DETAILED COURSE STRUCTURE TABLE, INCORPORATING … Documents/Course Handbooks/… · Games Studies...

SHEFFIELD COLLEGE

in partnership with SHEFFIELD HALLAM UNIVERSITY

APPENDIX 2 - COURSE PROGRAMME AND ASSESSMENT

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DETAILED COURSE STRUCTURE TABLE, INCORPORATING MODULES AND ASSESSMENT FOR EACH LEVEL / STAGE OF AWARD Creative Digital Practice: Creative Coding and App Development route AWARD TITLE AND MODES

Level 4 Cert HE in Creative Digital Practice: Creative Coding and App Development Level 5 FdA in Creative Digital Practice: Creative Coding and App Development

Module Code (if existing module)

Module Title Level Credits Module Designation:

Core or Elective

Year or Semester

of Delivery

Assessment Tasks for Module

Assessment Type

(EX/CW/PR)

Task Weightings

Games Studies 4 20 C S2 1) Report (2000 words)

2) Presentation (10 mins, 1000 words equiv)

CW

CW

60% weighting

40% weighting

Ideation and Creative Problem Solving

4 20 C S1 1) Portfolio (2000 words

equiv)

2) Learning Diary

(1000 words equiv)

CW

CW

70% weighting

30% weighting

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3D Game Engines 4 20 C S2 1) Scene Sequence

(2000 words equivalent)

2) Critical Evaluation

(1000 words)

CW

CW

70% weighting

30% weighting

Digital Fundamentals 4 20 C S1 1) Portfolio (2500 words

equiv)

2) Learning Log

(1000 words)

CW

CW

75% weighting

25% weighting

Practical and Technical Skills for Industry

4 20 C S1 1) Portfolio (2500 words

equiv)

2) Develop-ment Log

(500 words)

CW

CW

75% weighting

25% weighting

User Interface 4 20 C S2 1) Game Prototype(2000

words equiv)

2) Evidence Folder

(1000 words)

CW

CW

75% weighting

25% weighting

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3

Advanced Coding Practice 5 20 C S1 1) Portfolio (2500 words

equiv)

2) Develop-ment Log

(500 words)

CW

CW

75% weighting

25% weighting

Group Project: 3D Game World Production

5 40 C S1 1) Evidence of individual work within Group

Project (5000 words

equiv)

2) Individual Reflection

(2000 words)

CW

CW

70% weighting

30% weighting

Professional Practice 5 20 C S2 1) Critical Review and

Analysis (2000 words)

2) Promotional

Material (2000 words)

CW

CW

50% weighting

50% weighting

Self-Initiated Project – Creative Coding and App Development

5 40 C S2 1) Self-Initiated Project

(5000 words equiv)

CW

80% weighting

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2) Reflective Evaluation

(1000 words)

CW 20% weighting

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External Examiners As a student on a Sheffield Hallam University award it is important to note that the University welcomes and values the involvement of students in quality management processes. To support this, please note that the External Examiner for your course is:

Name: Michael Holton

Email: [email protected]

Institution: Teeside University

External Examining is one of the principal means of maintaining academic standards across the UK. Suitably qualified and experienced External Examiners are appointed to provide informative comment and recommendations upon whether or not:

• the University is maintaining the threshold academic standards • the assessment process measures student achievement rigorously and fairly against the

intended outcomes of the programme(s) and is conducted in line with the University's policies and regulations

• the academic standards and the achievements of students of the University are comparable with those in other UK higher education institutions

All assessment tasks and student work is marked and moderated by internal members of staff before being sent to the External Examiner. In order to carry out their role, External Examiners are asked to comment on assessment tasks, moderate a sample of student work, endorse Assessment Board decisions, and provide the University with an annual report. At the end of each academic year, the External Examiner annual reports and the responses to them will be made available to you. Students will also have the opportunity to discuss the reports during staff/ student committee meetings. Students can request a copy of a particular External Examiner's report in full by emailing [email protected] Please note, this information has been provided in order to ensure External Examining arrangements are transparent. Students should not make direct contact with external examiners, in particular regarding individual performance in assessments. External Examiners have been advised to refer any direct contact from students to the University. Students may be asked to attend meetings with the External Examiner. The purpose of these meetings is to allow the External Examiner to gain student feedback on modules, course and experience. It would not be appropriate to discuss individual people and/or assessments. Methods of discussing individual assessments, and engaging with quality management and enhancement processes should already be familiar to you, however if you have any queries, please do not hesitate to contact your tutor.

mailto:[email protected]

mailto:[email protected]

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MODULE SPECIFICATIONS FdA in Creative Digital Practice: Creative Coding and App Development PAGE

LEVEL 4

Game Studies 7

Ideation and Creative Problem Solving 11

3D Game Engines 15

Practical and Technical Skills for Industry – CC 19

Digital Fundamentals – CC 23

User Interface – CC 27

LEVEL 5

Group Project: Game World Production 31

Professional Practice 36

Advanced Coding Practice – CC 40

Self-Initiated Project – CC 45

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MODULE DESCRIPTOR

TITLE Game Studies MODULE CODE LEVEL 4 CREDITS 20 ECTS CREDITS VALUE 10 FACULTY Sheffield Hallam University – ACES DEPARTMENT Sheffield Hallam University – Media Arts and

