Study Guide

Learning outcomes

The student is able to
- analyze the assignment to produce a content and production plan
- present a visual and content design proposal for a project
- plan the production team's different roles and responsibilities
- manage a production project using industry standard methods and tools.

Implementation and methods of teaching

- Project work in small groups
- Design and production of assigned assignments

Timing and attendance

Participation in small group work
Participation in expert guidance

Working life cooperation

Implementation of the HITU RDI project for the production of information material

Learning environment

Independent group work
Meetings with experts

Student time use and work load

90% Group work
10% Guidance

Contents

During the course, small groups will produce information material on the HITU RDI project under the guidance of experts. The information materials will be short informative animations.

Additional information for students: previous knowledge etc.

The Course is part of the Image Framing Studio of the Media Content Design module

Assessment scale

1-5

Failed (0)

The student has not participated sufficiently in group work and guidance

Assessment criteria: level 1 (assessment scale 1–5)

The student has participated in group work and supervision, but there is much room for improvement in teamwork skills, production planning and implementation.

Assessment criteria: level 3 (assessment scale 1–5)

The student has participated in group work and supervision, and has demonstrated sufficient skills in group work, production planning and commissioning.

Assessment criteria: level 5 (assessment scale 1–5)

The student has actively participated in group work and supervision, and has demonstrated a good level of skill in group work, production planning and assignment implementation.

Learning outcomes

The student is able to
- work in their professional role in a multidisciplinary production team and understands the responsibilities of different roles in relation to the whole of the production
- function in a team in a way that supports the teams goals and is able to coordinate the team's work
- interpret a script or content plan to derive goals for their own role.

Assessment scale

1-5

Failed (0)

- Repeated absences from lessons and teaching situations

- Poor knowledge of the professional knowledge and skills relevant to the course

- Absence of key course assignments

Assessment criteria: level 1 (assessment scale 1–5)

- Ability to work according to instructions
- Can generate ideas for the implementation of the assignment
- Can identify and describe the main methods of the course in a guided manner
- Participates in a guided learning discussion
- Can search for professional information in his/her field

Assessment criteria: level 3 (assessment scale 1–5)

- Is able to apply a wide range of options to his/her working process
- Can implement assignments in a guided and independent manner on the basis of their ideas and develop them on the basis of feedback
- Can independently identify and compare the methods used
- Can assess and justify competence and set objectives for development in terms of content and/or technology
- Able to follow and describe the professional debate in his/her field

Assessment criteria: level 5 (assessment scale 1–5)

- Can apply and develop a variety of options in their working process
- Can use what they have learned in a planned and creative way when carrying out assignments and apply feedback received
- Can apply the methods used and analyse their relationship to the task
- Able to assess, develop and extend content and/or technical competences
- Able to participate in professional debates in his/her field

Learning outcomes

The students is able to
- describe the roles of design, mechanics and narrative as tools when creating experiences to a player
- describe the stages of a game design process
- give examples of how game mechanics can be used in non-game applications
- know how to create a basic game concept or take part in a professional team's efforts in creating a game concept
- know how to document a game concept design in an industry standard way and communicate with the production stakeholders.

Implementation and methods of teaching

- Lectures, group work and individual assignments.
- Game concept development project

Timing and attendance

The student must attend classes on contact days.
Committed participation to group working projects

Learning material and recommended literature

The Art of Game Design, Jesse Schell 2008, ISBN 978-0123694966

Working life cooperation

Possibility of RDI-project assignments.

Learning environment

Classroom, Moodle, Zoom, web resources

Student time use and work load

The course contains contact days with students and
Assignments and group works outside of lectures.

Contents

The course will be implemented by lectures, which will contain theoretical explanations on different aspects of game concept design, incl.
- basic principals of game design, game character design and level design
- Introduction of different platforms and frameworks for game designers
- structure and duties of the game development team.

Additional information for students: previous knowledge etc.

