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University of Glasgow

Academic Standards Committee – Friday 5 October 2012

The Glasgow School of Art - Statement of Intent for the MSc Visualisation

Geraldine Perriam, Senate Office

THE GLASGOW SCHOOL OF ART ACADEMIC COUNCIL Statement of Intent – Minute Extract to the University of Glasgow from the meeting held on 19 September 2012. Statement of Intent: MSc Visualisation [AC/19Sept12/17] The Head of Academic and Student Services reported although the Statement of Intent had been submitted outwith prescribed timescales, exceptionally, the University of Glasgow had agreed to consider the Statement of Intent should it be approved and recommended by UPC and Academic Council. There was, however, no undertaking that the Statement of Intent would be guaranteed approval, as this was a matter for the University’s Academic Standards Committee. The Deputy Director of the Digital Design Studio outlined the background to the development of the MSc in Visualisation which had arisen in the course of preparatory work undertaken for the forthcoming Periodic Review of the Digital Design Studio in 2012/13. The DDS Head of Academic Programmes highlighted that the new provision would provide a more flexible and student-focussed hub and this was welcomed by the Committee. The Acting Head of Research and Postgraduate Studies commented that the proposed structure could be a model for further developments across the GSA. Academic Council approved and recommended to the University of Glasgow Academic Standards Committee the Statement of Intent for the MSc in Visualisation.

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Covering Notes The Digital Design Studio Board of Studies requests that GSA’s UPC and Academic Council, and the University of Glasgow’s Academic Standards Committee, exceptionally consider the attached Statement of Intent. Should approval of the Statement of Intent be confirmed, the intention is, in consultation with the Senate Office, to approve the programmes in the Statement of Intent as part of the Periodic Review of the Digital Design Studio in 2012/13. The Board of Studies recognises that the attached Statement of Intent should have been offered for consideration in 2011/12. However, the rationale for the reworking of Digital Design School programme provision into a more flexible and student focused hub and spoke offering arose as part of Digital Design Studio initial preparations for the forthcoming Periodic Review and from the recent GSA Postgraduate Portfolio Review. The Board considers that the Periodic Review presents an excellent opportunity to introduce a revised programme structure, with programmes benefitting from the detail reflection undertaken as part of Periodic Review process. Prof. Paul Anderson Director of the Digital Design Studio Glasgow School of Art 15 August 2012

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Statement of Intent

This Statement of Intent should be approved by the relevant Board of Studies in Term 1 and submitted to Academic Services.

Submitted by: (Programme Proposer) Dr. Minhua Eunice Ma Date 17/08/2012

Confirmed by: (Head of School) Prof. Paul Anderson Date 17/08/2012

1. Programme Title MSc Visualisation

1.1 Award

Master of Science

1.2 Exit Awards

Master of Science, Postgraduate Diploma in Science, Postgradate Certificate in Science

1.3 Length of

Programme

Full-time: 12 months Part-time: 24 months

1.4 Programme Level

(please tick)

Undergraduate Postgraduate Taught Postgraduate

Research

1.5 Mode of Delivery

(please tick)

Full time Part time Distance Learning

2. Proposed Start Date 10/09/2013

3. School Digital Design Studio

4. Department Click here to enter text.

5. Programme Subject Area of the Programme (e.g. Interior Design) Visualisation

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6. Source of Funding (e.g. SFC)

Self funded

6.1 Indicative Tuition Fees (Home/Overseas)

The MSc Visualisation is available through three distinct pathways: –MSc Visualisation (International Heritage) –MSc Visualisation (Medical Visualisation & Human Anatomy) –MSc Visualisation (Serious Games)

Tuition fees for the International Heritage and Serious Games pathways are Home

£5,040

Overseas

£11,500

Tuition fees for the Medical Visualisation & Human Anatomy pathways are Home

£9,000

Overseas

£20,000

7. Outline academic rationale and purpose of the programme: Please explain the academic reasons for developing this programme.

The MSc Visualisation will offer three distinct pathways. The Medical Visualisation & Human Anatomy pathway is based on the existing MSc Medical Visualisation & Human Anatomy programme, which was validated in 2011 and launched in September 2011; the Serious Games pathway is a reworking of the existing MDes Animation programme; and the International Heritage pathway is new development based on DDS’ research and industry activities in this area. This is in line with the outcome of the postgraduate review, which was looking at existing programmes and new programme development.

7.1 International Heritage pathway While the rate of deterioration and disappearance of heritage sites has accelerated due to acceleration of human progress, major technological breakthroughs have occurred to enable digital preservation, i.e. 3D digital capture has been developed allowing high definition, high accuracy, and high productivity associated with digital documentation. This technology has been adopted worldwide and over 3,000 international service providers are available to deploy this technology to facilitate the preservation of heritage sites. In addition, major innovations in digital image processing, 3D modelling software, broadband access, and computer hardware capabilities have allowed worldwide public access to voluminous data and information systems including 3D visualisation. Cyark, a non-profit organisation with the mission of digitally preserving cultural heritage sites, has selected 500 of the world’s most significant and endangered sites (CyArk 500) to be surveyed and digitally preserved within a 5-year time period. The International Heritage Visualisation will be a specialist pathway in the realm of 3D visualisation at DDS. The proposed MSc Visualisation (International Heritage) aims to develop the knowledge and skill sets required to deliver and conduct digital preservation of world

