Module title: Interactive Media

SCQF level: 11:
SCQF credit value: 20.00
ECTS credit value: 10

Module code: SCA11117
Module leader: David Griggs
School School of Arts and Creative Industries
Subject area group: Media and Screen
Prerequisites

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2019/0, Trimester 2, Face-to-Face, Edinburgh Napier University
Occurrence: 001
Primary mode of delivery: Face-to-Face
Location of delivery: MERCHISTON
Partner: Edinburgh Napier University
Member of staff responsible for delivering module: David Griggs
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
Learning, Teaching and Assessment (LTA) Approach:
In the lectures, presentations and workshops students are introduced to the key tools, concepts and practices utilised in the development of interactive projects, together with a critical overview of the contemporary marketplace. LO1,2,3,4

Through the workshops, students develop, present and critically evaluate interactive media project proposals at a professional level. They develop advanced team working skills in the context of interactive media development. LO1,4

These projects form the basis for the major piece of assessment in this module - a verbal presentation (or pitch) accompanied by a detailed project proposal. Students then receive peer, tutor and industry feedback and reflect on the development process in a reflective report written as a blog over the duration of the module (assessment 2). As a component of assessment 2, students are asked to assess one another in relation to their team group task, this is discussed with students in session 1, students will be given the feedback forms at this stage, so that they might evaluate their own and their colleagues work over the team tasks duration. LO1,4

This module aims to use Moodle and online tools including; Facebook, Tumblr, Slack, Disqus, Twitter, and other tools to enhance and compliment the weekly lectures and seminars. Students develop individual blogs and participate in a class blog. LO1,2,3,4

On the blogs students research and report back on and evaluate new developments, trends and opportunities across interactive media. This ensures that every learner is as active as possible, making appropriate use of technology, collaborative learning and helps to personalise learning the tasks. In session one, students are introduced to the blogging platform and the blogging activity is discussed. Students are expected to write on their blog weekly, covering their own project development, they are also expected to critically reflect on experiences they are asked to do on a weekly basis. Students are asked to write articles around 200 words in length, they should include as a minimum: description, experience, outcome and reflection. This is discussed in detail during the first session. LO1,2,3

In their assessments (Proposal 70% and Reflective Blogs 30%) students demonstrate knowledge and professional understanding of the interactive media industries and their products in different and global distribution contexts. LO3

Key employability skills developed include team working, creative thinking and the use of interactive and new media technologies.

The module leader has been engaged on a KT project and brings close research-teaching linkages to the module.

The curriculum is internationalised in both its content (the interactive market is, by definition, international) and predominantly visual and 'non-literary appeal.

Formative Assessment:
1. Practical aspects in relation to individual tasks, these include, setting up a blog on Tumblr between weeks 1 and 2. Sharing the address of this blog on the class Facebook, signing up to Slack for the group working tasks, which requires students to develop a pitch in teams over 7 weeks, pitching these to class colleagues and module tutors on week 10.

2. The weekly 3 hour sessions are divided between lecture and workshop activities. (As above), Within the workshop element of the session, ample time is given to students to discuss their project development, where they encouraged to hit ‘task completion’ targets over the development of their project proposal and pitch.

3. Students are tasked on a weekly basis to complete home ‘work’, in relation to their reflective blogging activity, they are also encouraged to develop their group tasks and keep up to date with the overall components and requirements of the module. Students are introduced to the blogging activity in week 1 of the trimester. further details can be found in the LTA Approach section above.

4. Formative Assessment also contains a shortened rubric to incorporate peer assessment in relation to the group task and micro-pitch. Students are introduced to their peer assessment and review task in session 1, where they choose their working groups for the team task. They are also given the forms that they will be asked to use in this task.

5. Finally, the individual pitch to industry panel gives the opportunity to students to reflect on their pitch feedback and incorporate any changes into their final project proposal.

Summative Assessment:
Assessment 1:
Project Pitch (25%) and
Proposal (75%)
[Component 1 – 70%]

The key assignment that students must hand in is a:
Project Proposal. We need students to start early with a concept students would like to develop, this is broad. It could be a game, an interactive book, a mobile app, an interactive website, an Alternate Reality Game, students might use Augmented Reality, or Twitter or other Social Media there is almost limitless scope for this, students are not expected to write the whole project, story, dialogue etc. but students must have a coherent structure and present a basic business case. Throughout the module we will workshop ideas during the sessions to help students develop their projects. Project Proposals must be handed in by the end of week 12.
Pitch - this is a double session, where students pitch their individual proposals to a panel of Industry experts who will give students feedback, which students can then reflect back in on their Project Proposals which must be handed in by the end of week 12. For the pitch itself, students should prepare a maximum of a 3-minute pitch, which we would hope that students will be able to practice prior to delivery.

The Proposal and Pitch [component 1] account for 70% of the overall mark.

Assessment 2: (30%)
Self-Reflective Blog - 85%
Group Micro-Pitch - 15%
[Component 2 – 30%]

Self-Reflective Blog - We ask that students set up a blog, the easiest blogging platform we recommend students use is Tumblr, students should think about the structure of their blog and tag their material for the module (we will discuss all this in much greater detail on the first session). Students should see their blog as a ‘digital’ scrapbook and reflective report all wrapped up into one. Share their thoughts and ideas about their project on the blog, share their thoughts and findings as student’s journey through the Interactive world. Share the websites, video and other media students come across that relate to Interactive media, follow their favourite bloggers. We discuss the issue of privacy in the initial session next trimester. The blog accounts for 30% of their overall mark.

Group Micro-Pitch - 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.

The self-reflective blog and group micro-pitch [component 2] account for 30% of the overall mark.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Face To Face Lecture 36
Online Guided independent study 64
Independent Learning Guided independent study 100
Total Study Hours200
Expected Total Study Hours for Module200


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Report 75 1-4 12 HOURS= 0, WORDS= 3500
Oral Presentation 25 1-4 11 HOURS= 0, WORDS= 0
Reflective Log 25 1-4 12 HOURS= 0, WORDS= 2000
Oral Presentation 15 1-4 10 HOURS= 0, WORDS= 0
Component 1 subtotal: 100
Component 2 subtotal: 40
Module subtotal: 140

Description of module content:

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 work

we 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.

Learning Outcomes for module:

Upon completion of this module students will be able to:
LO1: Originate, develop and present interactive media project proposals at a professional level.
LO2: Research and critically evaluate new developments, trends and opportunities in interactive media.
LO3: Demonstrate knowledge and professional understanding of the interactive media industries and their products in different distribution contexts.
LO4: Demonstrate advanced team working skills in the context of interactive media development.

Indicative References and Reading List - URL:
SCA11117 Interactive Story & Transmedia