multimedia @ VU

[_]

readme roundup register participant(s) college practicum resource(s) _

# @

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

twinkle(s) / difference(s)


  schedule(s)                     assignment(s)
                    deadline(s)
                           
  rule(s)                           resource(s)

multimedia @ VU

serious gaming / gamification(s) / utopia / link(s) / topic(s)

/ clip(s) / display(s) / project(s) / player(s) / vision(s) / Æ

(project) interactive multimedia

leren, leren, leren / the aesthetics of our time / outline(s)

for the background see introduction multimedia 2008,
for the learning goals, see proposal(s),
and look at outline(s) for how these goals are realized.

A. Eliëns

print / present / tag(s)

course outline -- (project) interactive multimedia

leren, leren, leren / media / the aesthetics of our time / procrastination(s) ?

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

canonical example(s) -- clip(s) & video(s) / ximpel
online reference(s) -- ximpel / flex / actionscript
challenge(s) -- technology & resource(s)

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.

inspiration(s) -- video(s)

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)

learning(s) -- next generation
dream(s) -- last lecture
application(s) -- hello world
(dis)order(s) -- everything is miscellaneous
game(s) -- for change
presentation(s) -- how to (not) use powerpoint / five ways to speak
campaign(s) -- what political campaigns can teach business
politic(s) -- privacy matters
rip(s) -- a remix manifesto
idea(s) -- change the world through game design
tube(s) -- an anthropological introduction to YouTube
clip(s) -- submit your clip

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

ximpel -- XIMPEL Interactive Video -- between narrative(s) and game play
viral clip(s) -- Beyond Launch: Museum Videos on YouTube
video production(s) -- What is a Show? / Broadcasting Ourselves
video vortex reader -- institute of network culture(s)

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

college(s) -- (project) interactive multimedia

present / print

There will (in principle) be meetings two (or optionally) three times per week. Consult the schedule in the common(s) for the actual dates and times.

week(s) -- (project) interactive multimedia

concept(s) -- topic(s) / possibly with guest-speakers
support(s) -- technology / with student assistents (*)
present(s) -- to show your work (in progress) (**)

(*) additional sessions on demand
(**) presence obligatory!

rooster -- (project) interactive multimedia (provisional)

some periods might contains 5 weeks, which necessitates an (occasional) adaptation of the original schedule of 4 weeks, by the inclusion of an additional week 0.

week 0: introduction(s) -- what do I want with this course?
week 1: preparation(s) -- what are (y)our topic(s)?
week 2: progression(s) -- where does it lead to?
week 3: completion(s) -- are we (not) there, yet?
week 4: presentation(s) -- so, what did it deliver?

essay -- express (y)our point of view

www.writingstudio.eu / write a paper!

Writing an essay, in connection with the interactive video application, gives your the opprtunity to reflect on (the process of) your production, and allows for deepening your knowlegde about (theoretical)\ topics related to interactive multimedia, (mini)games and video.

topic(s)

The recommended subject of the essay is, in addition to the documentation that must be delivered with the interactive video application, a detailled description of the approach and structure of the interactive video, from the perspective of narratives and communication goals. This includes a characterization of the scenario(s), a discussion of design decisions, as well as your experiences with using the XIMPEL platform, where are invited to make suggestions for improving the platform. A brief indication of what issues play a role in writing a paper is given in write a paper!. geraadpleegd worden. Consult resource(s) for information on storyboards.

For additional information consult the following list of material(s).

materials

new media horizon -- www.nmc.org/publications
how to -- www.google.com/support/youtube
mistakes -- blip.tv/learning/mistakes
lesson(s) -- blip.tv/learning/summary
strategy -- www.archimuse.com/mw2008/papers/hart/hart.html
interactive tv -- www.adobe.com/solutions/broadcast/nextgentv
storyboard(s) -- www.cs.vu.nl/~eliens/imm/online-storyboard.html
technology -- www.cs.vu.nl/~eliens/imm/resource-flv.html
example(s) -- www.cs.vu.nl/~eliens/imm/resource-imm.html

practicum -- (project) interactive multimedia

evaluating score(s) / playlist(s) in ximpel / more tutorial(s) / download(s)

assignment(s) -- description(s)

deadline(s)

week 1: determination concept -- title, synopsis, plan van aanpak
week 2:
- detailed scenario(s) -- max 3 pages, with timeline
- story graph(s) (in PDF) -- max 2 pages, with title & brief explanation
week 3:
- asset(s) -- schetches, photo material, (links to) clips
- storyboard(s) -- scenario(s) illustrated with asset(s)
- technical realisation -- keep a record of the work done
week 4: (*) roundup (viral) clip on youtube max length 2 min (with link in portfolio!)
week 4 -- oplevering: (**)
- interactive video application -- final production (playable and as .zip)
- justification/essay (two to six pages)
- review(s) -- using online review form
checklist online: storygraph.pdf, (link to) viral clip (on youtube), finalapplication.zip, (individual) essay(s).pdf

Unless otherwise indicated, all deliverables must be available at 23.59 hours on the date(s) listed above. In case of late delivery, there will at least be one month delay in grading, and possibly a penalty of 0.5-1.0 point.

