Module-Handbook-CST3135 v1-2023-24 - ST

Science and Technology
Computer Science
Digital Media Technology

CST3135
Module Leader: Carl James-Reynolds

Term AY 2024
[24 weeks]
Document Version V1
[MODULE NAME] [MODULE CODE]
Online location of handbook
This handbook can also be accessed via My Learning.
Other formats available
This handbook is available in a large print format. If you would like a large print copy
or have other requirements for the handbook, please contact the Disability Support
Service disability@mdx.ac.uk
Disclaimer
The material in this handbook is as accurate as possible at the date of production.

You will be notified of any minor changes promptly. If there are any major changes to
the module you will be consulted prior to the changes being confirmed. Please check
the version number on the front page of this handbook to ensure that you are using
the most accurate information.
Other documents
Your module handbook should be read and used alongside your programme
handbook and the information available to all students on My Learning and UniHub,
including the Academic Regulations. Your programme handbook can be found on
the My Learning programme page for your programme.
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Table of Contents
1. Welcome.......................................................................................................................... 5
2. The module teaching team............................................................................................5
3. Communication with the teaching team.......................................................................5
4. Module overview.............................................................................................................7
5. Learning resources.......................................................................................................11
6. Expectations of studying this module.........................................................................11
Professional behaviour and online conduct..................................................................12
Academic Integrity and Misconduct...............................................................................13
Extenuating circumstances:............................................................................................14
7. Assessment................................................................................................................... 15
Formative assessment....................................................................................................15
Summative assessment..................................................................................................15
7.2 Feedback on your assignments..............................................................................17
7.3 How is your assignment mark agreed?..................................................................17
7.4 Anonymous Marking Assessment Policy...............................................................18
7.5.1 Assessment 1.........................................................................................................19
7.5.2 Assessment 2.........................................................................................................22
7.5.3 Assessment 3.........................................................................................................25
7.5.4 Exam- For use only if exception granted by Assurance Committee...............28
8. Learning Planner.......................................................................................................... 30
9. University 20-point Scale.............................................................................................31
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1. Welcome
This module takes as a starting point the idea that all media is data and can be
manipulated to create an impact for information or fun. The idea that users know
what they want and that interaction should be task focussed is explored and partly
dismissed. We get a chance to make noise, create visual impact and explore
interaction whist also developing a sound understanding of concepts around media,
compression, file structure and psychology that will allow us to be creative and
develop meaningful interaction, visualisation and sonification.
2. The module teaching team
Module Leader: Carl James-Reynolds

Write a brief Room number: T118
introduction to the Email: Carl9@mdx.ac.uk
course, explaining Telephone number: 0208 411 6566
the main purpose of Office hours: Online Monday 2:00 – 4:00
and at other times where
the module, the
possible – Email for
purpose of this appointment (Same day is
handbook and how fine) this avoids clashes.
to use this
handbook.
Seminar tutor: Insert Name

Please insert the Room number: Click here to enter text.
staff member photo Email: Click here to enter text.
Telephone number: Click here to enter text.
Office hours: Click here to enter text.
3. Communication with the teaching team

Students may contact staff via e-mail, phone, by dropping in to staff office hours, and by
making an appointment to see them outside office hours.
Staff will contact students by e-mail, the My Learning module page and via lectures
and seminars.
The team may send urgent group and/or individual messages about the module to
you by email, so it is important that you read your University email regularly.
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All staff have office hours, it is not necessary to book an appointment during these
hours, you just need to drop-in, but when these are online, you may be put in a
waiting room, so organising an appointment first is a good idea. If the staff member
is not online, please drop them an email.
In the first instance problems should be dealt with by talking to a member of the
module team. You can give feedback on this module to the module leader, your
Student Voice Leader, to your personal tutor, and through the end of module
evaluation survey.
4. Module overview
Aims:
This module aims to equip students with the underlying concepts and theory in
interactive media manipulation. In doing this students will develop skills in synthesis
and modification of media, hardware controllers, data visualisation and sonification.
By understanding the relationship between cognitive psychology and our

mathematical treatment of media data students will develop a strong theoretical
foundation with which to explore this area. Students will be programming using a
wide range of languages and explore a wide range of paradigms for completing
various media based tasks including the design and development of interactive
artefacts. As we are dealing with media and its presentation, there are strong links to
the digital arts and students are expected to explore their creative side in addition to
the computing skills required. Background reading will provide students with a
historical and philosophical context for reflecting on their own practice and that of
their peers.
Learning outcomes:
Knowledge
On completion of this module, the successful student will be able to:
1. Demonstrate a good understanding of the structure of media file formats and

demonstrate how understanding these allows us to manipulate media in time and
space creatively.
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2. Critically evaluate and choose appropriate sensors and output transducers and
media for interactive multimedia installations, showing awareness of the
environment in which they are used and an understanding of the creative brief.
3. Show an understanding of the psychological, cultural and historical context for

the work they produce and demonstrate this in their project work through critical
evaluation.
Skills
On completion of this module, the successful student will be able to:
4. Design, develop and build interactive devices and/or software, taking into account
the limitations of available resources and the user experience and use a wide
range of media editing, programming and synthesis tools creatively to generate
new pieces of work.
5. Work independently and autonomously to develop their knowledge and skills and
are able to manage time and resources effectively in the completion of their work.
Indicative Syllabus:
 Sampling Theory including Nyquist Theorem

