beyond simple solutions to problems and be ready to engage in full-fledged application development.

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  • This module covers two areas: one, the key digital media software applications that manipulate still and moving imagery as well as audio production, and two, the practice of acquiring digital assets through photography and filming, for creative media production. This will entail use of lights, cameras, and editing. The theory is delivered through the lectures and the practice through workshops which underpin all skills acquisition and development.

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  • The Computer Generated Imagery (CGI) Module introduces students to professional 3D Computer Graphics and Animation. Here students will learn how to construct 3D geometric models, apply shaders using assorted textures, illuminate them and render these to create high quality images. Students will also acquire underlying knowledge to make efficient use of topology for generating 'clean modelling'. The assessment encourages portfolio skills development approach through creation of 3D CGI assets.  The module also provides a broad introduction to the fundamental scientific concepts underpinning digitally generated imagery.

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  • The goal of the Professional Environments module is to prepare students for professional practice firstly by ensuring they acquire suitable employability assets and secondly by equipping them with an understanding of the role of a professional in society and the role of professional bodies.

    While the bulk of the taught programme focuses primarily on domain knowledge, the Professional Environments module focuses on developing key skills (as enumerated in the Programme Specification), personal qualities (eg commercial awareness, reliability and punctuality, understanding the centrality of customers and clients), and professional knowledge including the need to engage with continuing professional development. With such assets, students will generate a CV, an employment portfolio, and a professional online presence.

    Being a professional also means understanding the key legal, ethical and societal issues pertinent to the domain, and understanding the need for continuing professional development (CPD) especially when technology develops at such a rapid pace. The module is designed to support different domain areas and to integrate experience from other professions. The subject areas being studied demand a global perspective which encourages the inclusion of our diverse of communities and national practices.

    Reflecting the fact that team working is ubiquitous in the modern workplace, a significant proportion of the assessment work on the course is group-work based. There is considerable evidence that group work promotes a much deeper engagement with taught content. It also encourages the development of diverse learning communities. This module will therefore introduce students to best practice in group working covering how to approach group work, how to deal with different types of people, and methods of selecting and managing groups.

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Year 2

  • This module builds on the foundations of the Level 4 modules, in particular TS4001 and develops knowledge and skills in creating and manipulating motion graphics assets, managing the editing process and compositing multi layered as well as multi nodal visual effects. This includes still images, video, audio, paint, and video based animation and effects. These skills are further developed to a high level of appreciation, in particular for the flow of work for digital editing and contemporary composting in 2D and 3D spaces. The students will acquire knowledge, develop skills and synthesis media products for self and tutor assessment. Professional level motion graphics, editing and compositing software will be employed. Furthermore studio based green/blue screen filming will be undertaken to create original material for visual effects project work.

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  • The primary aim of this module is to develop a range of skills in the creation of a multimedia product, through the study and production of sophisticated content driven interactive material using industry standard multimedia authoring software. Students will also be taught to write computer code (script) to a high level using a scripting language in order to generate interactive content, animation, navigation and data storage/retrieval.

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  • Following a project-based pedagogic approach, students will undertake a major inter-disciplinary team-work project drawn from a list of authentic industrial problems. Achieving the goals of the project will require students, firstly, to apply the various development methodologies they have acquired on their course and, secondly, to develop professional skills in project management and team working.

    While the bulk of the taught programme focuses primarily on the learning of domain knowledge, the goal of the Professional Environments 2 module is to prepare students for professional practice in their respective domains. They will develop the necessary project management and team-working skills, and, by working as a team on an authentic industrial project, they will gain a high degree of familiarity with the typical requirements capture, design, and development methodologies relevant to their discipline. With the focus on making real-world artefacts, the students will integrate their work into an employment focused portfolio.

    Being a professional practitioner also mean critically assessing both goals and solutions from legal, ethical and societal perspectives as well as addressing security and safety concerns. Students are also encouraged to consider their continuing professional development needs and to engage with their professional bodies. To encourage career management skills and promote employability after graduation, students are expected to integrate the artefacts they produce and reflective practice narratives into their employability portfolios and personal development plans.

    The module is designed to support different domain areas and to integrate experience from other professions. The subject areas being studied demand a global perspective which encourages the inclusion of our diverse of communities and national practices.

    Read full module description

     
  • Please choose one module.

    • This portmanteau module can be taken by students who have either already taken an introductory 3D computer-generated imagery (CGI) module or by students with no prior experience of 3D computer-generated imagery. Students with no prior CGI experience will learn the use of a professional 3D computer graphics and animation application. They will learn how to build 3D models, shade them and apply assorted texture types, illuminate them and render them out as images. They will learn how to make an efficient use of data, and appreciate the underlying topology of the geometry that makes up that model. The balance of assessment will be in the form of creation of 3D computer generated assets and presenting these as rendered images.

      Read full module description

       
    • This is an optional module intended for undergraduate students who are studying computing-related subjects.

      Human Computer Interaction (HCI) is the core academic discipline that examines the relationship and interface between human and computer. It informs and provides the theoretical and methodological foundation for user experience, the professional discipline which is practically applied. Although this module forms part of the user experience guided pathway it can be taken as a standalone module.

