Year 3 is a transitional year in the programme where students start to apply, in real-world settings, their specialist skills and knowledge. The year heavily focuses on professional development and the understanding of industrial standards and practices along with providing a greater degree of independent learning towards preparation for Year 4 self-determine portfolio projects and dissertation.
ISD3-A / ISD3-D: Industry Project: Students are allocated a group and issued with a challenging yet realistic industry-based brief. Each group sets up and operate its own management and resourcing structure to meet the needs of the industry brief, and each individual group member is expected to contribute to the project structure and outputs. Throughout the project each group (and each individual group member) professionally interact with a SimVis project manager and an industry-based client. The aim of the project is to task students with a sizeable project which involves developing pre-production, production, and post-production elements within strict delivery schedules, incorporating client feedback where required. Throughout this project students apply rigorous project management practices, such as planning, contingency planning, and reporting, along with project activities relating to marketing and planned scalability.
ISD3-B: Multiplayer / VFX: In this project, students on the 3D Modelling pathway learn how to apply physics methods in 3ds Max for simulating destruction. Students will create a tower model in line with the Artillery Project for Unity which is then be broken up into destruction chunks and simulated using physics within 3ds Max. Students can apply levels of polish to this process in order to create a showpiece for their portfolio. Students on the Games & VR pathway concentrate their efforts on the developing the core game system and networking code to include additional functionality and features, for example, a save feature, scoring system, means of defence, mobility, etc.
Vertical Project: This is a collaborative project between students on the entire programme of study (Year 1-4). In this project develop a simple physical computing project in line with the theme provided for the project. The project is a collaborative piece of work and will consist of a multi-level game in which each level represents the individual contribution of a student. As such, a game for a team of four will consist of four independent levels, one for each individual student. The game produced will provide players with a collection of different levels addressing the same theme and providing an in-sight into a collective reflection on the theme. The games will integrate physical computing via a range of potential tools for game asset production, Unity and Arduino.
ISD3-C: Audio Visual Installation: Over the course of this project students are introduced to the historical context of interactive audio visual installations, generative music and performance artists such as Alvin Lucier, Iannis Xennakis, John Cage, Brian Eno and the Fluxus movement, as well as speculate about the future of interactive sound and image through accessible generative computer composition and gestural interfaces. Ultimately tutors and students debate the creative implications of delegating compositional control to machines, and the emotive benefits of allowing the audience to alter sounds and images in real time, whether in softwares, game environments, or web applications – the hierarchical relationship between god-like author and passive spectator is broken down, leaving room for genuine interaction. Students also look at more analogue approaches such as sonic sculpture installation and create several mini projects week by week, and install their most successful project in a public event.
ISD3-E: Emerging Technologies: In this project, the first of a series of self-determined projects, students develop a programme of self-study in order to learn new knowledge and share it efficiently with staff and peers. The aim of this project is to allow students to explore technical areas of interest related to their studies and gain knowledge and skills that would complete their overall technical skillset. Students are expected to explore relevant areas and identify a specific technique or tool for dissemination. The course focuses on organising student learning, the development of learning activities and materials and support the delivery of a series of workshops (1 per student) to staff and students.