The Modules Bachelor Digital Ideation

4D Authoring
Get to know basic computer graphics skills such as modeling, shading, lighting and their interaction are addressed. Knowledge of camera and animation is also taught. Automation of technical challenges by means of programming. Knowledge is regularly deepened and presented by means of individual project work.

Bachelor Project Digital Ideation, Focus Information Technology
Students execute a practical Bachelor project to professional standards, thereby broadening the expertise gained throughout the degree course in their specialised subject area, and simultaneously honing their interdisciplinary working methods. The practice-oriented Bachelor Project module is realised and evaluated either as an individual achievement (individual task, partial responsibility for the project) or, where applicable, as a group achievement (overall quality of the prototype / application, publication/ exhibition).

Beautiful Mathematics
Beautiful Mathematics offers a new approach to mathematics. The computer has opened up completely new mathematical fields, where a simple, programmable rule results in an immeasurable variety of forms. In this module, the students learn how to use the computer as a sandbox for mathematical research and how to make it visible, audible and thus accessible to themselves and others. In this module, the students research the connections between human aesthetic perception and mathematical regularity.

Computer Graphics (Informatik)
Introduction to digital 2D and 3D representations of computer graphics and cognition physiologies for use in design, games and 3D animation. The students learn about the technical background behind digital formats, how to use them in a medium-compatible and experimental way, and how to optimize them. Students learn about the technical interactions and are introduced to a description language for computer graphics.

Development for Web & Mobile
“Always bet on JavaScript”: Development of a simple, JavaScript-based app for web, mobile and desktop based on basic web technologies (HTTP, HTML, CSS, JavaScript, JSON), plus the necessary frameworks (e.g. Node.js, Electron, etc.). Pair programming with the exchange of experiences between the pairs.

Diskrete Mathematik Pro
Logic and proofs; sets, functions; numbers and matrices; mathematical reasoning, induction and recursion; counting; discrete probability; counting (advanced); the essentials of graph theory.

Generative Computer Graphics
Students familiarise themselves with generative coding by exploring a set of specific algorithms and creating individual projects of generative art. Review of algorithms such as grid design (tessellation), agents, shape and geometries, colour spaces, colour schemes generation, and text processing. They work on a final project, individually or in groups, on one of the four subject areas: Exquisite Corpses, Poietic Generator, Sound as Shape, or Logo Generator. Documentation of experiments in a small portfolio.

Kickstart Visual Design
Students have extended their knowledge of the basic terms used in design by doing practical, art-related exercises, and as a result have developed a specialist vocabulary. They have had a good look at creativity techniques, design processes and art-related conventions, and have presented their observations and results to the plenum. During output exercises, the students have tested various analog and digital tools and have gained an insight into the characteristic approaches taken by designers. This has called for experimental artistic research applying creativity techniques as well as visually sound decision making.

Mathematics for Games & Computergraphics
Fundamental mathematical knowledge that is important for programming, with a focal point on computer graphics and games (e.g. vectors, affine transformations and quaternions). Theory is dealt with in practice. Case studies and tasks are also solved with the help of the computer, whether via programming or through the application of mathematical software.

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Audio Design
Students have studied how people perceive and process sound. They have learned both to apply music as a narrative instrument and to deploy sounds in order to guide users. They have learned about the laws governing the use of music (copyright, etc.). They have personally recorded and processed sounds and dialogues. In addition, they have familiarised themselves with the main methods of synthesis and then applied them.

Bachelor-Arbeit künstlerisch-gestalterisch
The goal of this module was to execute a practical Bachelor project to professional standards. Students have thereby gained greater expertise  in their specialised subject area, and practiced applying the interdisciplinary methods and skill sets learned during their degree programme. The practice-oriented Bachelor project was realised and evaluated either as an individual achievement (individual task, partial responsibility for the project) or, where applicable, as a group achievement (overall quality of the prototype / application, publication/ exhibition).

Computer Graphics (Design)
Students have learned about digital 2D and 3D representations of computer graphics and perceptual psychology for use in design, games, and 3D animation. They have technically understood digital formats, used and optimized them in a media-appropriate and experimental way. The findings were tried out hands-on.

Digital Design Plus - Re-thinking the Web Standards
Students have drafted concepts based on modern technologies for static and moving screen typographies and layouts. They have learned the design basics of building a state-of-the-art website. Our creative and experimental approach has encouraged students to question common web standards and conventions and use this fundamental know-how to devise, design, and also produce a mobile and/ or desktop website on a set project topic.

Kickstart Algorithmic Thinking & Programming
Basis for exchanges with IT specialists through the understanding and application of programming basics. Basic elements of programming. Practical exercises in processing and p5.js. Abstract thought, description and analysis of problems; artistic work with programming code. Formulation of requirements. Independent research of program libraries and programming of a demonstrator based on these libraries as the end result.

