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Falmouth University

CORNWALL COLLEGE

Programme Quality HandbookBA (Hons) Games Design for Industry

Camborne Campus

Academic Year 2019-2020

1 | P a g eBA (Hons) Games Design For Industry Handbook (2019-2020)

If you require any part of this Handbook in larger print, or an alternative format, please contact:

HE Operations Tel: (01209 616256)

E-mail: ([email protected])

Please note:

All the information in this Handbook is correct at the time of printing.

The Cornwall College Group is proud of its teaching and research and it undertakes all reasonable steps to provide educational services in the manner set out in this Handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the College interfere with its ability to provide educational services, the College undertakes to use all reasonable steps to minimise the resultant disruption to those services


PROGRAMME SPECIFICATION

Programme Title: BA (Hon) Games Design for Industry

Delivering Site: Cornwall College Camborne

State Date: September 2016

First Award Date: Full Time (July 2017) / Part Time (July 2018)

Date(s) of Revision(s) to this Document: (14/03/16) / (16/03/16)/ (22/03/16)

This programme specification (TCCG) template aligns with recommendations within the UK Quality Code for Higher Education1. The information provided, by the programme proposer, in each section is definitively agreed at approval. Therefore any requests for changes to content (post the conditions set at approval) must follow The Cornwall College Groups’ procedures for making changes to programmes.

PSP1. Programme Details

Name of Awarding Institution: Falmouth UniversityName of Teaching Institution/Site: Cornwall College CamborneAccrediting Body: N/ALanguage of Study: EnglishMode of Study: Full-timeFinal Award: BA (Hons) Games Design for IndustryIntermediate Award: N/AProgramme Title: BA (Hons) Games Design for IndustryUCAS Code (if applicable): 381PHECOS Code: 101268, 101020, 101019Related Benchmarks: The framework of Higher Education

Qualifications (FHEQ) specifically QAA Subject Benchmarks for: Computing (2016)Art & Design (2008)Communication Media Film and Cultural Studies (2008)

Date of Programme Approval: April 2016Date of revisions: 28 April 2016

1QAA, 2011, Chapter A3: The Programme Level, UK Quality Code for Higher Education: http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf , last accessed 28 th July 2014 [n.b. this includes ‘Appendix 2: Working with programme specifications: A leaflet for further education colleges’]


http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf

PSP2. Brief Description of the Programme

The proposed BA(Honours) ‘top up’ year provides a Level 6 qualification that complements the existing HND Games Design for Industry course with a continued emphasis on the learner and the development of their professional identity within the games design and media industries. Students will develop and enhance their games design skills and abilites to provide them with the best opportunity to gain employment at the end of the course. This is supported by an advanced set of skills & knowledge reflecting their particular direction through the programme. At Level 6, each student is expected to develop an independent, autonomous practice but with skills and attributes to be part of any team within any typical games design studio. The course aims to facilitate within graduates an enthusiasm, curiosity & flexibility to equip them for a future in developing games and their content.

To ensure quality and parity with Level 6, the course is overseen by Falmouth University as the validating HEI. The course will provide a distinctive, quality-assured and, importantly, local opportunity for study at Honours level. It addresses both the schism between the pedagogy of HND/FdA and BA courses identified by Thomas (2002)* and Greenbank (2006)** and the well-documented psychological and academic problematic experiences of students’ transition to a final year at a different institution (Greenbank 2007*** and Yorke 2005****).

** Greenbank, P. (2006) “Points for debate: the academic’s role: the need for a re-evaluation?” Teaching in Higher Education, Vol. 11 No. 1, pp. 107-12

***Greenbank, P. “From foundation to honours degree: the student experience” Education and Training, Vol. 49 No.2, pp. 91-102

****Yorke, M. “Firming the foundations: an empirical and theoretical appraisal fo the foundation degree in England” Journal of widening participation and lifelong learning Vol. 7 No. 1, pp. 13-21

*****Creative Graduates Creative Futures (2010) www.creativegraduates.com

PSP3. Details of Accreditation by a Professional/Statutory Body (If Appropriate)

N/A

PS4. Exceptions to the Cornwall College Group Academic Regulations

None

PS5. Aims of the Programme

This programme will deliver:

A1: Knowledge and understanding of games design software and hardware technologies

A2: High level ICT skills with the abilities to adapt to changes in games design software and hardware


http://www.creativegraduates.com/

A3: Ability to work individually or as part of a team to produce games content

A4: Knowledge and understanding of what it means to be enterprising

A5: Academic and industry research skills necessary for effective lifelong learning

A6: Development of a professional approach to completing work to deadlines

PSP6. Programme Outcomes; knowledge, understanding and skills, other attributes

By the end of this programme the student will be able to:

ILO1: Independently identify and utilise a comprehensive knowledge and understanding of the professional techniques used to create digital games.

ILO2: Independently identify and utilise knowledge and understanding of specialist skills and technique to the creation of components of digital games, appropriate to pathway.

ILO3: Effectively employ relevant methods and media, evidencing a comprehensive understanding of verbal written and visual language in the communication of complex ideas and outcomes.

ILO4: Articulate an informed rationale for the direction of an investigation through critical reflection and sound judgement, and evidence the ability to respond to the critical judgements of others.

ILO5: Independently evaluate appropriate information from a variety of sources that critically informs the direction of an enquiry, demonstrating an ability to organise material into a coherent and persuasive argument.

ILO6: Articulate understanding of the commercial and enterprise context of the games industry and the professional qualities needed for decision-making within that context.

ILO7: Autonomously and collaboratively progress study, set goals and manage workloads to meet deadlines, accommodate change and effectively present ideas in a variety of situations with minimum support.

PSP7. Distinctive FeaturesThis text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation:

• Students will gain in depth knowledge of key industry standard software and techniques through working on their chosen career specialisms within large scale team projects, live client briefs and competitions.

• Students will produce innovative working game prototypes for emerging technologies such as virtual reality.

• The production of games and media for clients and the Colleges computer games company will provide students with real world experience of working to strict guidelines and deadlines.


• Students will be encouraged & supported to develop their own independent projects and studios and to engage and network with people & organisations beyond the college.