Communications The Sheffield College – Design and Visual Arts

SUBJECT GROUP Sheffield Hallam University – Creative Media Practice

DATE APPROVED 5th May 2017 tbc MODULE AIM This module will enable you to examine the history, and cultural context and theoretical ideas of computer gaming. You will consider how ludic ideas are used in the development of computer games. You will also consider the importance and role of narrative structure. You will learn to apply relevant theories to the analysis of specific computer games. LEARNING OUTCOMES On successful completion of this unit a learner will be able to:

LO Ref

Learning Outcomes

1 Understand the historical development of computer games 2 Explore the cultural impact of computer games.

3 Be able to analyse the ludic and narrative aspects of computer games.

INDICATIVE CONTENT

• Development of game technologies, platforms types, genres, and legal framework. • Gaming cultures • Game-player identities • Gaming demographics • Impact of games • Ludology

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• Narratology • Critical approaches

LEARNING, TEACHING AND ASSESSMENT STRATEGY Students will be supported in their learning to achieve the above outcomes in the following ways:

• The module is delivered by lectures, seminars and small group tutorials as well as individual tutorials.

• Student discussion will be encouraged and is essential in developing an individual’s

area of study.

• The module will be supported by a reading list appropriate to the programme. The assessment strategy is intended to encourage independent and autonomous learning to develop a reflective practitioner.

ASSESSMENT INFORMATION This module has two tasks which satisfy all of the intended Learning Outcomes. The module is assessed in the form a critical analysis report and a presentation in an agreed format (oral, podcast, video, vlog, etc.) that may be relative to the history, cultural context, narrative structure and/or ludic features of computer games. Students should use the standard APA referencing system where appropriate.

Task No.

Description of Assessment Task

Assessment Task Type:

Coursework (CW) Written Exam (EX)

Practical (PR)

Word Count or Exam Duration

Task Weighting %

1 Report

CW 2000 words

60%

2 Presentation PR 10 min (1000words equivalent)

40%

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FEEDBACK TO STUDENTS Feedback will be given to you in the following ways: Formative: via one-to-one tuition/progress review, peer evaluation through group crits and regular discussion of your progress throughout the duration of the project. Summative: Feedback will be provided via an end of module critique. This will be verbal and take the form of a presentation. Written assessment and feedback sheets will provided after the final submission. LEARNING RESOURCES FOR THIS MODULE A general reading list, including journals and current websites, will be available on the Moodle VLE. Key resources could include: Textbooks Braithwaite, B. (2008). Challenges for Game Designers. Boston: Delmar Publishing. Burgun, K (2012). Game Design Theory. Boca Raton, USA. CRC Press. Dille, F. (2006). The Ultimate Guide to Video Game Writing and Design. New York: Lone Eagle Publishing Company. Fullerton, T. (2014). Game Design Workshop: A Playcentric Approach to Creating Innovative

Games. (3rd ed.). Boca Raton: CRC Press. Koster, R. (2013). Theory of Fun for Game Design. Cambridge: O’Reilly Media. Rogers, S. (2014). Level Up!: The Guide to Great Video Game Design. Oxford: John Wiley and

Sons. Schell, J. (2008). The Art of Game Design: A Book of Lenses. Burlington: CRC Press.

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MODULES INCLUDING RESEARCH PROJECTS AND/OR TEACHING-RELATED RESEARCH PROJECTS Will the assessment for this module require approval by Faculty Research Ethics Committee? If YES, please detail below how students will seek approval for their research

NO

NOTIONAL STUDY HOURS FOR THIS MODULE Module Study Hours by Type (see KIS definitions) Scheduled Learning and Teaching Activity No. of Hours KIS category Lecture 20 Scheduled L&T Seminar 20 Scheduled L&T Tutorial 10 Scheduled L&T Project Supervision with tutor 20 Scheduled L&T Demonstration Scheduled L&T Practical classes and workshops Scheduled L&T

Supervised time in studio/workshop/laboratory Scheduled L&T

Fieldwork Scheduled L&T External visits Scheduled L&T Scheduled Learning and Teaching Activities sub-total 70 Guided Independent Study 130 Independent Placement or Work-based Learning** Placement TOTAL NUMBER OF NOTIONAL STUDY HOURS FOR MODULE

200

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MODULE DESCRIPTOR

TITLE Ideation and Creative Problem Solving MODULE CODE LEVEL 4 CREDITS 20 ECTS CREDITS VALUE 10 FACULTY Sheffield Hallam University – ACES DEPARTMENT Sheffield Hallam University – Media Arts and


SUBJECT GROUP Sheffield Hallam University – Creative Media Practice DATE APPROVED 5th May 2017 tbc

MODULE AIM This module will exercise your imaginative skills as well as developing your ability to create digital graphics for computer games. You will explore fundamental principles that are relative to the application of art and design using traditional and digital media. Working to a specification you will learn to communicate your ideas through the production and development of digital graphics for computer games. LEARNING OUTCOMES On successful completion of this unit a learner will be able to:

LO Ref

Learning Outcomes

1 Explore and generate imaginative ideas using a range of design techniques and processes.

2 Demonstrate the ability to create digital graphics to specification using creative software tools.

3 Present ideas and outcome/s in an appropriate format intended for a specific target audience.

INDICATIVE CONTENT

• Concept development • Traditional media tools and techniques

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• Artistic styles • Digital graphics technology • Computer game graphics • Image manipulation techniques • Image output and file format • Digital hardware and software


• The module is delivered by lectures, seminars, practical classes and workshops.

