PROGRAMME QUALITY HANDBOOK 2020-21 FdSc in Virtual …€¦ · platform from which you can undertake additional vocational and academic qualifications. This Programme Quality handbook

University of Plymouth Academic Partnerships Programme Quality Handbook UK Page 1 of 62

PROGRAMME QUALITY HANDBOOK

2020-21

FdSc in Virtual Reality and 3D Modelling


Contents

1. 44

2. 5

3. 145

University of Plymouth Academic Partnerships Programme Quality Handbook UK Page 3 of

62

The current situation with the COVID-19 pandemic means the College is having to constantly review how it operates with regards to its curriculum delivery. The health and wellbeing of staff, students and the general public is of the utmost importance to the College. While the College is planning for all students to be able to spend time at the Kings Road site, this will only happen in line with the most up-to-date guidance from the Government, Public Health England and the Health and Safety Executive. With this in mind, there will be some aspects of your course delivered using online methods and some in person. Our incredible teaching staff have adapted brilliantly to the virtual delivery of their courses and the majority of students have found it easy to adapt to this new way of working. This Programme Quality Handbook outlines the details of your course including delivery hours and assessment methods. The details within this handbook outline our ‘best case scenario’ plans, however, these will be subject to change in line with guidance. We assure you that in-light of the current situation, we have made all reasonable efforts to enable students to complete their studies, for achievement to be reliably assessed and for qualifications to be awarded securely. We will continue to provide a high quality learning experience utilising technology solutions as required to accommodate a blended learning approach. Currently all sessions have been planned to include sessions in classrooms and sessions online using Discord as our primary communication tool with learning resources and assignments being accessed via Google Classroom sessions. Where class sizes exceed ten students groups have been split into two, with for example group A being taught in the morning and group B in the afternoon. Online delivery will include both groups. Possible Programme Teaching and Learning changes being undertaken: In the event another COVID outbreak affects the college, we will continue to deliver content virtually. Practical elements of the course may be affected and alternative methods may need to be adopted instead of physical components. Possible Programme Assessment changes being undertaken: In the event another COVID outbreak affects the college, there will need to be practical/in-person elements of the programme assessment adapted to suit the COVID conditions, for example a presentation to the class may be amended to a video presentation or the presentation will take place online over Discord


1. Welcome and Introduction to FdSc in Virtual Reality and 3D Modelling

Welcome to the Foundation Degree in Virtual Reality and 3D Modelling a holistic approach to content creation and production that will guide you through the theory and application of design principles, whilst ensuring you have a higher understanding of the academic theory behind player motivation and psychology. In order to ensure you are “work ready” there is considerable focus on the development of practical skill sets in:

● VR / AR ● 3D Scanning and Photogrammetry

● 3D Printing ● Projection Mapping ● Surround sound and Ambisonics ● 360 Filming and Photography

The Foundation Degree in Virtual Reality and 3D Modelling culminates in the final year with a presentation and portfolio that includes multiple productions. As is becoming increasingly the case in the digital arts sector we are fully aware that without sufficient promotion your skill set may well go unnoticed and therefore the final module of this course of study is designed specifically with self- promotion in mind.

This programme has been designed to equip you with the skills and knowledge base required to work in your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake additional vocational and academic qualifications.

This Programme Quality handbook contains important information including:

● The approved programme specification ● Module records

Note: the information in this handbook should be read in conjunction with the current edition of the College / University Student handbook available at http://hemoodle.cityplym.ac.uk/course/view.php?id=3305 which contains student support based information on issues such as finance and studying at HE along with the University’s Student Handbook https://www.plymouth.ac.uk/your-university/governance/student-handbook and your Teaching, Learning and Assessment Handbook available on your programme virtual learning environment.

http://hemoodle.cityplym.ac.uk/course/view.php?id=3305


1. Programme Specification

This Programme Specification contains no information pertaining and / or referring to individual members of staff and therefore is appropriate to be employed as a public document.

PS1. Programme Details

Awarding Institution: University of Plymouth

Teaching Institution: City College Plymouth

Accrediting Body: University of Plymouth.

Language of Study: English

Mode of Study: Full Time / Part Time.

Final Award: Foundation Degree

Intermediate Award: N/A

Programme Title:

Virtual Reality and 3D Modelling

UCAS Code: l001

JACS Code: l001

Benchmarks: ● Characteristics Statement Foundation Degree (2015) ● Foundation Degree Qualification Benchmark (2010) ● Communication, media, film and cultural studies (2016) ● Computing (2016) ● Architectural technology (2014)

Date of Programme Approval: July 2019


PS2. Brief Description of the Programme

The following is a description of the programme that clarifies both its position within City College Plymouth and University of Plymouth’s respective portfolios and provides material that may be directly used for promotion of the programme. This Virtual Reality and Digital Media Foundation Degree will enable students to develop the creative, technical and employability skills essential for working in today’s rapidly growing digital arts industry. From the pre-production process of research, context and conceptualisation, to design process and final realisation of a fully working product. Students will embrace the multidisciplinary nature of working in the creative industries, through reflective individual practice and collaborative problem solving. Students will be made critically aware of their products in the context of the digital arts industry and its potential social and economic viability. Inspired by the International Game Developers Association Curriculum Framework the programme will work to emulate the development and production process applied in the games industry whilst promoting the academic rigour essential to contextualisation and critical reflection. Lecturers from specialist disciplines and those with industry relevant experience will contribute to the delivery of the programme using a variety of teaching methods and approaches to include; practical workshops, traditional lectures, student collaboration and promotion. Learning will be supported by summative and formative feedback as well as social media to provide support beyond the classroom and enable both student and industry networking. Work related learning will be implicit through student collaboration, subject networking and product promotion. The nature of the programme dictates that use of various immersive technologies will be a necessary form of assessment and therefore true to the industry, however, practical assessment will be combined with traditional modes of assessment such as essays and reports to ensure the combination supports rigorous academic standards.

PS3. Details of Accreditation by a Professional/Statutory Body (if

appropriate)

N/A

PS4. Exceptions to University of Plymouth Regulations

No exceptions to regulations.

