Study Guide

Objectives (course unit)

Learning goals: After the course students can describe how to release games for online use. They are able to design and create graphics for a small scale 2D game. They know how to create characters with animations and are able to export them to be used in a game. They are also able to create optimized 2D art for games.

Content (course unit)

Game engines, 2D graphics for games, animations, controlling animations, constructing game levels, user interfaces, compiling, optimizing graphics.

Prerequisites (course unit)

None

Further information (course unit)

Aimed for Games Academy students.

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

The student can describe the key concepts of 2D games.
The student can describe how to create graphics and animations for a 2D games.

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

The student can design and construct a level for 2D game.
The student can use import pipeline for preparation of 2D assets.
The student can design and Implement basic UI elements for games.

Assessment criteria, excellent (5) (course unit)

The student can apply learned skills to deploy 2D game for online use.
The student can apply learned for packing and optimizing 2D assets.

Location and time

Most lessons are physically at Mediapolis.

Assessment methods and criteria

Course tasks and activity

Assessment scale

0-5

Teaching methods

-Online lectures via Zoom
-Practical excercises

Learning materials

-Unity as the game engine
-Free software for creating graphics and animations
-Digital learning resources

Student workload

5 x 27 h

Further information

Most lessons are physically at Mediapolis.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

1 = approved; more than half of the required work performed; some misunderstandings in rendering the tasks; attendance level low; little to no interactivity between peers and teacher(s)

2 = satisfactory; more than half of the required work succesfully performed; quality of work below average; attendance level low or average; some interactivity between peers and teacher(s)

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

3 = good; all course work performed; quality of work decent; attendance level good; some interactivity between peers and teacher(s)

4 = very good; all work performed and submitted correctly in due time; quality of work good; attendance level good; a lot of good quality interactivity between peers and teacher(s).

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

5 = excellent; all work performed in an outstanding way and submitted on schedule; high attendance; a lot of high quality interactivity between peers and teacher(s).

Objectives (course unit)

After the course students are able to design and program a small scale 2D game. They know hot to control characters via input and are able to implement simple AI characters for game. They can release game for online use.

Content (course unit)

Programming 2D games,
2D game engines,
AI in games,
game physics,
controlling game audio,
compiling,
version control,
releasing games for online use.

Further information (course unit)

For Games Adacemy students.

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

The student can describe how to control 2D game characters.
The student can describe how to use import pipeline for preparation of 2D assets.

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

The student is able to design and program a small scale complete 2D game.
The student is able to design and implement simple AI in a game.
The student is able to create audio controlling systems in a game.

Assessment criteria, excellent (5) (course unit)

The student can apply learned skills to design and implement different game features and systems.
The student can apply learned skills for building a final package for deployment for online use.

Location and time

On premises

Exam schedules

No exam. The course is graded by exercises.

Assessment methods and criteria

The course is completed by returning exercises that are linked to the project implemented for the Game Project 1 course. If the student is not attending the Game Project 1 course, they can implement a small 2D game and implement features for that project.

Exercises evaluate how well a student has learned course topics and how well they can apply that to a real game project. Grading is based on how well the solution follows the given task and how well programming practices studied during the course are followed. Exercises can be implemented as group work. In this case, students will also grade each other. A more detailed description will be published on the course's Moodle page.

Assessment scale

0-5

Teaching methods

Lessons and exercises.

Learning materials

Online material, will be published on the course's Moodle page.

Student workload

- Lessons and weekly exercises during the first period
- Exercises during the second period

Content scheduling

The timetable is announced on Moodle at the beginning of the course.

Completion alternatives

Will be agreed with the teacher on a case-by-case basis.

Practical training and working life cooperation

-

International connections

-

Further information

-

Objectives (course unit)

Students can design and create 3D environments for games with sculpting. They can identify the used tools, techniques and pipelines. They have ability to create modular models with procedural textures. Students can plan and create low resolution models with baking. They can also demonstrate understanding of render methods and use of different textures on models. They can create lighting and can manage post processing in a game engine. They apply learned skills for starting to build a portfolio.

Content (course unit)

Basic concepts of creating 3D environments and assets for games. Sculpting 3D models and pipelines for baking and exporting to games. Basics of retopology and used tools. Creating and using procedural textures on models. Designing and creating game ready modular structures and small assets. Portfolio building.

Prerequisites (course unit)

None

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

The student can describe tools for sculpting, lighting and texturing.
The student can describe procedural texturing and how to utilize it.

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

The student can design and sculpt low poly assets with baking.
The student can create procedural textures and use them in models.
The student can design and create modular environments for games.

Assessment criteria, excellent (5) (course unit)

The student can apply learned skills to design and create modular structures for games.
The student can apply learned skills for lighting and post processing environments.
The student can apply learned skills for creating a portfolio.

Location and time

Starting at February - March
Online: Teams/Zoom
Workshops: At the Studio

Exam schedules

No Exam, just assignments

Assessment methods and criteria

Exercises in sessions
Activity and participation in teaching
Assignments
Independent final assignment

Assessment scale

0-5

Teaching methods

Lessons, projects, assignments, reports

Learning materials

Moodle

Student workload

About 135 hours, lectures about 50 hours

Completion alternatives

Negotiable, project with report or documentations

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

1 = approved; more than half of the required work performed; some misunderstandings in rendering the tasks; attendance level low; little to no interactivity between peers and teacher(s)
2 = satisfactory; more than half of the required work succesfully performed; quality of work below average; attendance level low or average; some interactivity between peers and teacher(s)

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

3 = good; all course work performed; quality of work decent; attendance level good; some interactivity between peers and teacher(s)
4 = very good; all work performed and submitted correctly in due time; quality of work good; attendance level good; a lot of good quality interactivity between peers and teacher(s).

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

5 = excellent; all work performed in an outstanding way and submitted on schedule; high attendance; a lot of high quality interactivity between peers and teacher(s).

Objectives (course unit)

Students can describe up to date 3D modeling techniques, tools and working methods. They are able to examine upcoming working methods and tools. After the course they have been experimenting some of the new 3D techniques in a customer project or as a team. They can review and argue how 3D modeling is going to change in next 10 years.

Content (course unit)

New and upcoming 3D modelling techniques, experimental 3D modelling.

Further information (course unit)

For Games Academy students.

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

The student can describe up to date and future 3D modeling techniques, tools and working methods.
The student can describe how to research new 3D modeling techniques.

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

The student can experiment new 3D modelling techniques in a real-life project.
The student can create 3D models with new modelling techniques.

Assessment criteria, excellent (5) (course unit)

The student can apply learned skills to research upcoming techniques in the field of 3D modeling.
The student can apply learned skills to compare new techniques for 3D modeling.

Location and time

Zoom

Assessment methods and criteria

Course work project + student activity

Assessment scale

0-5

Teaching methods

Online lectures and independent exercises

Learning materials

Digital resources

Student workload

5 x 27 h

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

1 = approved; more than half of the required work performed; some misunderstandings in rendering the tasks; attendance level low; little to no interactivity between peers and teacher(s)

2 = satisfactory; more than half of the required work succesfully performed; quality of work below average; attendance level low or average; some interactivity between peers and teacher(s)

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

3 = good; all course work performed; quality of work decent; attendance level good; some interactivity between peers and teacher(s)

4 = very good; all work performed and submitted correctly in due time; quality of work good; attendance level good; a lot of good quality interactivity between peers and teacher(s).

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

5 = excellent; all work performed in an outstanding way and submitted on schedule; high attendance; a lot of high quality interactivity between peers and teacher(s).

Objectives (course unit)

The aim is to learn to manage both agile software development and hybrid model ICT projects.

Upon completion of the course, the student will:
- Understand the general objectives, principles, and terminology of project management
- Understand the objectives, principles, and terminology of project management in agile and hybrid models
- Be able to use digital tools in project management
- Be able to manage project risks
- Be able to track their time management
- Take into account the client's perspective on the project
- Be able to evaluate the project.

Content (course unit)

Project life cycle models, agile and hybrid project management, project organization and roles, project setting, project plan, product backlog, sprint backlog, sprint events, product version, retrospective, project closure report.

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

The student understands the significance of project management. The student knows the basic concepts of project management. The student is a member of an agile project and can operate with assistance. The student tracks their time management.

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

The student can plan an agile project. The student can analyze and monitor risks. The student can work in an agile project team. The student takes stakeholders' feedback into account. The student can make decisions regarding the project.

Assessment criteria, excellent (5) (course unit)

The student can conduct project risk analysis and mitigate project risks. The student can work in an agile project team, ensuring planning and review meetings. The student can assess and realistically improve their own and the entire project team's performance during the project.

Assessment scale

0-5

Objectives (course unit)

The aim is to learn to manage both agile software development and hybrid model ICT projects.

Upon completion of the course, the student will:
- Understand the general objectives, principles, and terminology of project management
- Understand the objectives, principles, and terminology of project management in agile and hybrid models
- Be able to use digital tools in project management
- Be able to manage project risks
- Be able to track their time management
- Take into account the client's perspective on the project
- Be able to evaluate the project.

Content (course unit)

Project life cycle models, agile and hybrid project management, project organization and roles, project setting, project plan, product backlog, sprint backlog, sprint events, product version, retrospective, project closure report.

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

The student understands the significance of project management. The student knows the basic concepts of project management. The student is a member of an agile project and can operate with assistance. The student tracks their time management.

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

The student can plan an agile project. The student can analyze and monitor risks. The student can work in an agile project team. The student takes stakeholders' feedback into account. The student can make decisions regarding the project.

Assessment criteria, excellent (5) (course unit)

The student can conduct project risk analysis and mitigate project risks. The student can work in an agile project team, ensuring planning and review meetings. The student can assess and realistically improve their own and the entire project team's performance during the project.

Assessment scale

0-5

Objectives (course unit)

The aim is to learn to manage both agile software development and hybrid model ICT projects.

Upon completion of the course, the student will:
- Understand the general objectives, principles, and terminology of project management
- Understand the objectives, principles, and terminology of project management in agile and hybrid models
- Be able to use digital tools in project management
- Be able to manage project risks
- Be able to track their time management
- Take into account the client's perspective on the project
- Be able to evaluate the project.

Content (course unit)

Project life cycle models, agile and hybrid project management, project organization and roles, project setting, project plan, product backlog, sprint backlog, sprint events, product version, retrospective, project closure report.

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

The student understands the significance of project management. The student knows the basic concepts of project management. The student is a member of an agile project and can operate with assistance. The student tracks their time management.

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

The student can plan an agile project. The student can analyze and monitor risks. The student can work in an agile project team. The student takes stakeholders' feedback into account. The student can make decisions regarding the project.

Assessment criteria, excellent (5) (course unit)

The student can conduct project risk analysis and mitigate project risks. The student can work in an agile project team, ensuring planning and review meetings. The student can assess and realistically improve their own and the entire project team's performance during the project.

Assessment scale

0-5

Objectives (course unit)

After completing the module, the student will have skills concerning techniques in the backend side. This module deepends the earlier professional know-how.

Content (course unit)

Databases,
version control,
cloud servicies,
backend technologies.

Prerequisites (course unit)

Courses Introduction to Programming, Databases and WWW Technologies or corresponding competencies.

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

The student knows the basics of Database servers.
The student knows the basics of version control.
The student understands the basic principles behind security, testing and cloud services.
The student knows the basics of backend application

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

The student can administer a database server.
The student knows how to use version control in projects and apply the release practises using it.
The student can write simple test cases and evaluate cloud services.
The student can write a simple backend application.

Assessment criteria, excellent (5) (course unit)

The student can use advanced features of database usage.
The student can use several version control softwares.
The student can design and build test sets and utilize cloud services.
The student can write powered backend application with robustness considering the information security.

Location and time

See timetable of semester and Moodle course homepage.

Exam schedules

No grade exam. See EVALUATING CRITERIAS

Assessment methods and criteria

VERSION CONTROL AND TESTING: homeworks of 30 % = 1, 60 % = 2, 90 % = 3. Optional projects increase greade by +1..+2
DATABASES:: returns: 50%: 1, 75%: 2, 90%: 3. Report: increases grade up to 2 grades.
BACKEND DEVELOPMENT: exercises (40%) and project work (60%)

Assessment scale

0-5

Teaching methods

lectures
homeworks
practical works or exams

Learning materials

Any relevant material concerning: databases, version control, testing, Nodejs and its related techniques.

Student workload

See Curriculum. The course consists of 3 parts. Parts 1-2 (first half of timetable): Databases and Version Control. Part 3: Nodejs (second half, after week 42).

