UNDERGRADUATE PROGRAMME SPECIFICATION · Augmented reality adds to reality – by overlaying visual displays of information on to the real world you see around you. Both technologies

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UNDERGRADUATE PROGRAMME SPECIFICATION

Programme Title:

Computer Games Programming (Virtual Reality)

Awarding Body:

Staffordshire University

Teaching Institution:

Staffordshire University

Final Awards: BSc (Hons) Computer Games Programming (Virtual Reality)

Intermediate Awards: Certificate of Higher Education in Computer Games

Programming (Virtual Reality) Diploma of Higher Education in Computer Games Programming (Virtual Reality)

Mode of Study:

Full Time 3 years, or Full Time 4 years (Sandwich)

UCAS Codes: G610 Full Time 3 years G611 Full Time 4 years

QAA Subject Benchmarks: Computing JACS Code: G400 Professional/Statutory Body: Date of Production: March 2016 Date of Revision: March 2017

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EDUCATIONAL AIMS OF THE PROGRAMME

Your course was designed with the following aims:

• To give you a broad grounding in essential computing skills • To give you specialist, in-depth knowledge and practical experience in virtual

and augmented reality and computer games programming • To enable you to build up a portfolio of games and virtual reality applications

that will showcase your talents. • To prepare you for employment as a software development professional, with

a specialism in virtual and augmented reality and computer games programming

• To enable you, subject to a suitable degree classification, to undertake further postgraduate study or research

• To give you the opportunity to gain key experience and employability skills by undertaking a one-year work placement in the computing industry

• To embed within the programme the inculcation and assessment of attributes and ethos of the Staffordshire Graduate, so that you exemplify these qualities when you graduate.

What is distinctive about this programme?

This award is about technical software development for games and virtual reality systems. Virtual Reality immerses you in a different reality – a simulated world that you can see, hear and interact with. Augmented reality adds to reality – by overlaying visual displays of information on to the real world you see around you. Both technologies involve highly technical concepts - representing and rendering 3D worlds, processing and making sense of visual surroundings, and enabling the user to interact in ways that go way beyond the traditional mouse and keyboard. At Staffordshire University we have cutting edge technology and key industry experience to enable you to study these exciting new advances. We believe that Virtual and Augmented Reality will be critically important to many future technologies, and have designed this award – with input from industry leaders Sony Computer Entertainment Europe, Epic Games and Holovis - to give you the skills and experience you need to be at the forefront of this new frontier for computing. BSc(Hons) Computer Games Programming (Virtual Reality) is part of the Games Programming scheme of awards, which also include BSc(Hons) Computer Games Programming and BSc(Hons) Computer Games Development. The first

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year is common for all three awards, so it’s possible to transfer between them if you wish. You will learn the fundamentals of computing, programming in Java and C++, and develop 2D and 3D systems. In the second year, you learn the technical graphics, mathematics, physics, data representation, and simulation concepts that mark you out as a VR specialist. You will develop a portfolio of work throughout your course. You will get real-world experience in developing games from an initial concept to finished product, both individually and in groups. In your second year you will pitch your games to, and get feedback from, commercial games studios. If like most students you study the sandwich version of this award, you will spend your third year on a work placement, applying your knowledge in the workplace and gaining valuable industrial experience. We have been running the Computing placement scheme for nearly 50 years, and have placed thousands of students in companies across the UK and beyond. In your final year you will take modules in advanced virtual and augmented reality concepts, including image processing, machine vision and graphics technology. You will also research and develop an aspect of virtual or augmented reality for your final year project and you’ll have the chance to present your work in a graduate exhibition to industry specialists. You will develop your practical skills within our brand new dedicated Computing facilities which include:

• Two games programming labs equipped with high-spec PCs and peripherals

• A suite of Sony PlayStation 4 development kits • Cutting edge Virtual Reality headsets and haptic devices • A wide selection of mobile devices, tablets and wearables • Usability lab • Commercial games studio

Our computing staff have industry and research experience in games and virtual reality. We have published numerous papers in the fields of image and video processing, speech processing, pattern recognition, and computer graphics and animation. The Faculty’s Centre for Information, Intelligence and Security Systems has produced world-leading systems for video analytics - Spectral-360® and Adaptive Video Analytics.

On graduation, you will be well equipped for employment as a software developer in the specialised field of Virtual and Augmented Reality, as well as in the general games and computing industry.