PS5. Programme Aims

The Programme will deliver:

● Produce students with a historical, cultural and critical understanding of the digital arts industry and its social significance


● Equip learners with the knowledge of the underlying concepts, legal frameworks and principles associated with the digital arts industries

● enable learners to improve the ability to present, evaluate and interpret

quantitative and qualitative data, in order to develop lines of argument in accordance with basic theories and concepts of the digital arts industry

● Develop in students the ability to identify areas of growth and significance for

creative development

● Equip graduates with the knowledge of industry working practices in order to provide students with practical relevant skills that, with peer collaboration, will enable the design, development and production of viable working products

● Provide the tools to enable learners to become independent learners in both technical and theoretical subjects and to pursue higher level knowledge for both academic critical understanding and the vocational requirements of the industry

● Provide a framework to develop the learners digital arts skills in order to raise the

students profile as potential employees in the digital arts industry

● Promote academic relevant skills and allow for progression to an honour’s degree programme

● Imbue a flexible attitude to problem solving and promote experimentation with multiple platforms

PS6. Programme Intended Learning Outcomes (ILO)

On successful completion graduates should have developed:

8.1. Knowledge and understanding

On successful completion graduates should have developed:

1) A broad understanding of the historical and contextual production processes of the

digital arts industries, and the ongoing debates and reformulations within that

sector

2) An awareness of the principles, ethical responsibilities, inclusive design and

legislative frameworks for the development of VR theories and professional

practices

3) A detailed knowledge and critical understanding of well-established theories,

concepts and terminologies of the digital arts sector

4) An awareness of the principles and frameworks of digital media across a range of

disciplines, and recognize where the knowledge base is most/least secure

5) An understanding of the changing technology in media production, content

manipulation, distribution, access and participation.


8.2. Cognitive and intellectual skills On successful completion graduates should have developed:

1) An ability to Identify correctly a well-defined focus for enquiry

2) The ability to judge the reliability of data from a variety of sources using well defined

techniques and/or criteria

3) The ability to operate in situations of varying complexity and predictability of current

immersive technological platforms

4) The ability to analyse the extent to which a computer-based system meets the

criteria defined for its current use and future development.

8.3. Key and transferable skills On successful completion graduates should have developed the ability to:

1) Demonstrate effective written, oral communication and presentation skills and be

able to use these in a range of contexts to specialist and non-specialist audiences

2) Deploy problem solving skills, in relation to project requirements and constraints

3) Demonstrate an awareness of areas within the digital media industries for future

development

4) Specify, design and construct reliable, secure and usable computer-based

systems.

5) Demonstrate an awareness of current topics and practices which inform the

discipline of architectural technology including new and emerging technologies

6) Demonstrate effective teamwork-focused skills

8.4. Employment related skills On successful completion graduates should have developed:

1) Proficiency in a variety of digital media platforms and technologies

2) Demonstrate effective collaborative skills

3) An ability to adhere to professional working practices and standards

4) The ability to assess own capabilities using justifiable criteria set by self and others

5) Adaptability and creativity in producing output for a variety of audiences and in a

variety of multi-platform media

6) Demonstrate effective client-focused skills for proposing and completing projects

8.5. Practical skills On successful completion graduates should the ability to:

1) Analytically plan, present, produce and test software applications to a professional

standard

2) Demonstrate the ability to interpret, convert and use data from a broad range of

sectors


3) Demonstrate professional capability to create, edit and produce assets for a range

of media platforms

4) Demonstrate a specialist practical skill set within the digital arts industry

5) Experiment as appropriate with forms, conventions, languages, techniques and

practices

6) Identify risks and safety regulations that may be involved in the deployment of

computing systems within a given context.

PS7. Distinctive Features

● VR / AR ● 3D Scanning and Photogrammetry ● 3D Printing

● Projection Mapping ● Surround sound and Ambisonics ● 360 Filming and Photography

PS8. Student Numbers

The following provides information that should act as a guide to assure the quality of the student experience, progression opportunities, and staff and resource planning: Approximate minimum student numbers per stage = 5 Target student numbers per stage = 8 Approximate maximum student numbers per stage = 20

PS9. Progression Route(s)

Students who successfully pass the Foundation Degree may progress to one the following: BA (Hons) Game Arts and Design or BA (Hons) and BSc Digital Media Design. UoP: BA (Hons) Digital Media Design (Year 3) Level 6. UoP: BA (Hons) VR Design (Year 3) Level 6. CCP: BSc Interactive Digital Immersion (Year 3) Level 6


PS10. Admissions Criteria

Qualification(s) Required for Entry to this Programme:

Details:

Level 2:

- Key Skills requirement / Higher Level Diploma:

Functional skills level 2 Maths/ English where no GCSEs grade C or above along with an evident interest in games design and production (subject to success at interview where required).

and/or

- GCSEs required at Grade C or above:

5 GCSE’s with Maths and English at grade C or equivalent qualification.

Level 3: at least one of the following:

- A Levels required to meet AS/A2/UCAS Points Tariff:

48 UCAS points

- Advanced Level Diploma: In relevant subject area e.g. IT or Multimedia.

- BTEC National Certificate/Diploma:

Pass in relevant subject at the equivalent of 48 UCAS points, to include Extended Diplomas Pass in relevant subject at the equivalent of 48 UCAS points, to include Extended Diplomas. A evident interest in games design and production is essential along with a mature attitude to study requirements (subject to success at interview where required)

- HNC/D:

Pass, to include related subject areas (IT Multi-Media Games) an evident interest in games design and production is essential (subject to success at interview where required)

- VDA: AGNVQ, AVCE, AVS: N/A

- Access to HE or Year 0 provision: Pass, to include related subject (IT, Multi-Media, Games)

- International Baccalaureate: 26 points

- Irish / Scottish Highers / Advanced Highers:

48 UCAS points

Work Experience: Any related work experience will be beneficial and considered towards entrance


Other non-standard awards or experiences:

Considered on individual merit.

APEL / APCL possibilities:

All accreditation of certificated learning and accreditation of prior experiential learning arrangements will be dealt with on an individual basis in line with City College Plymouth and University of Plymouth regulations.

Interview / Portfolio requirements: Interviews may be required by the admissions tutor.

Independent Safeguarding Agency (ISA) / Criminal Record Bureau (CRB) clearance required:

No

PS11. Academic Standards and Quality Enhancement

The programme will follow University of Plymouth's Current annual monitoring process for partnership programmes to complete evaluation of and planning for maintaining and improving quality and standards. Elements of this process include engaging with stakeholders. For this definitive document it is important to define: Subject External Examiner(s): modules parented by this programme will be covered by this programme’s external examiner. Additional stakeholders specific to this programme: Students, Graduates, University of Plymouth, Employers.