      Students will explore major themes in HCI from both a theoretical and a practical perspective. The module will establish an understanding of key concepts within HCI theory and methods, and examines techniques for HCI design and evaluation.

      It offers students a practical domain in which to apply knowledge and skills, including those from other modules, to the design, implementation and analysis of interfaces between people and computer systems. Students will undertake practical exercises in which they evaluate real-world problems to identify user experience issues.

      They will utilise the synthesis of data from methods which explore user needs and requirements and also users' cognitive models to build a suite of artefacts eg personas, user journeys, empathy maps etc which will inform a prototyping phase. This process involves interactively building on low, medium and high fidelity prototypes of increasing complexity and levels of interation. Thus students synthesise theory and empirical data to build their prototypes of a redesign solution to usability issues. These artefacts will iteratively and incrementally inform a user centered redesign.

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    • This module seeks to establish the skills required to build full-stack database driven web applications. Students will learn how to design, build and query databases according to user information needs using logical data models and structured query language (SQL). They will also learn how to design and build scalable interactive applications that are delivered over the web and integrated with a backend database.

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Year 3

  • This module examines the skills that are required to be implemented in the production of a visual effects shot. Those skills include the acquisition of film and video footage for use in visual effects, the creation of computer generated assets both in 3D and 2D form, and the compositing of those elements into a finished shot. The module builds upon specialist skills learned by students at levels 4 and 5, develops these further and demonstrates how tasks involved in creating a visual effects shot work together. The module looks at the professional working practices of the film, television, visual effects, post production and computer graphics industries and the various roles taken on by individuals working in these industries. Success in the module depends on both students' individual skills and their abilities to work as part of a team.The major assignments will be group projects to create visual effects shots.

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  • The goal of the module is to further develop skills in organisation, timekeeping, research literature, developing and critically analysing results as well as reporting work verbally and in a written format. The end result will be an artefact or artefacts which demonstrate creativity and technical competence as well as a technical report.

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  • Please choose two optional modules.

    • The module provides an in-depth real-world simulation of the business of making computer games in teams using industry-standard production management techniques and simulating a professional environment of collaboration to deliver a product on time. The module links with the games inKUbator where students have the opportunity to work together to create games, emulating the industry environment.

      Read full module description

       
    • While this module provides a foundation for careers in mobile application development, mobile is becoming increasingly ubiquitous and the skills taught also have applications in UX, web development and software engineering in general. Although there are no prerequisites, it is assumed that students have acquired a general familiarity with programming and software development principles through their previous study.

      Read full module description

       
    • This is an optional module intended for undergraduate students who are studying Computing-related subjects. Although it forms part of the User Experience guided pathway it can be taken as a standalone module and previous experience of UX is not assumed. This module will focus upon the skills, methods and tools required in careers such as UX Architect, UX Designer, Service Designer, Information Architect or Digital Product Designer. The curriculum is finely balanced between theory and practice. Students are directly immersed in organisational practices and skills used in industry and will make use of academic theory in this practical context. Students will learn to develop investigative, analytical, technical, communication and advocacy skills to help them shape interactive technologies that augment people's abilities, enhance their creativity, connect them to others and protect their interests. They will also become aware of the impact of levels of digital literacy, availability of and access to technology, economic and business drivers, regulations, and regional/cultural norms. The module will also develop methods and skills required to understand current users, to investigate non-use, and to imagine future users.

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    • Entrepreneurship is a major driving force in creating economic growth and this module illustrates how to work in an entrepreneurial fashion. At the heart of entrepreneurship is innovation which can come in many forms. Sometimes this can be an incremental but generally gives significant improvement to the customer or alternatively as a new breakthrough or transformational innovation. Incremental innovation is aimed at increasing the value of a product or service, to add more value and thereby creating new and superior value chains. Breakthrough innovation often creates new categories of product or transforms the historical ways of doing things.

      From this foundation, the module proceeds to explain how to develop a strategy not only to satisfy the critical needs that organizations have, but also aims to explore the application and use of improved value chains using the concepts of corporate venturing (spin-out/intrapreneurship) and Entrepreneurship (new venture creation). However it is not simple to start a new company. Especially the Tech branch is characterized by fast developments, shifts of focus and low barriers to entry, where holding back from "bleeding edge" is essential and is one of the important differentiating factors between Tech Entrepreneurship and other forms of entrepreneurship. This means that one can no longer count on "good luck", but insight, understanding, knowledge and a systematic approach all have to be learnt.

      This module will equip participants with the concepts needed for roles in analysis, consultancy and management in technology environments, plus the necessary knowledge to work successfully in an innovative company, as well as providing a good background for new venture creation (Entrepreneurship) for those considering self-employment or founding new technology firms.

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You will have the opportunity to study a foreign language, free of charge, during your time at the University on a not-for-credit basis as part of the Kingston Language Scheme. Options currently include: Arabic, French, German, Italian, Japanese, Mandarin, Portuguese, Russian and Spanish.

Most of our undergraduate courses support studying or working abroad through the University's Study Abroad or Erasmus programme.

Find out more about where you can study abroad:

If you are considering studying abroad, read what our students say about their experiences.

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This course is taught at Penrhyn Road

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Contact us

Admissions team

Location

This course is taught at Penrhyn Road

View Penrhyn Road on our Google Maps
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