creative technology / new media
[] readme new(s) workshop(s) project(s) CA1 CA2 CA3 CA4 CA5 course(s) - creative exploration(s) / serious games / ethic(s) - resource(s) _ # @ !

talk show tell print

print / present / slide(s) / cycle(s)

create-abstract(s)

abstract

 In this presentation, we will look at developments in computer science and engineering and argument the necessity of a new approach to teaching and research, in which exploratory development and creative applications inspired by new media practice(s) play a pivotal role.

Analyzing the potential benefits and pitfalls of this new approach, we will discuss issues of aesthetics, literacy and technology and establish criteria for meaningful (human-oriented) creative applications, which may be summarized by the notions of challenge, curiosity, control and context, which together may form the foundation for value-oriented design.

create-assign(s)

assign(s)
outline(s) / dilemma(s) / schedule(s) / form(s) content(s) / topic(s) / goal(s) / material(s) / structure(s) / assign(s) / reference(s) / link(s) / course(s)

create-ca1(s)

CA1: WE CREATE IDENTITY

creative technology


a bewildering number of topics,
to get familiar with the means to express ideas,
and communicate thoughts, but equally important
to get first ideas on what this means for
(y)our aspirations and, why not, dreams.

INFORMATION

includes web technology

_ .. / / machine(s) / art(s) / change(s) / human(s) / reading(s) / _ / .

create-ca2(s)

CA2: LIVING AND WORKING TOMORROW

creative technology


creative applications and projects form
the core of creative technology,
as they allow for student initiative,
a high degree of autonomy,
problem finding and cooperation,
yet within a structure that facilitates feedback
and promotes a high level of achievement.

INFORMATION

_ .. / / machine(s) / art(s) / change(s) / human(s) / reading(s) / _ / .

create-ca3(s)

CA3: HAVE FUN AND PLAY!

creative technology


..., there are no actual course topics,
but rather a number of high level requirements,
... the development of interactive game play,
with as major principle(s) self-organization
and learning by challenge

INFORMATION

_ .. / / machine(s) / art(s) / change(s) / human(s) / reading(s) / _ / .

create-ca4(s)

CA4: AMBIENT SCREEN(S)

creative technology


... big urban screens on public squares,
medium size screens in shopping malls,
small screens that come with (mobile) gadgets
or built-in consoles in buses or airplanes.
with intelligent interaction, when
equiped with sensors and bluetooth ...

INFORMATION

_ .. / / machine(s) / art(s) / change(s) / human(s) / reading(s) / _ / .

create-ca5(s)

CA5: HYBRID WORLD(S)

creative technology


... with special focus on the relation between
the real world and the virtual world,
as expressed by the internet of things.
... to explore issues of smart systems, logistics
or playful applications in an urban context ...

INFORMATION

_ .. / / machine(s) / art(s) / change(s) / human(s) / reading(s) / _ / .

create-ce(s)

CE: CREATIVE EXPLORATION(S)

creative technology

... creative exploration(s) .......................
in art
physics-based animations
and digital culture
with an application to ...
installation(s) & (urban) architecture

INFORMATION

speak(s) / common(s) / slide(s) / meeting(s) / cycle(s) / innovation(s) / talk(s)

_ .. / / machine(s) / art(s) / change(s) / human(s) / reading(s) / _ / .

create-content(s)

content(s)
outline(s) / dilemma(s) / schedule(s) / form(s) content(s) / topic(s) / goal(s) / material(s) / structure(s) / assign(s) / reference(s) / link(s) / course(s)

create-course(s)

COURSE(S) -- CREATIVE TECHNOLOGY


creative technology


INFORMATION

_ .. / / machine(s) / art(s) / change(s) / human(s) / reading(s) / _ / .

create-description(s)

description(s)
outline(s) / dilemma(s) / schedule(s) / form(s) content(s) / topic(s) / goal(s) / material(s) / structure(s) / assign(s) / reference(s) / link(s) / course(s)

create-design(s)

present / print / tag(s)

outline(s) / dilemma(s) / schedule(s) / form(s) content(s) / topic(s) / goal(s) / material(s) / structure(s) / assign(s) / reference(s) / link(s) / course(s)

consideration(s) -- design for create


* _ .. -- @ media / scribble / utopia / design / fun ? [:/] _

creative technology

Æliens


* - play / story / search / flow(s) / topic(s) / cage(s) # ! @ Æ



* _ .. -- @ media / scribble / utopia / design / fun ? [:/] _

slide(s)

* - play / story / search / flow(s) / topic(s) / cage(s) # ! @ Æ



* _ .. -- @ media / scribble / utopia / design / fun ? [:/] _

selected reference(s)

 remark(s): the latter is not so much a design book as well as providing a model that is (at least) inspirational for the exploratory attitude that is at the heart of creative technology ... (eh ...)