Programme Structure for the Foundation Degree in Games Design and Production (Full Time)

2020/21

Year 1 full time - Level 4 = 120 Credits

Semester 1

Module Code

Module Title No. of Credits Core / Optional

CITY1124 VR Principles 20 Core

CITY1125 User Experience 20 Core

CITY1126 2D and 3D Art 20 Core

Semester 2

CITY1127 Sound and Animation 20 Core

CITY1128 VR Development 20 Core

CITY1129 3D Scanning and Printing 20 Core

Year 2 full time - Level 5 = 120 Credits

Semester 1

Module Code

Module Title No. of Credits Core / Optional

CITY2136 Spatial Audio and Character Animation

20 Core

CITY2137 Architectural Visualisation 20 Core

CITY2138 360 Video 20 Core

Semester 2

CITY2139 VR Applications 20 Core

CITY2140 Digital Media Production 20 Core

CITY2141 Live Events 20 Core


PS12. Exposition and Mapping of Learning Outcomes, Teaching &Learning and

Assessment

Developing graduate attributes and skills, at any level of HE, is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and the where and how these are operationalized. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme. Ordered by graduate attributes and skills, the following table provides a map of the above plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important:

Core Modules

C

ompensation

Y/N

Assessment Element(s) & weightings [use KIS definition] C1- coursework

A1 – generic assessment P1 - practical

8.1 Knowledge & understanding

8.2

Cognitive & intellectual skills

8.3 Key & transferable skills

8.4 Employment related skills

8.5

Practical skills

1 2 3 4 5 1 2 3 4 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

Level 4 LOs

Level 4

CITY1124

VR Principles x x x x x x x x x Y C1 50%

P1 50%

CITY1125

User Experience x x x x x x x x Y C1 50%

P1 50%

CITY1126

2D and 3D Art x x x x x x x x Y C1 30%

P1 70%

CITY1127

Sound and Animation

x x x x x x x Y C1 30% P1 70%

CITY1128

VR Development

x x x x x x x x Y C1 100%

CITY1129

3D Scanning & Printing

x x x x x x x x x x Y C1 100%

Level 5 LOs

Level 5

CITY2136 -

Spatial Audio and Character Animation

x x x x x x x x x Y C1 50% P1 50%

CITY2137

Architectural Visualisation

x x x x x x x x x Y C1 30% P1 70%

CITY2138

360 Video

x x x x x.

x x x x x Y C1 50% P1 50%

CITY2139

VR Applications

x x x x x x x x x x Y C1 60% P1 40%

CITY2140

Digital Media Production

x x x x x x x x x Y C1 100%

CITY2141

Live events

x x x x x x x x x Y C1 30%

P1 70%

Confirmed Award LOs 3 5 3 4 2 4 3 4 4 5 3 3 4 3 4 4 4 3 5

3 8 4 3 4 5 4 5


PS13. Work Based/Related Learning

WBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, there should be an employability focus for all HE programmes, through at least Work-Related Learning. Therefore, the following section is applicable to all programmes:

FHEQ L4

WBL/WRL Activity:

Logistics Programme Aim

Programme Intended Learning outcome

Range of Assessments Related Core Modules

Practical Skills Practical skills are fundamental to the programme and students will be taught in labs for almost all of their sessions.

7.2, 7.5, 7.6, 7.8, 7.9

8.4.1, 8.4.2, 8.4.3, 8.4.5, 8.4.6 8.5.1, 8.5.2, 8.5.3, 8.5.4, 8.5.6

Implementation of software and hardware solutions. Creation or materials to present findings, including screencasts and practical demonstrations

All modules with a coursework element, but particularly those with a practical element.

Problem Based Learning/Project Management

A number of coursework assignments include development of hardware or software systems. These will require adequate planning and management of time and resources.

7.2, 7.5, 7.9 8.3.1, 8.3.2, 8.3.3, 8.3.4, 8.4.1, 8.4.5, 8.5.2, 8.5.3, 8.5.4, 8.5.5

Development of software, and hardware solutions

All modules with coursework elements.

Site Visits Visiting IT organisations within the region to see facilities and meet employees.

7.5, 7.7 8.3.6 8.4.6

This is not formally assessed as part of the programme.

Visits are more likely to relate to software and hardware units.

Presentations A number of units have a practical assignment that either includes a presentation or demonstration of practical work.

7.5, 7.6, 7.9 8.3.1, 8.3.4, 8.3.6 Individual and group presentations, screencasts, demonstrations of hardware and software

All modules with a coursework element, but particularly those with a practical element.

Industry Events and Guest Speakers

A number of industry events are held in the region throughout the year that staff and students attend. We also arrange a number of external speakers from industry to come and speak to our students

7.5, 7.7 8.4.6 This is not formally assessed as part of the programme.

Visits are more likely to relate to software and hardware units. Speakers can be invited to cover any topic both academic and industry based, and will be determined by availability.


Module Records

UNIVERSITY OF PLYMOUTH MODULE RECORD

SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty/AP Quality Procedures for approval and issue of new module code.

MODULE CODE: CITY1124 MODULE TITLE: VR Principles CREDITS: 20 FHEQ LEVEL: 4 HECoS CODE: 100358 - Applied

Computing PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters) This module provides an understanding of the historical, cultural and critical components of the digital media industry in terms of hardware and software platforms, user engagement and social significance. Students will research and identify audience receptions to significant VR developments that have standardised immersive environment conventions, the ethical and inclusive responsibilities as well as the relevant

legislative frameworks involved. Students will apply these standards and frameworks to their own production and assess the effectiveness in line with industry frameworks. ELEMENTS OF ASSESSMENT [Use HESA KIS definitions] – see Definitions of Elements and Components of Assessment E1 (Examination) N/A C1 (Coursework) 50% P1 (Practical) 50%

E2 (Clinical Examination) N/A A1 (Generic assessment) N/A

T1 (Test) N/A

SUBJECT ASSESSMENT PANEL to which module should be linked: Professional body minimum pass mark requirement: N/A MODULE AIMS: The module will cover:

1. An introduction to the historical, cultural and critical characteristics of virtual reality and it social

significance.

2. An investigation into the key elements of immersive environments including locomotion and interaction.

3. Drawing on critical analysis and research to plan and design an immersive environment VR application.

4. Assessing the validity of own application of locomotion and interaction techniques.

5. Application of legislative frameworks within current immersive environments.

https://www.plymouth.ac.uk/uploads/production/document/path/1/1956/Definitions_of_Elements_and_Components_of_Assessment.pdf



ASSESSED LEARNING OUTCOMES: (additional guidance below; please refer to the Programme Specification for relevant award/ programme Learning Outcomes. At the end of the module the learner will be expected to be able to:

Assessed Module Learning Outcomes Award/ Programme Learning Outcomes contributed to

LO1 Describe and assess the evolution of virtual reality and its contemporary platforms

8.1.1, 8.3.1

LO2 Identify the physiological and psychological effects of virtual reality

8.1.2, 8.3.3

LO3 Produce and test a VR application and design document with risk assessment

8.4.6, 8.5.1, 8.5.6

LO4 Reflect and assess the validity of own implementation of locomotion and interaction in VR

8.2.4, 8.4.4

DATE OF APPROVAL: 16/07/2019 FACULTY/OFFICE: Academic Partnerships DATE OF IMPLEMENTATION: September 2020 SCHOOL/PARTNER: City College Plymouth DATE(S) OF APPROVED CHANGE: XX/XX/XXXX SEMESTER: Semester 1 Notes:

Additional Guidance for Learning Outcomes:

To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards

● Framework for Higher Education Qualifications http://www.qaa.ac.uk/publications/information-and-guidance/publication/?PubID=2718#.VW2INtJVikp

● Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx

● Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)

● QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx

http://www.qaa.ac.uk/publications/information-and-guidance/publication/?PubID=2718#.VW2INtJVikp


http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx


http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx



SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT

Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2019/20 NATIONAL COST CENTRE: Summary of Module Content To include the topics of: Digital Arts Industry and working to a client's brief. Virtual Reality Platforms. Projection Mapping. Dome projection, immersion, vertigo, locomotion, interactions, play mechanics, environment, spatial perception, audience preferences, ethics and inclusive practice, relevant legislative frameworks, diagnostics, testing, optimisation, merging code. Developing VR applications. Evaluating work within conventions. Health and safety. Risk assessment. Interdisciplinary practice; medical, architectural, engineering, product design, teaching and training, games

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]

Scheduled Activities Hours Comments/Additional Information (briefly explain activities, including formative assessment opportunities)

Lecture 30 Combined lecture/lab sessions

Practical Guided Workshops 60 Combined lecture/lab sessions: multiple VR AR platforms

Independent Study 110 Google classroom is the starting point for guidance in directed study with direction from module leader.

Total 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, etc.)

SUMMATIVE ASSESSMENT Element Category

Component Name Component Weighting

Coursework

C1 Report on aspects, theories and regulations of VR (L01, L02) 100%

Practical Demonstration of implementation and testing of VR application (LO3, LO4)

100%


REFERRAL ASSESSMENT

Element Category


Coursework

C1 Report on aspects, theories and regulations of VR (New/Different) (L01, L02)

100%

Practical Demonstration of implementation and testing of VR application (New/Different) (LO3, LO4)

100%

To be completed when presented for Minor Change approval and/or annually updated

Updated by: Date: XX/XX/XXXX

Approved by: Date: XX/XX/XXXX

Recommended Texts and Sources Calleja, G. (2011). In-game. Cambridge, Mass: MIT Press. Linowes, J. (2018). Unity virtual reality projects. 2nd ed. PACKT Publishing. Bucher, J. (2017). Storytelling for virtual reality. 1st ed. Routledge. Harris, B. (2019). The History of the Future. Dey Street Books. Lanier, J. (2018). Dawn of the new everything. New York, N.Y.: Picador/Henry Holt and Company. Jerald, J. (2016). The VR book. [San Rafael]: Morgan & Claypool. Murray, J. (2017). Building virtual reality with Unity and SteamVR. Switzer, L. (2019). Virtual Reality Locomotion Systems in a Hands-Only World. [online] AR/VR Journey: Augmented & Virtual Reality Magazine. Available at: https://arvrjourney.com/virtual-reality-locomotion-systems-in-a-hands-only-world-91fe66710548 [Accessed 24 May 2019]. Boletsis, C. (2017). The New Era of Virtual Reality Locomotion: A Systematic Literature Review of Techniques and a Proposed Typology. Multimodal Technologies and Interaction, 1(4), p.24.




MODULE CODE: CITY1125 MODULE TITLE: User Experience CREDITS: 20 FHEQ LEVEL: 4 HECoS CODE: 100736 - Human-

Computer Interaction PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters) This unit will develop a student’s understanding of user interfacing and how it can be successfully implemented in their own productions. With a focus on the ethical and inclusive responsibilities, relevant

legislative frameworks, graphical interfaces, students will also look at usability and feedback and learn how to assess and evaluate their own designs and implementations. ELEMENTS OF ASSESSMENT [Use HESA KIS definitions] – see Definitions of Elements and Components of Assessment E1 (Examination) N/A C1 (Coursework) 50% P1 (Practical) 50%


T1 (Test) N/A

SUBJECT ASSESSMENT PANEL to which module should be linked: Professional body minimum pass mark requirement: N/A MODULE AIMS:

1. To assess design principles for implementing successful user journey. 2. To select methods for creating an intuitive user journey in a 3D level. 3. To adhere to professional, ethical and inclusive standards of planning for implementation

4. To implement and evaluate the methods used to create an intuitive user journey in a 3D

environment.



LO1 Plan and Propose methods for creating and implementing a successful user journey

8.1.1, 8.2.1, 8.3.1, 8.4.6

LO2 Implement methods for creating an intuitive user journey in a 3D level

8.3.4, 8.5.5




LO3 Assess the methods used to create an intuitive user journey in a 3D level

8.1.2, 8.4.4










ACADEMIC YEAR: 2019/20 NATIONAL COST CENTRE: Summary of Module Content Discoverability, Affordances, Signifiers, Mapping, Constraints, Feedback, Conceptual Models (cognition), Levels of Processing, Memory, Spatial Awareness, Episodic memory, Level design, Plot (Plot devices in level design) ethical and inclusive responsibilities, working to a client’s brief.




Practical Guided Workshops 60 Combined lecture/lab sessions Support for VR equipment and 3D software










SUMMATIVE ASSESSMENT

Element Category


Coursework C1 Report (Planning and proposal) (LO1) 100%

Practical P1 Presentation demonstrating implementation of methods and addressing effectiveness of decisions made. (LO2, LO3)

100%

REFERRAL ASSESSMENT

Element Category Component Name Component Weighting

Coursework

C1: Report (Planning and proposal) (New/Different) (LO1) 100%

Practical

P1: Presentation demonstrating implementation of methods and addressing effectiveness of decisions made. (New/Different)

(LO2, LO3)

100%




Recommended Texts and Sources Calleja, G. (2011). In-game. Cambridge, Mass: MIT Press.

Bucher, J. (2017). Storytelling for virtual reality. 1st ed. Routledge. Shneiderman, B. (2004) Designing the User Interface. Pearson Dix, A et al (2003) Human Computer Interaction, Prentice Hall Moggridge, B. et al (2006) Designing Interactions, MIT Press Norman, D. (1998) The Design of Everyday Things, MIT Press Saffer, D. (2009) Designing for interaction, New Riders


Adams, E. Fundamentals of Game Design, New Riders



MODULE CODE: CITY1126 MODULE TITLE: 2D and 3D Art CREDITS: 20 FHEQ LEVEL: 4 HECoS CODE: 101019 -

Computer Games Graphics PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters) This module aims to provide the fundamental aspects of 3D design and develop the student's ability to understand the importance of artistic representation in virtual environments. Students will learn how to convey their VR environment through digitally drawn concept art, how to use graphics packages to create 2D assets and how to use 3D modelling techniques to create both low and high poly components. ELEMENTS OF ASSESSMENT [Use HESA KIS definitions] – see Definitions of Elements and Components of Assessment E1 (Examination) N/A C1 (Coursework) 30% P1 (Practical) 70%


T1 (Test) N/A


1. Analyse the production process and tools used in the digital arts industries. 2. To use 3D modelling software and apply techniques of modelling, topology, unwrapping and

texturing in order to create low poly models. 3. Develop technical skills required to produce digital assets, landscapes and architecture. 4. Arrange and design an immersive environment.