 The Nature of Multimedia Data and Glitch art
 Formats for audio, image and video including choice of formats
 Formats for instruction based media such as vector graphics and MIDI
 Fourier Series and Transforms
 Perception and Cognition
 Audio and image synthesis
 Artificial Intelligence and Media Creation
 Video Jockey and Projection Mapping
 Interaction, sensors and control
 Sonification and Visualisation
 History and Philosophy of Digital Creativity
Learning and teaching strategy:
Students will engage with the material through lab work, discussion, independent
reading and project work. The initial projects are small well-defined activities but after
the first twelve weeks become larger student led projects, allowing the students to
develop an autonomous approach with guidance. Projects will be collated to form a
portfolio together with notes and development plans.
This module requires students to submit projects on the dates given in order that
they are assessed, and these projects will be marked for the practical component of
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the grade. However, the final submission will be in Exam week 1, where student
grade components for the portfolio are added to each project. At this stage, problems
with the practical components that have been identified in feedback may be
addressed in order to improve grades. Formative feedback is provided as audio files
for each project provided it is submitted on time, and portfolio feedback provided
online.
Assessment scheme
(a) Formative assessment scheme
Audio feedback (written if preferred) on each project and online feedback provided
on overall portfolio.
Continuous verbal feedback given in lab sessions
(b) Summative assessment scheme

Indicate tasks and weightings and which tasks assess which learning outcomes
Project 1 – Playing with Data 15% (1)
This requires students to explore metadata, create glitch art, use steganography and
a wide range of media files in order to understand file structure and representation
Project 2 – Image Filters and 3D Images and Sound 10% (1, 5)
Students will develop a range of image filters using various software tools and will
create 3D images and sound and explore the data processing and cognitive contexts
of their work.
Project 3 – Audio or Image Synthesis 15% (1, 3, 4, 5)
Students will create a software audio synthesiser and a synthesised image using
specialist software. The best work will be assessed.
Project 4 – Projection Mapping/Visual Jockey 20% (1, 2, 3, 5, 6)
Students will produce a VJ presentation for a piece of music or a projection mapped

video.
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Project 5 – Interactive Independent Project 40% (1, 2, 3, 4, 5, 6)
Students will develop a microcontroller based interactive project using multiple

sensors. Output should be sent to another device or computer which will form part of
the interaction. This could be using I2C, MIDI or data sent to Processing for
example.
Please note that some learning outcomes are assessed in part only in some of the
tasks, and all tasks need to be undertaken to meet the module learning outcomes.
Learning hours
 Scheduled teaching 72 hours
 Independent study 228 hours
Research Ethics:
 The teaching, learning, assessment and research activities undertaken
in this module have been considered and are not likely to require ethical
approval.
 However, please seek advice if undertaking the module entails carrying out
any research activities involving human participants, human data,
animals/animal products, precious artefacts, materials or data systems.
If you submit work that includes data gathered from or about people, this may
be treated as academic misconduct and could lead to fail grade being
awarded.
 Research ethics approval seeks to ensure all research is designed and
undertaken according to certain principles of ethical research. These include:
1. Primary concern must be given to the safety, welfare and dignity of
participants, researchers, colleagues, the environment and the wider community
2. Consideration of risks should be undertaken before research commences with
the aim of minimising risks to those involved – i.e. human participants or animal
subjects, colleagues, the environment and the wider community, as well as
actual or potential risks to those directly or indirectly affected by the research.
3. Informed consent should be freely given by participants, and by a trained
person when collecting or analysing human tissue (details on accessing and
completing online training for gaining informed consent for HTA purposes can be
found below in Section 8).
4. Respect for the privacy, confidentiality and anonymity of participants
5. Consideration of the rights of people who may be vulnerable (by virtue of
perceived or actual differences in their social status, ethnic origin, gender, mental
capacities, or other such characteristics) who may be less competent or able to
refuse to give consent to participate
6. Researchers have a responsibility to the general public and to their profession;
as such they should balance the anticipated benefits of their research against
potential harm, misuse or abuse which must be avoided
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7. Researchers must demonstrate the highest standards of ethical conduct and

research integrity. They must work within the limits of their skills, training and
experience, and refrain from exploitation, dishonesty, plagiarism, infringement of
intellectual property rights and the fabrication of research results. They should
declare any actual or potential conflicts of interest, and where necessary take
steps to resolve them.
8. When using human tissues for research, Human Tissue Act and Human
Tissue Authority (HTA) requirements must be met. Please contact the relevant
designated person (DP) in your department or the HTA Designated Individual
(DI) (Dr Lucy Ghali - L.Ghali@mdx.ac.uk). Further information is provided below
in the section: "Human Tissue Authority Information", see 'Governance Structure"
document and SOPs etc.
9. Research should not involve any illegal activity, and researchers must
comply with all relevant laws.
 For more information about ethics go to the Middlesex Online Research
Ethics (MORE) system which has information and guidance to help you meet
the highest standards of ethical research using this link:
https://MOREform.mdx.ac.uk
 Information and further guidance on how to complete a research ethics
application form (e.g., video guides and templates) can be found on the
MORE MyLearning site*: http://mdx.mrooms.net/enrol/index.php?id=12277
(Log in required)
*Middlesex University Definition of Research document can be located on this
site.
5. Expectations of studying this module