* - play / story / search / flow(s) / topic(s) / cage(s) # ! @ Æ


target(s)

topic(s) / collection(s) / fragment(s) / argument(s) / note(s) / list(s) / document(s)

target(s) -- design

from a new media perspective: track(s)

reference(s)

present / print


complex / game(s) / math / code(s) / resource(s)


reference(s) -- auxiliary / etcetera [literature]
report: design for create

PDF

design in creative technology

argument(s)

from a new media perspective

 Anton Eliëns

abstract In this report we look at how the design track may complement the new media track, not only in the area of skills, such as hand drawing, but also, perhaps more importantly, in the area of human factors. Additional benefots may come, more over from modelling, that is building VR models inspired by drawing using appropriate digital content/modeling tools.
status: 11/2/08 -- for discussion

introduction

 Although there are by tradition significant differences between the computing disciplines (from which the intitiative for creative technology was taken) and industrial design, joining efforts in establishing the new curriculum creative technology may be worthwhile, not only because of potential overlap and shared interests, but also because of the fact that the tow approaches may complement eachother in a fruitful way.

For a brief summary of educational targets for creative technology, we may somewhat tentatively present a list as below:

topic(s) / collection(s) / fragment(s) / argument(s) / note(s) / list(s) / document(s)

target(s) -- creative technology

_ .. from a new media perspective: track(s)
  • skill(s) -- computing, mathematics, simulation, technology
  • knowledge --computer & software architecture, human factors
  • theory -- systems engineering, media & communication
  • experience(s) -- project(s), deployment in social context
  • attitude -- initiative, creative, involved
Although this summary gives no information wrt. the educational approach, many of the topics would alos be included in a curriculum industrial design. As a matter of fact, the curriculum industrial design already has experience with an educational approach that me be characterized as project-based and just-in-time (theoretical) learning [1].

new media -- targets and learning goals

 No doubt, the level of technical expertise, that is computing skills, required of students creative technology, and in particular students of the new media track, will be more demanding than for industrial design students.

In summary, educational targets for new media may be listed as below:

topic(s) / collection(s) / fragment(s) / argument(s) / note(s) / list(s) / document(s)

target(s) -- new media

... / format(s) / track(s)

  • skill(s) -- scripting, programming, interaction design
  • knowledge -- web, multimedia & game technology
  • theory -- understanding of media & communication
  • experience(s) -- concept development & realization of (playful) application(s)
  • attitude -- explorative, with an eye for the rethorics of the material

. / slogan(s) / cycle(s) / ..

Actual learning goals, or topics of study in the new media track encompass:

topic(s) / collection(s) / fragment(s) / argument(s) / note(s) / list(s) / document(s)

new media -- the aesthetics of our time

target(s)

Apart from virtual reality, which also has a place in industrial design, these topics are of subsidiary relevance for industrial design students, but may become more important when the context of deployment of design artefacts is taken into account.

smart technology -- additional requirements

 An essential part/track of creative technology is constitued by what may be called ubiquitous computing, or smart technology. The educational targets related to this track may be summarized as:

topic(s) / collection(s) / fragment(s) / argument(s) / note(s) / list(s) / document(s)

target(s) -- smart technology

from a new media perspective: track(s)

  • skill(s) -- modeling, construction
  • knowledge -- mechatronics, ubiquitous computing, dynamic systems
  • theory -- human perception, privacy, security
  • experience(s) -- deployment of smart (multi sensor) systems
  • attitude -- inventive, with a playful mind
Nevertheless, as the focus of creative technology may be characterized as the creation of computer augmented (entertainment) artefacts [2], smart technology should also clearly be positioned in a design context.

the design curriculum -- focus on human factors

 Looking at educational targets for design, admittedly from a creative technology and new media perspective, we may arrive at:

topic(s) / collection(s) / fragment(s) / argument(s) / note(s) / list(s) / document(s)

target(s) -- design

from a new media perspective: track(s)

  • skill(s) -- drawing, modelling
  • knowledge -- design methodology
  • theory -- human factors
  • experience(s) -- design & prototyping
  • attitude -- sensitive, with an eye for human experience
Elements in the curriculum design would typically encompass:

topic(s) / collection(s) / fragment(s) / argument(s) / note(s) / list(s) / document(s)

design -- senso-motor experience

target(s)

