2. Planteamiento del Problema
2.1 Sistematización
5.2.6. Actores del sector turístico
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.
In the submission of courses to the breadth committee, developers are asked to provide a rationale as to why the course meets the criteria of the category identified.
Lower and Upper Level Course Designation
Breadth courses will be designated as lower or upper level offerings, based on the range of complexity represented in the course learning outcomes, the course content, and/or the abilities required of the student, as reflected in the methods of evaluation.
More specifically, lower level courses will be those that have learning outcomes consistent with the lower end of Bloom’s Taxonomy, and upper level courses will be those with learning
outcomes reflecting the greater content mastery required when working from the upper end of Bloom’s Taxonomy.
All lower level courses include a significant emphasis on the development of competencies in one or more of the following areas:
• Writing • Reading • Numeracy
Both lower and upper level courses will also contribute to the development of other competencies such as:
• Critical Thinking • Research Skills
Bachelor of Digital Communications Section D – Page 11 • Other skills ________
(Note: In the submission of new outlines developers are asked to indicate which competencies are emphasized in the course. Additionally, as identified as a PEQAB requirement, upper level breadth courses will contribute to more than an introductory knowledge in the humanities, sciences, social sciences, global cultures, and/or mathematics; and more than introductory knowledge of the distinctive assumptions and modes of analysis of a discipline outside the core field(s) of study.)
In addition:
• Some courses may have a suggested pre-requisite. (At the current time, this is not the norm but as more degrees are offered and more breadth courses become available, guidelines around prerequisites will likely evolve.)
• Students are required to complete one lower level breadth course in at least two of the three breadth categories.
• Students are required to complete one upper level breadth course in at least two of the three breadth categories.
• Students complete the remaining breadth degree requirements as free choice from the courses offered in the breadth categories. However, no more than 70% of their breadth courses may be at the lower level.
The distinction between a lower-level and upper-level breadth course is assessed by the breadth implementation committee based on:
• Amount of writing required • Required reading
• Nature of the assignments and evaluations Current Breadth Status
Since January 2012, the Committee has:
• Identified all lower level courses as foundation courses.
• Reviewed the existing and approved lower and upper level breadth courses and placed them in the appropriate category.
• Developed a course submission process, template and assessment form
• Received and reviewed 39 new breadth courses for future delivery. These courses were included in this submission for the Bachelor of Applied Technology (Industrial Design) Consent Renewal.
• Established a process for the management of the student records and schedules to ensure that there is a rotation of choice of lower and upper level courses and that at a minimum of 50% of the courses are taught by a faculty member with a terminal credential in the field of study or in a related field of study (normally a doctorate). The approval process is an iterative process and the committee ensures that it is satisfied that all of the breadth elements are adequately addressed before a course can be put on the
approval list. All breadth course outlines must come back for review every four years noting that the appropriateness of the courses will also be reviewed as part of every degree self-study. Conceptual and Methodological Awareness
Bachelor of Digital Communications Section D – Page 12
All courses are designed to develop and employ critical thinking skills alongside the acquisition of knowledge and skills associated with digital communication. The program immerses students in the digital media context as an area for critical investigation, as an expanding skillset and as a learning platform. Students learn about and through digital media, with in-depth personal
investigations and experiences in order to become critical practitioners, rather than simply users.
In theoretical courses, students are exposed to current research, disciplinary debates, and modes of analysis used in the area of study. In production courses, students apply best design practices in photography, audio, video, multi-media and web to plan and implement specific types of communication for diverse audiences. In the senior years of the program, students further develop and apply their methodological awareness to the business world, as they study project management, persuasion, and analytics. The use of labs, case analyses, and visiting experts in many courses in the program provide opportunities to explore the implications of current issues and recent research findings. Research methods are introduced in the course Writing and Research for New Media. For those students who wish to pursue graduate studies, it is recommended that they take the media elective course Research Methods for Digital Communications in Year 3 or 4.
Graduates of the program are able to gather, review, evaluate, interpret and express information using a range of well-developed analytic and synthetic methodologies. This competency is introduced in first and second year production courses, and further developed in courses such as Web Building and Site Management and Web and Social Media Analytics.
Students are expected to operate as informed producers and consumers of media
communications recognizing the aims of commercial business, non-profits, government, and community enterprise. This competency is introduced in courses such as Introduction to Digital Media and Communication, and is advanced throughout the program in such courses as Critical Analysis of New Media.
All courses develop students’ methodological and conceptual awareness through readings, assignments, lectures, demonstrations, labs, scenarios, projects and other learning activities which are designed to support proficiency in new media while also fostering flexibility, and resilience to adapt to emerging trends, practices and challenges in an ever-changing media landscape.
Application of Knowledge
A focus of the program is the integration of the conceptual and the practical. Coursework and the work placement experience provide opportunities for the application of practical skills. Students use industry-standard technology throughout the program to develop and apply their communication skills and develop strategies based on real-world situations.
