Module overview
This module explores new possibilities for creative computing beyond the computer screen. Through group work you will devise a prototype project for a non-screen based experience that might be, for example, a location-aware or geolocation-based application, an interactive installation, robotic artwork, a digitally-supported physical game or a wearable system. You will draw on the skills and knowledge you have gained so far but be supported in developing and adding to them as you work on your project. Through this team-based project you will develop skills in collaboration, project management, and begin to identify your own areas of interest and expertise with creative computing.
Aims and Objectives
Learning Outcomes
Transferable and Generic Skills
Having successfully completed this module you will be able to:
- plan and manage your workloads to set deadlines
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- the underlying concepts and principles of contextual issues including sustainable and ethical practices
Subject Specific Practical Skills
Having successfully completed this module you will be able to:
- employ relevant materials, techniques, methods, technologies and workshop skills
Disciplinary Specific Learning Outcomes
Having successfully completed this module you will be able to:
- demonstrate the ability to work in an effective manner, including as a member of a team, making use of tools and techniques to appropriately communicate, manage tasks and plan projects under guidance
Subject Specific Intellectual and Research Skills
Having successfully completed this module you will be able to:
- identify and debate the current and emerging sustainable and ethical factors that have the potential for driving positive and constructive change
Syllabus
You will be introduced to the module’s themes, concepts and creative examples through mini-lectures and briefings. These themes, concepts and examples will vary year to year but will address the history, theory and contemporary state of pervasive digital media – that is computing-based creative projects that are not primarily screen-based. Theoretical issues and creative examples might include human-computer interaction (HCI), interactive art, ‘serious’ and pervasive games, wearable computing, sensing and robotic art projects. Working in teams you will plan and manage the design and testing of your ideas and the production of a prototype that will demonstrate them. It is likely that this prototype will be a mix of paper designs and full working elements. You will be introduced to methods of design iteration and user / play testing.
Learning and Teaching
Teaching and learning methods
Teaching will include mini-lectures and group project planning tutorials, crits and feedback on work in progress. Support in key platforms, techniques and programming languages, will be provided according to project needs. The projects will be team-based so peer learning and feedback will be embedded.
| Type | Hours |
|---|---|
| Teaching | 42 |
| Independent Study | 248 |
| Total study time | 290 |
Resources & Reading list
Internet Resources
Textbooks
Montola, Markus (2009). Pervasive Games: theory and design. Amsterdam: Elsevier.
Leorke, Dale (2019). Location-based Gaming: play in public space. New York: Palgrave Macmillan.
Assessment
Assessment strategy
Project work will be undertaken in teams, but will be assessed individually
Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
Group presentation
- Assessment Type: Formative
- Feedback:
- Final Assessment: No
- Group Work: Yes
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Portfolio of practice | 75% |
| Reflective Journal | 25% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Portfolio of practice | 75% |
| Reflective Journal | 25% |