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

First three lessons physically at Mediapolis.
There rest of the lessons online via Zoom:
https://tuni.zoom.us/j/68134264220

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

Done mostly online (three first lessons 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

-

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

- One or more exercises are not returned
- The student hasn't participated in the group work

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)

Upon completion of this course, students will be able to do the following:
*Recall cloud computing services and models
*Describe developing on AWS
*Write code that interacts with Amazon S3 by using AWS SDKs
*Explain the role of AWS IAM
*Write code that interacts with Amazon DynamoDB by using AWS SDKs
*Explain caching with Amazon CloudFront and Amazon ElastiCache
*Configure containers
*Develop solutions with SQS and SNS
*Write code that interacts with Aws Lambda by using AWS SDKs
*Create a REST API by suing Amazon API Gateway
*Describe the use of AWS Step Functions
*Explain how to build secure applications
*Identify best practice for deploying applications

Content (course unit)

AWS Academy Cloud Developing is an AWS Academy course designed to help students develop technical expertise in development using cloud technologies. The curriculum is delivered through instructor-led classes, digital videos, knowledge checks, and hands-on labs. Throughout the course, students will explore a scenario that provides opportunities to build a variety of infrastructures through a guided, hands-on approach. Students have access to course manuals, online knowledge checks, hands-on labs, a free practice certification exam, and a discount voucher for the certification exam.

Prerequisites (course unit)

Introduction to Cloud and AWS or similar course.

Location and time

First lecture is mandatory.
Every second week will be self study.
Every other week will be labs in classroom.

Exam schedules

No exam

Assessment methods and criteria

Labs and Knowledge check completion

Assessment scale

0-5

Teaching methods

• Recorded lectures
• Recorded demos
• Lecture materials
• Educator demo instructions
• Practical activities
• Lab exercises
• Knowledge checks

Learning materials

AWS Academy Cloud Developing Curriculum

Student workload

Lectures(online and classroom) : 18h
Exercise/Lab/Demo : 20h
Knowledge Checks : 2h
Total: 40 hours

Content scheduling

-

Completion alternatives

-

Practical training and working life cooperation

-

International connections

-

Further information

The curriculum is provided by the AWS academy.

After completing the course it would be possible to complete the AWS Certified Developer Associate exam at an AWS exam centre.

Completing the AWS Official certification the course credits can be raised to 3.

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

Under 50% of the Labs and Knowledge checks completed

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

Between 50% and 70% of the Labs and Knowledge checks completed

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

Between 70% and 90% of the Labs and Knowledge checks completed

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

Above 90% of the Labs and Knowledge checks completed

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

0 = not approved; less than half of the required work performed; clear misunderstandings in rendering the tasks; attendance level low; little to no interactivity between peers and teacher(s)

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 completing the course, the student is able to act appropriately in different communication situations by contributing relevant messages.

Content (course unit)

Formatting of working life texts,
the language guidance of projectplan,
presentation,
team work and people skills.

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

The student is able to work as a team member.
The student is able to communicate clearly and properly.
The student knows how to give a presentation.
The student is able to give reasons for his/her opinions and ideas. 

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

The student is able to advance the team work in target-driven way.
The student is able to communicate constructively.
The student is able to give an interesting and audience oriented presentation.
The student is able to argue his/her opinions and ideas fluently and brightly.

Assessment criteria, excellent (5) (course unit)

The student is able to advance the team work by creating positive mood fo reaching the targets.
The student is able to communicate in convincing, individual and interactive way.
The student is able to give a well-structured, compact and motivational presentation.
The student is able to argue his/her opinions and ideas in versatile and considered way.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student is able to act appropriately in different communication situations by contributing relevant messages.

Content (course unit)

Formatting of working life texts,
the language guidance of projectplan,
presentation,
team work and people skills.

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

The student is able to work as a team member.
The student is able to communicate clearly and properly.
The student knows how to give a presentation.
The student is able to give reasons for his/her opinions and ideas. 

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

The student is able to advance the team work in target-driven way.
The student is able to communicate constructively.
The student is able to give an interesting and audience oriented presentation.
The student is able to argue his/her opinions and ideas fluently and brightly.

Assessment criteria, excellent (5) (course unit)

The student is able to advance the team work by creating positive mood fo reaching the targets.
The student is able to communicate in convincing, individual and interactive way.
The student is able to give a well-structured, compact and motivational presentation.
The student is able to argue his/her opinions and ideas in versatile and considered way.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student is able to act appropriately in different communication situations by contributing relevant messages.

Content (course unit)

Formatting of working life texts,
the language guidance of projectplan,
presentation,
team work and people skills.

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

The student is able to work as a team member.
The student is able to communicate clearly and properly.
The student knows how to give a presentation.
The student is able to give reasons for his/her opinions and ideas. 

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

The student is able to advance the team work in target-driven way.
The student is able to communicate constructively.
The student is able to give an interesting and audience oriented presentation.
The student is able to argue his/her opinions and ideas fluently and brightly.

Assessment criteria, excellent (5) (course unit)

The student is able to advance the team work by creating positive mood fo reaching the targets.
The student is able to communicate in convincing, individual and interactive way.
The student is able to give a well-structured, compact and motivational presentation.
The student is able to argue his/her opinions and ideas in versatile and considered way.

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

Timetable is announced at the beginning of course. Deadlines:
2023-11-30 part: Version Control and Testing. Exercises and projects. (week 48)
2023-11-03 part: Databses. Weekly and database evaluation report.
2023-12-31 part: Backend Development. Weekly exercises, project week 02/2024

NOTE: 2023-11-24 at 12:00 (week 47) version control Github team presentations for those who have worked in optional project. Mandatory for all members in http://bit.ly/jaalto-zoom

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

Timetable is announced at the beginning of course. Deadlines:
2023-11-30 part: Version Control and Testing. Exercises and projects. (week 48)
2023-11-03 part: Databses. Weekly and database evaluation report.
2023-12-31 part: Backend Development. Weekly exercises, project (week 02/2024)

NOTE: 2023-11-29 at 12:00 (week 48) version control Github team presentations for those who have worked in optional project. Mandatory for all members in http://bit.ly/jaalto-zoom

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

0 = not approved; less than half of the required work performed; clear misunderstandings in rendering the tasks; attendance level low; little to no interactivity between peers and teacher(s)

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.