• Promotion of entrepreneurship and the development of enterprising behaviour to enhance designing, launching and running of a new start up business.

• Promotes the creation of independent games companies in the South West of England in line with other regions such as London, the South and Midlands.

PSP8. Progression Route(s)

On completion of the BA (Hons) Games Design for Industry course graduates will be able to progress onto higher level courses at Falmouth University or the Launchpad games programme subject to confirmation.

PSP10. Admissions Criteria

Qualification(s) Required for Entry to this Programme:

Details:

HE qualifications HND, FdA

Work Experience: Considered on individual merit

Other HE qualifications / non-standard awards or experiences:

Considered on individual merit

APEL / APCL2 possibilities:

Applications are considered on an individual basis in accordance with the Cornwall College Academic Regulations.

Interview / Portfolio requirements:

Students without the required background in games will be required to bring a portfolio of work or show reel to the interview or provide access to online work via websites etc. Portfolios and show reels should demonstrate skills and abilities in the creation of game assets, prototypes, concept pieces and content for the production of games, media or animation etc. Portfolios from other design based courses will be considered on an individual basis.

Disclosure and Barring Service (DBS) clearance required:

No

2 Accredited Prior Experiential Learning and Accredited Prior Certificated Learning


PSP11. Academic Standards and Quality EnhancementThe Programme Manager leads the Programme Committee in the College’s annual programme monitoring process (APM), as titled at the time of approval. APM culminates in the production, maintenance and employment of a programme level Action Plan, which evidences appropriate management of the programme in terms of quality and standards. Any formally agreed changes to this process will continue to be followed by the Programme Manager and their Programme Committee.

Elements of this process include engaging with stakeholders. For this definitive document it is important to define:

The role of the awarding body and information on external examination:

All modules are considered by a single External Examiner. Interim visits by the EE will review work and associated marks, consult with students and feedback to the programme manager, module leaders and course team.

Subject Assessment Panels (SAPS) reviews the assessment marking and is scrutinised by the subject EE. Representatives of the team review and present their module marks for each student on the programme.

The annual Award Assessment Board (AAB) takes place with the Programme Manager, the awarding body’s partnership member and the External to receive the students work and confer progression or award.

Additional stakeholders specific to this programme:

Students have the opportunity to discuss the programme independently, twice a year in the Student Review this forms part of the discussion for the annual programme monitoring in the autumn and spring of each academic year. The National Student Survey (NSS) is administered during the year and feeds into the programme review.

Student representatives attend the Programme Committee Meeting (PCM) to contribute student views alongside Module Leaders, the Programme Manager and the Assistant Registrar to monitor module delivery and the course provision.

Employers and alumni have been involved with the course design process and will continue to be involved throughout the life span of the course to ensure continued currency and validity.


PSP12. Programme StructureCollege Site: Cornwall College CamborneAcademic Year: 2019-20Programme Title: BA (Hons) Games Design for IndustryMode of Attendance: Full TimeCourse Duration: 1 yearTotal Credits: 120

FHEQ level: 6 - BA (Hons) Games Design for Industry For: Full Time

F/T Route Year When in Year? (I.e. Autumn, Spring etc.) Core or Option Module Credits Module Title and Code

Year 1 Semester 1 AU Core 30 Autumn Game Worlds, Innovation and Production (CORC381)

Year 1 Semester 1 AU Core 30 Autumn Honours Team Project 1 (CORC380)

Year 1 Semester 2 SP Core 30 Spring Honours Team Project 2 (CORC383)

Year 1 Semester 2 SP Core 30 Spring Commercial Games Practice & Enterprise (CORC382)

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PSP13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment Developing graduate attributed 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 where and how these are operationalised. 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. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important:

FHEQ level: Level 6

Definitions of Graduate Attributes and Skills Relevant to this Programme

Teaching and Learning Strategy / Methods

Prog Aims

Prog intended Learning Outcomes

Range of AssessmentsRelated Core Modules

Knowledge / Understanding:

On completion graduates will be expected to:

Critically analyse and apply essential concepts, principles and practices of the subject in the context of loosely defined scenarios, showing effective judgement in the selection and use of tools and techniques.

Demonstrate a sound understanding of the main areas of the body of knowledge within their programme of study, with an ability to

Primary:

• Lectures & tutorials• Directed independent

study• Learning from work

experience• Skills workshops• Practical work• Group tutorial• Electronic resources

and other self-study materials

• Seminar• Visiting lectures

A1,A2,A3,

A5,A6

ILO1, ILO2, ILO3, ILO4, ILO5, ILO7

Portfolio

Prototypes and journals

Research and reports

Proposals and pitches

Individual and team contributions

Evaluation

Business plans

Commercial Practice

CORC380

CORC381

CORC382

CORC383

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FHEQ level: Level 6



Prog Aims



exercise critical judgement.

An understanding of the role of technology in terms of media production, content manipulation, distribution, access and use

Present evidence that demonstrates some ability to generate ideas independently

and/or collaboratively in response to set briefs and/or as self-initiated activity

Develop ideas through to outcomes that confirm the student's ability to select and use materials, processes and environments

Secondary/Supplementary:

• Case studies• Problem solving

exercises• Site visits (Games

conferences)

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:

Exercise self-management skills in managing their workloads and meeting deadlines

Benefit from the critical judgements of others

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FHEQ level: Level 6



Prog Aims



and recognise their personal strengths and needs

Communicate ideas and information in visual, oral and written forms

Demonstrate generic skills, an ability to work under guidance and as a team

Member.

Cognitive and Intellectual Skills:



Primary:






A2, A3, A5, A6 ILO1, ILO2, ILO3, ILO4, ILO5,

Portfolio





Evaluation

Commercial Practice

CORC380

CORC381

CORC382

CORC383

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FHEQ level: Level 6



Prog Aims



Produce work involving problem identification, the analysis, the design or the development of a system, with appropriate documentation, recognising the important relationships between these.

Develop substantive and detailed knowledge and understanding in one or more designated areas of the field.

Consider and evaluate their own work in a reflexive manner, with reference to academic and/or professional issues, debates and conventions.




conferences)


Identify appropriate practices within a professional, legal and ethical framework and understand the

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FHEQ level: Level 6



Prog Aims



need for continuing professional development.