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heritage sites and to create a unique opportunity to combine architecture and heritage with state of the art digital technologies, including 3D laser scanning, digital reconstruction of historic sites and artefacts, interaction and visualisation using virtual reality facilities. It allows an ideal opportunity for documentation, maintenance, and preservation of significant cultural sites and physical heritage assets, and to reconstruct them in a real-time 3D environment for use in tourism, art, education, entertainment and science. This pathway will enable students to understand the process of creating original 3D datasets of cultural objects and sites, to reconstruct and present immersive visualisation with interactive narratives, and provide a novel approach to foster multi-disciplinary study in computer science, history, geography, culture study, archaeology, architecture, the built environment, art and design, and tourist management, etc. The Digital Design Studio (DDS) is the largest postgraduate research centre of the GSA, with a complement of multidisciplinary Masters students, PhDs and an international multidisciplinary academic and research staff. Since its inception in 1997, it has experienced substantial growth and has now located to new custom-built laboratories at Pacific Quay, Scotland’s Digital Media Quarter, Glasgow. Within this facility, Lab1 (the main teaching, research and educational laboratory) contains state of the art virtual reality, haptic and projection facilities. The 3D projection facility in Lab1 is one of the largest in Europe. The DDS specialises in advanced 3D visualisation and interaction technologies. These technologies consist of 3D laser scanning, visualisation, 3D animation, 3D stereo displays, haptics, motion tracking, gesture based interaction, advanced interfaces, ambisonic sound, and machine vision. The primary focus of research and development is centred on user interaction with real-time digital data involving multidisciplinary skill sets. The DDS has built an international reputation in 3D visualisation and interaction research supported by new tools, techniques and methodologies. This new International Heritage pathway has emerged as a result of successful strategic research collaborations between the DDS and a number of partners in cultural heritage. DDS has various long-term partnerships with industry and governmental organisations and a world-leading portfolio of work. DDS and Historic Scotland have formed the Centre for Digital Documentation and Visualisation (CDDV) which specialises in the precise documentation and 3D representation of heritage objects, architecture and environments using state of the art, high resolution laser scanning technology and 3D visualisation software. The CDDV promotes and celebrates Scotland’s cultural heritage at home and abroad and enhance Scotland’s reputation for developing world class and innovative research and development. It is delivering the digital documentation of the five Scottish UNESCO World Heritage Sites and five International Heritage Sites in a five-year project known as the Scottish Ten. The MSc Visualisation (International Heritage) will provide a higher level taught programme to those emerging from a wide range of disciplines. This will place those graduates in a leading global competitive position to advance in research, academia, governmental and commercial organisations, gaining a greater understanding of techniques that may assist in digital heritage practices. This programme is one of the first taught Masters programmes in heritage visualisation in the world. Current potential competitors focus on: tourism management heritage science (materials, mechanisms and evidence of deterioration,

maintenance, etc.)

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cultural and social aspects of heritage management digital archiving, museum and curation

None of these programmes directly compete with the proposed visualisation pathway. Specifically, the originality of our new programme focuses on the rapidly growing area of 3D laser scanning technology and 3D heritage visualisation. There are very few competitors to the proposed programme in the UK and worldwide. This will mark the provision at GSA as unique and distinctive while continuing to strengthen our research expertise gained from commercial projects at the DDS. The International Heritage Pathway will share three common courses in Stage 1:

1) Core Research Skills 2) 3D Modelling and Animation 3) 3D Visualisation in Cultural Heritage

In Stage 2, students have the option of selecting two modules from the following list of electives.

1) Mapping the City 2) Architectural Design and Design Theory 3) Environmental Design

Stage 3 is the Masters Research project.

7.2 Medical Visualisation & Human Anatomy pathway

The Medical Visualisation & Human Anatomy pathway is offered by DDS at The Glasgow School of Art (GSA) in collaboration with the Laboratory of Human Anatomy (LHA), School of Life Sciences, University of Glasgow (GU). It provides a unique opportunity to combine actual cadaveric dissection with 3D digital reconstruction, interaction and visualisation using state of the art virtual reality facilities. It allows students to examine human anatomy, and to reconstruct it in a real-time 3D environment for use in education, simulation, and training. This programme enables students to create original medical datasets, allows a greater understanding of “normal” anatomy and regional variations, and provides a novel approach to aid multi-disciplinary fields in anatomical knowledge, understanding, training and skills transfer. With the demand from clinicians of anatomical knowledge of students increasing (as a result in changes to medical and dental curricula) this pathway provides an ideal opportunity for enhancement of research into human anatomy, diagnostics, simulation, and visualisation. This pathway has emerged as a result of successful strategic research collaboration between the School of Life Sciences, University of Glasgow and the DDS. Recent £1.5 million funding from NHS Education for Scotland has further extended the collaboration to now include key members in the dental, surgical and biological fields to create and develop 3D interactive digital visualisation packages supporting dental education. This award has brought together anatomical, dental, surgical, digital and scientific fields in a key move to allow collaborations with the Glasgow Dental School, Raigmore Hospital (Inverness), LHA and the DDS. These activities will feed back directly into the curriculum of the MSc Visualisation programme. A strategically important area for academic development recommended by the General Medical Council (entitled Tomorrow’s Doctors) is the advancement of technology and its role