• Student discussion will be encouraged and is essential in developing an individual’s area of study.

• The module will be supported by a reading list appropriate to the programme. The

assessment strategy is intended to encourage independent and autonomous learning to develop a reflective practitioner.

ASSESSMENT INFORMATION This modules has two tasks which satisfy all of the intended Learning Outcomes. The module is assessed in the form of a professionally presented digital graphics portfolio alongside an evaluative log that documents project development. Students should use the standard APA referencing system where appropriate.

Task No.




Practical (PR)


Task Weighting %

1 Portfolio PR 2000 words equivalent

70%

2 Learning Diary CW 1000

30%

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FEEDBACK TO STUDENTS Feedback will be provided in the following ways: Formative: via one-to-one tuition/progress review, peer evaluation through group crits and regular discussion of your progress throughout the duration of the project. Summative: Feedback will be provided via an end of module critique. This will be verbal and take the form of a presentation. Written assessment and feedback sheets will provided after the final submission. LEARNING RESOURCES FOR THIS MODULE A general reading list, including journals and current websites, will be available on the Moodle VLE. Key resources could include: Textbooks 3D Total. (2016.) Digital Painting: Volume 8. Worcester: Focal Press. 3D Total. (2016). Beyond Art Fundamentals. Worcester: Focal Press. 3D Total. (2016). Sketching from the Imagination. Worcester: Focal Press Lea, D (2007). Creative Photoshop: Digital Illustration and Art Techniques. Oxford: Focal Press. Faulkner, A. and Chavez, C. (2015). Adobe Photoshop CC Classroom in a Book. San Jose, CA: Adobe Press. MODULES INCLUDING RESEARCH PROJECTS AND/OR TEACHING-RELATED RESEARCH PROJECTS

Will the assessment for this module require approval by Faculty Research Ethics Committee? If YES, please detail below how students will seek approval for their research

NO

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NOTIONAL STUDY HOURS FOR THIS MODULE Module Study Hours by Type (see KIS definitions) Scheduled Learning and Teaching Activity No. of Hours KIS category Lecture 2 Scheduled L&T Seminar 10 Scheduled L&T Tutorial Scheduled L&T Project Supervision with tutor 8 Scheduled L&T Demonstration Scheduled L&T Practical classes and workshops 50 Scheduled L&T



200

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MODULE DESCRIPTOR

TITLE 3D Game Engines MODULE CODE LEVEL 4 CREDITS 20 ECTS CREDITS VALUE 10 FACULTY Sheffield Hallam University – ACES DEPARTMENT Sheffield Hallam University – Media Arts and



MODULE AIM Developing a computer game can be laborious and costly, therefore, it is crucial that a 3D game engine is used efficiently to streamline a project. This module aims to develop your skills and understanding of modern game engines through practical and technical application. You will look at 3D game elements, implement points of view through camera movement, utilise control systems and apply game logic as you piece together an interactive game environment. LEARNING OUTCOMES On successful completion of this unit students will be able to:

LO Ref Learning Outcomes 1 Understand the relationship between static and dynamic 3D game elements and

consider the process of developing an interactive game environment within a 3D game engine.

2 Demonstrate the ability to create the essential aspects of cinematic camera movement and environmental effects for an in-game cut scene sequence.

3 Implement control systems and game logic in order to create playable computer game environment using a 3D game engine using specified processes.

INDICATIVE CONTENT

• 3D game engines • Game modification • Dynamic and static game elements • Virtual camera point of view and parameters

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• Game control systems and input devices • Computer game dynamics • Gameplay genres • Cinematography


• The module is delivered by seminars, practical sessions and workshops;

• Student discussion will be encouraged and is essential in developing an individual’s area of study;



ASSESSMENT INFORMATION The module is assessed by two tasks which satisfy all of the intended Learning Outcomes. Task one is in the form of an interactive game environment and in-game cut scene sequence alongside a critical evaluation discussing the development of your practical work. The standard APA referencing system should be used where appropriate.

Task No.


Assessment Task Type Coursework (CW) Written Exam (EX) Practical (PR)


Task Weighting %

1 Interactive game environment and in-game cut scene sequence

PR 2000 words equivalent

70%

2 Critical Evaluation CW 1000 words

30%

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FEEDBACK TO STUDENTS Feedback will be provided to you in the following ways: Formative: via one-to-one tuition/progress review, peer evaluation through group critiques (“crits”) and regular discussion of your progress throughout the duration of the project. Summative: Feedback will be provided via an end of module critique. This will be verbal and take the form of a presentation. Written assessment and feedback sheets will provided after the final submission. LEARNING RESOURCES FOR THIS MODULE A general reading list, including journals and current websites, will be available on the Moodle VLE. Key resources could include: Textbooks Cookson, A. and Dowlingsoka, R. (2016). Unreal Engine 4 Game Development in 24 Hours.

London: Pearson Education. Eberly, D. H. (2006). 3D Game Engine Design: A Practical Approach to Real-Time Computer

Graphics. Boca Raton, USA: CRC Press. Duvel, O. and Zerbst, S. (2004). 3D Game Engine Programming (Game Development Series). Droitwich: Premier Press. Sanders, A. (2013). An Introduction to Unreal Engine 4 (Focal Press Game Design

Workshops). Boca Raton, USA: CRC Press. Satheesh, P. (2016). Unreal Engine 4 Game Development Essentials. Birmingham: Packt

Publishing. Shah, R. and Alifragis, (“LordofNightmares”), P. (2015). Master the Art of Unreal Engine 4:

Creating a 3D Point and Click Adventure: Volume 1. USA: Kitatus Studios/CreateSpace Independent Publishing Platform.