  • sketch, drawing
  • vr & cad modeling
  • physical prototypes
  • concept development
We may observe that in addition to elementary skills of drawing and modeling, an important contribution may come from the attention to human factors that is essential in the design of artefacts related to human experience.

conclusions -- creating computer-augmented artefact(s)

 Looking at the curriculim as a whole, we may safely conclude that design should be an intrinsic element of creative technology, and, taking into account the observations made above, that additional benefits may come from
  • experience with a project-based educational approach
  • clear attention to human factors in a design context
  • practical experience with teaching drawing and modelling skills
  • training in visual presentation skills

reference(s)
  1. Create the Future -- An environment for excellence in teaching future-oriented Industrial Design Engineering, available in online version
  2. Facets of Fun -- On the Design of Computer Augmented Entertainment Artefacts, available in online version

create-ethic(s)

ET: ETHICS FOR CREATIVE TECHNOLOGY

creative technology

... issues related to the (future) professional
ethics of creative technology graduates,
new and emergent technology to improve
the quality of life, psychological research
on well-being, behavioral change, and (in addition)
potential role(s) of games as ethical frameworks
allowing to explore moral options
and their consequences ...

INFORMATION

speak(s) / common(s) / slide(s) / exercise(s) / cycle(s) / dialogue(s) / talk(s)

_ .. / / machine(s) / art(s) / change(s) / human(s) / reading(s) / _ / .

create-eval(s)

evaluation(s) -- creative technology course(s)

create-facility(s)

facility(s)
outline(s) / dilemma(s) / schedule(s) / form(s) content(s) / topic(s) / goal(s) / material(s) / structure(s) / assign(s) / reference(s) / link(s) / course(s)

create-game(s)

present / print / tag(s)

workshop game design -- in 7 rounds

creative thinking / inspiration(s) / panel(s) / space(s) / vision(s)



_ .. game(s) / workshop(s) / challenge(s) / TINAG / go / CTSG

[] teaching(s) / display(s) / ethic(s) / ritual(s) / evolution(s) []


... communication is ... the key to creativity ... !

experiment knowledge illusion scratch engine craft maze run ar x


n-gram(s) / collaboration(s) / context(s) / mission(s) / AR(G)

media / education(s) / method / classic(s) / literacy / cycle(s) ! Æ


workshop game design -- in 7 rounds


  1. introduction -- getting to know eachother
  2. selection of game theme(s) -- the playground
  3. exercise(s) -- associative chaining
  4. visual style -- design & reference(s)
  5. narrative content -- story line(s)
  6. game mechanics -- play & score(s)
  7. wrap up(s) -- speak out!

assignment(s) / theme(s)


  1. urban -- (un)safety in urban environment(s)
  2. climate -- climate change and reduction of energy consumption
  3. fitness-- (social network) support for sport and fitness
  4. media -- prevent(ion) of media and information overload
  5. scenario(s) -- emergency / rescue scenario(s) in public area(s)
  6. communication -- exchange(s) in private/public space(s)
  7. idea(s)? -- ...

game workshop(s)

theme(s) / workshop(s) / assignment(s)


  1. create (y)our identity -- draw (y)our avatar
  2. invite the player(s) -- design the front portal
  3. invent game mechanic(s) -- sketch scenario(s)
  4. create challenge(s) -- define task(s) & score(s)

(pre)requisite(s)
  • smart technology -- rfid tags, motion sensors, ...
  • new media -- camera(s), screen(s), game world(s)

requirement(s)

 package A4 paper & viltstiften

reference(s)

create-iv(s)

IV: INTERACTIVE VISUALIZATION

creative technology


using web-based rich media technology
the focus is on first principles,
that is using computational means
to get access to, manipulate, and present data,
processes, events and scenarios in visually appealing ways.

INFORMATION

_ .. / / machine(s) / art(s) / change(s) / human(s) / reading(s) / _ / .

create-masterclass(s)

present / print / bounce(s)

masterclass -- creative technology

wiki / workshop game design / tag(s)


Edwin Dertien, Angelika Mader & A. Eliens (2009)


theme(s) -- public & private space(s)

narrowcast(s) & game(s) for public transport


  • context/setting -- screens in bus & tram(s)
  • assignment(s) -- create personalized information (using RFID)
  • exploration(s) -- narrative(s) involving multiple passengers
  • suggestion(s) -- think visual!

workshop(s) -- design (y)our idea(s)

www.186ideeen.nl/spel.html / wiki


  1. question(s) -- who, where, what (magical powers)?
  2. self-representation(s) -- sketch (y)our avatar(s) with attributes, in context
  3. (associative) story-line(s) -- chain(s) in group(s)
  4. game map(s)/world(s) -- layout & decoration(s) of (y)our transport system(s)
  5. location(s)/representation(s)/game(s) -- design mini-game(s) in context

session(s) -- 11, 12, 18, 19, 25 may 2008, 13.00-17.00
masterclass

  1. introduction -- theme(s), processing, sensor(s)
  2. idea(s) -- context, narrative(s), game mechanics, smart technology
  3. development(s) -- hardware, software, assets, design
  4. development(s) -- hardware, software, assets, design
  5. presentation(s) -- pitch & demonstration(s)

processing -- bridging art(s) & technology

... / learning / software / literacy / education / network / context / _ / .

