creative technology
[] readme new(s) masterclass workshop(s) CA1 CA2 CA3 CA4 CA5 project(s) NM1 NM2 NM3 NM4 NM5 resource(s) _ / .

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print / present

creative technology -- target(s) & scenario(s)

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(new) media in creative technology

from a new media perspective

 Anton Eliëns

abstract In this note we will discuss the educational targets and learning goals for the new media track in creative technology. By way of introduction, it will also be explained what must be understood by educational targets, and how we can relate these to the learning goals or topics represented by a collection of courses. A set of courses will be proposed, but also an alternative approach, offering media in context, that is as an element of creative applications will be discussed, for which we will also indicate the relation to other theories and areas of science.
status: 18/2/08 -- for discussion

introduction

 Creating a curriculum for creative technology, and for that matter a new media track, is, indeed, a complex puzzle, for which potentially many solutions exist. The reader may wonder why also here the sub-title from a new media perspective is used. Briefly, this may be explained by stating that, one way or another, media may be regarded as an essential ingredient of any ICT-related study, and that, in addition, there are multiple ways of including media in the creative technology curriculum, even without offering an explicit new media track or specialisation.

In other reports we have discussed the relation of new media to design, indicated the requirements for computing, sketched scenarios, and (moreover) gave an outline of the creative technology curriculum. In each of the reports, an indication of educational targets, for each of the various tracks or sub-disciplines, was given, suggesting the relevance of the proposed solution(s).

To give an indication what is meant by the arguably debatable categories of educational targets, a brief explanation is given below:

categories of educational targets


Although there may be no sharp dividing line between for example skills and knowledge, knowledge and theory, and skills and experience, when taking into account the scope within which skills are executed, or the depth or explicitness of theories involved, such a distinction becomes (hopefully) more clear.

Below we will, after clarifying the learning goals and educational targets of the creative technology curriculum, give an outline of how the new media track could fit within the curriculum, and what choices need to be made to finally realize the curriculum.

creative technology -- learning goals and targets

In CreaTe -- Proposal for a new curriculum (p. 12), a number of components are mentioned that should be part of such a curriculum. These components include:

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

subject(s) -- creative technology

target(s)


  • computing -- architecture, networks, programming
  • technology -- new media, smart technology
  • creative applications -- creativity (mental + artistic), psychology, research/design methods, communication
  • business -- marketing, planning, project management
  • design -- sketch, prototype, realize
An observation we may make is that for creative applications the list of learning goals is rather long and diverse, potentially involving many scientific and possibly extra-academic disciplines, dependent on what level, so to speak, we wish to present these aspects.

In principle, the components listed above can be taken to represent educational targets, that is what students of creative technology need to learn or obtain during their study:

collection(s) / argument(s) / fragment(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
Let it be clear, these targets are not a given per se, but could, and probably should be discussed, to obtain a concise description of what we aim for with creative technology. An additional (intended) benefit is that this way the requirements for each track in the curriculum can (in principle) be more concisely specified, and compared with the requirements for other tracks.

new media -- targets and learning goals

 In delineating the content and scope of the new media track, or even more plainly the media component in the creative technology curriculum, we may, with an eye to what is common nowadays for university-level curricula, arrive at the following educational targets:

collection(s) / argument(s) / fragment(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) / ..

There is, obviously, ample freedom of what courses or topics to introduce, apart from basic web technology, to realize such targets. Within the creative technology curriculum, however, covering a substantial part of the following topics, at least for a new media track, seems mandatory.

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

new media -- the aesthetics of our time

target(s)


In the list of topics, each of which could be presented in a course of its own, no explicit indication is given what must be considered pre-requisite knowledge. One option is to include in each course an introductory part in which the basic technology is presented, accompanied with exercises that allow the students to practice and gain experience. This is the way that, for example at art schools, the obstacle of teaching technology is generally dealt with. However, in an academic setting,it seems more worthwhile to profit from other disciplines, such as computing and design, to obtain the required skills and knowledge of, respectively, scripting/programming and modelling.

new media -- course(s)

 In specifying the requirements for the computing track in creative technology and giving a first proposal for how to organise the first year, admittedly from a new media perspective, the following list of courses were proposed, see below. It must be remarked beforehand, however, that the proposal for the first year, which only includes NM1 and NM2, for a total of 9 credits, was to a large extent motivated by feasibility, that is an equal distribution of courses over the sub-discplines of creative technology and, consequently, a delegation of the responsibility to teach scripting to new media, as part of NM1 (web technology). Another, implicit, assumption was that attention to contextual aspects of new media, related with creativity, communication and business, was envisaged to take place in creative application projects, that must serve an integrative function in the program.

course(s)


coursecreditsdescription
CS13computer & network architecture(s)
CS26programming fundamental(s) -- C++/Java
CS36advanced programming -- idoms, APIs
NM13web technology (1) -- html, javascript. css
NM26animation in 2D
NM36web technology (2) -- php, sql, web services
NM463D virtual environments -- x3d/vrml
NM56game development -- C++/DirectX
CA13we create identity
CA26living & working tomorrow (advanced)
CA36have fun and play!