Location and time

Workshops at the GameStudio (C3-13)
Tuesdays starting at 12.00
23.1
30.1
6.2
13.2
20.2

Exam schedules

Only challenges

Assessment methods and criteria

Challenges made during the course

Assessment scale

0-5

Teaching methods

Online learning
Challanges
Workshops

Learning materials

Digital resources

Student workload

5 cr, about 110 hours

International connections

Available for exchange students

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

Suomeksi
0 = not approved; less than half of the required work performed; clear misunderstandings in rendering the tasks; attendance level low; little to no interactivity between peers and teacher(s)

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 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: C3-13b or 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.

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 goal is that after completing the course, the student is going to know the basics of image processing and understand the basics of graphic design and usability.

Content (course unit)

The basics of image processing,
the basic tools and how to use those and
the basics of graphic design and usability.
The basics of digital drawing and vector graphics.

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

The student is able to know the basic principles of graphic design and usability.
The student is able to know the basics of digital graphics and image processing.
The student is able to know the basic use of tools used in image processing.

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

The student is able to utilize basic concepts of graphic design and usability.
The student is able to produce quality graphics suitable for different purposes.
The student is able to use different working methods in different situations.
The student is able to know how to use the tools used in image processing.
The students is able to find new information and apply it to their own work.

Assessment criteria, excellent (5) (course unit)

The student is able to control and apply the basic concepts of graphic design and usability in the work.
The student is able to control and use different working methods.

Assessment scale

0-5

Objectives (course unit)

The goal is that after completing the course, the student is going to know the basics of image processing and understand the basics of graphic design and usability.

Content (course unit)

The basics of image processing,
the basic tools and how to use those and
the basics of graphic design and usability.
The basics of digital drawing and vector graphics.

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

The student is able to know the basic principles of graphic design and usability.
The student is able to know the basics of digital graphics and image processing.
The student is able to know the basic use of tools used in image processing.

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

The student is able to utilize basic concepts of graphic design and usability.
The student is able to produce quality graphics suitable for different purposes.
The student is able to use different working methods in different situations.
The student is able to know how to use the tools used in image processing.
The students is able to find new information and apply it to their own work.

Assessment criteria, excellent (5) (course unit)

The student is able to control and apply the basic concepts of graphic design and usability in the work.
The student is able to control and use different working methods.

Assessment scale

0-5

Objectives (course unit)

The goal is that after completing the course, the student is going to know the basics of image processing and understand the basics of graphic design and usability.

Content (course unit)

The basics of image processing,
the basic tools and how to use those and
the basics of graphic design and usability.
The basics of digital drawing and vector graphics.

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

The student is able to know the basic principles of graphic design and usability.
The student is able to know the basics of digital graphics and image processing.
The student is able to know the basic use of tools used in image processing.

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

The student is able to utilize basic concepts of graphic design and usability.
The student is able to produce quality graphics suitable for different purposes.
The student is able to use different working methods in different situations.
The student is able to know how to use the tools used in image processing.
The students is able to find new information and apply it to their own work.

Assessment criteria, excellent (5) (course unit)

The student is able to control and apply the basic concepts of graphic design and usability in the work.
The student is able to control and use different working methods.

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)

After completing the course, the students will be able to work in the ICT field using English as their main language. They know what sucessful client-oriented communication involves. They are able to obtain and utilise information related to their field of expertise, and to develop their professional skills. They have a positive attitude towards learning and a good understanding of the current level of their personal language and communication skills. They are also able and willing to self-evaluate and develop these skills continuously.

Content (course unit)

1) Education, job hunting and employment: students know how to talk about their personal background, education, work experience and related activities in English.
2) Work environment and the society: the student has a good command of basic business vocabulary and an understanding of how to communicate successfully in international work environments.
3) Core terminology: the student is able to recognise and use essential ICT terminology correctly.

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

The student can manage simple discussions and reacts to what is said to them. They are somewhat aware of different text style conventions and can write reasonably comprehensible texts in English. They are able to grasp the main contents of spoken English dealing with a familiar context. Their pronunciation of English is good enough to convey the words correctly most of the time. They are able to talk about ICT-specific subjects. They complete and submit all required course assignments.

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

The student is able to discuss ICT-related topics reasonably fluently, and can offer a reasonable reply to what is said to them most of the time. They  use correct language register and stylistic conventions in different situations most of the time.  They are able to write reasonably fluent and clear English, and understand the main contents and most of the details of various texts. They know essential ICT terminology, use it quite accurately, and use several sources to develop their vocabulary further. They are able to communicate successfully in English, and are capable of correcting any errors that may lead to misunderstandings. They can identify cultural differences. They complete and submit all required course assignments to deadlines.  

Assessment criteria, excellent (5) (course unit)

The student is able to discuss ICT-related topics fluently, and reacts swiftly and correctly to what is said to them. They communicate in an appropriate style in all situations. They are able to write context-relevant texts in fluent, nearly error-free English. Their pronunciation is clear and correct. They are able to grasp the main content and details of texts, including complex professional articles, and can process the information for further uses. They are able to use alternative expressions to explain things when a certain word does not instantly come to mind. They are skilled users of professional ICT terminology, and use several different sources to find and confirm correct English equivalents for terms. They have a good understanding of cultural differences and how to avoid clashes in international work environments. They complete and submit all required course assignments to deadlines. 

Assessment scale

0-5

Objectives (course unit)

After completing the course, the students will be able to work in the ICT field using English as their main language. They know what sucessful client-oriented communication involves. They are able to obtain and utilise information related to their field of expertise, and to develop their professional skills. They have a positive attitude towards learning and a good understanding of the current level of their personal language and communication skills. They are also able and willing to self-evaluate and develop these skills continuously.

Content (course unit)

1) Education, job hunting and employment: students know how to talk about their personal background, education, work experience and related activities in English.
2) Work environment and the society: the student has a good command of basic business vocabulary and an understanding of how to communicate successfully in international work environments.
3) Core terminology: the student is able to recognise and use essential ICT terminology correctly.

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

The student can manage simple discussions and reacts to what is said to them. They are somewhat aware of different text style conventions and can write reasonably comprehensible texts in English. They are able to grasp the main contents of spoken English dealing with a familiar context. Their pronunciation of English is good enough to convey the words correctly most of the time. They are able to talk about ICT-specific subjects. They complete and submit all required course assignments.

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

The student is able to discuss ICT-related topics reasonably fluently, and can offer a reasonable reply to what is said to them most of the time. They  use correct language register and stylistic conventions in different situations most of the time.  They are able to write reasonably fluent and clear English, and understand the main contents and most of the details of various texts. They know essential ICT terminology, use it quite accurately, and use several sources to develop their vocabulary further. They are able to communicate successfully in English, and are capable of correcting any errors that may lead to misunderstandings. They can identify cultural differences. They complete and submit all required course assignments to deadlines.  

