Study Guide

Objectives (course unit)

In the course, students assess the competence they achieved in their studies and set goals for further skill development.

After completing the course, the student
- documents and evaluates the acquired competence and progress in studies.
- set objectives for future studies and competence development
- Assesses the conditions for well-being in their activities

Content (course unit)

Building a skills portfolio.
Assessment of studies and skill development and setting goals.
Considering well-being in activities

Assessment criteria, pass/fail (course unit)

The student can evaluate the progress of their studies and the development of their skills in the studies. They sets goals for future studies, competence development, and well-being. They can document and present their professional skills and development.

Assessment scale

Pass/Fail

Objectives (course unit)

The aim of the course is to familiarise the student with the principles of classical storytelling and enhance their ability to observe, generate ideas, and write.

After completing the course, the student
- knows the fundamental principles of classical storytelling dramaturgy
- knows the purpose of script formatting
- can apply the principles of classical dramaturgy in idea development
- can utilise their cultural environment and observations in generating and selecting topics
- can evaluate ideas and justify their choices from different perspectives
- can write various short summaries of their idea

Content (course unit)

Principles of classical storytelling.
Script format.
Utilising personal experiences and the surrounding culture in idea generation.
The ability to assess, develop, discuss, and justify ideas from various perspectives.
Skill in condensing ideas.

Assessment criteria, satisfactory (1-2) (course unit)

The student's knowledge of the principles of classical storytelling and the application of these principles in developing ideas are somewhat limited. The student utilises their cultural environment and observations to a limited extent in generating and selecting topics. Work and interaction related to the evaluation and development of ideas are partially deficient.

Assessment criteria, good (3-4) (course unit)

The student is familiar with the principles of classical storytelling and can apply them in developing ideas. The student utilizes their cultural environment and observations in generating and selecting topics. They actively improve their work and interaction in the evaluation, development, and refinement of ideas.

Assessment criteria, excellent (5) (course unit)

The student can analyse the principles of classical storytelling and apply them diversely in developing ideas. The student insightfully utilises their cultural environment and observations in generating and selecting topics. They actively improve their work and interaction in the evaluation, development, and refinement of ideas.

Assessment scale

0-5

Objectives (course unit)

In the course, students will familiarise themselves with the operational environment of the audiovisual industry and the professional competence requirements.

After completing the course, the student
- understands the scope and diversity of the media field
- understand the key features of the operational environment in the audiovisual industry from the perspective of employment
- identifies competence requirements of audiovisual professionals at different stages of their careers and relates these to professional development objectives

Content (course unit)

The operational environment in the audiovisual industry
Careers, competency requirements, employment.

Assessment criteria, pass/fail (course unit)

The student can describe the scope and diversity of the media field. They understand key features of the audiovisual industry's operational environment from the employment perspective. They identify the competence requirements of audiovisual professionals at different stages of their careers and relate these to professional development goals in their studies.

Assessment scale

0-5

Objectives (course unit)

In the course, the student familiarises themselves with the basics of copyrights and their application in their own projects.

After completing the course, the student
- understands the significance of copyrights in audiovisual production.
- knows the concepts and principles related to copyrights.
- has basic knowledge of contracts related to audiovisual production.
- can conduct research on copyright and contracts and understands the ethical principles involved.
- can apply their knowledge of copyright and contracts in small-scale projects.

Content (course unit)

Copyright in audiovisual productions.
Contract law and AV industry productions.
Information retrieval related to contracts and copyrights.
Application of copyrights and contracts in small-scale AV productions.

Assessment criteria, satisfactory (1-2) (course unit)

The student knows concepts and principles related to copyright. They understand the role of contracts in negotiating copyright. The student recognises their copyrights. However, their information retrieval and application related to copyrights and contracts are somewhat limited or superficial.

Assessment criteria, good (3-4) (course unit)

The student knows concepts and principles related to copyright. They understand the role of contracts in negotiating copyrights and can seek additional information about copyrights and contracts. The student recognizes their copyrights and can apply their copyright and contract knowledge in small-scale AV production.

Assessment criteria, excellent (5) (course unit)

The student analyses concepts and principles related to copyrights. They can evaluate contracts that determine copyright and extensively seek additional information about copyrights and contracts. The student recognises the copyrights that arise for themselves and team members, and can draft copyright agreements in small-scale AV production.

Assessment scale

0-5

Objectives (course unit)

In the course, students familiarise themselves with the stages, tools, and narrative techniques of video shooting and editing.

After completing the course, the student
• knows the stages of video production.
• knows key principles, tools, and practices of shooting, recording, and post-production
• knows technical fundamentals of digital still images and video
• identifies different video publishing platforms and typical narrative techniques.
• can plan and execute a small-scale video and develop their knowledge and skills independently

Content (course unit)

Stages and tools of video production.
Basics of visual expression and image technology.
Publishing channels and genres.
Independent development of professional skills using open online materials.

Assessment criteria, satisfactory (1-2) (course unit)

The student knows phases, principles, practices, and tools of video production. They can create a small-scale video but have deficiencies in execution and independent work.

Assessment criteria, good (3-4) (course unit)

The student knows the phases, principles, practices, and tools of video production. They can apply their knowledge in the creation of small-scale video and independently develop their knowledge and skills.

Assessment criteria, excellent (5) (course unit)

The student knows the phases, principles, practices, and tools of video production and can apply them seamlessly in video creation. They consider the unique features of the publishing platform in their work. They actively and purposefully develop their knowledge and skills.

Location and time

This is the first implementation of the course for GROUPS A, B and C
Starts on Tuesday 22.10. at 11.45 in Kino Auditorium
(24AVMA & 24MEDIAART)

Assessment methods and criteria

Course assessment is based on student attendance, completion of individual and group assignments and overall activity in class.

Assessment scale

0-5

Teaching methods

Lectures and workshops

Student workload

17 h / week

Content scheduling

Stages and tools of video production.
Basics of visual expression and image technology.
Publishing channels and genres.
Independent development of professional skills using open online materials.

Further information

This is the first implementation of the course for GROUPS A, B and C
WEEKS 43-46

In the course, students familiarise themselves with the stages, tools, and narrative techniques of
video shooting and editing.
After completing the course, the student
• knows the stages of video production.
• knows key principles, tools, and practices of shooting, recording, and post-production
• knows technical fundamentals of digital still images and video
• identifies different video publishing platforms and typical narrative techniques.
• can plan and execute a small-scale video and develop their knowledge and skills independently

Objectives (course unit)

In the course, students familiarise themselves with the stages, tools, and narrative techniques of video shooting and editing.

After completing the course, the student
• knows the stages of video production.
• knows key principles, tools, and practices of shooting, recording, and post-production
• knows technical fundamentals of digital still images and video
• identifies different video publishing platforms and typical narrative techniques.
• can plan and execute a small-scale video and develop their knowledge and skills independently

Content (course unit)

Stages and tools of video production.
Basics of visual expression and image technology.
Publishing channels and genres.
Independent development of professional skills using open online materials.

Assessment criteria, satisfactory (1-2) (course unit)

The student knows phases, principles, practices, and tools of video production. They can create a small-scale video but have deficiencies in execution and independent work.

Assessment criteria, good (3-4) (course unit)

The student knows the phases, principles, practices, and tools of video production. They can apply their knowledge in the creation of small-scale video and independently develop their knowledge and skills.

Assessment criteria, excellent (5) (course unit)

The student knows the phases, principles, practices, and tools of video production and can apply them seamlessly in video creation. They consider the unique features of the publishing platform in their work. They actively and purposefully develop their knowledge and skills.

Location and time

This is the second implementation of the course for GROUPS D, E and F
Starts on Tuesday 19.11. at 11.45 in Kino Auditorium
(24AVMA & 24MEDIAART)

Assessment methods and criteria

Course assessment is based on student attendance, completion of individual and group assignments and overall activity in class.

Assessment scale

0-5

Teaching methods

Lectures and workshops

Student workload

17 h / week

Content scheduling

Stages and tools of video production.
Basics of visual expression and image technology.
Publishing channels and genres.
Independent development of professional skills using open online materials.

Further information

This is the second implementation of the course for GROUPS D, E and F
WEEKS 47-50

In the course, students familiarise themselves with the stages, tools, and narrative techniques of
video shooting and editing.
After completing the course, the student
• knows the stages of video production.
• knows key principles, tools, and practices of shooting, recording, and post-production
• knows technical fundamentals of digital still images and video
• identifies different video publishing platforms and typical narrative techniques.
• can plan and execute a small-scale video and develop their knowledge and skills independently

Objectives (course unit)

The objective of the course is to enhance the student's skills in fiction scriptwriting and production work.

After completing the course, the student
- can write a story in the classical screenplay format
- can give and receive feedback on a screenplay
- can develop a screenplay based on feedback
- knows the stages of production (development, pre-production, production, post-production, distribution) and the main production tasks associated with them.
- can analyse screenplays from a production perspective.
- can create a plan and budget for a small-scale fiction production.

Content (course unit)

Writing a short film screenplay.
Receiving and providing feedback.
Production analysis of the screenplay.
Scheduling and budgeting productions.
Pre-production of a short film.

Assessment criteria, satisfactory (1-2) (course unit)

The student's application of classical narrative structure and priciples of screenplay format is somewhat limited. The student receives and provides feedback on scripts, but the work based on feedback is situational. The student is familiar with the main stages of production, but their mastery of them is limited. The analysis of scripts from a production perspective is superficial. The creation of a plan and budget for a small-scale fiction production is deficient.

Assessment criteria, good (3-4) (course unit)

The student applies the principles of classical storytelling and screenplay format. They actively receive and provide feedback on scripts and develop them further based on the feedback they receive. The student knows the main stages of production and related tasks. The analysis of scripts from a production perspective is well-organized. The student can create a plan and budget for a small-scale fiction production.

Assessment criteria, excellent (5) (course unit)

The student adeptly applies the principles of classical storytelling and screenplay format. The student can give and receive feedback constructively, actively and insightfully utilising the received feedback for the further development of the screenplay. The student masters the stages of production and their associated tasks. Script analysis from a production perspective is diverse and creative. The student professionally creates a plan and budget for a small-scale fiction production.

Assessment scale

0-5

Objectives (course unit)

In the course, a fictional short film is produced as a team, applying the knowledge and skills necessary for the practical realisation of a film.

