The Problem Based Learning (PBL) teaching and learning paradigm is employed in this module. The students are initially given an induction into this way of learning.
Subsequently, they are given a number of team problems to solve. Each student has the opportunity to play different roles within their team. The problems are tackled in a studio environment with supervision & guidance provided by the module tutors.
At the end of the problem resolution cycle, the students present their findings to the tutors and their peers. The final element of the module sees the students tackle an individual problem that incorporates all elements from the team problems, along with some new challenges.
Module Aim:
To equip the student with a solid understanding of digital art content pipeline creative process.
Learning Outcomes
On successful completion of this module the learner should be able to:
LO1
Configure digital art content pipeline
LO2
Analyse and evaluate digital artifact requirements
LO3
Work in teams to develop digital art for games and user interfaces
LO4
Carry out independent research to support team work
LO5
Self evaluate learning
Pre-requisite learning
Module Recommendations
This is prior learning (or a practical skill) that is recommended before enrolment in this module.
No recommendations listed
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module.
No incompatible modules listed
Co-requisite Modules
No Co-requisite modules listed
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed.
Game Programming
Module Content & Assessment
Indicative Content
Project management
Project planning & tracking. Coordinating work within a team. Agile development
Creative Practice
Concepts art and production ready artefact production
User Experience Optimisation
Optimising software and game UI to produce the optimal UX
Enhancing UX
Improve users and players tactile, emotional and aesthetic response to a software and game system through user testing, playtesting, iterative refinement and analysis of case studies
Learning & problem solving
Identify, brainstorm and resolve UX/UI and conveyance problems individually and as a team
Assessment Breakdown
%
Continuous Assessment
60.00%
Project
40.00%
Continuous Assessment
Assessment Type
Assessment Description
Outcome addressed
% of total
Assessment Date
Other
The students will be organised into teams for each problem and will each get an opportunity to play roles specified in the Problem Based Learning (PBL) model. The teams are given one to four weeks to work on a problem depending on the scale of the problem. All of these team problems will involve developing and assessing all five learning outcomes. Each problem will be assessed under product and process.
1,2,3,4,5
15.00
n/a
Other
The students will be organised into teams for each problem and will each get an opportunity to play roles specified in the Problem Based Learning (PBL) model. The teams are given one to four weeks to work on a problem depending on the scale of the problem. All of these team problems will involve developing and assessing all five learning outcomes. Each problem will be assessed under product and process.
1,2,3,4,5
15.00
n/a
Other
The students will be organised into teams for each problem and will each get an opportunity to play roles specified in the Problem Based Learning (PBL) model. The teams are given one to four weeks to work on a problem depending on the scale of the problem. All of these team problems will involve developing and assessing all five learning outcomes. Each problem will be assessed under product and process.
1,2,3,4,5
15.00
n/a
Other
The students will be organised into teams for each problem and will each get an opportunity to play roles specified in the Problem Based Learning (PBL) model. The teams are given one to four weeks to work on a problem depending on the scale of the problem. All of these team problems will involve developing and assessing all five learning outcomes. Each problem will be assessed under product and process.
1,2,3,4,5
15.00
n/a
Project
Assessment Type
Assessment Description
Outcome addressed
% of total
Assessment Date
Project
Individual Problem. The students will be given a common individual problem that will require of them to consolidate all their learning from the group problems and apply this to develop more complex simulations and modelling. The assessment protocol for this problem will involve the student producing their own individual plan to tackle the problem, presenting their work on resolving the problem at the end and providing the tutors with a reflective account on their learning experience while working on this problem.
1,2,4,5
40.00
n/a
No Practical
No End of Module Formal Examination
SETU Carlow Campus reserves the right to alter the nature and timings of assessment