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The Staffordshire Graduate

The Staffordshire Graduate represents a set of qualities that the University passionately believes is necessary for success in the 21st century. The Staffordshire Graduate is a reflective and critical learner with a global perspective, prepared to contribute in the world of work. The programme addresses these qualities by highlighting the need to develop an approach which seeks to map the skills encountered in the programme with those being sought in the wider world of the games industry, and the emerging job market for virtual and augmented reality developers. Through constant emphasis on work-related expectations and needs and the adoption of practices informed by contact and liaison with the sector, the programme encourages engagement and the need to be informed about what is required to succeed after completion of the award. Partly through participation in sector-led external workshops, open days and industrial visits but also through the use of student-led reflection on the application of your learning after graduation, the programme is designed to encourage an attitude that considers entrepreneurship, enterprise and employability to be as important as the equally vital academic skills needed to excel in the industry. The use of group work, peer-reflection and other reflective assessment strategies in addition to the emphasis on undertaking a year-long industrial placement all contribute to recognition of the importance of the Staffordshire Graduate outcomes achieved by successful graduates of the programme. The specific nature of these qualities in the Computer Games Programming (Virtual Reality) award is based on our aspiration to have it accredited by the British Computer Society – The Chartered Institute for IT. Accreditation ensures that graduates have the knowledge and skills appropriate for employment in the computing industry. This informs the structure and content of the award. Throughout the degree, you will be required to communicate in a variety of formats including software design documents, written reports and individual and group presentations. Team-work is developed at Level 4 and Level 5 in modules that require you to specify, design and develop software artefacts in groups using industry-standard techniques and processes. Professional, organisational, ethical, legal, and globalisation issues are addressed in modules at all Levels, which also cover career development, from initial job applications to Continuing Professional Development (CPD) and entrepreneurship. Globalisation is further addressed from a computing perspective in modules which examine localisation (adapting a software product for a particular local market) and globalisation (developing products for international markets). You are encouraged to enrol on the sandwich degree which involves a year’s paid placement in the Computing industry, developing the full range of graduate attributes from understanding of enterprise and industrial relationships, to interacting confidently with colleagues, and communicating your experience in a formal report.

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The culmination of study is the final year project, where you will work independently to investigate, critically analyse, and create practical solutions to a virtual or augmented reality problem of your own choosing. Communication and presentation skills form an important part of the project, and you have the opportunity to engage with local employers by presenting your work at GradEx, the graduate exhibition.

Appendix 2 shows how the award is mapped to the criteria of the Staffordshire Graduate.

PROGRAMME OUTCOMES What will this programme teach me to do? At the end of your studies you should be able to: [in brackets - reference to QAA Computing Benchmark Statement – see Appendix 1]

Knowledge & Understanding Demonstrate a systematic understanding of computing concepts and principles.

Show that you have acquired coherent and detailed knowledge about the principles and practices of Computer Games Programming and Virtual Reality, some of which is at, or informed by, the forefront of research and development in the field. [SRCA 1, 2, 3, 4, 6, 8; ATS 2]

Learning Develop lines of argument and evaluate possible approaches, tools, techniques, platforms and solutions based on knowledge of Computer Games Programming and Virtual Reality principles and practices, and demonstrate understanding of the uncertainty, ambiguity and limitations of this knowledge. [SRCA 4, 6; SRPA 2]

Enquiry Initiate and carry out Computer Games Programming and Virtual Reality projects.

Ethically gather information pertaining to computing problems, possible solutions, and the success of these solutions, from existing or potential users and/or organisations using established development practices.

Find, critically evaluate, manage, apply, and understand information from a range of sources, acknowledging the cultural, ethical, economic, legal, and

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social issues surrounding the use of such information. [SRCA 4]; ATS 1,2]

Analysis Critically discuss current research in Computer Games Programming and Virtual Reality, and evaluate arguments, assumptions, abstract concepts and data (that may be incomplete) to draw conclusions. [SRCA 1; SRPA 2; ATS1]

Problem Solving Apply knowledge & understanding, learning, enquiry and analysis to devise and address appropriate questions and strategies that lead to the identification, development and evaluation of solutions to computing-based problems.