After completing the course, the student
- can work as a responsible team member in agreed-upon roles.
- can contribute to achieving the team's and the fiction project's common goals.
- can implement the phases and processes of a small-scale film project according to their role or roles and in compliance with occupational safety.
- can enhance project scope management and resolve faced problems
- can apply cinematic storytelling and expressive techniques.
- can provide, receive, and utilize feedback constructively.

Content (course unit)

Roles and work in a small-scale film project.
Inter-team communication in a film project.
Practicing processes and tools.
Project scope management and problem-solving.
Occupational safety.
Practicing film expression.
Receiving and providing feedback.

Assessment criteria, satisfactory (1-2) (course unit)

The student can implement the phases and processes in small-scale film production according to their role. Presenting and executing the team's common goals and teamwork are partially deficient. Receiving and giving feedback is limited.

Assessment criteria, good (3-4) (course unit)

The student responsibly executes their role and processes in a small-scale film project. They contribute to the team's and production's goals according to their work role or roles. They consider occupational safety in their activities. They work within the agreed project scope, solve faced problems in project work, and contribute to the development of cinematic storytelling. They can provide, receive, and utilize feedback constructively.

Assessment criteria, excellent (5) (course unit)

The student responsibly and proactively executes their role and processes in a small-scale film project. They actively promote the achievement of team and production goals within their own role and in teamwork. They consider occupational safety in their activities and the broader project implementation context. They can manage the project scope and actively solve encountered problems in project work. They contribute to the development of cinematic storytelling, both in their own actions and at the team level. They actively and constructively provide, receive, and utilize feedback.

Assessment scale

0-5

Objectives (course unit)

The creative sound design course will enhance sound design techniques such as recording and editing dialogue, foley, ambience, and hard effect sounds in and outside the studio.

The student is able to:
Record and edit dialogue, foley, ambience and hard effects in and outside the studio.
Synchronise image and sound.
Advanced use of DAW.
Develop both theoretical and practical knowledge of sound design.

Content (course unit)

Sound design techniques such as recording and editing dialogue, foley, ambience, and hard effect sounds in and outside the studio. Recording effects and narration in and outside the studio are introduced. Synchronization of sound and image in incorporated. Advanced use of DAW in sound design in introduced.

Assessment criteria, satisfactory (1-2) (course unit)

The student shows a basic understanding of creative sound design. The student knows how to interact in discussions related to the field on a basic level and how to give and receive feedback. The student participates in class, assigned work and reporting.

Assessment criteria, good (3-4) (course unit)

The student shows a good understanding of creative sound design. The student demonstrates a good ability to interact in discussions related to the field and is good at giving and receiving feedback. The student works actively in class and assignments and delivers well-structured reports.

Assessment criteria, excellent (5) (course unit)

The student shows an exceptional understanding of creative sound design. The student demonstrates an excellent ability to interact in discussions related to the field and is excellent at giving and receiving feedback. The student works actively in class and shows a strong commitment to assignments and reports.

Assessment scale

0-5

Objectives (course unit)

Creative sound design and business expands the sound design for mixing in different formats. The role of the head of the sound department group (HOD) is incorporated. How to use professional terminology in contract negotiations and how to draw up effective contracts are introduced.

The student is able to:
Define and mix in different formats.
Act as sound department HOD.
Understand contracts used in business.
Develop both theoretical and practical knowledge of mixing and implementing sound design and music to different publishing platforms and client

Content (course unit)

Creative sound design and business expands the sound design for mixing in different formats.
Contracts used between parties are introduced.

Assessment criteria, satisfactory (1-2) (course unit)

The student shows a basic understanding of creative sound design and business. The student knows how to interact in discussions related to the field on a basic level and how to give and receive feedback. The student participates in class, assigned work and reporting.

Assessment criteria, good (3-4) (course unit)

The student shows a good understanding of creative sound design and business. The student demonstrates a good ability to interact in discussions related to the field and is good at giving and receiving feedback. The student works actively in class and assignments and delivers well-structured reports.

Assessment criteria, excellent (5) (course unit)

The student shows an exceptional understanding of creative sound design and business. The student demonstrates an excellent ability to interact in discussions related to the field and is excellent at giving and receiving feedback. The student works actively in class and shows a strong commitment to assignments and reports.

Assessment scale

0-5

Objectives (course unit)

In the course, participants familiarise themselves with the AV technical workflow, equipment management, and job roles in a short film project.

After completing the course, the student
- understands the key steps in managing equipment in a short film project, from pre-planning to post-production
- recognises the responsibilities and significance of different team roles in audiovisual production
- can select the appropriate tools and schedule and allocate resources based on the project's scale and nature
- knows the essential methods and steps relevant to their role
- can develop their skills in using the necessary tools
- identifies the occupational safety aspects associated with the project

Content (course unit)

Audiovisual planning and stages of a short film from pre-planning to post-production.
Team roles and responsibilities in audiovisual production.
Sustainable planning of work and tools.
Audiovisual production tools.
Occupational safety.

Assessment criteria, satisfactory (1-2) (course unit)

The student knows work phases and responsibility roles in a short film project. They understand principles of resource management and tool utilisation and apply them under guidance. The student considers occupational safety in their actions.

Assessment criteria, good (3-4) (course unit)

The student knows work phases and responsibility roles in a short film project. They are aware of the principles of resource management and tool utilisation and can apply them, taking into account both the entire production and the needs and constraints of their own role. The student develops their skills in using the necessary tools and takes responsibility for occupational safety.

Assessment criteria, excellent (5) (course unit)

The student knows the work phases and responsibility roles in a short film project. They understand the principles of resource management and tool utilization, demonstrating a proactive approach to fulfilling the needs and constraints of both the entire production and their own work role. The student actively develops their skills in using the necessary tools and takes responsibility for occupational safety in both their own actions and the broader group's activities.

Assessment scale

0-5

Objectives (course unit)

The student familiarises themselves with the practices of scientific writing and learns the basics of scientific writing. They strengthen their presentation and group communication skills and develop their oral communication skills as part of their growth towards expertise in their field.

After completing the course, the student:
• can assess their own communication skills and set development goals, integrating them into their professional growth.
• can effectively operate and communicate in professional communication and interaction situations in multidisciplinary and multicultural teams, and can give and receive feedback.
• masters the principles and methods of group and teamwork and can apply them in group work situations.
• can deliver coherent oral presentations, illustrate them, and write source-based texts

Content (course unit)

Fundamentals of Oral Communication.
Teamwork Skills.
Language Maintenance.
Documentary Communication.
TAMK's Guidelines for Written Reporting.
Essay Writing.
Information Retrieval.

Assessment criteria, satisfactory (1-2) (course unit)

The student writes understandably and in a professional tone. However, the structure of the text is somewhat tentative, and there are noticeable issues with language style and formality. The justification of arguments is modest. The student is capable of delivering their speech with visual aids adequately, although there are many aspects to critique regarding its duration, structure, interactivity, or vocal delivery.

Assessment criteria, good (3-4) (course unit)

The student communicates in writing in a structured and illustrative manner. Essential information is conveyed clearly, and the text is fairly error-free. The student can present their views by differentiating them from the information obtained from sources, integrating the referencing smoothly into the rest of the text. The student's oral presentation is audience and situation-aware, with a functional structure. During their speech, the student maintains eye contact with the audience and speaks in their own words. The student completes all tasks according to the schedule. They demonstrate activity and justify their opinions.

Assessment criteria, excellent (5) (course unit)

The student communicates convincingly, providing diverse justifications for their views. The essential information in their text is excellently structured and concise. The language is flawless, and the style is controlled. The student can speak persuasively, enthusiastically, and interactively. They present themselves naturally and professionally, successfully maintaining the audience's interest throughout their presentations. The student actively and constructively participates in classroom teaching.

Assessment scale

0-5

Objectives (course unit)

The student familiarises themselves with the practices of scientific writing and learns the basics of scientific writing. They strengthen their presentation and group communication skills and develop their oral communication skills as part of their growth towards expertise in their field.

After completing the course, the student:
• can assess their own communication skills and set development goals, integrating them into their professional growth.
• can effectively operate and communicate in professional communication and interaction situations in multidisciplinary and multicultural teams, and can give and receive feedback.
• masters the principles and methods of group and teamwork and can apply them in group work situations.
• can deliver coherent oral presentations, illustrate them, and write source-based texts

Content (course unit)

Fundamentals of Oral Communication.
Teamwork Skills.
Language Maintenance.
Documentary Communication.
TAMK's Guidelines for Written Reporting.
Essay Writing.
Information Retrieval.

Assessment criteria, satisfactory (1-2) (course unit)

The student writes understandably and in a professional tone. However, the structure of the text is somewhat tentative, and there are noticeable issues with language style and formality. The justification of arguments is modest. The student is capable of delivering their speech with visual aids adequately, although there are many aspects to critique regarding its duration, structure, interactivity, or vocal delivery.

Assessment criteria, good (3-4) (course unit)

The student communicates in writing in a structured and illustrative manner. Essential information is conveyed clearly, and the text is fairly error-free. The student can present their views by differentiating them from the information obtained from sources, integrating the referencing smoothly into the rest of the text. The student's oral presentation is audience and situation-aware, with a functional structure. During their speech, the student maintains eye contact with the audience and speaks in their own words. The student completes all tasks according to the schedule. They demonstrate activity and justify their opinions.

Assessment criteria, excellent (5) (course unit)

The student communicates convincingly, providing diverse justifications for their views. The essential information in their text is excellently structured and concise. The language is flawless, and the style is controlled. The student can speak persuasively, enthusiastically, and interactively. They present themselves naturally and professionally, successfully maintaining the audience's interest throughout their presentations. The student actively and constructively participates in classroom teaching.

Assessment scale

0-5

Objectives (course unit)

The course familiarizes students with the history of audiovisual media. The connections between aesthetics and media technology are analyzed, and themes related to propaganda and media ethics are contemplated.

After completing the course, the student
- knows the mainlines and turning points in the development of audiovisual media
- identifies the connections between media forms and content with the development of technology, economy, art, and politics in Western countries
- develops their skills related to information retrieval, source criticism, and copyright
- is able to assess or test the use of historical media expressions or archival materials in contemporary media productions

Content (course unit)

Early history of moving images
Development of documentary filmmaking.
Enlightenment and propaganda.
Transformative phases in electronic media and digital media.
The future of media and developing global digitalization.
Public media archives and utilizing archives in new productions.