  • software is a unique medium with unique qualities
  • every programming language is a distinct material
  • sketching is necessary for the development of ideas
  • programming is not just for engineers

. / create / software literacy: read & write (tool(s)) / cycle(s)

game(s) -- meaning / C4(X) / engine(s) / space(s) / resource(s)

instruction / second life / climate / mashup(s) / panorama / _ / .

twinkle(s) / difference(s)

experiment knowledge illusion scratch engine craft maze run ar x

gaming is a waste of time / MW2008 / design / game(s) / ximpel

play / war(s) / dynamic(s) / challenge(s) / value(s) / theory


random thought(s) -- without thinking / inspiration(s)

* _ .. -- @ media / idea(s) / change(s) / theme(s) ? [:/] _

* - play / social(s) / machine(s) / method(s) / cycle(s) # ! @ Æ


slogan(s) -- metaphor(s) / towards a new curriculum

... / ground(s) / picnic(s) / network(s) / _ / .

  • a networked world -- you make it work [engineering, management] -- not network maintenance!
  • everything is connected -- you make the connections [mediator, management]
  • everything is intertwinkled (Ted Nelson) -- you make it twinkle [the creative track]
/ knowledge is a (creative)? process / cycle(s)

designer vs developer -- culture(s) / question(s)

_ .. / practice(s) / change(s) / vision(s) / _ / .

identity / creativity

... no, at the personal level, you should accept no less than the title of artist and aspire to earn the right to carry the title. And earning this right is influenced not so much by your accomplishments as by your approach: a relentless pursuit of perfection, where the journey is the destination.

www.bit-101.com / from: as3 animation -- making things move

/ play / tribe(s) / network(s) / identity / flow(s) / chart(s) / cycle(s)


create-material(s)

material(s)
outline(s) / dilemma(s) / schedule(s) / form(s) content(s) / topic(s) / goal(s) / material(s) / structure(s) / assign(s) / reference(s) / link(s) / course(s)

create-nm1(s)

NM1: WEB TECHNOLOGY

creative technology


the main focus is to bring about the skills
needed to effectively use the web
in later projects and applications,
however, we will also deal with the web
as a societal phenomenon,
that is as a vital element of (y)our daily life.

INFORMATION

_ .. / / machine(s) / art(s) / change(s) / human(s) / reading(s) / _ / .

included in we create identity

create-nm2(s)

NM2: INTERACTIVE VISUALIZATION

creative technology


using web-based rich media technology
the focus is on first principles,
that is using computational means
to get access to, manipulate, and present data,
processes, events and scenarios in visually appealing ways.

INFORMATION

_ .. / / machine(s) / art(s) / change(s) / human(s) / reading(s) / _ / .

create-nm3(s)

NM3: WEB 2.0 MASHUPS

creative technology


... user contributed content, media, images,
video, with APIs for web services.
mashups allow for quick & easy prototypes,
acting as media portals,
providing content & services ...

INFORMATION

_ .. / / machine(s) / art(s) / change(s) / human(s) / reading(s) / _ / .

included in virtual environments

create-nm4(s)

NM4: VIRTUAL ENVIRONMENTS

creative technology


..., 3D virtual environments, for online games and communities,
as well as for visualisation and mockups.
online communities have a long history,
and recently became popular by role playing games
such as World of War Craft and Second Life

INFORMATION

_ .. / / machine(s) / art(s) / change(s) / human(s) / reading(s) / _ / .

create-nm5(s)

NM5: GAME DEVELOPMENT

creative technology


... games increasingly become important in
digital learning and corporate training,
and are appealing for conceptual reasons
as well as their sensorial impact, ...
we will study the analysis and critical comparison of games,
as well as game design & development ...