As an exmmple CA1 (we create identity) planned in the first month, would allow students to create a common website, make interactive videos about topics of interest, and present themselves both as individuals and as a group, thus creating a common identity, using open source content management and social networking (web) technology. This way not only the students creativity is stimulated but, albeit in a somewhat implicit way, students also gain hands-on experience (skills) with current-day web technology. In later creative application courses, CA2 and CA3, other tracks, in particular smart technology and design could play a more prominent role.

As argued in the computing requirements report, it is likely that we wish to offer our students, next to scripting, in-depth skills and knowledge of programming, preferably in C++, which also seems required for the smart technology track, and may also be considered a pre-requisite for (serious) game development with more advanced technologies. As a remark, dividing the tasks of teaching basic skills and programming is beyond the scope of this note, even though it will ultimately determine in what form media technologies will be presented.

media in context -- creative application(s)

It seems worthwhile to present a scenario of teaching media-related skills and knowledge (and even some theory) not in a topic-oriented way as indicated above, but embedded in a creative application project. The type of application could range from, say, a cultural heritage application [1], a social awareness system which by its definition would include smart technology [2], or a (more or less serious) game on a suitable rich media platform [3].

Irrespective of the type of application or the societal topic(s) addressed by the product, such a course/prpject would address the following learning goals:

learning goal(s)


  • elementary web-based multimedia technology
  • programming and tools for interactive animation and video
  • first principles of information visualisation
  • basic media and cummunication theory
  • the design of an effective communication plan
  • the business and societal context of media deployment
The advantage of such an approach, in which media technology is presented in the context of a creative application (of societal relevance), over a disciplinary approach to teaching new media, is that skills and knowledge are learned as a group, which allows students to tackle issues according to their interest, expertise and (individual) talent. The disadvantage, in return, is that it becomes more difficult to assess the contribution as well as the level of skill and knowledge of the individual student(s).

Very likely, for a first year, a middle-way approach is most desirable, where students work individually or in small groups in disciplinary courses for the various tracks, but are encouraged to work in large groups on integrative creative application projects, which allows them to develop a more personal profile according to individual preference(s).

An example structure of such an integrative project, with a new media flavor, indeed, is given below:

course structure


  • week 1 -- introduction of platform and design issues [2]
  • week 1 -- concept design of (media) application(s) [6]
  • week 2 -- essentials of animation and visualisation [6]
  • week 2 -- basic media and communication theory [4]
  • week 3 -- information presentation in (flex RIA) platform
  • week 3 -- student presentations of design and storyboards
  • week 4 -- business and societal context of the creative industry [5]
  • week 4 -- delivery and presentation of final application(s)
Not included in this outline, are checkpoints for tutor and peer review, which are essental instruments for feedback and progress control. Also, in my experience, it is worthwhile to create an element of (external) visibility, for example by involving an (external) commercial or institutional partner, which acts as opdrachtgever.

As for issues of theory and technology, it must be mentioned that such projects may form an excellent starting point for literature study or technical exploration, since they do provide the motivation needed for more in-depth studies, that may otherwise be hard to achieve.

conclusions

In this brief report we have given an outline of the disciplinary courses needed for a new media track in creative technology. Also we have sketched a partially alternative scenario which allows for teaching media skills and knowledge in the context of a creative application project, where the goals is determined by content and (societal) relevance, yet the means require sufficient yechnical expertise, that must be acquired on the way.