Note: The three-point section focuses on constructing knowledge related to media history. The five-point section includes the application of historical form of media expression to a new media product or other kind of competency-based application.

Assessment criteria, satisfactory (1-2) (course unit)

The student recognizes the main trends in the history of audiovisual media. The student participates in teaching, collaboration, and discussions to a limited extent. Independent information retrieval is limited. Adherence to activities, instructions, and schedules during the period is at a satisfactory level.

Assessment criteria, good (3-4) (course unit)

The student recognizes the main trends in the development of audiovisual media and is able to assess the connections between this development and cultural, political, economic, and technological advancements. The student is familiar with the principles of media ethics. The student actively participates in teaching, collaboration, and discussions. Independent information retrieval is diverse. The student can evaluate the applicability of artistic and technical expressions in the history of audiovisual media to contemporary media productions. The student is developing their skills related to online studies. They can utilize and provide constructive feedback to others.

Assessment criteria, excellent (5) (course unit)

The student knows the main trends in the development of audiovisual media and can analytically assess the connections between this development and cultural, political, economic, and technological advancements. The student is familiar with the principles of media ethics and is able to evaluate media content from an ethical perspective. The student actively participates in teaching, collaboration, discussions, and setting personal goals. Independent information retrieval is diverse and critical. The student can analytically evaluate the applicability of artistic and technical expressions in the history of audiovisual media to contemporary media productions. The student knows principles related to intellectual property rights and copyright issues concerning the use of archival materials in media. The student is developing technical and interactive skills related to online studies. They can effectively utilize and provide constructive feedback to others.

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

The objective of the course is to develop the student's skills and understanding of the director's job description, particularly focusing on scene planning.

After completing the course, the student
- identifies the various aspects of a director's role
- can analyse the significance of scenes in the script and in the finished film.
- grasps the anatomy of a scene.
- can create a directorial plan based on the script.
- can execute of a small-scale scene rehearsal

Content (course unit)

Director's work role.
Basic principles and practices of directing.
Analysis of scenes and their various elements.
Creating a directorial plan.
Executing scene rehearsals.

Assessment criteria, satisfactory (1-2) (course unit)

The student recognises areas related to the director's job role. The analysis of the significance and structure of scenes is somewhat limited. The student recognises principles to be taken into account in the directorial plan and is able to collaborate within a team during scene rehearsals.

Assessment criteria, good (3-4) (course unit)

The student recognises areas related to the director's job description. They can analyse the significance and structure of scenes in a screenplay and in a finished film. They can create a feasible directing plan and implement a small-scale scene rehearsal as part of a team.

Assessment criteria, excellent (5) (course unit)

The student comprehensively dissects various aspects related to the director's job description. They analyse the significance and structure of scenes in a screenplay and in a finished film in a versatile and critical manner. They can create a feasible and creatively solutions-oriented directing plan. They are capable of implementing a small-scale scene rehearsal as part of a team.

Assessment scale

0-5

Objectives (course unit)

During this course, you will learn study practices and become part of the study community.

After completing of the course, the student
• feels a sense of belonging to the university, degree program, and student community.
• receives guidance for their studies and can plan their coursework effectively.
• familiarizes themselves with TAMK's practices and services.
• recognizes TAMK's services that support learning and well-being.
• understands the services supporting learning and well-being provided by key stakeholders.

Content (course unit)

• Engagement in Higher Education Studies
• Orientation to Tampere University of Applied Sciences (TAMK) and Degree Program
• Curriculum of the Degree Program and Creating a Individual Study Plan (ISP)
• Course Offerings and Cross-Enrollment
• Internship as Part of a University of Applied Sciences Degree
• Services Offered by Tampere University of Applied Sciences (TAMK)
• Monitoring the Progress of Studies
• Orientation to the Next Study Year

Assessment criteria, pass/fail (course unit)

The course is approved when the student proves that they
- are able to plan their studies at TAMK and are familiar with the curriculum of their degree programme.
- know what kind of support is available for their studies.
- understand the importance of the group as part of the learning environment.

A course is failed if the student does not have evidence of achieving the objectives of the course.

Assessment scale

0-5

Objectives (course unit)

The course will introduce techniques and concepts used in sound design for games and interactive media.

The student is able to:
Understand sound design techniques used in games and interactive media.
Create sample packs.
Make music and/or sound design for applications.
Develop both theoretical and practical knowledge of sound design in games and interactive media.

Content (course unit)

Techniques and concepts used in sound design for games and interactive media. Sample packs will be introduced. Making music and sound design for web applications such as games is incorporated.

Assessment criteria, satisfactory (1-2) (course unit)

The student shows a basic understanding of sound design in games and interactive media. The student knows how to interact in discussions related to the field on a basic level and how to give and receive feedback. The student participates in class, assigned work and reporting.

Assessment criteria, good (3-4) (course unit)

The student shows a good understanding of sound design in games and interactive media. The student demonstrates a good ability to interact in discussions related to the field and is good at giving and receiving feedback. The student works actively in class and assignments and delivers well-structured reports.

Assessment criteria, excellent (5) (course unit)

The student shows an exceptional understanding of sound design in games and interactive media. The student demonstrates an excellent ability to interact in discussions related to the field and is excellent at giving and receiving feedback. The student works actively in class and shows a strong commitment to assignments and reports.

Assessment scale

0-5

Objectives (course unit)

During the study module, the student familiarises themselves with project practices and occupational safety in media studies, gaining capabilities to enhance the implementation of occupational safety both in projects and, more broadly, in their studies.

After completing the course, the student
- knows the assets used at Mediapolis student projects and the principles related to their sustainable use
- identifies the occupational safety aspects related to studying and project work
- assesses and enhances the implementation of occupational safety in their personal and team activities

Content (course unit)

Facilities, equipment, gears, and the principles of their usage at Mediapolis Campus
Areas of occupational safety.

Assessment criteria, pass/fail (course unit)

The student identifies the key resources required in their project studies and the principles of their utilisation. The student demonstrates sustainable resource utilization. They analyse occupational safety aspects related to their studies. They propose areas for improvement in individual and team-level occupational safety practices.

Assessment scale

Pass/Fail

Objectives (course unit)

In the course, students familiarise themselves with project management practices in audiovisual production and explore what responsible work in audiovisual industry projects entails.

After completing the course, the student
- understands basic concepts and practices of project management
- recognises principles of responsible and sustainable practices in AV project work
- can apply principles of sustainability in their own AV work environment
- can create a project plan, schedule, and budget for a small-scale AV production
- can develop their skills in project management and as a team member

Content (course unit)

Concepts and practices of project management.
Areas of responsible and sustainable practices: economic, ecological, social.
Responsible and sustainable project planning in the AV industry.
Professional, responsible work attitude.

Assessment criteria, satisfactory (1-2) (course unit)

The student has a limited understanding of project management concepts and practices. Identifying responsible conduct principles in the AV industry and their application in the student's work environment remains shallow. Project planning, teamwork, and the development of project management skills are somewhat lacking.

Assessment criteria, good (3-4) (course unit)

The student knows project management concepts and practices. They analyze and apply responsible conduct principles in the AV industry and their own work environment. They are developing their project planning, teamwork, and project management skills.

Assessment criteria, excellent (5) (course unit)

The student applies project management concepts and practices seamlessly. They thoroughly and critically analyse and apply responsible conduct principles in the AV industry and their own work environment. They actively enhance their project planning, teamwork, and project management skills while supporting other team members in their activities.

Assessment scale

0-5

Objectives (course unit)

The student is capable of goal-oriented, scheduled work, which involves guidance and project meetings with the supervisor, the workgroup, and possibly the client. The student can provide, receive, and utilize feedback. Detailed learning objectives, the method of assessment, and the number of credits are agreed upon project-specifically with the supervising teacher.

Content (course unit)

The student participates individually or as a member of a workgroup in the implementation of a project. The project may, for example, be a client project.

Assessment criteria, pass/fail (course unit)

Accepted when the project has been implemented, documented, and reported and when feedback has been processed. The project work hours are converted into credits using the formula: 27 hours of work = 1 credit.

Assessment scale

0-5

Objectives (course unit)

Oral skills in Swedish are at the heart of the course.

After completing the course
-The student can tell about their education, their own expertise in the professional field and their goals in Swedish.
-The student knows the most central terminology in their field of study and is able to communicate appropriately in communication situations related to working life.
-Students understand the importance of oral communication when networking in the Nordic cultural environment.

Content (course unit)

Professional terminology in Swedish.
Job tasks in the field.
Oral communication situations related to job search and other aspects of working life.

Prerequisites (course unit)

Starting level: High school Swedish syllabus or equivalent level European Framework of Reference skill level.

Take the Swedish entry level test and, if necessary, complete the preparatory studies before the course begins.

Assessment criteria, satisfactory (1-2) (course unit)

(Level B1.1) Student
- is able to communicate simply about his/her own professional skills (e.g. job application)
- is able to tell about his own professional field in a concise manner
- handles mainly the most important predictable interaction situations and customer contacts in their own field in a comprehensible manner
- uses the basic vocabulary of the field in such a way that the essential message is conveyed 
- uses simple grammatical basic structures 

Assessment criteria, good (3-4) (course unit)

Level B1.2) Student
- is able to communicate clearly in a way appropriate to the situation from his/her own professional expertise (e.g. job application)
- can tell about his own professional field quite well
- handles everyday interaction situations and customer contacts in their own field fairly well
- uses the basic vocabulary of the field in such a way that the key message is conveyed 

Assessment criteria, excellent (5) (course unit)

(Skill level B2.2-C1) Student
- is able to communicate fluently in a way appropriate to the situation from his/her own professional expertise (e.g. job application)
- can tell about their own professional field in a versatile and fluent manner
- handles diverse interaction situations and customer contacts in their own field in a natural way
- uses the basic vocabulary of their field so that the message is clearly conveyed 

Assessment scale

0-5

Objectives (course unit)

Oral skills in Swedish are at the heart of the course.

After completing the course
-The student can tell about their education, their own expertise in the professional field and their goals in Swedish.
-The student knows the most central terminology in their field of study and is able to communicate appropriately in communication situations related to working life.
-Students understand the importance of oral communication when networking in the Nordic cultural environment.

