A、Curriculum planning meets the professional development to cultivate students' professional knowledge, practical ability and humanities

The three main focus are Digital Audio and Video Design, Design of Digital Games, and Digital Value-Added Design for our curriculum planning. To strengthen students' professional ability in their future employment, there are five core competencies complied with our education goals. After being grouped based on their interests, students are cultivated for the requirement of their majors. The following are the description of course targets, course maps and core competencies for each major:

Figure、The Common and Professional Clustering Core Competencies

 

• Digital Audio and Video Design

1. Course Targets

In hoped that we can establish a perfect and integrated curriculum learning process framework by cultivating "the talents for digital audio and video design ". With the development of curriculums, we expect to achieve the goal of " materials development, integration and promotion for digital audio and video design ", " digital value-added design and application", " improvement for digital animation technology and humanities " and " development for humanistic care".

2. Course Map

According to the demands of industrial talents training, the sequence of courses for digital audio and video design shown in 【The Course Map of Digital Audio and Video Design】.

Figure、The Course Map of Digital Audio and Video Design

• Design of Digital Games

1. Course Targets

The focus on the interaction between humans and computers is our development direction. On the basis of art theory, creative thinking and design, with humanistic care and humanities, we have integrated 3D computer graphics and the interactive application for digital audio and video design to cultivate software and hardware application designers in digital game design, digital learning, interactive art, health and entertainment. Therefore, our curriculum planning is combined with theory, technology and applications.

2. Course Map

According to the demands of industrial talents training, the sequence of courses for digital audio and video design shown in 【The Course Map of Digital Game Design】.

Figure、The Course Map of Digital Game Design

• Digital Value-Added Design

1. Course Targets

In order to enable students to acquire adequately knowledges and technology for digital value-added design, our curriculums are programed sequentially. The core courses are digital photography, copywriting, digital value-added design, etc., with various digitalization technology courses, such as webpage production, virtual reality, 3D animation, database production, etc., Finally, our development focus is changed for digital learning, digital value-added design and so on. We hope to cultivate students with humanities and technology integrated application abilities to develop knowledge economic and industrial energy.

2. Course Map

According to the demands of industrial talents training, the sequence of courses for digital audio and video design shown in 【The Course Map of Digital Value-added Design】.

Figure、The Course Map of Digital Value-added Design

二、Practical Curriculum Planning and Operation Mechanism

For the closer integration of talents training and industries, we formulate the elementary to advanced courses based on students’ core competency in the three major curriculums. Since 2014, we have divided the talent training courses into three stages, including basic vocational training, corporate internship, and special topics on designers’ exhibition. The following is the description about practical curriculum planning and operation mechanism in detail:

• Practical curriculum planning

We have provided the elementary, intermediate, and advanced training courses based on our three major curriculums for the evaluation of teaching effectiveness. The following table is 【Third-Stages Training Courses Table for Basic Vocational Training】shown the correspondence between13 curriculums and abilities; The following is the correspondence between the core competency and the industries shown in 【The Correspondence Table between Talents and the Industries】.

 

Table、Third-Stages Training Courses Table for Basic Vocational Training

Curriculum   Ability Correspondence	Elementary Course	Intermediate Course	Advanced Course	Teacher
Artistic Style Design	Basic Sketch	Graphics	Digital Art	Duen Ru Liau
2D Computer Animation	Basic Sketch	2D Computer Draft	2D Computer Animation	Wen Hua Jeng
Website Design	HTML Website Design and Application	Database Design	Electronic Commerce Website Design	Jian Shuen Luo
3D Design	3D Computer Modeling	3D Advanced Computer Animation	Visual Design of Digital Game	Hung Yi Bai
Audio and Video Design	Digital Video	Digital Editing Workshop	Creative Short Film Production	Huan Chin Li
Project	Copy Writing	Storyboard Writing	Project Writing and Production	Shing Ping Chen
Mobile Game Program	Multimedia Program Design	3D Game Engine	Mobile Game Program Design	Jian Shuen Luo
VR/AR Game Design	3D Modeling Production and Editing	Motion Capture Workshop	VR/AR Workshop	Liang Yin Guo
Interactive Technology Application	Introduction of Digital Content Industry	Interactive Multimedia Design	Advanced Interactive Multimedia Design and Workshop	Wen Hua Jeng
Music Design	Introduction of Music	Basic Recording Technology	Digital Recording Technology	Huei Min Li
Visual Communication Design	Computer Image Processing	2D Computer Draft	Visual Communication Design	Wen Hau Ju
Human Machine Interface Design	Creative Thinking and Design Methods	User Interface Design	Personal Portfolio Design	Suz Tsang Shen
Integration Design	Basic Integration Design	Advanced Integration Design	Basic Design Workshop	Yung Hsin Jen

 

 

Table、The Correspondence Table between Talents and the Industries

• Operation Mechanism

For the closer integration of talents training and industries, since 2014, we have divided the talent training courses into three stages based on the three major curriculums.

1. First、Basic Vocational Training

After students trained in the basic vocational training courses, we hope they can take various basic vocational training programs to increase their competency. Our minimum graduation credits of the department are 128 credits, including 30 credits for compulsory subjects of school, 6 credits for compulsory subjects of the faculty, 44 to 48 credits for professional compulsory subjects, and 48 to 49 credits for elective subjects. Students can choose the interested courses to develop their abilities after taking basic courses.

2. Second、Enterprise Internship and Industry-Academia Collaboration

Our teachers will recommend suitable students for summer enterprise internship and semester enterprise internship. The purpose of the internship in the probation is to familiarize with the working pattern of enterprise operation and cultivate professional working attitudes for students. It is expected to produce the next result. Currently, many outstanding students have gone to Japan and the mainland for corporate internships. After the opening of the second semester in each academic year, an internship orientation will be held to explain the application methods, relevant application materials and the internship vacancies. Moreover, it also explains how the instructors’ visit and scoring methods are. After finishing the internship, you have to hand in the internship report to complete all processes.

3. Third、Special Topics on Designers’ Exhibition

Students participate in enterprise internships or industry-academia collaboration to obtain the industrial demands and complete the prototype of the internships results; therefore, they can start to take part in the special topics on Young Designers’ Exhibitions or Vison Get Award. On the other hand, the industries will have the opportunity to establish projects in industry-academic cooperation with the school based on the results of students' special topics. Teachers will also assist in completing the projects according their direction during the special topics courses.