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in education and training of future doctors, dentists, biomedical scientists, Allied Health Professionals (AHPs), computer scientists and related professions to each of these areas. With technology developing at such a fast pace, and forming key areas for strategic development in areas of Medicine, Dentistry and the AHPs from an educational and training perspective, a unique opportunity is emerging. This format exists in being able to use cadaveric material under licensed premises, combined with expertise in 3D visualisation and interaction technologies based at the DDS. This type of academic provision has never been offered to this level, where a unique opportunity allows the use of cadaveric material authorised by the Bequeathal process under legislation by the Anatomy Act 1984, and its revisions in the Human Tissue (Scotland) Act 2006, to allow data capture (without identifying the individual) by using laser scanning technology. These data can then be digitally modelled, reconstructed, and be viewed in a 3D stereoscopic environment. This develops novel methodologies and tools to enhance the anatomical understanding of students and trainees across fields in Medicine, Surgery, Dentistry, Anatomy and all AHPs that need a solid grounding in anatomical knowledge. The MSc Visualisation (Medical Visualisation & Human Anatomy) provides a higher level taught programme to those emerging from a wide range of medical, and related, disciplines that wish to develop knowledge and understanding in medical visualisation. This will place those graduates in a leading global competitive position to advance in medical research, academia, commercial organisations, gaining a greater understanding of techniques that may assist in communication with patients and/or clinical diagnosis. This pathway would be attractive to graduates in biomedical, dental, medical, surgical, and allied health professional programmes. It would also be an attractive programme to those with a computer science, mathematics, physics, computer graphics and visualisation specialties, including those employees from commercial organisations involved in designing, developing and marketing healthcare related products and simulation. In relation to the medical undergraduate programme revisions at University of Glasgow, there is now a demand from clinicians from a wide variety of fields to be more aware of anatomical applications and imagery. The current medical curriculum at GU is now being revised accordingly to combine anatomical and radiological training. This means that with advances in imaging of patients as a diagnostic tool, this degree can reach across both the scientific and medical arenas. There is now a move clinically to incorporate 3D reconstruction of the arterial system, especially in relation to interventional procedures. Therefore, postgraduate trainees will need to be versed in the newer forms of imaging and data processing, which is key to this postgraduate programme. In a core syllabus in anatomy for medical students (Tomorrow’s Doctors 3) developed by the General Medical Council, the Medical Council of Ireland and Scottish Doctors, clinical images rendered as 3D reconstructions, standard P-A and lateral radiographs of all parts of the body with special views of clinically critical areas, contrast radiographs, axial CT and MRI series, nuclear images; ultrasound images, and endoscopic views should be incorporated in curricula of modern medical practice and healthcare and allied professions including dentistry and dental care professions, physiotherapy, radiography and human communication sciences. These areas are covered in the specialist courses of the proposed MSc Visualisation programme. On the other hand, with the steadily increasing classroom use of multimedia resources, simulated 3D interactive visualisation has been used to support dental, anatomical, surgical

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and other medical education due to its advantages on low cost, time efficiency, automated processes, ability to store performance history, and less medical related accidents. To develop these educational/training packages, a broad understanding of graphics, animation, video, sound, human-computer interface, and biomedical data is required. This pathway will also result in developing and enhancing existing multidisciplinary medical expertise as well as individuals from different background of visualisation and simulation being involved in the design, development, and marketing medical educational tools, simulation suites, and other healthcare related products.

7.3 Serious Games pathway The Serious Games pathway is the outcome of re-working on the existing MDes. in Animation programme and to better reflect the recent advances in digital technologies and changing nature and demand of the creative industries where graduates must demonstrate the required technical skills combined with creativity in order to successfully work within the broadcast, film, multimedia and games sector. Games are huge business nowadays and the technology behind today's games is being implemented in other industries beyond entertainment. Serious games are games with purposes beyond just providing entertainment. Examples include, but are not limited to, edutainment, health games, and games for policy and social change. The serious games field has huge potential for growth, particularly in the realm of education. In fact, according to Ambient Insight, the U.S. game-based learning market reached $231.6 million in 2010, and the combined five-year compound annual growth rate (CAGR) for content, services, and tools is 12.3% and revenues will reach $413.2 million by 2015. The academic sector is now responding to the growing global demand for Masters programmes in this area. Several Masters programmes are recently launched by key players in the field, e.g. the MSc in Serious Games and Digital Content offered by the Serious Games Institute, Coventry Univeristy; MSc Serious Games at University of Skövde, Sweden; MA in HCI with Games and Meaningful Play at Michigan State University, US; and MSc by Research in Serious Games at University of Huddersfield. The current MDes in Animation programme has seen student numbers decreasing in recent years due to the greater competition and over-populated animation courses offered by other HE providers in the UK and worldwide. Based on our expertise in 3D modeling and animation, research activities of key members of academic staff in serious games, and the market demand of serious games, we are re-structuring the animation curriculum and now propose the Serious Games pathway of the MSc Visualisation programme. This pathway will be appealing to students from a wide range of disciplinary backgrounds ranging from computer science, life sciences, to business studies, education, social science and media studies, the course will allow them to develop industry appropriate skills for the 21st century knowledge economy, developing a unique portfolio of work and hands on experience.

7.4 Summary

The three pathways of the MSc Visualisation programme are directly related to the research themes in DDS, i.e. medical visualisation, heritage visualisation, and games technology. These pathways will provide a large pool of candidates with good credentials for PhD

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programmes at DDS.

8. Outline educational aims of the programme: Please state the overall educational aims and list any that are specific to a stage of the programme.

8.1 Overall Aims: The MSc Visualisation programme aims to: • Develop students’ awareness, knowledge and skills in 3D digital technology, and its applications in cultural heritage, medicine and healthcare, and serious games • Provide a practical introduction to commercial visualisation hardware and software, and use them to interactively explore, manipulate and understand 3D data captured from all types of sources • Deploy the digital data acquisition, processing, archiving and presentation process as the synthesis of research, analysis, development and critique within the context of public, private and voluntary sectors while providing the context for scientific and technological change. • Develop autonomous and self-directed exploration, individual expression and critical activity within an environment of professional and peer-critique. • Encourage multi-disciplinary research in visualisation and related fields including computer science, history, culture study, archaeology, architecture, the build environment, art and design, tourist management, medical science, healthcare, and education, etc. • Construct and apply research materials and methodology tailored to support a Masters project and its outcomes within an organisational context. • Produce graduates capable of utilising key digital technologies to a professional level where their value to business, society and industry is made explicit. 8.2 Stage Aims: Stage 1 aims to: • develop an understanding and knowledge of the key theories and techniques in 3D applications of digital technology in cultural heritage, medicine, healthcare, and other serious purposes beyond entertainment; • develop a comprehensive exploration of the relevant theoretical and practical issues involved in three-dimensional modelling and animation; • acquire knowledge of the principles and methods of 3D visualisation and apply these through the management of a small scale practical project; • acquire and develop an understanding of research methodologies.