Attendance and Engagement
The module team are here to help and support you achieve your goals. One of the
key elements to successfully completing this module is engaging with all of the
learning opportunities we offer as well and working with your peers to support one
another.
Detail what students are required to do to engage in the module specify any
requirements. For example
This module is designed as a combination of contact sessions, directed study and

independent study. This means you must participate in all the allocated sessions and
you must complete all set prework and activities outside them. Students are
expected to take an active part in all learning sessions whether these are online or
on campus; lectures, lab sessions, practical classes, seminars and workshops.
 There is a 75% minimum attendance requirement for this module.
The module team is committed to support you and your fellow students whilst you
undertake this module. In order for you to get the most out of sessions you need to
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come prepared and ready to contribute. Please ensure that any work set by the team
has been completed before workshops. After each class please review what has
been covered and make a note of anything you would like clarification on.
Engaging with online and on-campus in-person learning and activities is integral to
your success. Middlesex University supports you to achieve your full potential
through a number of strategies, all of which provide a supportive learning
environment online, remotely, face-to-face, or blended.
Further information on attendance and engaging with your programme will be
available at your Induction and updates online at UniHub at the weblink below.
https://unihub.mdx.ac.uk/study/assessment/attendance
Professional behaviour and online conduct

The programme of study you are undertaking is underpinned by developing
professional behaviour and attitude. It is important that you are respectful and
supportive to your fellow students and tutors. Adopting this approach will create a
positive atmosphere within sessions and is something you can use in your
professional life. You must come to sessions prepared and ready to contribute where
appropriate. To access some of the rooms and specialist space used for this module
you will need your University ID card. Please remember that your University ID
should be carried with you always whilst on campus and you must be able to identify
yourself if asked to do so. Please conduct your email communication with fellow
students, tutors and all relevant staff in a formal and courteous manner. It is helpful
to provide your student number and if you have a query relating to a module include
the module number as well.
Academic Integrity and Misconduct

You should be aware of the University’s academic integrity and misconduct policies
and procedures. Taking unfair advantage over other students in assessment is
considered a serious offence by the University. Action will be taken against any
student who contravenes the regulations through negligence, foolishness or
deliberate intent. Academic misconduct takes several forms, in particular:
 Plagiarism – using extensive unacknowledged quotations from, or direct copying

of, another person’s work and presenting it for assessment as if it were your own
effort. This includes the use of third-party essay writing services.
 Collusion – working together with other students (without the tutor’s permission),
and presenting similar or identical work for assessment.
 Infringement of Exam Room Rules – Communication with another candidate,
taking notes to your table in the exam room and/or referring to notes during the
examination.
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 Self-Plagiarism – including any material which is identical or substantially similar

to material that has already been submitted by you for another assessment in the
University or elsewhere.
Students who attempt to gain unfair advantage over others through academic
misconduct will be penalised by sanctions, according to the severity of the offence,
which can include exclusion from the University. Links to the relevant University
regulations and additional support resources can be found here:
Student Success Essentials Course which includes Academic Integrity

Access to course. -You will have to log into to MyUniHub and then MyLearning to
access the course.
Full details on academic integrity and misconduct and the support available can be
found at Academic Integrity | UniHub (mdx.ac.uk)
The Academic Integrity and Misconduct policy is available in our Public Policy
Statements (under Academic Quality) at: Our policies | Middlesex University London
(mdx.ac.uk)
Referencing & Plagiarism: Suspected of plagiarism?:
http://libguides.mdx.ac.uk/c.php?g=322119&p=2155601
Referencing and avoiding plagiarism:
https://unihub.mdx.ac.uk/study/writing-numeracy/awl-resources/writing
The Middlesex University Students’ Union (MDXSU) Advice Service offers free and
independent support in making an appeal, complaint or responding to any
allegations of academic or non-academic misconduct.
https://www.mdxsu.com/advice
Extenuating circumstances:
There may be difficult circumstances in your life that affect your ability to meet an
assessment deadline or affect your performance in an assessment. These are
known as extenuating circumstances or ‘ECs’. Extenuating circumstances are
exceptional, seriously adverse and outside of your control. Please see link for further
information and guidelines:
https://unihub.mdx.ac.uk/your-study/assessment-and-regulations/extenuating-
circumstances
6. Assessment
Formative assessment: Formative assessment is completed during your year of
study and provides the opportunity to evaluate your progress with your learning.
Formative assessments help show you and us that you are learning and
understanding the material covered in this course and allow us to monitor your
progress towards achieving the learning outcomes for module. Although formative
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assessments do not directly contribute to the overall module mark they do provide an
important opportunity to receive feedback on your learning.
Formative assessment Deadline