The program stimulates inquiry, independent judgment, critical self-awareness, analysis and creative approaches to communications. The use of active learning through case analysis and project-based inquiry encourages the development of both students’ capacities for independent learning and their ability to work with others. It develops students’ abilities to solve problems in creative ways, to identify and redefine problems, to raise and address appropriate issues and to make decisions. In their discussions, research papers and case analyses, students are required
Bachelor of Digital Communications Section D – Page 13
to present and evaluate relevant recent research findings, and to sustain persuasive and logical arguments that challenge underlying assumptions from a number of informed perspectives. Graduates of the program develop an ability to apply innovative media strategies to effectively analyse and express themes and issues from a range of contexts and perspectives. This competency is introduced in production and e-portfolio courses and is advanced in courses such as Visual Communications, and Digital Social Narratives.
Students are also expected to interpret and apply theoretical and ethical frameworks to identify and solve communication problems in a variety of contexts. This competency is introduced in courses such as Communication Law and Ethics and Social Media 1 and developed throughout the program in courses such as Web and Social Media Analytics and Persuasive Campaigns. Many of the individual courses require case analyses, presentations, and research papers which provide increasingly sophisticated practice-based exercises preparing students for senior level applications required in the capstone projects.
Students participate in one mandatory work term of 14 weeks of professional experience, where they apply knowledge and skills to real life applications. Students research and develop a plan for their internship placement selecting from a wide variety of opportunities in public relations firms, government offices, not-for-profit organizations, major corporations, small businesses, and financial institutions.
Communication Skills
The ability to communicate effectively with the level of sophistication required for sustained employment and life-long learning is a core outcome for all undergraduate programs. It is a heightened expectation in this program, as employers seek to enhance their reputations and effectiveness through the work of professional media communicators. The program advisory committee for this program and employer survey results overwhelmingly emphasized the core skills of critical reading and precise writing as highest priorities for new graduates. The program has been designed to support the development of these skills through direct and indirect means in every course in each year of the program. Students are expected to prepare for classes by reading and responding to textbooks, journal articles and websites and to write daily in journals, blogs, papers, critiques and annotations. A stream of writing courses directly addresses the development of writing skills, especially as these pertain to writing for new media.
In addition, students develop their oral presentation skills through class presentations and discussions, and their visual literacy through project work which links storytelling with web and interactive technologies.
A core competency to be demonstrated by graduates is to present ideas and information accurately and creatively using written, oral, audio-visual and web-based formats. The program is designed with recognition of the developmental nature of communication abilities. Courses are sequenced to support students’ learning and to gradually raise expectations for higher levels of sophistication and creativity over the four years of the program.
Bachelor of Digital Communications Section D – Page 14
As students gain proficiency and become more fully immersed in theoretical language and practical skills, they become increasingly aware of the limits to their knowledge. This awareness is fostered intentionally through an emphasis on reflective practice, critique, analysis of new and emerging trends and practices and a relentless pursuit of excellence. In theory stream courses, students approach questions of communication practice from sociological, historical, cultural and psychological viewpoints. The courses E-Portfolio1& 2 and Capstone Project 1&2 are designed to challenge students’ perceptions and assumptions in terms of their own practical work.
Throughout the program, current standards of practice as well as legal, ethical and regulatory issues will be emphasized. Students are made aware as new issues arise, beyond current knowledge. For example, students are kept current in their understanding of the impacts of continued globalization, advances in technology, developing standards, and legislation. Throughout the program, students are encouraged to visit key business, association and government websites and to review industry periodicals and academic journals in order to recognize new developments that require study.
Throughout the program, students study various schools of thought about communication and its related disciplines, their bases, explanatory power, limitations, external influences and areas requiring further study. As students investigate and use current research in the field to support any analysis they undertake, they are challenged to consider both the limitations in the practical application of the information to actual problems, as well as areas that need to be investigated further.
Professional Capacity/Autonomy
The program has been designed to address specific professional skills which provide the foundation for a student’s academic, employment, professional, and personal success. These skills include initiative, personal responsibility, accountability, teamwork, decision-making, management of learning, and behaviour consistent with academic integrity and social responsibility. Graduates of this program emerge with the following skills:
• interpersonal skills derived from group assignments, interactions with faculty and industry representatives, and relevant work experience,
• independent research and production skills developed from the research projects built into various courses throughout the program,
• problem solving and decision-making strategies developed through using industry technologies, simulations and case analyses,
• teamwork and negotiation skills developed through team assignments,
• time and project management skills gained through planning and completing a variety of projects and assignments,
• self-awareness, openness and sensitivity to diversity in terms of people, cultures, and through rigorous reflection, critique and analysis.
In addition, the program emphasizes and promotes the need for independent and continuous learning. The program is delivered with this principle in mind, as well as with the need to strategically define areas of interest and expertise. This program produces highly competent communication generalists while affording students the opportunity to develop their special
Bachelor of Digital Communications Section D – Page 15
areas of interest and expertise through selected assignments, media elective courses, project choices, and work experience.