Content scheduling

Detailed timetable is announced during the course. Deadlines:
2024-11-28 part: Version Control and Testing. Exercises and projects. (week 48)
2024-11-03 part: Databses. Weekly and database evaluation report.
2024-12-31 part: Backend Development. Weekly exercises, project (week 02/2025)

NOTE: 2024-11-28 at 10:00 (week 48) version control Github team presentations for those who have worked in optional project. Mandatory for all members.

Completion alternatives

Case basis by contacting lecturers.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Missing 30 % verified returns until deadline.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

See previous topic: "Evaluating criterias"

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

See previous topic: "Evaluating criterias"

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

See previous topic: "Evaluating criterias"

Objectives (course unit)

After completing the module, the student will have skills concerning techniques in the backend side. This module deepends the earlier professional know-how.

Content (course unit)

Databases,
version control,
cloud servicies,
backend technologies.

Prerequisites (course unit)

Courses Introduction to Programming, Databases and WWW Technologies or corresponding competencies.

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

The student knows the basics of Database servers.
The student knows the basics of version control.
The student understands the basic principles behind security, testing and cloud services.
The student knows the basics of backend application

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

The student can administer a database server.
The student knows how to use version control in projects and apply the release practises using it.
The student can write simple test cases and evaluate cloud services.
The student can write a simple backend application.

Assessment criteria, excellent (5) (course unit)

The student can use advanced features of database usage.
The student can use several version control softwares.
The student can design and build test sets and utilize cloud services.
The student can write powered backend application with robustness considering the information security.

Location and time

See timetable of semester and Moodle course homepage.

Exam schedules

No grade exam. See EVALUATING CRITERIAS

Assessment methods and criteria

VERSION CONTROL AND TESTING: homeworks of 30 % = 1, 60 % = 2, 90 % = 3. Optional projects increase greade by +1..+2
DATABASES:: returns: 50%: 1, 75%: 2, 90%: 3. Report: increases grade up to 2 grades.
BACKEND DEVELOPMENT: exercises (40%) and project work (60%)

Assessment scale

0-5

Teaching methods

lectures
homeworks
practical works or exams

Learning materials

Any relevant material concerning: databases, version control, testing, Nodejs and its related techniques.

Student workload

See Curriculum. The course consists of 3 parts. Parts 1-2 (first half of timetable): Databases and Version Control. Part 3: Nodejs (second half, after week 42).

Content scheduling

Detailed timetable is announced during the course. Deadlines:
2024-11-28 part: Version Control and Testing. Exercises and projects. (week 48)
2024-11-03 part: Databses. Weekly and database evaluation report.
2024-12-31 part: Backend Development. Weekly exercises, project (week 02/2025)

NOTE: 2023-11-28 at 10:00 (week 48) version control Github team presentations for those who have worked in optional project. Mandatory for all members.

Completion alternatives

Case basis by contacting lecturers.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Missing 30 % verified returns until deadline.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

See previous topic: "Evaluating criterias"

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

See previous topic: "Evaluating criterias"

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

See previous topic: "Evaluating criterias"

Objectives (course unit)

Students can describe the toolset and can use 3D modelling and texturing for creating 3D models for games. They can explain how to work as an 3D artist in a game project. They know the basic theory and language for 3D modelling, render engines and shaders, allowing them to communicate with programmers in a game project. They can justify the importance of a portfolio for an artist.

Content (course unit)

Basics of theory and terminology on 3D modeling, texturing and lighting. Different tools and techniques and basics of using the given tools. Different modelling techniques and how to utilize them in different scenarios. Basic topology principles and differences in real time and rendered graphics. UV mapping and texturing models. Exporting models to game engines.

Prerequisites (course unit)

None

Further information (course unit)

For Games Academy students

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

The student can describe the essential theory and terminology around 3D-modeling.
The student can describe the variety of used tools and pipelines for 3D modeling.
The student can describe the importance of a Portfolio.

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

The student can create 3D models based on 2D-reference images and artwork.
The student can use common 3D-modeling techniques.
The student can create 3D models with UV coordinates and textures.

Assessment criteria, excellent (5) (course unit)

The student can apply learned skills for creating optimized models for game engines.
The student can justify the importance of good topology in models.
The student can describe shaders and render techniques.

Location and time

Mediapolis & Zoom

Assessment methods and criteria

Exam + independent task

Assessment scale

0-5

Teaching methods

Online lectures and independent exercises

Learning materials

Digital resources

Student workload

5 x 27 h

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

1 = approved; more than half of the required work performed; some misunderstandings in rendering the tasks; attendance level low; little to no interactivity between peers and teacher(s)
2 = satisfactory; more than half of the required work succesfully performed; quality of work below average; attendance level low or average; some interactivity between peers and teacher(s)

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

3 = good; all course work performed; quality of work decent; attendance level good; some interactivity between peers and teacher(s)

4 = very good; all work performed and submitted correctly in due time; quality of work good; attendance level good; a lot of good quality interactivity between peers and teacher(s).

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

5 = excellent; all work performed in an outstanding way and submitted on schedule; high attendance; a lot of high quality interactivity between peers and teacher(s).

Objectives (course unit)

Students can describe the toolset and can create basic 3D models and textures. They can describe how to work as an 3D artist in a game project. They can demonstrate understanding the basic theory and language for 3D modeling allowing them to communicate with artists. They can justify the importance of a portfolio for an artist.

Content (course unit)

Basics of theory and terminology on 3D modeling, texturing and lighting. Different tools and techniques and basics of using the given tools. Different modelling techniques and how to utilize them in different scenarios. Basic topology principles and differences in real time and rendered graphics. UV mapping and texturing models. Exporting models to game engines.

Further information (course unit)

For Games Academy students.

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

The student can describe the essential theory and terminology around 3D modeling.
The student can describe the variety of used tools for 3D modeling.
The student can describe shaders and render engines.

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

The student can create 3D models based on 2D reference images and artwork.
The student can do UV mapping and texturing.
The student can communicate with artists on a team.

Assessment criteria, excellent (5) (course unit)

The student can apply skills for setting up pipelines for 3D models.
The student can apply skills to support artist in a team.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student understands the basics of operating systems, is able to configure operating system features and use command line. The course covers topics such as file systems, file structures, program installation, configuration, and the basics of using a terminal and its command line.

After completing the course, the student will be able to:
• install and configure programs
• solve problems using the command line
• change the settings of the operating system

Content (course unit)

• Basics of operating systems
• Processes and related channels stdin, stdout, stderr
• Change the settings of the operating system
• Use of terminals and remote programs
• Command line
• Software and their installation

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

The student understands the basics of an operating system, its main functions, configuration, software installation, remote connections, and the use of the command line.

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

The student is able to
• flexibly use the functions of the operating system, modify its settings, install and configure demanding software packages,
• use the command line extensively.

Assessment criteria, excellent (5) (course unit)

The student is able to
• use advanced functions of the operating system,
• modify its deeper settings (e.g. using registers or system files),
• install and configure complex software,
• write basic command-line based programs.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student understands the basics of operating systems, is able to configure operating system features and use command line. The course covers topics such as file systems, file structures, program installation, configuration, and the basics of using a terminal and its command line.

After completing the course, the student will be able to:
• install and configure programs
• solve problems using the command line
• change the settings of the operating system

Content (course unit)

• Basics of operating systems
• Processes and related channels stdin, stdout, stderr
• Change the settings of the operating system
• Use of terminals and remote programs
• Command line
• Software and their installation

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

The student understands the basics of an operating system, its main functions, configuration, software installation, remote connections, and the use of the command line.

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

The student is able to
• flexibly use the functions of the operating system, modify its settings, install and configure demanding software packages,
• use the command line extensively.

Assessment criteria, excellent (5) (course unit)

The student is able to
• use advanced functions of the operating system,
• modify its deeper settings (e.g. using registers or system files),
• install and configure complex software,
• write basic command-line based programs.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student understands the basics of operating systems, is able to configure operating system features and use command line. The course covers topics such as file systems, file structures, program installation, configuration, and the basics of using a terminal and its command line.

After completing the course, the student will be able to:
• install and configure programs
• solve problems using the command line
• change the settings of the operating system

Content (course unit)

• Basics of operating systems
• Processes and related channels stdin, stdout, stderr
• Change the settings of the operating system
• Use of terminals and remote programs
• Command line
• Software and their installation

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

The student understands the basics of an operating system, its main functions, configuration, software installation, remote connections, and the use of the command line.

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

The student is able to
• flexibly use the functions of the operating system, modify its settings, install and configure demanding software packages,
• use the command line extensively.

Assessment criteria, excellent (5) (course unit)

The student is able to
• use advanced functions of the operating system,
• modify its deeper settings (e.g. using registers or system files),
• install and configure complex software,
• write basic command-line based programs.

Assessment scale

0-5

Objectives (course unit)

The aim is, upon completing the course, to be able to effectively communicate in written and oral professional situations, taking into account the recipient, the situation, and the requirements of the field.

Upon completing the course, the student will be able to:
- effectively communicate in written and oral professional situations
- consider the recipient, the situation, and the requirements of the field, and be aware of the specific characteristics of project communication.

Content (course unit)

Communication and interpersonal skills in group and team work
- Professional communication style
- Recognizing and producing texts in the field
- Planning and implementing project and marketing communication
- Presentation skills, expert presentation

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

The student is able to
- promote team functioning.
- communicate clearly and professionally by emulating models and instructions.
- prepare an expert presentation.
- justify their opinions and viewpoints.

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

The student is able to
- promote team functioning purposefully.
- communicate in a structured and clear manner.
- prepare an engaging and audience-oriented expert presentation.
- justify their opinions clearly and fluently.

Assessment criteria, excellent (5) (course unit)

The student is able to
- advance team functioning by creating a positive atmosphere to achieve goals.
- communicate persuasively, creatively, and interactively.
- create a well-structured, concise, and inspiring expert presentation.
- justify their viewpoints comprehensively.

Assessment scale

0-5

Objectives (course unit)

The aim is, upon completing the course, to be able to effectively communicate in written and oral professional situations, taking into account the recipient, the situation, and the requirements of the field.

Upon completing the course, the student will be able to:
- effectively communicate in written and oral professional situations
- consider the recipient, the situation, and the requirements of the field, and be aware of the specific characteristics of project communication.

Content (course unit)

Communication and interpersonal skills in group and team work
- Professional communication style
- Recognizing and producing texts in the field
- Planning and implementing project and marketing communication
- Presentation skills, expert presentation

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

The student is able to
- promote team functioning.
- communicate clearly and professionally by emulating models and instructions.
- prepare an expert presentation.
- justify their opinions and viewpoints.

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

The student is able to
- promote team functioning purposefully.
- communicate in a structured and clear manner.
- prepare an engaging and audience-oriented expert presentation.
- justify their opinions clearly and fluently.

Assessment criteria, excellent (5) (course unit)

The student is able to
- advance team functioning by creating a positive atmosphere to achieve goals.
- communicate persuasively, creatively, and interactively.
- create a well-structured, concise, and inspiring expert presentation.
- justify their viewpoints comprehensively.

Assessment scale

0-5

Objectives (course unit)

The aim is, upon completing the course, to be able to effectively communicate in written and oral professional situations, taking into account the recipient, the situation, and the requirements of the field.

Upon completing the course, the student will be able to:
- effectively communicate in written and oral professional situations
- consider the recipient, the situation, and the requirements of the field, and be aware of the specific characteristics of project communication.

Content (course unit)

Communication and interpersonal skills in group and team work
- Professional communication style
- Recognizing and producing texts in the field
- Planning and implementing project and marketing communication
- Presentation skills, expert presentation

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

The student is able to
- promote team functioning.
- communicate clearly and professionally by emulating models and instructions.
- prepare an expert presentation.
- justify their opinions and viewpoints.

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

The student is able to
- promote team functioning purposefully.
- communicate in a structured and clear manner.
- prepare an engaging and audience-oriented expert presentation.
- justify their opinions clearly and fluently.

Assessment criteria, excellent (5) (course unit)

The student is able to
- advance team functioning by creating a positive atmosphere to achieve goals.
- communicate persuasively, creatively, and interactively.
- create a well-structured, concise, and inspiring expert presentation.
- justify their viewpoints comprehensively.

Assessment scale

0-5

Objectives (course unit)

The goal is that after completing the module, the student will be able to understand different areas and principles of business competence.