Content (course unit)

Professional terminology in Swedish.
Job tasks in the field.
Oral communication situations related to job search and other aspects of working life.

Prerequisites (course unit)

Starting level: High school Swedish syllabus or equivalent level European Framework of Reference skill level.

Take the Swedish entry level test and, if necessary, complete the preparatory studies before the course begins.

Assessment criteria, satisfactory (1-2) (course unit)

(Level B1.1) Student
- is able to communicate simply about his/her own professional skills (e.g. job application)
- is able to tell about his own professional field in a concise manner
- handles mainly the most important predictable interaction situations and customer contacts in their own field in a comprehensible manner
- uses the basic vocabulary of the field in such a way that the essential message is conveyed 
- uses simple grammatical basic structures 

Assessment criteria, good (3-4) (course unit)

Level B1.2) Student
- is able to communicate clearly in a way appropriate to the situation from his/her own professional expertise (e.g. job application)
- can tell about his own professional field quite well
- handles everyday interaction situations and customer contacts in their own field fairly well
- uses the basic vocabulary of the field in such a way that the key message is conveyed 

Assessment criteria, excellent (5) (course unit)

(Skill level B2.2-C1) Student
- is able to communicate fluently in a way appropriate to the situation from his/her own professional expertise (e.g. job application)
- can tell about their own professional field in a versatile and fluent manner
- handles diverse interaction situations and customer contacts in their own field in a natural way
- uses the basic vocabulary of their field so that the message is clearly conveyed 

Assessment scale

0-5

Objectives (course unit)

The good written and oral basic knowledge of the Swedish language is the biggest trump card in working life today in an increasingly close Nordic culture of cooperation. Students will have an excellent opportunity to be well prepared to work on well-paid Nordic projects and to further develop their own expertise smoothly throughout Scandinavia.

Learning objectives
The course provides the skills to work as a versatile professional in the media sector, also in Swedish, while also helping to understand and promote the diversity and sustainability of Nordic cultures.
After completing the course, the student
-will be able to tell about their education, their own expertise in the professional field and their goals in Swedish.
-is familiar with the most central terminology in their field of study
-can communicate appropriately in communication situations related to the Nordic working life field
-can cope with working life contacts that require written skills in media industry
-is able to search for and structure information in the media sector and follow developments in their field from professional sources.

Content (course unit)

Texts and terminology related to the professional field, job tasks in the field, job application documents, written communication situations in working life, as well as principles related to copyrights in Swedish. Reviewing the grammar needed for written production.

Prerequisites (course unit)

Starting level: High school Swedish syllabus or equivalent level European Framework of Reference (B1) skill level.

Take the Swedish entry level test and, if necessary, complete the preparatory studies before the course begins.

Assessment criteria, satisfactory (1-2) (course unit)

(Level B1.1) Student

- is able to communicate simply about his/her own professional skills (e.g. job application)
- is able to tell about his own professional field in a concise manner
- handles mainly the most important predictable interaction situations and customer contacts in their own field in a comprehensible manner
- writes somewhat intelligibly 
- uses the basic vocabulary of the field in such a way that the essential message is conveyed 
- uses simple grammatical basic structures 
- finds the information they are looking for in texts that deal with familiar topics 

Assessment criteria, good (3-4) (course unit)

(Level B1.2) Student

- is able to communicate clearly in a way appropriate to the situation from his/her own professional expertise (e.g. job application)
- can tell about his own professional field quite well
- handles everyday interaction situations and customer contacts in their own field fairly well
- mostly writes well.
- uses the basic vocabulary of the field in such a way that the key message is conveyed 
- uses basic grammatical structures mostly correctly
- understands the main points and most details of the professional text they read

Assessment criteria, excellent (5) (course unit)

Skill level B2.2-C1) Student

- is able to communicate fluently in a way appropriate to the situation from his/her own professional expertise (e.g. job application)
- can tell about their own professional field in a versatile and fluent manner
- handles diverse interaction situations and customer contacts in their own field in a natural way
- writes fluently
- uses the basic vocabulary of their field so that the message is clearly conveyed 
- uses basic grammatical structures almost flawlessly
- understands both the main points and the details of the professional text and is able to apply what they read 

Assessment scale

0-5

Objectives (course unit)

The good written and oral basic knowledge of the Swedish language is the biggest trump card in working life today in an increasingly close Nordic culture of cooperation. Students will have an excellent opportunity to be well prepared to work on well-paid Nordic projects and to further develop their own expertise smoothly throughout Scandinavia.

Learning objectives
The course provides the skills to work as a versatile professional in the media sector, also in Swedish, while also helping to understand and promote the diversity and sustainability of Nordic cultures.
After completing the course, the student
-will be able to tell about their education, their own expertise in the professional field and their goals in Swedish.
-is familiar with the most central terminology in their field of study
-can communicate appropriately in communication situations related to the Nordic working life field
-can cope with working life contacts that require written skills in media industry
-is able to search for and structure information in the media sector and follow developments in their field from professional sources.

Content (course unit)

Texts and terminology related to the professional field, job tasks in the field, job application documents, written communication situations in working life, as well as principles related to copyrights in Swedish. Reviewing the grammar needed for written production.

Prerequisites (course unit)

Starting level: High school Swedish syllabus or equivalent level European Framework of Reference (B1) skill level.

Take the Swedish entry level test and, if necessary, complete the preparatory studies before the course begins.

Assessment criteria, satisfactory (1-2) (course unit)

(Level B1.1) Student

- is able to communicate simply about his/her own professional skills (e.g. job application)
- is able to tell about his own professional field in a concise manner
- handles mainly the most important predictable interaction situations and customer contacts in their own field in a comprehensible manner
- writes somewhat intelligibly 
- uses the basic vocabulary of the field in such a way that the essential message is conveyed 
- uses simple grammatical basic structures 
- finds the information they are looking for in texts that deal with familiar topics 

Assessment criteria, good (3-4) (course unit)

(Level B1.2) Student

- is able to communicate clearly in a way appropriate to the situation from his/her own professional expertise (e.g. job application)
- can tell about his own professional field quite well
- handles everyday interaction situations and customer contacts in their own field fairly well
- mostly writes well.
- uses the basic vocabulary of the field in such a way that the key message is conveyed 
- uses basic grammatical structures mostly correctly
- understands the main points and most details of the professional text they read

Assessment criteria, excellent (5) (course unit)

Skill level B2.2-C1) Student

- is able to communicate fluently in a way appropriate to the situation from his/her own professional expertise (e.g. job application)
- can tell about their own professional field in a versatile and fluent manner
- handles diverse interaction situations and customer contacts in their own field in a natural way
- writes fluently
- uses the basic vocabulary of their field so that the message is clearly conveyed 
- uses basic grammatical structures almost flawlessly
- understands both the main points and the details of the professional text and is able to apply what they read 

Assessment scale

0-5

Objectives (course unit)

New sound design technology for games and media course will enhance sound design techniques and middleware used for advanced sound design applications.

The student is able to:
Define sound assets.
Create sound assets.
Use middleware for advanced sound design in games and media.
Develop both theoretical and practical knowledge used in game and media sound design.

Content (course unit)

Sound design techniques and middleware used for advanced sound design applications. The concept of sound assets and use of middleware between DAW and game engine.

Assessment criteria, satisfactory (1-2) (course unit)

The student shows a basic understanding of new sound design technology for games and media. The student knows how to interact in discussions related to the field on a basic level and how to give and receive feedback. The student participates in class, assigned work and reporting.

Assessment criteria, good (3-4) (course unit)

The student shows a good understanding of new sound design technology for games and media. The student demonstrates a good ability to interact in discussions related to the field and is good at giving and receiving feedback. The student works actively in class and assignments and delivers well-structured reports.

Assessment criteria, excellent (5) (course unit)

The student shows an exceptional understanding of new sound design technology for games and media. The student demonstrates an excellent ability to interact in discussions related to the field and is excellent at giving and receiving feedback. The student works actively in class and shows a strong commitment to assignments and reports.

Assessment scale

0-5

Objectives (course unit)

Introduction to Sound Design will introduce basic sound design techniques and tools used in games, interactive media, TV and films.

The student is able to:
Define sound design in different media.
Understand the concept of different layers (dialogue, foley, ambience, hard effects and music) of sound and narration.
Use DAW for sound design tasks.
Enhances both theoretical and practical skills used in sound design for different media.

Content (course unit)

Basic sound design techniques and tools used in games, interactive media, TV and films. Soundscape, image and narration will be incorporated. Using DAW for sound design tasks is introduced.

Assessment criteria, satisfactory (1-2) (course unit)

The student shows a basic understanding of sound design. The student knows how to interact in discussions related to the field on a basic level and how to give and receive feedback. The student participates in class, assigned work and reporting.

Assessment criteria, good (3-4) (course unit)

The student shows a good understanding of sound design. The student demonstrates a good ability to interact in discussions related to the field and is good at giving and receiving feedback. The student works actively in class and assignments and delivers well-structured reports.

Assessment criteria, excellent (5) (course unit)

The student shows an exceptional understanding of sound design. The student demonstrates an excellent ability to interact in discussions related to the field and is excellent at giving and receiving feedback. The student works actively in class and shows a strong commitment to assignments and reports.

Assessment scale

0-5

Objectives (course unit)

In project course skills gained from sound design minor courses are taken to a real-life working environment.

The student is able to:
Implement a sound design project
Analyse their know-how, used production techniques and outcomes
Collaborate in an international student team
Pay attention to the needs of customers and network
Students know the possibilities of sustainable production methods.

Content (course unit)

Planning an individual or collaborative sound design project for real clients. A real-life production includes analyzing what production techniques will be used to do a production with resources available.

Assessment criteria, satisfactory (1-2) (course unit)

The student shows a basic understanding of creating sound design projects. Student participates in class, assigned work and reporting.

Assessment criteria, good (3-4) (course unit)

The student shows a good understanding of creating sound design projects. The student demonstrates a good ability to interact in discussions related to the field and is good at giving and receiving feedback. The student works actively in class and assignments and delivers well-structured reports.

Assessment criteria, excellent (5) (course unit)

The student shows an exceptional understanding of creating a sound design project. The student demonstrates an excellent ability to interact in discussions related to the field and is excellent at giving and receiving feedback. The student works actively in class and shows a strong commitment to assignments and reports.