In summary, however, it seems best to include a sufficient amount of disciplinary (new media) courses, where students can explore their technical skills and creative talent in a more independent and individual way. From a new media perspective, I am tempted to say, such courses form an essential preparation for more demanding projects, where apart from technical skills and knowledge, also interpersonal communication and group behavior play a role. Nevertheless, as integrative units, creative application projects must be considered essential in the creative technology curriculum, to prepare students for one of the possible roles in the creative industry, product design, communication, entertainment, or (serious) game development.

reference(s)

  1. 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
  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. 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
  4. Kress G. and van Leeuwen T. (1996), Reading Images: The Grammar of Visual Design, Routledge
  5. Geert Lovink and Ned Rossiter (eds), MyCreativity Reader, A Critique of Creative Industries, Institute of Network Cultures, Amsterdam 2007
  6. A. Eliëns, topical media & game development -- media.eliens.net

print / present

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target(s) -- create

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

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

target(s) -- computer science

from a new media perspective: track(s)

  • skill(s) -- programming in various languages, able to learn new languages quickly
  • knowledge -- networks, web-applications, programming languages, operating systems
  • theory -- integration of languages, computer & software architecture, algorithmic complexity
  • experience(s) -- application development, (technical) requirements analysis
  • attitude -- understanding, with an eye for complexity

collection(s) / argument(s) / fragment(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) / ..

collection(s) / argument(s) / fragment(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

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

target(s) -- mathematics

from a new media perspective: track(s)

  • skill(s) -- problem solving
  • knowledge -- algebra(s), graph theory
  • theory -- dynamic systems, logic
  • experience(s) -- modeling complex systems
  • attitude -- inquisitive, with an eye for the beauty of mathematics

collection(s) / argument(s) / fragment(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

collection(s) / argument(s) / fragment(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

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scenario(s) -- creative technology / new media

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

role(s) / rolmodel(s)


scenario(s) -- new media

... / social / process / change(s) / design(s) / space(s) / _

  • creative industry -- in new entrepeneurial activities
  • product design -- in healthcare and entertainment
  • communication -- regonial/global media campaign
  • entertainment -- new concepts in private and public settings
  • game development -- serious games in education and corporate training

scenario(s) -- creative industry
The creative industry is a somewhat wide notion, originally introduced by the Blair government to re-vitalise dormant industrial areas. After the success of Silicon Valley, and New York's Silican Alley, the model was adopted by among others Amsterdam and Berlin.

In the creative industries, our students might take any of the following roles:

scenario(s) -- creative industry


  • entrepreneur -- creating business
  • creative genius -- generating idea(s)
  • content author -- to produce material(s)
  • technical developer -- to write script(s) & program(s)
Despite the wide range of possible roles, whatever role is taken, however, our graduates will distinguish themselves by their level of technical expertise.

scenario(s) -- product design
In an evergrowing cosumer market, product design will be an area of active development. Dependent on the context of deployment, healthcare, entertainment, or home or office furniture, our students may be active in any of the following roles:

scenario(s) -- product design


  • visual design -- to give aesthetic appeal
  • concept development -- to accomodate human needs
  • usability & deployment -- making it fit for it's role
  • evangelist -- to promote the (benefits of the) idea
Despite the wide range of possible roles, whatever role is taken, however, our graduates will distinguish themselves by their level of technical expertise.

scenario(s) -- communication
Tradional communication models, in broadcasting and advertisemt, are gradually being replaced by multimedia strategies, involving the internet and crossmedia in an essential way. In such media endeavors we may find our students active in one of the following roles or departments:

scenario(s) -- communication


  • web developer -- setting up portal(s)
  • crossmedia architect -- relating all media
  • production agency -- to coordinate delivery
  • strategic planning -- defining targets and goals
Despite the wide range of possible roles, whatever role is taken, however, our graduates will distinguish themselves by their level of technical expertise.

scenario(s) -- entertainment
Entertainment is an everlasting source of revenue for innovative enterprises. In our society the technical opportunities for entertainment are abundant, both in an urban and private setting. Our students may work in the area of entertainment in one of the following roles or fields:

scenario(s) -- entertaiment


  • concept design -- defining new artefacts
  • technical infrastructure -- for realization
  • business plan -- to coordinate the enterprise
  • production manager -- mediating between parties
Despite the wide range of possible roles, whatever role is taken, however, our graduates will distinguish themselves by their level of technical expertise.

scenario(s) -- game development
Games are increasingly beong recognized as valuable tools in an educational environment, and corporate learning. With the growing attention for serious games, it becomes likely that we will find our students active in game development, in either one of the following roles or activities:

scenario(s) -- game development


  • theme(s) & storyline(s) -- setting the context
  • style & visual(s) -- creating the appeal
  • asset development -- to embody the game
  • interaction & experience design -- to promote involvement
Despite the wide range of possible roles, whatever role is taken, however, our graduates will distinguish themselves by their level of technical expertise.