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Stage 2 aims to: • develop advanced skills and independent problem solving skills of theoretical and practical processes, and an understanding of the collaborative processes within practice of digital heritage preservation, cadaveric dissection, or serious games development; • use drawing techniques and practices to explore, document and understand our surroundings as a context for practice; (International Heritage pathway) • detail key areas of clinically relevant anatomy, including regional anatomical variation and build detailed understanding of anatomical legislation and health and safety codes relating a laboratory dealing with human body donations; (Medical Visualisation & Human Anatomy pathway) • generate through a research proposal a suitable project for Masters level, Stage 3, in relation to 3D visualisation as a research and technological practice. Stage 3 aims to: • evidence a capacity for self-directed research and professional standard in a research project in the field of heritage/medical visualisation or serious games; • demonstrate, through a written report, critical and analytical reflection on the processes and research embodied in the research project.

9. Outline learning outcomes of the programme: Please give an overview of what all students should be able to do or to demonstrate, in terms of particular knowledge and understanding, qualities, skills and other attributes. More detailed learning outcome descriptions will be required in Programme and Course Specifications.

On successful completion of the MSc Visualisation programme, students will be able to: 1. Demonstrate a broad understanding of effective methods of visualising 3D data that supports heritage objects, architecture, virtual environments, and medical data. 2. Demonstrate practical skills involved using 3D digital technologies, e.g. data acquisition (2D and 3D), motion capture systems, commercial visualisation software, and Virtual Reality/user interfaces for visualisation applications in heritage, medicine and healthcare, and other domains. 3. Critically review and analyse existing problems, sources and knowledge in a manner that allows informed judgement and critical appreciation across multiple disciplines. 4. Communicate effectively with colleagues and professional bodies in a real-life context, using accepted terminology in related disciplines. 5. Apply research techniques to an independent research project based on acquisition, processing, and presentation of 3D digital data.

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6. Plan and execute an individual research project that investigates themes within the field of 3D visualisation and related disciplines.

10. Provisional Programme Structure: The MSc Visualisation is available through three distinct pathways: –MSc Visualisation (International Heritage) –MSc Visualisation (Medical Visualisation & Human Anatomy) –MSc Visualisation (Serious Games) MSc Visualisation (International Heritage)

Stage Course Level Credit Core/

Optional Stage 1 Core Research Skills SCQF 11 15 Core Stage 1 3D Modelling and Animation SCQF 11 15 Core Stage 1 3D Visualisation in Cultural Heritage SCQF 11 15 Core Stage 1 Digital Documentation SCQF 11 15 Core Stage 2 Data Acquisition & Processing SCQF 11 30 Core

Stage 2

GSA Elective: Choose one from ➢ Mapping the City ➢ Architectural Design & Design Theory ➢ Environmental Design

SCQF 11 15 Optional

Stage 2

GSA Elective: Choose one from ➢ Mapping the City ➢ Architectural Design & Design Theory ➢ Environmental Design

SCQF 11 15 Optional

Stage 3 Masters Research Project SCQF 11 60 Core MSc Visualisation (Medical Visualisation & Human Anatomy)


Optional Stage 1 Core Research Skills SCQF 11 15 Core Stage 1 3D Modelling and Animation SCQF 11 15 Core Stage 1 3D Visualisation in Medicine & Healthcare SCQF 11 15 Core Stage 1 Volumetric visualisation SCQF 11 15 Core Stage 2 Introduction to Anatomy SCQF 11 20 Core Stage 2 Structure and Function of the Human Body SCQF 11 20 Core Stage 2 Cadaveric Dissection Techniques SCQF 11 20 Core Stage 3 Masters Research Project SCQF 11 60 Core

MSc Visualisation (Serious Games)


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Optional Stage 1 Core Research Skills SCQF 11 15 Core Stage 1 3D Modelling and Animation SCQF 11 15 Core

Stage 1 DDS Elective: Choose either one from ➢ 3D Visualisation in Cultural Heritage ➢ 3D Visualisation in Medicine & Healthcare

SCQF 11 15 Optional

Stage 1 Designing sound and music for games SCQF 11 15 Core Stage 2 Motion Capture SCQF 11 15 Core Stage 2 Serious Games SCQF 11 15 Core Stage 2 GSA Elective SCQF 11 15 Optional Stage 2 GSA Elective SCQF 11 15 Optional Stage 3 Masters Research Project SCQF 11 60 Core

The three pathways have a core set of common courses, two specialist courses, and a choice of GSA elective courses. The courses highlighted in green are common modules, which are shared by multiple programmes/pathways. On average, 72% credits of the three pathways are shared components. In particular, the Serious games pathway shares 83% common modules with other pathways/programmes. This ensures an efficient use of the lecturer's time and energy. The courses highlighted in red are new; others are either existing courses or renaming existing ones.

11. Minimum and maximum student numbers required to ensure that the provision is academically viable and appropriately resourced: Please provide an explanation of the numbers given.

Minimum 15 Maximum 40 The maximum number of students is 40. The options around minimum numbers envisaged in the inaugural year are explained in the financial rationale, although numbers are anticipated to rise to 40 over time as the programme becomes established.