Plan and carry out a large and complex games development project, applying established Virtual and Augmented Reality principles and practices. [SRCA 5, 6; SRPA 1, 2, 3, 5; ATS 3]

Communication Communicate ideas, problems and solutions to both specialist and non-specialist audiences in a variety of forms, including, but not limited to: written academic reports; verbal presentations; documentation in support of the development of software; project management documentation. [SRCA 5, 7; SRPA 4]

Application Apply software development principles and practices and established management techniques, including those at the forefront of Computer Games Programming and Virtual Reality knowledge, in the process of solving complex software development problems [SRCA 6; SRPA 1, 5; ATS 2, 3]

Reflection Critically evaluate your performance as an academic and a professional software developer specialising in Computer Games Programming and Virtual Reality, considering both process and product.

Plan how to make your performance (process and product) more relevant and more effective.

Work in a professional manner, recognising the legal, social, ethical and professional issues involved in the development and use of software systems, being guided by the adoption of appropriate professional, ethical and legal practices. [SRCA 8; SRPA 4, 5, 6]

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PROGRAMME STRUCTURE, MODULES AND CREDITS The first year of your course is common to all courses in the Games Programming scheme:

• Computer Games Programming • Computer Games Programming (Virtual Reality) • Computer Games Development

If you wish, you can transfer between them up to the beginning of your second year. LEVEL 4 L E V E L 4

Teaching Block 1 Teaching Block 2

COSE40577 Introduction to

Software Development (30 credits)

COCS40691 Fundamentals of Computing

& Mathematics (30 credits)

COIS41162 Computing

Professional and

Business Skills

(30 credits)

COSE40630 Fundamentals of Game and

Graphical System

Development (30 credits)

LEVEL 5 L E V E L 5


COSE50581 Further

Games and Graphics Concepts

(30 credits)

COSE50650 Further

Mathematics and

Algorithmics (30 credits)

COSE50631 Technical Games

Production (30 credits)

COSE50664 Virtual and Augmented

Reality (30 credits)

Placement Year (Sandwich version of the award) LEVEL 6 L E V E L 6


COIS61028

COSE60593 Low-Level

Game Programming (30 credits)

COSE60587 Advanced

Graphics and Real-Time Rendering (30 credits)

COSE60649 Advanced Virtual and Augmented

Reality (30 credits) Final Year Project

(45 Credits)

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HOW WILL I BE TAUGHT AND ASSESSED? Teaching and Learning We use a wide variety of teaching and learning strategies and these will differ from module to module. Generally, there will be timetabled lectures and practical/tutorials. You will also be involved in presentations and seminars and will be expected to carry out self-directed learning. The sandwich (placement) year allows you to apply and extend your skills in industry. Some of your assignments will require specialist software. Details will be available from the module leader, but generally, the specialist labs in the School are available in the evenings and at weekends although times and opening arrangements vary. The library offers 24-hour access but some specialist software may not be available in the library. Whilst you are studying the BSc(Hons) Computer Games Programming (Virtual Reality) award you will be experiencing a number of learning and teaching strategies that will include, but not be limited to: Formal Lectures These are normally held within one of the University’s lecture theatres where a member of the academic staff will present one of more topics within a particular module. This could include presentation of the relevant theory, working through technical problems, group discussions or interactive lectures. As a student, you will be expected to attend these lectures, make notes and then review the material after the lecture. Tutorial / Practical Sessions During these sessions, you will be guided through a particular topic, which will complement the lectures. In many cases, you will undertake programming exercises which develop your software development and problem-solving ability. Other sessions will involve class discussions, groupwork or paper-based exercises. Directed Study Here, lecturers and tutors will direct you to undertake independent or group work that is relevant to the module. For example, you may be asked to undertake some reading or further research that will be used in a following lecture or tutorial. You will often find that you are required to carry out this work outside of the module’s normal contact time – as part of your Self-Managed time (see below). Self-Managed Study Every module includes time for self-managed study, where you continue the module’s work outside of scheduled classes. This includes writing up lecture notes, continuing with tutorial/practical exercises, preparing for lectures / tutorials / practical sessions and reading around the various topics that are included within the modules that make up your award. You will also use this time for revising for tests and / or examinations as well as working on your