Assessment scale

0-5

Objectives (course unit)

In project course skills gained from sound design minor courses are taken to a real-life working environment.

The student is able to:
Implement a sound design project
Analyse their know-how, used production techniques and outcomes
Collaborate in an international student team
Pay attention to the needs of customers and network
Students know the possibilities of sustainable production methods.

Content (course unit)

Planning an individual or collaborative sound design project for real clients. A real-life production includes analyzing what production techniques will be used to do a production with resources available.

Assessment criteria, satisfactory (1-2) (course unit)

The student shows a basic understanding of creating sound design projects. Student participates in class, assigned work and reporting.

Assessment criteria, good (3-4) (course unit)

The student shows a good understanding of creating sound design projects. The student demonstrates a good ability to interact in discussions related to the field and is good at giving and receiving feedback. The student works actively in class and assignments and delivers well-structured reports.

Assessment criteria, excellent (5) (course unit)

The student shows an exceptional understanding of creating a sound design project. The student demonstrates an excellent ability to interact in discussions related to the field and is excellent at giving and receiving feedback. The student works actively in class and shows a strong commitment to assignments and reports.

Assessment scale

0-5

Objectives (course unit)

In the course, a fictional short film is produced as a team, applying the knowledge and skills necessary for the practical realisation of a film.

After completing the course, the student
- can work as a responsible team member in agreed-upon roles.
- can contribute to achieving the team's and the fiction project's common goals.
- can implement the phases and processes of a small-scale film project according to their role or roles and in compliance with occupational safety.
- can enhance project scope management and resolve faced problems
- can apply cinematic storytelling and expressive techniques.
- can provide, receive, and utilize feedback constructively.

Content (course unit)

Roles and work in a small-scale film project.
Inter-team communication in a film project.
Practicing processes and tools.
Project scope management and problem-solving.
Occupational safety.
Practicing film expression.
Receiving and providing feedback.

Assessment criteria, satisfactory (1-2) (course unit)

The student can implement the phases and processes in small-scale film production according to their role. Presenting and executing the team's common goals and teamwork are partially deficient. Receiving and giving feedback is limited.

Assessment criteria, good (3-4) (course unit)

The student responsibly executes their role and processes in a small-scale film project. They contribute to the team's and production's goals according to their work role or roles. They consider occupational safety in their activities. They work within the agreed project scope, solve faced problems in project work, and contribute to the development of cinematic storytelling. They can provide, receive, and utilize feedback constructively.

Assessment criteria, excellent (5) (course unit)

The student responsibly and proactively executes their role and processes in a small-scale film project. They actively promote the achievement of team and production goals within their own role and in teamwork. They consider occupational safety in their activities and the broader project implementation context. They can manage the project scope and actively solve encountered problems in project work. They contribute to the development of cinematic storytelling, both in their own actions and at the team level. They actively and constructively provide, receive, and utilize feedback.

Assessment scale

0-5

Objectives (course unit)

The objective of the course is to develop the student's skills and understanding of the director's job description, particularly focusing on scene planning.

After completing the course, the student
- identifies the various aspects of a director's role
- can analyse the significance of scenes in the script and in the finished film.
- grasps the anatomy of a scene.
- can create a directorial plan based on the script.
- can execute of a small-scale scene rehearsal

Content (course unit)

Director's work role.
Basic principles and practices of directing.
Analysis of scenes and their various elements.
Creating a directorial plan.
Executing scene rehearsals.

Assessment criteria, satisfactory (1-2) (course unit)

The student recognises areas related to the director's job role. The analysis of the significance and structure of scenes is somewhat limited. The student recognises principles to be taken into account in the directorial plan and is able to collaborate within a team during scene rehearsals.

Assessment criteria, good (3-4) (course unit)

The student recognises areas related to the director's job description. They can analyse the significance and structure of scenes in a screenplay and in a finished film. They can create a feasible directing plan and implement a small-scale scene rehearsal as part of a team.

Assessment criteria, excellent (5) (course unit)

The student comprehensively dissects various aspects related to the director's job description. They analyse the significance and structure of scenes in a screenplay and in a finished film in a versatile and critical manner. They can create a feasible and creatively solutions-oriented directing plan. They are capable of implementing a small-scale scene rehearsal as part of a team.

Assessment scale

0-5

Objectives (course unit)

In the course, students assess the competence they achieved in their studies and set goals for further skill development.

After completing the course, the student
- documents and evaluates the acquired competence and progress in studies.
- set objectives for future studies and competence development
- Assesses the conditions for well-being in their activities

Content (course unit)

Building a skills portfolio.
Assessment of studies and skill development and setting goals.
Considering well-being in activities

Assessment criteria, pass/fail (course unit)

The student can evaluate the progress of their studies and the development of their skills in the studies. They sets goals for future studies, competence development, and well-being. They can document and present their professional skills and development.

Assessment scale

Pass/Fail

Objectives (course unit)

The objective of the course is to enhance the student's skills in fiction scriptwriting and production work.

After completing the course, the student
- can write a story in the classical screenplay format
- can give and receive feedback on a screenplay
- can develop a screenplay based on feedback
- knows the stages of production (development, pre-production, production, post-production, distribution) and the main production tasks associated with them.
- can analyse screenplays from a production perspective.
- can create a plan and budget for a small-scale fiction production.

Content (course unit)

Writing a short film screenplay.
Receiving and providing feedback.
Production analysis of the screenplay.
Scheduling and budgeting productions.
Pre-production of a short film.

Assessment criteria, satisfactory (1-2) (course unit)

The student's application of classical narrative structure and priciples of screenplay format is somewhat limited. The student receives and provides feedback on scripts, but the work based on feedback is situational. The student is familiar with the main stages of production, but their mastery of them is limited. The analysis of scripts from a production perspective is superficial. The creation of a plan and budget for a small-scale fiction production is deficient.

Assessment criteria, good (3-4) (course unit)

The student applies the principles of classical storytelling and screenplay format. They actively receive and provide feedback on scripts and develop them further based on the feedback they receive. The student knows the main stages of production and related tasks. The analysis of scripts from a production perspective is well-organized. The student can create a plan and budget for a small-scale fiction production.

Assessment criteria, excellent (5) (course unit)

The student adeptly applies the principles of classical storytelling and screenplay format. The student can give and receive feedback constructively, actively and insightfully utilising the received feedback for the further development of the screenplay. The student masters the stages of production and their associated tasks. Script analysis from a production perspective is diverse and creative. The student professionally creates a plan and budget for a small-scale fiction production.

Assessment scale

0-5

Objectives (course unit)

Oral skills in Swedish are at the heart of the course.

After completing the course
-The student can tell about their education, their own expertise in the professional field and their goals in Swedish.
-The student knows the most central terminology in their field of study and is able to communicate appropriately in communication situations related to working life.
-Students understand the importance of oral communication when networking in the Nordic cultural environment.

Content (course unit)

Professional terminology in Swedish.
Job tasks in the field.
Oral communication situations related to job search and other aspects of working life.

Prerequisites (course unit)

Starting level: High school Swedish syllabus or equivalent level European Framework of Reference skill level.

Take the Swedish entry level test and, if necessary, complete the preparatory studies before the course begins.

Assessment criteria, satisfactory (1-2) (course unit)

(Level B1.1) Student
- is able to communicate simply about his/her own professional skills (e.g. job application)
- is able to tell about his own professional field in a concise manner
- handles mainly the most important predictable interaction situations and customer contacts in their own field in a comprehensible manner
- uses the basic vocabulary of the field in such a way that the essential message is conveyed 
- uses simple grammatical basic structures 

Assessment criteria, good (3-4) (course unit)

Level B1.2) Student
- is able to communicate clearly in a way appropriate to the situation from his/her own professional expertise (e.g. job application)
- can tell about his own professional field quite well
- handles everyday interaction situations and customer contacts in their own field fairly well
- uses the basic vocabulary of the field in such a way that the key message is conveyed 

Assessment criteria, excellent (5) (course unit)

(Skill level B2.2-C1) Student
- is able to communicate fluently in a way appropriate to the situation from his/her own professional expertise (e.g. job application)
- can tell about their own professional field in a versatile and fluent manner
- handles diverse interaction situations and customer contacts in their own field in a natural way
- uses the basic vocabulary of their field so that the message is clearly conveyed 

Assessment scale

0-5

Objectives (course unit)

Oral skills in Swedish are at the heart of the course.

After completing the course
-The student can tell about their education, their own expertise in the professional field and their goals in Swedish.
-The student knows the most central terminology in their field of study and is able to communicate appropriately in communication situations related to working life.
-Students understand the importance of oral communication when networking in the Nordic cultural environment.

Content (course unit)

Professional terminology in Swedish.
Job tasks in the field.
Oral communication situations related to job search and other aspects of working life.

Prerequisites (course unit)

Starting level: High school Swedish syllabus or equivalent level European Framework of Reference skill level.

Take the Swedish entry level test and, if necessary, complete the preparatory studies before the course begins.

Assessment criteria, satisfactory (1-2) (course unit)

(Level B1.1) Student
- is able to communicate simply about his/her own professional skills (e.g. job application)
- is able to tell about his own professional field in a concise manner
- handles mainly the most important predictable interaction situations and customer contacts in their own field in a comprehensible manner
- uses the basic vocabulary of the field in such a way that the essential message is conveyed 
- uses simple grammatical basic structures 

Assessment criteria, good (3-4) (course unit)

Level B1.2) Student
- is able to communicate clearly in a way appropriate to the situation from his/her own professional expertise (e.g. job application)
- can tell about his own professional field quite well
- handles everyday interaction situations and customer contacts in their own field fairly well
- uses the basic vocabulary of the field in such a way that the key message is conveyed 

Assessment criteria, excellent (5) (course unit)

(Skill level B2.2-C1) Student
- is able to communicate fluently in a way appropriate to the situation from his/her own professional expertise (e.g. job application)
- can tell about their own professional field in a versatile and fluent manner
- handles diverse interaction situations and customer contacts in their own field in a natural way
- uses the basic vocabulary of their field so that the message is clearly conveyed 

Assessment scale

0-5

Objectives (course unit)

The good written and oral basic knowledge of the Swedish language is the biggest trump card in working life today in an increasingly close Nordic culture of cooperation. Students will have an excellent opportunity to be well prepared to work on well-paid Nordic projects and to further develop their own expertise smoothly throughout Scandinavia.

