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CC25 - Diploma of Digital Media

Overview

Course Overview

The Diploma of Digital Media is an optional exit / interim award within the Bachelor of Digital Media. This qualification aims to prepare students for paraprofessional work within the digital media industries by providing practical skills and relevant theory that can be applied in a variety of fields associated with design, technology and media.

Working within multimedia computer laboratories and production studios, students learn how to create digital media works using industry-standard software development tools and techniques. They learn how to think critically, solve problems, communicate effectively and work independently in response to digital media project demands.

The program can be studied on-campus or off-campus, providing maximum flexibility for students.

Career Information

The digital revolution has dramatically changed the way we work, learn, play and communicate. It has created jobs that didn’t exist a decade ago and it has profoundly changed others. People who are skilled in the production and application of digital media are in demand. The Diploma of Digital Media prepares graduates for paraprofessional work within the digital media industries. Employment opportunities for graduates with relevant creative and technical expertise can be found in areas such as web design, graphic design, publishing, photography, illustration, animation, game development, software development, audio production, video production, film and television post-production, visual effects, advertising, marketing, journalism, corporate communications, education and training.

Course Details
Duration 1 years full-time or 2 years part-time
Credit Points that Must be Earned 48
Number of Units Required CQUniversity uses the concept of credits to express the amount of study required for a particular course and individual units. The number of units varies between courses. Units in undergraduate courses normally consist of 6 points of credit or multiples thereof (e.g. 12, 18, 24).
Expected Hours of Study One point of credit is equivalent to an expectation of approximately two hours of student work per week in a term.
Course Type Undergraduate Award
Qualification (post nominal) DipDigitalMedia
AQF Level Level 5: Diploma
Course Fees
Indicative Year - 2025
  • International Indicative First Term Fee - $17,250
  • International Indicative First Year Fee - $34,410
Indicative Year - 2024
  • Commonwealth Supported Place – Indicative First Year Fee - $13,554
  • Domestic Full Fee Paying – Indicative First Year Fee - $19,918.5
  • International Indicative First Term Fee - $16,620
  • International Indicative First Year Fee - $32,940
Indicative Year - 2023
  • Commonwealth Supported Place – Indicative First Year Fee - $12,571
  • International Indicative First Term Fee - $15,600
  • International Indicative First Year Fee - $31,200
Indicative Year - 2022
  • Commonwealth Supported Place – Indicative First Year Fee - $12,146
  • International Indicative First Term Fee - $15,600
  • International Indicative First Year Fee - $31,200

Admission Codes

Domestic Students
Tertiary Admission Centre Codes (TAC) Codes
International Students
CRICOS Codes
Where and when can I start?
Units offered internally at the below campuses may be delivered using a combination of face-to-face and video conferencing style teaching.
Units offered via MIX mode are delivered online and require compulsory attendance of site-specific learning activities such as on-campus residential schools, placements and/or work integrated learning. See Course Features tab for further information. Online units are delivered using online resources only.
Please Click Here for more information.
The following tables list the courses availabilities by location and term. Directing your pointer over your preferred location will provide further information if this course is not available for the full duration. Please be sure to also check individual unit availability by location and term prior to enrolling.

Domestic Availability

Term 2 - 2025

Bundaberg
Brisbane
Cairns
Mackay
Online
Rockhampton

Term 1 - 2025

Bundaberg
Brisbane
Cairns
Mackay
Online
Rockhampton

Term 2 - 2024

Bundaberg
Brisbane
Cairns
Mackay
Online
Rockhampton

Term 1 - 2024

Bundaberg
Brisbane
Cairns
Mackay
Online
Rockhampton

Term 2 - 2023

On-campus classes with small enrolments may be taught by cross-campus video-conference rather than face-to-face delivery.
Bundaberg
Brisbane
Cairns
Mackay
Online
Rockhampton

Term 1 - 2023

On-campus classes with small enrolments may be taught by cross-campus video-conference rather than face-to-face delivery.
Bundaberg
Brisbane
Cairns
Mackay
Online
Rockhampton

