MODULE CODE: DH3BAGA01C - Colchester Institute · Assessment Hand-in Aggregate (Yes/No) ... (100%) LO1, L02, L03, L04, L05 N/A Sem 1 End Submit via ... gameplay exploration, research,

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MODULE CODE: DH3BAGA01C MODULE TITLE: Intro to Modelling for Games Level: 4 Credit Value: 30 Pre-Requisites: NONE Module Description This module is designed to develop theoretical knowledge of topology and geometry within the context of 3D modelling and to build a vocabulary around this subject area. Skills in concept art for computer games will be explored and 3D modelling principles within the digital domain. It is also a practical introduction to virtual modelling, lighting and applying texture to wireframe models, designed to provide the student with a technical preparation for further inclusion of games assets in computer games systems. The module allows development of analysis and self-evaluation, vital for skill development and career planning (Personal Development Planning). Work created here will be added to the student’s accompanying portfolio this portfolio of design and realisation will be developed, in additional modules to aid course progression and employment. Learning Outcomes On completion of this module, students will be able to:

1. Demonstrate knowledge of 3D modelling software in order to design games assets effectively for a specific target audience.

2. Exhibit an understanding of the theory and applications of 3D. 3. Devise 3D Models using knowledge of the underlying concepts and principles of computer

based design. 4. Generate thoroughly thought through designs for 3D models showing creativity and industry

standard skills. 5. Demonstrate the basic principles of texturing and lighting models. 6. Demonstrate skills in art asset creation, involving low / high-poly modelling. 7. Evaluate and evidence the process of creating game assets.

Assessment

Hand-in Aggregate (Yes/No)

Semester Due

Digital portfolio including Concept Art, Image Planes, Games Assets and 1000 word evaluation (100%) LO1, L02, L03, L04, L05

N/A Sem 1 End

Submit via Moodle Indicative Content:

• 3D modelling and mesh construction

• Concept art and image planes

• Applications of 3D modelling

• Rendering

• Character pipeline: highpoly, lowpoly, baking and texturing, materials, presentation and optimisation.

• Anatomy

• Modelling techniques in Maya & Unity

• Geometric and topology theory

• Digital techniques of virtual lighting and texture application

• Peer and Self-Evaluation

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Learning and Teaching Strategies Practical sessions, lectures, workshops, group and individual sessions and tutorials are combined to give a balanced programme of study. The course is supported by the use of varied ICT, and independent learning. Media terminology and vocabulary relating to all areas of digital media will be taught through varied strategies to enable learners to develop their use of appropriate technology for each stage and module. Applied and creative skills will be developed through a range of practical work including conceptual planning, 3D exploration, concept art, construction of image planes, topology, digital based audio-visual production and post-production and testing used to inform critical, evaluative and reflective practice. Media production skills are developed through a series of practical tasks which are designed to build on students’ skills at entry to the programme leading to the development of secure technique, imagination and creativity as applied to the digital media industry. A suite of computer / video game consoles and a library of PC and console games – including retro equipment will be developed in addition to the students’ own home facilities and access to online gaming resources. Specific Learning Resources

• 2D and 3D design and modelling software

• Graphics editing software such as Photoshop

• PC or Mac suites

• Games Suite

• Internet resources via Moodle Reading Lists Recommended Derakhshani, D. (2015) Introducing Autodesk Maya 2016: Autodesk Official Press. Chichester: Sybex. Lilly, E. (2015) The Big Bad World of Concept Art for Video Games: An Insider's Guide for Beginners. CA: Design Studio Press. McKinley, M. (2006) The Game Animator's Guide to Maya. Indiana: Chichester: Wiley Publishing. McKinley, M. (2010) Maya Studio Projects: Game Environments and Props. Indiana: Sybex. Schell, J. (2016) The Art of Game Design: A Book of Lenses, Second Edition. Florida: CRC Press. Sorlarski, C. (2012) Drawing Basics and Video Game Art. New York: Watson Guptill. Watkins, A. (2011) Creating Games with Unity and Maya: How to Develop Fun and Marketable 3D Games. Oxford: Focal Press.

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Assessment Grading Criteria:

FIRST CLASS 70%+

• Provides evidence of a sustained and distinguished capability in self-evaluation.

• Applies practical skills in a very assured and distinguished manner.

• Demonstrates a rigorous and broad grasp of relevant principles and concepts in a distinguished manner.

• Written work whose presentation is comparable with industry examples

UPPER SECOND CLASS 60%-69%

• Provides consistent evidence of an assured capability in self-evaluation.

• Applies practical skills commendably and in an assured manner.

• Demonstrates a strong grasp of relevant principles and concepts in a commendable manner.

• A fluent document with only minor mistakes or omissions

LOWER SECOND CLASS 50%-59%

• Offers, with guidance, a firm evaluation of own strengths and weaknesses.

• Applies practical skills firmly and soundly.

• Demonstrates a sound grasp of relevant principles and concepts in a sound manner.

• Written work which is largely accurate, though may be unclear in some details

THIRD CLASS 40%-49%

• Evaluates own strengths and weaknesses adequately

• Applies practical skills adequately.

• Demonstrates adequate awareness of relevant principles and concepts in a broadly satisfactory manner.

• Written work which is not always accurate, but largely decipherable, perhaps lacking some important detail

FAIL 0%-39%

• Fails to demonstrate an adequate ability to evaluate own strengths and weaknesses adequately.

• Inadequate in the application of practical skills.

• Fails to demonstrate adequate awareness of principles and concepts.

• Mistakes and ambiguities in written work which affect understanding

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MODULE CODE: DH3BAGA02C MODULE TITLE: Intro to Programming for Games Engines Level: 4 Credit Value: 15 Pre-Requisites: NONE Module Description This module is designed to develop knowledge of programming skills through practical experimentation and experience of coding and manipulating game assets using C# in Unity. The module also allows development of game design techniques through practical sessions in game mechanic design and coding for mechanics. The student will develop skills in product analysis and peer-evaluation, vital for skill development and product improvement, through practical testing and review. Work created here will be added to the student’s accompanying portfolio this portfolio of design and realisation will be developed, in additional modules to aid course progression and employment. Learning Outcomes On completion of this module, students will be able to:

1. Develop a programming style that is acceptable industry practice. 2. Demonstrate knowledge of the underlying concepts and principles of computer based

design. 3. Develop a basic understanding of C# scripting language. 4. Design and implement basic games mechanics into a games engine. 5. Work effectively individually and with others to produce a computer game using expected

media conventions to a semi-professional standard. 6. Effectively and confidently create and import 3D models into a game engine. 7. Evaluate and evidence the process of creating a computer game, game assets and /or games

level.

Assessment


Semester Due

GDD, Game Mechanics and Asset Manipulation, coded in Unity C# (60%) LO1, LO2, LO3

Yes Sem 1 End

1200 word evaluation reflecting on peer feedback received during Playtest (40%) LO4

Yes Sem 1 End


• Coding and computer programming using C#

• Unity

• Practical skills

• Movements and decision making for playable characters

• Player asset move set

• Co-operative mechanics which are both physical and fun

• Study of games and games genres

• Games testing

• Computer graphics

• Introduction to Artificial intelligence

• Game mechanics.

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• Software development Learning and Teaching Strategies Practical sessions, lectures, workshops, group and individual sessions and tutorials are combined to give a balanced programme of study. The course is supported by the use of varied ICT, and independent learning. Computer programming and creative skills will be developed through a range of practical work including conceptual planning, gameplay exploration, research, construction of pre-production documentation, product pitching, digital based audio-visual production and post-production and testing used to inform critical, evaluative and reflective practice. Media production skills are developed through a series of practical tasks which are designed to build on students’ skills at entry to the programme leading to the development of secure technique, imagination and creativity as applied to the digital media industry. A suite of computer / video game consoles and a library of PC and console games – including retro equipment will be developed in addition to the students’ own home facilities and access to online gaming resources. Specific Learning Resources


• Coding software Visual Studio

• Online and offline games design tools



• Games Suite

• Internet resources via Moodle Reading Lists Recommended Geig, M., Tristem, B. (2015) Unity Game Development in 24 Hours, Sams Teach Yourself. Bedford: Sam Publications. Goldstone, W. (2011) Unity 3.x Game Development Essentials. Birmingham: Packt Publishing. Hocking, J. (2015) Unity in Action: Multiplatform Game Development in C# with Unity. New York: Manning Publications. Moakley,B., Berg, M., Duffy, S., Van de Kerckhove, E., et.al (2016) Unity Games by Tutorials: Make 4 Complete Unity Games from Scratch Using C#. London: Razeware LLC. Watkins, A. (2011) Creating Games with Unity and Maya: How to Develop Fun and Marketable 3D Games. Oxford: Focal Press.

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FIRST CLASS 70%+















THIRD CLASS 40%-49%





FAIL 0%-39%





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MODULE CODE: DH3BAGA03C MODULE TITLE: Professional Practice 1 Level: 4 Credit Value: 15 Pre-Requisites: NONE Module Description This module is to develop understanding of the computer games industry and the employment available within it to enable the student to prepare for employment. It will cover the relationships between various roles in game development studios, publishers and self-employment. The student will investigate how the industry and its employees work together to produce computer games e.g. game design, programming, game art, concept art, level design, sound design and games design management. The student will create a business presence online for their own skills and promotion. Learning Outcomes On completion of this module, students will be able to:

1. Use a range of established techniques to research employment opportunities and recruitment in the computer games industry.

2. Demonstrate understanding of the games industry by identifying the differing areas within it and outlining opportunities for earning a living.

3. Identify opportunities for progression and individual earning potential within a chosen area of the games industry and within the business as a whole.

4. Create an online portfolio to be developed over three years. 5. Understand terms and conditions for self-employment in the computer games industry 6. Create effective and professional online promotional material.

Assessment


Semester Due

1500-word research document (50%) OR 5-minute online video presentation on job opportunities in the games industry (50%) LO1, LO2, LO3, LO4

Yes Sem 1 mid

Online presence / portfolio (website, social media page or YouTube channel) (50%) LO5

Yes Sem 1 end


• The employee and the law

• contracts

• copyright

• venue licensing

• health and safety

• Self-employment and the law

• tax law

• personal record keeping

• Professional fees

• fee structures within the media industry

• expenses

• typical incomes

• Targets for promotion

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• sources of work

• employer requirements and expectations

• targeting promotional material

• Designing and producing promotional material

• Image and design

• content

• costs

• competitive edge

• social networking

• website design

• Critical Self-Evaluation

• SMART target setting

• Personal review

Learning and Teaching Strategies Research, experimentation and investigation will be complemented by self- and peer-assessment and supported through focused tutorial support within specialist areas. Investigative strategies are based on the vocational context of the study of the media industry including business, pre-production, production and post-production testing and the uses of technology for production, distribution and execution. Textual analysis will be taught in modules both of a theoretical and practical nature. These intellectual skills are assessed in a formative way through group work such as workshops and discussion groups, and in a summative way through games and asset design, portfolios, evaluative submissions, projects, essays and online digital media content. Information Technology will be utilised in all academic based modules. Online journals and websites are a critical component to the reading lists due to their contemporary nature in addition to printed monthly magazines. Key Skills will be embedded through the inclusion and teaching of critical thinking pedagogies. Analysis of existing examples and self-evaluative reflection of coursework will be an intrinsic part of several modules in all stages. Blended learning will be integrated through the use of online access to games documentaries. Students will contribute to blogs and discussions on this work, and their own coursework, enabling a forum for creative discussion and analysis. Specific Learning Resources


• Video Equipment available from the Library

• Technical Learning Resources (TLR)

• Internet resources via Moodle

• Social Networks and Website design software

• YouTube Reading Lists Highly Recommended Brandes Hepler, J. (2016) Women in Game Development: Breaking the Glass Level-Cap. Florida: CRC Press. Dille, F., Platten, J. (2008) The Ultimate Guide to Video Game Writing and Design. New York: Random House. Laramee, F. (ed) (2005) Secrets of the Game Business 2nd edition. Boston: Charles River Media.