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assessed coursework, assignments and portfolio work, including group work. Research Projects As you progress through your award you will undertake several research based projects either individually or within a group. You will find that in doing these projects you will involve a high level of independence in identifying and determining what you are to research. Your learning will be supported by group and/or individual sessions where you can show your progress for feedback from a tutor. Group Work A core element of games development, and software development in general, is that of teamwork. Throughout your studies group work is embedded and must be engaged with. Teams will vary in size and ability to enable you to not only learn the subject matter but to develop the skills required to be a team player. Virtual Learning Environment (VLE) Every module on your award will have a presence on the Blackboard Virtual Learning Environment. You will find Blackboard important as here you will find a repository of lecture slides, tutorial sheets, supplementary materials, assignment specifications, and sample examinations. You will also find that for some modules discussion forums will also be available. You will submit your completed assignments through Blackboard, and on some modules receive formative (practice) assessments. In completion of your summative (actual) assessments you will receive your final grade and feedback. For disabled students there are available facilities to adapt documents in order to make material readable to a given disability. Some of the assessment strategies that you will encounter are: Tests and exams: • Class tests (up to 1 hour) • Portfolio-based tests (up to 1 hour) • Examinations (up to 3 hours) Coursework (individual or group-based) • Practical programming assignments, which usually includes a report and

demonstration • Portfolios of work • Reports • Presentations • Seminar papers

The final year project is assessed on the basis of: • an interview, draft report and graduate exhibition entry mid-way through the

project • a structured, referenced 12,000 - 20,000 word project report

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• a presentation summarising the project work • a demonstration of the artefact As above, this list is non exhaustive. You will find within all your modules that staff will have built in opportunities for you to seek ‘formative’ (work in progress) feedback to help strengthen and develop your assessment work, as well as ‘summative’ (final) feedback at the end of the module. Both formative and summative feedback are important in developing and preparing you for your next set of modules and assessments.

ADDITIONAL INFORMATION Entry Requirements (including IELTS score) What qualifications would I need to join this programme? The entry requirements for the award are normally: 280 UCAS Tariff Points. You will also normally require a Maths and English GCSE at grade C (or an equivalent qualification) For students whose first language is not English, we require an IELTS score of at least 6.0 (with a minimum of 5.5 in all bands) or an equivalent qualification is required for this award. For more details about undergraduate study and Staffordshire University’s Undergraduate entry requirements please see the University website. Disability Statement Staffordshire University operates a policy of inclusive teaching and learning to ensure that all students have an equal opportunity to fulfil their educational potential. Details about how to apply to have your needs assessed can be found on the University website

AWARD SPECIFIC INFORMATION The following award specific regulations apply.

Industrial placement The industrial placement normally requires the completion of 48 weeks in relevant supervised work experience taken between level 5 and level 6. However, exceptionally for placements in School environments (where the nature of the employment precludes the completion of 48 weeks), the

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completion of 36 weeks is acceptable. Normally if you are enrolled on a sandwich award, you must pass the sandwich year to progress to level 6. However, in exceptional circumstances the completion of the industrial placement may be deferred until after the completion of level 6. Where this occurs you will still be required to pass an industrial placement before you can be awarded a sandwich degree. If you fail the industrial placement period, you will only be allowed one further attempt. The referral attempt must normally occur within 18 months. Failure at the referral attempt will mean that you cannot further progress on a sandwich award. You would have to transfer onto an appropriate non-sandwich full-time award in order to continue. The placement period is not compensatable. To be eligible for the award of an Honours degree with a sandwich, you must pass the industrial placement period.

Transfer between a sandwich award and a non‐sandwich award You may opt to transfer from a non-sandwich award to an appropriate sandwich award at any time. You may transfer from a sandwich version of your award to a non-sandwich version, at any time up until the end of week 2 of the first teaching block of level 5.

Further information about the award can be found in the relevant Student Handbook and on the University Website. This includes

information about optional modules, learning outcomes at levels below honours, student support, and academic regulations

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Appendix 1 – Award Learning Outcomes

On completion of study, a BSc Computer Games Programming (Virtual Reality) student will be able to:

Common learning outcome headings

Level 4 [Benchmark Statement mapping*]

Level 5 [Benchmark Statement mapping – cumulative*]

Level 6 [Benchmark Statement mapping – cumulative*]

Knowledge and Understanding

Demonstrate knowledge of underlying computing concepts and principles: • Programming fundamentals • Basic computing algorithms and

algorithmic strategies • Techniques for computer system

development, including requirements elicitation and analysis, logical and physical design, system implementation, and testing

• Structure and operation of hardware and software systems and networks

• Mathematical foundations for computing

• Fundamental concepts for games and graphical system development

• Key academic study skills for research and communication

[SRCA 1, 2, 3, 4, 6; ATS 1, 2]

Demonstrate knowledge and critical understanding of computing concepts and principles, in particular: • Further concepts for game and virtual

reality system development • Advanced use of programming language

constructs and libraries, including programming for game and virtual reality platforms

• The issues, context and practices involved in working as a games industry professional.