print / present

curriculum creative technology

from a new media perspective

 Anton Eliëns

abstract In this brief report an outline is given of how a first year curriculum of creative technology may look like, proceeding from the assumption that equal attential is given to the constituting subdisciplines of creative technology, that is computer science, new media, smart technology, mathematics and industrial design, and that a substantial part of the curriculum is devoted to integrative creative applications.
status: 18/2/08 -- for discussion

introduction

 Summarizing, we may formulate the educational targets of the creative technology curriculim as follows:

collection(s) / argument(s) / fragment(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
The scope of the curriculum is also determined by the contribution of what may be regarded the constituting (sub) disciplines of creative technology:

track(s)



   CS -- computer science
   NM -- new media
   ST -- smart technology
   MA -- mathematics
   DE -- design
  
   CA -- creative applications
with creative applications as an essential integrative element in the curriculum.

creative technology -- foundation(s)

 When each of the sub-disciplines takes an equal share in the first year, which is meant to lay the foundations for further specialisations, it seems fair to devoted 9 credits to each, leaving a total of 15 credits for creative applications. An indication of how the elements for each track could be is given below.

course(s)


coursecreditsdescription
CS13computer & network architecture(s)
CS26programming fundamental(s) -- C++/Java
NM13web technology (1) -- html, javascript. css
NM26animation in 2D
ST13smart technology (1) -- smart systems
ST26smart technology (2) -- sensor design & instrumentation
MA16mathematics essentials with matlab
MA23the (he)art of mathematics
DE16drawing & modeling
DE23human factors in design
CA13we create identity
CA26living & working tomorrow
CA36have fun and play!

Naturally, each of the tracks or sub-disciplines may take responsibility for the details of the courses.

first year -- curriculum

As a first proposal for distributing the courses over the period of the first year, we may think of:

curriculum


periodcourse(s)
1 CA1/CS1 introduction
2 MA1 mathematical skills
3 NM1/ST1 introduction specialisation(s)
4 DE1 industrial design
5 CA2 living & working tomorrow
6 NM2/ST2 specialisation(s)
7 NM2/ST2 continued
8 MA2/DE2 mathematics & design
9 CS2 programming fundamentals
10 CA3 have fun and play!

This proposal stems from the wish to have a proper alteration between technical/disciplinary courses and introductory/explorative courses. It also does explicitly not exclude mutual connections between the various tracks, that is topics and subjects that are dealt with commonly, from different perspectives.

follow up -- new media & smart technology

In later years, students will choose for a specialisation in aither the new media or smart technology track. However, from a new media perspective, it should be clear that both in the computing track as well as the creative applications track, a close relation with smart technology might be desirable.

Additional courses in computing and new media will include:

specialisation(s)


coursecreditsdescription
CS36advanced programming -- idoms, APIs
NM33web technology (2) -- php, web services
NM463D virtual environments -- x3d/vrml
CA26living & working tomorrow (advanced)

Given the domain of creative technology we envision an advanced project living & working tomorrow, in close cooperation with smart technology.

conclusion(s)

We have sketched a proposal for the first year creative technology curriculum, based on an equal share of tracks and sub-disciplines, as a reference for discussing courses and topics in the first year. It must be emphasised, again, that the integrative courses/projects creative applications are essential, not only to train the individual students in applying their skills and knowledge, but equally important to promote a collective identity of creative technology students in collaborative projects.

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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:

collection(s) / argument(s) / fragment(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:

collection(s) / argument(s) / fragment(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:

collection(s) / argument(s) / fragment(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:

collection(s) / argument(s) / fragment(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:

collection(s) / argument(s) / fragment(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:

collection(s) / argument(s) / fragment(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

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computing requirements creative technology

from a new media perspective

 Anton Eliëns, with Angelika Mader

abstract In this report we look at the requirements for the computer science or computing track in the creative technology curriculum. We will propose computing courses, that may be taken as a reference when developing the final curriculum.
status: 18/2/08 (discussion)

introduction

 Although the creative technology curriculum is at this stage still in development, with contributions of a variety of tracks or sub-disciplines, an outline of the educational goals of creative technology will look like:

collection(s) / argument(s) / fragment(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
Correspondingly, the topics treated in the curriculum, or the elements of which the curriculum will consist will encompass:

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

subject(s) -- creative technology

target(s)


  • computing -- architecture, networks, programming
  • technology -- new media, smart technology
  • creative applications -- creativity (mental + artistic), psychology, research/design methods, communication
  • business -- marketing, planning, project management
  • design -- sketch, prototype, realize
Taking these elements as a guideline will help us in determining what role the computing track will play in setting up the curriculum.

background - the role of computing

 From a more general perspective, the area of computing, or in other words, the discipline of computer science should set as educational goals:

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

target(s) -- computer science

from a new media perspective: track(s)