Demonstrate a requisite understanding of the main body of knowledge for their programme of study.

produce work involving problem identification, the analysis, design and development of a system with accompanying documentation, recognising the

important relationships between these stages and showing problem solving and .evaluation skills drawing on supporting evidence

Key Transferable Skills:


The work will show problem solving and evaluation skills, draw upon supporting evidence and demonstrate a good understanding of the need for a high quality solution.

Primary:





A1, A3, A4, A5, A6

ILO2, ILO3, ILO4, ILO6, ILO7

Portfolio





Evaluation

Business plans

CORC380

CORC381

CORC382

CORC383

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FHEQ level: Level 6



Prog Aims



Demonstrate generic skills with an ability to show organised work both as an individual and as a team member and with minimum guidance.

Develop ideas through to outcomes that confirm the student's ability to select and use materials, processes and environments.

Present evidence that demonstrates some ability to generate ideas independently and/or collaboratively in response to set briefs and/or as self-initiated activity.

Apply entrepreneurial skills in dealing with audiences, clients, consumers, markets, Sources and/or users.





conferences)

Commercial Practice

Power Pitch


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FHEQ level: Level 6



Prog Aims



Identify appropriate practices within a professional, legal and ethical framework and understand the need for continuing professional development.

Exercise self-management skills in managing their workloads and meeting deadlines.

Benefit from the critical judgements of others and recognise their personal strengths and needs.

Present ideas and work to their audiences.

Apply interpersonal and social skills to interact with others.

Apply information skills to navigate, retrieve, and manage information from a variety of sources.

Employment Related Skills: Primary:


A1, A2, A3, A4, A5, A6


Portfolio


CORC380

CORC381

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FHEQ level: Level 6



Prog Aims




Apply appropriate practices within a professional, legal and ethical framework and identify mechanisms for continuing professional development and lifelong learning.


Present evidence that demonstrates some ability to generate ideas independently and/or collaboratively in response to set briefs and/or as self-initiated activity.

An understanding of how in creative industries individuals, or collaborative project-oriented teams, are formed, operate and complete their work.




• Seminar• Visiting lectures• Commercial projects




conferences)




Evaluation

Commercial Practice

Power Pitch

CORC382

CORC383

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FHEQ level: Level 6



Prog Aims






Present ideas and work to their audiences.

Understand and apply essential concepts, principles and practices of the subject in

the context of well-defined scenarios, showing judgement in the selection and application of tools and techniques.

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FHEQ level: Level 6



Prog Aims



Identify appropriate practices within a professional, legal and ethical framework and understand the need for continuing professional development.

Practical Skills:


Apply appropriate practices within a professional, legal and ethical framework and identify mechanisms for continuing professional development and lifelong learning.

Produce work involving problem identification, the analysis, the design or the development of a system, with appropriate documentation, recognising the important relationships between these.

The work will show problem solving and evaluation skills, draw upon supporting evidence and demonstrate a good understanding of the need for

Primary:



experience• Skills workshops• Practical work• Electronic resources


• Master classes• Commercial projects• Client Briefs




conferences)

A1, A2, A3, A4, A5, A6


Portfolio





Evaluation

Business plans

Commercial Practice

Power Pitch

CORC380

CORC381

CORC382

CORC383

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FHEQ level: Level 6



Prog Aims



a high quality solution.

An understanding of how in creative industries individuals, or collaborative project-oriented teams, are formed, operate and complete their work.




Communicate ideas and information in visual, oral and written forms.

Demonstrate a requisite understanding of the main body of knowledge for their programme of study.

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PSP14. Work Based/ Related LearningFor all types of HE Programmes there should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all:

FHEQ level: 6

WBL/WRL Activity: Logistics Prog Aim Prog Intended LO Range of AssessmentsRelated Core Module(s)

Development of a portfolio of work exploring chosen area of career specialism.

Production of prototypes.

Portfolio as part of module CORC381 Games Worlds, Innovation and Production and research portfolio for CORC380 Honours Team Project 1.

As part of modules CORC381 Games Worlds, Innovation and Production and CORC380 Honours Team Project 1, teams will develop prototypes based on individual portfolio research and games design documentation

A1, A2, A3, A5

A1, A2, A3, A5,

ILO1, ILO2, ILO3, ILO4, ILO5, ILO6, ILO7

ILO1, ILO2, ILO4, ILO7

Portfolio




Evaluation

Commercial Practice

Portfolio



Individual and team

CORC380

CORC381

CORC380

CORC381

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FHEQ level: 6


Production of Games design documentation.

Trips to games

As part of modules CORC380 Honours Team Project 1, teams will develop games design documentation ready for the production of a major game in CORC383 Honours Team Project 2

Students will visit games and animation festivals etc. to gain inspiration from producers and designers. They will attend developer sessions, test games and speak to other industry professionals which will help inform their practice.

As part of CORC382 Commercial Games, Practice & Enterprise students will produce a

A1, A2, A3, A4, A6


contributions

Evaluation



Evaluation

Commercial Practice

CORC380

CORC381

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FHEQ level: 6


conferences/festivals etc.

Development of business and launch plan, enterprising behaviour.

Pitches

business and launch plan.

As part of CORC380 Honours Team Project 1 teams will pitch their major game proposals to a panel.