[SRCA 1, 2, 3, 4, 6, 8; ATS 2]

Demonstrate a systematic understanding of computing concepts and principles, showing the acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of computer games programming and virtual reality research and development, in particular • Advanced graphics and real-time

rendering • Low-level programming • Advanced Virtual and Augmented

reality concepts and techniques [SRCA 1, 2, 3, 4, 6, 8; ATS 2]

Learning Develop lines of argument and evaluate possible approaches, tools, techniques, platforms and solutions

• Develop lines of argument and evaluate possible approaches, tools, techniques, platforms and solutions based on

Develop lines of argument and evaluate possible approaches, tools, techniques, platforms and solutions based on

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based on knowledge of underlying computing concepts and principles. [SRCA 4, 6; SRPA 2]

knowledge of underlying computing concepts and principles, while understanding the limits of the student's knowledge and the consequences this has.

[SRCA 4, 6; SRPA 2]

knowledge of Computer Games Programming and Virtual Reality principles and practices, while understanding the uncertainty, ambiguity and limitations of this knowledge [SRCA 4, 6; SRPA 2]

Enquiry • Present, evaluate and interpret qualitative information and quantitative data.

• Recognise the nature and extent of information needed, and be able to find it effectively and efficiently.

[ATS 1, 2]

• Use recognised literature searching and requirements elicitation techniques to gather information about computer-based problems.

• Critically evaluate and manage the information collected.

[SRCA 4; ATS 1, 2]

• Initiate and carry out Computer Games Programming and Virtual Reality projects

• Ethically gather information pertaining to computing problems, possible solutions, and the success of these solutions, from existing or potential users and/or organisations using established development practices.

• Find, critically evaluate, manage, apply, and understand information from a range of sources, acknowledging the cultural, ethical, economic, legal, and social issues surrounding the use of information.

[SRCA 4; ATS 1, 2]

Analysis • Evaluate and interpret the fundamental computing concepts and principles introduced at this Level.

• Evaluate the appropriateness and functional qualities of computer-based systems

[SRCA 1; SRPA 2]

• Use established investigation techniques to analyse information pertaining to software systems and computing problems.

• Test and evaluate software systems [SRCA 1; SRPA 2; ATS 1]

Critically discuss current research in computer games programming and virtual reality, and evaluate arguments, assumptions, abstract concepts and data (that may be incomplete) to draw conclusions [SRCA 1; SRPA 2; ATS 1]

Problem Solving

Select and apply appropriate theory, practices and tools to develop computing-based solutions to

• Assess critically the appropriateness of different approaches to solving computing-based problems.

• Apply knowledge & understanding, learning, enquiry and analysis to devise and address appropriate questions and

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problems. [SRCA 6; SRPA 1, 3, 5; ATS 3]

• Propose and develop software solutions following analysis of computing-based problems.

[SRCA 5, 6; SRPA 1, 2, 3, 5; ATS 3]

strategies that lead to the identification, development and evaluation of solutions to computing-based problems.

• Plan and carry out a large and complex software development project, applying established Virtual and Augmented Reality principles and practices.

[SRCA 5, 6; SRPA 1, 2, 3, 5; ATS 3] Communication • Communicate ideas and information

accurately and reliably • Document the development, design

and testing of computer-based solutions in a structured manner.

[SRCA 5, 7; SRPA 4]

• Communicate information effectively in a variety of forms

• Communicate information effectively to specialist audiences using appropriate documentation techniques and report formats

• [SRCA 5, 7; SRPA 4]

Communicate ideas, problems and solutions to both specialist and non-specialist audiences in a variety of forms, including, but not limited to: written academic reports; verbal presentations; documentation in support of the development of software; project management documentation. [SRCA 5, 7; SRPA 4]

Application Apply fundamental computing concepts and principles in the process of solving mathematical and computing-based problems [SRCA 6; SRPA 1, 5; ATS 2, 3]

Apply, in previously unseen contexts, appropriate concepts, principles and techniques (including quantitative techniques) in the process of solving computing-based problems • [SRCA 6; SRPA 1, 5; ATS 2, 3]

Apply computing concepts, principles and techniques, including those at the forefront of computer games programming and virtual reality knowledge, in the process of solving complex software development problems • [SRCA 6; SRPA 1, 5; ATS 2, 3]

Reflection Demonstrate: • the ability to take responsibility for

learning • the ability to work both

independently and as team member.