12. Please confirm language of instruction is English

Yes No

If no, please specify: Click here to enter text.

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13. Is there substantive overlap in terms of subject provision at this level in GSA? You may wish to comment in more detail below if there is inter-disciplinary overlap.

Yes No If yes, please provide details of the other programmes below: Programme Click here to enter text. School Click here to enter text. Programme Leader Click here to enter text. Please confirm this overlap has been discussed with the relevant School

Yes

Further comment? Click here to enter text. Please confirm this overlap has been discussed with Student Recruitment

Yes

Further comment? Click here to enter text.

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14. Analysis of the potential market for the programme in the UK and internationally, carried out in consultation with Marketing & Communications, and leading to formulation of marketing strategy (see 15 below): Please provide an overview of the current and future market conditions.

14.1 MSc Visualisation (International heritage pathway) The proposed MSc Visualisation (International Heritage pathway) will be one of the first taught Masters programmes in heritage visualisation in the world. There are other potential competitors in the UK: an MSc in Heritage and Attraction Management and an MSc in International Heritage and Event Management (University of Central Lancashire), MSc Sustainable Heritage (UCL), MSc in Heritage Science (Queen’s Belfast), MA Cultural Heritage & International Development and an MA Cultural Heritage & Museum Studies (University of East Anglia), MSc in Digital Heritage (University of York), MSc Archaeological Computing (Southampton). Bangor University offers a research-based MPhil degree in Heritage with an emphasis on history and archaeology. Internationally, the University of California offers an MA in World Heritage that focuses on methods by which historians, literary scholars, anthropologists, artists, philosophers, and other humanists and social scientists examine cultural heritage. These programmes focus on one of the following: • cultural, archaeological, or social aspects of heritage management • tourism management • heritage science (materials, mechanisms and evidence of deterioration, maintenance,

etc.) • digital archiving, museum and curation None of these programmes focuses on the growing area of 3D laser scanning technology and 3D heritage visualisation. There are few competitors to the proposed programme in the UK and worldwide. This will mark the provision at GSA as unique and distinctive and continues to build on the established international research portfolio at the DDS. The International Heritage pathway will appeal to a variety of potential students, primarily: • students from Undergraduate Programmes in Mackintosh School of Architecture, School of Design (appropriate students being made aware of the existence of the programme, and its intentions and aims); • graduates of undergraduate programmes in computer science, history, culture study, archaeology, architecture, the build environment, geography, art and design, and tourist management, etc; • mature and professional people including historians, archaeologists, architects and surveyors, planners, preservationists, curators, artists, and tourists on a global level.

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14.2 MSc Visualisation (Medical visualisation & human anatomy pathway) Building on the existing MSc Medical Visualisation & Human Anatomy programme, the MSc Visualisation (Medical visualisation & human anatomy pathway) is the first taught Masters programme in medical visualisation in the UK and one of the first taught medical visualisation Masters in the world. The only related programmes are: MPhil (two-year full time) /PhD (three-year full time) in Medical Visualisation and Simulation (Bangor University), and the MS Biomedical Visualization (University of Illinois, USA) which is targeted at medical artists. It teaches graphic artists with an interest in physiology and anatomy how to translate knowledge of biological and medical sciences into visual communicationsprint, film, television, computer graphics, electronic imaging, 3D models and prosthetics. There are other potential competitors but are distinctively different programmes. For example, MSc In Biomedical Imaging for Diagnosis (University of Sussex), MSc Medical Imaging (Surrey), MSc Medical Art (Dundee), MSc Medical Imaging (Bradford), MSc Medical Imaging (Aberdeen), MSc Medical Imaging (Trinity College Dublin), MSc Physics and Engineering Medicine: Biomedical Engineering and Medical Imaging (UCL), MSc Medical Imaging (Leeds), MSc Medical Imaging Sciences (Kings College London). There are over 115 programmes within this generic area in the UK. However, these programmes mainly focus on 2D image processing, a form of signal processing for which the input is a medical image ranging from planar X-ray imaging to the modern tomographic imaging modalities (CT, MRI, PET and SPECT), and instrumentation aspects of real imaging environments. These programmes are usually offered by Electronic Engineering or Computer Science departments and require students to have a solid background in mathematics and programming. This is very different from the proposed MSc Visualisation (Medical visualisation and Human Anatomy), whose aim is to enable students to use commercial visualisation software to explore, manipulate, and understand medical data, rather than low-level image processing algorithms and programming. There are very few competitors to the proposed programme in the UK and worldwide. This will mark the provision at GSA as unique and distinctive, incorporating a collaboration with a leading human anatomy laboratory at the University of Glasgow. 14.3 MSc Visualisation (Serious games pathway) The Serious Games pathway is the outcome of a re-working of the existing MDes. in Animation programme to better reflect the recent advances in digital technologies and the changing nature and demand of the creative industries where graduates must demonstrate the required technical skills combined with creativity in order to successfully work within the broadcast, film, multimedia and games sectors. The games industry (already larger than the music industry) is now a multibillion pound industry. The technology behind today's games is increasingly being used in non-games industries. ‘Serious games’ are games with the purpose beyond just providing entertainment. Examples include edutainment, health games, and games for policy and social change. The serious games field has a lot of potential for growth, particularly in the realm of education. A recent report by Ambient Insight stated that the U.S. game-based learning market reached

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$231.6 million in 2010, and the combined five-year compound annual growth rate (CAGR) for content, services, and tools is 12.3% and revenues will reach $413.2 million by 2015. The academic sector is responding to the growing global demand for Masters programmes in this area. Several Masters programmes have been recently launched by key players in the field, e.g. the MSc in Serious Games and Digital Content offered by the Serious Games Institute (Coventry University); MSc Serious Games (University of Skövde, Sweden); MA in HCI with Games and Meaningful Play (Michigan State University, US); and MSc by Research in Serious Games (University of Huddersfield). The current MDes in Animation programme has seen student numbers decreasing in recent years due to the greater competition and over-populated animation courses offered by other HE providers in the UK and worldwide. Based on our expertise in 3D modeling and animation, research activities of key members of academic staff in serious games, and the market demand of serious games, we are restructuring the animation curriculum and propose the Serious Games pathway of the MSc Visualisation programme. This pathway will be appealing to students from a wide range of disciplinary backgrounds ranging from computer science, life sciences, to business studies, education, social science and media studies. The course will allow them to develop industry appropriate skills for the 21st century knowledge economy, developing a unique portfolio of work and hands on experience.

