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) _ # @ !

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goal-ca1(s)
CA1

learning target(s)
More specifically, the learning goals may be summarized as:

CA1 target(s)


In particular, experience and attitude are relevant since Creative Technology is relatively unique in targeting creativity at an academic level in a bachelor curriculum.

goal-ca3(s)
CA3

learning target(s)
In terms of skills, competences, etcetera, the learning goals of this course can be indicated as follwos:

CA3 target(s)


Perhaps not present in the list in a sufficiently explicit way is that the application must be resiatant to public exposure, and that the student must develop a sense of aesthetic responsibility as well as a suffient degree of artistic autonomy.

goal-ca4(s)
CA4

learning target(s)
In terms of skills, competences, etcetera, the learning goals of this course can be indicated as follows:

CA4 target(s)


In accordance with the format of creative application(s) self-management is essential for the successful completion of the course.

goal-ca5(s)
CA5

learning target(s)
In terms of skills, competences, etcetera, the learning goals of this course can be indicated as follows:

CA5 target(s)


Again, in accordance with the format of creative application(s) self-management is essential for the successful completion of the course.

goal-ce(s)
CE

learning terget(s)
Basic skills involve the use of authoring languages and tools. Detailed knowledge of the platform of choice is required to produce effective game(s).

CE target(s)


However, not only technical issues are important, but also the use of fantasy and creativty and aesthetics needed to explore (novel) forms of experience.

goal-de7(s)

learning terget(s)

DE7 target(s)


goal-ethic(s)

ethic(s) -- payoff(s) / challenge(s) / game(s) / math(s) / plan(s)

learning terget(s)
Basic skills involve the use of authoring languages and tools. Detailed knowledge of the platform of choice is required to produce effective game(s).

NM5 target(s)


However, not only technical issues are important, but also the use of fantasy and creativty and aesthetics needed to explore (novel) forms of game play.

goal-iv(s)
IV

learning target(s)

 With regard to the programming skills, the actual topics treated in interactive visualization will to a large extent on what has been covered in the earlier programming course(s) However, taking a technology-agnostic view our learning goals can be summarized as:

NM2 target(s)


In particular, students must gain an intuition on how to create visualizations using computational means, and how to approach visualization issues by iteratively, as outline in Ben Fry's book on visualizing data, going through the following steps: acquire, parse, filter, mine, represent, refine and interact. No need to emphasize that an exploratory attitude is essential, as well as a (to be developed) sense of (computational) aesthetics

goal-nm1(s)
NM1

learning terget(s)

 The NM1 course is meant to bring competence(s) and skill(s) at varioys levels. In addition, references will be made to literature for further theoretical study. Small projects will further give the experience needed for using web technology in an effective manner.

NM1 target(s)


Apart from practical skills, the course aims at an intuitive understanding of the complexity of the web as a platform for communication and services. To prfit from the course, must have a sufficient degree of curiosity and lust for discovery.

goal-nm2(s)
NM2

learning target(s)

 With regard to the programming skills, the actual topics treated in interactive visualization will to a large extent on what has been covered in the earlier programming course(s) However, taking a technology-agnostic view our learning goals can be summarized as:

NM2 target(s)


In particular, students must gain an intuition on how to create visualizations using computational means, and how to approach visualization issues by iteratively, as outline in Ben Fry's book on visualizing data, going through the following steps: acquire, parse, filter, mine, represent, refine and interact. No need to emphasize that an exploratory attitude is essential, as well as a (to be developed) sense of (computational) aesthetics

goal-nm3(s)
NM3

learning terget(s)
Basic skills involve the use of technology, involving both programming issues, as well as service APIs.

NM3 target(s)


However, not only technical issues are important, but also issues of design and creativty in developing novel (combinations) of services, together with an appealing interface.

goal-nm4(s)
NM4

learning terget(s)
Basic skills involve the use of authoring languages and tools. Detailed knowledge of the platform of choice is required to produce effective VRs.

NM4 target(s)


However, not only technical issues are important, but also issues of design, creativty and aesthetics.

goal-nm5(s)
NM5

learning terget(s)
Basic skills involve the use of authoring languages and tools. Detailed knowledge of the platform of choice is required to produce effective game(s).

NM5 target(s)


However, not only technical issues are important, but also the use of fantasy and creativty and aesthetics needed to explore (novel) forms of game play.

goal-sg(s)
SG

learning terget(s)
Basic skills involve the use of authoring languages and tools. Detailed knowledge of the platform of choice is required to produce effective game(s).

NM5 target(s)


However, not only technical issues are important, but also the use of fantasy and creativty and aesthetics needed to explore (novel) forms of game play.
[] readme new(s) workshop(s) project(s) CA1 CA2 CA3 CA4 CA5 course(s) - creative exploration(s) / serious games / ethic(s) - resource(s) _ # @ !

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