Sherif, W. and Whittle, S. (2016) Unreal Engine 4 Scripting with C++ Cookbook. Birmingham:

Packt Publishing.

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MODULES INCLUDING RESEARCH PROJECTS AND/OR TEACHING-RELATED RESEARCH PROJECTS


NO

NOTIONAL STUDY HOURS FOR THIS MODULE Module Study Hours by Type (see KIS definitions) Scheduled Learning and Teaching Activity No. of Hours KIS category Lecture Scheduled L&T Seminar 10 Scheduled L&T Tutorial Scheduled L&T Project Supervision with tutor 10 Scheduled L&T Demonstration Scheduled L&T Practical classes and workshops 50 Scheduled L&T



200

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MODULE DESCRIPTOR TITLE Practical and Technical Skills for Industry - Coding MODULE CODE LEVEL 4 CREDITS 20 ECTS CREDITS VALUE 10 FACULTY Sheffield Hallam University – ACES DEPARTMENT Sheffield Hallam University – Media Arts and Communications

The Sheffield College – Design and Visual Arts SUBJECT GROUP Sheffield Hallam University – Creative Media Practice DATE APPROVED 5th May 2017 tbc

MODULE AIM This module aims to build the essential skills and knowledge that is required when programming for games in a 3D game engine. You will learn coding in the appropriate computer language, using an Integrated Development Environment (IDE) suitable for the language and create games particularly geared towards interacting with the console. This involves providing you with the vital programming skills that are needed in programming for games. LEARNING OUTCOMES On successful completion of this unit a learner will be able to:

LO Ref Learning Outcomes 1 Create and design a computer game in relation to coding 2 Demonstrate the ability to produce a functional game prototype using a variety of coding

methods 3 Understand and implement testing and quality assurance methods to evaluate coding

INDICATIVE CONTENT

● Learning to use game engine’s language; ● Learning to use Integrated Development Environment (IDE) for programming; ● Using Variables and Maths in code; ● Learning the structure of the programming paradigm of the language; ● Using the coding if, else, switch commands to create conditional branching; ● Creating functions to simplify; ● Use of loops and reusing code; ● Learning to debug code

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LEARNING, TEACHING AND ASSESSMENT STRATEGY Students will be supported in their learning the above outcomes in the following ways:


• Students discussion will be encouraged and is essential in developing an individual’s area of study


ASSESSMENT INFORMATION This module has two tasks which satisfy all of the intended Learning Outcomes. The module is assessed in the form of a portfolio of programming project work and evaluative log with supporting material documenting project development. Students should use the standard APA referencing system where appropriate.

Task No.




Practical (PR)


Task Weighting %


75%

2 Evaluative Log CW 1000 words 25% FEEDBACK TO STUDENTS Feedback will be provided in the following ways: Formative: via one-to-one tuition/progress review, peer evaluation through group crits and regular discussion of your progress through the duration of the project. Summative: Feedback will be provided via an end of module critique. This will be verbal and take the form of a presentation. Written assessment and feedback sheets will be provided after the final submission.

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LEARNING RESOURCES FOR THIS MODULE A general reading list, including journals and current websites, will be available on the Moodle VLE. Key resources could include: McGrath, M. (2011) C++ Programming in Easy Steps. (4th ed.) Leamington Spa: In Easy Steps Limited. Nystrom, R. (2014) Game Programming Patterns. Boston: Genever Benning. Dickheiser, M. (2006) C++ for Game Programmers.(2nd ed.) Boston: Charles River Media. Journals Game Developer Magazine Visual Studio Magazine The Hacker News Magazine Code Magazine Game Informer MODULES INCLUDING RESEARCH PROJECTS AND/OR TEACHING-RELATED RESEARCH PROJECTS


NO

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200

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MODULE DESCRIPTOR

TITLE Digital Fundamentals MODULE CODE LEVEL 4 CREDITS 20 ECTS CREDITS VALUE 10 FACULTY Sheffield Hallam University – ACES DEPARTMENT Sheffield Hallam University – Media Arts and Communications


MODULE AIM This module aims to build the essential skills and knowledge required when programming for a 3D game engine. In this process you will be using former and developing knowledge and applying it to programming for the 3D game engine to create 3D games. You will use devices such as console runtime messages to give you feedback whilst developing the game. You will experiment and implement some of the game engine’s preset coding. LEARNING OUTCOMES On successful completion of this unit students will be able to:

LO Ref Learning Outcome 1 Understand and demonstrate the ability to work with Version Control System to keep

track of all changes in coding. 2 Explore creating a variety of game elements in coding script to use for 3D games in

the game engine including preset coding provided by the game engine, how to implement it and how to edit it where necessary.

3 Demonstrate the necessity to provide different references in coding to test coding such as console runtime messages, log messages and vectors and ray-casting.

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INDICATIVE CONTENT

● Understand and utilise a Version Control System (VCS) for keeping track of all changes to coding;

● Use of pointers in code; ● Use of objects, classes and inheritance in code; ● Using console runtime messages to assist in writing and testing code; ● Getting object’s position and moving/rotating object in code; ● Using macros in code; ● Using triggers in code ● Using colliders and simulated physics in code; ● Using timing code; ● Using preset coding (editing if need be) provided by game engine; ● Work with vectors and ray-casting in coding.