Feedback in class on your blog As required
Feedback on your Arduino work At start and before end of project
Feedback on your blog Anytime weeks 20 - 24
Summative assessment: Summative assessment is used to check the level of

learning at the end of the course. It is summative because it is based on
accumulated learning during the course. The point is to ensure that students have
met the learning outcomes for the course and are at the appropriate level. It is the
summative assessment that determines the grade that you are awarded for the
module.
There are 5 assessment components in this module
These all form part of the Blog! The split is to help you keep up
The table below specifies the associated deadlines:
Summative Weighting Deadline Feedback

assessment
Arduino Work 40% Week 19 Week 20
Blog 60% Week 24 Week 27
In order to pass this module, you need to pass all assessment tasks with a minimum
grade of 40% or equivalent.
For all coursework students are expected to produce all media themselves - it is not
permitted to use material from the Internet or any other source unless it is specifically
crowd sourced for the aesthetic impact of the work with full permission given. In this
exceptional circumstance the tutor would have to be consulted and full credit given to
the sources. This will be discussed in the class.
Although much of the coursework can be produced in the class, Students

typically achieve much higher grades if they practice using the tools and
develop their skills in the self-study time. It is almost impossible to get a grade
over 50% in the Arduino work, without substantial amounts of work being
completed outside of the classroom.
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Provide the following details for each assessment
Please note that some learning outcomes are assessed in part only in some of the tasks, and
all tasks need to be undertaken to meet the module learning outcomes.
Assessment 1 Playing with Data
The following table provides an overview of the assessment requirements.
Assessment Playing with Data

Submission Submission is at the end of week 24
date, time
Feedback Feedback in class and week
type & date
Word count Not appropriate
Assignment The assignment is part of your online portfolio and this may either be
structure, web pages that you have developed or you may use an appropriate
format and public blogging platform. The address of this will be submitted online on
details myunihub.
This requires students to explore metadata, create glitch art, use
steganography and a wide range of media files in order to understand
file structure and representation
You will submit:
At least 3 examples of Glitch Art using an audio editor to process images
if possible
A morph video and morph sound
A stego marked file
An explanation of the processes used to create the above and the
rationale behind including them in your portfolio.
You will need example work:

Description of process
Research and background work
A context for your work
http://www.citethemrightonline.com.
Assessed 1, 3, 4, 5 (all in part)
learning
outcome (s)
Assessment 15%
weighting %
Key reading Lecture notes and lab exercises. Independent sourcing of relevant
and learning research is part of this coursework.
resources
Assessment marking criteria rubric (presentation)
Please note: Where work is incomplete, only a proportion of marks will be awarded
in all sections.
Section 1-4 5-8 9-12 13-16 17-20
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Examples of High Good Satisfacto Adequate Inadequat

work - quality quality ry artefacts artefacts e artefacts
recordings, artefacts artefacts showing showing showing
images, showing showing the the the
videos, the the creative creative creative
sketches. creative creative output from output from output from
(25%) output from output from the the the
the the processes processes processes
processes processes involved or involved or involved or
involved or involved or highlighting highlighting highlighting
highlighting highlighting aspects of aspects of aspects of
aspects of aspects of the the the
the the process process process
process process
Process - Process Process Process Process Little
descriptions clearly clearly clearly adequatel explanatio
screen explained explained explained. y n of
captures, with notes with notes explained. process
code, on on
recordings, exception exception
images, s, insights s and
videos, and issues
sketches etc. issues involved
(25%) involved with
with processes
processes, ,
independe
nce of
study and
ability to
create
new
processes
to test
ideas or
create
artefacts
Use of Broad and Good Conventio Adequate Critique
Research relevant range of nal but limited relies on
(10%) readings appropriate references use of no or one
examined references and references reference;
and used used readings during evidence of
selectively during the used within presentatio unexamine
in presentatio presentatio n d or
presentatio n n unexplored
n personal
opinion
Presentation: Very well Very well Well Simple Inaccurate
(5%) expressed expressed; expressed; expression expression
and good understand of of
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Clearly understand understand information information

presented ing of ing of ; little : lacks
ing of
with limited content content understand understand
content
spelling and with limited with some ing of ing of
with many
grammatical spelling or spelling content; content;
spelling
errors. grammatic and/ or several many
and/ or
al errors. grammatic spelling spelling
grammatic
al errors. and and
al errors.
grammatic grammatic
al errors. al errors.
Advanced Work Work Work Work Work
Features shows shows use shows shows shows few
(20%) extensive of typical most features of
use of advanced features of typical editing
advanced features of editing features of tools for
features of editing tools for editing the task,
editing tools in the task tools for leading to
tools in creation or the task an
creation or analysis of and incomplete
analysis of media files sufficient to task
media files complete
the task
Originality Work is Work is Work is Work Work is
and original original original demonstrat very
appropriaten and and and es some similar to
ess for the significant different mostly originality examples
portfolio ly different from that of different given in
(15%) from that of other from that of class and
other students in other other
students in most students in students
most aspects. A most work.
aspects. A context for aspects. A
context for the work context for
the work can clearly the work
can clearly be seen can clearly
be seen with it be seen.
with it fitting the
fitting the wider
wider themes
themes running
running through the
through the portfolio.
portfolio.
The following table details the support you will be receiving for this assessment and
the feedback opportunities you will have.
Support and draft feedback sessions for Playing with Data