INFORMATION

_ .. / / machine(s) / art(s) / change(s) / human(s) / reading(s) / _ / .

create-outline(s)

outline(s)
outline(s) / dilemma(s) / schedule(s) / form(s) content(s) / topic(s) / goal(s) / material(s) / structure(s) / assign(s) / reference(s) / link(s) / course(s)

create-project(s)

PROJECT(S) -- CREATIVE TECHNOLOGY ... & ... / ...

www.creativeapplications.net / creative technology


creative applications and projects
form the core of creative technology,
as they allow for student initiative, a high degree of autonomy,
problem finding and cooperation, yet within a structure
that facilitates feedback and promotes
a high level of achievement.

INFORMATION

_ .. / / machine(s) / art(s) / change(s) / human(s) / reading(s) / _ / .

create-resource(s)

resource(s) -- rooster(s) / werkplaats / server(s) / serious gaming / link(s) / utopia / media @ create

type with me / comic(s) / search / body / JS / n-gram(s) / www.kenniscrisis.nl / link(s) / blackboard / huisstijl / list(s) / gartner(s) / roam(s) blackboard
eit.europa.eu / map(s) / trend(s) / create / gypsy scholar / common(s) / connect / CreaTe / CE/EWI / Æliens @ VU / blog(s) / (sw)out / vpn

create(s)

www.peerevaluation.org / duckduckgo.com / www.lorenet.nl / www.wikiwijs.nl

institute(s)

past & present

event(s)

inspiration(s) / panel(s)


resource(s) -- contact(s)

contact(s) / who is?


tutorial(s) -- help(s)

example(s) -- script(s) / animation(s)

configuration(s) -- note(s) / tablet(s) / tribe(s) / program(s) / math(s) / chrome(s) / engine(s)

IP? / ... / researchcreative exploration(s) / unity / trouble(s) / wolframalpha / inspiration(s) / software(s) / hardware(s) / howto(s)

software(s) -- resource(s)

configuration(s) / tool(s) / download(s)


reading(s) -- resource(s)

inspiration(s) -- research / design(s) / course(s) / etc(s)

create / smart / media / game / design / math / web / art / student(s) / tag(s)


* _ .. -- @ media / scribble / utopia / design / fun ? [:/] _


supporting creative thinking through opportunistic software development
educational(s): quote(s) / learning(s) / picnic(s) / critical thinking
  1. Teaching Software Engineering through Game Design
  2. Toy Projects Considered Harmful
  3. The Rethinking CS101 Project
  4. Creating a Science of Games (CACM) (local)
  5. Software Engineering Issues in Interactive Installation Art
  6. Programming by Example -- A Creative Programming Environment, Remixed
  7. Computer Science Education: Where Are the Software Engineers of Tomorrow?

* - play / story / search / flow(s) / topic(s) / cage(s) # ! @ Æ


resource(s) -- curriculum

PDF

new

book(s) -- technical

kindle


  • JavaScript: The Definitive Guide by David Flanagan -- (amazon)
  • CSS: The Definitive Guide (Paperback) by Eric Meyer -- (amazon)
  • Foundation Actionscript 3.0 Animation: Making Things Move! by Keith Peters -- (amazon)
  • Professional Adobe Flex 2 (Programmer to Programmer) by Rich Tretola, Simon Barber, and Renaun Erickson -- (amazon)
  • Professional Web 2.0 Programming (Wrox Professional Guides) (Paperback) by Eric van der Vlist, Danny Ayers, Erik Bruchez, Joe Fawcett, Alessandro Vernet -- (amazon)
  • Foundation Flash 8 Video (Foundation) by Jordan L Chilcott and Tom Green -- (amazon)
  • Introduction to 3D Game Programming with Direct X 9.0c: A Shader Approach (Wordware Game and Graphics Library) by Frank Luna -- (amazon)
  • Visual Computing: Geometry, Graphics, And Vision by Frank Nielsen -- (amazon)
  • X3D: Extensible 3D Graphics for Web Authors (The Morgan Kaufmann Series in Interactive 3D Technology) (Paperback) by Don Brutzman, Leonard Daly -- (online)
  • Visualizing the Semantic Web: XML-based Internet and Information Visualization by Vladimir Geroimenko -- (amazon)
CA1

reference(s)
An initial set of references should include the list below, although many more are available.
  1. Mitchel Resnick, Sowing the Seeds for a more Creative Society -- online video
  2. Facets of Fun -- On the Design of Computer Augmented Entertainment Artefacts, available in online version
  3. Kress G. and van Leeuwen T. (1996), Reading Images: The Grammar of Visual Design, Routledge
  4. Geert Lovink and Ned Rossiter (eds), MyCreativity Reader, A Critique of Creative Industries, Institute of Network Cultures, Amsterdam 2007
  5. A. Eliëns, topical media & game development -- media.eliens.net
A wealth of material and references can be found at my topical media & game development site, including tutorials and examples.
CA3

reference(s)
Apart from some general information about for example agile method(s), we have included some references to our own work, not as a reference in the sense of a standard to be adhered, but rather to share experience(s), and indicate a possible format for writing a report or even paper to be published at some suitable venue.