A1, A2, A3, A4, A6

A4, A5, A6

ILO1, ILO2, ILO6

ILO2, ILO3, ILO6, ILO7

N/A CORC380

CORC381

CORC382

CORC383

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FHEQ level: 6


A1, A2, A3, A4, A5, A6ILO1, ILO2, ILO3, ILO4, ILO5, ILO6, ILO7

Report

Commercial Practice

Business and launch plan

Pitches

Pitches

Proposals

CORC382

CORC380

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DEFINITIVE MODULE RECORDS

Programme Title: BA (Hons) Games Design for Industry

Partner Delivering Institution: Cornwall College

Start Date: September 2019-20

First Award Date: July – 2020-21

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SECTION A: DEFINITIVE MODULE RECORD . MODULE CODE: CORC381 MODULE TITLE: Games Worlds, Innovation and Production

CREDITS: 30 FHEQ Level: 6 HECOS CODE: 101268, 101020, 101019

PRE-REQUISITES: No CO-REQUISITES: No COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: This module will allow students to experiment with both hardware and software, in a chosen area of games development, to produce innovative outcomes that develop both the appearance of the game/s and the personality of the content. Team production of prototypes will be explored, as well as a variety of methods to improve immersion, narrative and visual impact. Students will be supported and encouraged to investigate design innovations such as virtual reality, to develop new methods of enhancing gameplay.ELEMENTS OF ASSESSMENT: [Use HESA KIS definitions]

WRITTEN EXAMINATION COURSEWORK PRACTICALE1 (Examination) C1 (Coursework) 100% P1 (Practical) E2 (Clinical Examination)

A1 (Generic Assessment)

T1 (Test)

SUBJECT ASSESSMENT PANEL Group to which module should be linked: BA (Hons) Games Design for IndustryProfessional body minimum pass mark requirement: N/A

MODULE AIMS: To formulate and manage the exploration of software and hardware to produce original and

innovative games, concepts and artwork. Enhancing game design skills focusing on a particular area of interest and research to further career practice.

To gain experience of working as an individual and/or as part of a team to design innovative working game prototypes implementing what they have learnt from research and the prototyping process.

Enhance knowledge and understanding of effective games testing and the importance of including game elements, play mechanics and other media to improve immersion in the game experience.

ASSESSED LEARNING OUTCOMES: At the end of the module the learner will be expected to be able to:1. Identify personal interests and relevant practical and theoretical references2. Undertake independent research.3. Manage the production of a working game prototype.4. Implement a well-planned design pipeline.5. Critically evaluate the production process.

DATE OF APPROVAL: 13 April 2016 FACULTY/OFFICE: Falmouth University

DATE OF IMPLEMENTATION: September 2016 SCHOOL/PARTNER: Cornwall College

DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: S1

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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems 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:

MODULE LEADER: Stephen Howard OTHER MODULE STAFF: To be confirmed

SUMMARY of MODULE CONTENT:The module will allow students to set up and prepare hardware and software, in a chosen area of games development. Team construction of prototypes will be encouraged, as well as methods to improve immersion, narrative and visual impact. New ways of enhancing game play will also be explored.

SUMMARY OF TEACHING AND LEARNING: [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional Information

Lectures 60 To deliver software and hardware theoretical and production knowledge.

Guided Independent Study 240Independent study will be supported through individual and group formative feedback and self-directed team discussions and meetings.

Total 300 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc.)

Category Element

Component Name

Component Weighting

Comments include links to learning objectives

Coursework C1

Portfolio and Journal

Prototype

50%

50%

Individual portfolio of work demonstrating independent study into a chosen specialist area of research. (linked to ALO 1,2)Implementation of knowledge gained from portfolio research into the production of a game prototype as part of a team. (linked to ALO 2,3,4,5)

Updated by:Stephen Howard

Date:26/4/16

Approved by: Amanda Crowle

Date:28/4/16

Recommended Texts and Sources:

Adams E, 2003, Break Into The Game Industry: How to Get A Job Making Video Games, California, McGraw-Hill OsborneBraunStein R, 2010, ActionScript 3.0 Bible, Indiana, WileyBrown J, 2015, How To Become A Game Designer 2016 - The ULTIMATE guide to breaking into the Game Industry, London, How2become; 1 editionDraper P, 2008, Deconstructing the Elements with 3ds Max: Create natural fire, earth, air and water without plug-ins (Autodesk Media and Entertainment Techniques), Oxford, Focal PressFinch A, 2014, Unreal Game Engine, China, 3DTotal Publishing

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Irish D, 2005, The Game Producer's Handbook, Premiere PressKennedy S, How to Become a Video Game Artist, New York, Watson-GuptillKermanikian A, 2010, Introducing Mudbox, Indianapolis, Wiley PublishingLanning K et al, 2009, d'artiste: Character Modeling 3 (D'Artiste), Mylor (SA), Ballistic PublishingLilly E, 2015, The Big Bad World of Concept Art for Video Games: An Insider's Guide for Beginners, Culver City California, Design Studio PressMaclean F, 2011, Setting the Scene: The Art & Evolution of Animation Layout, San Francisco, Chronicle BooksRoberts S, 2007, Character Animation: 2D Skills for Better 3D (Focal Press Visual Effects and Animation), Oxford, Focal PressMisra N, 2015, Learning Unreal Engine Android Game Development, Birmingham, Packt PublishingSewell B, 2015, Blueprints Visual Scripting for Unreal Engine, Birmingham, Packt PublishingTavakkoli A, 2015, Game Development and Simulation with Unreal Technology, Florida, CRC PressWade D, 2012, d'artiste Character Modeling 4 (D'Artiste), Mylor (SA), Ballistic PublishingWhittall R, 2015, The Indie Game Developer Handbook, London, Focal Press3dTotal, 2010, Digital Painting Techniques: Masters Collection Volume 2, Worcester, 3D Total Publishing

Useful Journals:3D World Magazine3D Artist MagazineEdge MagazineGames and Culture: A Journal of Interactive Media Game StudiesInternational Journal of Computer Games TechnologyGame JournalSimulation & GamingJournal of Virtual Worlds ResearchJournal of Game DevelopmentComputer Games MagazineGame DeveloperEntertainment Computing

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SECTION A: DEFINITIVE MODULE RECORD . MODULE CODE: CORC380 MODULE TITLE: Honours Team Project 1


PRE-REQUISITES: No CO-REQUISITES: No COMPENSATABLE: NoSHORT MODULE DESCRIPTOR: This module enables the student to draw upon specialist and supporting studies to create a coherent integrated major team project. Each student is expected to display analytical and creative skills that demonstrate a level of independent learning, appropriate to level 6 project work. The module will also provide students with opportunities to develop their problem solving and communication skills working both individually and as part of a team. For this module the students will form into creative teams and negotiate and agree a project proposal with their assigned tutor. Roles within the team will be delegated according to relevant career specialism and individuals will carry out intensive research relevant to the framework and concept of their game. Teams will formulate and manage their ideas constructing prototypes before finalising the project proposal and game documentation.ELEMENTS OF ASSESSMENT: [Use HESA KIS definitions]

WRITTEN EXAMINATION COURSEWORK PRACTICALE1 (Examination) C1 (Coursework) 75% P1 (Practical) 25%E2 (Clinical Examination)


T1 (Test) SUBJECT ASSESSMENT PANEL Group to which module should be linked: BA (Hons) Games Design for IndustryProfessional body minimum pass mark requirement: N/AMODULE AIMS: To develop intellectual and innovative abilities providing opportunities to integrate and apply

the knowledge and analytical skills gained in previous stages of study to enhance professional practice

Focused investigation of a chosen area of study including theoretical and practical aspects relevant to providing an individual contribution to the design and production of a game.