[ATS 4, 5]

• Demonstrate an understanding of professional responsibility (including quality and safety issues) and the ethical, legal and social context in which software systems are developed and operate

• Critically evaluate one's work, what has been learned from it, and how the

• Critically evaluate your performance as an academic and a professional software developer specialising in Computer Games Programming and Virtual Reality, considering both process and product.

• Plan how to make your performance (process and product) more relevant and more effective.

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knowledge and experience gained might be used in the future

• [SRCA 8; ATS 4, 5, 6]

• Work in a professional manner, recognising the legal, social, ethical and professional issues involved in the development and use of software systems, being guided by the adoption of appropriate professional, ethical and legal practices.

[SRCA 8; ATS 4, 5, 6]

Computing Benchmark skills and abilities mapped: SRCA 1-8; SRPS 1-5; ATS 1-6.

Benchmark mapping via learning outcomes (Undergraduate).

The learning outcomes are mapped onto the abilities and skills identified by the Computing Benchmark Statement which broadly fall into three categories of computing-related cognitive abilities, computing-related practical abilities, and additional transferable skills, all of which are developed within the context of the computing discipline (see below for an extract from the Computing Benchmark Statement that delineates these various abilities and provides the numbering system used).

In the tables below where the Computing Benchmark Statement is referenced the following abbreviations are used:

SRCA = Subject-related Cognitive Ability;

SRPS = Subject-related Practical Skill;

ATS = Additional Transferable Skill.

After each statement of a learning outcome, there follows in square brackets the relevant Benchmark Statement skills and abilities that the achievement of the learning outcome supports.

Please note that the Benchmark Statement abilities and skills represent the Benchmark abilities and skills associated with the completion of level 4, level 5, and level 6. The abilities and skills given for a particular level are therefore cumulative and do not solely relate to the abilities and skills achieved at a given level, but to the abilities and skills achieved over the award period that culminates in that level.

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EXTRACT from the Computing Benchmark Statement

Note – with skills/abilities numbered as reference for mapping from Learning Outcome tables

3 Abilities and skills - numbered

3.1 Students are expected to develop a wide range of abilities and skills. These may be divided into three broad categories:

i computing-related cognitive abilities and skills, ie abilities and skills relating to intellectual tasks

ii computing-related practical skills

iii additional transferable skills that may be developed in the context of computing but which are of a general nature and applicable in many other contexts.

3.2 Cognitive, practical and generic skills need to be placed in the context of the programme of study as designed by the institution and/or the possible pathways selected by the individual student. The implicit interplay between these identified skills both within and across these three categories is recognised.

Subject-related cognitive abilities

1. Computational thinking including its relevance to everyday life.

2. Knowledge and understanding: demonstrate knowledge and understanding of essential facts, concepts, principles and theories relating to computing and computer applications as appropriate to the programme of study.

3. Modelling: use such knowledge and understanding in the modelling and design of computer-based systems for the purposes of comprehension, communication, prediction and the understanding of trade-offs.

4. Requirements, practical constraints and computer-based systems (and this includes computer systems, information systems, embedded systems and distributed systems) in their context: recognise and analyse criteria and specifications appropriate to specific problems, and plan strategies for their solution.

5. Critical evaluation and testing: analyse the extent to which a computer-based system meets the criteria defined for its current use and future development.

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6. Methods and tools: deploy appropriate theory, practices and tools for the specification, design, implementation and evaluation of computer-based systems.

7. Reflection and communication: present succinctly to a range of audiences (orally, electronically or in writing) rational and reasoned arguments that address a given information handling problem or opportunity. This should include assessment of the impact of new technologies.

8. Professional considerations: recognise the professional, economic, social, environmental, moral and ethical issues involved in the sustainable exploitation of computer technology and be guided by the adoption of appropriate professional, ethical and legal practices.

Subject-related practical abilities

1. The ability to specify, design and construct computer-based systems.

2. The ability to evaluate systems in terms of general quality attributes and possible trade-offs presented within the given problem.

3. The ability to recognise any risks or safety aspects that may be involved in the operation of computing equipment within a given context.

4. The ability to deploy effectively the tools used for the construction and documentation of computer applications, with particular emphasis on understanding the whole process involved in the effective deployment of computers to solve practical problems.

5. The ability to operate computing equipment effectively, taking into account its logical and physical properties.

3.3 The extent to which students acquire these abilities will depend on the emphasis of individual degree programmes. It is expected, however, that the student will be able to deploy these abilities to a greater and deeper extent than someone who is merely an interested practitioner.