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Coursework briefing
The assessment briefing is given in weeks 1 and 2.
Draft feedback opportunities
Continuous verbal feedback in lab sessions and opportunities to ask questions. Submitted
work will receive feedback by email in weeks 6, 7 and 22. (It should be noted that the
feedback in week 22 is less detailed on individual assignments, but places more emphasis
on context and coherence of the portfolio).
Additional support
Use of standard resources such as Lynda.com and YouTube will help with features of
software.
Assessment 2 Image Filters and 3D Images and Sound
Assignment brief Image Filters and 3D Images and Sound

date, time
Feedback Feedback in class and week 7 / 22 if work is submitted
type & date
structure web pages that you have developed or you may use an appropriate
and format public blogging platform. The address of this will be submitted online
on myunihub.
Students will develop a range of image filters using various software
tools and will create 3D images and sound and explore the data
processing and cognitive contexts of their work.
You will submit:
An audio file created using the Haas effect
2 3 D images (using appropriate technology)
2 Filters and associated images using the Custom Filter
3 Filters and Images using Filter Forge or Processing
You will need example work

learning
outcome (s)
Module 10%
weighting %
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resources
Assignment marking criteria rubric Image Filters and 3D Images and Sound
Section/ 1-4 5-8 9-12 13-16 17-20

criteria
Examples of High Good Satisfactor Adequate Inadequat
work - quality quality y artefacts artefacts e artefacts
images, showing showing the creative the creative the creative
videos, the the creative output from output from output from
sketches. creative output from the the the
(25%) output from the processes processes processes
the processes involved or involved or involved or
processes involved or highlighting highlighting highlighting
involved or highlighting aspects of aspects of aspects of
highlighting aspects of the process the process the process
aspects of the process
the
process
code, on on
videos, and issues
(25%) involved with
with processes
processes, ,
independe
nce of
study and
ability to
create
new
processes
to test
ideas or
create
artefacts
Research relevant range of nal but limited relies on no
(10%) readings appropriate references use of or one
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n personal
opinion
Presentation Very well Very well Simple Inaccurate
and expressed expressed; expression expression
Technical and good of of
Proficiency understand understand Well information information
in the ing of ing of expressed; ; little : lacks
English content content understand understand understand
with limited with some ing of ing of ing of
Language
spelling or spelling content content; content;
(5%) grammatic and/ or with many several many
al errors. grammatic spelling spelling spelling
Clearly al errors. and/ or and and
presented grammatic grammatic grammatic
with limited al errors. al errors. al errors.
spelling and
grammatical
errors.
the task
with it fitting the
fitting the wider
wider themes
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themes running
running through the
portfolio.
The following table details the support you will be receiving for this assignment and
Support and draft feedback sessions for

Image Filters and 3D Images and Sound
Coursework briefing
The assessment briefing is given in weeks 5 and 10
Additional support
software.
Assessment 3 Audio or Image Synthesis
Assignment brief Audio and Image Synthesis

date, time
Feedback Feedback in class and week 22 if work is submitted
type & date
on myunihub.
Students will create a software audio synthesiser and a synthesised
image using specialist software. The
best work’s grades will be used to calculate the final module grade.

Additional grading criteria
In order to pass this module, you need to submit and pass both the
audio synthesiser and synthesised
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images exercises, although the exercise with the highest grade will be
used to calculate your final grade.

learning
outcome (s)
Module 15%
weighting %
resources
Assignment marking criteria rubric Audio or Image Synthesis
Section/ 1-4 5-8 9-12 13-16 17-20

criteria
the
process
code, on on
videos, and issues
(25%) involved with
with processes
processes, ,
independe
nce of
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study and
ability to
create
new
processes
to test
ideas or
create
artefacts
n personal
opinion
Language
spelling and
grammatical
errors.
the task
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with it fitting the
fitting the wider
wider themes
themes running
running through the
portfolio.
Support and draft feedback sessions for Audio or Image Synthesis

Coursework briefing
The assessment briefing is given in weeks 6 and 8
Additional support
software.
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Assessment 4 Projection Mapping
Assignment brief Projection Mapping or VJ

date, time
Feedback Feedback in class and week 22 if work is submitted
type & date
on myunihub.
Students will produce a VJ presentation for a piece of music or a
projection mapped video.

