The primary goal of this quick start guide is to introduce you to Unreal Engine 4’s (UE4) development environment. By the end of this guide, you’ll know how to set up and develop C++ Projects in UE4. This guide shows you how to create a new Unreal Engine project, add a new C++ class to it, compile the project, and add an instance of a new class to your level. By the time you reach the end of this guide, you’ll be able to see your programmed Actor floating above a table in the level.
This quick start guide shows you how to add assets to your Unreal Engine (UE4) games. By the end of this guide, you’ll know how to use the Project Browser to create new projects and navigate the Content Browser to find and add content. You’ll also know where to find information on the FBX Content Pipeline while learning how to use the Material Editor to modify Materials before applying them to a Static Mesh Actor.
- Achieve Hollywood best quality visuals out of the box.
- With complete C++ source code access, you can study.
- Comes with designer-friendly Blueprint visual scripting.
- Unreal Engine provides Robust Multiplayer Framework.
- The built-in Cascade visual effects editor enables particles.
- Unreal Engine 4’s Material Editor makes use of physically-based.
What is the target audience?
- You might be thinking, all of the above – and that is fine. But as a complete beginner learning Unreal Engine 4.
- The rendering system in Unreal Engine 4 is an all-new, DirectX 11 pipeline that includes deferred shading.
Introduction and Rationale :
Polyversity International has the intent to enrich applied knowledge, skills and competencies of the teaching professionals on their leadership role in catalyzing transformation in the new generation. Particulars, they need to be equipped with the 21st century competencies, now considered crucial for youngsters to compete in the job market and cope with the future challenges.
Today life is more complicated and complex than it was decades back. The transformations are very rapid and in many directions. This is also true for social set ups, civic life and work environments. In the 21st century, people require much more information and technological literacy, beyond the basic knowledge. The educators are facing challenging situations as they have to prepare their students for this new global society, when the existing education systems mostly depend on the learning of core subjects (like Science, Mathematics, Social Sciences, Arts etc.). With this changing landscape, what was considered a good education decades ago, is no longer enough to gain success in education, career and citizenship. Considering the new needs and demands of the socio-economic horizons, there is a global movement for imparting the “21st Century Skills” in the students. In the light of that, the teaching frameworks and contents need to be reformed, reframed and expanded by incorporating the contemporary skills like critical thinking, communication, collaboration, creativity, and many others. Globally a number of experiments have been done and innovative paradigms developed demonstrating positive results. With that, the educators are expected to adapt them to local requirements to prepare the new generation for global citizenship for the rapidly transfiguring world. Teachers care considered pacemakers playing significant role in their students’ success in life and career.
South Asia being a developing region, is challenged by a number of difficulties and unfortunate situations. In addition to geo-political, demographic and ecological transformations, the socio-economic, cultural and lifestyle changes are exclusive and rapid, influencing almost every walk of life. It can be well perceived that to keep pace with the world, there is dire need to prepare new generations being equipped with contemporary knowledge, skills and competencies of the 21st century. In this respect, along with the parents and society, the role of teachers is most significant and game changer. They need to be acquainted, educated and trained about how to move 21st century education forward. They also need to be well-versed with the model skills and competencies, including in their formal or informal teaching plans.
This noble cause can be achieved through training the educators on 21st century skills and competencies that are multi-dimensional, holistic and transformative. This course will help the teachers to be effective mentor and guide for their students of wide background. These competencies are expected to transform the youth to be more civilized, productive, and successful, adequately capable of coping with the emerging challenges and competing for their place in this highly complex world.
All academicians including Teachers, Educators, Instructors, Professors or other categories from educational institutions such as School, Colleges, Institutes, Madrassas, Tuition Centres, and Universities from Public, Private or Autonomous Sectors.
These are from all over the South Asia region including: Afghanistan, Pakistan, India, Bangladaish, Nepal, Sri Lanka, Bhutan and Maldives.
This course is aiming at training of the teachers on 21st century competencies required for the current and coming generations to meet the challenges life and profession. Particularly the course is designed to meet the below indicated specific objectives:
- To acquire orientation on the vital futuristic competencies essential for the youth
- To comprehend critical knowledge on providing effective leadership in educating and grooming the new generation
- To get awareness on the prevailing practices of diverse competency models around the globe
- To attain inclusive training on integrated model of 21st competencies and its implementation in the teaching practices.
Projected Outcomes :
The participants after will completing the course are expected to have mastery in the of 21st century competencies to be imparted to the students. They will particularly be aware about the global practices. They will also have comprehensive understanding on institutionalizing the integrated model of competencies in the educational institutions, towards preparing the students to be highly productive future citizens.
The course material are very rich in content as they are based upon the global perspectives, universal paradigms and effective experiences. The below course module are structured around a mix of diverse models.
|Module #||Course Title|
|EDU-1 / M-1||21st Century Learning and Competencies|
|EDU-1 / M-2||Educational Leadership in 21st Century|
|EDU-1 / M-3||Global Models for 21st Century Learning|
|EDU-1 / M-4||Competency Framework for Developing Countries|
|Final Evaluation and Certification|
|Advance Course (Can be joined after completion of executive course)|
|EDU-2 / M-5||Ethics, Values & Manners|
|EDU-2 / M-6||Character Education|
|EDU-2 / M-7||Personalty Grooming|
|EDU-2 / M-8||Leadership Development|
|EDU-2 / M-9||Vital Life Skills|
|Final Evaluation and Certification|
I have spent a lot of time deconstructing what it takes to learn a game engine from scratch. What it is that you should focus on first and what you should avoid until later.