Assessment criteria, excellent (5) (course unit)

The student is able to discuss ICT-related topics fluently, and reacts swiftly and correctly to what is said to them. They communicate in an appropriate style in all situations. They are able to write context-relevant texts in fluent, nearly error-free English. Their pronunciation is clear and correct. They are able to grasp the main content and details of texts, including complex professional articles, and can process the information for further uses. They are able to use alternative expressions to explain things when a certain word does not instantly come to mind. They are skilled users of professional ICT terminology, and use several different sources to find and confirm correct English equivalents for terms. They have a good understanding of cultural differences and how to avoid clashes in international work environments. They complete and submit all required course assignments to deadlines. 

Assessment scale

0-5

Objectives (course unit)

After completing the course, the students will be able to work in the ICT field using English as their main language. They know what sucessful client-oriented communication involves. They are able to obtain and utilise information related to their field of expertise, and to develop their professional skills. They have a positive attitude towards learning and a good understanding of the current level of their personal language and communication skills. They are also able and willing to self-evaluate and develop these skills continuously.

Content (course unit)

1) Education, job hunting and employment: students know how to talk about their personal background, education, work experience and related activities in English.
2) Work environment and the society: the student has a good command of basic business vocabulary and an understanding of how to communicate successfully in international work environments.
3) Core terminology: the student is able to recognise and use essential ICT terminology correctly.

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

The student can manage simple discussions and reacts to what is said to them. They are somewhat aware of different text style conventions and can write reasonably comprehensible texts in English. They are able to grasp the main contents of spoken English dealing with a familiar context. Their pronunciation of English is good enough to convey the words correctly most of the time. They are able to talk about ICT-specific subjects. They complete and submit all required course assignments.

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

The student is able to discuss ICT-related topics reasonably fluently, and can offer a reasonable reply to what is said to them most of the time. They  use correct language register and stylistic conventions in different situations most of the time.  They are able to write reasonably fluent and clear English, and understand the main contents and most of the details of various texts. They know essential ICT terminology, use it quite accurately, and use several sources to develop their vocabulary further. They are able to communicate successfully in English, and are capable of correcting any errors that may lead to misunderstandings. They can identify cultural differences. They complete and submit all required course assignments to deadlines.  

Assessment criteria, excellent (5) (course unit)

The student is able to discuss ICT-related topics fluently, and reacts swiftly and correctly to what is said to them. They communicate in an appropriate style in all situations. They are able to write context-relevant texts in fluent, nearly error-free English. Their pronunciation is clear and correct. They are able to grasp the main content and details of texts, including complex professional articles, and can process the information for further uses. They are able to use alternative expressions to explain things when a certain word does not instantly come to mind. They are skilled users of professional ICT terminology, and use several different sources to find and confirm correct English equivalents for terms. They have a good understanding of cultural differences and how to avoid clashes in international work environments. They complete and submit all required course assignments to 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

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.

Location and time

Online, Teams/Zoom
GameStudio at Kuntokatu (C3-13)

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 Moodle

Student workload

12cr, about 325 working hours
Project checking
Project work in teams
Project presentations

Practical training and working life cooperation

Gareth Noyce (TripleEh)
IGDA
Local Game Companies

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)

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)

After completing the course, the student is able to work as a member of the development team, is able to develop himself / herself as an ICT expert and analyze the requirements of ICT industry.

Content (course unit)

Formation of a development team,
roles in the development team,
feedback discussion of the development team,
personal time and stress management
idea and innovation process, prototyping,
ICT field jobs, curriculum vitae and job application.

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

The student is able to describe the development team's activities and his / her own activities as a member of the development team.
The student knows the basics about a stress management.
The student knows the basics about a time management.
The student is able to identify the characteristics of an ICT expert.
The student recognizes the job opportunities offered by the ICT industry.

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

The student knows how to work as a development team member.
The student can evaluate his / her own activities as a member of the development team.
The student recognizes the signs of personal stress.
The studens is able to improve personal time management.
The student is able to grade himself / herself as an ICT expert.
The student is able to analyze the requirements of ICT work tasks.

Assessment criteria, excellent (5) (course unit)

The student is able to develop the development team and his / her own activities as a team member.
The student is able to manage personal stress level.
Teh student is able to use time effectively to succeed as an ICT expert.
The student is able to develop himself / herself as an ICT expert.
The student is able to develop himself / herself according to the requirements of the ICT work tasks.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student is able to work as a member of the development team, is able to develop himself / herself as an ICT expert and analyze the requirements of ICT industry.

Content (course unit)

Formation of a development team,
roles in the development team,
feedback discussion of the development team,
personal time and stress management
idea and innovation process, prototyping,
ICT field jobs, curriculum vitae and job application.

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

The student is able to describe the development team's activities and his / her own activities as a member of the development team.
The student knows the basics about a stress management.
The student knows the basics about a time management.
The student is able to identify the characteristics of an ICT expert.
The student recognizes the job opportunities offered by the ICT industry.

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

The student knows how to work as a development team member.
The student can evaluate his / her own activities as a member of the development team.
The student recognizes the signs of personal stress.
The studens is able to improve personal time management.
The student is able to grade himself / herself as an ICT expert.
The student is able to analyze the requirements of ICT work tasks.

Assessment criteria, excellent (5) (course unit)

The student is able to develop the development team and his / her own activities as a team member.
The student is able to manage personal stress level.
Teh student is able to use time effectively to succeed as an ICT expert.
The student is able to develop himself / herself as an ICT expert.
The student is able to develop himself / herself according to the requirements of the ICT work tasks.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student is able to work as a member of the development team, is able to develop himself / herself as an ICT expert and analyze the requirements of ICT industry.

Content (course unit)

Formation of a development team,
roles in the development team,
feedback discussion of the development team,
personal time and stress management
idea and innovation process, prototyping,
ICT field jobs, curriculum vitae and job application.

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

The student is able to describe the development team's activities and his / her own activities as a member of the development team.
The student knows the basics about a stress management.
The student knows the basics about a time management.
The student is able to identify the characteristics of an ICT expert.
The student recognizes the job opportunities offered by the ICT industry.

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

The student knows how to work as a development team member.
The student can evaluate his / her own activities as a member of the development team.
The student recognizes the signs of personal stress.
The studens is able to improve personal time management.
The student is able to grade himself / herself as an ICT expert.
The student is able to analyze the requirements of ICT work tasks.