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Recommended Fullerton, T. (2014) Game Design Workshop: A Playcentric Approach to Creating Innovative Games. Florida: CRC Press. Ruggill, J., McAllister, K., Nichols, R., Kaufman, R. (2016) Inside the Video Game Industry: Game Developers Talk About the Business of Play. New York: Routledge. Salen, K., & Zimmerman, E. (2004). Rules of play: Game design fundamentals. MIT press.


The research document will: FIRST CLASS 70%+

• Be viable, realistic, literate and professional throughout, with evidence of research in all aspects

• Demonstrate an thorough understanding of British law and British Tax Law as it applies to the self-employed person and relate these to the student’s personal situation

• Provide a practical and viable plan for personal financial record keeping, including a realistic example of projected personal monthly income and expenditure

• Contain helpful and relevant appendices and a full bibliography


• Be viable, realistic, literate and professional in most aspects, with evidence of research

• Outline aspects of British law and British Tax Law as it applies to the self-employed person and relate these to the student’s personal situation

• Provide a practical plan for personal financial record keeping, including an example of projected personal monthly income and expenditure

• Contain relevant appendices and a bibliography


• Be realistic and literate in most aspects but will probably require more thinking through

• Show little evidence of research relying mainly on lecture notes

• Outline aspects of British law and British Tax Law as it applies to the self-employed person but not necessarily fully relate these to the student’s personal situation

• Provide a plan for personal financial record keeping which is basically realistic but may require more thought,

• Include an example of possible monthly income and expenditure which may be slightly unrealistic

• Be unlikely to contain appendices or full bibliography

THIRD CLASS 40%-49%

• Show some knowledge in all aspects but will probably require more thinking through

• Show no evidence of research relying solely on lecture notes

• Outline basic aspects of British law and British Tax Law as they apply to the self-employed person but will probably not relate these to the student’s personal situation

• Provide a basic plan for personal financial record keeping which will probably require more thought

• Show some knowledge of projected monthly income and expenditure which may be incomplete or unrealistic

• Be unlikely to contain appendices or bibliography

FAIL 0%-39%

• Be unlikely to contain all the required elements

• Be unlikely to demonstrate a working knowledge of the subject

• Be unlikely to contain a workable plan for personal financial record keeping

• Be unlikely to demonstrate a realistic knowledge of expected income and/or expenditure

• Be unlikely to contain appropriate back-up material

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The online promotional material will: FIRST CLASS 70%+

• Be viable, realistic, literate and professional throughout

• Contain imaginative and professionally viable promotion materials

• Demonstrate throughout an understanding of the requirements of employers within the media industry

• Clearly and professionally outline the services on offer and the fees charged

• Be literate, professional, business-like and targeted to a specific audience


• Be viable, realistic, literate and professional in most aspects

• Contain professional promotion materials

• Demonstrate understanding of the requirements of employers within the media industry

• Clearly outline the services on offer and the fees charged

• Be literate, business-like and targeted to a specific audience



• Contain promotion materials which, while including the required elements, will probably be rather basic

• Demonstrate some understanding of the requirements of employers within the media industry

• Outline services and fees

• Be generally literate and suggestive of a target audience

THIRD CLASS 40%-49%

• Show some knowledge in all aspects but will probably require more thinking through

• Contain a promotion materials which, while including the required elements, will probably be unimaginative and/or need more work to be fully viable

• Show some understanding of the requirements of employers within the media industry but probably at a rather naïve level

• Outline services and fees but may be slightly unrealistic or unclear

• Require improvement

FAIL 0%-39%

• Be unlikely to demonstrate knowledge and/or understanding of the requirements for personal promotion or of employers

• Be unlikely to outline realistic fees

• Require significant improvement

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MODULE CODE: DH3BAGA04C MODULE TITLE: Introduction to Gameplay Design Level: 4 Credit Value: 30 Pre-Requisites: NONE Module Description This module is designed to develop a practical understanding of games design. The student will learn an awareness of game mechanics, ludology and what makes games fun. The module develops student awareness of gameplay evaluation via board games, card games, role-playing games, table top games and develops a knowledge of game design documentation. The elements of gameplay including: strategy, chance, story, probability, goals, rules, challenges, reward and victory states. On completion of this module the student should be able to design gameplay for a chosen target audience. Work created here will be added to the student’s accompanying portfolio this portfolio of design and realisation will be developed, in additional modules to aid course progression and employment. Learning Outcomes: On completion of this module, the student will be able to:

1. Research and analyse different mechanics and modes of play. 2. Describe gameplay elements in a design document. 3. Explore the connection between the player and the game. 4. Explain and implement elements of gameplay. 5. Create game design documentation for a target audience. 6. Evaluate and evidence the process of creating game design documentation.

Assessment


Semester Due

Proposal including analysis of existing game (1500 words) (25%) LO1, LO2, LO3

Yes Sem 1 Mid

One Sheet and Pitch (presentation) of new game idea 5-7 minutes (35%) LO4, LO5

Yes Sem 1 End

Digital portfolio: Games Design Document (GDD) for Industry Studio Project (40%) (2500 words or equivalent) LO4, LO5

Yes Sem 2 End

Indicative Content:

• Theories of game design


• Gameplay

• Game Mechanics

• History of games

• Target Audience research

• Immersion, Affect, Agency and Presence

• Game Design

• Design Documentation

• Definition of Play

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Learning and Teaching Strategies Practical sessions, lectures, workshops, group and individual sessions and tutorials are combined to give a balanced programme of study. The course is supported by the use of resources such as board games, card games, table top and role play games and independent learning. Game design skills will be developed through a range of non-digital gameplay exploration, research, construction of game design documentation for a computer game that will be developed in the Industry Studio Project module. This will be used to inform critical, evaluative and reflective practice. Specific Learning Resources

• Board Games, Card Games, Table Top


• Board Game Sleeves

• Counters

• Deck Cases

• Gaming Mats

• Gaming Rolls

• Gaming Tiles

• Sand Timers

• Plain Dice, Plain cards,

• Cardboard

• Games Suite

• Internet resources via Moodle Reading Lists Highly Recommended Brathwaite, B (Author), Schreiber, I. (Contributor) (2008) Challenges for Games Designers: Non-Digital Exercises for Video Game Designers. Charleston: CreateSpace. Koster, R. (2013) Theory of Fun for Game Design. CA: O’Reilly Media. Salen, K. & Zimmerman, E. (2004). Rules of play: Game design fundamentals. MIT press.

Swink, S. (2008) Game Feel: A Game Designer's Guide to Virtual Sensation. Oxford: Morgan Kaufmann Game Design Books. Recommended Cottrell , S. (2013) Critical Thinking Skills: Developing Effective Analysis and Argument. London:

Palgrave.

Dille, F., Platten, J. (2008) The Ultimate Guide to Video Game Writing and Design. New York: Random House. Rogers, S. (2014) Level Up!: The Guide to Great Video Game Design. Chichester: Wiley. Schell, J. (2016) The Art of Game Design: A Book of Lenses, Second Edition. Florida: CRC Press. Swink, S. (2008) Game Feel: A Game Designer's Guide to Virtual Sensation. Oxford: Morgan Kaufmann Game Design Books.

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The proposal will: FIRST CLASS 70%+

• Demonstrate a sustained and distinguished ability for evaluation and application appropriate to the field of study.

• Demonstrate an appropriate ethos of research with clear evidence of very strong and distinguished analysis and synthesis.

• Provide a rigorous and broadly factual and/or conceptual base of knowledge in a distinguished manner.


• Clear evidence of strong and commendable evaluation and application with a commendable appreciation of the complexity of issues.

• Demonstrate an appropriate ethos of research with clear evidence of strong and commendable analysis and synthesis.

• Provide a strong factual and/or conceptual base of knowledge in a commendable manner.


• Provides some sound evaluations and applies methods with a commendable appreciation of the complexity of issues.

• Demonstrate an appropriate ethos of research with some evidence of an ability to analyse and synthesise.

• Provide a firm factual and/or conceptual base of knowledge in a sound manner.

THIRD CLASS 40%-49%

• Provides occasional and broadly satisfactory evaluations and apples methods in a satisfactory manner.

• Demonstrate an appropriate ethos of research with only satisfactory analysis and synthesis.

• Provide an adequate factual and/or conceptual base of knowledge in a broadly satisfactory manner.

FAIL 0%-39%

• Fails to provide a satisfactory level of evaluation and application.

• Does not work within an appropriate ethos of research and fails to provide adequate analysis and synthesis.

• Fails to provide an adequate factual and/or conceptual base of knowledge.

The pitch and GDD will:: FIRST CLASS 70%+

• Demonstrate a sustained and distinguished ability for evaluation and application appropriate to the field of study.

• Communicates effectively, accurately and reliably in an appropriate format in a distinguished manner.

• Demonstrate an appropriate ethos of research with clear evidence of very strong and distinguished analysis and synthesis.

• Provide a rigorous and broadly factual and/or conceptual base of knowledge in a distinguished manner.


• Clear evidence of strong and commendable evaluation and application with a commendable appreciation of the complexity of issues.

• Displays strong communication and presentation skills accurately and reliably in an appropriate format.

• Demonstrate an appropriate ethos of research with clear evidence of strong and commendable analysis and synthesis.

• Provide a strong factual and/or conceptual base of knowledge in a commendable manner.


• Provides some sound evaluations and applies methods with a commendable appreciation of the complexity of issues.

• Displays strong communication and presentation skills in a clear and concise manner in an appropriate format.

• Demonstrate an appropriate ethos of research with some evidence of an ability to analyse and synthesise.

• Provide a firm factual and/or conceptual base of knowledge in a sound manner.

THIRD CLASS 40%-49%

• Provides occasional and broadly satisfactory evaluations and apples methods in a satisfactory manner.

• Communicates in a broadly satisfactory manner with adequate presentation skills in a concise manner in an appropriate format.

• Demonstrate an appropriate ethos of research with only satisfactory analysis and synthesis.

• Provide an adequate factual and/or conceptual base of knowledge in a broadly satisfactory manner.

FAIL 0%-39%

• Fails to provide a satisfactory level of evaluation and application.

• Fails to display satisfactory communication with inadequate presentation skills.

• Does not work within an appropriate ethos of research and fails to provide adequate analysis and synthesis.

• Fails to provide an adequate factual and/or conceptual base of knowledge.

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MODULE CODE: DH3BAGA05C MODULE TITLE: Industry Studio Project Level: 4 Credit Value: 30 Pre-Requisites: NONE Module Description As the culmination of the first stage, this module is designed to implement the understanding of game mechanics and theories, with practical skills to create one of two prototypes: a 2D mini game using Click Team Fusion or one working level in a 3D game engine coded in Unity. The student can work in teams where they will develop skills in their individual roles or individually and keep a diary of the process, including analysis of peer-evaluation both on their development and that of the product. Work created here will be added to the student’s accompanying portfolio this portfolio of design and realisation will be developed, in additional modules to aid course progression and employment. Learning Outcomes On completion of this module, students will be able to:

1. Work effectively individually and with others to produce a computer game using expected media conventions to a semi-professional standard.

2. Evaluate and evidence the process of creating a computer game, game assets and /or games level.

3. Develop, evaluate and interpret a written brief in order to design a 2D game prototype/ 3D level of game.

4. Demonstrate a knowledge of basic business practice as it operates at a practical level within a chosen area of the games industry.

