DILILD609: Interior Lighting Design Applications
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MODULE DETAILS |
DILILD609: Interior Lighting Design Applications Nominal duration: 6 weeks (72 hours total time commitment) This time commitment includes the structured activities, preparation reading, attendance at each webinar, completing exercises, practical assessments and proctored assessments. It is also expected that students spend additional time on readings, personal study, independent research and learning, practicing on remote labs and required software and working on any projects and assignments. This module covers interior lighting design applications. |
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MODULE PURPOSE |
The purpose of this module is to expand participants’ knowledge of the basic design concepts introduced in preceding modules through the exploration of lighting design considerations for a variety of interior applications, including office, residential, retail and emergency lighting. |
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MODIFICATION HISTORY |
V1.2 - new |
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PREREQUISITE AND/OR CO-REQUISITE MODULES |
None |
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SUMMARY OF LEARNING OUTCOMES |
1. Outline the process of designing interior lighting 2. Describe building codes, green building rating schemes and compliance 3. Evaluate office lighting applications 4. Evaluate residential lighting applications 5. Evaluate retail and gallery lighting applications 6. Evaluate emergency and exit lighting applications |
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LEARNING OUTCOMES |
ASSESSMENT CRITERIA |
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Learning outcomes specify what students will be able to do as a result of the learning. |
Assessment criteria provide the criteria by which achievement of the learning outcomes will be judged. |
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1 |
Outline the process of designing interior lighting |
1.1 |
Describe the principles of interior lighting design |
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1.2 |
Assess the iconic status of the interior architecture of a building |
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1.3 |
Identify users and their visual needs |
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1.4 |
Compare approaches to lighting design |
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1.5 |
Describe best practices in lighting for interiors |
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2 |
Describe building codes, green building rating schemes and compliance |
2.1 |
Describe (a) Australian Standards, (b) Building Codes of Australia, (c) National and international green building rating schemes for interior lighting |
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3 |
Evaluate office lighting applications |
3.1 |
Describe office users and tasks |
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3.2 |
Compare office types and design considerations |
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including sustainable, efficient lighting solutions |
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3.3 |
Describe visual comfort and glare in office lighting |
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3.4 |
Analyse the relationship between lighting and productivity |
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4 |
Evaluate residential lighting applications |
4.1 |
Compare desired lighting effects in various rooms/spaces |
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4.2 |
Describe lighting levels and design requirements for residential spaces (kitchen, bathroom, living) |
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4.3 |
Describe visual comfort and flexibility in mood creation |
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4.4 |
Describe feasibility and application of lighting controls and smart lamps/luminaires |
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5 |
Evaluate retail and gallery lighting applications |
5.1 |
Compare retail categories and their design considerations |
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5.2 |
Outline the relationship between branding, marketing and lighting |
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5.3 |
Describe the lighting of merchandise and display windows |
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5.4 |
Describe outline considerations in gallery lighting |
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5.5 |
Describe the impact of light on artefact preservation in galleries |
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6 |
Evaluate emergency and exit lighting applications |
6.1 |
Describe special requirements for emergency and evacuation lighting |
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6.2 |
Describe (a) emergency luminaires and controls, (b) exit signage lighting requirements, (c) lighting in emergency exit stairwells |
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6.3 |
Describe the feasibility and suitability of lighting controls |
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DELIVERY MODE |
Online and/or On-campus |
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SPECIALISED RESOURCES |
N/A |
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ASSESSMENT STRATEGY |
METHODS OF ASSESSMENT Assessors should gather a range of evidence that is valid, sufficient, current and authentic. Evidence can be gathered through a variety of ways including direct observation, supervisor's reports, project work, structured assessments, samples and questioning. This will include short answer questions on the knowledge content, the use of remote and virtual labs, and writing tasks to apply the learning to academic tasks. . |
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CONDITIONS OF ASSESSMENT Assessors must: · hold the appropriate assessor competency standards as outlined in regulations; and |
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