Assessment criteria, excellent (5) (course unit)

The student is able to develop the development team and his / her own activities as a team member.
The student is able to manage personal stress level.
Teh student is able to use time effectively to succeed as an ICT expert.
The student is able to develop himself / herself as an ICT expert.
The student is able to develop himself / herself according to the requirements of the ICT work tasks.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the students will be able to work in the ICT field using English as their main language. They know what sucessful client-oriented communication involves. They are able to obtain and utilise information related to their field of expertise, and to develop their professional skills. They have a positive attitude towards learning and a good understanding of the current level of their personal language and communication skills. They are also able and willing to self-evaluate and develop these skills continuously.

Content (course unit)

1) Education, job hunting and employment: students are able to draw up effective CVs and promote their skills in English.
2) Working in a project: students know how to communicate in various work life situations in an international environment. They are able to make project plans, and know how to be an active participant in negotiation situations.
3) Pitching: students know how to market and pitch their game in various environments, both orally and in writing.
4) Core terminology: students are able to recognise, study  and use essential ICT terminology correctly.

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

The student is able to draw up a basic project plan and a project report in English.
The student is able to present the development plans of their game and the finished product in English.
The student is able to draw up a basic CV in English.
The student completes and submits all of the required course assignments.

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

The student is able to draw up and follow a detailed and clear project plan.
The student is able to write a relevant and clear project report.
The student is able to give a reasonably convincing presentation of their game development plan and the finished product in English.
The student completes and submits all required course assignments to deadlines. 

Assessment criteria, excellent (5) (course unit)

The student is able to draw up and follow a logical, informative and well-structured project plan in English.
The student is able to write a relevant, detailed and clear project report.
The student is able to effectively sell both their game development plan and the finished product in English.
The student is able to write up a convincing, informative and reader-friendly CV in English.
The student completes and submits all required course assignments  to deadlines. 

Assessment scale

0-5

Objectives (course unit)

After completing the course, the students will be able to work in the ICT field using English as their main language. They know what sucessful client-oriented communication involves. They are able to obtain and utilise information related to their field of expertise, and to develop their professional skills. They have a positive attitude towards learning and a good understanding of the current level of their personal language and communication skills. They are also able and willing to self-evaluate and develop these skills continuously.

Content (course unit)

1) Education, job hunting and employment: students are able to draw up effective CVs and promote their skills in English.
2) Working in a project: students know how to communicate in various work life situations in an international environment. They are able to make project plans, and know how to be an active participant in negotiation situations.
3) Pitching: students know how to market and pitch their game in various environments, both orally and in writing.
4) Core terminology: students are able to recognise, study  and use essential ICT terminology correctly.

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

The student is able to draw up a basic project plan and a project report in English.
The student is able to present the development plans of their game and the finished product in English.
The student is able to draw up a basic CV in English.
The student completes and submits all of the required course assignments.

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

The student is able to draw up and follow a detailed and clear project plan.
The student is able to write a relevant and clear project report.
The student is able to give a reasonably convincing presentation of their game development plan and the finished product in English.
The student completes and submits all required course assignments to deadlines. 

Assessment criteria, excellent (5) (course unit)

The student is able to draw up and follow a logical, informative and well-structured project plan in English.
The student is able to write a relevant, detailed and clear project report.
The student is able to effectively sell both their game development plan and the finished product in English.
The student is able to write up a convincing, informative and reader-friendly CV in English.
The student completes and submits all required course assignments  to deadlines. 

Assessment scale

0-5

Objectives (course unit)

After completing the course, the students will be able to work in the ICT field using English as their main language. They know what sucessful client-oriented communication involves. They are able to obtain and utilise information related to their field of expertise, and to develop their professional skills. They have a positive attitude towards learning and a good understanding of the current level of their personal language and communication skills. They are also able and willing to self-evaluate and develop these skills continuously.

Content (course unit)

1) Education, job hunting and employment: students are able to draw up effective CVs and promote their skills in English.
2) Working in a project: students know how to communicate in various work life situations in an international environment. They are able to make project plans, and know how to be an active participant in negotiation situations.
3) Pitching: students know how to market and pitch their game in various environments, both orally and in writing.
4) Core terminology: students are able to recognise, study  and use essential ICT terminology correctly.

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

The student is able to draw up a basic project plan and a project report in English.
The student is able to present the development plans of their game and the finished product in English.
The student is able to draw up a basic CV in English.
The student completes and submits all of the required course assignments.

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

The student is able to draw up and follow a detailed and clear project plan.
The student is able to write a relevant and clear project report.
The student is able to give a reasonably convincing presentation of their game development plan and the finished product in English.
The student completes and submits all required course assignments to deadlines. 

Assessment criteria, excellent (5) (course unit)

The student is able to draw up and follow a logical, informative and well-structured project plan in English.
The student is able to write a relevant, detailed and clear project report.
The student is able to effectively sell both their game development plan and the finished product in English.
The student is able to write up a convincing, informative and reader-friendly CV in English.
The student completes and submits all required course assignments  to deadlines. 

Assessment scale

0-5

Objectives (course unit)

On completion of this course, students are expected to be able to do the following:
*Describe what a cloud service provider (CSP) is and the value they bring to computing
*Describe basic security and compliance aspects of the AWS platform and the shared security model
*Define the billing, account management, and pricing models
*Identify sources of documentation or technical assistance, for example, white papers or support tickets
*Describe basic or core characteristics of deploying and operating in the AWS Cloud
*Identify situations where a company should choose the cloud, and why
*Differentiate between on-premises and cloud infrastructure
*Identify how to migrate resources from on-premises infrastructure to cloud infrastructure

Content (course unit)

This course provides a deeper look at cloud computing and the cloud computing service provider, Amazon Web Services (AWS). Students explore AWS services and technologies and how they are used to support businesses across the globe. Students also explore AWS technologies by building in the AWS Management Console, examining successful cloud implementations, and applying their knowledge to cloud-based scenarios.

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

1 - Over 50% correct for final assessment and between 50% and 59% of the course assignments completed.
2 - Over 50% correct for final assessment and between 60% and 69% of the course assignments completed.

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

3 - Over 50% correct for final assessment and between 70% and 79% of the course assignments completed.
4 - Over 50% correct for final assessment and between 80% and 89% of the course assignments completed.

Assessment criteria, excellent (5) (course unit)

5 - Over 50% correct for final assessment and above 90% of the course assignments completed.

Assessment criteria, pass/fail (course unit)

To pass:
- Complete knowledge check assignments.
- Complete the lab assignments.
- Complete the end of course final assessment with score above 50%.

To fail:
Under 50% of the course assignments completed or under 50% correct for final assessment.

Location and time

2h per week classroom based lectures

Exam schedules

Will be announced in class

Assessment methods and criteria

To pass:
- Complete knowledge check assignments.
- Complete the lab assignments.
- Complete the end of course final assessment with score above 50%.