• The module is delivered by lectures, seminars and small group tutorials as well as individual tutorials;

• Students discussion will be encouraged and is essential in developing an individual’s area of study;


ASSESSMENT INFORMATION The module is assessed by two tasks which satisfy all of the intended Learning outcomes. The tasks are in the form of a portfolio of programming project work and evaluative log with supporting material documenting project development. Students should use the standard APA referencing system where appropriate.

Task No.




Practical (PR)


Task Weighting %


75%

2 Learning Log CW 1000 words 25%

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FEEDBACK TO STUDENTS Feedback will be provided in the following ways: Formative: via one-to-one tuition/progress review, peer evaluation through group crits and regular discussion of your progress through the duration of the project. Summative: Feedback will be provided via an end of module critique. This will be verbal and take the form of a presentation. Written assessment and feedback sheets will be provided after the final submission. LEARNING RESOURCES FOR THIS MODULE A general reading list, including journals and current websites, will be available on the Moodle VLE. Key resources could include: Textbooks McGrath, M. (2011) C++ Programming in Easy Steps. (4th ed.) Leamington Spa: In Easy

Steps Limited. PV, S. (2016) Unreal Engine 4 Game Development Essential. Birmingham: Packt

Publishing Ltd. Sewell, B. (2015) Blueprints Visual Scripting for Unreal Engine. Birmingham: Packt

Publishing Ltd. Sherif, W. and Whittle, S. (2016) Unreal Engine 4 Scripting with C++ Cookbook. Birmingham: Packt Publishing Ltd. Journals Game Developer Magazine Visual Studio Magazine The Hacker News Magazine Code Magazine Game Informer

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NO

NOTIONAL STUDY HOURS FOR THIS MODULE Module Study Hours by Type (see KIS definitions) Scheduled Learning and Teaching Activity No. of Hours KIS category Lecture 10 Scheduled L&T Seminar 20 Scheduled L&T Tutorial 10 Scheduled L&T Project Supervision with tutor 20 Scheduled L&T Demonstration Scheduled L&T Practical classes and workshops Scheduled L&T

Supervised time in studio/workshop/laboratory 10 Scheduled L&T


200

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MODULE DESCRIPTOR

TITLE User Interface MODULE CODE LEVEL 4 CREDITS 20 ECTS CREDITS VALUE 10 FACULTY Sheffield Hallam University – ACES DEPARTMENT Sheffield Hallam University – Media Arts and Communications


MODULE AIM This module aims to build the essential skills and knowledge required when creating a user interface through coding. You will develop skills in creating menu screens, navigable games and creating the control of the player and the NPC in coding. You will learn to work with UML (Unified Modelling Language) and flowcharts that are used in the professional world of games and programming. LEARNING OUTCOMES On successful completion of this unit a learner will be able to:

LO Ref Learning Outcome 1 Be able to prototype interfaces for games with code so the user can interact with the

game 2 Create the code necessary for the NPC to interact with the game 3 Be able to use UML (Unified Modelling Language) and flowcharts to help fulfil what is

specified and to help to break down the problems into understandable elements to code

INDICATIVE CONTENT

● Coding for user interface to make the user interface the best for the user; ● Creating and working with menu screens, scaling and making interactive with UI; ● Making games navigable by shortcuts and keyboard presses; ● Learning to package games for different devices to test; ● Learn to make the decision whether a class is public or private and apply getters where

needed; ● Learn how to override the parent in inheritance in coding and when this is necessary;

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● Coding the control of the player and coding the control of the NPC, often referred to as artificial intelligence (AI);

● Working with the quaternions and maths formulas needed for moving objects in 3D games;

● Experience in getting access to variables and functions from other classes by reference appropriate to the language (reusability);

● Using game engine customisable panels and coding to output variables from coding; ● Understanding and working with UML (Unified Modelling Language) for creating diagrams

and flowcharts to bridge the gap between the design and the programming; ● Working with particles, and working with the game engine’s physics; ● Managing time and damage/health in code; ● Working with delegates in coding (abstract pointers towards methods); ● Switching First Person Camera to 3rd Person Camera in coding.





ASSESSMENT INFORMATION This module has two tasks which satisfy all of the intended Learning Outcomes. The module is assessed in the form of a game prototype project and evidence folder containing supporting material documenting the project development.

Task No.




Practical (PR)


Task Weighting %

1 Game Prototype PR 2000 words equivalent

75%

2 Evidence folder CW 1000 words equivalent

25%

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FEEDBACK TO STUDENTS Feedback will be provided in the following ways: Formative: via one-to-one tuition/progress review, peer evaluation through group crits and regular discussion of your progress through the duration of the project. Summative: Feedback will be provided via an end of module critique. This will be verbal and take the form of a presentation. Written assessment and feedback sheets will be provided after the final submission. LEARNING RESOURCES FOR THIS MODULE A general reading list, including journals and current websites, will be available on the Moodle VLE. Key resources could include: Textbooks McGrath, M. (2011) C++ Programming in Easy Steps. (4th ed.) Leamington Spa: In Easy Steps Limited. PV, S. (2016) Unreal Engine 4 Game Development Essential. Birmingham: Packt Publishing