  • skill(s) -- programming in various languages, able to learn new languages quickly
  • knowledge -- networks, web-applications, programming languages, operating systems
  • theory -- integration of languages, computer & software architecture, algorithmic complexity
  • experience(s) -- application development, (technical) requirements analysis
  • attitude -- understanding, with an eye for complexity
More specifically, the computer science track in creative technology should cover, at a yet to be determined level of depth, the following topics and subjects:

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

computer science -- CS & IS @ UU

target(s)


  • network -- internet, organisations, graphs
  • computer -- elements, programming, algorithms
  • operating system -- assembly, compilers, multi-programming
  • language -- formal/natural, imperative, functional, logical, C++/Java
  • hardware -- memory, chaching, graphical programming support
  • database -- representation, storage, query (optimazation)
  • web -- client/server, web-services, data-driven application(s) -- standard(s)
  • media -- scripting (ECMA+), event handlers/models

related to: web technology


The level or depth at which these tpoics should be treated is determined by the requirements of the two specialisations envisioned for creative technology, respectively new media and smart technology.

new media -- targets and learning goals

 The eucational targets for the new media curriculum, may be summarized as fowllows:

collection(s) / argument(s) / fragment(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) / ..

Elements of which the new media curriculum will consist, at least for the students taking new media as a specialisation, include:

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

new media -- the aesthetics of our time

target(s)


Since new media, which includes the area of (serious) game development, requires a wide range of skills and knowledge, including programming as well as digital content creation, it is unlikely that all students will or need to be trained in computer science uniformly.

smart technology -- additional requirements

 For the specialisation of smart technology we may, perhaps somewhat naivelty, come up with the following list of educational goals:

collection(s) / argument(s) / fragment(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
Minimally, the topics in smart technology will include:

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

smart technology -- create

target(s)


  • dynamic systems, control systems
  • smart technology engineering
  • instrumentation -- software development
In particular for instrumentation the smart technology curriculum will very likely require more advanced, that is specialized, programming skills than the new media curriculum.

the computing curriculum -- first proposal

 In the new media curriculum, which is at the time of writing, still in development, the following courses will likely be included:

course(s)


coursecreditsdescription
NM13web technology (1) -- html, javascript. css
NM26animation in 2D
NM36web technology (2) -- php, sql, web services
NM463D virtual environments -- x3d/vrml
NM56game development -- C++/DirectX

Taking the new media curriculum, sketched above, as a point of departure, we arrive at the following (mandatory) courses for the computer science curriculum:

course(s)


coursecreditsdescription
CS13computer & network architecture(s)
CS26programming fundamental(s) -- C++/Java
CS36advanced programming -- idoms, APIs

In the proposal above we have, with an eye on practical feasibility, allowed for including acripting in the courses for new media, thus alleviating the requirements for the computing courses.

As to the actual realization of the courses, see the references below, it might be worthwhile to look for a cooperation that allows for dividing laber between the staff alloted to the various tracks, and, more in particular, that allows for a distribution of the work according to personal style and preference for respectively an inspirational, example-based approach, and a more technical bottom-up approach.

As indicated in reference (8), we should be beware of making a choice based on ease of education. More explicitly, with regard to both system aspects and performance a choice for C++ as a first (real) programming language, as opposed to scripting languages, seems to be preferred over a choice for Java, despite the pitfalls in teaching a complex language like C++.

relation to other tracks

When we look at the other tracks within the creative technology curriculum, we may list as educational targets for mathematics:

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

target(s) -- mathematics

from a new media perspective: track(s)

  • skill(s) -- problem solving
  • knowledge -- algebra(s), graph theory
  • theory -- dynamic systems, logic
  • experience(s) -- modeling complex systems
  • attitude -- inquisitive, with an eye for the beauty of mathematics
and, as educational targets for the track design, that is to be developed in collaboration with the industrial design department:

collection(s) / argument(s) / fragment(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
For the mathematics track we may remark that the track itself does not require computing skills as such. However, it is very likely that the mathematics track will inspire and inform the new media track, and to some extent even the computing track.

The design track might benefit from computing skills, but it seems most likely that these will be covered within the sacripting part of new media

conclusions

In this note we have sketched the requirements for the computer science or computing track within creative technology, and we have proposed a collection of courses to meet these requirements.

We again emphasize that in the realization of the courses, and the distribution of thw workload among the staff, we should strive for mutual contributions to profit from individual style and expertise.

reference(s)

educational(s) -- supporting creative thinking through opportunistic software development

quote(s)


  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?
[] readme new(s) masterclass workshop(s) CA1 CA2 CA3 CA4 CA5 project(s) NM1 NM2 NM3 NM4 NM5 resource(s) _ / .

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