reference(s)


  1. method(s) -- www.agilemanifesto.org/principles.html
  2. resource(s) -- game design patterns / team work
  3. Eliëns A. and Vyas D., Panorama -- explorations in the aesthetics of social awareness, In Proc. GAME-ON 07, Nov 20-22, University of Bologna, Marco Roccetti (ed.), p. 71-75, EUROSIS-ETI Publication, ISBN 9789077381373
  4. Eliëns A., van de Watering M., Huurdeman H., Bhikharie S.V., Lemmers H., Vellinga P. , Clima Futura @ VU -- communicating (unconvenient) science, In Proc. GAME-ON 07, Nov 20-22, University of Bologna, Marco Roccetti (ed.), pp. 125-129, EUROSIS-ETI Publication, ISBN 9789077381373
  5. A. Eliëns, topical media & game development -- media.eliens.net
A wealth of material and references can be found at my topical media & game development site, including tutorials and examples.
CA4

reference(s)
Also for the ambient screen(s) course, our panorama paper may serve as a reference, both with regard to content and as a format for the report(s).

reference(s)


  1. Convivial Urban Spaces: Creating Effective Public Spaces, by Henry Shaftoe -- (amazon)
  2. Eliëns A. and Vyas D., Panorama -- explorations in the aesthetics of social awareness, In Proc. GAME-ON 07, Nov 20-22, University of Bologna, Marco Roccetti (ed.), p. 71-75, EUROSIS-ETI Publication, ISBN 9789077381373
  3. A. Eliëns, topical media & game development -- media.eliens.net
A wealth of material and references can be found at my topical media & game development site, including tutorials and examples.
CA5

reference(s)
The main reference for this course consists of a treatise on convivial design, which is generally opposed to industrial design, since it presupposes a process of co-creatity instead of a top-down design-driven process.

reference(s)


  1. Convivial Urban Spaces: Creating Effective Public Spaces, by Henry Shaftoe -- (amazon)
  2. A. Eliëns, topical media & game development -- media.eliens.net
A wealth of material and references can be found at my topical media & game development site, including tutorials and examples.
NM1

reference(s)

 There are many books dealing in one way or another with web technology.
  1. JavaScript: The Definitive Guide by David Flanagan -- (amazon)
  2. CSS: The Definitive Guide by Eric Meyer -- (amazon)
  3. Professional Web 2.0 Programming (Wrox Professional Guides) by Eric van der Vlist, Danny Ayers, Erik Bruchez, Joe Fawcett, Alessandro Vernet -- (amazon)
  4. business model(s) -- www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html
  5. Webbots, Spiders, and Screen Scrapers: A Guide to Developing Internet Agents with PHP/CURL by Michael Schrenk -- amazon)
  6. The Web Application Hacker's Handbook: Discovering and Exploiting Security Flaws, by Dafydd Stuttard amd Marcus Pinto -- amazon)
  7. A. Eliëns, topical media & game development -- media.eliens.net
A wealth of material and references can be found at my topical media & game development site, including tutorials and examples.
NM2

reference(s)
As said before, a highly recommended reference for interactive data visualization is Visualizing Data by Ben Fry, not in the least because the approach described is tightly connected with processing and its underlying philosophy of creative intuitive understanding by computational means. However, also the flex/as3 related references are worthwhile because they give access to the display environment of flash, which is the dominant media technolgy for (business-related) web-applications.
  1. Visualizing Data: Exploring and Explaining Data with the Processing Environment, by Ben Fry -- (amazon)
  2. Foundation Actionscript 3.0 Animation: Making Things Move! by Keith Peters -- (amazon)
  3. Professional Adobe Flex 2 (Programmer to Programmer) by Rich Tretola, Simon Barber, and Renaun Erickson -- (amazon)
  4. Foundation Flash 8 Video (Foundation) by Jordan L Chilcott and Tom Green -- (amazon)
  5. Visualizing the Semantic Web: XML-based Internet and Information Visualization by Vladimir Geroimenko -- (amazon)
  6. Eliëns A., Wang Y. van Riel C. and Scholte T. (2007), 3D Digital Dossiers -- a new way of presenting cultural heritage on the Web, In Proc. Web3D 2007, ACM SIGGRAPH, pp. 157-160
  7. A. Eliëns, topical media & game development -- media.eliens.net
A wealth of material and references can be found at my topical media & game development site, including tutorials and examples.
NM3

reference(s)
There are a number of references on mashups for particular APIs, of which a selection is given here. In addition, the student may need more detailed knowledge of how data manupulation and components are dealt with in flex/as3.