Assessment scale

0-5

Teaching methods

Lectures
Hands-on-labs
Pop Quizzes

Learning materials

AWS Academy Learning Environment

Student workload

2h per week for lectures, exercises and labs.
The course duration is approximately 60 hours.

Content scheduling

1. Cloud structure and features
2. Storing and sharing content in the cloud
3. Securing and monitoring in the cloud
4. Data management
5. Managing and optimising cloud features

Completion alternatives

None

Further information

The course prepares the student to write the AWS Certified Cloud Practitioner exam. The exam is at an external test centre and not part of the course.
Completing and passing the AWS Certified Cloud Practitioner exam, the course credits can be raised from 3 to 4 credits.

Objectives (course unit)

After completing the course, the student knows the basic principles of working in a team and is able to act accordingly, is able to develop his / her higher education and is able to distinguish the different areas of expertise in the ICT field.

Content (course unit)

Knowledge of yourself as a team member,
practicing teamwork,
interaction in team,
team development,
learning together,
learning basis,
learning and time planning,
motivation in learning,
ICT as a career,
professional ICT skills and competence.

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

The student is able to describe his / her own activities in the team.
The student is able to describe working in team.
The student is able to tell how to develop his / her own learning.
The student is able to describe the ICT field.

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

The student is able to analyze his / her own activities as a team member.
The student is able to analyze the activities of the team and its members.
The student can develop his / her own learning and skills independently.
The student is able to describe the professional requirements and skills needed in the ICT industry.

Assessment criteria, excellent (5) (course unit)

The student is able to broadly analyze his / her own activities as a team member through various analyzation methods by comparing the results with his / her own experience of teamwork.
The student is able to analyze the work of the team and its members based on literature and his / her own experience of teamwork.
The student is able to develop his / her own learning and skills independently and with the support of the group and to schedule and organize his / her own learning process.
The student is able to develop himself / herself as an actor and expert in ICT.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student knows the basic principles of working in a team and is able to act accordingly, is able to develop his / her higher education and is able to distinguish the different areas of expertise in the ICT field.

Content (course unit)

Knowledge of yourself as a team member,
practicing teamwork,
interaction in team,
team development,
learning together,
learning basis,
learning and time planning,
motivation in learning,
ICT as a career,
professional ICT skills and competence.

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

The student is able to describe his / her own activities in the team.
The student is able to describe working in team.
The student is able to tell how to develop his / her own learning.
The student is able to describe the ICT field.

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

The student is able to analyze his / her own activities as a team member.
The student is able to analyze the activities of the team and its members.
The student can develop his / her own learning and skills independently.
The student is able to describe the professional requirements and skills needed in the ICT industry.

Assessment criteria, excellent (5) (course unit)

The student is able to broadly analyze his / her own activities as a team member through various analyzation methods by comparing the results with his / her own experience of teamwork.
The student is able to analyze the work of the team and its members based on literature and his / her own experience of teamwork.
The student is able to develop his / her own learning and skills independently and with the support of the group and to schedule and organize his / her own learning process.
The student is able to develop himself / herself as an actor and expert in ICT.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student knows the basic principles of working in a team and is able to act accordingly, is able to develop his / her higher education and is able to distinguish the different areas of expertise in the ICT field.

Content (course unit)

Knowledge of yourself as a team member,
practicing teamwork,
interaction in team,
team development,
learning together,
learning basis,
learning and time planning,
motivation in learning,
ICT as a career,
professional ICT skills and competence.

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

The student is able to describe his / her own activities in the team.
The student is able to describe working in team.
The student is able to tell how to develop his / her own learning.
The student is able to describe the ICT field.

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

The student is able to analyze his / her own activities as a team member.
The student is able to analyze the activities of the team and its members.
The student can develop his / her own learning and skills independently.
The student is able to describe the professional requirements and skills needed in the ICT industry.

Assessment criteria, excellent (5) (course unit)

The student is able to broadly analyze his / her own activities as a team member through various analyzation methods by comparing the results with his / her own experience of teamwork.
The student is able to analyze the work of the team and its members based on literature and his / her own experience of teamwork.
The student is able to develop his / her own learning and skills independently and with the support of the group and to schedule and organize his / her own learning process.
The student is able to develop himself / herself as an actor and expert in ICT.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student will be able to write basic applications with the language.

Content (course unit)

Student can interpret existing code.
Student can write, compile and run programs.
Student can write programs using variables, control flow and arrays.

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

Student can interpret existing code.
Student can write, compile and run programs.
Student can write programs using variables, control flow and arrays.
Student can write programs using two dimensional arrays. 

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

Student can write programs made of several methods.
Student knows how to write code that is maintainable from quality assurance perspective.

Assessment criteria, excellent (5) (course unit)

Student know the basics of object oriented programming.
Student can write programs using objects based on object oriented programming concepts.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student will be able to write basic applications with the language.

Content (course unit)

Student can interpret existing code.
Student can write, compile and run programs.
Student can write programs using variables, control flow and arrays.

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

Student can interpret existing code.
Student can write, compile and run programs.
Student can write programs using variables, control flow and arrays.
Student can write programs using two dimensional arrays. 

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

Student can write programs made of several methods.
Student knows how to write code that is maintainable from quality assurance perspective.

Assessment criteria, excellent (5) (course unit)

Student know the basics of object oriented programming.
Student can write programs using objects based on object oriented programming concepts.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student will be able to write basic applications with the language.

Content (course unit)

Student can interpret existing code.
Student can write, compile and run programs.
Student can write programs using variables, control flow and arrays.

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

Student can interpret existing code.
Student can write, compile and run programs.
Student can write programs using variables, control flow and arrays.
Student can write programs using two dimensional arrays. 

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

Student can write programs made of several methods.
Student knows how to write code that is maintainable from quality assurance perspective.

Assessment criteria, excellent (5) (course unit)

Student know the basics of object oriented programming.
Student can write programs using objects based on object oriented programming concepts.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student is able to understand the role of the information network as part of the digital environment and know how to make small-scale corrective actions.

Content (course unit)

Get to know the network's active devices and workstations and their settings and operations.
The basic standards and protocols of the network are also being studied.

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

The student connects the computer to the network physically and logically.
The student activates the active devices of the network.
The student will test the functionality of the connection between the devices on the network.

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

The student describes the movement of information on the Internet using layered patterns.

Assessment criteria, excellent (5) (course unit)

The student creates a local area network.
The student determines the settings of the network devices from the given input data and places them on the devices.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student is able to understand the role of the information network as part of the digital environment and know how to make small-scale corrective actions.