learning
outcome (s)
Module 20%
weighting %
resources
Assignment marking criteria rubric (reflective placement account)
Section/ 1-4 5-8 9-12 13-16 17-20

criteria
the
process
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code, on on
videos, and issues
(25%) involved with
with processes
processes, ,
independe
nce of
study and
ability to
create
new
processes
to test
ideas or
create
artefacts
n personal
opinion
Language
spelling and
grammatical
errors.
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the task
with it fitting the
fitting the wider
wider themes
themes running
running through the
portfolio.
Support and draft feedback sessions for Projection Mapping or VJ

Coursework briefing
The assessment briefing is given in weeks 11
work will receive feedback by email in weeks 22. (It should be noted that the feedback in
week 22 is less detailed on individual assignments, but places more emphasis on context
and coherence of the portfolio).
Additional support
software.
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Assessment 5 Interactive Independent Project
Assignment brief Interactive Independent Project

Submissio Submission of YouTube link by end of week 19
n date, time
Feedback The students will receive audio feedback by email within 14 days of
type & date submission.
Word count Not Appropriate
Assignmen Students will develop a microcontroller based interactive project
t structure using multiple sensors. Output should be sent to another device or
and format computer which will form part of the interaction. This could be using
I2C, MIDI or data sent to Processing for example.
You will receive feedback in class and should agree your project
with your tutor.
The project has to be developed as a YouTube video and a

potential client must be able to see
 The steps taken to complete the project and a clear

explanation of it working
 All code and media files used with full documentation
 All wiring connections (Fritzing makes this easy!)
 A video or suitable recording of the project working (this can
be 30 seconds to 2 minutes)
 The initial sketches and concept drawings/descriptions for
the project if required
 An brief outline of uses and potential customers for this type
of work (This might be a simple statement) if appropriate
You are advised to look at similar work online in order to identify

good practice in presenting this type of information.
The material will be submitted via a link to YouTube. It should also

be available online as part of the portfolio. For projection work, it is
anticipated that the files might be very large and these should be
suitably compressed for the online portfolio.
You will need to code for this project, however you will be expected
to hack existing code and to combine code elements with some
support from your tutors.
The work is marked from the Video; however the supporting

material may be used to check if elements appear to be missing
from the video and could be used to award marks.
You will also need to work with a colleague to assist them by

reviewing their work and progress. You are not expected to help
them code or develop a design. You can advise them as to ways
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that they could improve their work.
Originality of idea is important and to take an existing project and

just change the media is not acceptable, if in doubt discuss with the
tutor at an early stage to ensure that your work is acceptable.
The work should be presented on YouTube in the form of a video.

Video structure will be discussed and should follow the general
format of Demo/Construction/Code/ Conclusion
The video work should contain:
 The steps taken to complete the project and a clear

explanation of it working
 All code and media files used with full documentation
 All wiring connections (Fritzing makes this easy!)
 A video or suitable recording of the project working (this can
be 30 seconds to 2 minutes)
 The initial sketches and concept drawings/descriptions for
the project if required
Videos should be between 3.5 and 5 minutes long.
Assessed 1,2,3,4,5
learning
outcome
(s)
Module 40%
weighting
%
Key Use of the Kortext and the Arduino website and associated libraries and
reading resources will help you with your work
and
learning
resources
Assignment marking criteria rubric (reflective placement account)
Section 1-4 5-8 9-12 13-16 17-20

Video High quality Good Satisfactor Adequate Inadequate
Quality and video and quality y video artefact video and
Artefact artefact video and and and video artefact
Quality showing the artefact artefact showing
(40%) creative showing showing the the
output from the creative creative
the creative output from output
processes output from the from the
involved and the processes processes
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highlighting processes involved or involved or

aspects of involved or highlighting highlightin
the process highlighting aspects of g aspects
aspects of the process of the
the process
process
description clearly clearly clearly adequatel explanatio
s screen explained explained explained. y n of
captures, with with explained. process
code, information informatio
recordings, on future n on
images, work future
videos, involved with work
sketches processes,
etc. independenc
(25%) e of study
and ability
to create
new
processes
to test ideas
or create
artefacts
Advanced Work shows Work Work Work Work
Features extensive shows use shows shows shows little
(20%) use of of typical some knowledge
advanced advanced knowledge typical of sensors,
knowledge of knowledge of sensors, knowledge controllers,
sensors, of sensors, controllers, of sensors, code and
controllers, controllers, code and controllers, interaction
code and code and interaction code and
interaction interaction interaction
Fun Factor Work is Work is Work Work has Little
(15%) engaging engaging engages an some audience
and will and will audience, engaging interaction
attract an retain an The aspects , The
audience audience. interaction interaction
who will The makes makes no
want to interaction sense, sense at all
interact with makes even if this - no clear
the work. sense, is in a novel or
The even if this way meaningfu
interaction is in a l
makes novel way relationshi
sense, even p between
if this is in a action and
novel way event.
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Support and draft feedback sessions for Interactive Independent Project