Complementary studio for Media Content Design, Graphic Design and UX/UI students in the first instance, with the remaining places filled on a first come, first served basis. No prior knowledge of game design or coding is required. Basic knowledge of the most design softwares, e.g. Adobe CC is recommended.

Assessment criteria

Attendance and active participation in the lessons.Tasks oriented to the themes of the lessons, plus returnable exercises. Designing a game concept in a group.

Assessment scale

1-5

Failed (0)

The student does not meet the learning outcomes of the course.

Assessment criteria: level 1 (assessment scale 1–5)

The student can use professional terms consistently. Student can explain the basics of game design and implementation. The student is able to work as a member of a team in a game project and to contribute his/her own skills to the common project.

Assessment criteria: level 3 (assessment scale 1–5)

The student can use professional terminology fluently and discuss game development with professionals in the field. Student can apply his/her knowledge in game design to the implementation of different types of games. The student is able to manage a team in a goal-oriented way.

Assessment criteria: level 5 (assessment scale 1–5)

The student is able to use professional concepts competently and combine them into smoothly functioning units. Student can work independently and responsibly in a game development project and can combine different techniques in the implementation of game concepts into a functional game. They support the professional development of team members through their own activities.

Learning outcomes

The students are able to
- document their work and competence in a visual way
- create a written describe assignments and their working process in a clear and concise way
- produce a visual portfolio.

Assessment scale

1-5

Failed (0)

- Repeated absences from lessons and teaching situations

- Poor knowledge of the professional knowledge and skills relevant to the course

- Absence of key course assignments

Assessment criteria: level 1 (assessment scale 1–5)

- Ability to work according to instructions
- Can generate ideas for the implementation of the assignment
- Can identify and describe the main methods of the course in a guided manner
- Participates in a guided learning discussion
- Can search for professional information in his/her field

Assessment criteria: level 3 (assessment scale 1–5)

- Is able to apply a wide range of options to his/her working process
- Can implement assignments in a guided and independent manner on the basis of their ideas and develop them on the basis of feedback
- Can independently identify and compare the methods used
- Can assess and justify competence and set objectives for development in terms of content and/or technology
- Able to follow and describe the professional debate in his/her field

Assessment criteria: level 5 (assessment scale 1–5)

- Can apply and develop a variety of options in their working process
- Can use what they have learned in a planned and creative way when carrying out assignments and apply feedback received
- Can apply the methods used and analyse their relationship to the task
- Able to assess, develop and extend content and/or technical competences
- Able to participate in professional debates in his/her field

Learning outcomes

The students are able to
- document their work methods and process both visually and textually
- situate their expertise and expression in the professional field
- produce a comprehensive visual portfolio of their work.

Assessment scale

1-5

Failed (0)

- Repeated absences from lessons and teaching situations

- Poor knowledge of the professional knowledge and skills relevant to the course

- Absence of key course assignments

Assessment criteria: level 1 (assessment scale 1–5)

- Ability to work according to instructions
- Can generate ideas for the implementation of the assignment
- Can identify and describe the main methods of the course in a guided manner
- Participates in a guided learning discussion
- Can search for professional information in his/her field

Assessment criteria: level 3 (assessment scale 1–5)

- Is able to apply a wide range of options to his/her working process
- Can implement assignments in a guided and independent manner on the basis of their ideas and develop them on the basis of feedback
- Can independently identify and compare the methods used
- Can assess and justify competence and set objectives for development in terms of content and/or technology
- Able to follow and describe the professional debate in his/her field

Assessment criteria: level 5 (assessment scale 1–5)

- Can apply and develop a variety of options in their working process
- Can use what they have learned in a planned and creative way when carrying out assignments and apply feedback received
- Can apply the methods used and analyse their relationship to the task
- Able to assess, develop and extend content and/or technical competences
- Able to participate in professional debates in his/her field

Learning outcomes

The students are able to
- report their work on a project to the client, project management or funder
- demonstrate, using citations, that they are familiar with practices in their field
- create a visual written project report.

