Digital Marketing
Map an audience need to a search or social campaign.
Basic computer skills and an interest in customers, writing or business are useful starting points.
Explore visual communication, responsive websites and digital campaigns. Compare graphic design, web design, multimedia and marketing by the work you would like to create and the audience you want to serve.
A visual portfolio should show clear choices about audience, hierarchy and communication. A marketing portfolio should connect audience intent to campaigns and measurement. Ask for examples of practical work, software access and the feedback process rather than choosing only by a software name.
Map an audience need to a search or social campaign.
Basic computer skills and an interest in customers, writing or business are useful starting points.
Plan a visual sequence with a clear communication goal.
Basic computer skills and an interest in storytelling or visual communication are useful.
Apply hierarchy, contrast and spacing to a layout.
Basic computer familiarity and an interest in visual communication are useful; drawing skills are not the only route into design.
Structure a page with meaningful HTML.
Basic computer skills are enough to explore HTML and CSS. Attention to layout and a willingness to practise are useful.
Organise pages, posts and navigation in WordPress.
Comfort with browsers, files and basic website terminology helps. Coding requirements depend on the depth of the programme.
Connect branding choices to a usable page layout.
Basic computer familiarity helps. Share whether you want to focus on visual design or frontend implementation.
These guides explain the subject. Ask the team to confirm programme availability and training arrangements.
Explore how research, information structure and interaction design connect to wireframes, interface components and prototypes.
Bring your current skills, a target task and any questions about tools or practice access. Ask for the exact syllabus and current batch information before enrolling.
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