5. Demonstrate knowledge of the underlying concepts and principles of computer based design.

6. Demonstrate knowledge of software in order to design games assets / levels effectively for a specific target audience.

Assessment


Semester Due

Production Diary including Evaluation of peer feedback etc. (40%) 2400 words LO1, LO2, LO3

Yes Sem 2 end

Mini Game prototype in 2D software (Click Team Fusion) (60%) LO4, LO5, LO6 OR Level Design: one working level in 3D games engine, coded in Unity (60%) LO3, LO4, LO5

Yes Sem 2 end

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Indicative Content:


• Coding

• Click Team Fusion

• Unity


• Games testing

• Peer review and evaluation

• Pitching Skills

• Design

• Industry Practice Learning and Teaching Strategies Practical sessions, lectures, workshops, group and individual sessions and tutorials are combined to give a balanced programme of study. The course is supported by the use of varied ICT, and independent learning. Computer programming and creative skills will be developed through a range of practical work including conceptual planning, gameplay exploration, research, construction of pre-production documentation, product pitching, digital based audio-visual production and post-production and testing used to inform critical, evaluative and reflective practice. Media production skills are developed through a series of practical tasks which are designed to build on students’ skills at entry to the programme leading to the development of secure technique, imagination and creativity as applied to the digital media industry. A suite of computer / video game consoles and a library of PC and console games – including retro equipment will be developed in addition to the students’ own home facilities and access to online gaming resources. Specific Learning Resources





• Games Suite

• Internet resources via Moodle Reading Lists Recommended Dille, F., Platten, J. (2008) The Ultimate Guide to Video Game Writing and Design. New York: Random House. Fullerton, T. (2014) Game Design Workshop: A Playcentric Approach to Creating Innovative Games. Florida: CRC Press. Koster, R. (2013) Theory of Fun for Game Design. CA: O’Reilly Media. Juul, J. (2005) Half-real: video games between real rules and fictional worlds. South America: MIT Press. Salen, K. & Zimmerman, E. (2004). Rules of play: Game design fundamentals. MIT press. Schell, J. (2016) The Art of Game Design: A Book of Lenses, Second Edition. Florida: CRC Press.

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FIRST CLASS 70%+















THIRD CLASS 40%-49%





FAIL 0%-39%





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MODULE CODE: DH3BAGA01i MODULE TITLE: Intermediate Programming and Animation for Games Level: 5 Credit Value: 30 Pre-Requisites: NONE Module Description This module is designed to build upon introductory 3D modelling and coding modules in stage one by teaching the skills of creating 3D game assets, prepping for animation and coding for game engines. The student will learn how to construct 3D models and prep them by bounding the models mesh to a system of joints and control handles called rigging, learning about joint hierarchy and kinematics and how to add skin and rig faces. The student will develop skills working with morph targets, and animating models ready for export to a game engine. The student will learn to code the animations in a game engine ready for use in games. The student will develop collaborative working and learning processes. Peer evaluation and self-evaluation techniques will be developed in the context of industry simulation. Work created here will be added to the student’s accompanying portfolio this portfolio of design and realisation will be developed, in additional modules to aid course progression and employment. Learning Outcomes On completion of this module, students will be able to:

1. Generate thoroughly thought through designs for 3D asset animations showing creativity and industry standard skills and working independently to professional expectations.

2. Demonstrate knowledge of 3D animation in order to design and import animations for games effectively for a specific target audience.

3. Demonstrate skills in art asset creation, involving low / high-poly modelling, 2D texture creation and material authoring, in either hard surface or organic modelling.

4. Design for games creatively with a secure grasp and understanding of the processes involved.

5. Produce scripting that is technically sophisticated and responds successfully to the given brief.

6. Critically evaluate and evidence the process of creating a game.

Assessment


Semester Due

Portfolio including 3D animation with coded movements in game engine (working with a partner on opposing areas) and 1000 word evaluation (100%) LO1, LO2, LO3, LO4, LO5 OR Portfolio including Level Design in 3D software including coded collisions (working with a partner on opposing areas) and 1000 word evaluation (100%) LO1, LO2, LO3, LO4, LO5

N/A Sem 1 End

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Indicative Content:

• 3D Animation

• Rigging

• Kinematics

• Joint control handles and hierarchy

• Games testing

• Art asset creation, involving low / high-poly modelling,

• 2D texture creation and material authoring

• Coding and computer programming using C#

• Unity

• Computer graphics

• Game mechanics.

• Movements and decision making for playable characters

• Player character move set

• Co-operative mechanics which are both physical and fun

• Software development

Learning and Teaching Strategies Practical sessions, lectures, workshops, group and individual sessions and tutorials are combined to give a balanced programme of study. The course is supported by the use of varied ICT, and independent learning. Computer programming and creative skills will be developed through a range of practical work including conceptual planning, gameplay exploration, research, construction of pre-production documentation, product pitching, digital based audio-visual production and post-production and testing used to inform critical, evaluative and reflective practice. Media production skills are developed through a series of practical tasks which are designed to build on students’ skills at entry to the programme leading to the development of secure technique, imagination and creativity as applied to the digital media industry. A suite of computer / video game consoles and a library of PC and console games – including retro equipment will be developed in addition to the students’ own home facilities and access to online gaming resources. Specific Learning Resources





• Games Suite

• Internet resources via Moodle Reading Lists Recommended Reading - 3D Modelling and Animation: Derakhshani, D. (2015) Introducing Autodesk Maya 2016: Autodesk Official Press. Chichester: Sybex. Lilly, E. (2015) The Big Bad World of Concept Art for Video Games: An Insider's Guide for Beginners. CA: Design Studio Press. Schell, J. (2016) The Art of Game Design: A Book of Lenses, Second Edition. Florida: CRC Press. McKinley, M. (2006) The Game Animator's Guide to Maya. Indiana: Chichester: Wiley Publishing. McKinley, M. (2010) Maya Studio Projects: Game Environments and Props. Indiana: Sybex.

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Sorlarski, C. (2012) Drawing Basics and Video Game Art. New York: Watson Guptill. Watkins, A. (2011) Creating Games with Unity and Maya: How to Develop Fun and Marketable 3D Games. Oxford: Focal Press. Recommended Reading - Programming in Games Engines: Geig, M., Tristem, B. (2015) Unity Game Development in 24 Hours, Sams Teach Yourself. Bedford: Sam Publications. Goldstone, W. (2011) Unity 3.x Game Development Essentials. Birmingham: Packt Publishing. Hocking, J. (2015) Unity in Action: Multiplatform Game Development in C# with Unity. New York: Manning Publications. Moakley,B., Berg, M., Duffy, S., Van de Kerckhove, E., et.al (2016) Unity Games by Tutorials: Make 4 Complete Unity Games from Scratch Using C#. London: Razeware LLC.

Assessment Grading Criteria FIRST CLASS 70%+

• Excellent use of the chosen techniques and a mature use of technical and artistic skills development

• Imaginative use of individual techniques breaking new ground or expectations

• An effective command of technology


• Coursework which shows a very high degree of perception, related imaginatively and clearly to industry practice

• A reflective journal which analyses, in considerable detail, the process and development of the product


• A good use of the chosen technical resources, developing ideas effectively

• An effective use of techniques without breaking tradition

• A good use of technology


• Coursework which demonstrating a good degree of perception, bearing a clear relationship to industry practice

• A reflective journal which analyses, in some detail, the process and development of the product


• A competent use of the chosen technical resources, with some sense of the development of ideas

• A satisfactory use of the individual techniques but with limitations

• An adequate sense of design and structure


• Coursework which shows quite a good degree of awareness, with some reasonably effective relationships to industry practice

• A reflective journal which describes the process and development of the product but with limited analysis of its impact

THIRD CLASS 40%-49%

• Satisfactory technique, but uses the resources in a rather limited way


• Basic, but adequate coursework assignments, which may show relatively superficial understanding

• Some tenuous but perceptible relationship(s) to industry practice

• A journal which outlines the process and development of the product but with limited analysis of its impact and limited examples.

FAIL 0%-39%

• A poor use of appropriate technical resources

• Programming errors which significantly affect the success of the overall product


• A journal demonstrating poor understanding with a lack of clear examples

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MODULE CODE: DH3BAGA02i MODULE TITLE: Foley and Sound Design Level: 5 Credit Value: 15 Pre-Requisites: NONE Module Description This module will introduce the student to sound design, sound effect creation and editing. The module encompasses the art of Foley performance (live sound effects), sound design for a computer games and the process of recording, sourcing, referencing and designing sound effects to create a soundtrack for a Cut Film excerpt or Cinematic. It will also introduce an awareness of the key practitioners and effectiveness of music soundtrack composition for games. Work created here will be added to the student’s accompanying portfolio this portfolio of design and realisation will be developed, in additional modules to aid course progression and employment. Learning Outcomes On completion of this module, students will be able to:

1. Perform live sound effects creatively with a secure grasp and understanding of the processes involved.

2. Produce a sound effects track that is technically sophisticated and responds successfully to the given brief.

3. Evaluate and creatively apply digital post production techniques in the production of a finished soundtrack recording.

4. Synchronise audio to video using music technology and/or video editing software. Assessment


Semester Due

Moodle Hand In A drop box link which needs to include the following : Portfolio of sound effects (2-3 min), sound design mix (3-5 min) with a reflective journal (1200 words) 100%

• A portfolio of bespoke Sound Effects for the given film (2-3 Mins, Wav or MP3)

• Sound Design mix of the final Video with Music and Sound Effects embedded (3-5 Mins .MP4)

• Reflective Journal, which analyses, in some detail, the process and development of the soundtracks production 1200 Words(PDF)

n/a Sem 2 End

Indicative Content:

• The development of the Foley process

• Creative use of props for sound effects

• Sound design for radio dramas

• Sound design for film

• Use of music technology to edit and mix audio soundtracks

• Video synchronisation

• ADR (Auto Dialogue Replacement)

• Food hygiene

• Health and safety

21

• Music for games Learning and Teaching Strategies The module will be delivered through lectures and practical workshops, where students will be able to access and experiment with a variety of props in order to perform live sound effects in a studio environment. Students will also use computer based learning to develop editing, post-production and synchronisation techniques. Examples from films will be shown via documentaries and film excerpts. Specific Learning Resources Music technology software including Logic and Soundtrack Pro Studio recording facilities A props resource including the following items:

• Clothing

• Mechanical items

• Sheet materials and gravel

• Natural items (wood, stone)

• Fabric

• Foodstuffs (e.g. fruit and vegetables)

• PPE (including goggles, aprons, gloves)

• Health and safety / food hygiene information

• Musical instruments Reading Lists Highly Recommended: Ament, V.T. (2014) The Foley Grail: The Art of Performing Sound for Film, Games, and Animation (2nd Ed.) Oxford: Focal Press Mott, R.L. (2009) The Audio Theater Guide: Vocal Acting, Writing, Sound Effects and Directing for a Listening Audience. Jefferson, McFarland & Company, Inc. Recommended: Gibbs, T. (2007) The Fundamentals of Sonic Art & Sound Design. London: AVA Publishing Holman, T. (2010) Sound for Film and Television. Oxford: Focal Press Kirk, R. & Hunt, A. (1999) Digital Sound Processing for Music and Multimedia Oxford: Focal Press Purcell, J. (2007) Dialogue Editing for Motion Pictures: A Guide to the Invisible Art. Oxford: Focal Press Useful Websites: Filmsound (n.d.) The Art of Film Sound Design. Online (Available from www.filmsound.org) Film Sound Daily (n.d.) Designing Sound. Online (Available from www.filmsounddaily.com) Film Sound Daily (n.d.) Independent SFX Libraries. Online (Available from www.designingsound.org/sfx-independence) Johnson, T. (n.d.) New Sound Lab. Online (Available from www.newsoundlab.com) THX (n.d.) Sound Engineer. Online (Available from www.thx.com/professional/sound-engineer)

http://www.thx.com/professional/sound-engineer

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Assessment Grade Descriptors FIRST CLASS 70%+