Assessment scale

1-5

Failed (0)

- Repeated absences from lessons and teaching situations



- Poor knowledge of the professional knowledge and skills relevant to the course



- Absence of key course assignments

Assessment criteria: level 1 (assessment scale 1–5)

- Ability to work according to instructions

- Can generate ideas for the implementation of the assignment

- Can identify and describe the main methods of the course in a guided manner

- Participates in a guided learning discussion

- Can search for professional information in his/her field

Assessment criteria: level 3 (assessment scale 1–5)

- Is able to apply a wide range of options to his/her working process

- Can implement assignments in a guided and independent manner on the basis of their ideas and develop them on the basis of feedback

- Can independently identify and compare the methods used

- Can assess and justify competence and set objectives for development in terms of content and/or technology

- Able to follow and describe the professional debate in his/her field

Assessment criteria: level 5 (assessment scale 1–5)

- Can apply and develop a variety of options in their working process

- Can use what they have learned in a planned and creative way when carrying out assignments and apply feedback received

- Can apply the methods used and analyse their relationship to the task

- Able to assess, develop and extend content and/or technical competences

- Able to participate in professional debates in his/her field 

Learning outcomes

The student is able to
- define the concepts of XR (extended reality) and AR (augmented reality) and discuss the possibilities of these and related technologies
- design concepts where XR/AR technologies support user experience, learning, marketing or other client needs and requirements
- produce prototypes that allow the evaluation and further development of XR/AR concepts
- function in their professional role in a multidisciplinary design and production team.

Implementation and methods of teaching

During the course, you will get to know the production environments of XR/AR contents and their application through exercises. With the implementation, demos and prototypes are also made as assignments for the XR environment.

Orders come from R&D projects and LAB

Additional information for students: previous knowledge etc.

No prior knowledge of XR-production is required.
Knowledge of digital work tools and design software is an advantage

Assessment scale

Approved/Failed

Assessment criteria: assessment scale failed/approved

Student shows that is able to:
- work in projects in accordance with the administration
- apply professional methods and working practices related to the project topic
- operate safely, ethically and customer-oriented project
- action required by the project in interactive situations

Learning outcomes

The students are able to
- report their work on a project to the client, project management or funder
- demonstrate, using citations, that they are familiar with practices in their field
- create a visual written project report.

Assessment scale

1-5

Failed (0)

- Repeated absences from lessons and teaching situations



- Poor knowledge of the professional knowledge and skills relevant to the course



- Absence of key course assignments

Assessment criteria: level 1 (assessment scale 1–5)

- Ability to work according to instructions

- Can generate ideas for the implementation of the assignment

- Can identify and describe the main methods of the course in a guided manner

- Participates in a guided learning discussion

- Can search for professional information in his/her field

Assessment criteria: level 3 (assessment scale 1–5)

- Is able to apply a wide range of options to his/her working process

- Can implement assignments in a guided and independent manner on the basis of their ideas and develop them on the basis of feedback

- Can independently identify and compare the methods used

- Can assess and justify competence and set objectives for development in terms of content and/or technology

- Able to follow and describe the professional debate in his/her field

Assessment criteria: level 5 (assessment scale 1–5)

- Can apply and develop a variety of options in their working process

- Can use what they have learned in a planned and creative way when carrying out assignments and apply feedback received

- Can apply the methods used and analyse their relationship to the task

- Able to assess, develop and extend content and/or technical competences

- Able to participate in professional debates in his/her field 

Learning outcomes

The student is able to
- work in their professional role in a multidisciplinary production team and understands the responsibilities of different roles in relation to the whole of the production
- function in a team in a way that supports the teams goals and is able to coordinate the team's work
- interpret a script or content plan to derive goals for their own role.