L01 Assess methods and platforms for creating 2d and 3d assets

8.1.3, 8.3.5

L02 Produce concept art that clearly conveys proposed graphics

8.5.5

L03 Produce 2D, 3D assets for online portfolio 8.4.1, 8.4.3, 8.5.3

L04 Produce assets for a collaborative group project

8.3.1, 8.3.6

















ACADEMIC YEAR: 2019/20 NATIONAL COST CENTRE: Summary of Module Content: Team work, collaboration, referencing, scale, axis, data formats, naming Conventions, rendering engines, free hand concept art, visual design, art styles, 2D graphics, photography, 3D modelling, 3D sculpting, materials, texturing, UVW mapping, UVW unwrapping, mesh optimising, retopology, 3d printing, particle effects, 3d lighting, CPU and GPU rendering.




Practical Guided Workshops 60 Combined lecture/lab sessions Support for 3D software and VR equipment




Element Category


Coursework

C1: Report covering tools, methods and platforms for developing 2D and 3D assets. (L01)

100%

Practical P1: Demonstration of development and implementation of 3d environment (L02, L03, L04)

100%

REFERRAL ASSESSMENT


Element Category


Coursework C1: Report covering tools, methods and platforms for developing 2D and 3D assets (New/Different) (L01)

100%

Practical

P:1 Demonstration of development and implementation of 3d environment (New/Different) (New/Different) (L02, L03, L04)

100%




Recommended Texts and Sources Calleja, G. (2011). In-game. Cambridge, Mass: MIT Press. Linowes, J. (2018). Unity virtual reality projects. Murdock, K. (2017). 3ds Max 2018 complete reference guide. Mission: SDC Publication. Smith, M. (2018). Unity 2018 cookbook. 3rd ed. Birmingham, UK: Packt Publishing. Jerald, J. (2016). The VR book. [San Rafael]: Morgan & Claypool.

3dtotal. (2019). 3dtotal · Learn | Create | Share. [online] Available at: https://3dtotal.com/ [Accessed 25 May 2019]. Cgarena.com. (2019). Animation Tutorials, Animation Jobs, News, CG Store, CG Portfolio for Digital Artists. [online] Available at: http://www.cgarena.com/ [Accessed 25 May 2019]. De Paolis, L. and Bourdot, P. (2018). Augmented reality, virtual reality, and computer graphics. Cham: Springer.




MODULE CODE: CITY1127 MODULE TITLE: Sound and Animation CREDITS: 20 FHEQ LEVEL: 4 HECoS CODE: 100363 -

Computer Animation and Visual Effects

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters) This module aims to develop the student's ability to understand the process and tools used to create animations with sound. Working in groups students will learn how to convey their productions through recording, mixing, editing sounds and creating animations with simulation and animation software to create fully composited video productions. ELEMENTS OF ASSESSMENT [Use HESA KIS definitions] – see Definitions of Elements and Components of Assessment E1 (Examination) N/A C1 (Coursework) 30% P1 (Practical) 70%


T1 (Test) N/A


1. Understand and describe the methods, process and tools used in video production. 2. To use audio software and hardware to apply techniques of sound recording and compositing in

order to support video production. 3. Develop technical skills required to produce animations, simulations and video. 4. Collaborate and produce composited video and evaluate current platforms and limits.






L01 Identify, propose and report on the platforms methods and formats used to create and display immersive video

8.1.5, 8.2.3

L02 Produce video, rendered animation and simulated sequences

8.3.2, 8.5.5

L03 Produce audio recordings for environmental effects

8.3.2, 8.5.5

L04 Create and present a composited, graded and optimised video production with an evaluation

8.3.6, 8.4.2, 8.4.4

















ACADEMIC YEAR: 2019/20 NATIONAL COST CENTRE: Summary of Module Content: Understand the conceptual and technical process of real time, procedural and video production; recording, lighting, exposure, ISO, shutter speed, camera shots, cinematography, cleaning sounds, mono, stereo, binaural, levels, editing, resolution, frame rates, dome projection, key framing, simulation, compositing, grading, scale, formats, compression, working in teams.




Practical Guided Workshops 60 Combined lecture/lab sessions Support for: Audio, VR and projection equipment




Element Category


Coursework C1: Report covering the platforms, methods and formats used to create and display immersive video (L01)

100%

Practical P1: Individually present an Immersive video production (L02, L03, L04)

100%


REFERRAL ASSESSMENT

Element Category


Coursework C1: Report covering the platforms, methods and formats used to create and display immersive video (New/Different) (L01)

100%

Practical P1: Individually produce an Immersive video production (New/Different) (L02, L03, L04)

100%




Recommended Texts and Sources Stump, D. (2014). Digital cinematography. Routledge. Parent, R. (2012). Computer animation. Amsterdam: Elsevier, Morgan Kaufmann. Computer Graphics Daily News. (2019). Computer Graphics Daily News. [online] Available at: https://www.cgrecord.net/ [Accessed 25 May 2019]. 3dtotal. (2019). 3dtotal · Learn | Create | Share. [online] Available at: https://3dtotal.com/ [Accessed 25 May 2019].




MODULE CODE: CITY1128 MODULE TITLE: VR Development CREDITS: 20 FHEQ LEVEL: 4 HECoS CODE: 101020 -

Computer Games Programming

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters) This module aims to develop the students understanding of the general principles, legislation and concepts of programming for VR and will allow learners to apply 3D programming methods used in VR applications. They will build on their current understanding of VR conventions to design, produce, test and evaluate their own VR projects, with an emphasis on innovative locomotion and interaction, and with consideration towards inclusive design and ethical responsibilities of developing VR applications. ELEMENTS OF ASSESSMENT [Use HESA KIS definitions] – see Definitions of Elements and Components of Assessment E1 (Examination) N/A C1 (Coursework) 100% P1 (Practical) N/A


T1 (Test) N/A


1. An understanding of the conventions of developing applications within 3D game engines,

including inclusive design and ethical responsibilities.

2. Employ and adapt example programs to further develop their understanding of the underlying frameworks encountered in VR Principals.

3. Undertake appropriate testing methods to achieve optimal application performance. ASSESSED LEARNING OUTCOMES: (additional guidance below; please refer to the Programme Specification for relevant award/ programme Learning Outcomes. At the end of the module the learner will be expected to be able to:


LO1 Research and design a VR application 8.1.2, 8.2.1, 8.3.3




LO2 Implement own and curated scripts to develop a VR application

8.2.3, 8.3.4, 8.5.6

LO3 Test and evaluate innovative VR locomotion and interaction techniques in own work

8.4.6, 8.5.1

















ACADEMIC YEAR: 2019/20 NATIONAL COST CENTRE: Summary of Module Content: Working to a client’s brief, developing solutions from existing methods of locomotion and interaction, furthering understanding of developing for VR, evaluate work within conventions, explore testing methods including alpha, beta and user-testing, diagnostics, merging code and optimisations, ethical implications, inclusive responsibilities and legislative frameworks.




