Building game developers, not just writing code
We started onlogic-drift in 2019 because we noticed something odd. Plenty of people could write game code, but very few understood how to build actual games that people wanted to play. That gap bothered us.
How we got here
The beginning
Started with twelve students in a shared workspace in Coffs Harbour. We focused on Unity basics and discovered that teaching mobile-first development made more sense for Australian learners.
Finding our rhythm
Shifted to project-based learning after watching students struggle with theory-heavy courses. Real game projects, even small ones, taught more than any lecture could.
Growing pains
Expanded our curriculum to include multiplayer fundamentals and live service concepts. Also learned that not every student needs to become a technical wizard.
The Australian game development scene has changed quite a bit since we started. More studios are hiring locally, and mobile gaming has become a legitimate career path rather than something people dismiss. We've adjusted our teaching to match what employers actually need, not what textbooks say they should need.
What we believe about teaching
Most game development courses dump information on students and hope something sticks. We tried that approach early on and watched people give up after three weeks.
So we changed things. Now students build actual games from week one. Tiny games at first, just playable prototypes. But it's real work, not theoretical exercises. People learn faster when they see their ideas come to life, even if those ideas need work.
We also stopped pretending everyone learns at the same pace. Some students grasp programming logic immediately. Others need more time but have brilliant design instincts. Both types can build successful careers.
Build, then refine
Get something working first. Polish comes later, after you understand what you're actually building.
Mistakes teach more
Every broken build and failed mechanic shows you something valuable. We encourage experimentation, not perfection.
Community matters
Other students often explain concepts better than instructors can. We facilitate those connections deliberately.
Real projects only
Theory has its place, but you learn game development by developing games. Everything else is secondary.
Who's behind this
We're a small team, which has its advantages. Everyone here has shipped commercial games or worked in Australian studios. We teach what we've actually done, not what we read in a book once.
Leif Tanneberger
Spent eight years at Brisbane studios before moving to Coffs. Specialized in mobile puzzle games and has that rare ability to explain complex systems without making your brain hurt. Prefers teaching Unity over Unreal because it matches how most students think.
Vesna Dimitrova
Designs our project sequences and keeps the curriculum updated with current industry practices. Previously worked in educational game design in Melbourne. She's the one who insisted we teach version control from day one, which students initially hated but now appreciate.
How we actually teach
Our approach is straightforward but it took us years to refine. We combine structured lessons with self-directed project work, adjusting the ratio based on where each cohort needs support.
Structured flexibility
Core concepts follow a set path, but implementation is up to students. Want to build a platformer instead of a puzzle game? Fine, as long as it demonstrates the same technical requirements.
Weekly build reviews
Every week students show what they've built, even if it's broken. The feedback comes from peers as much as instructors. You learn to accept criticism early in your career, not after you've joined a studio.