Kickstart Webdevelopment
Students acquired basic skills with current technologies for static and moving screen typographies and layouts.  They have learned the technological basics of building a state-of-the-art website and familiarised themselves with web-specific flexible grids  (responsive web design).

Mentoring 1. Semester
In this mentoring module, students have honed their domain-specific skills on a competence level of the first year of studies, and thereby built on the knowledge gained from their mandatory modules. Under the mentorship of a specialist, and in light of inquiries jointly devised as a means to develop and test further skill sets, they have independently addressed specific issues in a selected area of knowledge.

Mentoring 2. Semester
In this mentoring module, students have honed their domain-specific skills on a competence level of the first year of studies, and thereby built on the knowledge gained from their mandatory modules. Under the mentorship of a specialist, and in light of inquiries jointly devised as a means to develop and test further skill sets, they have independently addressed specific issues in a selected area of knowledge.

Mentoring 3. Semester
In this mentoring module, students have honed their domain-specific skills on a competence level of the second year of studies, and thereby built on the knowledge gained from their mandatory modules. Under the mentorship of a specialist, and in light of inquiries jointly devised as a means to develop and test further skill sets, they have independently addressed specific issues in a selected area of knowledge.

Mentoring 4. Semester
In this mentoring module, students have honed their domain-specific skills on a competence level of the second year of studies, and thereby built on the knowledge gained from their mandatory modules. Under the mentorship of a specialist, and in light of inquiries jointly devised as a means to develop and test further skill sets, they have independently addressed specific issues in a selected area of knowledge.

Mentoring 5. Semester
In this mentoring module, students have honed their domain-specific skills on a competence level of the third year of studies, and thereby built on the knowledge gained from their mandatory modules. Under the mentorship of a specialist, and in light of inquiries jointly devised as a means to develop and test further skill sets, they have independently addressed specific issues in a selected area of knowledge.

Mentoring X
In this mentoring module, students have honed their domain-specific skills, and thereby built on the knowledge gained from their mandatory modules. Under the mentorship of a specialist, and in light of inquiries jointly devised as a means to develop and test further skill sets, they have independently addressed specific issues in a selected area of knowledge.

Storytelling
In this module students have engaged in storytelling. After gaining insight into narrative structures, they have practiced using the necessary ingredients for a compelling story. In short exercises, they have experimented with narrative genres in linear and non-linear media. They have then applied the new techniques to a non-linear project of their choice.

Sustainable & Transformative Design
Sustainability and Purpose-Driven Design as an impulse for socially relevant projects. Concerns and characteristics of sustainability were internalized and transferred to one's own design practice in a meaningful way. Participatory, contemporary dialogue and workshop formats for systemic change were practiced and tested. Aspects of digital sustainability and the possible contribution of digitality to sustainable development were addressed.

Visual Communication
Students have taken a critical stance and position on contemporary design practice. They have recognized and sharpened their awareness of the influences of society, their own cultural background, and fashion on design decisions. They have explored rules of design in creative, experimental ways. They have taken a critical look at their own creative processes and re-examined their visual environment.

Visual Design
Students learned about means and methods of two-dimensional design. They presented processes and results of input exercises in short presentations. The students worked on output exercises with various tools for different target groups. They developed designs for different media related to the topic. To engage with tools and develop a personal style, the exercises were mainly implemented in individual work.

Wearable Futures
The students explored wearable interfaces and the challenges of ongoing digitalisation, miniaturisation and datafication with a focus on social, economic and ecological sustainability. In the alternation between analogue and digital prototyping processes, they developed interaction concepts for near-future scenarios and narratives. They experimented and visualised their ideas in a process-oriented manner and through physical prototyping.

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Bachelor Concept
Students develop a concept for the Bachelor Study module – either a creative or technical design, depending on their study focus – then make a so-called pitch (project presentation). In light of feedback, they then refine the concept in preparation for its execution.

Bachelor Presentation
Depending on their study focus, students have presented and demonstrated either a creative design or a technical Bachelor project – the form of which had to be appropriate to its content – to a jury composed of the School's lecturers and/or guest experts.

COMGRAPX Computer Graphics Extended
Computer graphics skills with a focus on motion graphics. Competences with technical and design aspects of current 3D tools: study of advanced algorithms on light, textures and polygon, modelling, deformation and generation of 3D objects. Special disciplines of visual effects such as sculpting, hair, fabrics, dynamics, simulation. Knowledge is deepened and presented on the basis of individual project work. Comprehensive 3D projects planned and realised in a team.

Computational Perception Extended
Different techniques of Machine Learning / AI and their application for design and art. Create neural networks and experiment with simple code examples. Methods used in Computer Vision (image classification, objects detection, pose estimation) and Generative Deep Learning (DL). Explorative module with a final project (solo or in group) based on one of the main DL-models. Of particular interest to developers, but suitable for anyone with basic programming knowledge.