Additional transferable skills

1. Effective information-retrieval skills (including the use of browsers, search engines and catalogues).

2. Numeracy and literacy in both understanding and presenting cases involving a quantitative and qualitative dimension.

3. Effective use of general information technology (IT) facilities.

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4. The ability to work as a member of a development team, recognising the different roles within a team and different ways of organising teams.

5. Managing one's own learning and development including time management and organisational skills.

6. Appreciating the need for continuing professional development in recognition of the need for lifelong learning.

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APPENDIX 2 - THE STAFFORDSHIRE GRADUATE

The Staffordshire Graduate represents a set of qualities that the University passionately believes is necessary for success in the 21st century. The Staffordshire Graduate is a reflective and critical learner with a global perspective, prepared to contribute in the world of work. The table below indicates where, within your award, these characteristics are addressed:

Award title Computer Games Programming (Virtual Reality)

Characteristic Award Module(s) including level and number of credits

Method of Assessment

Work-ready and employable This award focuses on an established discipline with well-defined theories, principles and practices, all of which are used in the Computer Games Programming and Virtual Reality industry. Every module on this award adds to your body of knowledge, skill and expertise in this discipline, and, therefore, every module contributes to you being work-ready and employable. This characteristic is built into the structure of the award.

All modules and all levels (Levels 4, 5 & 6, 360 credits)

Your readiness for work is measured as a function of expertise in the discipline. The following forms of assessment are used:

• Practical assignments • Examinations • Reports • Presentations • Portfolios • Portfolio-based tests • Class tests

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Industrial Placement (Level P, 0 credits)

The placement gives you direct, relevant experience of software development in industry. Assessment is by observation by company supervisor and university tutor, and by a written reflective report.




Understanding of enterprise and entrepreneurship

A Computer Games or Virtual Reality developer operates in the context of a range of enterprises from small indie developers through to large corporate organisations such as Sony. At the smaller end of this scale cross-discipline teams thrive in a creative and flexible environment. The merger of multiple roles and concepts are specifically addressed in the Professional development theme highlighted in the scheme structure.

Computing Professional and Business Skills (Level 4, 30 credits)

You are introduced to enterprises and entrepreneurship, and undertake a team-based practical assignment before submitting a report reflecting on the team-working experience.

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Technical Games Production (Level 5, 30 credits)

Examines approaches used in industry to flexibly respond to project demands. Examines structures and processes used in industry to manage game production. Specifically addresses local and globalisation issues form an ethical and vocational perspective. Assessed by production and pitching of several games in different contexts.

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Understanding of global issues and their place in the global economy

Computer Games and Virtual Reality systems are both developed and distributed across international boundaries. It is necessary to plan, develop and deliver applications in this context. This award prepares the student to deal confidently with the challenges this can present.

Fundamentals of Computing and Mathematics (Level 4, 30 credits)

You are introduced to virtualisation and cloud computing, and are assessed by undertaking a research-based group presentation.


You learn about specifying and developing games for global markets, including internationalisation and localisation, and tools to facilitate collaborative development. You will prepare and submit a report that includes coverage of these concepts.

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Communication skills Communication is at the heart of every successful project and is a vital component in every programmers’ skill set. The range of communication skills required from written to presentational skills is developed throughout the award. Technical documents are communication vehicles of a precise format used to convey specific information and are key elements of all modules contents and are assessed widely in the majority of modules


To work effectively in a team, you must communicate well. The assignments assess your communication skills by presentation, report, and technical documentation.


The assessment includes elements on communication of creative design through techniques such as storyboarding and technical information through a variety of relevant tools and modelling techniques. This is assessed via practical assignments

Final Year Project (Level 6, 45 credits)

You prepare technical documentation for every stage of the software development process, including an academic literature review, and make a presentation to subject experts.

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Characteristic Award Module(s) including level and number of credits Method of Assessment

Presentation skills Presentation skills are an important part of the graduate tool kit, and can be used at every stage of the software development process. This award gives you opportunity to develop confidence in this important aspect of professional life.


You prepare a research-based group presentation on aspects of virtualisation and cloud computing.


You present a strategy for recruitment for a contract to develop a team-based project. The team formed from this process presents its progress on a staged development of the project


You will pitch games prototypes to a professional audience


You will give a presentation that describes the processes and outcomes of the final year project.

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The ability to interact confidently with colleagues

This attribute is of great value to developers who have to interact with clients and other professionals. The modules on this award provide many opportunities for you to develop this trait by exploring options and expressing ideas.


