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multimedia @ VU
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course outline -- (project) interactive multimedia
The project
interactive multimedia exists for a number of years, now. See the original
proposal.
A pilot version of the course took place in may/june 2008.
This note intents to clarify the main constituents of the course,
that is the tracks, course elements, and learning goals.
Since first year students are a notoriously difficult group,
it also aims to specify potential challenges and inspirations.
A. Eliens 15/2/2013
track(s) -- interactive multimedia
The three main elements of the course are, respectively,
the actual production of an interactive multimedia application,
student presentations of intermediate results, and (optional)
more technical issues of programming the
flash display.
track(s) -- interactive multimedia
- background production -- design, composition, editing, narrative(s), literacy
- student presentation(s) -- concept(s), storygraph, interactive video
- programming (optional) -- flex/as3, flash display, XML, animation(s), graphics
The (optional)
programming element is explicitly meant to make the course
also attractive for the
computer science student(s), for who
the course is an optional choice.
Regular IMM students do
not have to program, if they do not wish to do so. Mind, however, that this is not a programming course.
For this you will have to take the
multimedia authoring course.
learning goal(s)
First year students seem to be eager to know
explicitly
the
learning goals for their course(s).
Below an attempt has been made to specify the
learning goal(s)
for each track:
learning goal(s)
- production -- creativity, composition, media technology
- presentation -- pitch, communication, reflection
- programming -- technology, scripting, interactive media
No doubt, clear sight on these learning goals might be lost once
students get involved in the actual production.
However, as indicated in the
digest(s) for
2008,
students find the creative composition of an interactive video
generally a worthwhile experience, in which they can learn a lot!
meeting(s) -- weekly
One of the benefits of the
curriculum innovation, to
my mind, is the focus on guidance and motivation of the students.
Since the project
interactive multimedia must be completed within
a month, that is a period of
four weeks, I envisage four meeting per week,
which may vary in length though:
meeting(s) -- weekly
- production -- lecture(s) & online reference(s)
- presentation(s) -- sessions with time slots for student(s)
- programming -- lectures & tutorial(s)
- viewing(s) -- demonstration(s) & inspiration(s)
A new element is provided by the
viewing(s), which aim it is to review interesting
(
video) material, that may partly be submitted by the students,
as a source of inspiration and (possibly) background knowledge.
No need to emphasize that this material may also be used by
students in their actual
production(s).
material(s) -- online
Most students are perfectly comfortable with learning from
online information, which they can consult according to their need
and speed of learning.
For the project
interactive multimedia, the
online material(s) include:
material(s) -- online
Admittedly, during the pilot 2008, there were many complaints
about the website, due to the overnight change and introduction
of the
ximpel platform for
interactive video.
Without promising complete satisfaction, since
students will very
likely never stop complaining, an
effort will be made to
improve
the website, and make the
material(s) more readily available.
Apart from the famous
edgcodes
documentary, about film editing, and technological innovations
in digital video editing, a number of video lectures and examples
may considered to be worthwhile for viewing:
inspiration(s) -- video(s)
My experience with showing documentary videos and clips is that
some students strongly oppose to this, and do not find it relevant
in a
technical study. However, the majority
of students seem to benefit from it, and take it as a
reference for their own (interactive)
video(s) and
clip(s).
theory -- media & communication
Although the (
project)
interactive multimedia
is explicitly
not a
theoretical course, some attention
for current developments, issues of media deployment,
and even
media theory is essential.
Online theoretical background material include:
theory -- media & communication
Such material, as well as
reference(s) that students
gather during the (theoretical)
course element(s), are also needed
to write a decent
essay, in which the
student(s) reflect on
their work and have the opportunity to elaborate on important issues
such as
interactive video,
(media) literacy, or the
interactive experience.
challenge(s) -- narrative(s) & game(s)
However, perhaps more important than the actual
theoretical knowledge or the
practical skills
in using
media technology,
is that students gain experience in developing an
interactive multimedia application,
as a
new means of communication, and get
an intuition of what constitutes the
interactive experience,
which we may characterize along the following
dimension(s):
challenge(s) -- narrative(s) & game(s)
- challenge -- relevance, feedback, confidence
- curiosity -- cognitive & sensitive -- discrepancy
- control -- contingency, choice, power
- context -- intrinsic or extrinsic -- metaphor(s)
In the
(project) interactive multimedia students will have
the
opportunity, and the
artistic license, to explore the
domain of
interactive multimedia, making use of
interactive video as well as
mini-game(s)
and scripted
animation(s),
powered by the
ximpel platform
!
reference(s)
- Video
- Lisa Larson and Renee Costantini (2008),
Flash Video for Professionals: Expert Techniques for Integrating Video on the Web, Sybex
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(C)
Æliens
2014