Content (course unit)

Get to know the network's active devices and workstations and their settings and operations.
The basic standards and protocols of the network are also being studied.

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

The student connects the computer to the network physically and logically.
The student activates the active devices of the network.
The student will test the functionality of the connection between the devices on the network.

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

The student describes the movement of information on the Internet using layered patterns.

Assessment criteria, excellent (5) (course unit)

The student creates a local area network.
The student determines the settings of the network devices from the given input data and places them on the devices.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student is able to understand the role of the information network as part of the digital environment and know how to make small-scale corrective actions.

Content (course unit)

Get to know the network's active devices and workstations and their settings and operations.
The basic standards and protocols of the network are also being studied.

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

The student connects the computer to the network physically and logically.
The student activates the active devices of the network.
The student will test the functionality of the connection between the devices on the network.

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

The student describes the movement of information on the Internet using layered patterns.

Assessment criteria, excellent (5) (course unit)

The student creates a local area network.
The student determines the settings of the network devices from the given input data and places them on the devices.

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 goal is that after finishing the course, student knows general aims of project management, student knows and applies principles of agile project  management, students takes care of customers aspects of project, student gets experience of managing and implementing agile project in practice, student uses digital tools in project management.

Content (course unit)

Agile and traditional project management.
Managing and implementing agile product development project.

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

The student knows the significance of project management.
The student can use basic concepts of project management.
The student can work as a team member in agile project when assisted.

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

The student is able to plan an agile project.
The student participates in risk analysis and monitoring.
The student is able to work in agile project team taking care of planning and reviewing events.
The student takes into account stakeholder feedback.
The student participates in project team performance evaluations during and after the project.
The student is able to hand over the product and finish the project.

Assessment criteria, excellent (5) (course unit)

The student is able to plan excellently an agile project.
The student is able to carry out a project risk analysis and follow the development of the risk situation.
The student is able to work excellently in agile project team to take care of planning and reviewing events.
The student takes excellently into account stakeholder feedback.
The student can evaluate and develop realistically his own and the whole project team during the project and after that.

Assessment scale

0-5

Objectives (course unit)

The goal is that after finishing the course, student knows general aims of project management, student knows and applies principles of agile project  management, students takes care of customers aspects of project, student gets experience of managing and implementing agile project in practice, student uses digital tools in project management.

Content (course unit)

Agile and traditional project management.
Managing and implementing agile product development project.

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

The student knows the significance of project management.
The student can use basic concepts of project management.
The student can work as a team member in agile project when assisted.

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

The student is able to plan an agile project.
The student participates in risk analysis and monitoring.
The student is able to work in agile project team taking care of planning and reviewing events.
The student takes into account stakeholder feedback.
The student participates in project team performance evaluations during and after the project.
The student is able to hand over the product and finish the project.

Assessment criteria, excellent (5) (course unit)

The student is able to plan excellently an agile project.
The student is able to carry out a project risk analysis and follow the development of the risk situation.
The student is able to work excellently in agile project team to take care of planning and reviewing events.
The student takes excellently into account stakeholder feedback.
The student can evaluate and develop realistically his own and the whole project team during the project and after that.

Assessment scale

0-5

Objectives (course unit)

The goal is that after finishing the course, student knows general aims of project management, student knows and applies principles of agile project  management, students takes care of customers aspects of project, student gets experience of managing and implementing agile project in practice, student uses digital tools in project management.

Content (course unit)

Agile and traditional project management.
Managing and implementing agile product development project.

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

The student knows the significance of project management.
The student can use basic concepts of project management.
The student can work as a team member in agile project when assisted.

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

The student is able to plan an agile project.
The student participates in risk analysis and monitoring.
The student is able to work in agile project team taking care of planning and reviewing events.
The student takes into account stakeholder feedback.
The student participates in project team performance evaluations during and after the project.
The student is able to hand over the product and finish the project.

Assessment criteria, excellent (5) (course unit)

The student is able to plan excellently an agile project.
The student is able to carry out a project risk analysis and follow the development of the risk situation.
The student is able to work excellently in agile project team to take care of planning and reviewing events.
The student takes excellently into account stakeholder feedback.
The student can evaluate and develop realistically his own and the whole project team during the project and after that.

Assessment scale

0-5

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course students are able to apply percentage calculation in various financial calculations, are able to count contribution margins, are able to use indexes, are able to make interest and compound interest calculations and are familiar with spreadsheets in making calculations.

Content (course unit)

Student will learn  to use percentage calculations effectively in various economy-related calculations,
to count contribution margins,
to use indexes,
to make interest and compound interest calculations
and to use functions in Excel.

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

The student can suit percantage calculation atleast to two different parts of this study field:
contributuon margins, indexes, currency conversions, short term and long term calculations.

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

The student can suit percantage calculation atleast to four different parts of this study field:
contributuon margins, indexes, currency conversions, short term and long term calculations.

Assessment criteria, excellent (5) (course unit)

The student can suit percantage calculation well to all different parts of this study field:
contributuon margins, indexes, currency conversions, short term and long term calculations.
Student can also define verbally, symbolically and graphically the most important concepts.

Assessment scale

0-5

Teaching methods

Classroom teaching, home work, and exam.

Student workload

80 h student's work.

Objectives (course unit)

After completing the course students are able to apply percentage calculation in various financial calculations, are able to count contribution margins, are able to use indexes, are able to make interest and compound interest calculations and are familiar with spreadsheets in making calculations.

Content (course unit)

Student will learn  to use percentage calculations effectively in various economy-related calculations,
to count contribution margins,
to use indexes,
to make interest and compound interest calculations
and to use functions in Excel.

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

The student can suit percantage calculation atleast to two different parts of this study field:
contributuon margins, indexes, currency conversions, short term and long term calculations.

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

The student can suit percantage calculation atleast to four different parts of this study field:
contributuon margins, indexes, currency conversions, short term and long term calculations.

Assessment criteria, excellent (5) (course unit)

The student can suit percantage calculation well to all different parts of this study field:
contributuon margins, indexes, currency conversions, short term and long term calculations.
Student can also define verbally, symbolically and graphically the most important concepts.

Assessment scale

0-5

Teaching methods

Classroom teaching, practicing, and exam.

Student workload

80 h student's work.

Objectives (course unit)

After completing the course students are able to apply percentage calculation in various financial calculations, are able to count contribution margins, are able to use indexes, are able to make interest and compound interest calculations and are familiar with spreadsheets in making calculations.

Content (course unit)

Student will learn  to use percentage calculations effectively in various economy-related calculations,
to count contribution margins,
to use indexes,
to make interest and compound interest calculations
and to use functions in Excel.