This is assessed by critical self-analysis as part of the reflective report.


Assessment is by critical self-analysis as part of the reflective report.


This is assessed by observation by company supervisor and university tutor, and by a written reflective report.


Part of the assessment requires the project supervisor to consider how you have interacted with the supervisor throughout the year.

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Independence of thought Many of the modules allow for the development of problem-solving skills by application to a range of technically demanding situations for which multiple applications and solutions are possible. The role of a software developer is creative in nature and so requires the ability to independently explore and validate the suitability of ideas and concepts in novel applications. These ideas are included in the majority of the modules on the award but in particular.

Fundamentals of Games and Graphical systems (Level 4, 30 credits)

Open-ended assignment specification allowing you to investigate and implement your own ideas

Further Games and Graphics Concepts (Level 5, 30 credits)

Open-ended assignment specification allowing you to investigate and implement your own ideas


By the end of an industrial placement, you should have become a confident, independent learner and practitioner. This will be assessed by observation by company supervisor and university tutor.

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You are expected to work on the Final Year Project with as much independence as possible. Responsibility for the definition, planning, and execution of the project lies with you, and the supervisor’s guiding role is as light as possible. Assessment of this trait is via the supervisory meetings, the academic report, the final presentation, and demonstration of the software artefact.

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Skills of team working Teamwork is an integral part of the professional life of a software developer. This award provides opportunities to learn in practice about the benefits and challenges of working in teams.


This is assessed by a collaborative project to plan and develop a database project, and a reflective report.


You will create several games in different-sized team. You will be assessed via the artefact and documentation produced, as well as peer evaluation


Throughout the placement, you will work in a team, and are assessed by observation by company supervisor and university tutor, and a written report by you.

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Ability to carry out enquiry-based learning and critical analysis

The game and virtual reality disciplines advance rapidly, and proponents must keep abreast of these developments if career progression is to be fostered. You are expected to engage in background reading and independent learning on every module. In addition, this award provides you with explicit opportunities to conduct enquiry-based learning and analysis.


You prepares a research-based group presentation on aspects of virtualisation and cloud computing.


You consider the ethical and legal considerations surrounding developing software for national and global markets, This is assessed by critically analysing the suitability of their application in these contexts.

Low-Level Graphics Concepts (Level 6, 15 credits)

You must investigate and consider a variety of hardware and system architecture requirements for optimal performance. This includes critical analysis of the suitability of a range of environments and configurations for selected application.

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You conduct an extensive critical review of the academic literature related to the topic of the Final Year Project. This is written as an academic report that includes an analysis of how the findings of the review apply to the project.

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Skills of problem solving and creation of opportunities

Problem-solving is the very essence of a software developer. Every module on this award gives you experience in problem-solving.


Your expertise in solving problems is assessed in the following ways:

• Practical assignments • Examinations • Reports • Presentations • Portfolios • Portfolio-based tests • Class tests

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Technologically, digitally and information literate

By definition, a Computer Games Programmer (Virtual Reality) has advanced skills in the use of digital technology to solve complex problems. Every module on this award requires you to develop expertise with the relevant technology. In addition, you have the opportunity to develop skills in information retrieval, analysis and application.


Typically you will exploit the full potential of • Modelling and graphics software • Virtual Reality software • Video capture and production • Version control software • Integrated development environments • Debugging tools • Presentational software • Web engineering tools and

techniques


You conduct an extensive critical review of the academic literature related to the topic of the Final Year Project. This is written as an academic report that includes an analysis of how the findings of the review apply to the project.

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Able to apply Staffordshire Graduate attributes to a range of life experiences to facilitate life-long learning

The Computer Games Programming and Virtual Reality disciplines and their application in local and global commerce is an ever-changing landscape, and a graduate in this field must continue to develop knowledge and skills throughout his or her career. Thus, in essence, a software developer is an independent life-long learner, and this award equips you with the necessary academic and professional skills.


You conduct a skills audit and prepare a personal development plan, which is assessed as part of an assignment.


You conduct an extensive critical review of the academic literature related to the topic of the Final Year Project. In addition, you augment all that has previously been learned by consulting sources of technical information to aid in the development of a complex solution to a real-world problem. This is assessed via academic report, presentation, and demonstration of the software artefact.

Documents

UNDERGRADUATE PROGRAMME SPECIFICATION · Augmented reality adds to reality – by overlaying visual displays of information on to the real world you see around you. Both technologies