• Excellent use of the chosen techniques and a mature use effects in the production processes

• Imaginative use of effects and sounds

• An effective command of the recording and production process demonstrating an understanding of the techniques involved in producing for this type of scenario

• Coursework which shows a very high degree of musical perception, related imaginatively and clearly to the stimulus

• A reflective journal which analyses, in considerable detail, the process and development of the soundtracks production


• A good use of the chosen techniques and a good use of effects and the production processes

• An effective use of effects and sounds

• A good use of structure and shaping

• A good command of the recording and production process demonstrating an understanding of the techniques involved in producing for this type of scenario

• Coursework which shows a high degree of musical perception, related imaginatively and clearly to the stimulus

• A reflective journal which analyses, in some detail, the process and development of the soundtracks production


• A competent use of the chosen techniques and a competent use effects in the production processes

• A satisfactory use of effects and sounds

• A satisfactory command of the recording and production process demonstrating an understanding of the techniques involved in producing for this type of scenario

• Coursework which shows quite a good degree of musical awareness, with some reasonably effective relationships to the composition work

• A reflective journal which describes the process and development of the soundtracks production and as a complete art-piece but with limited analysis of its impact

THIRD CLASS 40%-49%

• Satisfactory use of the chosen techniques and a basic use of effects in the production processes

• A basic use of effects and sounds

• A basic command of the recording and production process demonstrating an understanding of the techniques involved in producing for this type of scenario

• Basic, but adequate coursework assignments, which may show relatively superficial musical perception. Some tenuous but perceptible relationship(s) to the stimulus

• A journal which outlines the process and development of the soundtracks production with limited analysis of its impact and limited examples.

FAIL 0%-39%

• Poor use of the chosen techniques and a basic use of effects in the production processes

• Effects and sounds are used in an ineffective and unmusical way

• An inadequate command of the recording and production process with no understanding of the techniques involved in producing for this type of scenario

• Inadequate coursework assignments, which do not show musical perception.

• A journal which fails to outline the process and development of the soundtrack musically with a very limited analysis of its impact and poor examples.

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MODULE CODE: DH3BAGA03i MODULE TITLE: Professional Practice 2 Level: 5 Credit Value: 15 Pre-Requisites: NONE Module Description This module is designed to give students first-hand experience of a chosen career path in the games industry by work-shadowing an employer (or self-employed person) for 20 hours. The student will be able to choose the area of work depending upon their interests. This module enables the student to network with possible employers and to develop business and practical skills in the media industry. Should the student be unable to source their own placement, then they will receive support from the course team who are compiling a database of industry links and employers who wish to support the course by offering work experience placements. This module will implement and uphold the University Centre Colchester Placement Policy. Learning Outcomes On completion of this module, students will be able to:

1. Demonstrate knowledge and critical understanding of the role of someone employed within the games industry.

2. Plan, negotiate and undertake a 20 hour work shadow placement within the media industry. 3. Reflect upon the relationship between theory and practice. 4. Critically evaluate own learning and experience.

Assessment


Semester Due

Profile of Employer and Action Plan, 1200 words (30%) LO1, LO2

Yes Sem 1 Mid

Critical Evaluation, 2000 words (70%) based upon 20 hours’ work shadowing (Online blog or written journal) LO3, LO4

Yes Sem 1 End

Notes: To produce a profile of the employer (history, background) in context of industry, with introduction/explanation of the sector in which the work experience is to take place. A concise Action Plan to be completed following discussion with your module tutor regarding an appropriate work experience programme. The Action Plan must contain clear aims and objectives and learning goals. It will form the basis of your work experience against which you should evaluate your own success and learning in the final report. Indicative Content:

• Colchester Institute Placement Policy

• Placement preparation and organisation

• Negotiation with employer/self-employed person

• Placement activity (20 hours)

• Work-shadowing process observation and assistance

• Research of theory and methodology

• Application of theory to practice

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• Critical self-evaluation

• Creating online blogs and written journals. Learning and Teaching Strategies The development of key and transferable skills commences with personal development planning techniques. The relevant skills are embedded in modules throughout the course. Communication skills will be developed during workshops sessions, presentations and seminars as well as through creative writing and research. Negotiation skills are developed alongside the students’ growing sense of autonomy. Self-assessment and personal development planning are integral to the course and student autonomy in both practical and academic studies becomes increasingly important as the course develops. The ability to solve problems has increasing importance as the course progresses and is an integral part of most practical modules and digital media industry modules. Team work and leadership skills will be developed through gameplay research, collaborative projects and on work placement(s). Specific Learning Resources

• Colchester Institute Policy Forms


• Work Placement activity Reading Lists Highly Recommended Cohen, D.S. (2009) Producing Games: From Business and Budgets to Creativity and Design. Oxford: Focal Press. Fanthorne, C. (2004) Work Placements: A Survival Guide for Students. Basingstoke: Palgrave MacMillan Hill-Whittall, R. (Mar 2015) The Indie Game Developer Handbook Paperback. Oxon: Focus Press. Recommended Carnegie, D. (2009) The 5 Essential People Skills: How to Assert Yourself, Listen to Others, and Resolve Conflicts. London: Simon and Schuster Ltd. Laramee, F. (ed) (2005) Secrets of the Game Business 2nd edition. Boston: Charles River Media. Online Resources: Equality Challenge Unit (n.d.) Work Placements in the Creative Industries: Good Placements for All students. Online (Available from www.ecu.ac.uk/publications/diversity-equality-and-access-toolkits) Professional Practice 2

http://www.ecu.ac.uk/publications/diversity-equality-and-access-toolkits

25


The Action Plan and Profile will FIRST CLASS 70%+

• Be realistic, literate and professional in presentation

• Clearly outline and analyse the work sector in which the work experience is to be undertaken

• Clearly set-out realistic personal Aims and Objectives for the work experience or placement

• Clearly identify agreed learning goals both specific and generic

• Describe in detail how these learning goals are to be fulfilled

• Have a complete and accurate academic apparatus inc. references


• Be realistic, clear, logical and professionally set out

• Outline and describe the appropriate work sector

• Describe Aims and Objectives for the work experience or placement

• Outline agreed learning goals and areas of transferable learning

• Describe how these learning goals are to be met

• Have a thorough and largely accurate academic apparatus


• Clear, logical and reasonably professional in presentation but will probably require more thinking through

• Describe the appropriate work sector

• Outline Aims and Objectives for the work experience or placement

• Outline agreed learning goals

• Describe how these learning goals are to be met and assessed

• Have some gaps and inaccuracies in the academic apparatus

THIRD CLASS 40%-49%

• Be clear and logical in content but may be unprofessional in presentation

• Briefly outline the appropriate work sector with no analytical content

• Outline Aims and Objectives for the work experience or placement

• List learning goals

• Describe how these learning goals are to be met

• Have a sketchy and/or inaccurate academic apparatus

FAIL 0%-39%

• Show a fundamental misunderstanding of the subject

• Have inadequate evidence which bears little relevance to a garbled narrative

• Show a lack of academic apparatus and incoherent prose which significantly obscures intended meaning

• Have an inadequate Action Plan covering some aspects of the work placement

26

The Critical Evaluation will FIRST CLASS 70%+

• Be realistic, literate and professional in presentation

• Offer substantial supporting evidence which is relevant and focussed (including assessment from placement co-ordinator or video of show/gig)

• Show analytical reflective skills

• Clearly evaluate the work experience against the Action Plan identifying personal learning including skills, knowledge and understanding

• Clearly articulate an understanding of the work place as a learning environment

• Evaluate personal preparedness for earning a living within the creative industries, identifying further learning and skills requirements

• Have a complete and accurate academic apparatus


• Be realistic, clear, logical and professionally set out

• Offer full supporting evidence (including assessment from placement co-ordinator or video of show/gig)

• Show reflective skills that highlight relevant issues

• Evaluate the work experience against the Action Plan and draw specific conclusions on the learner’s own performance

• Make links between the work place and a learning environment

• Evaluate personal preparedness for earning a living within the creative industries

• Have a thorough and largely accurate academic apparatus.


• Clear, logical and reasonably professional in presentation but will probably require more thinking through

• Offer some supporting evidence (should include assessment from placement co-ordinator or video of show/gig)

• Evaluate personal performance against the Action Plan

• Demonstrate a degree of self-management and personal application

• Demonstrate reflective skills but be more descriptive in approach than analytical

• Show an understanding of some of the links between learning and the work place

• Outline personal preparedness for earning a living within the creative industries

• Have some gaps and inaccuracies in the academic apparatus

THIRD CLASS 40%-49%

• Be clear and logical in content but may be unprofessional in presentation

• Contain limited evidence and back-up material

• Evaluate personal performance with reference to the Action Plan

• Content is likely to be largely descriptive with little reflection or focus in making links between the work experience and the learning environment

• Self-evaluation against the Action Plan is likely to be limited

• The evaluation of personal preparedness for earning a living within the creative industries is likely to be naïve in approach

• Have a sketchy and/or inaccurate academic apparatus

FAIL 0%-39%

• Show a fundamental misunderstanding of the subject

• Have inadequate evidence which bears little relevance to a garbled narrative

• Show a lack of academic apparatus and incoherent prose which significantly obscures intended meaning.

• Have an inadequate Report covering some aspects of the work placement.

27

MODULE CODE: DH3BAGA04i MODULE TITLE: Games Level: 5 Credit Value: 30 Pre-Requisites: NONE Module Description: This module is designed to build upon the module introduction to gameplay design in year one it will develop a sophisticated understanding of games design. The student will learn an awareness of the history, cultural context and ludic structures of non-digital and computer games through theoretical application and process and exploration of game mechanics and game play. The module develops student awareness of gameplay evaluation via computer game analysis, board games, card games, role-playing games, table top games and develops a sophisticated knowledge of game design documentation. The proposal will be developed in the Industry Studio Project module. Work created here will be added to the student’s accompanying portfolio this portfolio of design and realisation will be developed, in additional modules to aid course progression and employment. Learning Outcomes On completion of this module, students will be able to:

1. Research, analyse and evaluate selected concepts, theoretical frameworks and emergent methodologies used in the analysis of different game mechanics and modes of play.

2. Use a range of established techniques to evaluate critically the historical development, cultural context and impact of games and play.

3. Present coherent research into the salient contemporary trends of games design. 4. Manage information and source material to present structured and logical arguments whilst

demonstrating an advanced application of academic rigour. 5. Reflect, evaluate and implement clear and structured judgements towards personal

development planning. Assessment


Semester Due

Essay on Games Mechanics and Theory 3000 words (50%) LO1, LO2, LO3

Yes Sem 1 End

PDP Evaluative Report 3000 words (50%) LO4

Yes Sem 2 End

Indicative Content: Theories of game design


• Gameplay

• Game Mechanics

• History of games

• Target Audience research

• Immersion, Affect, Agency and Presence

• Game Design

• Design Documentation

• Definition of Play

28

Learning and Teaching Strategies Practical sessions, lectures, workshops, group and individual sessions and tutorials are combined to give a balanced programme of study. The course is supported by the use of resources such as board games, card games, table top and role play games and independent learning. Game design skills will be developed through a range of non-digital gameplay exploration, research, construction of game design documentation for a computer game that will be developed in the Industry Studio Project module. This will be used to inform critical, evaluative and reflective practice. Specific Learning Resources Board Games, Card Games, Table Top Online and offline games design tools Plain Dice, Plain cards, boards Cardboard Games Suite Internet resources via Moodle Specific Learning Resources




• Counters

• Deck Cases

• Gaming Mats

• Gaming Rolls

• Gaming Tiles

• Sand Timers


• Cardboard

• Games Suite

• Internet resources via Moodle Reading Lists Highly Recommended Brathwaite, B (Author), Schreiber, I. (Contributor) (2008) Challenges for Games Designers: Non-Digital Exercises for Video Game Designers. Charleston: CreateSpace. Koster, R. (2013) Theory of Fun for Game Design. CA: O’Reilly Media. Salen, K. & Zimmerman, E. (2004). Rules of play: Game design fundamentals. MIT press.

