This module provides producers, publishers, ‘creative’ and ‘screen’-writers knowledge and first-hand experience of developing content for the professional interactive industries. On the module, students will identify current interactive concept development processes and practices; plan and present an interactive proposal at professional level; develop appropriate project management and research skills. Students develop knowledge of key roles within the interactive industry and an ability to critically evaluate interactive projects.This module will introduce students to the world of ‘Interactive Media’, what it is and how to develop projects, independent work and, potentially find careers in this sector in the future. From developing games for a PC or platform, tablet or smartphone, to writing for an interactive exhibit for a museum, or creating an interactive website to writing the next big app, it’s up to the student enrolled on this module to explore, discover and think creatively. The module team share their knowledge of this sector with regular updates on changes in the industry with students, who should take full advantage of spaces like our “Class Blog”, to share some of their findings and add to the module’s growing knowledge base.This class is made up of Creative Writers, Screenwriters and Publishers, they will bring their particular skillets to the class and will be expected to use these skills in the group work task.An example topic: We look at IP (Intellectual Property) and what it means as content producers today, with a brief look at re- mix culture and its impact on copyright and how convergence is affecting the very way in which we consume media, whilst exploring what our expectations as both producers of and consumers of that media are. We explore: The Gaming World, Writing for Games, Transmedia, Crossmedia, Alternate Reality Games, Augmented Reality, we also look at the Business World; Business Plans, Crowdfunding, Crowdsourcing, Marketing and Digital Distribution. The weekly session runs for 3 hours, this is divided between:1. short lectures on relevant topics over the duration of the module. On particular weeks, industry guests are asked to come in and discuss the professional context of their work in relation to interactive media, giving the students further understanding of certain roles and processes in the new media landscape. Students are given a weekly plan for the module in the module handbook, delivered on the 1st week of module commencement. 2.The second half of the session is given to weekly workshops where students will discuss the development of their individual projects in small groups, as well as presenting their work to colleagues and module tutors. These aspects are not formalised but do lay the bases for formative assessment. a) Part of the workshop on the lead–up to the panel pitches held on week 11 (double session), are given over to focussing on ‘the pitch’ aspect of the students’ assessment for their major project. The Panel will give formal feedback, from which students are allowed to change their final project proposal hand-ins for assessment, the following week.b) This module requires students to develop a secondary ‘group’ micro-pitch, working in teams over the course of the module. This pitch will be presented in class to colleagues and tutors on week 10. This collaborative task is designed to develop group-working skills and some technical competencies involved in the development of the team pitch, students will be required to use the group-work tool called ‘Slack’, which they will be expected to explore outside class. Students are tasked with this on week 2, and have between week 3 and 10 to develop a micro pitch of no more than 2 minutes. c) The group work task falls under the formative assessment aspect of the module, students are expected to peer assess and review one another on aspects of their team working capabilities and competencies on assigned tasks. This will form an element of the secondary summative assessment and included in feedback.3.In parallel to weekly sessions, students are expected to regularly update their blogs, they are given key tasks to undertake on a weekly basis, and on designated weeks, write reflections to be submitted to the class blog. 4.Studentship: Although not assessed on studentship, we encourage students to engage with as many of the activities as they can, and regularly. a) We have a unique Facebook group for the Interactive module which we invite students to use to share all things interactive. b) We have class blog, which we would really like students to engage with. I use aggregators to drive the latest posts on what’s happening in the Interactive arena today, with daily digests and more. c) We use Moodle as a repository where students will find supporting material organised on a weekly basis, with web links, Prezi shows, PowerPoints, video and more, examples of previous years’ work and supporting text. d) We have a Twitter #Hashtag (int ** (based on year)e) We will be using Slack for group workwe hope that through using a task oriented approach at the beginning of the Trimester, which asks students to review, and write in their blog, that students will get into the habit of writing regularly, reading researching and developing their skills to write the projects down the line. We provide many videos and text for review and links to websites, students are encouraged to explore for themselves too. The World of Interactive Media changes very rapidly, we cannot cover everything, however if there is anything that students feel students would like to explore in more detail, or, indeed is not on the list of topics we cover then we ask them to tell us, and we will see how we might best bring it into the learning context.