Term 2 - 2022

Bundaberg
Brisbane
Cairns
Mackay
Online
Rockhampton

Term 1 - 2022

Bundaberg
Brisbane
Cairns
Mackay
Online
Rockhampton

Term 2 - 2021

Online

Term 1 - 2021

Bundaberg
Brisbane
Cairns
Mackay
Online
Rockhampton

Term 2 - 2020

Bundaberg
Brisbane
Cairns
Mackay
Online
Rockhampton
Sydney

Term 1 - 2020

Bundaberg
Brisbane
Cairns
Mackay
Noosa
Online
Rockhampton
Sydney

Term 2 - 2019

Bundaberg
Brisbane
Cairns
Mackay
Noosa
Online
Rockhampton
Sydney

Term 1 - 2019

Bundaberg
Brisbane
Cairns
Mackay
Noosa
Online
Rockhampton
Sydney

Term 2 - 2018

Bundaberg
Brisbane
Distance
Mackay
Noosa
Rockhampton
Sydney

Term 1 - 2018

Bundaberg
Brisbane
Distance
Mackay
Noosa
Rockhampton
Sydney

Term 2 - 2017

Bundaberg
Brisbane
Distance
Mackay
Noosa
Rockhampton
Sydney

Term 1 - 2017

Bundaberg
Brisbane
Distance
Mackay
Noosa
Rockhampton
Sydney

Term 2 - 2016

Bundaberg
Brisbane
Distance
Mackay
Noosa
Rockhampton
Sydney
Show All

International Availability

Term 2 - 2025

Brisbane
Online

Term 1 - 2025

Brisbane
Online

Term 2 - 2024

Brisbane
Online

Term 1 - 2024

Brisbane
Online

Term 2 - 2023

On-campus classes with small enrolments may be taught by cross-campus video-conference rather than face-to-face delivery.
Brisbane
Online

Term 1 - 2023

On-campus classes with small enrolments may be taught by cross-campus video-conference rather than face-to-face delivery.
Brisbane
Online

Term 2 - 2022

Brisbane
Online

Term 1 - 2022

Brisbane
Online

Term 2 - 2021

Brisbane
Online

Term 1 - 2021

Brisbane
Online

Term 2 - 2020

Brisbane
Mackay
Online
Rockhampton
Sydney

Term 1 - 2020

Brisbane
Mackay
Online
Rockhampton
Sydney

Term 2 - 2019

Brisbane
Mackay
Online
Rockhampton
Sydney

Term 1 - 2019

Brisbane
Mackay
Online
Rockhampton
Sydney

Term 2 - 2018

Brisbane
Distance
Mackay
Rockhampton
Sydney

Term 1 - 2018

Brisbane
Distance
Mackay
Rockhampton
Sydney

Term 2 - 2017

Brisbane
Distance
Mackay
Rockhampton
Sydney

Term 1 - 2017

Brisbane
Distance
Mackay
Rockhampton
Sydney

Term 2 - 2016

Brisbane
Distance
Mackay
Rockhampton
Sydney
Show All
For any problems regarding admissions availability for the selected course please contact 13 CQUni (13 27 86) or send us an email at http://contactus.cqu.edu.au/
What do I need to start?
Entry Scores
Rank Threshold SR 60 | ATAR 60
Entry Requirements

Domestic students. P - Senior English (4, Sound Achievement) or equivalent

International students. P - Students are required to have an acceptable level of competence in writing, reading, speaking and understanding English.

Refer to the international student section

Security Requirements
No information available at this time
Health Requirements
No information available at this time
Assumed Knowledge

Not applicable

Course Features

Awards and Accreditation

Interim Awards Not applicable
Exit Awards Not applicable
Accreditation
  • Not applicable

Residential School Requirements

No Residential School for this course.

Practicum/Work Placement

Not applicable

Previous and Current Enrolments

Year Number of Students
2024 26
2023 43
2022 50
2021 57
2020 61
Inherent Requirements
There are Inherent Requirements (IRs) that you need to be aware of, and fulfil, to achieve the core learning outcomes of the units and course. IRs are the essential capabilities, knowledge, behaviours and skills that are needed to complete a unit or course.