Content (course unit)

Getting to know business idea and competence, operating environments, markets, goals and financing, and data analytics in the development of the company's operations. Learn about business planning and business models in the ICT field.

Module Parts:
Understanding Business (5cr)
Data Analytics (3cr)
Investment and Finance Calculations (2cr)

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

Understanding Business
The student working in a group is able to plan business according to the instructions given.

Data Analytics
The student knows the basic methods of data analytics.

Investment and Finance Calculations
The student can calculate a simple interest rates using spreadsheet program.

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

Understanding Business
The student is able to work independently plan business.

Data Analytics
The student is able to use analytical tools to capture data.

Investment and Finance Calculations
The student is able to calculate various periodic performances and investments using a spreadsheet program.

Assessment criteria, excellent (5) (course unit)

Understanding Business
The student is capable of implementing and developing business operations independently and applying.

Data Analytics
The student is able to apply analytical methods and software in practice.

Investment and Finance Calculations
The student is able to plan and calculate periodic performances and investments using a spreadsheet program.

Exam schedules

With training works

Assessment scale

0-5

Completion alternatives

N/A

Practical training and working life cooperation

Business visits

International connections

N/A

Objectives (course unit)

The goal is that after completing the module, the student will be able to understand different areas and principles of business competence.

Content (course unit)

Getting to know business idea and competence, operating environments, markets, goals and financing, and data analytics in the development of the company's operations. Learn about business planning and business models in the ICT field.

Module Parts:
Understanding Business (5cr)
Data Analytics (3cr)
Investment and Finance Calculations (2cr)

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

Understanding Business
The student working in a group is able to plan business according to the instructions given.

Data Analytics
The student knows the basic methods of data analytics.

Investment and Finance Calculations
The student can calculate a simple interest rates using spreadsheet program.

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

Understanding Business
The student is able to work independently plan business.

Data Analytics
The student is able to use analytical tools to capture data.

Investment and Finance Calculations
The student is able to calculate various periodic performances and investments using a spreadsheet program.

Assessment criteria, excellent (5) (course unit)

Understanding Business
The student is capable of implementing and developing business operations independently and applying.

Data Analytics
The student is able to apply analytical methods and software in practice.

Investment and Finance Calculations
The student is able to plan and calculate periodic performances and investments using a spreadsheet program.

Exam schedules

With training works

Assessment scale

0-5

Completion alternatives

N/A

Practical training and working life cooperation

Business visits

International connections

N/A

Objectives (course unit)

The goal is that after completing the module, the student will be able to find different areas and principles of business competence in game industry. They are able to identify the tools and techniques of data science and analysis in game industry. The goal is getting to know business idea, business competence, markets, goals and funding.

Content (course unit)

Game Business,
Data Analytics,
Funding,
Game Markets.

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

The student is able to identify the tools and techniques of data science and analysis in game industry.
The student can describe key concepts of business plan.

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

The student is able to demonstrate how game market works.
The student can demonstrate understanding of funding a game.

Assessment criteria, excellent (5) (course unit)

The student is able to apply the learned skills for designing a data analyze toolset for a game.
The student is able to apply the learned skills for creating a plan to get funded as a game team.

Location and time

Data analytics part: remote education (see Moodle)

Exam schedules

Data analytics part: no exam, assessment based on working during the course (small tests, exercises, presentations, possibly participation)

Assessment methods and criteria

Data analytics part: grading based on points gathered during the data analytics part activities including tests, exercises and presentations (tentatively: [0%–50%[ -> 0, [50%–60%[ -> 1, [60%–70%[ -> 2, [70%–80%[ -> 3, [80%–90%[ -> 4, [90%–100%[ -> 5). For some activities, peer assessment and/or self-assessment may be applied.

Assessment scale

0-5

Teaching methods

Data analytics part: remote teaching (see Moodle), independent studying, problem-based learning, exercises, presentations, working in groups

Learning materials

Data analytics part: lecture slides/notes/examples/datasets, relevant books and web sources to be introduced during the course

Student workload

Data analytics part: planned student workload approximately 81 hours, distributed evenly over the first period

Completion alternatives

Data analytics part: n/a

Practical training and working life cooperation

Data analytics part: possibly a guest lecture given by a representative of a relevant branch of industry (not confirmed)

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Data analytics part: insufficient number of points accumulated from the course activities. Also, participating in peer assessment or self-assessment processes may be required in order to be able to pass the course.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

Data analytics part: based on the number of points accumulated from the course activities.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

Data analytics part: based on the number of points accumulated from the course activities.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

Data analytics part: based on the number of points accumulated from the course activities.

Assessment scale

0-5

Objectives (course unit)

The aim of the study module is to provide a basic understanding of the concepts of business mathematics.

Upon completing the study module, the student will:
• be familiar with the fundamental principles and concepts of business mathematics
• understand the significance of taxation in business operations
• be able to calculate gross profit margin and profitability
• be able to interpret indices and their impacts on the economy
• understand the significance of currencies in international trade
• be able to perform simple interest calculations and compound interest calculations.

Content (course unit)

• Percentage calculation
• Taxation
• Gross profit margin and profitability
• Indices
• Currencies
• Simple interest calculation
• Compound interest

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

Student
• can perform basic percentage calculations
• can make simple currency conversions and identify common currencies
• is familiar with basic concepts such as gross profit margin and profitability
• can calculate simple interest rates and identify the principles of basic compound interest calculations

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

Student
• masters various applications of percentage calculation
• is familiar with the basic principles of taxation and can calculate the amount of tax in simple situations
• can apply gross profit margin and profitability in practical business situations.
• can calculate and interpret index numbers in different contexts

Assessment criteria, excellent (5) (course unit)

Student
• demonstrates a profound understanding of percentage calculation and can apply it in more complex situations
• is capable of analyzing the impact of taxation on business operations and can calculate taxes in more complex situations
• shows strong proficiency in the concepts of gross profit margin and profitability and can apply them to realistic business situations
• demonstrates a deep understanding of the use of index numbers and can use them flexibly in various situations

Assessment scale

0-5

Teaching methods

Classroom teaching, home work, and exam.

Student workload

3 * 27 h = 81 h

Objectives (course unit)

The aim of the study module is to provide a basic understanding of the concepts of business mathematics.

Upon completing the study module, the student will:
• be familiar with the fundamental principles and concepts of business mathematics
• understand the significance of taxation in business operations
• be able to calculate gross profit margin and profitability
• be able to interpret indices and their impacts on the economy
• understand the significance of currencies in international trade
• be able to perform simple interest calculations and compound interest calculations.

Content (course unit)

• Percentage calculation
• Taxation
• Gross profit margin and profitability
• Indices
• Currencies
• Simple interest calculation
• Compound interest

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

Student
• can perform basic percentage calculations
• can make simple currency conversions and identify common currencies
• is familiar with basic concepts such as gross profit margin and profitability
• can calculate simple interest rates and identify the principles of basic compound interest calculations

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

Student
• masters various applications of percentage calculation
• is familiar with the basic principles of taxation and can calculate the amount of tax in simple situations
• can apply gross profit margin and profitability in practical business situations.
• can calculate and interpret index numbers in different contexts

Assessment criteria, excellent (5) (course unit)

Student
• demonstrates a profound understanding of percentage calculation and can apply it in more complex situations
• is capable of analyzing the impact of taxation on business operations and can calculate taxes in more complex situations
• shows strong proficiency in the concepts of gross profit margin and profitability and can apply them to realistic business situations
• demonstrates a deep understanding of the use of index numbers and can use them flexibly in various situations

Assessment scale

0-5

Teaching methods

Classroom teaching, home work, and exam.

Student workload

3 * 27 h = 81 h

Objectives (course unit)

The aim of the study module is to provide a basic understanding of the concepts of business mathematics.

Upon completing the study module, the student will:
• be familiar with the fundamental principles and concepts of business mathematics
• understand the significance of taxation in business operations
• be able to calculate gross profit margin and profitability
• be able to interpret indices and their impacts on the economy
• understand the significance of currencies in international trade
• be able to perform simple interest calculations and compound interest calculations.

Content (course unit)

• Percentage calculation
• Taxation
• Gross profit margin and profitability
• Indices
• Currencies
• Simple interest calculation
• Compound interest

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

Student
• can perform basic percentage calculations
• can make simple currency conversions and identify common currencies
• is familiar with basic concepts such as gross profit margin and profitability
• can calculate simple interest rates and identify the principles of basic compound interest calculations

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

Student
• masters various applications of percentage calculation
• is familiar with the basic principles of taxation and can calculate the amount of tax in simple situations
• can apply gross profit margin and profitability in practical business situations.
• can calculate and interpret index numbers in different contexts

Assessment criteria, excellent (5) (course unit)

Student
• demonstrates a profound understanding of percentage calculation and can apply it in more complex situations
• is capable of analyzing the impact of taxation on business operations and can calculate taxes in more complex situations
• shows strong proficiency in the concepts of gross profit margin and profitability and can apply them to realistic business situations
• demonstrates a deep understanding of the use of index numbers and can use them flexibly in various situations

Assessment scale

0-5

Teaching methods

Classroom teaching, home work, and exam.

Student workload

3 * 27 h = 81 h

Objectives (course unit)

Students can design and create 3D characters for animation. They can identify the used tools, techniques and pipelines. They have ability to create well-structured and textured 3D characters that are suitable for animation. They are able to apply learned skills for creating character rigs for animations. They are able to create animations with motion capture data. They are able to apply learned skills to export animated characters for game engines and animation renders.

Content (course unit)

Design and create 3D characters, 3D character animation, 3D character texturing, 3D character rigging, motion capture data, exporting 3D characters and animations, forward and inverse kinematics.

Prerequisites (course unit)

Basics of 3D modeling.

Further information (course unit)

For Games Academy students

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

The student can describe how to design and create believable 3D characters.
The student can describe tools and pipelines for creating 3D characters.

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

The student can create well-structured and textured 3D characters that are suitable for animation.
The student can create animatable rigs for the characters and assign them to the models.
The student can create character animations with forward and inverse kinematic workflows.

Assessment criteria, excellent (5) (course unit)

The student can apply learned skills to utilize motion capture data for 3D animations.
The student can apply learned skills to export animated sequences for game engines or animation renders.

Location and time

Mediapolis & Zoom

Assessment methods and criteria

Course work project + student activity

Assessment scale

0-5

Teaching methods

Online lectures and independent exercises

Learning materials

Digital resources

Student workload

5 x 27 h

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

1 = approved; more than half of the required work performed; some misunderstandings in rendering the tasks; attendance level low; little to no interactivity between peers and teacher(s)

2 = satisfactory; more than half of the required work succesfully performed; quality of work below average; attendance level low or average; some interactivity between peers and teacher(s)

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

3 = good; all course work performed; quality of work decent; attendance level good; some interactivity between peers and teacher(s)

4 = very good; all work performed and submitted correctly in due time; quality of work good; attendance level good; a lot of good quality interactivity between peers and teacher(s).

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

5 = excellent; all work performed in an outstanding way and submitted on schedule; high attendance; a lot of high quality interactivity between peers and teacher(s).

Objectives (course unit)

The aim of the course is to give basic skills for making database queries and maintaining a relational database.

Upon completion of the course the student:
• understands the operating principle of relational databases, the meaning of tables and columns, and their dependencies
• can make queries to the tables of a relational database using the SQL language
• can design and implement a simple relational database using a database program and the SQL language

Content (course unit)

• Basic usage of a database program
• Operating principle of a relational database (tables and columns)
• The basics of the SQL query language and making queries
• Using SQL functions
• Design and implementation of the tables and joins in a simple database

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

The student can use a database program and make simple queries to a pre-made relational database using the SQL language.

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

The student can use a database program and make simple queries to a pre-made relational database using the SQL language. The student can join tables in queries and use some SQL functions.

Assessment criteria, excellent (5) (course unit)

The student can use a database program and make simple queries to a pre-made relational database using the SQL language. The student can join tables in queries and use some SQL functions. The student can design and implement a simple relational databse using a database program and the SQL language.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to give basic skills for making database queries and maintaining a relational database.

Upon completion of the course the student:
• understands the operating principle of relational databases, the meaning of tables and columns, and their dependencies
• can make queries to the tables of a relational database using the SQL language
• can design and implement a simple relational database using a database program and the SQL language

Content (course unit)

• Basic usage of a database program
• Operating principle of a relational database (tables and columns)
• The basics of the SQL query language and making queries
• Using SQL functions
• Design and implementation of the tables and joins in a simple database

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

The student can use a database program and make simple queries to a pre-made relational database using the SQL language.

