This
module aims to explore the dynamic changes in key sectors of creative practice
that are brought about by the impact of new media technologies.
- Course Leader: James Sweeting
Skill Level: Beginner
This
module aims to explore the dynamic changes in key sectors of creative practice
that are brought about by the impact of new media technologies.
This
module aims to explore the dynamic changes in key sectors of creative practice
that are brought about by the impact of new media technologies.
This module introduces you to creative coding practices covering a variety of topics, from computer-driven design to generative animations, working with media objects and building interactive experiences from the ground up. Learners will be introduced to the foundations of creative programming from a visual perspective and a range of creative coding strategies will be explored in depth, using the p5.js programming framework, with the view of creating technically, aesthetically and conceptually sophisticated applications. Previous programming experience will be extended into more advanced topics through experimentation with a wide range of tools that form part of modern integrated development environments. Technical and conceptual skills will be developed in order to experiment and innovate with live media systems, interactive computing and audiovisual technologies. With a view toward creating interactive artworks and software-mediated experiences, students will be guided through the use of computer programming as a medium for creating engaging digital experiences that show elements of real-time transformation, interactivity and responsiveness.
In this module you will use speculative design approaches (practices such as design fiction, critical fabulation and imaginary media) to explore and critique the implications and applications of ‘emerging technologies’. This term includes technologies that have been developing for some years but are now ‘emerging’ into mainstream usage, and technologies at the very cutting-edge of research and development – things that are becoming possible; or things that are not-yet possible (but soon will be – for example, science fiction).
The goal for this module is to create an interactive systems prototype in the form of a physical game. A physical game is a game that uses physical material for the player to interact with it (for example board game or card game). This can use material such as; game pieces, cards, game board.
This is in response to the Plymouth Local Area Improvement Plan, and the move away from the National Award for SENCo towards the leadership level national professional qualification (NPQ). This course will offer the space for current research-informed, evidence-based practice in the form of seminars, workshops and annual conferences. A group of academic staff specializing in SEND support have been identified to share resources and support the course. The course will cover key themes including child voice and child-centered planning, reducing exclusion rates, early identification, adaptive teaching and working in partnership with alternative settings.
This module introduces you to creative coding practices covering a variety of topics, from computer-driven design to generative animations, working with media objects and building interactive experiences from the ground up. Learners will be introduced to the foundations of creative programming from a visual perspective and a range of creative coding strategies will be explored in depth, using the p5.js programming framework, with the view of creating technically, aesthetically and conceptually sophisticated applications. Previous programming experience will be extended into more advanced topics through experimentation with a wide range of tools that form part of modern integrated development environments. Technical and conceptual skills will be developed in order to experiment and innovate with live media systems, interactive computing and audiovisual technologies. With a view toward creating interactive artworks and software-mediated experiences, students will be guided through the use of computer programming as a medium for creating engaging digital experiences that show elements of real-time transformation, interactivity and responsiveness.
In this module you will use speculative design approaches (practices such as design fiction, critical fabulation and imaginary media) to explore and critique the implications and applications of ‘emerging technologies’. This term includes technologies that have been developing for some years but are now ‘emerging’ into mainstream usage, and technologies at the very cutting-edge of research and development – things that are becoming possible; or things that are not-yet possible (but soon will be – for example, science fiction).
Does anxiety stop you doing things you want to do? FIKA shows how to use mental imagery to stay motivated towards your goals. FIKA reduces anxiety by replacing negative thoughts with more powerful imagery.
The goal for this module is to create an interactive systems prototype in the form of a physical game. A physical game is a game that uses physical material for the player to interact with it (for example board game or card game). This can use material such as; game pieces, cards, game board.
This forum aims to bring educators together to share research, undertake further research and document the developments in their practice.
This course is aimed at radiographers, Assistant Practitioners and clinical imaging assistants who wish to develop skills in intravenous injection.
UPBEAT gives you the tools to teach yourself, and your team, about how to make positive changes to your healthcare systems and improve patient care through learning about the ‘The Science of Improvement’ and the ‘Art of Leadership’. The course is based upon the belief that learning how to make sustainable change requires a combination of skills; knowledge of improvement methodology, team working, leadership, patient-centered care, and an understanding of how to create a positive culture for change. We also believe these skills must be learned through doing real-life quality improvement (QI) projects. In summary, it comprises: Quality improvement teaching for healthcare workers and their teams. Available offline lectures on leadership skills and how to begin a quality improvement project.
The course is intended for individuals currently working in the Health or Education sector that do not currently have a Level 2 Mathematics qualification (equivalent of GCSE grade C or above pre-2017, now grade 4 or above). The course is designed to help improve individuals’ confidence in mathematics, with a particular focus on contexts relevant to their job, with the aim of providing a pathway to achieve a Level 2 Mathematics qualification. Not having the required mathematics qualification can often be a barrier to career progression and this course aims to address that issue.
A site for key information and signposting for supporting you in your new role.
Health Education England have developed an e-portfolio route to accreditation in Advanced Practice. Applicants from across the Healthcare Professions can apply via HEE and on allocation to Plymouth will be assigned an Educational Supervisor who will assist in the development of a portfolio of evidence mapped against the 2017 Multi-Professional Framework for advanced practice. Once successful, applicants will be given their digital badge demonstrating they meet the capabilities.