15. Outline marketing strategy: Please state how the programme is to be promoted in order to take advantage of any potential demand and achieve the number of students required to make the programme viable.

The new MSc Visualisation programme intends to recruit 15 students (8 Home/EU, 7 Overseas) to its first cohort intake in September 2013. Student numbers will increase as the course establishes itself and patterns of application are identified, explored and expanded (see financial rationale). It is anticipated that there would be some uptake from the Undergraduate Programme in Mackintosh School of Architecture and the School of Design for the International heritage pathway, and continually attract students from the School of Life Sciences, University of Glasgow for the Medical visualisation & human anatomy pathway. However, it is also intended, in the initial recruitment phase, to open up opportunities within the department’s extensive national and international educational networks with which the department enjoys a good reputation. Being a multidisciplinary degree it is anticipated that the programme would attract students from a wide range of undergraduate degrees who have a particular interest in the application of emerging digital technologies to cultural heritage, medicine, healthcare, and other domains, including wider science, social, art and design, and architectural fields such as the subjects of computer science, life sciences, heritage science, history, culture study, archaeology, architecture, building surveying, urban planning, art and design, and tourist

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management, etc. While more experienced applicants are anticipated to be professionals from areas such as social work, teaching, public sector, NGOs, voluntary sector workers and those with qualifications in specific knowledge bases and disciplines looking to acquire new skills and techniques for applying expertise in new areas (genetics, public policy, management/ business, technology). It is further anticipated that the programme will be attractive to mature and professional individuals including programmers, game developers, health professionals, historians, archaeologists, architects and surveyors, urban planners, preservationists, curators, artists, and tourist on global level. The proposed programme will provide a flexible mode of study for individuals who cannot study full time due to work commitments. DDS staff also has access to extended personal research and academic networks through which to open up recruitment opportunities. Staff engaged in research, knowledge transfer activities, invited speaking, teaching exchanges, external examination, conference organisation, and general publicity naturally further generate opportunity for recruitment. Promotional materials of the programme (e.g. posters and postcards) will be produced and circulated via mail-out and at national/international events such as exhibitions, recruitment fairs, and conferences. Web presence of the programme, including promotional videos, will be built on the GSA website and through GSA and DDS social media channels once the Statement of Intent is approved. Moreover, advertising campaigns in various media across the recruitment season could be considered.

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16. Anticipated demand on staffing, resources and services (including English language support and welfare): Please list the expected time required for teaching and tutorials, all accommodation and workshop requirements. Also, state any monetary costs that would not be routine.

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The staff team within the Digital Design Studio has produced the Statement of Intent for the MSc Visualisation programme. Inevitably, further development of curricular content for the new courses highlighted in red in section 10, and the subsequent marketing and publicising, launch, management and delivery of the programme will require additional resources - specifically dedicated staff time. Initially this is expected to be: • 0.3 FTE programme leader • 1.2 FTE lecturer (0.4 FTE x 3 pathways) • 0.2 FTE administrative support • 0.2 FTE technical support • Visiting lecturers At first, in the interests of fiscal prudence, staffing for the programme will be provided through backfill: the programme will be run, delivered and assessed by existing members of staff from within the Digital Design Studio. We are in the process of recruiting a full time Research Fellow in International heritage visualisation (funded by the REF investment fund), who will contribute to the course design and delivery of the international heritage pathway. As the programme grows, staffing, resources and services requirements will require to be adjusted accordingly. The programme will have multiple inputs from our industry and governmental partners. Industry professionals from related disciplines will teach on some of the courses as visiting lecturers and provide valuable input. This keeps our courses up-to-date with industry developments. The three pathways have a core set of common courses, two specialist courses, and a choice of GSA elective courses. On average, 72% of credits for the three pathways are shared components. In particular, the Serious games pathway shares 83% common modules with other pathways/programmes. This ensures an efficient use of the lecturer's time and energy. Studio space will be provided for the students in DDS’ academic area in the Hub building, Pacific Quay, which will be home to the cohort alongside similar Masters programmes. The MSc Visualisation would be expected to share accommodation with the existing Masters programmes allowing for shared teaching and studio resources. This would also facilitate cross-programme collaboration and an international and inter-disciplinary studio culture and PG experience. The cost of setting up and running the MSc Visualisation Programme would be on a par with the costs already experienced by the Digital Design Studio in setting up other Masters programmes (Sound for the Moving Images / Medical Visualisation and Human Anatomy). Specific costs will centre upon studio accommodation, access to some specialised facilities, e.g. laser scanners (Leica Scan Station C10 HDS Scanner and Artec MHT Scanner), 3D stereo projector and glasses, and IT facilities, including computers, software licences etc.

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It is expected that the costs would be covered via the fees of students. Furthermore, it is intended that in time certain components of the programme (whether courses, or projects within those courses) will be shared with other future postgraduate programmes and elective courses developed by the DDS and across the GSA.