To professionally plan and design game production documentation implementing research and investigation into the development of prototypes as part of a team.

ASSESSED LEARNING OUTCOMES: At the end of the module the learner will be expected to be able to:1. Produce and obtain agreement to a project proposal describing the work that will be

completed as a team to produce a major fully working game for a specific target audience.2. Critically select and apply appropriate research and/or development techniques in the

exploration of a chosen specialism in the development of a playable game.3. Critically and reflectively plan and execute a games project following typical design pipelines

to deadline.4. Write a detailed, well-argued and coherent referenced report of sustained independent

research and contribution to the team effort and to present the work orally.5. Produce game documentation that articulates the specifications, innovative qualities and

selling points of your game for your chosen target audience.




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SUMMARY of MODULE CONTENT: Students will form teams and negotiate and prepare a project proposal. Roles within the team will be delegated according to specialisms and individuals will carry out research in line with the game concept. Teams will formulate ideas producing prototypes before finalising the project proposal. Teams will then use this research to compose a high pitch and games design document.



Tutorials 15 Tutorials to provide formative feedback on progress



Category Element

Component Name Component Weighting


Coursework C1

Research 20%

Evaluation 20%

Game Documentation and prototypes 40%

Total = 80%Portfolio of individual research into specialist contribution to the team. (linked to ALO 2)

Written referenced report (1500 words) critically analysing and evaluating all stages of research, pre-production and prototyping. (linked to ALO 4)

Team production of high pitch (maximum 5 pages) and games design documents (up to 35 pages). Production of block outs and prototypes. (linked to ALO 3, 5)

Practical P1 Proposal and Pitch 20%

Total=25% Each student within the teams will contribute to the production of a proposal detailing specialisms, methodologies, desirables, deliverables, design process and timeline for the development of a

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major game. (linked to ALO 1)


Date:26/4/16


Date:28/4/16

Recommended Texts and Sources:Amresh A et al, 2010, Unreal Game Development, Natick, A K PetersBateman, C (2006) Game Writing: Narrative Skills for Videogames Charles River MediaBusby J et al, 2009, Mastering Unreal Technology, Volume II: Advanced Level Design Concepts with Unreal Engine 3, USA, SamsCarroll J & Morris D, Agile Project Management in easy steps, 2nd edition, Warwichshire, In Easy Steps Limited; 2nd editionChandler H, 2008, The Game Production Handbook, Second Edition, Sudbury, Jones & Bartlett PublishersCole R & Scotcher E, Brilliant Agile Project Management: A Practical Guide to Using Agile, Scrum and Kanban, Harlow, PearsonHartal, Leo. And Morris, D(2003) Game Art: The Graphic Art of Computer Games Watson-GuptillKennedy S, How to Become a Video Game Artist, New York, Watson-GuptillLayton M, Agile Project Management For Dummies, New Jersey, For DummiesLilly E, 2015, The Big Bad World of Concept Art for Video Games: An Insider's Guide for Beginners, Culver City California, Design Studio PressMaclean F, 2011, Setting the Scene: The Art & Evolution of Animation Layout, San Francisco, Chronicle BooksMisra N, 2015, Learning Unreal Engine Android Game Development, Birmingham, Packt PublishingOmernick, M (2004) Creating the Art of the Game New Riders GamesPlatten J & Dille F, 2006, The Ultimate Guide to Video Game Writing and Design, New York Lone Eagle Publishing CompanySchell J, 2014, The Art of Game Design: A Book of Lenses, Second Edition, Boca Raton Florida, A K Peters/CRC PressSewell B, 2015, Blueprints Visual Scripting for Unreal Engine, Birmingham, Packt PublishingWhittall R, 2015, The Indie Game Developer Handbook, London, Focal PressUseful Journals:3D World Magazine3D Artist MagazineEdge MagazineGames and Culture: A Journal of Interactive Media Game StudiesInternational Journal of Computer Games TechnologyGame JournalSimulation & GamingJournal of Virtual Worlds ResearchJournal of Game DevelopmentComputer Games MagazineGame DeveloperEntertainment Computing

30

SECTION A: DEFINITIVE MODULE RECORD . MODULE CODE: CORC383 MODULE TITLE: Honours Team Project 2


PRE-REQUISITES: No CO-REQUISITES: No COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: For this module students will create a large scale game clearly related to, and expanding upon, the games design documents and prototypes they have already created for Honours Team Project 1. Students will draw upon the specialist knowledge and skills found within their creative teams, to complete the design process, from concept to final implementation and testing.Students will review their efforts, reflecting on the production stages of the game and compare their finished artefact to the specifications of their original games design document.ELEMENTS OF ASSESSMENT: [Use HESA KIS definitions]

WRITTEN EXAMINATION COURSEWORK PRACTICALE1 (Examination) C1 (Coursework) 75 % P1 (Practical) 25%E2 (Clinical Examination)


T1 (Test) SUBJECT ASSESSMENT PANEL Group to which module should be linked: BA (Hons) Games Design for IndustryProfessional body minimum pass mark requirement: N/AMODULE AIMS: Undertake an extended production project linking the theory of following design processes to

practice in relation to chosen specialist area as part of a development team. To understand and have experience of design pipelines and project management Evidence of a strong individual and team work ethic honing organisational and communication

skills to manage and complete a large scale game to deadline.ASSESSED LEARNING OUTCOMES: At the end of the module the learner will be expected to be able to:1. Follow management and design processes to produce a large scale game to deadline.2. Provide evidence of an informed understanding of the relationship of practice to its

professional, cultural & theoretical contexts as appropriate to the development of a computer game.