Assessment scale

1-5

Failed (0)

- Repeated absences from lessons and teaching situations

- Poor knowledge of the professional knowledge and skills relevant to the course

- Absence of key course assignments

Assessment criteria: level 1 (assessment scale 1–5)

- Ability to work according to instructions
- Can generate ideas for the implementation of the assignment
- Can identify and describe the main methods of the course in a guided manner
- Participates in a guided learning discussion
- Can search for professional information in his/her field

Assessment criteria: level 3 (assessment scale 1–5)

- Is able to apply a wide range of options to his/her working process
- Can implement assignments in a guided and independent manner on the basis of their ideas and develop them on the basis of feedback
- Can independently identify and compare the methods used
- Can assess and justify competence and set objectives for development in terms of content and/or technology
- Able to follow and describe the professional debate in his/her field

Assessment criteria: level 5 (assessment scale 1–5)

- Can apply and develop a variety of options in their working process
- Can use what they have learned in a planned and creative way when carrying out assignments and apply feedback received
- Can apply the methods used and analyse their relationship to the task
- Able to assess, develop and extend content and/or technical competences
- Able to participate in professional debates in his/her field

Learning outcomes

The student is able to
- define the concepts of XR (extended reality) and AR (augmented reality) and discuss the possibilities of these and related technologies
- design concepts where XR/AR technologies support user experience, learning, marketing or other client needs and requirements
- produce prototypes that allow the evaluation and further development of XR/AR concepts
- function in their professional role in a multidisciplinary design and production team.

Implementation and methods of teaching

During the course, you will get to know the production environments of XR/AR contents and their application through exercises. With the implementation, demos and prototypes are also made as assignments for the XR environment.

Orders come from R&D projects and LAB

Additional information for students: previous knowledge etc.

No prior knowledge of XR-production is required.
Knowledge of digital work tools and design software is an advantage

Assessment scale

Approved/Failed

Assessment criteria: assessment scale failed/approved

Student shows that is able to:
- work in projects in accordance with the administration
- apply professional methods and working practices related to the project topic
- operate safely, ethically and customer-oriented project
- action required by the project in interactive situations

Learning outcomes

The students are able to
- document their work methods and process both visually and textually
- situate their expertise and expression in the professional field
- produce a comprehensive visual portfolio of their work.

Assessment scale

1-5

Failed (0)

- Repeated absences from lessons and teaching situations

- Poor knowledge of the professional knowledge and skills relevant to the course

- Absence of key course assignments

Assessment criteria: level 1 (assessment scale 1–5)

- Ability to work according to instructions
- Can generate ideas for the implementation of the assignment
- Can identify and describe the main methods of the course in a guided manner
- Participates in a guided learning discussion
- Can search for professional information in his/her field

Assessment criteria: level 3 (assessment scale 1–5)

- Is able to apply a wide range of options to his/her working process
- Can implement assignments in a guided and independent manner on the basis of their ideas and develop them on the basis of feedback
- Can independently identify and compare the methods used
- Can assess and justify competence and set objectives for development in terms of content and/or technology
- Able to follow and describe the professional debate in his/her field

Assessment criteria: level 5 (assessment scale 1–5)

- Can apply and develop a variety of options in their working process
- Can use what they have learned in a planned and creative way when carrying out assignments and apply feedback received
- Can apply the methods used and analyse their relationship to the task
- Able to assess, develop and extend content and/or technical competences
- Able to participate in professional debates in his/her field

Learning outcomes

The students is able to
- describe the roles of design, mechanics and narrative as tools when creating experiences to a player
- describe the stages of a game design process
- give examples of how game mechanics can be used in non-game applications
- know how to create a basic game concept or take part in a professional team's efforts in creating a game concept
- know how to document a game concept design in an industry standard way and communicate with the production stakeholders.

Implementation and methods of teaching

- Lectures, group work and individual assignments.
- Game concept development project

Timing and attendance

The student must attend classes on contact days.
Committed participation to group working projects

Learning material and recommended literature

The Art of Game Design, Jesse Schell 2008, ISBN 978-0123694966

Working life cooperation

Possibility of RDI-project assignments.

Learning environment

Classroom, Moodle, Zoom, web resources

Student time use and work load

The course contains contact days with students and
Assignments and group works outside of lectures.

Contents

The course will be implemented by lectures, which will contain theoretical explanations on different aspects of game concept design, incl.
- basic principals of game design, game character design and level design
- Introduction of different platforms and frameworks for game designers
- structure and duties of the game development team.

