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Aims of the module
The course aims to equip the students with the knowledge of computer applications in Graphic Communication and Design.
The learning outcomes
- At the end of the course, the student should be able to produce orthographic drawings through geometric construction techniques and relate this to architectural settings.
- The student should have developed the ability to create 3D Computer-Aided surface and solid models and produce Computer-Aided drawings and images from such models.
- The student should have understood the design principles and their relevance in professional graphic presentations.
- The student should have learned the functions of desktop publishing in Graphics.
The course contains the following areas of study; Technical Graphics, Computer-Aided 3D Modeling, Visualization and Presentation, and Computer-Aided Graphic Presentation
Modes of assessment
Assessments consisted of Continuous Assessment Tests (10%), Practicals/Projects (40%), and the end of Module exam (50%). The project required a group presentation after completion.
The lecturer applied a practical approach to tackling the course.
There were enough resources for use in this course. The materials that were available in the college’s physical library were adequate and proportional to the student population. The lecturer also provided materials based on recent developments in computer modeling. The students also used online libraries and academic databases that were relevant.
Number of students in each class
The population of students in this class was quite manageable. The class had 80 students that were registered. This class was managed by one lecturer.
Coverage of the course content
The course content was covered as per the schedule. The continuous assessment tests and practical assessments were carried out as per the schedule and the students had enough time to prepare for the final exam.
Table 1.1: Module Planning for Personal Development.
|Importance||Comments on the factors|
|Nature of the subject||The subject is quite practical and needs the hands-on participation of the students. Students were required to think creatively in developing some designs.||7||This is a practical course and the concepts may vary depending on a particular context. The students need to be creative on their own to solve some arising problems.|
|Layout and constraints |
in the room
|The class was organized into groups for the purposes of discussion and group assignments.||6||The classroom should have little constraints and the students should be free to consult each other|
|The student number||The student population was quite big but could be managed by a single lecturer.||7||The student population should be reduced to a more manageable.|
|Lecturer’s teaching style||The lecturer gave a practical hands-on approach. Individual students were given attention and trained on eye and hand movements in the graphic drawing by a computer medium.||9||The course is more practical and the use of demonstrations was necessary. The students are expected to develop individual skills.|
|Learning materials||The learning materials were adequate and relevant. The student population did not exert much pressure on learning materials.||8||Materials should be available to facilitate learning.|
|Time management||Time management was good.||6||Both the instructor and the students should observe time management.|
Table 1.2: Assignment/Project Planning for Personal Development.
|Importance||Comments on the factors|
|Exam scheduling |
|The exams and projects had been scheduled at the beginning of the module. The final exam was timed and took three hours as it involved detailed |
|8||There needs to be proper scheduling of all the assessments at the beginning of a module. The lecturers should follow the schedule.|
|Exam environment||The CAT and projects were performed in small groups. The final exam was carried out in a supervised environment and the students worked independently.||6||The students should be closely supervised during the final exams to evaluate them effectively.|
|Instructions and guidelines provided||Sufficient guidelines were provided for the projects and there were proper instructions on the written exams.||7||There is a need to provide guidelines and instructions to be used in the assessments. Wrong or unclear guidelines will mislead the students and do not provide a good evaluation.|
|Exam standard||The CAT and final exams reflected the course contents. Projects required the students’ own reflection of the concepts.||7||The exam should be relevant to the requirement of the course and should be proportional to the allocated time.|
|Assessment materials||There were sufficient materials for the projects/practical and during the final exam.||7||The materials for the exam should be adequate to enhance the evaluation of all the students.|
|Lecturer’s evaluation||The lecturer was not biased in grading the students.||8||The lecturer should be objective in awarding marks to the student,|