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) _

/ * @ # !

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

structure-ca1(s)

course structure

The we create identity course takes place in the first month, and allows for only a limited number of seesions. A first indication sessions included may look as follows:

course structure

introduction of tool(s) and platform(s)
topics in creative technology (1)
teamwork -- identity as a group
topics in creative technology (2)
identity -- individual portfolio(s)
topics in creative technology (3)
presentation(s) -- individual & group work
evaluation -- reflection(s) on we create identity

Apart from the sessions and viewings indicated above, we plan a number of excursions to places of interest:

excursion(s)

visit(s) to regional initiative(s) -- www.creatievefabriek.nl / www.gogbot.nl
lecture(s) at PICNIC Academy -- www.picnicnetwork.org/search?q_mm=academy
visit(s) around campus -- www.t-xchange.nl

These excursions should provide the students with ideas about what to expect later in the study and motivate them to set their individual targets and aspirations for follow-up courses.

structure-ca3(s)

course structure

Despite the self-organizing nature of the course, a sequence of seesions is needed to guarantuee continuity of work, and to avoid the risk that the creative aaplication diverges into one of the many pitfalls that haunt such projects.

session(s)

introduction topic(s) & challenge(s)
exploration of platform & production requirements
planning -- concept & application development
establishment of business plan
contract negotiation & realization
basic media and communication theory
business and societal context of the creative application(s)
delivery and presentation of final application(s)

Dependent on the size of the group, addtional mechanisms of monitoring progress may be needed, including logs, periodic accounts, and regular feedback or possibly even shout-out sessions.

structure-ca4(s)

CA4

course structure

To guarantee continuity and monitor progress we will have a sequence of sessiuons, as outlined below.

session(s)

introduction topic(s) & challenge(s)
brain storm(s) -- concept development
planning -- concept & application development
development scenario(s) and storyboard(s)
workflow(s) -- asset development
basic media and communication theory
societal context of creative application(s)
delivery and presentation of final application(s)

Dependent on the size of the group, addtional mechanisms of monitoring progress may be needed, including logs, periodic accounts, and regular feedback or possibly even shout-out sessions.

structure-ca5(s)

CA5

course structure

To guarantee continuity and monitor progress we will have a sequence of sessiuons, as outlined below.

session(s)

introduction topic(s) & challenge(s)
brain storm(s) -- concept development
planning -- concept & application development
technical issues -- sensor deplyment and data management
workflow(s) -- configuration(s) and application context
theory -- communication & logistics
societal context of creative application(s)
delivery and presentation of final application(s)

Dependent on the size of the group, addtional mechanisms of monitoring progress may be needed, including logs, periodic accounts, and regular feedback or possibly even shout-out sessions.

structure-ce(s)

CE

course structure

The course does require active participation of the student(s), not only in exploring the technolgy by making the assignments, but also by presenting solutions and problems in class.

session(s)

introduction
background(s): basic exercises
exploration(s): architecture & art
presentation(s) of concept(s)
miscellanous topic(s) in art & technology
theoretical reflection(s): art & culture
presentation of final assignment(s)

structure-de7(s)

course structure

session(s)

structure-ethic(s)

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

course structure

The course does require active participation of the student(s), not only in exploring the technolgy by making the assignments, but also by presenting solutions and problems in class.

session(s)

introduction -- game design & development
brain storm(s) -- what is the name of the game?
case study I -- applying game design patterns
concept presentation(s) -- ideas & plan(s)
game engine(s) -- comparative evaluation(s)
case study II -- applying game design patterns
urban game(s) -- interactive (smart) space(s)
presentation of final assignment(s)

The game development course may considered to be a follow-up on the virtual environments course, shifting focus from representational aspect(s) to issues of (narrative-drive) game mechanics and game play. Neverteheless, at some point a choice for one or more technologies will be made, The choice of a game engine and game platform will be dependent on, among others, available resources and students' (programming) skills.

structure-iv(s)

IV

course structure

The course does require active participation of the student(s), not only in exploring the technolgy by making the assignments, but also by presenting solutions and problems in class.

session(s)

introduction of (rich) media platform(s)
basic assignment(s) -- animation (1)
essentials of animation and visualisation
basic assignment(s) -- visualization (2)
principles of interactive information presentation
basic assignment(s) -- interaction (3)
elements of data-driven information systems
presentation of final assignment(s)

At this stage it is not clear whether to enforce the use of one particular technology, flex/as3 or processing, to use multiple technologies, or to allow students a choice of technologies, which would then also include javascript, Ch and C++.

structure-math(s)

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

_ .. / / common(s) / idea(s) / change(s) / theme(s) ? [:] _

education(s) / question(s) / moral(s)

reference(s)

norm(s) / utopia / rule(s) / ethic(s) / answer(s) / failure(s)

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

structure-nm1(s)

NM1

course structure -- session(s)

Although the course is essentially project-based, and to a great extent relies on the students' activity in completing the assignments, there will be a number of lectures, to assist the student in the assignments, and in understanding both the technical and societal context of web applications.

course structure

introduction of language(s), tool(s) & technology
scripting -- basic assignment(s)
web standard(s) -- client-side
styling -- basic assignment(s)
web standard(s) -- server-side
interaction -- basic assignemnt(s)
advanced topic(s) -- ajax, dhtml, plugin(s), addon(s)
presentation of final assignment(s)

The structure presented here is only indicative, and may differs from the actual sequence of topics treated in the lectures. In particular topics such as privacy and security, and societal issues, will be dealt with as items in the lecture, also dependent on actual news items and developments.