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

The student can suit percantage calculation atleast to two different parts of this study field:
contributuon margins, indexes, currency conversions, short term and long term calculations.

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

The student can suit percantage calculation atleast to four different parts of this study field:
contributuon margins, indexes, currency conversions, short term and long term calculations.

Assessment criteria, excellent (5) (course unit)

The student can suit percantage calculation well to all different parts of this study field:
contributuon margins, indexes, currency conversions, short term and long term calculations.
Student can also define verbally, symbolically and graphically the most important concepts.

Assessment scale

0-5

Teaching methods

Classroom teaching, practicing, and exam.

Student workload

80 h student's work.

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.

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.

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.

Exam schedules

4.10.2023 17-19
Online (Teams or Zoom), more info later

Assessment methods and criteria

Project team work and management, The student must pass both the project and the exam.

Assessment scale

0-5

Teaching methods

Exam, project work

Learning materials

Exam materials:
Project business book electronically.

Authors: Tekn. tri Karlos Artto, projektiliiketoiminnan ja teollisuustalouden professori, Teknillinen korkeakoulu (TKK). Tekn. tri Miia Martinsuo, projektiliiketoiminnan ja teollisuustalouden opettava tutkija. (TKK). Tekn. tri Jaakko Kujala projektiliiketoiminnan tutkimusryhmän johtava tutkija (TKK).

Finnish version of the book
http://pbgroup.aalto.fi/en/the_book_and_the_glossary/projektiliiketoiminta.pdf

The materials are supplemented e.g. with articles related to the topics.

Student workload

about 27h/cr

Completion alternatives

Completion of the course consists of an exam and also project work done in a team.

Practical training and working life cooperation

IPMA International Project Competence Certification

International connections

IPMA International Project Competence Certification

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

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

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

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.

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 is that after student has finished the course, student is able to implement a game running in a mobile device.

Content (course unit)

Object oriented programming,
programming environment,
game objects,
animation,
persistant storage,
collision detection.

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

Student is able to compile and run a mobile game.
Student is able to implement small mobile game that contains game objects.
Stydent is able to implement mobile game that receives user input.

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

Student is able to implement mobile game that contains persistant storage.
Student is able to implement localized mobile game.

Assessment criteria, excellent (5) (course unit)

Student is able to implement mobile game that uses physics engine.
Student is able to publish mobile game.

Location and time

- Follows the game project's schedule (available on Moodle)

Exam schedules

No exam. The course is completed by doing exercises and the mobile game project.

Assessment methods and criteria

The course is graded by exercises (30%) and by the mobile game project (70%). Exercises are mandatory and points can be earned only by being present. 50% of the exercises must be completed to be able to pass the course.

Exercise grading:
[ 0%, 50%[ => 0
[50%, 60%[ => 1
[60%, 70%[ => 2
[70%, 80%[ => 3
[80%, 90%[ => 4
[90%, 100%] => 5

The game project is graded by the code (50%) and by peer review (50%). That's why it is important that the code is available on a public Git repository.

Project's general requirements:

- 2D/3D Game targeted for Android
- Tested in the actual device
- Uploaded to Google Play before the deadline
- Add a link to the game in google play to google sheets.
- Add a public GitHub repository to google sheets

Assessment scale

0-5

Teaching methods

- Lectures (on-premises and remote)
- Exercises (on-premises)
- UX-part (on-premises)

Learning materials

- YouTube playlist. Available on Moodle
- Unity's documentation
- Unity Learn

Student workload

3rd period:
- Lessons once a week
- Exercises once a week
- UX lessons every other week
4th period:
- Working on the game project
- Exercises & project guiding once a week
- UX lessons every other week

Content scheduling

3rd period:
- Lessons once a week
- Exercises once a week
- UX lessons every other week
4th period:
- Working on the game project
- Exercises & project guiding once a week
- UX lessons every other week

Completion alternatives

- Can be agreed with the teacher case by case

Practical training and working life cooperation

Spring's mobile game project is done in cooperation with a customer.

International connections

- UX part is held in English

Objectives (course unit)

The goal is that after student has finished the course, student is able to implement a game running in a mobile device.

Content (course unit)

Object oriented programming,
programming environment,
game objects,
animation,
persistant storage,
collision detection.

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

Student is able to compile and run a mobile game.
Student is able to implement small mobile game that contains game objects.
Stydent is able to implement mobile game that receives user input.

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

Student is able to implement mobile game that contains persistant storage.
Student is able to implement localized mobile game.

Assessment criteria, excellent (5) (course unit)

Student is able to implement mobile game that uses physics engine.
Student is able to publish mobile game.

Location and time

- Follows the game project's schedule (available on Moodle)

Exam schedules

No exam. The course is completed by doing exercises and the mobile game project.

Assessment methods and criteria

The course is graded by exercises (30%) and by the mobile game project (70%). Exercises are mandatory and points can be earned only by being present. 50% of the exercises must be completed to be able to pass the course.

Exercise grading:
[ 0%, 50%[ => 0
[50%, 60%[ => 1
[60%, 70%[ => 2
[70%, 80%[ => 3
[80%, 90%[ => 4
[90%, 100%] => 5

The game project is graded by the code (50%) and by peer review (50%). That's why it is important that the code is available on a public Git repository.

Project's general requirements:

- 2D/3D Game targeted for Android
- Tested in the actual device
- Uploaded to Google Play before the deadline
- Add a link to the game in google play to google sheets.
- Add a public GitHub repository to google sheets

Assessment scale

0-5

Teaching methods

- Lectures (on-premises and remote)
- Exercises (on-premises)
- UX-part (on-premises)

Learning materials

- YouTube playlist. Available on Moodle
- Unity's documentation
- Unity Learn

Student workload

3rd period:
- Lessons once a week
- Exercises once a week
- UX lessons every other week
4th period:
- Working on the game project
- Exercises & project guiding once a week
- UX lessons every other week

Content scheduling

3rd period:
- Lessons once a week
- Exercises once a week
- UX lessons every other week
4th period:
- Working on the game project
- Exercises & project guiding once a week
- UX lessons every other week

Completion alternatives

- Can be agreed with the teacher case by case

Practical training and working life cooperation

Spring's mobile game project is done in cooperation with a customer.

International connections

- UX part is held in English

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)

The goal is that after the course the student is able to define the characteristics of the software in accordance with the business requirements as a project work, to design the implementation of the software and to implement it. The goal is for the student to plan a customer project, monitor the progress of the project, manage the changes and evaluate the project. The aim is for the student to carry out the project in a systematic way in view of the objectives and to develop his / her technical expertise in the key areas of the project.