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

The student can use a database program and make simple queries to a pre-made relational database using the SQL language. The student can join tables in queries and use some SQL functions.

Assessment criteria, excellent (5) (course unit)

The student can use a database program and make simple queries to a pre-made relational database using the SQL language. The student can join tables in queries and use some SQL functions. The student can design and implement a simple relational databse using a database program and the SQL language.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to give basic skills for making database queries and maintaining a relational database.

Upon completion of the course the student:
• understands the operating principle of relational databases, the meaning of tables and columns, and their dependencies
• can make queries to the tables of a relational database using the SQL language
• can design and implement a simple relational database using a database program and the SQL language

Content (course unit)

• Basic usage of a database program
• Operating principle of a relational database (tables and columns)
• The basics of the SQL query language and making queries
• Using SQL functions
• Design and implementation of the tables and joins in a simple database

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

The student can use a database program and make simple queries to a pre-made relational database using the SQL language.

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

The student can use a database program and make simple queries to a pre-made relational database using the SQL language. The student can join tables in queries and use some SQL functions.

Assessment criteria, excellent (5) (course unit)

The student can use a database program and make simple queries to a pre-made relational database using the SQL language. The student can join tables in queries and use some SQL functions. The student can design and implement a simple relational databse using a database program and the SQL language.

Assessment scale

0-5

Objectives (course unit)

The student is able to design a web site / service layout for a particular target group so that it creates the desired atmosphere and serves the client's goals.
The student is able to test their design solutions.
The student is able to implement his / her planned website / service with the chosen publishing system.
The student is able to tune the selected web analytics tool into the site / service and plan its appropriate use in monitoring the achievement of the client's goals.
The student is able to make simple extensions to the chosen publishing system.

Content (course unit)

Web-design / web typography,
user experience,
design testing,
advanced CSS,
web analytics and marketing
reviewing the selected publishing system,
Making a layout in the selected publishing system
criteria for extending the selected publishing system from the programming language used and making extensions to it.

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

The student can explain how the user experience is taken into account in the design of the site / service.
The student can explain the basic principles and concepts of web design / web typography.
The student is able to describe how the test could be tested using typical test methods.
The student is able to implement a simple website with the chosen publication system.
The student is able to explain the main concepts and goals of network analysis.
The student is able to produce a functional code in the language used to expand the selected publishing system.

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

The student is able to design the appearance of the website / service so that it offers the desired user experience and takes into account the client's goals.
The student is able to utilize the core principles of web design / web typography in website / service design.
The student is able to use typical methods of design testing to evaluate and improve their work.
The student is able to implement a reasonable demanding site with the chosen publishing system.
The student is able to tune the selected web analytics tool to the site / service he / she performs so that it produces reliable data.
The student is able to critically review the ready-made extensions of the selected publishing system at code level.

Assessment criteria, excellent (5) (course unit)

The student is able to apply different design testing methods in different situations and contexts.
The student can produce demanding services with the chosen publishing system.
The student is able to design and tune the web analytics as part of the service so that it provides the customer with strategic information about the operation of the service and enables development based on the service data.
The student can make simple extensions to the publishing system.

Assessment scale

0-5

Objectives (course unit)

The student expands his/her professional skills in chosen areas of expertise.

Content (course unit)

Studies can be any kind of professional higher education courses, such as
studies in other degree programs,
MOOC courses,
project studies,
learning projects.

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

-

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

-

Assessment criteria, excellent (5) (course unit)

-

Assessment criteria, pass/fail (course unit)

The studies are written using the original course names, credits, and evaluations.

Assessment scale

0-5

Objectives (course unit)

The goal is to provide basic information and skills related to digital image processing.

After completing the course, the student:
- can process digital images with appropriate software
- masters the basics of image processing
- understand the basic concepts of image processing
- knows the basics of digital drawing
- knows the basics of vector graphics
- learn to produce edited images and understand industry standards

Content (course unit)

- Basics of image processing
- Basic tools and their use
- Basics of digital drawing

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

The student knows
- basics of digital graphics and image processing
- the basic terminology of image processing
- tools used in image processing and performs their basic use

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

The student can
- utilize the basics of graphic design and usability
- produces high-quality graphics suitable for different purposes
- utilize different working methods in different situations
- the use of tools used in image processing
- look for new information and apply it to your own work

Assessment criteria, excellent (5) (course unit)

The student controls and can
- apply the basics of graphic design and usability in their own work
- utilize different working methods
- look for new information and apply it to your own work

Assessment scale

0-5

Objectives (course unit)

The goal is to provide basic information and skills related to digital image processing.

After completing the course, the student:
- can process digital images with appropriate software
- masters the basics of image processing
- understand the basic concepts of image processing
- knows the basics of digital drawing
- knows the basics of vector graphics
- learn to produce edited images and understand industry standards

Content (course unit)

- Basics of image processing
- Basic tools and their use
- Basics of digital drawing

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

The student knows
- basics of digital graphics and image processing
- the basic terminology of image processing
- tools used in image processing and performs their basic use

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

The student can
- utilize the basics of graphic design and usability
- produces high-quality graphics suitable for different purposes
- utilize different working methods in different situations
- the use of tools used in image processing
- look for new information and apply it to your own work

Assessment criteria, excellent (5) (course unit)

The student controls and can
- apply the basics of graphic design and usability in their own work
- utilize different working methods
- look for new information and apply it to your own work

Assessment scale

0-5

Objectives (course unit)

The goal is to provide basic information and skills related to digital image processing.

After completing the course, the student:
- can process digital images with appropriate software
- masters the basics of image processing
- understand the basic concepts of image processing
- knows the basics of digital drawing
- knows the basics of vector graphics
- learn to produce edited images and understand industry standards

Content (course unit)

- Basics of image processing
- Basic tools and their use
- Basics of digital drawing

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

The student knows
- basics of digital graphics and image processing
- the basic terminology of image processing
- tools used in image processing and performs their basic use

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

The student can
- utilize the basics of graphic design and usability
- produces high-quality graphics suitable for different purposes
- utilize different working methods in different situations
- the use of tools used in image processing
- look for new information and apply it to your own work

Assessment criteria, excellent (5) (course unit)

The student controls and can
- apply the basics of graphic design and usability in their own work
- utilize different working methods
- look for new information and apply it to your own work

Assessment scale

0-5

Objectives (course unit)

The student understands what English language skills a Business Information System BBA needs in order to successfully work in an international workplace and with people from different cultures.

After completing the course, the student
• is able to talk about themselves and their education
• can operate in diverse international work communities
• communicates professionally with clients
• knows the basic vocabulary and terminology of the ICT field.

Content (course unit)

• education and future profession
• international workplaces and society
• customer-focused communication, spoken and written
• ICT vocabulary and terminology

Prerequisites (course unit)

Starting level: Upper secondary school English courses or skill level B2 on the Common European Framework of Reference. Do the starting skill level test in English and if necessary, complete a preparatory course before the start of the course.

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

The student
• manages simple discussions and reacts to what is being said
• can write relatively legible texts in English
• can grasp the main contents of an English text, if the context is familiar
• pronounces well enough to mostly convey the message
• is able to talk about ICT topics
• can use various sources, dictionaries, and other tools
• does and submits all required course tasks.

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

The student
• discusses the topics of their field of study fairly fluently
• reacts to what is being said mostly appropriately
• usually communicates in the style required in the situation
• writes fairly fluently and clearly
• pronounces fairly fluently and clearly
• understands the main points and most details from a text
• can rephrase, as needed
• understands and uses professional vocabulary mostly correctly
• can use various sources, dictionaries, and other tools
• uses grammatical structures mostly correctly and is able to make corrections if they have lead to misunderstandings
• recognizes differences between cultures
• does and submits all required course tasks by deadlines.

Assessment criteria, excellent (5) (course unit)

The student
• discusses the topics of their field of study fluently
• reacts quickly and appropriately to what is being said to them
• communicates in a stylistically appropriate manner
• writes fluently and purposefully with very few mistakes
• pronounces fluently and clearly
• understands both the main points and the details from a demanding professional text and is able to apply what they read
• can rephrase and make up the lack of vocabulary effortlessly
• understands and uses skilfully and precisely professional vocabulary
• can usually find the correct terms by utilizing diverse sources
• uses diverse grammatical structures nearly flawlessly
• understands how the differences between cultures needs to be taken into account in the working life
• does and submits all required course tasks by deadlines.

Assessment scale

0-5

Objectives (course unit)

The student understands what English language skills a Business Information System BBA needs in order to successfully work in an international workplace and with people from different cultures.

After completing the course, the student
• is able to talk about themselves and their education
• can operate in diverse international work communities
• communicates professionally with clients
• knows the basic vocabulary and terminology of the ICT field.

Content (course unit)

• education and future profession
• international workplaces and society
• customer-focused communication, spoken and written
• ICT vocabulary and terminology

Prerequisites (course unit)

Starting level: Upper secondary school English courses or skill level B2 on the Common European Framework of Reference. Do the starting skill level test in English and if necessary, complete a preparatory course before the start of the course.

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

The student
• manages simple discussions and reacts to what is being said
• can write relatively legible texts in English
• can grasp the main contents of an English text, if the context is familiar
• pronounces well enough to mostly convey the message
• is able to talk about ICT topics
• can use various sources, dictionaries, and other tools
• does and submits all required course tasks.

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

The student
• discusses the topics of their field of study fairly fluently
• reacts to what is being said mostly appropriately
• usually communicates in the style required in the situation
• writes fairly fluently and clearly
• pronounces fairly fluently and clearly
• understands the main points and most details from a text
• can rephrase, as needed
• understands and uses professional vocabulary mostly correctly
• can use various sources, dictionaries, and other tools
• uses grammatical structures mostly correctly and is able to make corrections if they have lead to misunderstandings
• recognizes differences between cultures
• does and submits all required course tasks by deadlines.

Assessment criteria, excellent (5) (course unit)

The student
• discusses the topics of their field of study fluently
• reacts quickly and appropriately to what is being said to them
• communicates in a stylistically appropriate manner
• writes fluently and purposefully with very few mistakes
• pronounces fluently and clearly
• understands both the main points and the details from a demanding professional text and is able to apply what they read
• can rephrase and make up the lack of vocabulary effortlessly
• understands and uses skilfully and precisely professional vocabulary
• can usually find the correct terms by utilizing diverse sources
• uses diverse grammatical structures nearly flawlessly
• understands how the differences between cultures needs to be taken into account in the working life
• does and submits all required course tasks by deadlines.

Assessment scale

0-5

Objectives (course unit)

The student understands what English language skills a Business Information System BBA needs in order to successfully work in an international workplace and with people from different cultures.

After completing the course, the student
• is able to talk about themselves and their education
• can operate in diverse international work communities
• communicates professionally with clients
• knows the basic vocabulary and terminology of the ICT field.

Content (course unit)

• education and future profession
• international workplaces and society
• customer-focused communication, spoken and written
• ICT vocabulary and terminology

Prerequisites (course unit)

Starting level: Upper secondary school English courses or skill level B2 on the Common European Framework of Reference. Do the starting skill level test in English and if necessary, complete a preparatory course before the start of the course.

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

The student
• manages simple discussions and reacts to what is being said
• can write relatively legible texts in English
• can grasp the main contents of an English text, if the context is familiar
• pronounces well enough to mostly convey the message
• is able to talk about ICT topics
• can use various sources, dictionaries, and other tools
• does and submits all required course tasks.

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

The student
• discusses the topics of their field of study fairly fluently
• reacts to what is being said mostly appropriately
• usually communicates in the style required in the situation
• writes fairly fluently and clearly
• pronounces fairly fluently and clearly
• understands the main points and most details from a text
• can rephrase, as needed
• understands and uses professional vocabulary mostly correctly
• can use various sources, dictionaries, and other tools
• uses grammatical structures mostly correctly and is able to make corrections if they have lead to misunderstandings
• recognizes differences between cultures
• does and submits all required course tasks by deadlines.

Assessment criteria, excellent (5) (course unit)

The student
• discusses the topics of their field of study fluently
• reacts quickly and appropriately to what is being said to them
• communicates in a stylistically appropriate manner
• writes fluently and purposefully with very few mistakes
• pronounces fluently and clearly
• understands both the main points and the details from a demanding professional text and is able to apply what they read
• can rephrase and make up the lack of vocabulary effortlessly
• understands and uses skilfully and precisely professional vocabulary
• can usually find the correct terms by utilizing diverse sources
• uses diverse grammatical structures nearly flawlessly
• understands how the differences between cultures needs to be taken into account in the working life
• does and submits all required course tasks by deadlines.

