A Study of Digital Media Design Education

• Main Authors: Kuan-chen Chen, 陳冠臻
• Other Authors: Jen Yen
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/37699537657251919450

碩士 === 國立雲林科技大學 === 視覺傳達設計系碩士班 === 97 === This research focuses on the current development of digital media design education in Taiwan. 58 Digital Media Design-related departments were examined by Document Analysis such as Digital Media Design, Visual Communication Design, Information Communication Design, Mass Communication, and Multimedia Design. The study includes the development of educational goals, curriculum types, and the instructors’ professional backgrounds. A focus group was performed by six digital media design instructors to categorize the class offerings based on the characteristics of the course. Subsequently, ten professionals and ten instructors in the field of Digital Media Design were invited to participate in interviews to share their views about the current educational and training programs. The results are as follows: 1. Three methodologies are employed in the naming of the departments: A. Names corresponding to the titles of government proposed programs, such as Department of Digital Media Design, Department of Digital Content and Technology, and Department of Information and Learning Technology. B. Combinations of two relating fields; for example, Department of E-learning Design and Management, Animation Design & Game Programming, and Applied Art &Design. C. Setting up specializations based upon the diverse background and unique features of the department. For instance, the Department of Information and Communications is divided into three concentrations: Interactive Edu-tainment Technology, Network Communication, and Digital Media Design. 2. The institutions for Digital Media Design in Taiwan are mainly concentrated in the field of design, with the school units of 27, 17,and 14 on design, mass communication,and information technology seperately. 3. The educational goals of these digital media design institutions are coordinated by government policies to assist students’ learning using combining information technology, design, and mass communication, as well as incorporating both traditional and modern technology. The aim is to develop students’ sense of esthetics, technical abilities, and teamwork skills. 4. The curriculums emphasis on technical skills (66%), and less on cognitive abilities (34%) and artistic strengths (0%). The result indicates an increasing necessarily artistic strengths. 5. The educational background of the instructors in Digital Media Design are major in design (289 people; 83%), minor in arts (201 people; 23%), information technology (115 people; 13%), and non Digital Media Design-related backgrounds (73 people; 8%). The high percentage of instructors with no relevant backgrounds suggests a lack of standard in selecting qualified candidates. This leads to incompetency in teaching staff, which is contradictory to the educational goals of the institutions. 6. Out of the instructors studied, 259 people (30%) holding a Ph. D degree, 544 (62%) holding a Masters degree, 27 (3%) holding a Bachelors degree, and 43 (5%) are professionals in the field. These statistics reveals the schools’ preference in selecting instructors with higher educational attainment rather than with greater experience in the applied fields; the system’s flaw lies in its inflexibility in the selection process. 7. In general industries regard Digital Media Design as an interdisciplinary and innovative field. Professionals are not only expected to use design, mass media, and information technology to present esthetics, but also have to face the challenge of adapting the ever-changing environment. Most importantly, they should possess an eagev interest education and improvement.