Vak: Project Design & Prototyping credits: 10
- Vakcode
- GTVP21PDP
- Naam
- Project Design & Prototyping
- Studiejaar
- 2021-2022
- ECTS credits
- 10
- Taal
- Engels
- Coördinator
- S.A. Smith
- Werkvormen
-
- Toetsen
-
- Project Design & Prototyping - Overige toetsing
Leeruitkomsten
This course has 12 Programme Learning Outcomes, synthesised into 7 Course Learning Outcomes that are assessed. The related BoKS are listed in brackets after each Course Learning Outcome.
Programme Learning Outcomes:
1A The student demonstrates understanding of relevant technological solutions.
1B The student can reproduce appropriate technical solutions.
1C The student can identify appropriate technical solutions to address a brief or assignment.
2A The student demonstrates understanding of relevant visualisation techniques.
2C1 The student can elaborate under guidance simple digital prototypes.
2B The student knows and can reproduce appropriate prototyping methods.
3A The student can conduct simple evaluations under guidance.
3C The student can ideate a concept relevant to the problem context.
4A The student can identify the relevant skills and technical processes needed to create a solution.
6A The student can plan, implement, monitor and manage process-based projects in a simple, structured context.
7B The student operates and performs within a team, using the team's diversity and contributing to team meetings.
7A The student is able to name their own strengths, can formulate simple learning goals and takes action to fulfil learning goals through an iterative process.
Course Learning Outcomes:
The student understands and can construct under guidance simple computational thinking forms. (1A, 1B) (Computational Thinking)
The student experiments under guidance with different technical or computational techniques to address the design challenge. (1C) (Experimenting with digital tools)
The student understands and can use under guidance digital design techniques to successfully communicate their response to the design challenge. (2A, 2C) (Visual communication)
The student utilises prototyping techniques to test and iterate their response to the design challenge.(2B, 3A) (Prototyping)
The student identifies and implements game design tools to construct an appropriate response to the design challenge. (3C, 4A) (Game Design Theory and Intercultural Competence)
The student actively participates in the team, engaging with team members in ways that facilitate their contributions and proactively cooperating to complete needed tasks. (6A, 7B) (Teamwork)
The student describes and gives examples of their own self-development, and uses this insight to plan for future learning. (7A) (Critical Reflection)
Programme Learning Outcomes:
1A The student demonstrates understanding of relevant technological solutions.
1B The student can reproduce appropriate technical solutions.
1C The student can identify appropriate technical solutions to address a brief or assignment.
2A The student demonstrates understanding of relevant visualisation techniques.
2C1 The student can elaborate under guidance simple digital prototypes.
2B The student knows and can reproduce appropriate prototyping methods.
3A The student can conduct simple evaluations under guidance.
3C The student can ideate a concept relevant to the problem context.
4A The student can identify the relevant skills and technical processes needed to create a solution.
6A The student can plan, implement, monitor and manage process-based projects in a simple, structured context.
7B The student operates and performs within a team, using the team's diversity and contributing to team meetings.
7A The student is able to name their own strengths, can formulate simple learning goals and takes action to fulfil learning goals through an iterative process.
Course Learning Outcomes:
The student understands and can construct under guidance simple computational thinking forms. (1A, 1B) (Computational Thinking)
The student experiments under guidance with different technical or computational techniques to address the design challenge. (1C) (Experimenting with digital tools)
The student understands and can use under guidance digital design techniques to successfully communicate their response to the design challenge. (2A, 2C) (Visual communication)
The student utilises prototyping techniques to test and iterate their response to the design challenge.(2B, 3A) (Prototyping)
The student identifies and implements game design tools to construct an appropriate response to the design challenge. (3C, 4A) (Game Design Theory and Intercultural Competence)
The student actively participates in the team, engaging with team members in ways that facilitate their contributions and proactively cooperating to complete needed tasks. (6A, 7B) (Teamwork)
The student describes and gives examples of their own self-development, and uses this insight to plan for future learning. (7A) (Critical Reflection)
Inhoud
In Project Design and Prototyping, students will work in teams to solve a real design challenge, to create a mixed-media board game about wayfinding that will be played during the following year's CMGT Introduction Week by the incoming first year students.
Design Brief:
Finding your way in a new environment can be difficult when you don’t have any information about this environment. Language is not the only barrier; non-verbal communication and differing norms and values in the new place of residence can be barriers to new students. During this block the student will work on a concept with the theme of ‘Wayfinding’.
The student will be making a concept for next year’s (inter)national students who will have to find a way in this new phase in life. This could be about studying abroad, finding a place to live, managing finances, being far away from family and cultural differences in the new place of residence. The student will create a mixed-media board game in which the 21st century skills take centre stage – by playing your game, the player will learn something about their own cultural background.
Design Constraints:
- the game must be primarily analogue.
- the game must incorporate mixed-media elements (think 3D printing, small robots, visual media, etc).
- the game must be playable during Introduction Week the following year.
- the game must contain cards, and cannot contain dice.
In solving this design brief, student teams are supported by project coaches, and a series of workshops and learning streams, including Intercultural Competence; Game Design Tools; 2D Visual Design; and an introduction to working with digital technology, Play with Tech.
Students are expected to put in the necessary hours and effort complete a working, iterated prototype of their game, and to have tested their game with fellow students.
The course is assessed by a demonstration, in which the working prototype is shown to teachers and fellow students; and by a development portfolio, assembled over the length of the course, in which the student provides evidence of what they have done and what they have learned.
Design Brief:
Finding your way in a new environment can be difficult when you don’t have any information about this environment. Language is not the only barrier; non-verbal communication and differing norms and values in the new place of residence can be barriers to new students. During this block the student will work on a concept with the theme of ‘Wayfinding’.
The student will be making a concept for next year’s (inter)national students who will have to find a way in this new phase in life. This could be about studying abroad, finding a place to live, managing finances, being far away from family and cultural differences in the new place of residence. The student will create a mixed-media board game in which the 21st century skills take centre stage – by playing your game, the player will learn something about their own cultural background.
Design Constraints:
- the game must be primarily analogue.
- the game must incorporate mixed-media elements (think 3D printing, small robots, visual media, etc).
- the game must be playable during Introduction Week the following year.
- the game must contain cards, and cannot contain dice.
In solving this design brief, student teams are supported by project coaches, and a series of workshops and learning streams, including Intercultural Competence; Game Design Tools; 2D Visual Design; and an introduction to working with digital technology, Play with Tech.
Students are expected to put in the necessary hours and effort complete a working, iterated prototype of their game, and to have tested their game with fellow students.
The course is assessed by a demonstration, in which the working prototype is shown to teachers and fellow students; and by a development portfolio, assembled over the length of the course, in which the student provides evidence of what they have done and what they have learned.
Opgenomen in opleiding(en)
School(s)
- Instituut voor Communicatie, Media & IT