structure-nm2(s)

NM2

course structure

The course does require active participation of the student(s), not only in exploring the technolgy by making the assignments, but also by presenting solutions and problems in class.

session(s)

introduction of (rich) media platform(s)
basic assignment(s) -- animation (1)
essentials of animation and visualisation
basic assignment(s) -- visualization (2)
principles of interactive information presentation
basic assignment(s) -- interaction (3)
elements of data-driven information systems
presentation of final assignment(s)

structure-nm3(s)

NM3

course structure

The course does require active participation of the student(s), not only in exploring the technolgy by making the assignments, but also by presenting solutions and problems in class.

session(s)

introduction of mashup technologies
basic assignment(s) -- map(s), flow(s) & diagram(s)
server technologies -- the (W)AMP stack
technical issues -- services & protocols
student presentation of concept final assignment(s)
services -- flickr, amazon, google, etc.
interaction -- model(s) of immersion
presentation of final assignment(s)

The course will take a technology-agnostic approach, favoring concept(s) over implementation(s) or language(s). Neverteheless, most of the examples presented are based on flex/as3.

structure-nm4(s)

NM4

course structure

The course does require active participation of the student(s), not only in exploring the technolgy by making the assignments, but also by presenting solutions and problems in class.

session(s)

introduction of VR applications
basic assignment(s) -- product demo(s)
VR technologies -- input(s) & display(s)
experience design -- user interface issues
student presentation of concept final assignment(s)
VR cases studies -- visit to (TXChange)
mixed/augmented reality in game(s)
presentation of final assignment(s)

To the extent possible, the course will take a technology-agnostic approach, favoring concept(s) over implementation(s) or language(s). Neverteheless, at some point a choice for one or more technologies will be made, dependent on available resources, as well as (programming) skills of the students.

structure-nm5(s)

NM5

course structure

The course does require active participation of the student(s), not only in exploring the technolgy by making the assignments, but also by presenting solutions and problems in class.

session(s)

introduction -- game design & development
brain storm(s) -- what is the name of the game?
case study I -- applying game design patterns
concept presentation(s) -- ideas & plan(s)
game engine(s) -- comparative evaluation(s)
case study II -- applying game design patterns
urban game(s) -- interactive (smart) space(s)
presentation of final assignment(s)

structure-sg(s)

SG

course structure

The course does require active participation of the student(s), not only in exploring the technolgy by making the assignments, but also by presenting solutions and problems in class.

session(s)

introduction -- game design & development
brain storm(s) -- what is the name of the game?
case study I -- applying game design patterns
concept presentation(s) -- ideas & plan(s)
game engine(s) -- comparative evaluation(s)
case study II -- applying game design patterns
urban game(s) -- interactive (smart) space(s)
presentation of final assignment(s)

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

/ * @ # !

structure-ca1(s)

course structure

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('collect-structure.html#slide-'); } document.write('ca1-structure'); if (!slidemode) document.write('.html');document.write('>');

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('collect-structure.html#slide-'); } document.write('ca1-structure-excursion'); if (!slidemode) document.write('.html');document.write('>');

structure-ca3(s)

course structure

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('collect-structure.html#slide-'); } document.write('ca3-structure'); if (!slidemode) document.write('.html');document.write('>');

structure-ca4(s)

course structure

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('collect-structure.html#slide-'); } document.write('ca4-structure'); if (!slidemode) document.write('.html');document.write('>');

structure-ca5(s)

course structure

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('collect-structure.html#slide-'); } document.write('ca5-structure'); if (!slidemode) document.write('.html');document.write('>');

structure-ce(s)

course structure

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('collect-structure.html#slide-'); } document.write('structure-ce'); if (!slidemode) document.write('.html');document.write('>');

structure-de7(s)

course structure

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('collect-structure.html#slide-'); } document.write('de7-structure'); if (!slidemode) document.write('.html');document.write('>');

structure-ethic(s)

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

course structure

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('collect-structure.html#slide-'); } document.write('nm4-structure'); if (!slidemode) document.write('.html');document.write('>');

structure-iv(s)

course structure

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('collect-structure.html#slide-'); } document.write('iv-structure'); if (!slidemode) document.write('.html');document.write('>');

structure-math(s)

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

_ .. / / common(s) / idea(s) / change(s) / theme(s) ? [:] _

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

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('collect-structure.html#slide-'); } document.write('structure-math'); if (!slidemode) document.write('.html');document.write('>');

structure-nm1(s)

course structure -- session(s)

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('collect-structure.html#slide-'); } document.write('nm1-structure'); if (!slidemode) document.write('.html');document.write('>');

structure-nm2(s)

course structure

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('collect-structure.html#slide-'); } document.write('nm2-structure'); if (!slidemode) document.write('.html');document.write('>');

structure-nm3(s)

course structure

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('collect-structure.html#slide-'); } document.write('nm3-structure'); if (!slidemode) document.write('.html');document.write('>');

structure-nm4(s)

course structure

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('collect-structure.html#slide-'); } document.write('nm4-structure'); if (!slidemode) document.write('.html');document.write('>');

structure-nm5(s)

course structure

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('collect-structure.html#slide-'); } document.write('nm4-structure'); if (!slidemode) document.write('.html');document.write('>');

structure-sg(s)

course structure

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('collect-structure.html#slide-'); } document.write('nm4-structure'); if (!slidemode) document.write('.html');document.write('>');