Practical Guided Workshops 60 Combined lecture/lab sessions Support for: VR AR Equipment.




Element Category


Coursework C1 Report Proposal of a VR application (L01) C2 Develop and test a VR application with evaluation (L02, L03)

30% 70% Total = 100%

REFERRAL ASSESSMENT


Element Category


Coursework C1 Report proposal of a VR application (New/Different) (L01) C2 Develop and test a VR application with evaluation (New/Different) (L02, L03)

30% 70% Total =100%




Recommended Texts and Sources Murray, J. (2017). Building virtual reality with Unity and SteamVR. Calleja, G. (2011). In-game. Cambridge, Mass: MIT Press.




MODULE CODE: CITY1129 MODULE TITLE: 3D Scanning and Printing CREDITS: 20 FHEQ LEVEL: 4 HECoS CODE: 100358 -

Applied Computing PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters) This unit introduces 3d scanning and printing as a method of creating content from scanning real world objects and spaces, this will give the students an opportunity to examine and contrast the number of popular scanning and printing practices. Students will focus on 3D laser scanning, structured light scanning and photogrammetry. This unit will identify the requirements for creating 3d objects, spaces, architecture and features. ELEMENTS OF ASSESSMENT [Use HESA KIS definitions] – see Definitions of Elements and Components of Assessment E1 (Examination) N/A C1 (Coursework) 100% P1 (Practical) N/A


T1 (Test) N/A


1. Describe and evaluate 3d scanning technologies and applications.

2. To thoroughly understand the current, platforms and limits of 3d scanning.

3. Identify the various, requirements and methods used to scan objects and environments.

4. Create a library of scanned assets by providing the opportunity to develop their skills to use current

3D scanning software and hardware platforms.



LO1 Demonstrate an understanding of the history and underlying concepts of 3D scanning and photogrammetry

8.1.3, 8.2.4




L02 Appraise different scanning and printing platforms, functions and methods

8.2.2, 8.3.5, 8.3.6

L03 Propose and plan an asset library 8.4.3, 8.5.6

L04 Produce an asset library of scanned objects suitable for 3d printing

8.4.1, 8.4.5, 8.5.4

















ACADEMIC YEAR: 2019/20 NATIONAL COST CENTRE: Summary of Module Content: Group work, History and platforms of 3d scanning platforms. Laser scanning, structured light, Lidar, X-ray, CRT, Bathymetry. Photogrammetry. Surveying, GIS, engineering, architectural, medical, Features and functions: Scale, Calibration. Photography. Image processing. Point Clouds. Rendering. Asset library. Model optimisation. Retopology. 3d Printing. Data formats.




Practical Guided Workshops 60 Combined lecture/lab sessions Support for: 3D scanners and printers.




Element Category


Coursework C1 Essay- +/- % 1500 words (L01, L02) C1 Portfolio of scanned 3D assets (L03, L04)

40% 60% Total = 100%


REFERRAL ASSESSMENT

Element Category


Coursework C1 Essay- +/- % 1500 words (New/Different) (L01, L02) C1 Portfolio of scanned 3D assets (New/Different) (L03, L04)

40% 60% Total = 100%




Recommended Texts and Sources Wujec, T. (2017). The future of making. Melcher Media.

Luhmann, T. (2014). Close-range photogrammetry and 3D imaging. Berlin: De Gruyter.

Edl, M., Mizerák, M. and Trojan, J. (2018). 3D LASER SCANNERS: HISTORY AND APPLICATIONS. Acta Simulatio, 4(4).

Lipson, H. and Kurman, M. (2013). Fabricated. Indianapolis, Ind.: J. Wiley & Sons.

Aranda, S. and Feeney, D. (2019). 3D printing failures.


LEVEL 5 (2021)




MODULE CODE: CITY2136 MODULE TITLE: Spatial Audio and Character Animation CREDITS: 20 FHEQ LEVEL: 5 HECoS CODE: 100222 - Audio

Technology PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters) This module aims to develop a critical understanding of the role of surround sound and character animation in the digital art sector. Students will learn techniques for creating immersive 360 sounds for their production. Students will learn the principles of motion capture, animation and rigging of 3D objects for inclusion in recorded and real time environments. ELEMENTS OF ASSESSMENT [Use HESA KIS definitions] – see Definitions of Elements and Components of Assessment E1 (Examination) N/A C1 (Coursework) 50% P1 (Practical) 50%


T1 (Test) N/A


1. To assess the immersive and psychological impact of sounds in immersive environments. 2. To understand the rules of movement and physics and their application in animation. 3. To develop technical skills in the use of surround sounds for immersive environments. 4. Use 3D software to develop character rigging and animating skills. 5. Interdisciplinary practice with media, music, dance and live performance students.



LO1 Understand the use of immersive sounds and methods of creation

8.1.3, 8.3.1




LO2 Understand the systems of movements for animated character animation

8.2.1, 8.4.6

LO3 Create sounds for an immersive environment

8.2.2, 8.3.2, 8.4.1

LO4 Create and analyse key framed and recorded animations

8.5.3, 8.5.4

















ACADEMIC YEAR: 2019/20 NATIONAL COST CENTRE: Summary of Module Content: Working to a client’s brief. Psychology of surround sound. Foley sounds. Sounds for feedback and interfacing, sounds for immersion: ambisonics, atmosphere and story, character animation techniques and principles, scale, anatomy, rigging and weight painting, key framing, procedural and simulated animations, mocap, real time data sets.




Practical Guided Workshops 60 Combined lecture/lab sessions Support for: 360 surround sound equipment.




Element Category


Practical

P1: Demonstration of practical work (L01, L02) 100%

Coursework

C1: Portfolio of character animations with surround sounds (L03, L04) 100%


REFERRAL ASSESSMENT

Element Category


Practical P1: Demonstration of practical work (New/Different) (L01, L02) 100%

Coursework

C1: Portfolio of character animations with surround sounds (New/Different) (L03, L04)

100%




Recommended Texts and Sources Papapetros, S. (2012). On the animation of the inorganic. Chicago, Ill.: University of Chicago Press. Wells, P. (1998). Understanding animation. London: Routledge. Murray, J. (2017). Building virtual reality with Unity and SteamVR.

Schutze, S. and Irwin-Schutze, A. (2018). New realities in audio. CRC Press. Rumsey, F. (2001). Spatial audio. Focal Press. Roginska, A. (2017). Immersive Sound. Oxford: Taylor and Francis.