Content (course unit)

The software production process.
Teaching on the subjects required by the objectives of the course and the project to be implemented.

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

The student knows how to participate in the project proposal, project plan, software definition, usability plan, software implementation and project final report.
The student is able to make work time monitoring, utilize the project tool and version control in their work.

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

The student demonstrates a special activity focusing on a specific area or areas of the project.

Assessment criteria, excellent (5) (course unit)

The student is active and excellent in many areas of the project, creating a positive atmosphere in the project team and if  working with external stakeholders.

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 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

Pass/Fail

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 student acquires / receives an assignment from the ICT sector, which is implemented as a project.
The student learns to plan his/her work.
The student learns to evaluate and monitor his/her workload in the project.
The student demonstrates the ability to apply project management doctrines to the subject
project.

Content (course unit)

Working either alone or in a project group with a task in an ICT field.
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 planning, documentation, and implementing according to assignment.

Assessment scale

0-5

Objectives (course unit)

The aim is that the student is able to use variables, control flow, data structures, functions and objects for developing programs.

Content (course unit)

Writing and running programs,
variables, arrays and control flow,
logical operations,
data structures,
functions,
libraries and basics of objects.

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

Student knows basics of the language.
Student can use operators, conditional, loop and selection statements.
Student can write simple programms.

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

Student can write programs using functions.
Student can use advanced data structures.
Student can use language's libraries.

Assessment criteria, excellent (5) (course unit)

Student can write programs using objects.
Student can handle exceptions.
Student can utilize advanced libraries of the language.

Assessment scale

0-5

Objectives (course unit)

The aim is that the student is able to use variables, control flow, data structures, functions and objects for developing programs.

Content (course unit)

Writing and running programs,
variables, arrays and control flow,
logical operations,
data structures,
functions,
libraries and basics of objects.

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

Student knows basics of the language.
Student can use operators, conditional, loop and selection statements.
Student can write simple programms.

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

Student can write programs using functions.
Student can use advanced data structures.
Student can use language's libraries.

Assessment criteria, excellent (5) (course unit)

Student can write programs using objects.
Student can handle exceptions.
Student can utilize advanced libraries of the language.

Assessment scale

0-5

Objectives (course unit)

The goal is that the student is able to perform in the most common everyday and predictable literary situations of working life and is able to communicate comprehensibly and appropriately. The student uses the basic vocabulary of his / her own field, the vocabulary of the general language required by the situation and the structures that are fairly flawless. The student is able to adapt his / her literary language according to the interaction situation and understand the importance of language skills in international work life situations.

Content (course unit)

General written communication situations and management of IT terminology related to employment and job search.

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

The student
is able to tell about themselves (education, work experience, skills) briefly and introduce the basic information of a company, product and services,
communicates in expected written work life situations, but requires help,
interprets and produces the most common business life communication situations (e.g. e-mail),
recognises the characteristics of the Nordic operational environment,
interprets the main points of publications of their field of study.

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

The student
is able to tell about themselves (education,  work experience, skills) and introduce a company, product and services fairly effortlessly,
communicates fairly fluently and actively in expected written work life situations,
is able to interpret and create common business documents (e.g. memo),
takes into account the characteristics of Nordic operational environment,
utilizes the publications of their field of study.

Assessment criteria, excellent (5) (course unit)

The student
is able to fluently introduce themselves (education, work experience, skills) as well as company, its products and services and to analyse key figures,
communicates naturally and fluently in various, even challenging, written work life situations (e.g. creating and maintaining customers),
is able to interpret and create business documents in a manner suitable to the target audience,
can work successfully in the Nordic operational environment,
can utilize, apply and analyse publications of their field of study.

Assessment scale

0-5

Objectives (course unit)

The goal is that the student is able to perform in the most common everyday and predictable literary situations of working life and is able to communicate comprehensibly and appropriately. The student uses the basic vocabulary of his / her own field, the vocabulary of the general language required by the situation and the structures that are fairly flawless. The student is able to adapt his / her literary language according to the interaction situation and understand the importance of language skills in international work life situations.

Content (course unit)

General written communication situations and management of IT terminology related to employment and job search.

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

The student
is able to tell about themselves (education, work experience, skills) briefly and introduce the basic information of a company, product and services,
communicates in expected written work life situations, but requires help,
interprets and produces the most common business life communication situations (e.g. e-mail),
recognises the characteristics of the Nordic operational environment,
interprets the main points of publications of their field of study.

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

The student
is able to tell about themselves (education,  work experience, skills) and introduce a company, product and services fairly effortlessly,
communicates fairly fluently and actively in expected written work life situations,
is able to interpret and create common business documents (e.g. memo),
takes into account the characteristics of Nordic operational environment,
utilizes the publications of their field of study.

Assessment criteria, excellent (5) (course unit)

The student
is able to fluently introduce themselves (education, work experience, skills) as well as company, its products and services and to analyse key figures,
communicates naturally and fluently in various, even challenging, written work life situations (e.g. creating and maintaining customers),
is able to interpret and create business documents in a manner suitable to the target audience,
can work successfully in the Nordic operational environment,
can utilize, apply and analyse publications of their field of study.

Assessment scale

0-5

Objectives (course unit)

The goal is that the student is able to perform in the most common everyday and predictable literary situations of working life and is able to communicate comprehensibly and appropriately. The student uses the basic vocabulary of his / her own field, the vocabulary of the general language required by the situation and the structures that are fairly flawless. The student is able to adapt his / her literary language according to the interaction situation and understand the importance of language skills in international work life situations.

Content (course unit)

General written communication situations and management of IT terminology related to employment and job search.

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

The student
is able to tell about themselves (education, work experience, skills) briefly and introduce the basic information of a company, product and services,
communicates in expected written work life situations, but requires help,
interprets and produces the most common business life communication situations (e.g. e-mail),
recognises the characteristics of the Nordic operational environment,
interprets the main points of publications of their field of study.

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

The student
is able to tell about themselves (education,  work experience, skills) and introduce a company, product and services fairly effortlessly,
communicates fairly fluently and actively in expected written work life situations,
is able to interpret and create common business documents (e.g. memo),
takes into account the characteristics of Nordic operational environment,
utilizes the publications of their field of study.

Assessment criteria, excellent (5) (course unit)

The student
is able to fluently introduce themselves (education, work experience, skills) as well as company, its products and services and to analyse key figures,
communicates naturally and fluently in various, even challenging, written work life situations (e.g. creating and maintaining customers),
is able to interpret and create business documents in a manner suitable to the target audience,
can work successfully in the Nordic operational environment,
can utilize, apply and analyse publications of their field of study.

Assessment scale

0-5