Coursework briefing
The assessment briefing is given in week 13
Continuous verbal feedback in lab sessions and opportunities to ask questions.
Before you submit your work for final grading, please ensure that you have
accurately referenced the work. It is your responsibility to check the spelling and
grammar, as all written assessments will assess technical proficiency in the English.
This means accurate and effective spelling, punctuation and grammar. Details of
how it will be assessed will be provided in the marking criteria for each assessment
and the University overall approach can be found within the Grade Criteria Guide in
the University Regulations https://www.mdx.ac.uk/about-us/policies (scroll to
university regulations)
Reasonable adjustments will be made for those students who have a declared
disability/specific learning condition which would affect performance in this area.
If you have submitted a formative or draft assessment, you will receive feedback but
no grade. The comments should inform you about how well you have done or tell
you about the areas for improvement. All assignments should be submitted online
unless specified in assessment briefs.
Reassessment for this module normally takes place in the following way:
Work is resubmitted at the next assessment opportunity.- You are advised to consult
with the module leader, so that you understand how to improve your work.
Further information is available at
https://unihub.mdx.ac.uk/study/assessment
Middlesex University is committed to being fair in its approach to assessing student

learning following the UK Quality Code for Higher Education (Quality Code) (2018)
and the UK Quality Code - Advice and Guidance: Assessment (2018) and External
Expertise (2018).
The Assessment Fairness guidance, policies and procedures put in place by

Middlesex University is our commitment to ensure fairness in assessment and are
available at https://unihub.mdx.ac.uk/study/assessment/assessment-
regulations-guide
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If you have any queries or would like to know more on how this approach has been
applied to modules you are studying please contact your Programme Leader.
7.2 Feedback on your assignments

You will be provided with feedback on all coursework that is helpful and informative,
consistent with aiding the learning and development process. The nature of the
feedback shall be determined at programme level but may take a variety of forms
including: written comments; individual and group tutorial feedback; peer feedback;
or other forms of effective and efficient feedback.
Feedback will normally be provided within 15 WORKING DAYS of the published

coursework component submission date.
7.3 How is your assignment mark agreed?

External Examiners (external academic experts) review what we deliver at a
programme level. The University reviews a sample of your work to quality assure the
grades and feedback you received from the person who marked your work. Our
External Examiners will sample a selection of modules from a programme, with more
focus of outcomes between modules within a programme.
The following diagram provides an overview of the marking process for your module
assessment. Further information on the role of external examiners can be found at.
https://www.mdx.ac.uk/about-us/policies/academic-quality/handbook (section 4)
You submit your assignment

1
The first marker grades the work and provides feedback; this could be completed
2 anonymously depending on the assessment type.
A moderator or second marker reviews a sample of the work to quality assure the
grades and feedback, to ensure they are accurate. A final mark for the work is
3 agreed between the first marker and the moderator or second marker.
A sample of work, from a selection of modules across the programme, is sent to the
External Examiner to check that the grading and feedback is at the right level and in
4 line with external subject benchmarks (this applies to levels 5, 6 & 7 only)
Your final grades are submitted to the subject assessment board.

5
7.4 Anonymous Marking Assessment Policy

We have worked with the Middlesex University Students’ Union (MDXSU) to create
an anonymous marking policy, in response to student feedback. Anonymous
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marking ensures that your identity (your name, student number and other
personal/identifiable information) is not made available to academics when they are
marking your work. This means that you can have confidence that your
assessments will be marked fairly and consistently. However, there are some forms
of assessment for which anonymity cannot be guaranteed and these are recognised
in the policy. We believe that it is important to provide you with the support and
guidance needed to help you develop and prepare for your final assessments (those
which count towards your final grades i.e. summative assessments). Therefore,
anonymous marking will not apply to learning activities and assessments that do not
contribute to your final grades (i.e. formative assessments). If you require further
information and support to understand how anonymous marking works in your
programme modules please contact the Module Leader for more information.
The Anonymous Marking Assessment Policy is available at:

https://www.mdx.ac.uk/__data/assets/pdf_file/0037/563599/anonymous-marking-
assessment-policy.pdf
It is not possible to implement anonymous marking in this module as the work

receives feedback prior to formative assessment and build to develop a portfolio
7. Learning Planner
Week Week Lecture Workshop Staff Stud Assessment

beginning (s) ent and feedback
((please (please give Acti
rename as detailed vity
appropriate) description of
1 Introduction in-class
Record Blog Update 1 Introduction and
and Roadmap activities Roadmap
2 Data Concepts Record Blog Update 2 Data Concepts

activities
Prepare for next

week – read
lecture notes!
3 Multimedia Audio and Blog Update 3 Multimedia Data

Data Image Structures and
Structures and Manipulation File Types
File Types
4 Steganography Hiding Data Blog Update 4 Steganography
5 Anaglyph and Developing 3D Blog Update 5 Anaglyph and

Haas images and 3D Haas
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audio
6-7 Audio Develop Audio Blog Update

Synthesis Synthesiser
Formative
Feedback on
blog to date
8 Image Develop Blog Update