17. Compatibility of the proposal with GSA’s existing portfolio of programmes: Please provide a brief description.

The proposed MSc Visualisation programme will be fully integrated with, and contribute to, the GSA taught postgraduate Common Academic Framework. It will derive elements from the framework (a structure based on 15 credit courses, the Stage 1 mandatory courses, etc.), and intends to establish new elective courses of study that can be offered to other programmes (Motion Capture and Serious Games). In addition, the MSc Visualisation will develop and deliver an array of taught courses which will enhance and expand the postgraduate provision of DDS in this area. Finally, the programme will complement the range of current postgraduate programmes at GSA and maintain the growth and development of a distinctive postgraduate community within the School.

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18. Compatibility with the strategic plans of the proposing School and of GSA: Please provide a brief description of how the programme satisfies the goals and objectives of the school/department.

The programme is designed to support and facilitate the achievements of the GSA Strategic Plan – that is, the documents titled GSA Future: Strategic Plan 2008-2012, together with the Digital Design Studio Operational Plan for 2008-2012. The GSA Strategic Plan for 2008–12 states that, by 2012, ‘(the school) will have reached 20% of our student community at postgraduate level through new taught and research provision’. This ambition was echoed in the Digital Design Studio’s Operational Plan for 2008–2012, which noted the requirement to continue “curriculum development with the establishment of new pathways and courses of study”. Specific aims of the Strategic Plan that are addressed by the development of this programme include: Aim Relevance 1.1 learning and teaching is informed by specialist subject research and practice 1.2 developing new programmes in digital and new media 1.3 the growth of the postgraduate taught portfolio of programmes appropriate to the professional and commercial world 1.4 integration of technology 2.4 build postgraduate volume and capacity around hubs of research to inform developments in the postgraduate curriculum 4 general support In the GSA Strategic Plan, there is a stated intention to grow the size of the postgraduate cohort (PGT and PGR) at the institution to 20% of the total student body – approximately 350 students. Specialising in advanced 3D visualisation and human-computer interaction technologies, DDS has the expertise to grow postgraduate provision at GSA. Additionally, it will enhance research-informed teaching by directly linking academic provision with the research and commercial projects at DDS. This new programme links up and shares facilities and resources with research and commercial teams at DDS, and also includes academic and research staff from both DDS and our strategic partners contributing to course delivery.

19. Nature of any proposed collaboration with other institutions: Please state the name of the institution(s) and how much input or involvement they have in the programme.

University of Glasgow is responsible for course delivery of the Stage 2 of the Medical visualisation & human anatomy pathway. There is a 50/50 split of ownership, income, course delivery, input, and facilities time for this pathway between GSA and GU.

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20. If a collaboration with other institutions is proposed, please provide the following: Please be aware that separate collaborative provisional approval is required.

Contact Details at Partner Institutions:

Dr. Paul Rea, School of Life Sciences, University of Glasgow

Nature of Collaboration (please tick) Joint programme (MSc Medical Visualisation and Human Anatomy) leading to an award of the University of Glasgow

Joint programme leading to a joint award of the GSA Articulation agreement

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21. Please provide an overview of the Research Teaching linkages this programme will have:

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The DDS’ research specialism is shared across both methodological and disciplinary boundaries. Its staff has industrial and academic backgrounds including, for example computer graphics, information and scientific visualisation, medical visualisation, heritage visualisation, marine visualisation, 3D modelling and animation, programming, serious games, and product design. Several members of staff have recognised expertise and hold positions on the Arts and Humanities Research Council Peer Review College, the MOD trusted list of experts, Glasgow Urban Design panel, the Academy of Urbanism, various editorial boards for books and journals, including Entertainment Computing (Elsevier journal), the International Journal of Intelligent Decision Technologies (IOS Press), Serious Games and Edutainment Applications (Springer book), Serious Games Development and Applications (Springer LNCS), and as curriculum and research advisors for other HEIs in the UK and overseas as well as contributing to the GSA Peer Review. A number of the DDS staff are active reviewers for key journal and conference publications including IEEE Computer Graphics and Applications, IEEE Visualisation, as well as providing professional consultancy to the BBC, the British Computer Society and the Ministry of Defence. DDS has been organising international conferences on heritage visualisation and serious games, e.g. the annual Digital Documentation Conference (http://www.digital documentation.co.uk/) and the annual International Conference on Serious Games Development and Applications (http://www.sgda2012.eu/). Previous and current projects on digital heritage and medical visualisation, e.g. the Scottish Ten project, the British Empire Exhibition of 1938, the NES £1.5m project on 3D Digital Visualisation Supporting Interactive Educational Content, are closely relevant to the MSc Visualisation programme. Staff working on these projects will continue to contribute to the course delivery and can provide real value to the students with first-hand knowledge and experience. Two members of staff in the programme team have a PhD degree and are currently supervising PhD students. We are in the process of recruiting a full time Research Fellow in International heritage visualisation who will improve the PhD supervisory capacity of staff in developing, implementing and supervising graduate research in heritage visualisation and contribute to the design and delivery of the MSc Visualisation programme. The three pathways of the MSc Visualisation programme are directly related to the research themes in DDS, i.e. medical visualisation, heritage visualisation, and games technology. Students who are interested in further study in these areas will be encouraged to apply for PhD programme. They will provide a large pool of candidates with good credentials for PhD programmes at DDS. Students are given the opportunity to learn about research through regular presentation days which demonstrate the innovative work being done by the DDS and its partners. The DDS will continue to deliver student research days (a minimum of one research day per term) to increase awareness of research in the student community. Students on this programme will also have opportunities to work on small-scale live projects with DDS collaborative partners locally and internationally, such as Historical Scotland, for their Masters research project in Stage 3. This can allow opportunities to support efforts related to social responsibility missions or increase visibility for the School and collaborative partners as well.

http://www.sgda2012.eu/

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22. Please confirm the following: 22.1 A financial rationale has been approved by the GSA Directorate via the

Director of Finance and Resources. Any capital bids envisaged in the next four years for undergraduate programmes and three years for postgraduate programmes must be included in the financial rationale. A new course financial rationale calculator is available from Eliot Leviten.

