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Session: 2022/23
Last modified: 21/04/2022 13:31:55
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Title of Module: The Creative Computing Professional |
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Code: COMP07071 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 10 |
ECTS: 5
(European Credit Transfer Scheme) |
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| School: | School of Computing, Engineering and Physical Sciences |
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| Module Co-ordinator: | Peter
Satera |
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| Summary of Module |
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This is a core first year module for the undergraduate degree programmes in Computer Animation, Computer Games Technology, Computer Games Development and Music Technology.
The module is concerned with students developing knowledge of the creative technology industry sector in general together with more specialized knowledge related to their own degree programme. An important aspect of this is an understanding of roles within the industry and how these relate to each other. Students will become aware of the production process from idea through to sales.
Students will develop key communication skills and professional skills (such as group working) and understand the relevance of these to the industry. Professional issues (such as copyright and intellectual property) will be covered.
Students will be expected to work on some tasks with students from other disciplines to broaden their understanding of the creative industries.
Personal development planning will be introduced and students will be encouraged to develop a reflective approach to their personal development and see the relevance of this to both their future studies and place in industry. Students will create a reflective e-portfolio as part of this process.
- This module embeds the key “I am UWS” graduate attributes and in particular: Universal(culturally aware), Work Ready(effective communicator motivated) and Successful (resilient)
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Define key roles within relevant sectors of the creative industries and how these relate to each other.
L2.
Demonstrate a range of communication and professional skills relevant to study and later working in the creative industries.
L3.
Produce creative materials synonymous within a team objective and reflect on current skills development |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 7.
Of the creative industries and its various sectors.
Of working practices within relevant sectors of the creative industries.
Of relevant communication and professional skills required to work in a sector of the creative industries
Develop an understanding of personal and inter-personal skills development.
Understanding of the personal development plan process
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| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Practical knowledge of communication and group work skills.
Apply knowledge, skills and understanding in practical contexts.
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| Generic Cognitive skills |
SCQF Level 7.
Developing learning awareness of active deep learning approaches necessary for deep level skill development
Develop inter-personal skills.
Present and evaluate arguments, information and ideas that are relevant to their subject discipline.
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| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Communicating knowledge and information effectively.
Interpreting problems and stating solutions
Select and use standard IT applications to present information.
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| Autonomy, Accountability and Working with others |
SCQF Level 7.
Exercise some initiative and independence in carrying out defined activities.
Exercise some managerial or supervisory responsibility for the work of others within a defined and supervised structure.
Take the lead in implementing agreed plans in defined contexts.
Take account of own and others’ roles and responsibilities when carrying out and evaluating tasks.
Work, under guidance, with others to acquire an understanding of current professional practice.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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The module will be delivered by a range of approaches including lectures, tutorials and supported lab sessions in which students will be expected to undertake a range of tasks culminating in producing work to satisfy the learning outcomes of the module.
Lectures will be used to communicate basic information, which will be supplemented by students’ own guided research. Tutorials will be used to develop a range of communication, group working skills and other professional skills. The lab sessions will facilitate student group work, research and development.
It is intended that students will work both within their own degree specialisms but also with students from other degree specialisms so as to gain a wider understanding of the creative technologies.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 8 |
| Tutorial/Synchronous Support Activity | 6 |
| Laboratory/Practical Demonstration/Workshop | 10 |
| Asynchronous Class Activity | 16 |
| Independent Study | 60 |
| 100
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Module teaching materials provided on VLE
Teaching resources used in class sessions
Access to web based resources and normal office IT facilities.
Access to online resources will be required for research purposes.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Computing |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Creative Computing |
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| Moderator | Gavin Baxter |
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| External Examiner | S Kennedy-Parr |
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| Accreditation Details | This forms part of programmes by BCS, by Skillset as part of BSc (Hons) Computer Games Technology and by JAMES as part of BSc (Hons) Music Technology. |
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| Version Number | 1.08 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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There is one assessment that consists of 2 subcomponents:
- [40%] A group presentation
- [60%] An individual submission which collates the generated content, such as Game Design/ Game Audio/ Game Art. Accompanied by a self-reflective document and team review form.
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(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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The University policies on equality and diversity will apply to this module: the content and assessment are based on the ability to communicate in English but are otherwise culture-neutral.
This module will require computer use and students must be proficient computer users within a windows, icons and mouse pointer environment with the use of suitable aids where required.
When a student discloses a need for additional support appropriate adjustments will be made, consulting with the module coordinator if necessary.
Further guidance available from Student Services, School Disability Co-ordinators or the University’s Equality and Diversity Co-ordinator.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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