reference(s)


  1. Flickr Mashups, by David A. Wilkinson, Wrox -- info)
  2. Amazon.com Mashups, byFrancis Shanahan -- info
  3. del.icio.us Mashups, by Brett O'Connor -- (info)
  4. Web APIs with PHP, by Paul Reinheimer, Wrox -- (info)
  5. Professional Adobe Flex 2 (Programmer to Programmer) by Rich Tretola, Simon Barber, and Renaun Erickson -- (amazon)
  6. Visualizing the Semantic Web: XML-based Internet and Information Visualization by Vladimir Geroimenko -- (amazon)
  7. A. Eliëns, topical media & game development -- media.eliens.net
A wealth of material and references can be found at my topical media & game development site, including tutorials and examples.
NM4

reference(s)
An excellent starting point for a course in VR is provided by the X3D book of Don Bruntzman, who one of the leading figures in the Web3D Consortium.
  1. X3D: Extensible 3D Graphics for Web Authors (The Morgan Kaufmann Series in Interactive 3D Technology) by Don Brutzman, Leonard Daly -- (online)
  2. A. Eliëns, topical media & game development -- media.eliens.net
A wealth of material and references can be found at my topical media & game development site, including tutorials and examples.
NM5

reference(s)
Apart from the book on game design patterns, a reference to a paper comparing game development to software engineering has been included, showing the analogy as well as difference(s) in project management and workflow(s).
  1. Teaching Software Engineering through Game Design
  2. Bjork, S., Holopainen, J. (2005) Patterns in Game Design. Charles River Media
  3. A. Eliëns, topical media & game development -- media.eliens.net
A wealth of material and references can be found at my topical media & game development site, including tutorials and examples. 









 create-schedule(s)





  


schedule(s) -- creative technology / new media

  

 course(s) / announcement(s) / program(s)


  


    

  •  CA course(s) -- 8 meetings in lecture room, additional bi-weekly meetings

  •  NM course(s) -- 8 meetings in lecture room


date(s): monday and/or tuesday


  3/4: 10.45-11.30 / 11.45-12.30 uur
  6/7: 13.45-14.30 / 14.45-15.30 uur
  


    
  



  
Most CA and NM courses will be scheduled at
monday and/or tuesday at the 3/4 and/or 6/7 slot(s).
In addition to regular lectures, additional slots and
locations for individual or group consults must be available,
preferably in a flexible way, scheduled on a by-need basis.
  









  




 create-sg(s)









  



 SG:  SERIOUS GAMES 




creative technology






  







  
... games increasingly become important in 

 digital learning and corporate training,

 and are appealing for conceptual reasons

 as well as their sensorial impact, ...

 we will study the analysis and critical comparison of games,

 as well as game design & development ...
  

  

INFORMATION




speak(s)
/ common(s)
/ slide(s)
/ session(s)
/ cycle(s)
/ communication(s)
/ talk(s)

  











  
_
.. / 
 /
  
machine(s)
/ art(s)
/ change(s)
/ human(s)
/ reading(s)
  / _
/ .
  




  
    
  

  




  












 create-structure(s)





 structure(s)




  

  

outline(s) /
dilemma(s) /
schedule(s) /
form(s) 
content(s) /
topic(s) /
goal(s) /
material(s) /
structure(s) /
assign(s) /
reference(s) /
link(s)
/ course(s) 

  

    
  










    
  







 create-theme(s)





  


create -- reading(s) / create /  vision(s) 







  
_
.. / 
 /
  
machine(s)
/ art(s)
/ change(s)
/ human(s)
/ reading(s)
  / _
/ .
  






mission(s) / challenge(s)







design is where technology meets culture 






authentic
             diversity
                          tolerance
creative technology                  proximity





pirate(s)
/ skin(s)
/ science(s)
/ color(s)
/ vision(s)




play
/ reading(s)
/ physic(s)
/ method(s)
/ math(s)
/ cycle(s)




    
  

  




  









 create-topic(s)





  


topic(s) -- create /  vision(s) 







  
_
.. / 
 /
  
machine(s)
/ art(s)
/ change(s)
/ human(s)
/ reading(s)
  / _
/ .
  






mission(s) / challenge(s)







design is where technology meets culture 









  creative technology
         
                                      new media
  



pirate(s)
/ skin(s)
/ science(s)
/ color(s)
/ vision(s)




play
/ reading(s)
/ physic(s)
/ method(s)
/ math(s)
/ cycle(s)




    
  








 create-track(s)



  
present / print
  


  


new media / track(s) --  serious gaming / creative exploration(s) 

  




  


*
_
..