3. Work individually and as part of a team to produce an innovative game, providing evidence of your specialist knowledge and ability to problem solve.

4. Understand and implement methods to communicate, organise and implement design processes within the team dynamic.

5. Apply research and prototyping to produce a game in keeping with game documentation and target audience.

6. Evidence the ability to present outcomes, in an appropriate style & format.7. Critically review the production process and assess the final game to the intentions of the

original idea and games design document.




31

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTACADEMIC YEAR: 2019-20 NATIONAL COST CENTRE:


SUMMARY of MODULE CONTENT: Students will build on research and preproduction from Honours Team Project Part 1 to construct a game. Students will manage and organise their specialisms within their teams, to complete their design process from concept to final implementation and testing. Students will then evaluate their efforts reflecting on the production stages of the game and assess the finished game to the specifications of the games design document.




External visits 5 Visits to game festivals



Category Element



Coursework C1

Individual contribution to the team 50%

Individual Evaluation 25%

Total = 75% Students will be graded on their contribution to the team. This will include the quality of the work they have produced; its relevance to the overall project, technical and creative skills, originality, work ethic, professionalism, attention to detail, and specialist knowledge.(linked to ALO 1,2,3,4,5)

Individuals will critically evaluate (1500 words) the work they have done along with the efforts of their other team members. They will also analyse design processes, work ethic, the quality of the production, game play and mechanics, attention to detail and the quality and clarity of documentation. (linked to ALO 7)

Practical P1 Team Presentation Total=25% Teams will present captured game play footage of their games to their peers and a panel for critical review.

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They will assess the final game to original idea and game documents and evaluate fitness for purpose. (linked to ALO 6)


Date:26/4/16


Date:28/4/16

Recommended Texts and Sources:Amresh A et al, 2010, Unreal Game Development, Natick, A K PetersBateman, C (2006) Game Writing: Narrative Skills for Videogames Charles River MediaBusby J et al, 2009, Mastering Unreal Technology, Volume II: Advanced Level Design Concepts with Unreal Engine 3, USA, SamsChandler H, 2008, The Game Production Handbook, Second Edition, Sudbury, Jones & Bartlett PublishersCollins K, 2008, Game Sound: An Introduction to the History, Theory and Practice of Video Game Music and Sound Design, Massachusetts, MIT PressFinch A, 2014, Unreal Game Engine, China, 3DTotal PublishingHartal, Leo. And Morris, D(2003) Game Art: The Graphic Art of Computer Games Watson-GuptillKennedy S, How to Become a Video Game Artist, New York, Watson-GuptillKermanikian A, 2010, Introducing Mudbox, Indianapolis, Wiley PublishingLilly E, 2015, The Big Bad World of Concept Art for Video Games: An Insider's Guide for Beginners, Culver City California, Design Studio PressMaclean F, 2011, Setting the Scene: The Art & Evolution of Animation Layout, San Francisco, Chronicle BooksMisra N, 2015, Learning Unreal Engine Android Game Development, Birmingham, Packt PublishingO’Conner J, 2010, Mastering mental ray: Rendering Techniques for 3D and CAD Professionals, Indianapolis , Wiley PublishingOmernick, M (2004) Creating the Art of the Game New Riders GamesPlatten J & Dille F, 2006, The Ultimate Guide to Video Game Writing and Design, New York Lone Eagle Publishing CompanySalen K & Zimmerman E, 2003, Rules of Play: Game Design Fundamentals, Massachusetts, MIT PressSalen K & Zimmerman E, 2006, Game Design Reader: A Rules of Play Anthology, Massachusetts, MIT PressSchell J, 2014, The Art of Game Design: A Book of Lenses, Second Edition, Boca Raton Florida, A K Peters/CRC PressSewell B, 2015, Blueprints Visual Scripting for Unreal Engine, Birmingham, Packt PublishingStevens R & Raybould D, 2016, Game Audio Implementation: A Practical Guide Using the Unreal Engine, London, Focal PressTavakkoli A, 2015, Game Development and Simulation with Unreal Technology, Florida, CRC PressWhittall R, 2015, The Indie Game Developer Handbook, London, Focal PressUseful Journals:3D World Magazine3D Artist MagazineEdge MagazineGames and Culture: A Journal of Interactive Media Game StudiesInternational Journal of Computer Games TechnologyGame JournalSimulation & GamingJournal of Virtual Worlds ResearchJournal of Game DevelopmentComputer Games MagazineGame Developer

33

SECTION A: DEFINITIVE MODULE RECORD . MODULE CODE: CORC382 MODULE TITLE: Commercial Games Practice & Enterprise


PRE-REQUISITES: No CO-REQUISITES: No COMPENSATABLE: NoSHORT MODULE DESCRIPTOR: In this module students will explore, research and consolidate their knowledge and understanding of the enterprise and employment context of the digital games industry. Each student will receive career and business advice specifically tailored to their individual aspirations. Working both as part of a team and individually, on client based briefs, competitions, and/or via the colleges games design company, whilst preparing and producing a launch plan, along with promotional material to brand and market themselves as professionals within the games design industry.ELEMENTS OF ASSESSMENT: [Use HESA KIS definitions]

WRITTEN EXAMINATION COURSEWORK PRACTICALE1 (Examination) C1 (Coursework) 75% P1 (Practical) 25%E2 (Clinical Examination)


T1 (Test)

SUBJECT ASSESSMENT PANEL Group to which module should be linked: BA (Hons) Games Design in Industry

Professional body minimum pass mark requirement: N/A

MODULE AIMS: Development of a professional approach to completing a commercial project to demonstrate chosen

career specialist skills following typical design pipelines ready for a career in the games industry. Develop students’ critical understanding of what it means to be enterprising and to plan and present a

convincing business plan. Preparation and production of promotional materials and information to market yourself ready for a

career in the games industry.