The program prepares students to take increasing responsibility for the content and direction of their work. It has been designed to support individual development, as well as the progressive acquisition of independent learning skills by promoting the value of additional reading and research into areas of discussion, and through the use of increasingly complex and independent study projects in the final years of the program. The need for continual updating of industry knowledge is emphasized in all core courses. Throughout the program, students are made aware of opportunities to further their knowledge in the field, both through programs offered by professional associations as well as through graduate study. Continuing professional
development and the need for currency and on-going learning are stressed.
Through the review of industry and academic journals, discussions with industry leaders and ongoing review of publicly-available industry publications, students are able to identify their role in the dynamic and increasingly complex field of digital communications.
Bachelor of Digital Communications Section D – Page 18 D2 Professional Accreditation
Bachelor of Digital Communications Section D – Page 19 D3 Program Learning Outcomes
D3.1 Degree Level Learning Outcomes
Degree Level Learning Outcomes Courses or course segments that contribute to achievement of outcome
Upon graduation of a baccalaureate degree program, the graduate demonstrates
sufficient rigour, breadth and depth required to satisfy degree level expectations as identified in the Ontario Qualifications framework. Specifically, a graduate will:
Note: All of the courses in the degree contribute to the attainment of the degree level outcomes but the following courses or course segments emphasize specific aspects of the outcomes.
1. Demonstrate more than an introductory knowledge of the overall
discipline/major field(s) as well as a specialized area within that discipline.
Video / Audio Production 2 Photography 2
Multi-Media Design 2 Social Media 2
Web and Interactive Design
Web Building and Site Management Digital Social Narratives
Digital Media and Society Critical Analysis of New Media Web and Social Media Analytics Persuasive Campaigns
2. Demonstrate more than an introductory knowledge of a discipline outside the core field(s) of study.
Breadth Courses Years 3 & 4 Media Electives
3. Conduct modes of inquiry/analysis which reflect multiple perspectives found within and outside the field of study.
All Breadth Courses Years 1-4 All Media Electives
Communication Law and Ethics Writing and Research for New Media Multi-Media Project Management Critical Analysis of New Media
4. Conduct inquiries and critically evaluate arguments, assumptions, abstract concepts and data (qualitative and quantitative) to make judgments and to frame appropriate questions, arguments and solutions using methodologies inherent in the discipline/field of study.
Introduction to Digital Media and Communication
Video / Audio Production 1 & 2 Photography 1 & 2
Multi-Media Design 1 & 2 Social Media 1 & 2
Web and Social Media Analytics Persuasive Campaigns
Critical Analysis of New Media 5. Communicate information, ideas,
problems and solutions to both
specialist and non-specialist audiences.
Media Writing Fundamentals
Writing and Research for New Media Digital Storytelling
Digital Social Narratives Social Media 1 & 2
Bachelor of Digital Communications Section D – Page 20 Degree Level Learning Outcomes Courses or course segments that contribute
to achievement of outcome 6. Analyse the historical and contemporary
developments of the field.
Introduction to Digital Media and Communication
Visual Communications
Web Building and Site management Digital Media and Society
Web and Social Media Analytics 7. Plan, conduct and evaluate applied
research and/or produce a body of original, creative work.
Video / Audio Production 1 & 2 Photography 1 & 2
Multi-Media Design 1 & 2 Social Media 1 & 2 E-Portfolio 1 & 2 Capstone Project 1 & 2
Multi-Media Project Management 8. Demonstrate leadership skills as well
as, collaboration, cooperation and consultation skills as a team member.
Breadth Courses Work Placement
Web Building and Site Management Digital Social narratives
Capstone Project 1 & 2 9. Demonstrate the skills, knowledge and
abilities required for both further education and successful employment in the field of study.
Video / Audio Production 1 & 2 Photography 1 & 2
Multi-Media Design 1 & 2 Social Media 1 & 2
Web and Interactive Design
Web Building and Site Management Multi-Media Project Management Web and Social media Analytics Persuasive Campaigns
Work Placement 10. Adhere to academic, professional,
ethical and legal codes of conduct.
Breadth Courses
Communication Law and Ethics Multi-Media Project Management Digital Media and Society
Critical Analysis of New Media Work Placement
Bachelor of Digital Communications Section D – Page 21 D3.2 Core Program-Level Learning Outcomes
D3.2.1 Design of Program Learning Outcomes:
The development team aligned the design of program learning outcomes with the University Degree Level Expectations (UDLE) as set out by the Ontario Qualifications Framework. The six categories of expectations provided structure to a set of overall program outcomes.
UDLE Category Bachelor of Digital Communications Program Learning Outcomes 1. Depth and
Breadth of Knowledge
1. Employ distinctive communication styles grounded in a thorough
understanding of communication theories, and historical and contemporary trends in visual design and media technologies.
2. Create effective media strategies based on insightful audience analysis, principles of branding and marketing and revenue generation and media law and ethics.
3. Critically analyze and interpret media messages, comprehending the historical, social, commercial and cultural impact of representational, explanatory, abstract and symbolic images.
2. Knowledge of