Swink, S. (2008) Game Feel: A Game Designer's Guide to Virtual Sensation. Oxford: Morgan Kaufmann Game Design Books. Recommended Cottrell , S. (2013) Critical Thinking Skills: Developing Effective Analysis and Argument. London:

Palgrave.

Dille, F., Platten, J. (2008) The Ultimate Guide to Video Game Writing and Design. New York: Random House.

29

Egenfeldt-Nielsen, S., Smith, J. H., & Tosca, S. P. (2013). Chapter 4: Video Game Aesthetics (pp. 117-156). Understanding video games: The essential introduction. Routledge. Juul, J. (2005) Half-real: video games between real rules and fictional worlds. South America: MIT Press. Rogers, S. Level Up: a Guide to Great Video Game Design. (John Wiley & Sons) Rouse, R. (2001) Game Design - Theory And Practice: The Elements of Gameplay. http://www.gamasutra.com/view/feature/131472/game_design__theory_and_practice_.php Schell, J. (2016) The Art of Game Design: A Book of Lenses, Second Edition. Florida: CRC Press. Swink, S. (2008) Game Feel: A Game Designer's Guide to Virtual Sensation. Oxford: Morgan

Kaufmann Game Design Books.

Assessment Grading Criteria

Research document

FIRST CLASS 70%+

• Researched widely into games theories, synthesising material in order to demonstrate a highly informed understanding

• Written in fluent prose in which complex ideas are clearly expressed and the through-line of the argument is forcefully pursued and coherent

• Academic apparatus is complete and accurate.

• Demonstrates strong and detailed knowledge of the salient contemporary trends of computer games


• Researched widely into games theories, synthesising material in order to demonstrate an informed understanding

• Written in good prose in which some complex ideas are clearly expressed and the through-line of the argument is mostly coherent

• Academic apparatus is mostly complete and accurate

• Demonstrates good knowledge and understanding of the salient contemporary trends of computer games


• Researched appropriately into games theories, collating material in order to demonstrate some understanding

• Written in reasonably good prose, in which ideas are clearly expressed and there is some sense of an argument being pursued, although some material may be purely descriptive

• Academic apparatus is in place although there may be some limited understanding of its operation.

• Demonstrates a sound knowledge and understanding of the salient contemporary trends of computer games

THIRD CLASS 40%-49%

• Researched into games theories, identifying some material in order to demonstrate some limited understanding

• Written in prose that may not always be grammatically sound, but in which the discussion can usually be seen to be relevant

• Academic apparatus is attempted

• Demonstrates a broadly satisfactory knowledge and understanding of the salient contemporary trends of computer games

FAIL 0%-39%

• Research is irrelevant or insufficient

• Discussion is diverse and irrelevant

• Academic apparatus is not used or wrongly used

• Fails to demonstrate satisfactory knowledge and understanding of the salient contemporary trends of computer games

http://www.gamasutra.com/view/feature/131472/game_design__theory_and_practice_.php

30

PDP evaluation:

FIRST CLASS 70%+

• Written in fluent prose in which complex ideas are clearly expressed and the through-line of the argument is forcefully pursued and coherent

• Manages information (including referencing sources), collects appropriate individually specific data from a range of sources in a distinguished manner

• Provides evidence of a sustained and distinguished capability in self-evaluation and reflection. Demonstrates the ability to set and act on clear and achievable targets


• Written in good prose in which some complex ideas are clearly expressed and the through-line of the argument is mostly coherent

• Manages information (including referencing sources), collects appropriate individually specific data from a range of sources in a commendable manner

• Provides consistent evidence of an assured capability in self-evaluation. Demonstrates the ability to set clear and achievable targets



• Manages information (including referencing sources), collects appropriate individually specific data from a range of sources in a sound manner

• Offers, with guidance, a firm evaluation of own strengths and weaknesses. Demonstrates the ability to set targets

THIRD CLASS 40%-49%


• Manages information (including referencing sources), collects appropriate individually specific data from a range of sources in a manner that is adequate but with some limitations

• Evaluates own strengths and weaknesses adequately, within criteria largely set by others. Demonstrates the ability to set some targets

FAIL 0%-39%

• Discussion is diverse and irrelevant

• Fails to demonstrate an adequate ability to manage information (including referencing sources) and collect appropriate individually specific data

• Fails to demonstrate an adequate ability to evaluate own strengths and weaknesses adequately, within criteria set by others. Fails to set achievable or relevant targets

31

MODULE CODE: DH3BAGA05i MODULE TITLE: Professional Studio Project Level: 5 Credit Value: 30 Pre-Requisites: NONE Module Description As the culmination of the second stage, this module is designed to implement the critical understanding of game mechanics and theories, with practical skills to create a prototype of a game. It will also be an introduction to business and the skills needed to collaboratively plan, develop and pitch a game prototype. Entrepreneurship and market research skills will be developed during this project. The student will self-evaluate the success of their individual learning and experience as part of their business plan in preparation for their future career. The student can work in teams or individually and will develop skills in their individual roles and keep a diary of the process, including analysis of peer-evaluation both on their development and that of the product. Work created here will be added to the student’s accompanying portfolio this portfolio of design and realisation will be developed, in additional modules to aid course progression and employment. Learning Outcomes On completion of this module, students will be able to:

1. Work effectively individually and with others to produce a computer game using

expected media conventions to a semi-professional standard.

2. Evaluate and evidence the process of creating a computer game, game assets and /or

games level.

3. Develop, evaluate and interpret a written brief in order to design a 2D game prototype/

3D level of game.

4. Demonstrate a knowledge of basic business practice as it operates at a practical level

within a chosen area of the games industry.

5. Demonstrate knowledge and critical understanding creating a viable business plan.

6. Critically evaluate own learning and experience within a business environment.

Assessment


Semester Due

Business Plan for new Games Company and Pitch (presentation) (10-15 mins) 40% 2400 words or equiv. LO1, LO2, LO3

Yes Sem 2 end

Game Design Document and Prototype of a Game and individual 1000 word evaluation 60% LO4, LO5, LO6

Yes Sem 2 end

Indicative Content:

• How to write a successful business plan

• Marketing and the use of social networking


• Coding

• Games testing

• Analysis and evaluation

32

• Industry Practice


• Games testing

• Peer review and evaluation

Learning and Teaching Strategies Communication skills will be developed during workshops sessions, presentations and seminars as well as through creative writing and research. Negotiation skills are developed alongside the students’ growing sense of autonomy. The development of key and transferable skills commences with personal development planning techniques. The relevant skills are embedded in modules throughout the course. Communication skills will be developed during workshops sessions, presentations and seminars as well as through creative writing and research. Negotiation skills are developed alongside the students’ growing sense of autonomy. Self-assessment and personal development planning are integral to the course and student autonomy in both practical and academic studies becomes increasingly important as the course develops. The ability to solve problems has increasing importance as the course progresses and is an integral part of most practical modules and digital media industry modules. Team work and leadership skills will be developed through gameplay research, collaborative projects and on work placement(s). Practical sessions, lectures, workshops, group and individual sessions and tutorials are combined to give a balanced programme of study. The course is supported by the use of varied ICT, and independent learning. Computer programming and creative skills will be developed through a range of practical work including conceptual planning, gameplay exploration, research, construction of pre-production documentation, product pitching, digital based audio-visual production and post-production and testing used to inform critical, evaluative and reflective practice. Specific Learning Resources





• Games Suite


Reading Lists Recommended Aarseth, E. (2003, May). Playing Research: Methodological approaches to game analysis. In Proceedings of the Digital Arts and Culture Conference (pp. 28-29). Available at http://hypertext.rmit.edu.au/dac/papers/Aarseth.pdf Arsenault, D., & Perron, B. (2015). De-framing video games from the light of cinema. G| A| M| E Games as Art, Media, Entertainment, 1(4). (http://www.gamejournal.it/arsenault_perron_deframing/) Brandes Hepler, J. (2016) Women in Game Development: Breaking the Glass Level-Cap. Florida: CRC Press.

http://www.gamejournal.it/arsenault_perron_deframing/

33

Dille, F., Platten, J. (2008) The Ultimate Guide to Video Game Writing and Design. New York: Random House. Laramee, F. (ed) (2005) Secrets of the Game Business 2nd edition. Boston: Charles River Media.


Grade Business Plan and Pitch

FIRST CLASS 70%+

• Contain full and realistic costing set against realistic projected incomes and budget showing detailed research against realistic time factors

• Contain comprehensive, detailed planning of the business model which will be broad and show thoroughness

• Show an excellent level of reflection and evaluation to the initial concept and its consequent development

• Demonstrates a sustained ability to implement strong academic process consistently throughout the submission, showing real scholarly ability, critical insight, flair and rigour. The composition of the portfolio is outstanding and appropriate for the assignment.

• Demonstrate outstanding pitching and presentation skills


• Contain full and realistic costing set against realistic projected incomes and budget showing evidence of research against suggested time factors

• Contain full, detailed planning of the business model which will be sufficient

• Show a good level of reflection and evaluation to the initial concept and its consequent development

• Demonstrates a strong ability to implement academic process reliably throughout the submission, showing real signs of original thought and responsiveness. The composition of the portfolio is without any major shortcomings, both convincing and suitable for the assignment.

• Demonstrate confident pitching and presentation skills


• Contain realistic costing set against realistic projected incomes and budget showing some evidence of research, where time factors are considered

• Contain detailed planning of the business model which will be functional

• Show a satisfactory level of reflection and evaluation to the initial concept and its consequent development

• Demonstrates a firm, though unremarkable, ability to implement academic process throughout the submission with some minor omissions. The composition of the portfolio is sound for the assignment

• Demonstrate pitching and presentation skills which show potential in a number of areas but may lack confidence

THIRD CLASS 40%-49%

• Contain generally realistic costing set against realistic projected incomes and budget but may lack detail and/or evidence of research with some reference to time factors

• Contain basic details of the business model which will be serviceable but is likely to contain omissions

• Show a basic level of reflection and evaluation of the initial idea and its consequent development, but may lack expansion

• Demonstrates an adequate ability to implement academic process throughout the submission with some omissions in analytical skills, clear argument or writing. The composition of the portfolio is broadly satisfactory for the assignment

• Demonstrate sound pitching and presentation skills which lacks knowledge and or confidence

FAIL 0%-39%

• Fails to demonstrate realistic costing set against unrealistic projected incomes and budget

• Fails to contain basic information regarding the proposed business model

• Fails to demonstrate a basic level of reflection and evaluation of the initial idea and its consequent development.

• Fails to demonstrate an ability to implement academic process in the submission. The composition of the portfolio is inappropriate for the assignment.