Digital Project
Carrying out a longer coherent and independent project, according to a theme that changes every semester, choosing the appropriate approach from a wide range of methods. Individual or group work. Written reflection and contextualization of own project work in relevant discourses. Project presentation and submission of a report in an appropriate form.

Game Design & Engineering
Terms associated with gaming and computer gaming are explained and distinguished from other forms. The relevance of gaming in society is reflected upon. The students immerse themselves in the history of gaming. On the basis of material research, they analyze various genres and their conventions. A special focal point here is the emotions that games evoke in us. The students learn more about simple game mechanisms and how to implement them.

Studio Emerging Technologies
History of the co-emergence/dependency of technology, design and interface. Design scenarios and storyboards based on literature research, interviews and creative techniques. Development of simple experience prototypes (devices, applications and contents) for a selection of emerging technologies. Application concepts and user experience, with any further development. Social and ethical issues, assessing the opportunities and risks, and forecasts for possible futures.

Studio Game 1
Students go through a game development process. As a team, students develop a game idea and improve it through iterative testing. The result is a pitchable vertical slice of a game with functional and complete controls and UI. The process and the result are documented.

Studio Game Design & Engineering 2
Students use their tools of choice to independently develop a game with several levels and explore their distinctive developer profile. They first get together in teams to brainstorm several game concepts then present these to a panel of lecturers (stage 1). Then each team designs one game concept in full including a game design document, and defends the results in face of a panel of lecturers (stage 2). Finally, each team plans and executes the tasks necessary to make the game a reality (stage 3).

Studio Information Aesthetics & Engineering
Data visualization and information graphics help to read, interpret and utilize complex information. Comprehensible communication, facilitating pattern recognition, technical and aesthetic issues in connection with large quantities of data. Research, preparation, visual design and technical implementation in terms of programming as visualization tools.

Studio Physical Prototyping
Physical prototyping is defined by the project-specific fabrication of physical objects and their control via programmable microcontrollers and electronic circuits. As part of project-based tasks, the students learn how to design, build and program interactive objects.

Studio Physical Prototyping extended
Students fabricate actual objects along with the means to control them, i.e. programmable microcontrollers and electronic circuits. Project-based inquiry and experimentation builds on the “Studio Physical Prototyping” module: fabrication-led design, algorithmic design. The iterative design process focuses on form, product language, ergonomics and safety.

Studio User Experience 1
Students learn how to apply a user-centered design and development process for an entire project, thereby building a digital prototype with a user interface. They analyse the target group’s needs, identify their pain points and problems, and document them in appropriate deliverables (personas, empathy maps, etc.). They then come up with possible solutions. After trialling/ testing the solutions with their target group, they iterate on their ideas and bring it to life in a high-fidelity prototype.

Studio User Experience 2
In this module, students once again run through the user-oriented design process, focussing in particular on a highly specific use concept and problem definition. The proposed solutions are subjected to several rounds of rigorous qualitative and quantitative usability testing. An analytics and tracking concept supplements the standard project documentation.

Studio Web & Mobile 1
The students develop a product on the web platform in three sprints up to the MVP. They use frameworks to reach their goal quickly, but deliberately break the rules where unique selling points arise. They develop an interdisciplinary content concept, look & feel and data model to credibly communicate the benefits of the product. In the process, they learn the methods to create everyday web projects in a team or to develop them confidently and continuously.

Studio Web & Mobile Design & Engineering 2
The students work on a complex web & mobile project. The web is used as an open platform for interactive systems. The students work with clients as well as the server and gain experience in a complex system. The students experiment with animations and use the properties of different devices for user interaction.

User Experience Design & Engineering
User Experience takes into account the needs, desires and well-being of the users and also considers aspects of comprehensibility and operability of interactive systems. This module teaches methodological knowledge and art-related skills for the development of graphical user interfaces (GUIs). Students apply user-centered design methods for analysis, modeling, ideation and testing using a concrete example.

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Bachelor Project Help 1
Performance of designated partial contributions (implementation work) to Bachelor's or project work by other students from the Bachelor's year, in accordance with a separate agreement on performance, deliverables, effort and time planning. Assessment of timely performance and compliance with deliverables of appropriate quality.

Bachelor Project Help 2
Performance of designated partial contributions (implementation work) to Bachelor's or project work by other students from the Bachelor's year, in accordance with a separate agreement on performance, deliverables, effort and time planning. Assessment of timely performance and compliance with deliverables of appropriate quality.