MODULE CODE: CITY2137 MODULE TITLE: Architectural Visualisation CREDITS: 20 FHEQ LEVEL: 5 HECoS CODE: 100358 - Applied


SHORT MODULE DESCRIPTOR: (max 425 characters) This module aims to develop an understanding of the requirements of architectural visualisation, the processes and standards of applied data formats. It will provide an overview of the various data types industries use, with a focus on the architectural industry and the conventions involved. This unit will demonstrate the breadth of their technical acumen and provide opportunities to adapt their skills towards varying disciplines. ELEMENTS OF ASSESSMENT [Use HESA KIS definitions] – see Definitions of Elements and Components of Assessment E1 (Examination) N/A C1 (Coursework) 30% P1 (Practical) 70%


T1 (Test) N/A


1. Investigate methods and formats for developing architectural visualisations 2. Develop professional communication and presentation skills 3. Provide the technical skills required to produce architectural visualisation projects






LO1 Classify methods and formats for developing architectural visualisations

8.1.4, 8.3.5, 8.5.2

LO2 Negotiate a proposal for an architectural visualisation project8.4.6

LO3 Complete an appropriately researched and justified architectural visualisation project

8.2.2, 8.4.1, 8.5.3, 8.5.4

LO4 Present an architectural visualisation project 8.3.1

DATE OF APPROVAL: 16/07/2019

FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: September 2020 SCHOOL/PARTNER: City College Plymouth DATE(S) OF APPROVED CHANGE: XX/XX/XXXX SEMESTER: Semester 1 Notes:
















ACADEMIC YEAR: 2019/20 NATIONAL COST CENTRE: Summary of Module Content: Organise and negotiate a visualisation project. data visualisation applications: architectural, product, medial, engineering, GIS, marketing, sales, education, simulation and training. Data types: CAD, BIM, DICOM, parametric, polygonal, point clouds, 3D printing, history and practice of architectural visualisation, processes and expectations: scale, data conversion, rendering, compositing, virtual reality, client briefs, freelance and contracted work.




Practical Guided Workshops 60 Combined lecture/lab sessions Support for VR equipment and CAD software




Element Category


Coursework C1:Essay +/- % 1500 words (L01) 100%

Practical P1: Individually present an architectural VR production with evaluation (L02, L03, L04)

100%

REFERRAL ASSESSMENT


Element Category


Coursework

C1: Essay +/- % 1500 words (New/different) (L01)

100%

Practical P1: Report of architectural VR production with evaluation (New/different) (L02, L03, L04)

100%




Recommended Texts and Sources Eastman, C. (2008). BIM handbook. [online] www.academia.edu. Available at: https://www.academia.edu/3183272/BIM_handbook_A_guide_to_building_information_modeling_for_owners_managers_designers_engineers_and_contractors [Accessed 28 May 2019]. Cardoso, J. (2016). 3D photorealistic rendering. A K Peters/CRC Press. Haines, E. and Moller, T. (2019). Ray tracing gems. Apress. Saggio, G. and Ferrari, M. (2012). New Trends in Virtual Reality Visualization of 3D Scenarios. Virtual Reality - Human Computer Interaction.




MODULE CODE: CITY2138 MODULE TITLE: 360 Video CREDITS: 20 FHEQ LEVEL: 5 HECoS CODE: 100443 - Media

Production PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters) This unit will develop an understanding of the immersive video industry, and the frameworks, standards and conventions involved. It will demonstrate the relationship between 360 photographs/videos and virtual reality to enable students to identify patterns and correlations within the industry. Students will learn how to create content for multiple platforms and develop the techniques, skills and knowledge needed for the video production industry. ELEMENTS OF ASSESSMENT [Use HESA KIS definitions] – see Definitions of Elements and Components of Assessment E1 (Examination) N/A C1 (Coursework) 50% P1 (Practical) 50%


T1 (Test) N/A


1. Develop an appreciation of the complexities of media briefs and current immersive media technology.

2. Develop an integrated understanding of professional standards and collaboration techniques. 3. Provide an understanding of the processes and platforms used to create 360 media products. 4. Evaluate personal capabilities against platform limitations.






LO1 Analyse a client’s brief and estimate requirements

8.1.1, 8.1.4, 8.4.6

LO2 Demonstrate effective collaboration in proposing a project

8.4.2, 8.5.6

LO3 Show a practical ability to create 360 media products

8.2.3, 8.4.5, 8.5.3, 8.5.4

LO4 Provide evidence of self-assessment when evaluating a project

8.4.4

















ACADEMIC YEAR: 2019/20 NATIONAL COST CENTRE: Summary of Module Content: Working to clients brief and collaborating with students from across media, games, dance, Music, live events. Codes and conventions of cinematography. Hardware & Software: 360 Photography, 360 filming, lighting, editing, compositing, grading, rendering, compression, formats, regulations, health and safety, publishing to caves, domes and virtual reality.




Practical Guided Workshops 60 Combined lecture/lab sessions Support for: 360 video and surround sound equipment




Element Category


Coursework C:1 Report on interpreting a client brief (L01, L02) 100%

Practical P1: Demonstration of practical work: video production and report (L03, L04)

100%


REFERRAL ASSESSMENT

Element Category


Coursework C1: Report on interpreting a client brief (New/different) (L01, L02) 100%

Practical P1: Demonstration of practical work: video production and report (New/different) (L03, L04)

100%




Recommended Texts and Sources Wohl, M. (2019). The 360° Video Handbook. Michael Wohl. M. LaValle., S. (2019). Virtual Reality - LaValle. [online] Vr.cs.uiuc.edu. Available at: http://vr.cs.uiuc.edu/ [Accessed 28 May 2019]. Thomas, G. (2019). 360 Video and Virtual Reality - BBC R&D. [online] Bbc.co.uk. Available at: https://www.bbc.co.uk/rd/projects/360-video-virtual-reality [Accessed 28 May 2019].




MODULE CODE: CITY2139 MODULE TITLE: VR Applications CREDITS: 20 FHEQ LEVEL: 5 HECoS CODE: 100358 - Applied


SHORT MODULE DESCRIPTOR: (max 425 characters) This unit builds on VR Principles and VR Development units, and students understanding of interface design. They will learn how to develop VR applications to a professional standard of presentation, taking inspiration from existing material and software. This will inform the production of satisfying user experiences that complies with legislative requirements. Students will also explore the implementation of diverse peripheral devices and data types, in preparation for their final units. ELEMENTS OF ASSESSMENT [Use HESA KIS definitions] – see Definitions of Elements and Components of Assessment E1 (Examination) N/A C1 (Coursework) 60% P1 (Practical) 40%


T1 (Test) N/A


1. Undertake a focus of enquiry within the subject of VR 2. Explore and experiment with VR assumptions and expectations 3. Opportunity to implement adaptable solutions to a VR problem 4. Identify user-focused design techniques and adapt own performance accordingly



LO1 Inspect a core feature of VR applications 8.1.2, 8.3.3, 8.4.6

LO2 Design and thoroughly test a solution to a VR design problem

8.3.2, 8.5.1, 8.5.5




LO3 Use gathered data to inform the development of a VR application

8.3.4, 8.5.2

LO4 Present findings appropriate to a range of audiences 8.2.4, 8.5.4

















ACADEMIC YEAR: 2019/20 NATIONAL COST CENTRE: Summary of Module Content: Experiment, investigate, data gathering, data analysis, exploration of VR techniques, focused study, primary research, academic rigor, user experience, information design, menu systems, user interfacing, VR devices and various platforms, HTC, Oculus, peripherals, presenting findings, judging data, professional practices, working to a client-brief




Practical Guided Workshops 60 Combined lecture/lab sessions Support for: VR AR Equipment.