Ltd. Sherif, W. and Whittle, S. (2016) Unreal Engine 4 Scripting with C++ Cookbook. Birmingham: Packt Publishing Ltd. Sewell, B. (2015) Blueprints Visual Scripting for Unreal Engine. Birmingham: Packt Publishing Ltd. Journals Game Developer Magazine Visual Studio Magazine The Hacker News Magazine Code Magazine Game Informer

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NO




200

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MODULE DESCRIPTOR

TITLE Group Project: 3D Game World Production MODULE CODE LEVEL 5 CREDITS 40 ECTS CREDITS VALUE 20 FACULTY Sheffield Hallam University – ACES DEPARTMENT Sheffield Hallam University – Media Arts and



MODULE AIM For this module you will have the opportunity to design, create and manage the production of a 3D game world. Working in a team you will gain production skills and develop essential techniques that are vital when using creative technology to design interactive spaces for computer games. Working to a specification you will learn to communicate, effectively and efficiently, through the development of your collaborative project. This will involve using project management strategies to ensure that time is not wasted and technological tools are applied successfully. LEARNING OUTCOMES On successful completion of this unit a learner will be able to:

LO Ref Learning Outcome 1 Plan and design a 3D computer game environment, taking into full account the

technical, ludic, narrative and aesthetic considerations that apply to computer games.

2 Assemble a 3D game environment using lighting, materials and imported assets making use of interactive gameplay and functionality within a 3D game engine

3 Evaluate and reflect upon the process and development of your group project work

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INDICATIVE CONTENT

• Production management • Narrative and aesthetic contexts • Project planning • Concept development • Software and hardware technology • Programming/Scripting • Target platform/s • Target audiences • Modelling and texturing workflows • Level design and 3d Environment creation • Lighting and real-time rendering


• The module is delivered by seminars, small group tutorials, practical classes and workshops.

• Student discussion will be encouraged and is essential in developing an individual’s

area of study.


ASSESSMENT INFORMATION This module has two tasks which satisfy all of the intended Learning Outcomes. The module is assessed in the form of a practical group project, to a given specification, where you have to collaborate with team members in order to create a 3D game would. In addition, you will need produce a production document that evaluates and demonstrates the development of your practical work. You should use the standard APA referencing system where appropriate.

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Task No.




Practical (PR)


Task Weighting %

1 Individual evidence of work within the Group Project


70%

2 Individual reflection

CW 1000 words

30%

FEEDBACK TO STUDENTS Feedback will be provided in the following ways: Formative: via one-to-one tuition/progress review, peer evaluation through group crits and regular discussion of your progress throughout the duration of the project. Summative: Feedback will be provided via an end of module critique. This will be verbal and take the form of a presentation. Written assessment and feedback sheets will provided after the final submission.

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LEARNING RESOURCES FOR THIS MODULE A general reading list, including journals and current websites, will be available on the Moodle VLE. Key resources could include: Textbooks Ahearn, L. (2016). 3D Game Textures: Create Professional Game Art Using Photoshop. (4th

ed.) Abingdon: Focal Press. Ahearn, L. (2017). 3D Game Environments: Create Professional 3D Game Worlds. (2nd ed.)

Abingdon: Focal Press. Cookson, A. and Dowlingsoka, R. (2016). Unreal Engine 4 Game Development in 24 Hours.

London: Pearson Education. Eberly, D.H. (2006). 3D Game Engine Design: A Practical Approach to Real-Time Computer Graphics. Boca Raton, USA: CRC Press. Sherif, W. and Whittle, S. (2016). Unreal Engine 4 Scripting with C++ Cookbook. Birmingham:

Packt Publishing. MODULES INCLUDING RESEARCH PROJECTS AND/OR TEACHING-RELATED RESEARCH PROJECTS Will the assessment for this module require approval by Faculty Research Ethics Committee? If YES, please detail below how students will seek approval for their research

NO

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NOTIONAL STUDY HOURS FOR THIS MODULE Module Study Hours by Type (see KIS definitions) Scheduled Learning and Teaching Activity No. of Hours KIS category Lecture Scheduled L&T Seminar 17 Scheduled L&T Tutorial 3 Scheduled L&T Project Supervision with tutor 20 Scheduled L&T Demonstration Scheduled L&T Practical classes and workshops 100 Scheduled L&T



400

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MODULE DESCRIPTOR

TITLE Professional Practice MODULE CODE LEVEL 5 CREDITS 20 ECTS CREDITS VALUE 10 FACULTY Sheffield Hallam University – ACES DEPARTMENT Sheffield Hallam University – Media Arts and



MODULE AIM This module aims to develop your understanding and prepare you for obtaining employment within the computer games industry. You will look at the expectations between job roles in game development studios and specialist outsource companies as well as how people interact in the production of a computer game and its publication. You will examine issues surrounding working conditions and employment opportunities to develop knowledge of and critical thinking about your selected field/career path. This module’s activities encourage you to devise successful strategies and formats for self-promotion and will introduce a broad range of communication and presentation skills. LEARNING OUTCOMES On successful completion of this unit a learner will be able to:

LO Ref Learning Outcome 1 Explain current professional practice, roles and relationships between developers,

publishers and game testers in the computer games industry. 2 Critically review contractual relationships, financial factors and professional

responsibilities that are present conditions of the computer games industry. 3 Prepare and present self-promotional material in an appropriate format suitable

for an employment situation/context. INDICATIVE CONTENT

• Types of employers • Developer, publisher & game tester roles

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• Employment conditions in the game industry • Employment opportunities • Recruitment methods • Personal development and self-promotional material


• The module is delivered by lectures, practical classes and workshops.