Learning objectives
The course provides the skills to work as a versatile professional in the media sector, also in Swedish, while also helping to understand and promote the diversity and sustainability of Nordic cultures.
After completing the course, the student
-will be able to tell about their education, their own expertise in the professional field and their goals in Swedish.
-is familiar with the most central terminology in their field of study
-can communicate appropriately in communication situations related to the Nordic working life field
-can cope with working life contacts that require written skills in media industry
-is able to search for and structure information in the media sector and follow developments in their field from professional sources.

Content (course unit)

Texts and terminology related to the professional field, job tasks in the field, job application documents, written communication situations in working life, as well as principles related to copyrights in Swedish. Reviewing the grammar needed for written production.

Prerequisites (course unit)

Starting level: High school Swedish syllabus or equivalent level European Framework of Reference (B1) skill level.

Take the Swedish entry level test and, if necessary, complete the preparatory studies before the course begins.

Assessment criteria, satisfactory (1-2) (course unit)

(Level B1.1) Student

- is able to communicate simply about his/her own professional skills (e.g. job application)
- is able to tell about his own professional field in a concise manner
- handles mainly the most important predictable interaction situations and customer contacts in their own field in a comprehensible manner
- writes somewhat intelligibly 
- uses the basic vocabulary of the field in such a way that the essential message is conveyed 
- uses simple grammatical basic structures 
- finds the information they are looking for in texts that deal with familiar topics 

Assessment criteria, good (3-4) (course unit)

(Level B1.2) Student

- is able to communicate clearly in a way appropriate to the situation from his/her own professional expertise (e.g. job application)
- can tell about his own professional field quite well
- handles everyday interaction situations and customer contacts in their own field fairly well
- mostly writes well.
- uses the basic vocabulary of the field in such a way that the key message is conveyed 
- uses basic grammatical structures mostly correctly
- understands the main points and most details of the professional text they read

Assessment criteria, excellent (5) (course unit)

Skill level B2.2-C1) Student

- is able to communicate fluently in a way appropriate to the situation from his/her own professional expertise (e.g. job application)
- can tell about their own professional field in a versatile and fluent manner
- handles diverse interaction situations and customer contacts in their own field in a natural way
- writes fluently
- uses the basic vocabulary of their field so that the message is clearly conveyed 
- uses basic grammatical structures almost flawlessly
- understands both the main points and the details of the professional text and is able to apply what they read 

Assessment scale

0-5

Objectives (course unit)

The good written and oral basic knowledge of the Swedish language is the biggest trump card in working life today in an increasingly close Nordic culture of cooperation. Students will have an excellent opportunity to be well prepared to work on well-paid Nordic projects and to further develop their own expertise smoothly throughout Scandinavia.

Learning objectives
The course provides the skills to work as a versatile professional in the media sector, also in Swedish, while also helping to understand and promote the diversity and sustainability of Nordic cultures.
After completing the course, the student
-will be able to tell about their education, their own expertise in the professional field and their goals in Swedish.
-is familiar with the most central terminology in their field of study
-can communicate appropriately in communication situations related to the Nordic working life field
-can cope with working life contacts that require written skills in media industry
-is able to search for and structure information in the media sector and follow developments in their field from professional sources.

Content (course unit)

Texts and terminology related to the professional field, job tasks in the field, job application documents, written communication situations in working life, as well as principles related to copyrights in Swedish. Reviewing the grammar needed for written production.

Prerequisites (course unit)

Starting level: High school Swedish syllabus or equivalent level European Framework of Reference (B1) skill level.

Take the Swedish entry level test and, if necessary, complete the preparatory studies before the course begins.

Assessment criteria, satisfactory (1-2) (course unit)

(Level B1.1) Student

- is able to communicate simply about his/her own professional skills (e.g. job application)
- is able to tell about his own professional field in a concise manner
- handles mainly the most important predictable interaction situations and customer contacts in their own field in a comprehensible manner
- writes somewhat intelligibly 
- uses the basic vocabulary of the field in such a way that the essential message is conveyed 
- uses simple grammatical basic structures 
- finds the information they are looking for in texts that deal with familiar topics 

Assessment criteria, good (3-4) (course unit)

(Level B1.2) Student

- is able to communicate clearly in a way appropriate to the situation from his/her own professional expertise (e.g. job application)
- can tell about his own professional field quite well
- handles everyday interaction situations and customer contacts in their own field fairly well
- mostly writes well.
- uses the basic vocabulary of the field in such a way that the key message is conveyed 
- uses basic grammatical structures mostly correctly
- understands the main points and most details of the professional text they read

Assessment criteria, excellent (5) (course unit)

Skill level B2.2-C1) Student

- is able to communicate fluently in a way appropriate to the situation from his/her own professional expertise (e.g. job application)
- can tell about their own professional field in a versatile and fluent manner
- handles diverse interaction situations and customer contacts in their own field in a natural way
- writes fluently
- uses the basic vocabulary of their field so that the message is clearly conveyed 
- uses basic grammatical structures almost flawlessly
- understands both the main points and the details of the professional text and is able to apply what they read 

Assessment scale

0-5

Objectives (course unit)

In the course, students familiarise themselves with project management practices in audiovisual production and explore what responsible work in audiovisual industry projects entails.

After completing the course, the student
- understands basic concepts and practices of project management
- recognises principles of responsible and sustainable practices in AV project work
- can apply principles of sustainability in their own AV work environment
- can create a project plan, schedule, and budget for a small-scale AV production
- can develop their skills in project management and as a team member

Content (course unit)

Concepts and practices of project management.
Areas of responsible and sustainable practices: economic, ecological, social.
Responsible and sustainable project planning in the AV industry.
Professional, responsible work attitude.

Assessment criteria, satisfactory (1-2) (course unit)

The student has a limited understanding of project management concepts and practices. Identifying responsible conduct principles in the AV industry and their application in the student's work environment remains shallow. Project planning, teamwork, and the development of project management skills are somewhat lacking.

Assessment criteria, good (3-4) (course unit)

The student knows project management concepts and practices. They analyze and apply responsible conduct principles in the AV industry and their own work environment. They are developing their project planning, teamwork, and project management skills.

Assessment criteria, excellent (5) (course unit)

The student applies project management concepts and practices seamlessly. They thoroughly and critically analyse and apply responsible conduct principles in the AV industry and their own work environment. They actively enhance their project planning, teamwork, and project management skills while supporting other team members in their activities.

Assessment scale

0-5

Objectives (course unit)

In the course, the student familiarises themselves with the basics of copyrights and their application in their own projects.

After completing the course, the student
- understands the significance of copyrights in audiovisual production.
- knows the concepts and principles related to copyrights.
- has basic knowledge of contracts related to audiovisual production.
- can conduct research on copyright and contracts and understands the ethical principles involved.
- can apply their knowledge of copyright and contracts in small-scale projects.

Content (course unit)

Copyright in audiovisual productions.
Contract law and AV industry productions.
Information retrieval related to contracts and copyrights.
Application of copyrights and contracts in small-scale AV productions.

Assessment criteria, satisfactory (1-2) (course unit)

The student knows concepts and principles related to copyright. They understand the role of contracts in negotiating copyright. The student recognises their copyrights. However, their information retrieval and application related to copyrights and contracts are somewhat limited or superficial.

Assessment criteria, good (3-4) (course unit)

The student knows concepts and principles related to copyright. They understand the role of contracts in negotiating copyrights and can seek additional information about copyrights and contracts. The student recognizes their copyrights and can apply their copyright and contract knowledge in small-scale AV production.

Assessment criteria, excellent (5) (course unit)

The student analyses concepts and principles related to copyrights. They can evaluate contracts that determine copyright and extensively seek additional information about copyrights and contracts. The student recognises the copyrights that arise for themselves and team members, and can draft copyright agreements in small-scale AV production.

Assessment scale

0-5

Objectives (course unit)

In the course, participants familiarise themselves with the AV technical workflow, equipment management, and job roles in a short film project.

After completing the course, the student
- understands the key steps in managing equipment in a short film project, from pre-planning to post-production
- recognises the responsibilities and significance of different team roles in audiovisual production
- can select the appropriate tools and schedule and allocate resources based on the project's scale and nature
- knows the essential methods and steps relevant to their role
- can develop their skills in using the necessary tools
- identifies the occupational safety aspects associated with the project

Content (course unit)

Audiovisual planning and stages of a short film from pre-planning to post-production.
Team roles and responsibilities in audiovisual production.
Sustainable planning of work and tools.
Audiovisual production tools.
Occupational safety.

Assessment criteria, satisfactory (1-2) (course unit)

The student knows work phases and responsibility roles in a short film project. They understand principles of resource management and tool utilisation and apply them under guidance. The student considers occupational safety in their actions.

Assessment criteria, good (3-4) (course unit)

The student knows work phases and responsibility roles in a short film project. They are aware of the principles of resource management and tool utilisation and can apply them, taking into account both the entire production and the needs and constraints of their own role. The student develops their skills in using the necessary tools and takes responsibility for occupational safety.

Assessment criteria, excellent (5) (course unit)

The student knows the work phases and responsibility roles in a short film project. They understand the principles of resource management and tool utilization, demonstrating a proactive approach to fulfilling the needs and constraints of both the entire production and their own work role. The student actively develops their skills in using the necessary tools and takes responsibility for occupational safety in both their own actions and the broader group's activities.

Assessment scale

0-5

Objectives (course unit)

Introduction to Sound Design will introduce basic sound design techniques and tools used in games, interactive media, TV and films.

The student is able to:
Define sound design in different media.
Understand the concept of different layers (dialogue, foley, ambience, hard effects and music) of sound and narration.
Use DAW for sound design tasks.
Enhances both theoretical and practical skills used in sound design for different media.

Content (course unit)

Basic sound design techniques and tools used in games, interactive media, TV and films. Soundscape, image and narration will be incorporated. Using DAW for sound design tasks is introduced.

Assessment criteria, satisfactory (1-2) (course unit)

The student shows a basic understanding of sound design. The student knows how to interact in discussions related to the field on a basic level and how to give and receive feedback. The student participates in class, assigned work and reporting.

Assessment criteria, good (3-4) (course unit)

The student shows a good understanding of sound design. The student demonstrates a good ability to interact in discussions related to the field and is good at giving and receiving feedback. The student works actively in class and assignments and delivers well-structured reports.