• Fails to demonstrate effective pitching and presentation skills which may hamper the presentation of the business plan

34

Grade GDD, Game Prototype and Evaluation

FIRST CLASS 70%+


• Imaginative use of individual techniques breaking new ground or expectations Contain comprehensive, detailed planning of the business model which will be broad and show thoroughness

• Show an excellent level of reflection and evaluation to the initial concept and its consequent development

• Produce and evaluate a comprehensive and engaging marketing campaign

• Demonstrates a sustained ability to implement strong academic process consistently throughout the submission, showing real scholarly ability, critical insight, flair and rigour. The composition of the portfolio is outstanding and appropriate for the assignment




• Show a good level of reflection and evaluation to the initial concept and its consequent development

• Produce and evaluate a detailed and suitable marketing campaign (with possible minor omissions)

• Demonstrates a strong ability to implement academic process reliably throughout the submission, showing real signs of original thought and responsiveness. The composition of the portfolio is without any major shortcomings, both convincing and suitable for the assignment




• Show a satisfactory level of reflection and evaluation to the initial concept and its consequent development

• Produce and evaluate a sound marketing campaign which may omit key features

• Demonstrates a firm, though unremarkable, ability to implement academic process throughout the submission with some minor omissions. The composition of the portfolio is sound for the assignment

THIRD CLASS 40%-49%

• Satisfactory technique, but uses the resources in a rather limited way


• Show a basic level of reflection and evaluation of the initial idea and its consequent development, but may lack expansion

• Produce and evaluate a marketing campaign that may be limited in concept or realisation

• Demonstrates an adequate ability to implement academic process throughout the submission with some omissions in analytical skills, clear argument or writing. The composition of the portfolio is broadly satisfactory for the assignment

FAIL 0%-39%



• Fails to demonstrate a basic level of reflection and evaluation of the initial idea and its consequent development.

• Fails to produce and/or evaluate a useful marketing campaign

• Fails to demonstrate an ability to implement academic process in the submission. The composition of the portfolio is inappropriate for the assignment

35

MODULE CODE: DH3BAGA01H MODULE TITLE: Applied Business Techniques Level: 6 Credit Value: 15 Pre-Requisites: NONE Module Description This module is designed to prepare the student in their careers by providing the opportunity to experience working in the games industry in more depth through the undertaking of an active work placement. The student will negotiate a project with an employer and then spend a minimum of 20 hours working on the project. Should the student be unable to source their own project, then they will receive support from the course team who are compiling a database of industry links and employers who wish to support the course by offering work experience. These modules enable the student to network with possible employers and to develop business and practical skills in the media industry The student will also develop entrepreneurship and based around specific roles in a business team structure. This team may be drawn from the prototype business team from the "Professional Studio Project" from stage 5 which will be fully realised in the "Project Preparation" module in stage 6. A business website and supporting social media content will be developed to market the small businesses and prepare the student for the career during the final year of the course, ready to be up and running before graduation. Learning Outcomes On completion of this module, students will be able to:

1. Plan, negotiate and undertake a 20 hour work placement within the media industry. 2. Reflect upon the relationship between theory and practice. 3. Critically evaluate own learning and experience. 4. Demonstrate the ability to produce professional online promotional material.

Assessment


Semester Due

2000-word research document including evaluation of work placement (60%) LO1, LO2, LO3

Yes Sem 1 Mid

Website Content (40%) LO4

Yes Sem 1 End

Indicative Content:

• Project preparation and organisation

• Negotiation with employer/self-employed person

• Project activity (36 hours)

• The role of the assistant

• Pathway specific job roles

• Research of theory and methodology

• Application of theory to practice

• Critical self-evaluation


• Social Networks and Website design software

• YouTube

36

Learning and Teaching Strategies The development of key and transferable skills commences with personal development planning techniques. The relevant skills are embedded in modules throughout the course. Communication skills will be developed during workshops sessions, presentations and seminars as well as through creative writing and research. Negotiation skills are developed alongside the students’ growing sense of autonomy. Self-assessment and personal development planning are integral to the course and student autonomy in both practical and academic studies becomes increasingly important as the course develops. The ability to solve problems has increasing importance as the course progresses and is an integral part of most practical modules and digital media industry modules. Team work and leadership skills will be developed through gameplay research, collaborative projects and on work placement(s). Specific Learning Resources

• Colchester Institute Placement Policy



• Website Design Software Reading Lists Recommended Brandes Hepler, J. (2016) Women in Game Development: Breaking the Glass Level-Cap. Florida: CRC Press. Cohen, D.S. (2009) Producing Games: From Business and Budgets to Creativity and Design. Oxford: Focal Press. Dille, F., Platten, J. (2008) The Ultimate Guide to Video Game Writing and Design. New York: Random House. Hill-Whittall, R. (2015) The Indie Game Developer Handbook Paperback. Oxon: Focus Press. Laramee, F. (ed) (2005) Secrets of the Game Business 2nd edition. Boston: Charles River Media. Salen, K. and Zimmerman, E., 2004. Rules of play: Game design fundamentals. MIT press

Schell, J. (2016) The Art of Game Design: A Book of Lenses, Second Edition. Florida: CRC Press.


The research document will demonstrate: FIRST CLASS 80%+

• Compelling evidence of an ability to negotiate and plan a work project illustrating impeccable critical awareness of theoretical principles and professional application.

• An outstanding ability to reflect on the theoretical demands of a project and the practical demands and realities that are the result of the real-world environment in which it must be realised.

• Outstanding detail in self-evaluating learning and experience, illustrating overall competence and personal preparedness for the job market with strong supporting evidence, in a sophisticated way.

FIRST CLASS 70%-79%

• Strong evidence of an ability to negotiate and plan a work project illustrating impeccable critical awareness of theoretical principles and professional application.

• Strong evidence of an ability to reflect on the theoretical demands of a project and the practical demands and realities that are the result of the real-world environment in which it must be realised.

• Excellent detail in self-evaluating learning and experience, illustrating overall competence and personal preparedness for the job market with supporting evidence.

37


• Very good evidence of an ability to negotiate and plan a work project illustrating sound critical awareness of theoretical principles and commendable application.

• Very good evidence of an ability to reflect on the theoretical demands of a project and the practical demands and realities that are the result of the real-world environment in which it must be realised.

• Very good detail in self-evaluating learning and experience, illustrating overall competence and personal preparedness for the job market with supporting evidence.


• Good evidence of an ability to negotiate and plan a work project illustrating sound critical awareness of theoretical principles and commendable application.

• Good evidence of an ability to reflect on the theoretical demands of a project and the practical demands and realities that are the result of the real-world environment in which it must be realised.

• Good detail in self-evaluating learning and experience, illustrating overall competence and personal preparedness for the job market with some supporting evidence.

THIRD CLASS 40%-49%

• Some evidence of an ability to negotiate and plan a work project illustrating broad critical awareness of theoretical principles and some design in application.

• Some evidence of an ability to reflect on the theoretical demands of a project and the practical demands and realities that are the result of the real-world environment in which it must be realised.

• Satisfactory detail in self-evaluating learning and experience, outlining overall competence and personal preparedness for the job market with some supporting evidence.

FAIL 0%-39%

• Inadequate evidence of an ability to negotiate and plan a work project with little regard for critical awareness of theoretical principles and incomplete application.

• Inadequate evidence of an ability to reflect on the theoretical demands of a project and the practical demands and realities that are the result of the real-world environment in which it must be realised.

• Limited detail in self-evaluating learning and experience, that doesn’t acceptably illustrate overall competence and personal preparedness for the job market, with slight supporting evidence.

The online promotional material will: FIRST CLASS 70%+

• Be engaging and professional throughout • Contain outstanding, imaginative and professionally viable promotion materials

• Demonstrate a comprehensive understanding of the requirements of employers and customers within the media industry

• Professionally outline the services on offer and the fees charged



• Be viable, realistic, literate and professional throughout

• Contain imaginative and professionally viable promotion materials

• Demonstrate throughout an understanding of the requirements of employers and customers within the media industry

• Clearly and professionally outline the services on offer and the fees charged



• Be viable, realistic, literate and professional in most aspects

• Contain professional promotion materials

• Demonstrate understanding of the requirements of employers and customers within the media industry

• Clearly outline the services on offer and the fees charged

• Be literate, business-like and targeted to a specific audience

THIRD CLASS 40%-49%


• Contain promotion materials which, while including the required elements, will probably be rather basic

• Demonstrate some understanding of the requirements of employers and customers within the media industry

• Outline services and fees

• Be generally literate and suggestive of a target audience

FAIL 0%-39%

• Be unlikely to demonstrate knowledge and/or understanding of the requirements for personal promotion or of employers and customers

• Be unlikely to outline realistic fees

• Require significant improvement

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MODULE CODE: DH3BAGA02H MODULE TITLE: Game Studies Level: 6 Credit Value: 30 Pre-Requisites: NONE Module Description This module is designed to build upon the module Game Design Theory and Practice in year two it will develop a culturally aware understanding of games design. It will examine aspects of gameplay and the design of the game, the players, and the role games play in society. The student will learn an awareness of the debates around and theories of the socio-cultural place of non-digital games and computer games through theoretical application and process and exploration of game mechanics and game play. The student will have an understanding of debates around and theories of the socio-cultural place of digital games including, the limits and motivated concerns of ‘effects’ theory, the particular modes and issues arising from multi-player games as social environments, the issues of gender and identity in relation to digital games and theories of pleasure relating to gameplay, performance and competition. Work created here will be added to the student’s accompanying portfolio this portfolio of design and realisation will be developed, in additional modules to aid course progression and employment. Learning Outcomes On completion of this module, students will be able to:

1. Appraise and evaluate through comparative work the values of the types of theories and methodologies used in the socio-cultural analysis of digital and non-digital games.

2. Collate, organise and interpret data gained through researching theories, methodologies and approaches to the socio-cultural implications of games and the issues of gender and identity in relation to digital games.

3. Examine the multidisciplinary aspect of games and ludology. 4. Create a design document to industry standards. 5. Successfully and creatively deploy established techniques in the theories of pleasure relating

to gameplay, performance and competition. 6. Critically self-evaluate the effectiveness of designs and how they communicate with a

diverse audience. Assessment


Semester Due

Portfolio including Games Design Documentation Pick from: Board game, 2D mini PC or Mobile game (30%) 2000 words or equivalent LO1, LO2, LO3, LO4

Yes Sem 1 Mid

Portfolio of final product with 2000 word reflective report including evidence of game development (70%) LO1, LO4, LO5

Yes Sem 1 End

Indicative Content:

• Board games

• Games for different platforms

• Mobile gaming

• Coding

• The social significance of digital games

• Evaluation

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Learning and Teaching Strategies Practical sessions, lectures, workshops, group and individual sessions and tutorials are combined to give a balanced programme of study. The course is supported by the use of varied ICT, and independent learning. Media terminology and vocabulary relating to all areas of digital media will be taught through varied strategies to enable learners to develop their use of appropriate technology for each stage and module. Research, experimentation and investigation will be complemented by self- and peer-assessment and supported through focused tutorial support within specialist areas. Investigative strategies are based on the vocational context of the study of the media industry including business, pre-production, production and post-production testing and the uses of technology for production, distribution and execution. Textual analysis will be taught in modules both of a theoretical and practical nature. These intellectual skills are assessed in a formative way through group work such as workshops and discussion groups, and in a summative way through games and asset design, portfolios, evaluative submissions, projects, essays and online digital media content. Information Technology will be utilised in all academic based modules. Online journals and websites are a critical component to the reading lists due to their contemporary nature in addition to printed monthly magazines. Key Skills will be embedded through the inclusion and teaching of critical thinking pedagogies. Analysis of existing examples and self-evaluative reflection of coursework will be an intrinsic part of several modules in all stages. Blended learning will be integrated through the use of online access to games documentaries. Students will contribute to blogs and discussions on this work, and their own coursework, enabling a forum for creative discussion and analysis. Specific Learning Resources




• Counters

• Deck Cases

• Gaming Mats

• Gaming Rolls

• Gaming Tiles

• Sand Timers


• Cardboard

• Games Suite


40

Reading Lists Highly Recommended Brathwaite, B (Author), Schreiber, I. (Contributor) (2008) Challenges for Games Designers: Non-Digital Exercises for Video Game Designers. Charleston: CreateSpace. Koster, R. (2013) Theory of Fun for Game Design. CA: O’Reilly Media. Salen, K. & Zimmerman, E. (2004). Rules of play: Game design fundamentals. MIT press.