Additional information for students: previous knowledge etc.

Complementary studio for Media Content Design, Graphic Design and UX/UI students in the first instance, with the remaining places filled on a first come, first served basis. No prior knowledge of game design or coding is required. Basic knowledge of the most design softwares, e.g. Adobe CC is recommended.

Assessment criteria

Attendance and active participation in the lessons.Tasks oriented to the themes of the lessons, plus returnable exercises. Designing a game concept in a group.

Assessment scale

1-5

Failed (0)

The student does not meet the learning outcomes of the course.

Assessment criteria: level 1 (assessment scale 1–5)

The student can use professional terms consistently. Student can explain the basics of game design and implementation. The student is able to work as a member of a team in a game project and to contribute his/her own skills to the common project.

Assessment criteria: level 3 (assessment scale 1–5)

The student can use professional terminology fluently and discuss game development with professionals in the field. Student can apply his/her knowledge in game design to the implementation of different types of games. The student is able to manage a team in a goal-oriented way.

Assessment criteria: level 5 (assessment scale 1–5)

The student is able to use professional concepts competently and combine them into smoothly functioning units. Student can work independently and responsibly in a game development project and can combine different techniques in the implementation of game concepts into a functional game. They support the professional development of team members through their own activities.

Learning outcomes

The student is able to
- analyze the assignment to produce a content and production plan
- present a visual and content design proposal for a project
- plan the production team's different roles and responsibilities
- manage a production project using industry standard methods and tools.

Implementation and methods of teaching

- Project work in small groups
- Design and production of assigned assignments

Timing and attendance

Participation in small group work
Participation in expert guidance

Working life cooperation

Implementation of the HITU RDI project for the production of information material

Learning environment

Independent group work
Meetings with experts

Student time use and work load

90% Group work
10% Guidance

Contents

During the course, small groups will produce information material on the HITU RDI project under the guidance of experts. The information materials will be short informative animations.

Additional information for students: previous knowledge etc.

The Course is part of the Image Framing Studio of the Media Content Design module

Assessment scale

1-5

Failed (0)

The student has not participated sufficiently in group work and guidance

Assessment criteria: level 1 (assessment scale 1–5)

The student has participated in group work and supervision, but there is much room for improvement in teamwork skills, production planning and implementation.

Assessment criteria: level 3 (assessment scale 1–5)

The student has participated in group work and supervision, and has demonstrated sufficient skills in group work, production planning and commissioning.

Assessment criteria: level 5 (assessment scale 1–5)

The student has actively participated in group work and supervision, and has demonstrated a good level of skill in group work, production planning and assignment implementation.

Learning outcomes

The students are able to
- document their work and competence in a visual way
- create a written describe assignments and their working process in a clear and concise way
- produce a visual portfolio.

Assessment scale

1-5

Failed (0)

- Repeated absences from lessons and teaching situations

- Poor knowledge of the professional knowledge and skills relevant to the course

- Absence of key course assignments

Assessment criteria: level 1 (assessment scale 1–5)

- Ability to work according to instructions
- Can generate ideas for the implementation of the assignment
- Can identify and describe the main methods of the course in a guided manner
- Participates in a guided learning discussion
- Can search for professional information in his/her field

Assessment criteria: level 3 (assessment scale 1–5)

- Is able to apply a wide range of options to his/her working process
- Can implement assignments in a guided and independent manner on the basis of their ideas and develop them on the basis of feedback
- Can independently identify and compare the methods used
- Can assess and justify competence and set objectives for development in terms of content and/or technology
- Able to follow and describe the professional debate in his/her field

Assessment criteria: level 5 (assessment scale 1–5)

- Can apply and develop a variety of options in their working process
- Can use what they have learned in a planned and creative way when carrying out assignments and apply feedback received
- Can apply the methods used and analyse their relationship to the task
- Able to assess, develop and extend content and/or technical competences
- Able to participate in professional debates in his/her field