Digital Technology Fundamentals
Ability to understand and explain the core values of digital technology (and its history) in terms of shaping the future. Fundamental digital thinking, or how the world can be split, described and calculated. Introduction to the principles of digitization and the basic functions of computers, together with an overview of technological, economical and social laws in the digital world.

Human Factors & Design
The students have consciously dealt with factors that influence the interaction between human and machine. In exercises with a practical orientation, they have verified insights from cognitive psychology and learned how these subjective impressions differ from objective/cognitive perceptions. Dealing with the topic of perception has allowed the students to interpret existing systems and thus to comprehend and take a critical look at actions associated with them.

Ideation Culture Lab 1
The students have reacted to the conditions and processes in the practical modules. In doing so, they have become familiar with psychological and communicative tools and have learned how to put them into action. They have become better acquainted with their own personality and have formulated personal goals. In doing so, they have further developed their sense of self-perception, critical faculties, frustration tolerance, targeted communication, the presentation of their own coursework and their self-organization skills.

Ideation Culture Lab 2
The students have reacted to the conditions and processes in the practical modules. In doing so, they have become familiar with additional psychological and communicative tools and have learned how to put them into action. They have further strengthened their communication skills according to the target audience, their critical faculties and their understanding of target groups and empathic understanding.

Ideation Culture Lab 3
Students have responded to the conditions and processes in our practical modules and used team dynamics. In doing so, they have familiarised themselves with additional psychological and communicative tools and learned how to apply them.They have confronted the challenges of teamwork and their role within the team and learned more about team organisation methodologies as well as group ideation techniques. With these new tools, they have managed to identify different groups and to develop a more empathetic appreciation of their fellow students, stakeholders in their projects, and the demands and goals of other disciplines.

Ideation Culture Lab 4
Students have had a good look at the professional world around their field of study and developed possible professional profiles for themselves. They have examined ways and means to communicate their profile taking a first step towards a life as digital ideation experts.

Ideation Culture Lab 5
Students have responded to the demands of their concurrent Bachelor Study module and the processes involved, thereby familiarising themselves with certain tools of psychology and communication, and their various uses and applications. They have reflected on their own personality and articulated personal goals. This has helped them further develop their capacity for self-appraisal, constructive criticism and frustration tolerance, as well as for goal-oriented communication, presentations of their work and self-organisation.

Ideation Culture Lab 6
Students have responded to the demands of their concurrent Bachelor Project module and the processes involved, thereby familiarising themselves with certain tools of psychology and communication, and their various uses and applications. They have reflected on their own personality and articulated personal goals. This has helped them further develop their capacity for self-appraisal, constructive criticism and frustration tolerance, as well as for goal-oriented communication, presentations of their work, and self-organisation.

Projectmanagement
Students have acquired the ability to use classical and agile project management methods to manage projects. Through lectures, practical assignments and group projects, they have familiarised themselves with project management methods and then practiced applying them to study-related projects and professional challenges.

Research Module Digital Ideation
Support of a current research project. The students are guided by a researcher. The goals are set individually at the start of the semester.

Schriftliche Bachelor Arbeit DI
Students produced a comprehensive theoretical thesis, demonstrating their ability to precisely formulate and theoretically contextualize issues relevant to their discipline.

Science Fiction and Speculative Fiction
The students, in their role as designers of the future, have learned to work with fictional contexts as inspirational material, and to explore and develop future technology applications (techno-scientific futures) using "Provotypes”. They have read possible trends from design-ethnographic material and developed fictional design scenarios. They have written a future story, presented it, and incorporated feedback from the presentation.

Science and Methods
Based on fictitious or real issues relating to the practical coursework, the students have used research methods from a given selection in brainstormings, group work and individual work. The students have jointly analyzed the pros and cons of the presented research methods and have defined additional application opportunities. The students have each selected a method and used it as part of a practical exercise. The results (difficulties, issues, findings from the practical process) have been  introduced and discussed in the plenum.

Social Implications
The students have discussed the consequences and implications of digital media technologies for social contexts. They contributed their own topics to the module content and thus re-evaluated their personal experiences in dealing with digital media. As part of discussions, the students have made statements related to the various topics and thus actively contributed to the discourse. In the written assignment, students have applied these approaches to their own argumentation on social implications of digital media.

Social Project Digital Ideation
This 'Service Learning' module raises students' awareness of how their personal commitment and responsible behaviour can contribute to civil society. Their commitment may take the form of a practical project for the duration of the module: for example, supporting foreign students, encouraging other students to take this module, or organising a study excursion or other event.

The History of Creative Sparks
The students have dealt with the term "ideation" and its conceptual environment. They have learned to differentiate and apply the terms and have developed an initial understanding of ideation processes. They have studied and prepared fundamental ideas and achievements from the fields of cybernetics, information theory, computer basics, media theory, cybersemiotics, digital art. Possible digital futures were studied and critically considered.

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