Swink, S. (2008) Game Feel: A Game Designer's Guide to Virtual Sensation. Oxford: Morgan Kaufmann Game Design Books. Recommended Aarseth, Espen (2001). "Computer Game Studies, Year One". Game Studies 1 (1). http://gamestudies.org/0101/editorial.html Avedon, Elliott M.; Sutton-Smith, Brian (ed.): The Study of Games. New York: John Wiley & Sons, Inc. 1971. Consalvo, M., & Dutton, N. (2006). Game analysis: Developing a methodological toolkit for the qualitative study of games. Game Studies, 6(1), 1-17. http://www.gamestudies.org/0601/articles/consalvo_dutton Cottrell , S. (2013) Critical Thinking Skills: Developing Effective Analysis and Argument. London:

Palgrave.

Dille, F., Platten, J. (2008) The Ultimate Guide to Video Game Writing and Design. New York: Random House. Huizinga, Johan (1938). Homo Ludens. N.V: Haarlem: Tjeenk Willink & zoon. McGonigal, Jane (2011). Reality is broken: Why games make us better and how they can change the world. New York: Penguin Press Rogers, S. (2014) Level Up!: The Guide to Great Video Game Design. Chichester: Wiley.

http://gamestudies.org/0101/editorial.html

http://www.gamestudies.org/0601/articles/consalvo_dutton

41


FIRST CLASS 70%+

• Outstanding use of the chosen techniques and a professional use of technical and artistic skills development


• A professional command of technology

• Written work whose presentation is indistinguishable with industry examples

• Coursework which shows an impressive degree of perception, comparable to industry practice

• A reflective journal which analyses, in outstanding detail, the process and development of the product

• Produce and evaluate a professional and highly engaging marketing campaign








• Produce and evaluate a comprehensive and engaging marketing campaign





• A fluent document with only minor mistakes or omissions • Coursework which demonstrating a good degree of perception, bearing a clear relationship to

industry practice


• Produce and evaluate a detailed and suitable marketing campaign (with possible minor omissions)

THIRD CLASS 40%-49%







• Produce and evaluate a sound marketing campaign which may omit key features FAIL 0%-39%




• A journal demonstrating poor understanding with a lack of clear examples • Fails to produce and/or evaluate a useful marketing campaign

42

MODULE CODE: DH3BAGA03H MODULE TITLE: Advanced Modelling and Animation (Optional Module) Level: 6 Credit Value: 30 Pre-Requisites: NONE Module Description This module is designed to be one of two pathways to give the student the opportunity to specialise in Animation or Programming. Further technical skills will be taught through practical workshops and the skills used to specialise as a game artist and animator. The skills learned in the second year module Intermediate Programming and Animation for Games will be further explored to an advanced level. Professional standard skills such as: the creation of industry standard 3D models, animations, rigs, rendering and export of such designs. Peer evaluation and self-evaluation techniques will be developed in the context of industry simulation. Work created here will be added to the student’s accompanying portfolio this portfolio of design and realisation will be developed, in additional modules to aid course progression and employment. Learning Outcomes On completion of this module, students will be able to:

1. Successfully and creatively deploy established techniques when animating using professional 3D software.

2. Illustrate outstanding imagination and informed choice in the selection of resources with independence and synthesis in the preparation and execution of the material, showing a full critical understanding of games design theory and its employment therein.

3. Demonstrate skills in art asset creation, involving low / high-poly modelling, 2D texture creation and material authoring, involving both hard surface and organic modelling.

4. Export and render animation data into multimedia applications. 5. Successfully and creatively deploy established techniques in the core concepts of technical

animation, from weighting to control rigs. 6. Produce and present detailed and coherent reports that conform to accepted standards of

academic practice. Assessment


Semester Due

2000-word equivalent portfolio with concept art and blueprints/plans for topology and rigging – including reflective evaluation and annotations (30%) LO1, LO2, LO3, LO4 Pick from: 3D Character Model with textures rigged for animation. With movements controlled with code in either keys or mouse clicks in games engine. Wait, walk, run, jump etc. OR 3D Model with textures and animated movements controlled with code in either keys or mouse clicks games engine. OR Level Design in 3D software including coded collisions.

Yes Sem 2 mid

15-20 minute presentation of designs, plans and 3D animation, level design and or code to be used in 3D games engine. (70%) LO1, LO2, LO3, LO5

Yes Sem 2 End

43

Indicative Content:

• Research and development

• Topology theory

• Animation techniques

• Rendering

• In-depth knowledge of industry software such as Maya, Mudbox, Photoshop, Crazybump, Substance Painter

• Advanced rigging and deformations

• Skin and muscle deformation and intuitive animation controls

• Soft object animation

• Advanced texturing techniques

• Advanced lighting techniques

• Advanced rendering techniques

• Model assets, textures and materials based off concepts and reference

• Maintain a balance between visual quality and performance requirements for real-time game application

Learning and Teaching Strategies Practical sessions, lectures, workshops, group and individual sessions and tutorials are combined to give a balanced programme of study. The course is supported by the use of varied ICT, and independent learning. Computer programming and creative skills will be developed through a range of practical work including conceptual planning, gameplay exploration, research, construction of pre-production documentation, product pitching, digital based audio-visual production and post-production and testing used to inform critical, evaluative and reflective practice. Media production skills are developed through a series of practical tasks which are designed to build on students’ skills at entry to the programme leading to the development of secure technique, imagination and creativity as applied to the digital media industry. A suite of computer / video game consoles and a library of PC and console games – including retro equipment will be developed in addition to the students’ own home facilities and access to online gaming resources. Communication skills will be developed during workshops sessions, presentations and seminars as well as through creative writing and research. Negotiation skills are developed alongside the students’ growing sense of autonomy. Specific Learning Resources





• Games Suite

• Internet resources via Moodle Reading Lists Highly Recommended Derakhshani, D. (2015) Introducing Autodesk Maya 2016: Autodesk Official Press. Chichester: Sybex. Lilly, E. (2015) The Big Bad World of Concept Art for Video Games: An Insider's Guide for Beginners. CA: Design Studio Press. Lanier, L. (2015) Advanced Maya Texturing and Lighting. London: Sybex.

McKinley, M. (2006) The Game Animator's Guide to Maya. Indiana: Chichester: Wiley Publishing.

44

McKinley, M. (2010) Maya Studio Projects: Game Environments and Props. Indiana: Sybex. Sorlarski, C. (2012) Drawing Basics and Video Game Art. New York: Watson Guptill. Watkins, A. (2011) Creating Games with Unity and Maya: How to Develop Fun and Marketable 3D Games. Oxford: Focal Press. Watt, A. Watt, M. (1992) Advanced Animation and Rendering Techniques: Theory and Practice.

Denmark: ACM Press.


FIRST CLASS 70%+







• Demonstrate outstanding pitching and presentation skills at a professional level





• Written work whose presentation is comparable with industry examples • Coursework which shows a very high degree of perception, related imaginatively and clearly to

industry practice










• Demonstrate confident pitching and presentation skills THIRD CLASS 40%-49%

• A competent use of the chosen technical resources, with some sense of the development of ideas • A satisfactory use of the individual techniques but with limitations






FAIL 0%-39%





• Fails to demonstrate effective pitching and presentation skills which may hamper the presentation

45

MODULE CODE: DH3BAGA04H MODULE TITLE: Advanced Programming for Games (Optional Module) Level: 6 Credit Value: 30 Pre-Requisites: NONE Module Description This module is designed to be one of two pathways to give the student the opportunity to specialise in Animation or Programming. Further technical skills will be taught through practical coding and the skills to provide an accompanying portfolio of design and realisation will be developed, in addition to advanced game mechanic coding skills in artificial intelligence, collision detection and collision handling, movements and decision making for playable and non-player characters (NPCs). . Work created here will be added to the student’s accompanying portfolio this portfolio of design and realisation will be developed, in additional modules to aid course progression and employment. Learning Outcomes On completion of this module, students will be able to:

1. Successfully and creatively deploy established techniques when scripting using a games engine.

2. Illustrate outstanding imagination and informed choice in the selection of resources with independence and synthesis in the preparation and execution of the material, showing a full critical understanding of game mechanics and their employment in game engines.

3. Programme using flair, imagination and technical excellence illustrating a secure grasp of scripting language executed in a games engine.

4. Demonstrate coding skills to professional standards in collision detection and collision handling, AI, movements and decision making for playable and non-player characters (NPCs).

5. Produce and present detailed and coherent reports that conform to accepted standards of academic practice.

Assessment


Semester Due

2000-word equivalent portfolio with GDD (30%) LO1, LO2, LO3, LO4 GameDesign in Games Engine (1 level)

Yes Sem 2 Mid

15-20 minute presentation of Games Design Documentation, code and game made in 3D games engine. (70%) LO1, LO2, LO3, LO5

Yes Sem 2 End

Indicative Content:

• Research and development

• Coding

• Programming techniques

• Gameplay mechanics

• Physics to drive gameplay

• Designing character controls

• Experience developing co-operative mechanics

• Pitching and presentation skills

• Evaluation and analysis

• Industry practice

46

Learning and Teaching Strategies Practical sessions, lectures, workshops, group and individual sessions and tutorials are combined to give a balanced programme of study. The course is supported by the use of varied ICT, and independent learning. Computer programming and creative skills will be developed through a range of practical work including conceptual planning, gameplay exploration, research, construction of pre-production documentation, product pitching, digital based audio-visual production and post-production and testing used to inform critical, evaluative and reflective practice. Media production skills are developed through a series of practical tasks which are designed to build on students’ skills at entry to the programme leading to the development of secure technique, imagination and creativity as applied to the digital media industry. A suite of computer / video game consoles and a library of PC and console games – including retro equipment will be developed in addition to the students’ own home facilities and access to online gaming resources. Communication skills will be developed during workshops sessions, presentations and seminars as well as through creative writing and research. Negotiation skills are developed alongside the students’ growing sense of autonomy. Specific Learning Resources





• Games Suite

• Internet resources via Moodle Reading Lists Highly Recommended Geig, M., Tristem, B. (2015) Unity Game Development in 24 Hours, Sams Teach Yourself. Bedford: Sam Publications. Goldstone, W. (2011) Unity 3.x Game Development Essentials. Birmingham: Packt Publishing. Hocking, J. (2015) Unity in Action: Multiplatform Game Development in C# with Unity. New York: Manning Publications. Moakley,B., Berg, M., Duffy, S., Van de Kerckhove, E., et.al (2016) Unity Games by Tutorials: Make 4 Complete Unity Games from Scratch Using C#. London: Razeware LLC.

47


FIRST CLASS 70%+







• Demonstrate outstanding pitching and presentation skills at a professional level UPPER SECOND CLASS 60%-69%















• Demonstrate confident pitching and presentation skills

THIRD CLASS 40%-49%








FAIL 0%-39%





• Fails to demonstrate effective pitching and presentation skills which may hamper the presentation

48

MODULE CODE: DH3BAGA05H MODULE TITLE: Research Methods Level: 6 Credit Value: 15 Pre-Requisites: NONE Module Description This module will allow students to consolidate and build upon the research skills and knowledge developed throughout the first two years of the programme. They will learn about different strategies, designs and methods that can be used in business and management research, and will consider the influences that affect the choices made. As part of this module, students will prepare a proposal and project plan for their capstone project, and will identify the literature and other resources needed to carry it out. The problem to be solved by the project will be set in agreement with either an external organization or someone acting as an industry consultant, and will also need to have the agreement of an academic tutor to ensure that it meets the requirements of the programme. Learning Outcomes On completion of this module, students will be able to:

1. Develop an idea for a suitable capstone project, making use of opportunities for feedback, and produce a project proposal

2. Identify appropriate literature and justify its use in the context of the project 3. Justify choice of research approach and methods 4. Select and apply appropriate project planning techniques.