Assessment scale

0-5

Objectives (course unit)

The goal is that after finishing the course, student has good professionals skills about frontend - technologies. In addition of covering frontend - technologies studen will learn user interface design and implementation.

Content (course unit)

Web-standards,
frontend - development,
frontend - development with a framework.

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

Student understands the basics of the language used in the browser.
Student is able to create small application running in browser.
Student is able to recognize main web-standards.
Student can utilize stylesheets and take into account usability in web pages.

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

Student is able to implement frontend application that uses external databases.
Student is able to utilize different APIs in frontend application development.
Student is able to utilize stylesheets with pleasant visual design that provides appropriate aesthetic experience.

Assessment criteria, excellent (5) (course unit)

Student understands the benefits of using a framework when implementing frontend applications.
Student is able to implement frontend application using a modern framework.
Student is able to design a web application with great usability and accessibility.

Assessment scale

0-5

Objectives (course unit)

The goal is that after finishing the course, student has good professionals skills about frontend - technologies. In addition of covering frontend - technologies studen will learn user interface design and implementation.

Content (course unit)

Web-standards,
frontend - development,
frontend - development with a framework.

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

Student understands the basics of the language used in the browser.
Student is able to create small application running in browser.
Student is able to recognize main web-standards.
Student can utilize stylesheets and take into account usability in web pages.

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

Student is able to implement frontend application that uses external databases.
Student is able to utilize different APIs in frontend application development.
Student is able to utilize stylesheets with pleasant visual design that provides appropriate aesthetic experience.

Assessment criteria, excellent (5) (course unit)

Student understands the benefits of using a framework when implementing frontend applications.
Student is able to implement frontend application using a modern framework.
Student is able to design a web application with great usability and accessibility.

Assessment scale

0-5

Objectives (course unit)

Student is able to perform the basic steps and tasks of a game production and also identify different kind of roles in a game development and production team. Student is able to know how to start up business and find out funding and identify the basics of the revenue models in game industry. He is also able to identify the publishing process.

Content (course unit)

Basics of game business and financing, game publishing, roles in game production, basics of game project management.

Prerequisites (course unit)

Basics of the subject.

Further information (course unit)

Aimed for Game Academy students.

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

The student is able to recognize production management framework.
The student can describe the basics of project management in game production.
The student is able to identify different roles in a game development and production team.

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

The student is able to recognize production management framework.
The student is able to identify the basics of the revenue models in game industry.
The student is able to know how to start up business and find out funding.

Assessment criteria, excellent (5) (course unit)

The student is able to know the publishing process.
The student is able to know the basics of the game metrics.

Location and time

Online Workshops & talks
Thursdays starting at 10.
Zoom link in Moodle

Exam schedules

Assignments

Assessment methods and criteria

Active participation to the classes. Assignment.

Assessment scale

0-5

Teaching methods

Contact teaching. Assignment. Project working.

Learning materials

Moodle

Student workload

5cr, about 135 working hours

Content scheduling

Lessons: Workshop & e-talks

Completion alternatives

Industry visitors from local game companies.

International connections

Game Designer and Producer Gareth Noyce from Ruffiangames (UK) and founder in Triple Eh is one of the teachers of the course.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

Assignment 1.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

Assignments.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

Assingments and active participation.

Objectives (course unit)

Student is able to work in a game production team and manage scope to ensure completion of the product within the timeframe allotted and analyse their work process and the outcomes of their work. The student is able to design, implement and test a game with one or more levels and use a production management framework.

Content (course unit)

Game project,
teamwork,
game release,
scope.

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

-

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

-

Assessment criteria, excellent (5) (course unit)

-

Assessment criteria, pass/fail (course unit)

The student is able to release a game as a member of game development team.
The student is able to recognize production management framework.
The student can describe the basics of project management in game production.
The student is able to identify different roles in a game development and production team.
The team publishes a blog post and a learning diary.

Assessment scale

0-5

Objectives (course unit)

Student is able to work in a game production team and manage scope to ensure completion of the product within the timeframe allotted and analyse their work process and the outcomes of their work. The student is able to design, implement and test a game with one or more levels and use a production management framework.

Content (course unit)

Game project,
teamwork,
game release,
scope.

Prerequisites (course unit)

Game Camp

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

-

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

-

Assessment criteria, excellent (5) (course unit)

-

Assessment criteria, pass/fail (course unit)

The student is able to release a game as a member of game development team.
The student is able to recognize production management framework.
The student can describe the basics of project management in game production.
The student is able to identify different roles in a game development and production team.
The team publishes a blog post and a learning diary.

Assessment scale

0-5

Objectives (course unit)

Student is able to design a simple board game with one unique mechanic and make a game concept presentation. Student is able to identify and discuss a range of game mechanics. He is also able to take existing game and discuss changes to design for monetisation and publishing.

Content (course unit)

Basics of game design and different kind of game mechanics, game concept presentation, monetisation with game design.

Prerequisites (course unit)

None

Further information (course unit)

Aimed for Game Academy students.

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

The student can design a simple board game with one unique mechanic.
The student is able to identify a basic game mechanics.

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

The student can identify and discuss a range of game mechanics in PC/Console games.

Assessment criteria, excellent (5) (course unit)

The student can pitch a game concept.
The student can take existing game and discuss changes to design for monetisation and publishing.

Location and time

Online Workshops & talks
Thursdays starting at 10.
Zoom link in Moodle

Exam schedules

Assignments

Assessment methods and criteria

Personal course activity: 50 %.
Assignments: 50 %

Assessment scale

0-5

Teaching methods

Lectures, assignments

Learning materials

Moodle

Student workload

5cr about 135 working hours

Practical training and working life cooperation

Gareth Noyce, Triple Eh

International connections

Game Designer and Producer Gareth Noyce from UK and founder in Triple Eh is one of the teachers of the course. That is why the game ideas and concepts are written in English.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

Student can design a simple board game with one unique mechanic
Student is able to identify a basic game mechanics

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

Student can identify and discuss a range of game mechanics in PC/Console games

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

Student can pitch a game concept
Student can take existing game and discuss changes to design for monetisation and publishing

Assessment scale

0-5

Teaching methods

Student is able to:

Create a third person gameplay template implementing custom versions of all core Gameplay Framework classes. Import and setup a range of assets, including Static & Skeletal Meshes, Audio, and Animations. Build a custom character using core actor components. Convert Blueprints to C++ and vice versa.

Content scheduling

Tour of the editor
How to get UE (Source or Launcher)
Introduction to Assets
Blocking out and the basics of lighting
Gameplay Framework classes in C++ & BP
Data Assets
Actors, Controllers and Enhanced Input
Hard / Soft References
Simple AI

Further information

Aimed for Game Academy students.

Objectives (course unit)

Student is able to know the tools for programming games and understand Game engine architecture. He/she also is able to understand basics of game programming patterns basic maths in game programming.

Content (course unit)

Game Programming,
Game Programming Design Patterns,
Game Maths,
Game Engines.

Prerequisites (course unit)

Season 1

Further information (course unit)

For Games Academy students.

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

The student can describe the tools for programming, debugging and version control.
The student can describe programming patterns in games.

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

The student can create components.
The student can design and create classes.
The student can design and implement maths for games.

Assessment criteria, excellent (5) (course unit)

Student can apply learned skills for designing and creating programming patterns for games

Exam schedules

No exam. The course is graded by exercises.

Assessment methods and criteria

The course is completed by returning two exercises per student per course, which are linked to the course's Game Project 2 project. If the student is not attending the Game Project 2 course, they can implement the exercises to the example project which is implemented during the course.

Exercises evaluate how well a student has learnt course topics and how well they can apply that to a real game project. Grading is based on how well the solution follows the given task and how well programming practices studied during the course are followed.

If the student takes part in both Game Programming 1 and 2 courses, they will return four exercises. Exercises are done primarily in teams. If the team has two programmers, they will return eight exercises in total.

Grading of the exercise:
0: The work is not returned on time.
1-2: The solution is returned on time, but it does not work properly as the task mandates.
3: The solution is returned on time and it works as the task mandates.
4-5: The solution is returned on time and it works as the task mandates. Additionally, the solution follows the practices studied during the course well.

The course's grade is calculated as the average of the exercises (50%) and peer reviews of team members (50%).

Assessment scale

0-5

Teaching methods

Lectures on-premises

Learning materials

Online material which is published in course's Moodle page.

Student workload

See Games Academy's Google Calendar

Content scheduling

Courses Game Programming 1 and 2 are combined into one. Game Programming 1 course's lessons are held at period 3 and at the beginning of period 4. Game Programming 2's lessons are held at period 4. Game Programming 3's lessons are held in period 3. A more detailed schedule is published on the courses Moodle page.

Completion alternatives

Will be agreed case by case with the teacher.

Objectives (course unit)

Student is able to demonstrate understanding of the Physics systems in game engines. They are able to demonstrate understanding of Computer Graphics and Simulations. They can also plan and create AI and behaviour for games.

Content (course unit)

Game Programming,
Game UI,
Game Physics,
Game Maths,
Computer Graphics,
Shaders,
AI,
Behaviour,
Simulations.

Prerequisites (course unit)

Season 1

Further information (course unit)

For Games Academy students.

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

The student can describe Physics System in a game engine.
The student can describe AI in games.
The student can describe the basic concepts of computer graphics.

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

The student can design and create basics shaders for games.
The student can design and create pathfinding for games.

Assessment criteria, excellent (5) (course unit)

The student can apply learned skills to design and implement AI systems and behaviours for games.
The student can apply learned skills to design and implement Physics systems for games.

Exam schedules

No exam. The course is graded by exercises.

Assessment methods and criteria

The course is completed by returning two exercises per student per course, which are linked to the course's Game Project 2 project. If the student is not attending the Game Project 2 course, they can implement the exercises to the example project which is implemented during the course.

Exercises evaluate how well a student has learnt course topics and how well they can apply that to a real game project. Grading is based on how well the solution follows the given task and how well programming practices studied during the course are followed.

If the student takes part in both Game Programming 1 and 2 courses, they will return four exercises. Exercises are done primarily in teams. If the team has two programmers, they will return eight exercises in total.

Grading of the exercise:
0: The work is not returned on time.
1-2: The solution is returned on time, but it does not work properly as the task mandates.
3: The solution is returned on time and it works as the task mandates.
4-5: The solution is returned on time and it works as the task mandates. Additionally, the solution follows the practices studied during the course well.

The course's grade is calculated as the average of the exercises (50%) and peer reviews of team members (50%).

Assessment scale

0-5

Teaching methods

Lectures on-premises

Learning materials

Online material which is published in course's Moodle page.

Student workload

See Games Academy's Google Calendar

Content scheduling

Courses Game Programming 1 and 2 are combined into one. Game Programming 1 course's lessons are held at period 3 and at the beginning of period 4. Game Programming 2's lessons are held at period 4. Game Programming 3's lessons are held in period 3. A more detailed schedule is published on the courses Moodle page.

Completion alternatives

Will be agreed case by case with the teacher.

Objectives (course unit)

Student is able to apply a range of 3D transforms to objects for player control, design and create the basis of simple AI for NPC characters and player threats using Raycasts, triggers and other physics events. Student is able to create complex Finite State Machines to manage the game flow.

Content (course unit)

Game Programming,
Game Components,
Game Maths,
Game Physics,
Game Performance,
Game Prototyping.

Prerequisites (course unit)

Season 1

Further information (course unit)

For Games Academy students.

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

The student can describe performance in 3D games.
The student can describe 3D transformations in games.

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

The student can create 3D game prototype.
The student can plan and create performant assets and code for chosen platform.

Assessment criteria, excellent (5) (course unit)

The student can justify the use of PhysX system.

Exam schedules

No exam. The course is graded by exercises.

Assessment methods and criteria

The course is completed by returning exercises published during the course. More information on course's Moodle page.

Assessment scale

0-5

Teaching methods

Remote lectures,
Exercises

Learning materials

Online material which is published in course's Moodle page.

Student workload

See Games Academy's Google Calendar.

Content scheduling

Lessons are held in the 3rd period.

Completion alternatives

Will be agreed case by case with the teacher.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Exercises are not returned.