Please note that in some instances there may be similarities between course, entry and inherent requirements.

If you experience difficulties meeting these requirements, reasonable adjustments may be made upon contacting accessibility@cqu.edu.au. Adjustment must not compromise the academic integrity of the degree or course chosen at CQUniversity or the legal requirements of field education.

Ethical Behaviour

Examples are:

  • Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Academic Integrity Policy and Procedure, Student Behavioural Misconduct Procedure, and Assessment Policy and Procedure (Higher Education Coursework).
  • Demonstrating honesty and integrity in academic and professional practice.
Behavioural Stability

Examples are:

  • Reflecting on personal behaviour in relation to professional performance, and being receptive to constructive feedback or criticism from a supervisor or lecturer.
  • Successfully processing and coping with your own emotions and behaviour when dealing with individuals in an educational or professional environment.
Legal Compliance

Examples are:

  • Complying with the policies and practices of relevant professional bodies such as the Australian Computer Society, the Design Institute of Australia, the Australian Graphic Design Association, and the like.
  • Complying with the policies and practices of organisations in which you may be placed or find employment.
Communication Skills (Verbal, Non-verbal, Written and Technology)

Examples are:

  • Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
  • Participating in discussion activities related to the course.
  • Delivering a presentation to a group.
  • Using language that is appropriate to the context of the individual, group or workplace.
  • Using appropriate facial expressions, eye contact, body movements and gestures, and being mindful of personal space boundaries.
  • Recognising and interpreting non-verbal cues of others and responding appropriately.
  • Being sufficiently aware of cultural differences to engage in culturally appropriate interpersonal communication.
  • Competently using computer-mediated channels of communication such as online discussion forums, email, social media and video-conferencing.
  • Producing written work with correct spelling, grammar and punctuation that clearly communicates the intended message.
  • Accurately conveying and documenting information in a written form that meets professional standards.
Cognitive Abilities (Knowledge and Cognitive Skills, Literacy and Numeracy)

Examples are:

  • Conceptualising and using appropriate knowledge in response to academic assessment items.
  • Applying theoretical knowledge, research evidence, policies and procedures in professional practice.
  • Constructing written text proficiently, in English, using appropriate vocabulary and conventions of speech.
  • Being able to paraphrase, summarise and reference in accordance with appropriate academic conventions.
  • Competently reading, writing and interpreting information.
  • Using numeracy skills to interpret and solve basic mathematical problems.
Sensory Abilities (Visual, Auditory, Tactile)

Examples are:

  • Perceiving colours, tones, motion and depth.
  • Perceiving fine detail on the screen of a computer or mobile device.
  • Discerning an object from its background.
  • Creating and editing visual designs, artworks, audio recordings, video recordings, animations, 3D models and motion graphics.
  • Interacting with a computer through input devices such as a mouse or keyboard.
  • Interacting with mobile devices through inputs such as speech, buttons and a touchscreen.
  • Operating digital media production equipment such as video cameras, still cameras, microphones, lighting kits, background kits, and the like.
  • Drawing with a pencil, pen or graphics tablet.
Relational Skills

Examples are:

  • Establishing rapport with colleagues, teaching staff, clients, supervisors and others in a professional environment, and responding appropriately to them.
  • Displaying empathy and respecting multiple points of view.
Reflective Skills

Examples are:

  • Reflecting on content that is taught during the course.
  • Reflecting on your professional performance with a view to future improvement.
Sustainable Performance

Examples are:

  • Actively participating in tasks related to the course and professional practice.
  • Demonstrating the physical energy and concentration required to complete learning activities and assessment tasks in a timely manner.
Strength and Mobility (Gross Motor Skills and Fine Motor Skills)

Examples are:

  • Interacting with a computer through input devices such as a mouse or keyboard.
  • Interacting with mobile devices through inputs such as speech, buttons and a touchscreen.
  • Operating digital media production equipment such as video cameras, still cameras, microphones, lighting kits, background kits, and the like.
  • Drawing with a pencil, pen or graphics tablet.
Interpersonal Engagement

Examples are:

  • Collaborating with colleagues on group tasks and projects.
  • Successfully managing conflict that may arise during group activities.
  • Communicating effectively with colleagues, teaching staff, clients, supervisors and others in a professional environment.
Information and Communication Technology (ICT) Abilities

Examples are:

  • Competently using a computer operating system such as Microsoft Windows or macOS.
  • Competently using a mobile operating system such as iOS or Android.
  • Competently using digital media software tools such as Adobe Creative Cloud applications.
  • Competently using productivity software such as Microsoft Office.
  • Operating electronic devices such as video cameras, still cameras, audio recorders, graphics tablets, scanners, tablet computers or mobile phones.
Core Learning Outcomes
  • 1. Demonstrate skills and knowledge relating to theories, practices, languages, technologies and techniques in the field of digital media
  • 2. Identify, analyse, develop and evaluate ideas and information within a digital media context
  • 3. Solve problems and exercise critical and creative thinking ability
  • 4. Create digital media works using industry-standard software tools
  • 5. Communicate effectively with a range of audiences using various media forms
  • 6. Work independently in response to digital media project demands
  • 7. Recognise and reflect on social, cultural and ethical issues in the field of digital media
  Course Learning Outcomes
Australian Qualifications Framework Descriptors 1 2 3 4 5 6 7
1. KNOWLEDGE Have technical and theoretical knowledge and concepts, with depth in some areas within a field of work and learning
2. SKILLS Have cognitive and communication skills to identify, analyse, synthesise and act on information from a range of sources
3. SKILLS Have cognitive, technical and communication skills to analyse, plan, design and evaluate approaches to unpredictable problems and/or management requirements
4. SKILLS Have specialist technical and creative skills to express ideas and perspectives
5. SKILLS Have communication skills to transfer knowledge and specialised skills to others and demonstrate understanding of knowledge
6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate application with depth in some areas of specialisation, in known or changing contexts
7. APPLICATION OF KNOWLEDGE & SKILLS Be able to transfer and apply theoretical concepts and/or technical and/or creative skills in a range of situations
8. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate personal responsibility and autonomy in performing complex technical operations with responsibility for own outputs in relation to broad parameters for quantity and quality
9. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement to organise the work of self and others and plan, coordinate and evaluate the work of teams within broad but generally well- defined parameters
10. FOUNDATIONAL KNOWLEDGE sufficient to undertake qualifications
11. ACQUISITION AND APPLICATION of knowledge in new or existing disciplines or professional areas drawn from higher education units
12. FOUNDATIONAL SKILLS sufficient to undertake qualifications
13. ACQUISITION AND APPLICATION of skills in new or existing disciplines or professional areas drawn from higher education units
14. Course content drawn from higher education units
KNOWLEDGE Develop an understanding and appreciation of Aboriginal and Torres Strait Islander peoples and culture in contemporary and historical context using the respectful and appropriate protocols and terminology
More Details

Credit for Prior Learning 

If you have studied previously, you might be eligible to receive credit for prior learning. Students are assessed for credit on an individual basis and are required to nominate the CQUniversity units they wish to be considered for exemption from. Applying for credit involves supplying documented evidence that your prior learning is equivalent to the expected learning outcomes of one or more units of study. There are limits to the maximum amount of credit that may be granted towards a course. Study that was completed more than 10 years ago is not considered for credit transfer. For information about how to apply for credit, please search the CQUniversity website for "prior learning".


Computing Requirements 

Students who enrol in this course require access to a computer with an internet connection. Hardware and software requirements vary for individual units within the course. Details are normally provided in the relevant unit profile. On-campus students may use the computer hardware, software and production equipment that is available at their local campus.


Course Planner 

Student in this course should complete a course planner to help with the organisation of their unit enrolments. When preparing a course planner it is important to check the availability of individual units by looking up their term of offer and location in this Handbook. Full-time students usually enrol in 4 units per term, and part-time students usually enrol in 2 units per term. Students can get assistance with the preparation of their course planner by contacting the Course Management team. For more information, please search the CQUniversity website for "course planners". 


On-campus Classes 

On-campus classes with small enrolments may be taught by cross-campus video-conference rather than face-to-face delivery.