22.2 Attached is a copy of the financial rationale. This will not be made available to UGC/PGC.

22.3 A market analysis has been undertaken in consultation with the Head of Student Recruitment and has been discussed with the Head of Marketing and Communication and is set out in this Statement of Intent. A marketing strategy has also been agreed as part of this discussion.

22.4 The proposal has been discussed with the Head of Learning Resources and the attached ‘Implications for Library/Learning Resources Provision’ form has been completed.

22.5 If the proposal relates to undergraduate provision, please confirm that the proposal has been discussed in detail with the Academic Coordinator, Undergraduate Studies.

22.6 If the proposal relates to postgraduate provision, please confirm that the proposal has been discussed in detail with the Head of Research and Graduate School and the Academic Coordinator, Postgraduate Studies.

23. Please confirm whether consultation has taken place regarding this Statement of

Intent with the following:

Yes Comments External Critical Friend Click here to enter text. Students Click here to enter text. Employer Click here to enter text. Academic Services Click here to enter text. Learning Resources Click here to enter text. Head of Research and Graduate School Click here to enter text.

Student Support and Development Click here to enter text.

PSRBs Click here to enter text.

REGISTRY USE Programme Code

Click here to enter text.

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(Course ID) Credit Transfer Scheme

SCOTCAT Click here to enter text.

Programme Title on Quercus


UCAS Code (if applicable)


JACS Code Click here to enter text. Update Website

UCAS LearnDirect EducationUK Other

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STATEMENT OF INTENT: IMPLICATIONS FOR LIBRARY/LEARNING RESOURCES PROVISION (to be completed by GSA Library)

DATE of this document

16 August 2012

PROPOSED COURSE

MSc Visualisation - International Heritage pathway - Medical Visualisation & Human Anatomy pathway - Serious Games pathway

Position Statement To be covered in this section:

• Review of current position of Library/Learning Resources in meeting the requirement of the proposed course

• Outline of areas for development/expansion • Further relevant comments e.g. availability or cost of materials or preferred mode of

delivery International Heritage Pathway GSA Library’s current resources for Mackintosh School of Architecture students, and for the Digital Design Studio’s Animation and Medical Visualisation students should form the basis for much of the provision for this course. However, a small number of core textbooks and one key journal, such as the Journal on Computing and Cultural Heritage, or the Journal of Cultural Heritage, should be purchased to specifically support this course, and indicative costs for these are shown below. As with the provision for existing DDS courses, this material should, as far as possible, be made available electronically in full-text form as the students are based at Pacific Quay. The University of Glasgow Library holds some useful resources in support of its MSc in Museum Studies, and it is important that GSA’s International Heritage students are made aware of the book and journal reference facilities that are available to them there. Medical Visualisation & Human Anatomy Pathway This proposed pathway is a joint course with the University of Glasgow, the Library of which has long-established collections of books, journals and databases covering the medical sciences. It is anticipated that the majority of the materials required by the course will be available via the University, but it is important that an induction to its library is arranged so that the students are able to fully benefit from the facilities there. GSA Library currently supports the existing MSc Medical Visualisation course, mainly by providing a small number of electronic books which are made available to all students. While

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this provision appears to have been largely satisfactory, some students have indicated that they would also welcome additional print copies of key texts. Serious Games Pathway Discussions with the Programme Leader have confirmed that GSA Library’s current book and journal provision for the MDes Animation course will be relevant and useful for this pathway. However, four core texts and four key journals (Simulation & Gaming: An Interdisciplinary Journal of Theory, Practice and Research; Entertainment Computing; International Journal of Game-based Learning; and Games for Health: Research, Development, and Clinical Applications) have been suggested for purchase to specifically support this course; indicative costs for these are shown below. As with the provision for existing DDS courses, this material should, as far as possible, be made available electronically in full-text form as the students are based at Pacific Quay. Current Collection Strengths International Heritage Pathway GSA Library currently has an excellent collection in the areas of architectural design, design theory and architectural history, together with material which supports the existing DDS courses in 3D modelling and animation. A small amount of information is held in the area of cultural heritage. Medical Visualisation & Human Anatomy Pathway GSA Library currently has a small number of core texts on the subject, together with some material in the areas of human-computer interaction, anatomical drawing for artists, and theoretical texts on the theme of ‘the body’, and artists’ responses. Serious Games Pathway GSA Library currently has a small but adequate collection of books and journals on new media and animation, together with a limited number of texts on the theory and practice of computer games in general. Electronic journals currently available to GSA students in this area include The Journal of Gaming and Virtual Worlds; Game Studies: the International Journal of Computer Game Research; and Eludamos, the Journal for Computer Game Culture. Current Collection Weaknesses International Heritage Pathway Museum studies, architectural conservation Medical Visualisation & Human Anatomy Pathway The principal weakness is the limited number of print copies of key texts, which is likely to be an issue given the increased student numbers compared with the current MSc Medical Visualisation course.

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Serious Games Pathway ‘Serious’, as opposed to ‘mainstream’ computer games. Indicative Costs for Addressing Collection Weaknesses International Heritage Pathway: £750 Medical Visualisation & Human Anatomy Pathway £500 Serious Games Pathway £2700 Total for all three pathways: £3950

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