Objectives (course unit)

Student is able to work in a game production team and manage scope to ensure completion of the product within the timeframe allotted. He is also able to design and implement a 2D game with one or more levels with at least one core mechanic. Student is able to design and implement basic AI for the game, simple UI for front-end, in-game events and end-game scenarios.

Content (course unit)

Game project, teamwork, game release, scope, 2D game, UI.

Prerequisites (course unit)

2D Game Design & Construction for Games Artists or 2D Game Design & Construction for Programmers

Further information (course unit)

For Games Adacemy Students

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

The student is able to design and implement character that can be controlled via player interactions.
The student is able to apply a range of transforms to input data to control player interactions within a 2D environment.
The student is able to create 2D characters and environments for games.

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

The student is able to design and implement a range of AI for NPC characters and player threats within this 2D world .
The student is able to design and implement 2D character with animations for a game.
The student is able to work within a team to control scope and complete a 2D game project within the time allotted.

Assessment criteria, excellent (5) (course unit)

The student is able to apply learned skills for building a final package for deployment to PC.
The student is able to apply learned skills for releasing a 2D game.

Location and time

GameStudio at Kuntokatu (C3-20)

Exam schedules

Game project

Assessment methods and criteria

The course is evaluated based on the project results and student project reports and reviews

Assessment scale

0-5

Teaching methods

Independent project work in teams

Learning materials

Online resources at Tabula

Student workload

10cr, about 270 working hours
Project checking
Project work in teams
Project presentations

Practical training and working life cooperation

Gareth Noyce (TripleEh)

International connections

Gareth Noyce (TripleEh)

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student contribution to the project is not significant and peer reviews are poor. The student has problems with time management and deadlines but is able to deliver at some point.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student contribution to the project is significant and peer reviews are good. The student can manage his/her time and meet most deadlines.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student contribution to the project is significant and displays a high quality standard and the peer reviews are excellent. The student can manage his/her time well and meet the required deadlines.

Objectives (course unit)

Student is able to work in a game production team to control scope and complete a 3D game project within the time allotted. Student is able to apply a range of transforms to input data to control player interactions within a 3D environment and design and implement a range of AI for NPC characters and player threats within this 3D world. Demonstrate building a final package for deployment to PC.

Content (course unit)

Game project, teamwork, game release, 3D game release, scope.

Prerequisites (course unit)

For programmers: 3D Games Programming
For Artists: Basics of 3D Modeling

Further information (course unit)

For Games Academy Students.

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

The student can describe key concepts of 3D games.
The student can describe a range of transforms to input data to control player interactions within a 3D environment.

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

The student is able to apply previous lessons in the creation of 2D game worlds to a larger 3D environment.
The student can demonstrate a clear understanding of how to create and populate an interesting 3D game world for the player to explore with at least one working game mechanic.
The student can create 3D game worlds.

Assessment criteria, excellent (5) (course unit)

The student is able to apply learned skills to complete a 3D game project within the time allotted.
The student is able to release a game in a team.

Location and time

Monday 9 - 15 GameStudio at Kuntokatu (C3-20)

Exam schedules

No Exam, just Game Project. DL 15.5.2022

Assessment methods and criteria

The course is evaluated based on the project results and student project reports and reviews
Game Project
Documentation
Review
Presentations

Assessment scale

0-5

Teaching methods

Spring season Game Project
Independent project work in teams

Learning materials

Moodle

Student workload

10cr, about 270 working hours
Project checking
Project work in teams
Project presentations

Completion alternatives

Negotiable, Game Project with report or documentations

Practical training and working life cooperation

Game Designer and Producer Gareth Noyce from Ruffiangames (UK) and founder in Triple Eh is one of the teachers of the course.

International connections

Game Designer and Producer Gareth Noyce from Ruffiangames (UK) and founder in Triple Eh is one of the teachers of the course.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student contribution to the project is not significant and peer reviews are poor. The student has problems with time management and deadlines but is able to deliver at some point.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student contribution to the project is significant and peer reviews are good. The student can manage his/her time and meet most deadlines.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student contribution to the project is significant and displays a high quality standard and the peer reviews are excellent. The student can manage his/her time well and meet the required deadlines.

Objectives (course unit)

Student is able to work as a member of a game production team to control scope and complete a game project within the time allotted. Student is able to develop his toolset and skills towards a game industry professional.

Content (course unit)

Game project,
teamwork,
game release,
scope.

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

The student is able to identify what kind of toolset and skills is needed in game industry.
The student can describe key concepts of games.

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

The student is able to apply identify what kind of toolset and skills he needs become a game industry professional.
The student can demonstrate a clear understanding of how to create and populate an interesting game world for the player to explore with at least one working game mechanic.

Assessment criteria, excellent (5) (course unit)

The student is able to apply develop his toolset and skills to become as a professional game developer.
The student has skills to complete a 3D game project within the time allotted.
The student is able to work as a member of a game production team to control scope and complete a game project within the time allotted.

Assessment scale

0-5

Objectives (course unit)

Upon completing the course, students will be able to work in the ICT industry in English.

The student:
- knows what successful customer-oriented communication requires.
- can acquire and utilize information related to the field of expertise and develop their professional skills.
- has a positive attitude towards learning and understands their current level of language and communication skills.
- is capable of and willing to self-assess and continuously improve these skills.

Content (course unit)

The content is divided into the following main themes:
- Job search
- Making a project plan
- Oral presentation
- Product pitching and marketing

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

The student is able to
- prepare a project plan and report in English.
- present both their game plan and the finished game in English.
- prepare a job application in English.

The student submits all given assignments.

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

The student is able to
- prepare a project plan and report in English.
- present both their game plan and the finished game in English.
- prepare a job application in English.

The student submits all assigned tasks on time.

Assessment criteria, excellent (5) (course unit)

The student is able to
- create and adhere to an English-language project plan.
- prepare an appropriate project report.
- pitch both their game plan and the finished game in English.
- prepare a good job application in English

The student submits all assigned tasks on time.

Assessment scale

0-5

Objectives (course unit)

Upon completing the course, students will be able to work in the ICT industry in English.

The student:
- knows what successful customer-oriented communication requires.
- can acquire and utilize information related to the field of expertise and develop their professional skills.
- has a positive attitude towards learning and understands their current level of language and communication skills.
- is capable of and willing to self-assess and continuously improve these skills.

Content (course unit)

The content is divided into the following main themes:
- Job search
- Making a project plan
- Oral presentation
- Product pitching and marketing

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

The student is able to
- prepare a project plan and report in English.
- present both their game plan and the finished game in English.
- prepare a job application in English.

The student submits all given assignments.

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

The student is able to
- prepare a project plan and report in English.
- present both their game plan and the finished game in English.
- prepare a job application in English.

The student submits all assigned tasks on time.

Assessment criteria, excellent (5) (course unit)

The student is able to
- create and adhere to an English-language project plan.
- prepare an appropriate project report.
- pitch both their game plan and the finished game in English.
- prepare a good job application in English

The student submits all assigned tasks on time.

Assessment scale

0-5

Objectives (course unit)

Upon completing the course, students will be able to work in the ICT industry in English.

The student:
- knows what successful customer-oriented communication requires.
- can acquire and utilize information related to the field of expertise and develop their professional skills.
- has a positive attitude towards learning and understands their current level of language and communication skills.
- is capable of and willing to self-assess and continuously improve these skills.

Content (course unit)

The content is divided into the following main themes:
- Job search
- Making a project plan
- Oral presentation
- Product pitching and marketing

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

The student is able to
- prepare a project plan and report in English.
- present both their game plan and the finished game in English.
- prepare a job application in English.

The student submits all given assignments.

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

The student is able to
- prepare a project plan and report in English.
- present both their game plan and the finished game in English.
- prepare a job application in English.

The student submits all assigned tasks on time.

Assessment criteria, excellent (5) (course unit)

The student is able to
- create and adhere to an English-language project plan.
- prepare an appropriate project report.
- pitch both their game plan and the finished game in English.
- prepare a good job application in English

The student submits all assigned tasks on time.

Assessment scale

0-5

Objectives (course unit)

The degree prgramme student studies courses from the ICT field in international exchange or the student enters an exchange program in Business Information Systems degree programme, where he or she studies a total of 15-30 credits from the degree programme curriculum.

Content (course unit)

Content agreed separately (Learning Agreement)

Further information (course unit)

Instructions for applying into international exchange are in Intra.

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

-

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

-

Assessment criteria, excellent (5) (course unit)

-

Assessment criteria, pass/fail (course unit)

Studies accomplished in international exchange are written using the original course names, credits, and evaluations.

Assessment scale

0-5

Objectives (course unit)

The aim is to provide basic skills for self-development, teamwork, and enhancing team performance. Additionally, the aim is to introduce various competence areas within the ICT industry.

Upon completion of the study module, the student is able to:
• understand the fundamental principles of teamwork and be able to operate accordingly
• recognize themselves as team members
• be capable of reflecting and developing themselves as team members
• develop important skills for team members such as self-direction, problem-solving skills, communication skills, stress management, and self-awareness
• distinguish between different competence areas within the ICT field

Content (course unit)

• Purpose of teamwork
• Steps in team development
• Self-awareness as a team member
• Practice of teamwork
• Interaction within the team
• Team roles
• Self-development as a team member
• Planning for self-direction and time management
• Stress management skills and their application
• ICT as a field
• Professional requirements and skills in the ICT field

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

The student is able to
• describe their own actions within a team.
• describe working in a team.
• explain how they could develop as a team member.
• describe the ICT industry.

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

The student is able to
• analyze their own actions as a team member.
• analyze the team and its members actions.
• develop themselves as a team player.
• describe the professional requirements and skill needs in the ICT industry.

Assessment criteria, excellent (5) (course unit)

The student is able to:
• analyze comprehensively their own actions as a team member by comparing experiences, for example, with their previous experiences in group-/teamwork.
• analyze the team and its members actions based on literature related to team skills and their own experiences in teamwork.
• develop themselves extensively in various skills important for team members.
• develop themselves as ICT professionals and experts.

Assessment scale

0-5

Objectives (course unit)

The aim is to provide basic skills for self-development, teamwork, and enhancing team performance. Additionally, the aim is to introduce various competence areas within the ICT industry.

Upon completion of the study module, the student is able to:
• understand the fundamental principles of teamwork and be able to operate accordingly
• recognize themselves as team members
• be capable of reflecting and developing themselves as team members
• develop important skills for team members such as self-direction, problem-solving skills, communication skills, stress management, and self-awareness
• distinguish between different competence areas within the ICT field

Content (course unit)

• Purpose of teamwork
• Steps in team development
• Self-awareness as a team member
• Practice of teamwork
• Interaction within the team
• Team roles
• Self-development as a team member
• Planning for self-direction and time management
• Stress management skills and their application
• ICT as a field
• Professional requirements and skills in the ICT field

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

The student is able to
• describe their own actions within a team.
• describe working in a team.
• explain how they could develop as a team member.
• describe the ICT industry.

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

The student is able to
• analyze their own actions as a team member.
• analyze the team and its members actions.
• develop themselves as a team player.
• describe the professional requirements and skill needs in the ICT industry.

Assessment criteria, excellent (5) (course unit)

The student is able to:
• analyze comprehensively their own actions as a team member by comparing experiences, for example, with their previous experiences in group-/teamwork.
• analyze the team and its members actions based on literature related to team skills and their own experiences in teamwork.
• develop themselves extensively in various skills important for team members.
• develop themselves as ICT professionals and experts.

Assessment scale

0-5

Objectives (course unit)

The aim is to provide basic skills for self-development, teamwork, and enhancing team performance. Additionally, the aim is to introduce various competence areas within the ICT industry.

Upon completion of the study module, the student is able to:
• understand the fundamental principles of teamwork and be able to operate accordingly
• recognize themselves as team members
• be capable of reflecting and developing themselves as team members
• develop important skills for team members such as self-direction, problem-solving skills, communication skills, stress management, and self-awareness
• distinguish between different competence areas within the ICT field

Content (course unit)

• Purpose of teamwork
• Steps in team development
• Self-awareness as a team member
• Practice of teamwork
• Interaction within the team
• Team roles
• Self-development as a team member
• Planning for self-direction and time management
• Stress management skills and their application
• ICT as a field
• Professional requirements and skills in the ICT field

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

The student is able to
• describe their own actions within a team.
• describe working in a team.
• explain how they could develop as a team member.
• describe the ICT industry.

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

The student is able to
• analyze their own actions as a team member.
• analyze the team and its members actions.
• develop themselves as a team player.
• describe the professional requirements and skill needs in the ICT industry.