Assessment


Semester Due

Project Pitch (Presentation) 20% (20 mins, including discussion and peer feedback) justifying and discussing the proposed approach to the project. LO1, LO2, LO3, LO4

Yes Sem 1 Mid

Report 80% (3000 words) including a project proposal and planning documentation LO1, LO2, LO3, LO4

Yes Sem 1 End

Indicative Content

• Selecting relevant and feasible research topics

• Writing a project proposal

• Pitching a project proposal

• Peer evaluation and feedback

• Inductive, deductive and abductive research

• Introduction to research philosophies eg positivism, interpretivism, critical realism

• Primary and secondary research

• Quantitative and qualitative methods

• Research ethics

• Questionnaires (paper and online), interviews, observation

• Sampling

• Analysing data

• Understanding the importance and need for literature search and review

• Quoting, paraphrasing and referencing information from other sources

49

• Copyright and plagiarism issues

• Evaluating the reliability and value of sources

• Evaluating and dealing with possible ethical issues

• Recap project management tools such as Work Breakdown Charts and the use of Gantt charts

• Presenting results and writing conclusions

• Developing and writing research and technical reports

• Logical organization of ideas and information

Learning & Teaching Strategies The module will take the form of a combination of lectures, seminars and discussion. Many of the topics in the list of Indicative Content above will have been covered to some extent in previous modules, so this module will include opportunities to recap and consolidate that material. On completion of level five, students will be briefed on the requirements for the project in order that they can start preparation work prior to the beginning of term. Opportunities will be provided for students to take part in activities such as small group seminars and poster presentations to enable them to get feedback on and develop their ideas. Specific Learning Resources None. Bibliography Highly Recommended Bryman, A. and Bell, E. (2015). Business Research Methods (4th Ed). Oxford University Press.

Burke, R. (2013) Project Management – Planning and Control Techniques (5th Ed). Chichester: John Wiley Publishing Ltd. Cottrell, S. (2014) Dissertations and Project Reports: a step by step guide. Basingstoke: Palgrave Macmillan. Newton, R. (2009) The Project Manager: Mastering the Art of Delivery. FT Prentice Hall Recommended Barker, M., Barker, D. and Pinard, K. (2011) Internet Research (6th Ed). USA: South-Western College Publishing. Cottrell, S. (2011) Critical thinking Skills: developing effective analysis and argument (2nd Ed). Basingstoke: Palgrave Macmillan. Denscombe, M. (2014) The Good Research Guide: for small-scale social research projects (5th Ed). Maidenhead: Open University Press.

Lock, D. (2013) Project Management (10th Ed). Farnham: Gower.

O’Dochartaigh, N. (2012) Internet Research Skills. London: Sage Publications Ltd. Pears R. and Shields G. (2010) Cite them Right (8th Ed). Basingstoke: Palgrave Macmillan Saunders, M., Lewis, P., and Thornhill, A. (2009) Research Methods for Business Students (5th Ed). Harlow: Prentice Hall

50


FIRST CLASS 70%+

• Strong evidence of an ability to synthesise knowledge and concepts relating to a negotiated project.

• An excellent ability to analyse data.

• An outstanding understanding and application of research methodologies.

• A distinguished ability to critically evaluate evidence to support conclusions and recommendations.

• Excellent detail and coherence.

• A comprehensive and accurate approach to academic practice.


• Very good evidence of an ability to synthesise knowledge and concepts relating to a negotiated project.

• A very good ability to analyse data.

• A secure understanding and use of research methodologies.

• An advanced ability to critically evaluate evidence to support conclusions and recommendations.

• Very good detail and coherence.

• A thorough and largely accurate approach to academic practice.


• Good evidence of an ability to synthesise knowledge and concepts relating to a negotiated project.

• A good ability to analyse data.

• A mostly secure understanding and use of research methodologies.

• A firm ability to critically evaluate evidence to support conclusions and recommendations.

• Good detail and coherence.

• With a generally secure approach to academic practice.

THIRD CLASS 40%-49%

• Some evidence of an ability to synthesise knowledge and concepts relating to a negotiated project.

• A broadly satisfactory ability to analyse data.

• A generally effective understanding and use of research methodologies.

• A broadly satisfactory ability to critically evaluate evidence to support conclusions and recommendations.

• Adequate detail and coherence.

• A broadly satisfactory approach to academic practice.

FAIL 0%-39%

• Inadequate evidence of an ability to synthesise knowledge and concepts.

• A non-negotiated project or one that is not relevant to the course.

• An underdeveloped ability to analyse data.

• Limited understanding and or inappropriate use of research methodologies.

• An underdeveloped ability to critically evaluate evidence to support conclusions and recommendations.

• Limited detail and coherence.

• An inadequate approach to academic practice.

51

MODULE CODE: DH3BAGA06H MODULE TITLE: Capstone Project Designation: Core Level: 6 Credit Value: 30 Pre-Requisites: none Module Description This module allows students to engage in a substantial piece of project work in order to solve a problem that is set in agreement with either an external organization or someone acting as an industry consultant. The problem to be solved will be set in agreement with an academic tutor to ensure that it meets the requirements of the programme. The initial proposal will normally have been set and agreed as part of the Research Methods module.

The chosen topic will require the student to identify / formulate problems and issues, research literature, evaluate information, investigate and adopt suitable research methodologies, determine solutions, and critically appraise and present their findings. Regular meetings with the industry representative and the academic supervisor will take place, so that the project is closely monitored in order to meet the core learning outcomes. Some flexibility is given in the nature of the project, but it will be assessed against the learning outcomes below. A sample grid is attached which shows indicative assessment criteria. Learning Outcomes On completion of this module, students will be able to:

1. Collect, organize, understand and interpret information from a variety of sources. 2. Demonstrate appropriate project management and monitoring practice. 3. Identify, select and use appropriate techniques in developing solutions, and plan and

implement tasks effectively. 4. Exhibit a sound knowledge in the subject area relating to the project, and communicate

effectively, in a professional manner, in writing and orally. 5. Critically evaluate solutions to form conclusions and present recommendations.

Assessment


Semester Due

Interim individual presentation (20%) (20 mins including discussion) LO1, LO2, LO3, LO4, LO5

Yes Sem 2 Mid

Final report (80%) (10,000 words), to include individual reflection and evaluation of 1000 words. LO1, LO2, LO3, LO4, LO5

Yes Sem 2 End

Indicative Content The subject material covered in this project will be based on a foundation of the subject content previously covered in the programme; students will choose the subject area according to their interest, and with the approval of their academic supervisor, who will be available for advice throughout the project. The research and project management skills required have been developed over a number of modules throughout levels four and five, and in the level six Research Methods module.

52

Learning & Teaching Strategies On completion of level five, students will be briefed on the requirements for this project in order that they can start preparation work prior to the beginning of term. There will be three x three hour group sessions over the year to ensure all students have the same information and the ability to manage common issues. All other support will be given to students separately, with each student having access to an industry representative and an academic supervisor. Early in semester 2, students will present an interim report for assessment and feedback. Final assessment will be made at the end of the year. Specific Learning Resources None Bibliography Highly Recommended Bryman, A. and Bell, E. (2015). Business Research Methods (4th Ed). Oxford University Press. Burke, R. (2013) Project Management – Planning and Control Techniques (5th Ed). Chichester: John

Wiley Publishing Ltd. Cottrell, S. (2014) Dissertations and Project Reports: a step by step guide. Basingstoke: Palgrave Macmillan. Newton, R. (2009) The Project Manager: Mastering the Art of Delivery. FT Prentice Hall Recommended Barker, M., Barker, D. and Pinard, K. (2011) Internet Research (6th Ed). USA: South-Western College Publishing. Cottrell, S. (2011) Critical thinking Skills: developing effective analysis and argument (2nd Ed). Basingstoke: Palgrave Macmillan. Denscombe, M. (2014) The Good Research Guide: for small-scale social research projects (5th Ed). Maidenhead: Open University Press.

Levin, P. (2005) Excellent Dissertations! London: Open University Press.

Lock, D. (2013) Project Management (10th Ed). Farnham: Gower.

O’Dochartaigh, N. (2012) Internet Research Skills. London: Sage Publications Ltd. Pears R. and Shields G. (2010) Cite them Right (8th Ed). Basingstoke: Palgrave Macmillan Saunders, M., Lewis, P., and Thornhill, A. (2009) Research Methods for Business Students (5th Ed). Harlow: Prentice Hall Winstanley, C. (2009) Writing a Dissertation for Dummies. Chichester: John Wiley and Sons Ltd.

53


FIRST CLASS 70%+

• A most imaginative subject choice, showing originality and independence of thought in its treatment. A fluently expressed title which succinctly encapsulates both subject and thesis. An excellent application of research methodologies to facilitate breadth and depth of investigation.

• A convincing thesis which is succinctly stated and carefully thought through. A cogent, focussed and logical argument which is fluently expressed, amply supported by musical and other evidence.

• Complete and accurate academic apparatus. Excellent presentation skills.

• A keen appreciation of the context within which the research is situated, including a perceptive interpretation and evaluation of source material.


• An imaginative subject choice, showing some independence of thought in its treatment. A well

expressed title which clearly encapsulates both subject and thesis. A confident choice and application of research methodologies.

• A convincing thesis. A very well structured argument which is confidently expressed, well

supported by musical and other evidence. • Thorough and largely accurate academic apparatus. Very good presentation skills. • A clear appreciation of the context within which the research is situated, evidenced by appropriate

interpretation and evaluation of source material. LOWER SECOND CLASS 50%-59%

• An interesting subject choice showing a broad-based understanding and awareness of the central issues in its treatment. A title which encompasses both subject and thesis. A sound choice and application of research methodologies.

• An interesting thesis, which may not have been entirely thought through, or a somewhat derivative thesis which is generally well expressed and illustrated. An argument which is generally clear and

well expressed, supported by appropriate musical and other evidence. • Some gaps and inaccuracies in the academic apparatus. Good presentation skills. • An appreciation of the context within which the research is situated, including an awareness of the

existing body of research and knowledge. THIRD CLASS 40%-49%

• A subject choice which, though broadly appropriate to the scale and context of the research, may

lack sufficient focus. A poorly expressed title which may not encompass both subject and thesis. Some evidence of the application of research methodologies, which may or may not be entirely

appropriate. • A valid, but basically derivative thesis. Some musical and other supporting material integrated into

an, at times, unconvincing or inconsistent narrative. • Sketchy and/or inaccurate academic apparatus. Poor presentation skills. • Some awareness of the broad context within which the research is situated.

FAIL 0%-39%

• An inappropriate subject choice or one which demonstrates a simplistic approach and may lean heavily on general secondary source material. An inadequate title.

• An unclear thesis leading to a diffuse discussion which may include irrelevant ideas and examples.

The failure to utilize appropriate research methodologies, resulting in an argument based largely on personal opinion.

• A lack of academic apparatus or inadequate treatment of same. Very poor presentation skills.

• Limited awareness of the context within which the research is situated. Illogical structure and/or

grammatical flaws which interfere with the communication of ideas.

Documents

MODULE CODE: DH3BAGA01C - Colchester Institute · Assessment Hand-in Aggregate (Yes/No) ... (100%) LO1, L02, L03, L04, L05 N/A Sem 1 End Submit via ... gameplay exploration, research,