Assessment criteria, excellent (5) (course unit)

The student shows an exceptional understanding of sound design. The student demonstrates an excellent ability to interact in discussions related to the field and is excellent at giving and receiving feedback. The student works actively in class and shows a strong commitment to assignments and reports.

Assessment scale

0-5

Objectives (course unit)

The creative sound design course will enhance sound design techniques such as recording and editing dialogue, foley, ambience, and hard effect sounds in and outside the studio.

The student is able to:
Record and edit dialogue, foley, ambience and hard effects in and outside the studio.
Synchronise image and sound.
Advanced use of DAW.
Develop both theoretical and practical knowledge of sound design.

Content (course unit)

Sound design techniques such as recording and editing dialogue, foley, ambience, and hard effect sounds in and outside the studio. Recording effects and narration in and outside the studio are introduced. Synchronization of sound and image in incorporated. Advanced use of DAW in sound design in introduced.

Assessment criteria, satisfactory (1-2) (course unit)

The student shows a basic understanding of creative sound design. The student knows how to interact in discussions related to the field on a basic level and how to give and receive feedback. The student participates in class, assigned work and reporting.

Assessment criteria, good (3-4) (course unit)

The student shows a good understanding of creative sound design. The student demonstrates a good ability to interact in discussions related to the field and is good at giving and receiving feedback. The student works actively in class and assignments and delivers well-structured reports.

Assessment criteria, excellent (5) (course unit)

The student shows an exceptional understanding of creative sound design. The student demonstrates an excellent ability to interact in discussions related to the field and is excellent at giving and receiving feedback. The student works actively in class and shows a strong commitment to assignments and reports.

Assessment scale

0-5

Objectives (course unit)

Creative sound design and business expands the sound design for mixing in different formats. The role of the head of the sound department group (HOD) is incorporated. How to use professional terminology in contract negotiations and how to draw up effective contracts are introduced.

The student is able to:
Define and mix in different formats.
Act as sound department HOD.
Understand contracts used in business.
Develop both theoretical and practical knowledge of mixing and implementing sound design and music to different publishing platforms and client

Content (course unit)

Creative sound design and business expands the sound design for mixing in different formats.
Contracts used between parties are introduced.

Assessment criteria, satisfactory (1-2) (course unit)

The student shows a basic understanding of creative sound design and business. The student knows how to interact in discussions related to the field on a basic level and how to give and receive feedback. The student participates in class, assigned work and reporting.

Assessment criteria, good (3-4) (course unit)

The student shows a good understanding of creative sound design and business. The student demonstrates a good ability to interact in discussions related to the field and is good at giving and receiving feedback. The student works actively in class and assignments and delivers well-structured reports.

Assessment criteria, excellent (5) (course unit)

The student shows an exceptional understanding of creative sound design and business. The student demonstrates an excellent ability to interact in discussions related to the field and is excellent at giving and receiving feedback. The student works actively in class and shows a strong commitment to assignments and reports.

Assessment scale

0-5

Objectives (course unit)

The course will introduce techniques and concepts used in sound design for games and interactive media.

The student is able to:
Understand sound design techniques used in games and interactive media.
Create sample packs.
Make music and/or sound design for applications.
Develop both theoretical and practical knowledge of sound design in games and interactive media.

Content (course unit)

Techniques and concepts used in sound design for games and interactive media. Sample packs will be introduced. Making music and sound design for web applications such as games is incorporated.

Assessment criteria, satisfactory (1-2) (course unit)

The student shows a basic understanding of sound design in games and interactive media. The student knows how to interact in discussions related to the field on a basic level and how to give and receive feedback. The student participates in class, assigned work and reporting.

Assessment criteria, good (3-4) (course unit)

The student shows a good understanding of sound design in games and interactive media. The student demonstrates a good ability to interact in discussions related to the field and is good at giving and receiving feedback. The student works actively in class and assignments and delivers well-structured reports.

Assessment criteria, excellent (5) (course unit)

The student shows an exceptional understanding of sound design in games and interactive media. The student demonstrates an excellent ability to interact in discussions related to the field and is excellent at giving and receiving feedback. The student works actively in class and shows a strong commitment to assignments and reports.

Assessment scale

0-5

Objectives (course unit)

New sound design technology for games and media course will enhance sound design techniques and middleware used for advanced sound design applications.

The student is able to:
Define sound assets.
Create sound assets.
Use middleware for advanced sound design in games and media.
Develop both theoretical and practical knowledge used in game and media sound design.

Content (course unit)

Sound design techniques and middleware used for advanced sound design applications. The concept of sound assets and use of middleware between DAW and game engine.

Assessment criteria, satisfactory (1-2) (course unit)

The student shows a basic understanding of new sound design technology for games and media. The student knows how to interact in discussions related to the field on a basic level and how to give and receive feedback. The student participates in class, assigned work and reporting.

Assessment criteria, good (3-4) (course unit)

The student shows a good understanding of new sound design technology for games and media. The student demonstrates a good ability to interact in discussions related to the field and is good at giving and receiving feedback. The student works actively in class and assignments and delivers well-structured reports.

Assessment criteria, excellent (5) (course unit)

The student shows an exceptional understanding of new sound design technology for games and media. The student demonstrates an excellent ability to interact in discussions related to the field and is excellent at giving and receiving feedback. The student works actively in class and shows a strong commitment to assignments and reports.

Assessment scale

0-5

Objectives (course unit)

In the course, students familiarise themselves with the stages, tools, and narrative techniques of video shooting and editing.

After completing the course, the student
• knows the stages of video production.
• knows key principles, tools, and practices of shooting, recording, and post-production
• knows technical fundamentals of digital still images and video
• identifies different video publishing platforms and typical narrative techniques.
• can plan and execute a small-scale video and develop their knowledge and skills independently

Content (course unit)

Stages and tools of video production.
Basics of visual expression and image technology.
Publishing channels and genres.
Independent development of professional skills using open online materials.

Assessment criteria, satisfactory (1-2) (course unit)

The student knows phases, principles, practices, and tools of video production. They can create a small-scale video but have deficiencies in execution and independent work.

Assessment criteria, good (3-4) (course unit)

The student knows the phases, principles, practices, and tools of video production. They can apply their knowledge in the creation of small-scale video and independently develop their knowledge and skills.

Assessment criteria, excellent (5) (course unit)

The student knows the phases, principles, practices, and tools of video production and can apply them seamlessly in video creation. They consider the unique features of the publishing platform in their work. They actively and purposefully develop their knowledge and skills.

Location and time

This is the second implementation of the course for GROUPS D, E and F
Starts on Tuesday 19.11. at 11.45 in Kino Auditorium
(24AVMA & 24MEDIAART)

Assessment methods and criteria

Course assessment is based on student attendance, completion of individual and group assignments and overall activity in class.

Assessment scale

0-5

Teaching methods

Lectures and workshops

Student workload

17 h / week

Content scheduling

Stages and tools of video production.
Basics of visual expression and image technology.
Publishing channels and genres.
Independent development of professional skills using open online materials.

Further information

This is the second implementation of the course for GROUPS D, E and F
WEEKS 47-50

In the course, students familiarise themselves with the stages, tools, and narrative techniques of
video shooting and editing.
After completing the course, the student
• knows the stages of video production.
• knows key principles, tools, and practices of shooting, recording, and post-production
• knows technical fundamentals of digital still images and video
• identifies different video publishing platforms and typical narrative techniques.
• can plan and execute a small-scale video and develop their knowledge and skills independently

Objectives (course unit)

In the course, students familiarise themselves with the stages, tools, and narrative techniques of video shooting and editing.

After completing the course, the student
• knows the stages of video production.
• knows key principles, tools, and practices of shooting, recording, and post-production
• knows technical fundamentals of digital still images and video
• identifies different video publishing platforms and typical narrative techniques.
• can plan and execute a small-scale video and develop their knowledge and skills independently

Content (course unit)

Stages and tools of video production.
Basics of visual expression and image technology.
Publishing channels and genres.
Independent development of professional skills using open online materials.

Assessment criteria, satisfactory (1-2) (course unit)

The student knows phases, principles, practices, and tools of video production. They can create a small-scale video but have deficiencies in execution and independent work.

Assessment criteria, good (3-4) (course unit)

The student knows the phases, principles, practices, and tools of video production. They can apply their knowledge in the creation of small-scale video and independently develop their knowledge and skills.

Assessment criteria, excellent (5) (course unit)

The student knows the phases, principles, practices, and tools of video production and can apply them seamlessly in video creation. They consider the unique features of the publishing platform in their work. They actively and purposefully develop their knowledge and skills.

Location and time

This is the first implementation of the course for GROUPS A, B and C
Starts on Tuesday 22.10. at 11.45 in Kino Auditorium
(24AVMA & 24MEDIAART)

Assessment methods and criteria

Course assessment is based on student attendance, completion of individual and group assignments and overall activity in class.

Assessment scale

0-5

Teaching methods

Lectures and workshops

Student workload

17 h / week

Content scheduling

Stages and tools of video production.
Basics of visual expression and image technology.
Publishing channels and genres.
Independent development of professional skills using open online materials.

Further information

This is the first implementation of the course for GROUPS A, B and C
WEEKS 43-46

In the course, students familiarise themselves with the stages, tools, and narrative techniques of
video shooting and editing.
After completing the course, the student
• knows the stages of video production.
• knows key principles, tools, and practices of shooting, recording, and post-production
• knows technical fundamentals of digital still images and video
• identifies different video publishing platforms and typical narrative techniques.
• can plan and execute a small-scale video and develop their knowledge and skills independently

Objectives (course unit)

The aim of the course is to familiarise the student with the principles of classical storytelling and enhance their ability to observe, generate ideas, and write.

After completing the course, the student
- knows the fundamental principles of classical storytelling dramaturgy
- knows the purpose of script formatting
- can apply the principles of classical dramaturgy in idea development
- can utilise their cultural environment and observations in generating and selecting topics
- can evaluate ideas and justify their choices from different perspectives
- can write various short summaries of their idea

Content (course unit)

Principles of classical storytelling.
Script format.
Utilising personal experiences and the surrounding culture in idea generation.
The ability to assess, develop, discuss, and justify ideas from various perspectives.
Skill in condensing ideas.