Element Category


Coursework Report on directed experimentation of VR (L01 L02)

100%

Practical Individually present working application, evaluation, development journey (L03 L04)

100%

REFERRAL ASSESSMENT

Element Category



Coursework Report on directed experimentation of VR (New/different) (L01 L02)

100%

Practical Individually present working application, evaluation, development journey (New/different) (L03 L04)

100%




Recommended Texts and Sources: Lander, J., et al, (2009) Game Engine Architecture, CRC Press Lander, J., et al, (2014) Game Engine Architecture 2nd Edition, CRC press McShaffrey, M., (2012) Game Coding Complete 4th Edition, Delmar Cengage Learning Thorn, A., (2012) UDK Game Development. Delmar Cengage Learning Beginning 3D (2013) Game Development with Unity 4, APRESS Norton, T., (2013) Learning C# by Developing Games with Unity 2D, PACKT Publishing




MODULE CODE: CITY2140 MODULE TITLE: Digital Media Production CREDITS: 20 FHEQ LEVEL: 5 HECoS CODE: 100368 -

Creative Computing PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters) This unit will develop learners’ autonomy through their undertaking of the production and development of an application. Students will draw on knowledge gained from pervious modules, guiding students through the process of selecting a subject and platform; organising a project plan; maintaining related documentation; monitoring and achieving targets in order to deliver the project outcome. ELEMENTS OF ASSESSMENT [Use HESA KIS definitions] – see Definitions of Elements and Components of Assessment E1 (Examination) N/A C1 (Coursework) 100% P1 (Practical) N/A


T1 (Test) N/A


1. Understand the requirements for producing a professional project plan.

2. Investigate and understand methods of working with others in order to identify individual strengths.

3. Evaluate the necessity of maintain development documentation. 4. Develop professional time management skills and collaborative negotiation skills in order to drive a

project forward and meet deadlines. ASSESSED LEARNING OUTCOMES: (additional guidance below; please refer to the Programme Specification for relevant award/ programme Learning Outcomes.




At the end of the module the learner will be expected to be able to:


LO1 - Appraise the requirements and skill sets necessary to meet a project brief

8.2.1, 8.2.3, 8.5.1, 8.5.6,

LO2 Demonstrate effective project management and communication with testing and optimising

8.1.4, 8.4.2, 8.3.6

LO3 Compare and contrast data from several platforms and its compatibility

8.5.2

LO4 Evaluate the project outcomes and justify the selection of the appropriate platforms

8.1.2

















ACADEMIC YEAR: 2019/20 NATIONAL COST CENTRE: Summary of Module Content: Teamwork-focused skills, hardware and software requirements. Lifecycle, workflow, problem solving, documentation, production values, quality and testing. VR. AR. 3d scanning, Immersive video production. 360 dome production. Real time data. Mocap. Projection mapping.




Practical Guided Workshops 60

Combined lecture/lab sessions Support for: VR AR Equipment, scanning equipment, 360 surround sound equipment.




Element Category


Coursework C1 Report: Project development proposal and plan (L01) C1 Report with working application (L02, L03, L04)

40% 60% Total = 100%


REFERRAL ASSESSMENT

Element Category


Coursework C1 Report: Project development proposal and plan (New/different) L01 C2 Report with working application (New/different) L02, L03, L04

40% 60% Total = 100%




Recommended Texts and Sources Tricart, C. (2017). Virtual reality filmmaking. 1st ed. Routledge.




MODULE CODE: CITY2141 MODULE TITLE: Live events CREDITS: 20 FHEQ LEVEL: 5 HECoS CODE: 100083 - Events

Management PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters) This unit will enable learners to understand the nature of the digital arts industry, in order to identify areas for curating and exhibiting their work. This unit provides students with an opportunity to organise the planning, installation and delivery of an immersive event. Topics covered will include virtual networking, social media and self-promotion. ELEMENTS OF ASSESSMENT [Use HESA KIS definitions] – see Definitions of Elements and Components of Assessment E1 (Examination) N/A C1 (Coursework) 30% P1 (Practical) 70%


T1 (Test) N/A


1. Investigate the digital arts industry in order to identify areas of potential development and

growth 2. Promote professional relationships and networking skills for self-promotion

3. Criticise the effectiveness of a self-directed live media production ASSESSED LEARNING OUTCOMES: (additional guidance below; please refer to the Programme Specification for relevant award/ programme Learning Outcomes. At the end of the module the learner will be expected to be able to:


LO1 Critically assess industry methods, identifying areas for commercial development

8.1.4, 8.1.5

LO2 Evidence ability to forge networks and relationships in order to promote own production

8.4.2, 8.4.3, 8.4.6




LO3 Implement a method for promotion and media relations for own production

8.3.4, 8.4.5

LO4 Analyse the effectiveness of self-directed media production

8.2.4, 8.4.4

















ACADEMIC YEAR: 2019/20 NATIONAL COST CENTRE: Summary of Module Content: Students will demonstrate initiative in effective problem solving, autonomously implementing creative solutions and adapting to unforeseen practical and theoretical challenges to achieve identified goals. Multidisciplinary practice. 24 Media. Live events. Industry methods. Connections and networking. Media relations. Positive promotion. Collaboration. Digital media installations. Campaigns. Working to a client brief. Personal and technical evaluation.




Practical Guided Workshops 60

Combined lecture/lab sessions Support for: VR AR Equipment, scanning equipment, 360 surround sound equipment.




Element Category


Coursework C1: Report on project proposal and plan (L01)

100%

Practical P1: Demonstration of development and implementation (L02, L03, L04)

100%


REFERRAL ASSESSMENT

Element Category


Coursework

C1: Report on project proposal and plan (New/different) (L01)

100%

Practical

P1: Demonstration of development and implementation (New/different) (L02, L03, L04)

100%




Documents

PROGRAMME QUALITY HANDBOOK 2020-21 FdSc in Virtual …€¦ · platform from which you can undertake additional vocational and academic qualifications. This Programme Quality handbook