ASSESSED LEARNING OUTCOMES: At the end of the module the learner will be expected to be able to:1. Provide evidence of understanding and practical experience of essential industry techniques and skills

in the development of computer games and the professional qualities required within the workplace.2. Plan and prepare an effective design pipeline to deliver work to strict guidelines and deadlines.3. Deliver the assessment material on time, planning your work and pipelines carefully ensuring that ideas

are presented appropriately.4. Produce promotional material in line with career aspirations.5. Provide evidence of the understanding of commercial games practice in your business plan, career

development materials and your enterprise report.6. Understand what you need to have in place to create your own independent company and the personal

traits and skills you need to be a success.7. Understand how to prepare for employment within the marketplace.8. Conduct a critical self-evaluation of own enterprise skills, attributes and behaviours identifying current

and future personal development needs for a career in games design.




34



MODULE LEADER: Dr Bryan Mills OTHER MODULE STAFF: Stephen Howard, Michael Gray, Warren Evans

SUMMARY of MODULE CONTENT:Students will develop their knowledge and understanding of the enterprise and employment context of the digital games industry. They will receive guidance on how to set up a small company, as well as general career and business advice. This module will also develop students’ personal understanding of what it means to be enterprising. Students will also work on industry related briefs as teams or as individuals, whilst preparing and producing promotional material to brand and market oneself.






Category Element



Coursework C1 Enterprise Report 25%

Total = 75% This 2,000 word assignment is a combination of equal parts reflection and literature review. Students will be asked to review the academic literature on enterprise and entrepreneurship and determine key themes, ideally ones that resonate with you as an entrepreneur or enterprising person. They will then produce a piece of reflective writing that allows them to explore their strengths and weaknesses against some of those key themes they have identified. The purpose is for students to become familiar with both the literature and themselves.

35

Commercial Practice 50%

This benchmark will then enable them to plan activities that will strengthen, test or confirm their personal traits and skills. (linked to ALO 7,8)

In order to give themselves the best advantage of finding suitable employment after graduation students will be expected to design self-promotion materials such as business cards, show reels and a promotional presence online such as a website etc. They will also promote their skills by producing work for a client, competition or for the college’s game company. (linked to ALO 1,2,3,4)

Practical P1

Summative Business Plan and Power Pitch 25%

Total=25% This should consist of 2,500 words (+/- 10% and excluding appendices etc) and be presented as a formal business plan for consideration by potential investors. Student will then present this to a panel. They will reflect on the feedback they have received to date and convince the experts that they have a business worth investing in. The key is to communicate the key specific details in a short space of time. (linked to ALO 5,6,7)


Date:26/4/16


Date:28/4/16

Recommended Texts and Sources:Allen, P. 2000, Realizing eBusiness with Components, Addison-Wesley Pub. Budelmann K & Wozniak C, 2013, Essential Elements for Brand Identity: 100 Principles for Designing Logos and Building Brands (Design Essentials), Massachusetts, RockportDabner D & Stewart S, 2014, Graphic Design School: A Foundation Course for Graphic Designers Working in Print, Moving Image and Digital Media , New Jersey, John Wiley & Sons Dawson P et al, 2012, Graphic Design Rules: 365 Essential Design Dos and Don'ts, Frances Lincoln Deitel, M. H. &, Deitel, P. J. 2011, e-Business & e-Commerce for Managers, Prentice Hall.Doug Richard, 2013, How to Start a Creative Business: the jargon-free guide for creative entrepreneurs. David & Charles.Jenkins S, 2013, Web Design All-in-One For Dummies, New Jersey, John Wiley & SonsKennedy S, How to Become a Video Game Artist, New York, Watson-GuptillKent P, 2015, SEO for Dummies, New Jersey, John Wiley & SonsLilly E, 2015, The Big Bad World of Concept Art for Video Games: An Insider's Guide for Beginners, Culver City California, Design Studio Press

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NESTA, Launch Your Own Successful Creative Business: Creative Enterprise Toolkit. 2011Start-Ups. Start Your Own Business 2013: The most realistic and up-to-date guide to starting a business, Crimson, 2012.Norris, M & West, S. 2001, eBusiness Essentials, 2nd Edition, John Wiley & Sons.Osterwalder, A. & Pigneur, Y. (2010) Business Model Generation: A Handbook for Visionaries,Game Changers, and Challengers, John Wiley & Sons Ltd.Plant, R. 2000 eCommerce: Formulation of Strategy, Prentice Hall.Platten J & Dille F, 2006, The Ultimate Guide to Video Game Writing and Design, New York Lone Eagle Publishing CompanyReynolds, J. 2004 The Complete E-Commerce Book: Design, Build, and Maintain a Successful Web-Based Business, CMP Books.Cheryl Rickman and Anita Roddick. 2005, The Small Business Start-Up Workbook: A step-by-step guide to starting the business you've dreamed of. How To Books.Schell J, 2014, The Art of Game Design: A Book of Lenses, Second Edition, Boca Raton Florida, A K Peters/CRC PressTaute M & Keller M, 2011, Design Matters: An Essential Primer for Today's Designer, RockportVerou L, 2015, CSS Secrets: Better Solutions to Everyday Web Design Problems , California, O'Reilly MediaWhittall R, 2015, The Indie Game Developer Handbook, London, Focal PressWilliams, S. 2010, The Financial Times Guide to Business Start Up 2011, Prentice Hall.Wilson L, 2015, WordPress Web Design For Dummies, New Jersey , John Wiley & Sons

Useful Journals:3D World Magazine3D Artist MagazineEdge MagazineGames and Culture: A Journal of Interactive Media Game StudiesInternational Journal of Computer Games TechnologyGame JournalSimulation & GamingJournal of Virtual Worlds ResearchJournal of Game DevelopmentComputer Games MagazineGame DeveloperEntertainment Computing

37

1.1 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/en/Publications/Documents/Framework-Higher-Education-Qualifications-08.pdf

Subject benchmark statements http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements

SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)

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/assuring-standards-and-quality/the- quality-code

Additional Guidance for Module Record Completion (including KIS definitions):

Full guidance on the completion of module records and further information, including details of KIS definitions is located on the Academic Partnerships portal. Please contact Academic Partnerships Programme Administration if further advice is required.