Assessment criteria, satisfactory (1-2) (course unit)

The student's knowledge of the principles of classical storytelling and the application of these principles in developing ideas are somewhat limited. The student utilises their cultural environment and observations to a limited extent in generating and selecting topics. Work and interaction related to the evaluation and development of ideas are partially deficient.

Assessment criteria, good (3-4) (course unit)

The student is familiar with the principles of classical storytelling and can apply them in developing ideas. The student utilizes their cultural environment and observations in generating and selecting topics. They actively improve their work and interaction in the evaluation, development, and refinement of ideas.

Assessment criteria, excellent (5) (course unit)

The student can analyse the principles of classical storytelling and apply them diversely in developing ideas. The student insightfully utilises their cultural environment and observations in generating and selecting topics. They actively improve their work and interaction in the evaluation, development, and refinement of ideas.

Assessment scale

0-5

Objectives (course unit)

The student familiarises themselves with the practices of scientific writing and learns the basics of scientific writing. They strengthen their presentation and group communication skills and develop their oral communication skills as part of their growth towards expertise in their field.

After completing the course, the student:
• can assess their own communication skills and set development goals, integrating them into their professional growth.
• can effectively operate and communicate in professional communication and interaction situations in multidisciplinary and multicultural teams, and can give and receive feedback.
• masters the principles and methods of group and teamwork and can apply them in group work situations.
• can deliver coherent oral presentations, illustrate them, and write source-based texts

Content (course unit)

Fundamentals of Oral Communication.
Teamwork Skills.
Language Maintenance.
Documentary Communication.
TAMK's Guidelines for Written Reporting.
Essay Writing.
Information Retrieval.

Assessment criteria, satisfactory (1-2) (course unit)

The student writes understandably and in a professional tone. However, the structure of the text is somewhat tentative, and there are noticeable issues with language style and formality. The justification of arguments is modest. The student is capable of delivering their speech with visual aids adequately, although there are many aspects to critique regarding its duration, structure, interactivity, or vocal delivery.

Assessment criteria, good (3-4) (course unit)

The student communicates in writing in a structured and illustrative manner. Essential information is conveyed clearly, and the text is fairly error-free. The student can present their views by differentiating them from the information obtained from sources, integrating the referencing smoothly into the rest of the text. The student's oral presentation is audience and situation-aware, with a functional structure. During their speech, the student maintains eye contact with the audience and speaks in their own words. The student completes all tasks according to the schedule. They demonstrate activity and justify their opinions.

Assessment criteria, excellent (5) (course unit)

The student communicates convincingly, providing diverse justifications for their views. The essential information in their text is excellently structured and concise. The language is flawless, and the style is controlled. The student can speak persuasively, enthusiastically, and interactively. They present themselves naturally and professionally, successfully maintaining the audience's interest throughout their presentations. The student actively and constructively participates in classroom teaching.

Assessment scale

0-5

Objectives (course unit)

In the course, students will familiarise themselves with the operational environment of the audiovisual industry and the professional competence requirements.

After completing the course, the student
- understands the scope and diversity of the media field
- understand the key features of the operational environment in the audiovisual industry from the perspective of employment
- identifies competence requirements of audiovisual professionals at different stages of their careers and relates these to professional development objectives

Content (course unit)

The operational environment in the audiovisual industry
Careers, competency requirements, employment.

Assessment criteria, pass/fail (course unit)

The student can describe the scope and diversity of the media field. They understand key features of the audiovisual industry's operational environment from the employment perspective. They identify the competence requirements of audiovisual professionals at different stages of their careers and relate these to professional development goals in their studies.

Assessment scale

0-5

Objectives (course unit)

The student familiarises themselves with the practices of scientific writing and learns the basics of scientific writing. They strengthen their presentation and group communication skills and develop their oral communication skills as part of their growth towards expertise in their field.

After completing the course, the student:
• can assess their own communication skills and set development goals, integrating them into their professional growth.
• can effectively operate and communicate in professional communication and interaction situations in multidisciplinary and multicultural teams, and can give and receive feedback.
• masters the principles and methods of group and teamwork and can apply them in group work situations.
• can deliver coherent oral presentations, illustrate them, and write source-based texts

Content (course unit)

Fundamentals of Oral Communication.
Teamwork Skills.
Language Maintenance.
Documentary Communication.
TAMK's Guidelines for Written Reporting.
Essay Writing.
Information Retrieval.

Assessment criteria, satisfactory (1-2) (course unit)

The student writes understandably and in a professional tone. However, the structure of the text is somewhat tentative, and there are noticeable issues with language style and formality. The justification of arguments is modest. The student is capable of delivering their speech with visual aids adequately, although there are many aspects to critique regarding its duration, structure, interactivity, or vocal delivery.

Assessment criteria, good (3-4) (course unit)

The student communicates in writing in a structured and illustrative manner. Essential information is conveyed clearly, and the text is fairly error-free. The student can present their views by differentiating them from the information obtained from sources, integrating the referencing smoothly into the rest of the text. The student's oral presentation is audience and situation-aware, with a functional structure. During their speech, the student maintains eye contact with the audience and speaks in their own words. The student completes all tasks according to the schedule. They demonstrate activity and justify their opinions.

Assessment criteria, excellent (5) (course unit)

The student communicates convincingly, providing diverse justifications for their views. The essential information in their text is excellently structured and concise. The language is flawless, and the style is controlled. The student can speak persuasively, enthusiastically, and interactively. They present themselves naturally and professionally, successfully maintaining the audience's interest throughout their presentations. The student actively and constructively participates in classroom teaching.

Assessment scale

0-5

Objectives (course unit)

The course familiarizes students with the history of audiovisual media. The connections between aesthetics and media technology are analyzed, and themes related to propaganda and media ethics are contemplated.

After completing the course, the student
- knows the mainlines and turning points in the development of audiovisual media
- identifies the connections between media forms and content with the development of technology, economy, art, and politics in Western countries
- develops their skills related to information retrieval, source criticism, and copyright
- is able to assess or test the use of historical media expressions or archival materials in contemporary media productions

Content (course unit)

Early history of moving images
Development of documentary filmmaking.
Enlightenment and propaganda.
Transformative phases in electronic media and digital media.
The future of media and developing global digitalization.
Public media archives and utilizing archives in new productions.

Note: The three-point section focuses on constructing knowledge related to media history. The five-point section includes the application of historical form of media expression to a new media product or other kind of competency-based application.

Assessment criteria, satisfactory (1-2) (course unit)

The student recognizes the main trends in the history of audiovisual media. The student participates in teaching, collaboration, and discussions to a limited extent. Independent information retrieval is limited. Adherence to activities, instructions, and schedules during the period is at a satisfactory level.

Assessment criteria, good (3-4) (course unit)

The student recognizes the main trends in the development of audiovisual media and is able to assess the connections between this development and cultural, political, economic, and technological advancements. The student is familiar with the principles of media ethics. The student actively participates in teaching, collaboration, and discussions. Independent information retrieval is diverse. The student can evaluate the applicability of artistic and technical expressions in the history of audiovisual media to contemporary media productions. The student is developing their skills related to online studies. They can utilize and provide constructive feedback to others.

Assessment criteria, excellent (5) (course unit)

The student knows the main trends in the development of audiovisual media and can analytically assess the connections between this development and cultural, political, economic, and technological advancements. The student is familiar with the principles of media ethics and is able to evaluate media content from an ethical perspective. The student actively participates in teaching, collaboration, discussions, and setting personal goals. Independent information retrieval is diverse and critical. The student can analytically evaluate the applicability of artistic and technical expressions in the history of audiovisual media to contemporary media productions. The student knows principles related to intellectual property rights and copyright issues concerning the use of archival materials in media. The student is developing technical and interactive skills related to online studies. They can effectively utilize and provide constructive feedback to others.

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

During this course, you will learn study practices and become part of the study community.

After completing of the course, the student
• feels a sense of belonging to the university, degree program, and student community.
• receives guidance for their studies and can plan their coursework effectively.
• familiarizes themselves with TAMK's practices and services.
• recognizes TAMK's services that support learning and well-being.
• understands the services supporting learning and well-being provided by key stakeholders.

Content (course unit)

• Engagement in Higher Education Studies
• Orientation to Tampere University of Applied Sciences (TAMK) and Degree Program
• Curriculum of the Degree Program and Creating a Individual Study Plan (ISP)
• Course Offerings and Cross-Enrollment
• Internship as Part of a University of Applied Sciences Degree
• Services Offered by Tampere University of Applied Sciences (TAMK)
• Monitoring the Progress of Studies
• Orientation to the Next Study Year

Assessment criteria, pass/fail (course unit)

The course is approved when the student proves that they
- are able to plan their studies at TAMK and are familiar with the curriculum of their degree programme.
- know what kind of support is available for their studies.
- understand the importance of the group as part of the learning environment.

A course is failed if the student does not have evidence of achieving the objectives of the course.

Assessment scale

0-5

Objectives (course unit)

The student is capable of goal-oriented, scheduled work, which involves guidance and project meetings with the supervisor, the workgroup, and possibly the client. The student can provide, receive, and utilize feedback. Detailed learning objectives, the method of assessment, and the number of credits are agreed upon project-specifically with the supervising teacher.

Content (course unit)

The student participates individually or as a member of a workgroup in the implementation of a project. The project may, for example, be a client project.

Assessment criteria, pass/fail (course unit)

Accepted when the project has been implemented, documented, and reported and when feedback has been processed. The project work hours are converted into credits using the formula: 27 hours of work = 1 credit.

Assessment scale

0-5

Objectives (course unit)

During the study module, the student familiarises themselves with project practices and occupational safety in media studies, gaining capabilities to enhance the implementation of occupational safety both in projects and, more broadly, in their studies.

After completing the course, the student
- knows the assets used at Mediapolis student projects and the principles related to their sustainable use
- identifies the occupational safety aspects related to studying and project work
- assesses and enhances the implementation of occupational safety in their personal and team activities

Content (course unit)

Facilities, equipment, gears, and the principles of their usage at Mediapolis Campus
Areas of occupational safety.

Assessment criteria, pass/fail (course unit)

The student identifies the key resources required in their project studies and the principles of their utilisation. The student demonstrates sustainable resource utilization. They analyse occupational safety aspects related to their studies. They propose areas for improvement in individual and team-level occupational safety practices.

Assessment scale

Pass/Fail