Assessment criteria, excellent (5) (course unit)

The student is able to:
• analyze comprehensively their own actions as a team member by comparing experiences, for example, with their previous experiences in group-/teamwork.
• analyze the team and its members actions based on literature related to team skills and their own experiences in teamwork.
• develop themselves extensively in various skills important for team members.
• develop themselves as ICT professionals and experts.

Assessment scale

0-5

Objectives (course unit)

The aim of the study module is to provide a practical basic understanding of the importance of computer networks and cybersecurity in the field of information technology.

After completing the study module, the student:
• understands the basics of computer network operation
• is capable of implementing a small local area network and its required settings
• knows how to use testing commands related to computer networks
• is familiar with the fundamental concepts of cybersecurity
• knows how to ensure the security of their own devices
• identifies risks posed by the cyber world
• can assess cyber threats

Content (course unit)

• Fundamentals of Computer Networks
• Endpoint Security
• Management of Cyber Threats

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

The student is familiar with the basic concepts of computer networks and cybersecurity and is able to use them.

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

The student is able to perform installations and testing related to computer networks and cybersecurity.

Assessment criteria, excellent (5) (course unit)

The student is able to identify faults in computer network connections and determine cybersecurity threats targeting their own endpoint device, as well as conduct related investigations.

Assessment scale

0-5

Objectives (course unit)

The aim of the study module is to provide a practical basic understanding of the importance of computer networks and cybersecurity in the field of information technology.

After completing the study module, the student:
• understands the basics of computer network operation
• is capable of implementing a small local area network and its required settings
• knows how to use testing commands related to computer networks
• is familiar with the fundamental concepts of cybersecurity
• knows how to ensure the security of their own devices
• identifies risks posed by the cyber world
• can assess cyber threats

Content (course unit)

• Fundamentals of Computer Networks
• Endpoint Security
• Management of Cyber Threats

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

The student is familiar with the basic concepts of computer networks and cybersecurity and is able to use them.

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

The student is able to perform installations and testing related to computer networks and cybersecurity.

Assessment criteria, excellent (5) (course unit)

The student is able to identify faults in computer network connections and determine cybersecurity threats targeting their own endpoint device, as well as conduct related investigations.

Assessment scale

0-5

Objectives (course unit)

The aim of the study module is to provide a practical basic understanding of the importance of computer networks and cybersecurity in the field of information technology.

After completing the study module, the student:
• understands the basics of computer network operation
• is capable of implementing a small local area network and its required settings
• knows how to use testing commands related to computer networks
• is familiar with the fundamental concepts of cybersecurity
• knows how to ensure the security of their own devices
• identifies risks posed by the cyber world
• can assess cyber threats

Content (course unit)

• Fundamentals of Computer Networks
• Endpoint Security
• Management of Cyber Threats

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

The student is familiar with the basic concepts of computer networks and cybersecurity and is able to use them.

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

The student is able to perform installations and testing related to computer networks and cybersecurity.

Assessment criteria, excellent (5) (course unit)

The student is able to identify faults in computer network connections and determine cybersecurity threats targeting their own endpoint device, as well as conduct related investigations.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student will have acquired basic programming skills. The student will be proficient in constructing basic applications and will comprehend several crucial principles associated with application development.

Upon completion of the course the student is able to:
• compile and run a programs,
• write programs to solve problems,
• implement basic applications.

Content (course unit)

• Programming tools installation
• Variables, data types, data structures etc.
• Constructs, control structures, loops etc.
• Methods
• Fundamentals of objects

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

The student
• will understand the code of various applications,
• can compile and run applications, and create applications using control structures, variables, and arrays.

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

The student
• is capable of implementing an application that utilizes complex data structures (such as two-dimensional arrays) and whose functionality is divided into parts (methods).
• is able to apply good programming practices.

Assessment criteria, excellent (5) (course unit)

The student
• is able to use advanced data structures,
• can use the features of object-oriented programming in applications,
• is able to use maintainability and other supporting programming practices (e.g. Green Coding).

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student will have acquired basic programming skills. The student will be proficient in constructing basic applications and will comprehend several crucial principles associated with application development.

Upon completion of the course the student is able to:
• compile and run a programs,
• write programs to solve problems,
• implement basic applications.

Content (course unit)

• Programming tools installation
• Variables, data types, data structures etc.
• Constructs, control structures, loops etc.
• Methods
• Fundamentals of objects

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

The student
• will understand the code of various applications,
• can compile and run applications, and create applications using control structures, variables, and arrays.

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

The student
• is capable of implementing an application that utilizes complex data structures (such as two-dimensional arrays) and whose functionality is divided into parts (methods).
• is able to apply good programming practices.

Assessment criteria, excellent (5) (course unit)

The student
• is able to use advanced data structures,
• can use the features of object-oriented programming in applications,
• is able to use maintainability and other supporting programming practices (e.g. Green Coding).

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student will have acquired basic programming skills. The student will be proficient in constructing basic applications and will comprehend several crucial principles associated with application development.

Upon completion of the course the student is able to:
• compile and run a programs,
• write programs to solve problems,
• implement basic applications.

Content (course unit)

• Programming tools installation
• Variables, data types, data structures etc.
• Constructs, control structures, loops etc.
• Methods
• Fundamentals of objects

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

The student
• will understand the code of various applications,
• can compile and run applications, and create applications using control structures, variables, and arrays.

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

The student
• is capable of implementing an application that utilizes complex data structures (such as two-dimensional arrays) and whose functionality is divided into parts (methods).
• is able to apply good programming practices.

Assessment criteria, excellent (5) (course unit)

The student
• is able to use advanced data structures,
• can use the features of object-oriented programming in applications,
• is able to use maintainability and other supporting programming practices (e.g. Green Coding).

Assessment scale

0-5

Objectives (course unit)

The student designs and implements a learning project related to ICT.
The student learns to plan independent studies.
The student learns to evaluate and monitor his/her workload in the project.
The student learns to evaluate and follow his/her learning in the project.
The student is able to demonstrate their learning.

Content (course unit)

Working with a selected ICT field competence.
The project is documented according to the instructions given.
Credits 1-10 cr depending on the project.

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

-

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

-

Assessment criteria, excellent (5) (course unit)

-

Assessment criteria, pass/fail (course unit)

Approved performance requires project palnning, documentation, implementation and demonstration.

Assessment scale

0-5

Objectives (course unit)

The student have a good grasp of the concepts, processes, and phases that are central to managing a game project, and are able to implement them in practice. The student knows how to work effectively in the roles of a specialist member and a project manager in a project management group. The student have the skills to take part in the analysis and development of project management practices and culture in any organisation. The students is a aware of and able to identify the potential of project work in the context of implementing changes within a project. The student can identify the importance and role of their projects in the development and implementation of strategies in the organisation.

Content (course unit)

Life span of project management.
Concepts of project management.
Change management and designing and steering of projects.
Models for implementing projects successfully (traditional, agile, hybrid).
Knowing and leading the project organisation.
Developing project culture in an organisation.

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

The student is able to act as a member of a project group of a project.
The student knows the importance of stakeholder collaboration as part of project management.
The students performs its role in the development of the organization's project activities and culture.
The student identify the potential of project activities to implement changes.
The student knows the importance of the project in implementing and reforming the organization's strategy.

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

The student is able to act responsibly in the project being implemented as an expert member of the project team.
The student knows the importance of stakeholder collaboration and is able to utilize it as part of a project.
The student actively participates in its role in the development of the organization's project activities and culture.
The student make use of the potential of project activities to implement changes.
The student knows and is able to describe the importance of their own project in implementing and reorganizing the organisation's strategy.

Assessment criteria, excellent (5) (course unit)

The student is able to act responsibly as an expert member of the project team, developing the entire organization and its project culture more widely.
The student is able to develop stakeholder cooperation as part of project management and operations.
The student is actively involved in developing the organization's project activities and culture, taking into account the needs and needs of the community and the industry.
The student make strategic use of project opportunities in implementing changes or reforms.
The student is able to analyze and justify the importance of the project in the implementation and renewal of the organisation's strategy.

Assessment scale

0-5

Objectives (course unit)

The goal is that after finishing the course, student has basic understanding of mobile development. Student is able to design, implement and publish a mobile application.

Content (course unit)

Object oriented programming,
native mobile programming,
cross-platform mobile programming.

Prerequisites (course unit)

Course Introduction to Programming or corresponding competencies.
Frontend-development
Backend-development

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

The student is able to know basic principles of object oriented programming.
The student is able to compile and run mobile application to emulator and to device.
The student is able to implement small native mobile application that contains a graphical user interface.

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

The student is able to implement application that is designed to contain reusability
The student is able to use most common data structures.
The student understand the differences between native and crossplatform development.

Assessment criteria, excellent (5) (course unit)

The student knows how to publish a mobile application.
The student is able to implement applications using native and cross-platform approache.

Assessment scale

0-5

Objectives (course unit)

The goal of the study module is to provide basic skills for implementing a simple mobile game.

Upon completing the study module, the student will:
- understand the importance of game engines in game development.
- know how to import necessary resources into the game project.
- be able to implement a simple game using a game engine.
- understand the significance of version control in a game project.
- be capable of publishing the game.
- be able to work as a team member in a game project in their own role.

Content (course unit)

- Using a game engine to implement the game project
- Using version control in the game project
- Importing resource files into the game project
- Defining and using game objects in the game project
- Extending the functionality of game objects using self-defined components
- Drawing game graphics using the ready-made tools of the game engine
- Playing audio using the ready-made tools of the game engine
- Publishing the game on an application store

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

Student
- understands the importance of a game engine in game development.
- can define game objects to implement game functionality.
- can use ready-made components to extend the functionality of game objects.
- can define simple components to extend the functionality of game objects.

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

Student
- masters the use of version control in game projects.
- is able to produce functional graphics or code in the game.
- masters the use of more advanced features of the game engine.

Assessment criteria, excellent (5) (course unit)

Student
- is able to actively participate as part of a team in a game project.
- is able to publish the finished game on an application store.

Assessment scale

0-5

Objectives (course unit)

The goal of the study module is to provide basic skills for implementing a simple mobile game.

Upon completing the study module, the student will:
- understand the importance of game engines in game development.
- know how to import necessary resources into the game project.
- be able to implement a simple game using a game engine.
- understand the significance of version control in a game project.
- be capable of publishing the game.
- be able to work as a team member in a game project in their own role.

Content (course unit)

- Using a game engine to implement the game project
- Using version control in the game project
- Importing resource files into the game project
- Defining and using game objects in the game project
- Extending the functionality of game objects using self-defined components
- Drawing game graphics using the ready-made tools of the game engine
- Playing audio using the ready-made tools of the game engine
- Publishing the game on an application store

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

Student
- understands the importance of a game engine in game development.
- can define game objects to implement game functionality.
- can use ready-made components to extend the functionality of game objects.
- can define simple components to extend the functionality of game objects.

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

Student
- masters the use of version control in game projects.
- is able to produce functional graphics or code in the game.
- masters the use of more advanced features of the game engine.

Assessment criteria, excellent (5) (course unit)

Student
- is able to actively participate as part of a team in a game project.
- is able to publish the finished game on an application store.

Assessment scale

0-5

Objectives (course unit)

The goal of the study module is to provide basic skills for implementing a simple mobile game.

Upon completing the study module, the student will:
- understand the importance of game engines in game development.
- know how to import necessary resources into the game project.
- be able to implement a simple game using a game engine.
- understand the significance of version control in a game project.
- be capable of publishing the game.
- be able to work as a team member in a game project in their own role.

Content (course unit)

- Using a game engine to implement the game project
- Using version control in the game project
- Importing resource files into the game project
- Defining and using game objects in the game project
- Extending the functionality of game objects using self-defined components
- Drawing game graphics using the ready-made tools of the game engine
- Playing audio using the ready-made tools of the game engine
- Publishing the game on an application store

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

Student
- understands the importance of a game engine in game development.
- can define game objects to implement game functionality.
- can use ready-made components to extend the functionality of game objects.
- can define simple components to extend the functionality of game objects.

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

Student
- masters the use of version control in game projects.
- is able to produce functional graphics or code in the game.
- masters the use of more advanced features of the game engine.

Assessment criteria, excellent (5) (course unit)

Student
- is able to actively participate as part of a team in a game project.
- is able to publish the finished game on an application store.