ASSESSMENT INFORMATION This module has two tasks which satisfy all of the intended Learning Outcomes. You should use the standard APA referencing system where appropriate. You will be expected to critically review and analyse; job roles and the inter-relationship between the computer games industry, employment conditions, employment opportunities and recruitment within the games industry. In addition, students will also develop self-promotion material for prospective employment opportunities.

Task No.




Practical (PR)


Task Weighting

%

1 Critical review and analysis

CW 2000 words

50%

2 Self-promotional material

CW 2000 words equivalent

50%

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FEEDBACK TO STUDENTS Feedback will be provided in the following ways: Formative: via one-to-one tuition/progress review, peer evaluation through group crits and regular discussion of your progress throughout the duration of the project. Summative: Feedback will be provided via an end of module critique. This will be verbal and take the form of a presentation. Written assessment and feedback sheets will provided after the final submission. LEARNING RESOURCES FOR THIS MODULE A general reading list, including journals and current websites, will be available on the Moodle VLE. Key resources could include: Textbooks Adams, E. (2003) Break Into The Game Industry: How to Get A Job Making Video Games (Consumer): London and LA: McGraw-Hill/Osborne. Brathwaite, B & Schreiber, I. (2016) Breaking Into the Game Industry: Advice for a Successful

Career from Those Who Have Done It. Boston: Cengage Learning. Brown, J. (2016) How To Become A Game Designer 2017. Kings Hill Kent: How2become Ltd,

UK. Featherstone, M. (2014) Computer Games Designer (The Coolest Jobs on the Planet).

Chicago, Illinois: Raintree. Kennedy, S. (2017) How to Become a Video Game Artist: The Insider’s Guide to Landing a Job

in the Gaming World. New York: Watson-Guptill Publications. Mason, H. (2017) What Is Digital Entrepreneurship? New York: Crabtree Publishing.

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MODULES INCLUDING RESEARCH PROJECTS AND/OR TEACHING-RELATED RESEARCH PROJECTS


NO

NOTIONAL STUDY HOURS FOR THIS MODULE Module Study Hours by Type (see KIS definitions) Scheduled Learning and Teaching Activity No. of Hours KIS category Lecture 10 Scheduled L&T Seminar Scheduled L&T Tutorial Scheduled L&T Project Supervision with tutor 10 Scheduled L&T Demonstration Scheduled L&T Practical classes and workshops 20 Scheduled L&T



200

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MODULE DESCRIPTOR

TITLE Advanced Coding Practice MODULE CODE LEVEL 5 CREDITS 20 ECTS CREDITS VALUE FACULTY Sheffield Hallam University – ACES DEPARTMENT Sheffield Hallam University – Media Arts and Communications


MODULE AIM This module aims to build the essential skills and knowledge required when creating advanced coding for 3D games. You will work with more complicated maths and AI/NPC coding for perception, triggering and animation. You will work with coding that interacts with edited preset coding provided for you by the game engine. You will develop skills in debugging and breaking down complicated objectives into simpler code. You will learn to refactor, recognise better and more efficient coding and learn how to improve your own coding skills in the future. This will prepare you for the production pipeline for game development as a programmer. LEARNING OUTCOMES On successful completion of this unit students will be able to:

LO Ref Learning Outcome 1 Demonstrate knowledge of rules of best coding and how to apply them 2 Implement ways to improve coding such as refactoring, coding architecture and file

hierarchy 3 Demonstrate the ability to evaluate, reflect and learn better practices in coding

as the game develops INDICATIVE CONTENT

● Experience with VCS including editing, staging, committing, stashing, diff; ● Working with modular arithmetic and cycles; ● Learn what to inherit and what to override of the preset code and what to return; ● Becoming aware of the danger of inheritance in code and seeing solutions through the

architecture;

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● Converting preset coding to editable coding; ● Learn why composition is better in code than inheritance and how to implement it; ● Working with AI (NPC) Perception and Triggers in preset coding; ● Working with the character’s animation offsetting and blending in preset code with

different actions and principles of Forward Kinematics (FK) and Inverse Kinematics (IK); ● Understanding and learning the animation state machine with preset code in the game

engine; ● Learning to refactor in code and by renaming and moving the file hierarchy (locally and

with VCS) to make things clearer; ● Finding and mapping out code methods and variables by looking through preset code and

logging; ● Setting up actions of NPC in preset code dependant on if certain conditions are true or

false (Boolean variables); ● Find, copy and refactor code of interactive props (gun for example) form preset code to

spawned component; ● Learning to debug by setting a breakpoint to work out what goes wrong up to that point in

the coding. LEARNING, TEACHING AND ASSESSMENT STRATEGY Students will be supported in their learning the above outcomes in the following ways:

• The module is delivered by seminars and small group tutorials as well as individual tutorials.



ASSESSMENT INFORMATION This module has two tasks which satisfy all of the intended Learning Outcomes. The module is assessed in the form of a portfolio of programming project work and evaluative log with supporting material documenting project development. You should use the standard APA referencing system where appropriate.

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Task No.