JACS codes. A list of current codes (JACS3) can be found at: http://www.hesa.ac.uk/content/view/1805/277/

National Cost Centres. A list of current (2012/13 onwards) Cost Centres is available at: https://www.hesa.ac.uk/content/view/102/143/1/2/

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https://www.hesa.ac.uk/content/view/102/143/1/2/

http://www.hesa.ac.uk/content/view/1805/277/

http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code

http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code

http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements

http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements

http://www.qaa.ac.uk/en/Publications/Documents/Framework-Higher-Education-Qualifications-08.pdf

http://www.qaa.ac.uk/en/Publications/Documents/Framework-Higher-Education-Qualifications-08.pdf

PD1. Staffing and Resources

PD3.1 Programme Level Strategy for Staffing and ResourcingWhile staff appointments remain the remit of the College, the University must assure itself of the quality and quantity of staff and resources for Falmouth University awards. In order to assist in underpinning this assurance, an explanation of strategy for staffing and resourcing follows:

A coherent team of staff, appropriately qualified in terms of academic and practical ability will be responsible for the entire Games Design for Industry delivery. Module leaders will include Stephen Howard (MA Digital Art & Technology), Dr Bryan Mills (PhD Economics and degree in business), with additional subject expertise provided by part time staff and technicians: James Kearns (MA English Literature, PHD English Literature ongoing), Michael Gray (BA Hons Games Design), and Mathew Warner (BA Hons Media). Future staff will be expected to do similar and to be able to deliver both academic and practical support. The work of the relevant Programme Manager (Stephen Howard), the Curriculum Lead and the Director of the Visual arts and Media Cluster will ensure that appropriate staff will be responsible for the delivery of the programme and to provide support appropriate to the level of the programme and student. This will ensure that an appropriate balance of teaching staff can be guaranteed across the years of delivery. The enhanced programme team will enable the managers of the provision to provide subject related cover in the event of staff absence. The Games Design for Industry course draws on staff from a number of different courses. For Commercial Games Practice and Enterprise much of the teaching will be delivered by staff from BA (Hons) Business Enterprise under the direction of Dr Bryan Mills. James Kearns from BA (Hons) Contemporary Creative Practice will provide drop in sessions exploring and debating theoretical, historical and critical issues relevant to contemporary practice. Matthew Warner from HND Media will provide technical support for audio visual.

PD3.2 Module Level Staffing and Resourcing Requirements - aligned with current staff 3

3 Copy and paste the provided row to ensure all modules are covered.

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Module Code, Title and Credits:

Module’s Total Contact Hours

Essential Staff Qualifications and Experience

Resources / Facilities Desirable Additional Skills Sets

Current Staff Name

Game Worlds, Innovation and Production (30 Credits)

60 Hold or taking a level 7 or above qualification

Industry relevant experience

Fully equipped studio with game spec pcs.

Full Autodesk software, Adobe Cloud, Unreal Engine 4, UDK, Blender, RealFlow, Construct 2, Microsoft Office Suite, Audacity etc

Oculus Dev Kit One and Two. Wacom drawing tablets.

Film Studio with blue and green screens. Kinect Cameras for motion capture. Access to a large range of digital and analogue photography/film/audio and lighting equipment.

Greater experience of using Virtual/Augmented Reality (HTC VIVE)

Stephen Howard

+ Michael Gray

+ Matthew Warner (technician)

41





Current Staff Name

Broadcast quality HD cameras (Sony Z Series)

Canon D series DSLR’s (550, 600, 700, 5D)

Latest GoPro camera with huge range of mounts, housings etc

Huge range of steady cam rigs, tripods, microphones

Quad rotor, remote control ariel camera Drone

15 Video Edit Suites

2 Sound Recording Studios

Kit hire – FREE

42





Current Staff Name

Blue and green screen shooting spaces in our 4 Camera Black Magic Live TV studio (4k)

3 Sound labs and two film edit suites with access to Cubase, Logic and Audacity etc. Access to DBS.

Wet and dry areas in studio for traditional animation tuition (stop motion and cel animation)with access to Rostrum camera stand and light boxes.

6000 plus game titles and access to around a dozen types of game

43





Current Staff Name

consoles etc

Games club with access to all consoles and games

Live client industry briefs engaging with local and national companies.

Guest lectures and master classes from industry professionals

Full-Time dedicated media technician

Excellent pastoral care for students and individual tailored

44





Current Staff Name

learning

Excellent one to one tutoring and support

Student interest focused assignments

3D workshops and access to Photography and ceramic studios (sculpting).

Industry standard 3D printers and scanner.

3 lecture theatres.

Honours Team Project 1 (30 Credits)



Practical experience of digital music creation.

Stephen Howard

45





Current Staff Name





Broadcast quality HD

+ Michael Gray

+ James Kearns


46





Current Staff Name

cameras (Sony Z Series)







Kit hire – FREE

Blue and green screen shooting spaces in our

47





Current Staff Name

4 Camera Black Magic Live TV studio (4k)



6000 plus game titles and access to around a dozen types of game consoles etc

48





Current Staff Name





Excellent pastoral care for students and individual tailored learning

Excellent one to one

49





Current Staff Name

tutoring and support




3 lecture theatres.

Honours Team Project 2 (30 Credits)




Full Autodesk software, Adobe Cloud, Unreal Engine 4, UDK, Blender,

Practical experience of digital music creation.

Stephen Howard

+ Michael Gray


50





Current Staff Name

RealFlow, Construct 2, Microsoft Office Suite, Audacity etc





51





Current Staff Name






Kit hire – FREE


3 Sound labs and two

52





Current Staff Name

film edit suites with access to Cubase, Logic and Audacity etc. Access to DBS.




53





Current Staff Name







54





Current Staff Name



3 lecture theatres.

Commercial Games Practice & Enterprise (30 credits)





Oculus Dev Kit One and

Delivery for Playstation and Xbox.

Dr Bryan Mills and Stephen Howard

+ Michael Gray


55





Current Staff Name

Two. Wacom drawing tablets.





Huge range of

56





Current Staff Name

steady cam rigs, tripods, microphones




Kit hire – FREE



57





Current Staff Name





58





Current Staff Name






3D workshops and access to Photography and ceramic studios

59





Current Staff Name

(sculpting).


3 lecture theatres.

60