Synthesis synthesised
images
9 Morphing and Develop video Blog Update

Transforms from still images
10 Image Filter Designing filters Blog Update

Design
11 Visual Jockey Develop video Blog Update

synced to music
or mapped.
12 Processing Introduction to Blog Update

Intro image
manipulation in
Processing
13-18 Project Work Arduino Project Blog Update

build
19 Evolutionary Exploration of Blog Update

Multimedia evolutionary art
20 Creativity? Developing the Blog Update

portfolio
Project
feedback
21 Transforms Exploring Blog Update

and compression
compression and the
underlying
technology
22 Reading week Opportunity to Formative

and Review catch up – with feedback on
set reading Blog
tasks and
exercises
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23 Sonification Exploring Blog Update

sonification with
data sets
24 Review Opportunity to Blog Update

complete work
and get support.
Revisiting the
module mind
map
8. University 20-point Scale

[It should be made clear within the assessment section how each assessment
component is marked whether this be in percentages or marked directly to the 20
point scale. It is recommended that it is made clear how the overall module grade is
calculated from the component grades following the latest university guidance. It is
also recommended that the University wide 20 point scale is included. Delete
columns that do not apply. ]
20-point scale General scale General scale (full Percentage used for aggregation
ranges) purposes only
(for areas marking directly to the 20 point

scale on modules with multiple assessment
components)
1 90%
80% - 100% 79.50% - 100%
2 77.5%
76% - 79% 75.50% - 79.49%
3 74%
73% - 75% 72.50% - 75.49%
4 71%
70% - 72% 69.50% - 72.49%
5 68%
67% - 69% 66.50% - 69.49%
6 65.5%
65% - 66% 64.50% - 66.49%
7 63%
62% - 64% 61.50% - 64.49%
8 60.5%
60% - 61% 59.50% - 61.49%
9 58%
57% - 59% 56.50% - 59.49%
10 55.5%
55% - 56% 54.50% - 56.49%
11 53%
52% - 54% 51.50% - 54.49%
12 50.5%
50% - 51% 49.50% - 51.49%
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13 48%
47% - 49% 46.50% - 49.49%
14 45.5%
45% - 46% 44.50% - 46.49%
15 43%
42% - 44% 41.50% - 44.49%
16 40.5%
40% - 41% 39.50% - 41.49%
17 37%
35% - 39% 34.50% - 39.49%
18 32%
30% - 34% 29.50% - 34.49%
19 15%
0% - 29% 0.01% - 29.49%
20 Non-participation 0% 0% (non-submission of a component)
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Module-Handbook-CST3135 v1-2023-24 - ST

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Science and Technology

Digital Media Technology

Module Leader: Carl James-Reynolds

Online location of handbook

This handbook can also be accessed via My Learning.

Other formats available

The material in this handbook is as accurate as possible at the date of production.

2. The module teaching team

Module Leader: Carl James-Reynolds

Seminar tutor: Insert Name

3. Communication with the teaching team

By understanding the relationship between cognitive psychology and our

On completion of this module, the successful student will be able to:

1. Demonstrate a good understanding of the structure of media file formats and

3. Show an understanding of the psychological, cultural and historical context for

On completion of this module, the successful student will be able to:

 Sampling Theory including Nyquist Theorem

Learning and teaching strategy:

(a) Formative assessment scheme

Continuous verbal feedback given in lab sessions

(b) Summative assessment scheme

Project 1 – Playing with Data 15% (1)

Project 2 – Image Filters and 3D Images and Sound 10% (1, 5)

Project 3 – Audio or Image Synthesis 15% (1, 3, 4, 5)

Project 4 – Projection Mapping/Visual Jockey 20% (1, 2, 3, 5, 6)

Students will produce a VJ presentation for a piece of music or a projection mapped

Project 5 – Interactive Independent Project 40% (1, 2, 3, 4, 5, 6)

Students will develop a microcontroller based interactive project using multiple

7. Researchers must demonstrate the highest standards of ethical conduct and

5. Expectations of studying this module

This module is designed as a combination of contact sessions, directed study and

 There is a 75% minimum attendance requirement for this module.

Professional behaviour and online conduct

Academic Integrity and Misconduct

 Plagiarism – using extensive unacknowledged quotations from, or direct copying

 Self-Plagiarism – including any material which is identical or substantially similar

Student Success Essentials Course which includes Academic Integrity

Formative assessment Deadline

Summative assessment: Summative assessment is used to check the level of

There are 5 assessment components in this module

The table below specifies the associated deadlines:

Summative Weighting Deadline Feedback

Although much of the coursework can be produced in the class, Students

Provide the following details for each assessment

Assessment 1 Playing with Data

The following table provides an overview of the assessment requirements.

Assessment Playing with Data

You will need example work:

Examples of High Good Satisfacto Adequate Inadequat

Clearly understand understand information information

Support and draft feedback sessions for Playing with Data

Assessment 2 Image Filters and 3D Images and Sound

The following table provides an overview of the assessment requirements.

Assignment brief Image Filters and 3D Images and Sound

You will need example work

Section/ 1-4 5-8 9-12 13-16 17-20

selectively during the used within presentatio unexamine

Support and draft feedback sessions for

The following table provides an overview of the assessment requirements.

Assessment 3 Audio or Image Synthesis

Assignment brief Audio and Image Synthesis

An explanation of the processes used to create the above and the

You will need example work