--
@
 
media

/ idea(s)
/ change(s)
/ theme(s) 
?
[:/]

_





  

  



play 
/ create(s)
/ math
/ gamification(s)
/ story
/ topic(s)
/ cycle(s)





  




  



    
  








  


elaboration(s) -- beginner(s) vs expert(s)

  
  

    

  •  beginner(s): trick(s)

      

    •  lack of -- imagination, structure, closure, knowledge of allusion(s) 

    •  poor use of -- technology, story storyboards, interaction graphs

    •  naive in -- (game/story) patterns & interaction mechanics  

    •  rely on -- aspiration, talent, cleverness and ability

    •  get stuck in -- cliches, self-indulgence, if not arrogance

    

  •  expert(s): craft/trade

      

    •  mastery in -- (digital) rethorics (i.e rules) and interaction style

    •  advanced use of -- technology in relation to content and style

    •  reflection(s) on -- application context, meta-readings

    •  strive for -- inspiration, reaching their audience, appropriate targets

    •  try to -- direct their talent(s), be original, and realize their ideals

    


    

level(s) of achievement -- law(s) of style


    

  •  economy -- efficiency of means / mechanism(s)

  •  simplicity -- sincerity:  adequate expression / organic unity

  •  sequence -- composition: exposition & progression(s)

  •  climax --  progression(s): emotional involvement

  •  variety -- sincerity: contrast(s) & entertainment 




from  principles of success in literature.


    

critical appraisal(s) --  phrase(s) of judgement


    

  •  negative: boring, ...

  •  positive: awesome, cool, unreal, ...



remark(s)

in creative application there is always a notion of the 
beginners mind and 
the need to unlearn
given skills, in order to arrive at an  original approach.


  
  




  



    
  









 create-workshop(s)






  

  
present / print / tag(s)
  


 workshop game design -- in 7 rounds



 creative thinking / inspiration(s) / panel(s) / space(s) / vision(s)









  





  
_
.. 

  
game(s) 
/ workshop(s)
/ challenge(s) 
/ TINAG
/ go
/ CTSG






[]
teaching(s)
/ display(s)
/ ethic(s)
/ ritual(s)
/ evolution(s)
[]













...
communication is
...
 the key to creativity
...
!








  




experiment
knowledge
illusion
scratch
engine
craft
maze
run
ar
x




  








n-gram(s)
/ collaboration(s)
/ context(s)
/ mission(s)
/ AR(G)






media
/ education(s)
/ method
/ classic(s)
/ literacy
/ cycle(s)
!
Æ




    
  

  




  












  


 workshop game design -- in 7 rounds




    

  1.  introduction -- getting to know eachother

  2.  selection of game theme(s) -- the playground

  3.  exercise(s) -- associative chaining

  4.  visual style -- design & reference(s)

  5.  narrative content -- story line(s)

  6.  game mechanics -- play & score(s)

  7.  wrap up(s) -- speak out!



    
  







  


   assignment(s) /    theme(s)




    

  1.  urban -- (un)safety in urban environment(s)

  2.  climate -- climate change and reduction of energy consumption

  3.  fitness--  (social network) support for sport and fitness

  4.  media --  prevent(ion) of media and information overload

  5.  scenario(s) -- emergency / rescue scenario(s) in public area(s)

  6.  communication -- exchange(s) in private/public space(s)

  7.  idea(s)? --  ...



    
  






game workshop(s)



  


 theme(s) / workshop(s) / assignment(s)




    

  1.  create (y)our identity -- draw (y)our avatar

  2.  invite the player(s) -- design the front portal 

  3.  invent game mechanic(s) -- sketch
scenario(s)

  4.  create challenge(s) -- define task(s) & score(s)




(pre)requisite(s)



    

  •  smart technology -- rfid tags, motion sensors, ...

  •  new media -- camera(s), screen(s), game world(s)



    
  







requirement(s)

package A4 paper & viltstiften



  


reference(s)




    
  









  
  


[]

readme

new(s)
workshop(s)
project(s)

CA1
CA2
CA3
CA4
CA5

course(s) 
-
creative exploration(s)
/
serious games
/ ethic(s) -
resource(s)
_
  
#
@
  
!








(C) 


Æliens

2014