Assessment Task Type


Practical (PR)


Task Weighting %


75%

2 Development Log CW 500 words 25% FEEDBACK TO STUDENTS Feedback will be provided in the following ways: Formative: via one-to-one tuition/progress review, peer evaluation through group crits and regular discussion of your progress through the duration of the project. Summative: Feedback will be provided via an end of module critique. This will be verbal and take the form of a presentation. Written assessment and feedback sheets will be provided after the final submission. LEARNING RESOURCES FOR THIS MODULE A general reading list, including journals and current websites, will be available on the Moodle VLE. Key resources could include Textbooks Dickheiser, M. (2006) C++ for Game Programmers. (2nd ed.) Boston: Charles River Media. McGrath, M. (2016) C++ Programming in Easy Steps. (5th ed.) Leamington Spa: In Easy Steps

Limited. McShaffry, M. (2012) Game Coding Complete. (4th ed.) Boston: Cenpage Learning PTR. Nystrom, R. (2014) Game Programming Patterns. Genever Benning. (ebook) PV, S. (2016) Unreal Engine 4 Game Development Essential. Birmingham: Packt Publishing

Ltd. Sewell, B. (2015) Blueprints Visual Scripting for Unreal Engine. Birmingham: Packt Publishing

Ltd.

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Sherif, W. and Whittle, S. (2016) Unreal Engine 4 Scripting with C++ Cookbook. Birmingham:

Packt Publishing Ltd. Journals Game Developer Magazine Visual Studio Magazine The Hacker News Magazine Code Magazine Game Informer MODULES INCLUDING RESEARCH PROJECTS AND/OR TEACHING-RELATED RESEARCH PROJECTS


NO

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NOTIONAL STUDY HOURS FOR THIS MODULE Module Study Hours by Type (see KIS definitions) Scheduled Learning and Teaching Activity No. of Hours KIS category Lecture 2 Scheduled L&T Seminar 8 Scheduled L&T Tutorial Scheduled L&T Project Supervision with tutor 10 Scheduled L&T Demonstration Scheduled L&T Practical classes and workshops 50 Scheduled L&T



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MODULE DESCRIPTOR

TITLE Self-Initiated Project MODULE CODE LEVEL 5 CREDITS 40 ECTS CREDITS VALUE 20 FACULTY Sheffield Hallam University – ACES DEPARTMENT Sheffield Hallam University – Media Arts and



MODULE AIM This module will allow you to build on existing skills and knowledge by embarking on a project that you design, implement and evaluate. You will undertake substantial research in order to produce a viable proposal. You have the opportunity to investigate an area of specialism that best demonstrates your ability and/or area of preference from prior study and experience. LEARNING OUTCOMES On successful completion of this unit a learner will be able to:

LO Ref Learning Outcome 1 Research and propose a self-initiated project into an area/s of games

development. 2 Demonstrate the ability to use creative technology to produce an intended

outcome for particular contexts and uses of computer games development. 4 Evaluate and reflect on the development of your project and self-management

and the need for further knowledge and skill acquisition. INDICATIVE CONTENT

• Production management • Project proposal, planning and research • Ideas generation methods • Digital and traditional media • Technological tools • Presentation techniques • Reflection and analysis

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• The module is delivered by seminars and small group tutorials as well as individual tutorials.

• Practical classes/Workshops/Studio time.




ASSESSMENT INFORMATION The module is assessed in the form of a proposed self-initiated project that investigates an area/s of games development. In addition, you will need produce an evaluative log documenting your project development. You should use the standard APA referencing system where appropriate.

Task No.




Practical (PR)


Task Weighting

%

1 Self-Initiated Project


80%

2 Reflective Evaluation

CW 1000

20%

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FEEDBACK TO STUDENTS Feedback will be provided in the following ways: Formative: via one-to-one tuition/progress review, peer evaluation through group crits and regular discussion of your progress throughout the duration of the project. Summative: Feedback will be provided via an end of module critique. This will be verbal and take the form of a presentation. Written assessment and feedback sheets will provided after the final submission. LEARNING RESOURCES FOR THIS MODULE A general reading list, including journals and current websites, will be available on the Moodle VLE. Key resources could include: Textbooks 3D Total (2016) Sketching from the Imagination. Worcester: Focal Press. Ahearn, L. (2016) 3D Game Textures: Create Professional Game Art Using Photoshop. (4th ed.) Abingdon: Focal Press. Ahearn, L. (2017) 3D Game Environments: Create Professional 3D Game Worlds. (2nd ed.)

Abingdon: Focal Press. Cookson, A. and Dowlingsoka, R. (2016) Unreal Engine 4 Game Development in 24 Hours.

London: Pearson Education. Rogers, S. (2014) Level Up! The Guide to Great Video Game Design. Oxford: John Wiley and

Sons. Sherif, W. and Whittle, S. (2016) Unreal Engine 4 Scripting with C++ Cookbook. Birmingham:

Packt Publishing. MODULES INCLUDING RESEARCH PROJECTS AND/OR TEACHING-RELATED RESEARCH PROJECTS


NO

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NOTIONAL STUDY HOURS FOR THIS MODULE Module Study Hours by Type (see KIS definitions) Scheduled Learning and Teaching Activity No. of Hours KIS category Lecture Scheduled L&T Seminar 10 Scheduled L&T Tutorial 10 Scheduled L&T Project Supervision with tutor Scheduled L&T Demonstration Scheduled L&T Practical classes and workshops 60 Scheduled L&T



400

DETAILED COURSE STRUCTURE TABLE, INCORPORATING … Documents/Course Handbooks/… · Games Studies...

Documents

Transcript of DETAILED COURSE STRUCTURE TABLE, INCORPORATING … Documents/Course Handbooks/… · Games Studies...