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Curriculum information

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".

  1. 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.

  1. 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.

  1. 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

B、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.

  1. 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.

  1. 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.