Assessment scale

0-5

Objectives (course unit)

After the course the student has a good grasp of the concepts, processes, and phases that are central to managing a project, and are able to implement them in practice. The student knows how to work effectively in the roles of a specialist member and a project manager in a project management group. He/she has the skills to take part in the analysis and development of project management practices and culture in any organisation and is aware of and able to identify the potential of project work in the context of implementing changes within a project. The student can identify the importance and role of their projects in the development and implementation of strategies in the organisation.

Content (course unit)

Life span of project management,
concepts of project management,
change management and designing and steering of projects,
models for implementing projects successfully (traditional, agile, hybrid),
knowing and leading the project organisation,
developing project culture in an organisation.

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

The student is able to act as a member of a project group of a project.
The student knows the importance of stakeholder collaboration as part of project management.
The students performs its role in the development of the organization's project activities and culture.
The student identify the potential of project activities to implement changes.
The student knows the importance of the project in implementing and reforming the organization's strategy.

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

The student is able to act responsibly in the project being implemented as an expert member of the project team.
The student knows the importance of stakeholder collaboration and is able to utilize it as part of a project.
The student actively participates in its role in the development of the organization's project activities and culture.
The student make use of the potential of project activities to implement changes.
The student knows and is able to describe the importance of their own project in implementing and reorganizing the organisation's strategy.

Assessment criteria, excellent (5) (course unit)

The student is able to act responsibly as an expert member of the project team, developing the entire organization and its project culture more widely.
The student is able to develop stakeholder cooperation as part of project management and operations.
The student is actively involved in developing the organization's project activities and culture, taking into account the needs and needs of the community and the industry.
The student make strategic use of project opportunities in implementing changes or reforms.
The student is able to analyze and justify the importance of the project in the implementation and renewal of the organisation's strategy.

Assessment scale

0-5

Objectives (course unit)

After the course the student has a good grasp of the concepts, processes, and phases that are central to managing a project, and are able to implement them in practice. The student knows how to work effectively in the roles of a specialist member and a project manager in a project management group. He/she has the skills to take part in the analysis and development of project management practices and culture in any organisation and is aware of and able to identify the potential of project work in the context of implementing changes within a project. The student can identify the importance and role of their projects in the development and implementation of strategies in the organisation.

Content (course unit)

Life span of project management,
concepts of project management,
change management and designing and steering of projects,
models for implementing projects successfully (traditional, agile, hybrid),
knowing and leading the project organisation,
developing project culture in an organisation.

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

The student is able to act as a member of a project group of a project.
The student knows the importance of stakeholder collaboration as part of project management.
The students performs its role in the development of the organization's project activities and culture.
The student identify the potential of project activities to implement changes.
The student knows the importance of the project in implementing and reforming the organization's strategy.

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

The student is able to act responsibly in the project being implemented as an expert member of the project team.
The student knows the importance of stakeholder collaboration and is able to utilize it as part of a project.
The student actively participates in its role in the development of the organization's project activities and culture.
The student make use of the potential of project activities to implement changes.
The student knows and is able to describe the importance of their own project in implementing and reorganizing the organisation's strategy.

Assessment criteria, excellent (5) (course unit)

The student is able to act responsibly as an expert member of the project team, developing the entire organization and its project culture more widely.
The student is able to develop stakeholder cooperation as part of project management and operations.
The student is actively involved in developing the organization's project activities and culture, taking into account the needs and needs of the community and the industry.
The student make strategic use of project opportunities in implementing changes or reforms.
The student is able to analyze and justify the importance of the project in the implementation and renewal of the organisation's strategy.

Assessment scale

0-5

Objectives (course unit)

Student is able to plan, conduct and analyze playtests for game prototypes and finalized games. He is also able to do heuristic game evaluations, iterate and communicate test results and integrate user research into game design process.

Content (course unit)

Playtest planning, test preparation, test execution, test outcome analysis, expert evaluation and working with checklists, lean user testing, continuous testing.

Prerequisites (course unit)

None

Further information (course unit)

Aimed for Game Academy students.

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

The student is able to perform a usability study.
The student is able to create a checklist for an expert review.
The student is able to recognize playtesting plan, test executions and outcome analysis.

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

The student is able to perform a usability study.
The student is able to discuss and defend study outcomes.
The student is able to pitch about the effectiveness of usability studies.
The student is able to identify and discuss a suitable user research method.

Assessment criteria, excellent (5) (course unit)

The student understand heuristic game evaluations, iterate and communicate test results.
The student know how to integrate user research into game design process.

Location and time

Wednesdays 15-18, GameStudio C3-13

Exam schedules

No final exam.
Students have to demonstrate knowledge and learned skills during the lectures and with assignments.

Assessment methods and criteria

- Active participation to lecture
- Preparation and presentation of homework
- Knowledge transfer to others (teach back)

Assessment scale

0-5

Teaching methods

Lecture with integrated exercises and homework as pairs or single.

Learning materials

Based on following publications:
- Korhonen, Hannu, Evaluating Playability of Mobile Games with Expert Review Method
- Fullerton, Tracy, Game Design Workshop
- Krug, Steve, Rocket Surgery made Easy
- Schell, Jesse, The Art of Game Design
- Rubin, Jeffry and Chisnell, Dana, Handbook of Uability Testing
- Ibister, Katherin, Game Usability: Advancing the Player Experience
- Own material

Student workload

45 hours for attending to lectures
84 hours for homework and course preparation
129 hours in total

Content scheduling

- Introduction to playtesting and usability
- Expert evaluation based on heuristics
- Considering disabled game plalyers
- Usability test fundamentals
- Recruiting
- Questionnaire design
- Playtesting fundamentals
- Remote testing
- Implementing playtesting into a project
- User research methods
- External lecture (planned)

Practical training and working life cooperation

All major methods will be exercised with real life examples.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

- Student is capable of demonstrating basic skills
- Student shows active participation for few major topics
- Student is satisfactory prepared for most lectures
- Student is capable of transferring basic knowledge and skills to others for most major topics

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

- Student is capable of demonstrating basic skills
- Student shows constant active participation for most major topics
- Student is well prepared for most lectures
- Student is capable of transferring knowledge and skills to others for most major topics

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

- Student shows constant active participation for all major topics
- Student is well prepared for all lectures
- Student is capable of transferring knowledge and skills to others for all major topics

Objectives (course unit)

The aim is to familiarise with the conventetions of the working life, to apply learnt skills and to be able to network.

Content (course unit)

Doing practical work in working life.

Prerequisites (course unit)

At least two years of studies (120 cr).

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

-

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

-

Assessment criteria, excellent (5) (course unit)

-

Assessment criteria, pass/fail (course unit)

20 weeks of professional work.

Assessment scale

Pass/Fail

Objectives (course unit)

The aim is to provide skills to work as a team member in a genuine product development project, to develop workplace skills and oneself as an ICT professional, and to analyze the requirements of ICT tasks.

Upon completion of the course, the student is able to:
- understand the basic principles of teamwork and be able to act accordingly.
- reflect on and develop oneself as part of a team.
- work as part of a practical project team.
- understand the principles of the innovation process.
- understand the principles of prototype construction and be able to create a simple prototype.

Content (course unit)

- Practical implementation of a product development project as a member of the development team
- Working as a member of the development team, roles, reviews, feedback discussions
- Team's collective as well as individual time management
- Ideation methods and the innovation process
- Prototype and its creation

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

The student is able to:
- describe the functioning of the development team and their own role as a member of the development team
- understand the basic principles of time management
- identify the characteristics of an ICT professional
- recognize the job opportunities offered by the ICT industry

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

The student is able to:
- act as a member of the development team
- evaluate their own performance as a member of the development team
- develop and plan their own time management
- assess themselves as an ICT professional
- analyze the requirements of ICT industry tasks

Assessment criteria, excellent (5) (course unit)

The student masters and is able to:
- develop the functioning of the development team and their own performance as its member
- utilize their personal time effectively
- develop themselves according to the requirements of ICT industry tasks

Assessment scale

0-5

Objectives (course unit)

The aim is to provide skills to work as a team member in a genuine product development project, to develop workplace skills and oneself as an ICT professional, and to analyze the requirements of ICT tasks.

Upon completion of the course, the student is able to:
- understand the basic principles of teamwork and be able to act accordingly.
- reflect on and develop oneself as part of a team.
- work as part of a practical project team.
- understand the principles of the innovation process.
- understand the principles of prototype construction and be able to create a simple prototype.

Content (course unit)

- Practical implementation of a product development project as a member of the development team
- Working as a member of the development team, roles, reviews, feedback discussions
- Team's collective as well as individual time management
- Ideation methods and the innovation process
- Prototype and its creation

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

The student is able to:
- describe the functioning of the development team and their own role as a member of the development team
- understand the basic principles of time management
- identify the characteristics of an ICT professional
- recognize the job opportunities offered by the ICT industry

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

The student is able to:
- act as a member of the development team
- evaluate their own performance as a member of the development team
- develop and plan their own time management
- assess themselves as an ICT professional
- analyze the requirements of ICT industry tasks

Assessment criteria, excellent (5) (course unit)

The student masters and is able to:
- develop the functioning of the development team and their own performance as its member
- utilize their personal time effectively
- develop themselves according to the requirements of ICT industry tasks

Assessment scale

0-5

Objectives (course unit)

The aim is to provide skills to work as a team member in a genuine product development project, to develop workplace skills and oneself as an ICT professional, and to analyze the requirements of ICT tasks.

Upon completion of the course, the student is able to:
- understand the basic principles of teamwork and be able to act accordingly.
- reflect on and develop oneself as part of a team.
- work as part of a practical project team.
- understand the principles of the innovation process.
- understand the principles of prototype construction and be able to create a simple prototype.

Content (course unit)

- Practical implementation of a product development project as a member of the development team
- Working as a member of the development team, roles, reviews, feedback discussions
- Team's collective as well as individual time management
- Ideation methods and the innovation process
- Prototype and its creation

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

The student is able to:
- describe the functioning of the development team and their own role as a member of the development team
- understand the basic principles of time management
- identify the characteristics of an ICT professional
- recognize the job opportunities offered by the ICT industry

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

The student is able to:
- act as a member of the development team
- evaluate their own performance as a member of the development team
- develop and plan their own time management
- assess themselves as an ICT professional
- analyze the requirements of ICT industry tasks

Assessment criteria, excellent (5) (course unit)

The student masters and is able to:
- develop the functioning of the development team and their own performance as its member
- utilize their personal time effectively
- develop themselves according to the requirements of ICT industry tasks

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to prepare students to act in various communication situations in working life in Swedish.

After completing the course, the student
• is able to communicate appropriately in Swedish in professional oral communication situations
• masters the key vocabulary of communication and networking
• is able to tell about his/her own professional expertise
• is able to search for and interpret professional information in their field from Swedish-language publications
• is able to evaluate, maintain and develop their own language skills and language learning skills
• achieves the oral and written skills of the second domestic language required by the legislation of the universities of applied sciences, required for work in their own field

Content (course unit)

• authentic professional texts, building technology vocabulary
• duties in the field
• telling about one's own education
• telling about productions in one's own field
• various sector-specific communication situations

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)

The student
• is able to communicate simply about his/her own professional expertise (e.g. job interview)
• is able to tell about their own professional field
• handles mainly the most important predictable interaction situations and customer contacts in their field (e.g. interviews and meetings)
• articulates intelligibly
• uses the basic vocabulary of the field in such a way that the essential message is conveyed
• uses simple grammatical basic structures
• reacts most often to what one's interlocutor says

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

(Level B1.2) The student
• is able to communicate clearly in a way appropriate to the situation from his/her own professional expertise (e.g. job interview)
• is able to tell about his own professional field
• handles everyday interaction situations and customer contacts in their own field fairly well (e.g. interviews and meetings)
• articulates mostly well. 
• uses the basic vocabulary of the field in such a way that the key message is conveyed
• can express concepts in other words if necessary 
• uses basic grammatical structures mostly correctly
• reacts to what the interlocutor says, mainly appropriately

Assessment criteria, excellent (5) (course unit)

(Level B2.2-C1) The student
• is able to communicate fluently in a way appropriate to the situation from his/her own professional expertise (e.g. job interview)
• can tell about their professional field in a versatile and fluent manner
• manages diverse interaction situations and customer contacts (e.g. interviews and meetings) in a natural way by networking in one's own field
• articulates clearly
• uses the basic vocabulary of the field so that the message is conveyed well
• explains in other words and replaces the shortcomings of the vocabulary unobtrusively 
• uses basic grammatical structures almost flawlessly
• reacts appropriately to what the interlocutor says

Assessment scale

0-5