(*) For the last week, the viral clip and interactive application MUST be available, latest tuesday evening, 18.00 ...
For the essay and justification, as well as the peer review the deadline is sunday 30 june 2013, 23.59.
(**) For what you have to put online, see the checklist (6) above.

begeleiding _ -- groepen

Melvin Roest

begeleidingstijden:

In overleg met de begeleider(s).

disclaimer

De begeleiding is niet verantwoordelijk voor de inhoud van de presentaties. De groepen worden zelf geacht te zorgen dat de presentaties voldoen aan algemene normen van smaak en fatsoen, dan wel duidelijk aan te geven voor wie en op welke wijze het materiaal aanstoot kan geven.

print / present

assignment(s) -- (project) interactive multimedia

2008

topic(s)

The choice of topic and approach is free. Some topics that may be dealt with are suggested by the following:

tag(s)


   amsterdam        media          society                 
     urban     pleasure(s) / dangers          
        vrije universiteit    social network(s)        
   life is a game      studeren     connect

The interpretation of such tags is relatively free, but must be justified in the documentation.

Final delivery includes both a clip and interactive video application. In your documentation or business plan, it must be clearly explained what their relation is to the topic(s) indicated above.

interactive video application

You must develop both a clip, as well as an interactive video application, which may contain elements of game play, based on the indicated topic(s).

For the interactive (video) application XIMPEL is used, which stands for:

XIMPEL

eXtensible Media Player for Entertainment and Learning,

The XIMPEL platform is based on Flex, and allows for interactive video applications, that can be extended with animations, as well as mini-games or interactive visualizations, as far as your programmer's imagination can lead you!

In developing an interactive video application it is useful to develop story lines, which, to get a better overview, may be structured as a tree or graph. Experience shows that such story lines, in combination with proper choice points, can also be used to develop game-lime applications, by offering the user/player appropriate challenges.

short clip or trailer

Based on the indicated topic(s), you must develop a short (viral) clip or trailer that promotes the concept of your game or interactive video.

The presentation(s) must be entertaining, not to say compelling. It may be usefull to see the final clip as the top-level video for the interactive video application. The viewer must be able to enjoy this without any interaction. The interactive video application may, on the other hand, demand more effort from the user, and must provide either information or challenge(s), possibly including elements of game play.

development phase(s)

The clip and interactive video application should be developed in parallel, more or less according to the following phases:

phase(s)

determine concept(s) -- message, perspective and contents
scenario(s) -- storyboard, with scenes and transitions
story or interaction graph(s) -- for interactive video application
asset(s) -- selection of images, clips and audio
mini game(s) -- (optional) extension of story graph(s)
technical realisation -- elaboration of scenes and (visual) effects
final production -- (web) deployment, and packaging (zip)
justification -- description, with explanation of design choices

Obviously, designing and developing a complex application may in practice be difficult to organise following strict sequential phases. Nevertheless, it recommended to keep these phases as a reference, and produce your deliverable(s) accordingly.

deliverable(s)

Each group must maintain a web-site where all the deliverables of the project are available for inspection.

deliverable(s)

week 1: concept -- title, synopsis, plan van aanpak
week 2: detailed scenario(s) -- max 3 pages, with timeline
week 2: interaction graph(s) -- max 2 pages, with brief explanation
week 3: asset(s) -- sketches, photo material, (links to) clips
week 3: storyboard(s) -- scenario(s) illustrated with asset(s)
week 3: technical realisation -- keep a record of the work done
week 4: (viral) clip in wmv, mp4 or flv format, max length 2 min.
week 4: interactive video application -- final production online, with link to zip
week 4: justification/essay (min 2 pages, up to ten pages)
week 4: review(s) -- using online review form

The final production as well as the justification must be packed in a zip file, which must be made available through the groups web-site.

For the planning and delivery there are rather strict deadlines. Actual deadlines are indicated on the practicum page. If any of these deadlines cannot be met, this may result in being exluded from the practicum, which means consequently that you cannot finish the course!

review(s)

peer review(s)

Developing an interactive media application requires good judgement, as well as an open mind to alternative approaches. To train your critical faculty, each student must (peer) review the work of all other groups, as well as give a brief self assessment, using the online review form.

disclaimer

Regulations of how to make such an assignment should always be regarded with some suspicion. After all, what counts most in the end is the final product. Requirements, however well written, can not compensate for a product or presentation that is boring, lacking in inspiration or what is commonly called creative spark(s). In other words, try to follow these rules, but take them as supporting your creative process, and not as a constraint. Let yourself be inspired by what a famous artist of the previous century called the rethorics of the material.

support(s): XIMPEL -- interactive video

1 / FAQ / _ / .

ximpel interactive video -- ximpel.org / ximpel 2.0
read -- between narrative(s) and game play
example(s) -- mario / suitcase / downtown
instruction(s) -- manual / xample(s)
- tip(s) -- blog.timelessfuture.com/tag/jordaan
- flex/ximpel -- www.few.vu.nl/~ppeerde/flexximpel
- ximpel/player -- www.few.vu.nl/~ppeerde/flexximpel/examples
[optional] flex/as3 -- tutorial(s)
- config(s) -- sample(s)
- script(s) -- drawtool
- camera(s) -- display(s)

theme(s): identity -- who are you & what do you want?

1 / _ / .

introducing: the (P)IM team -- Melvin, Winoe & Victor?
look at(s) -- submit your clip
do you know ...
- what -- happens (2.0)
- how to connect the -- ...?
- the story of copy ... -- right & left
- that everything is ... -- miscellaneous
- who is the ... dick on (y)our site?
- about the information ... -- r/evolution (tube)
(y)our opinion(s) of ... -- student(s) today?

[_]

readme roundup register participant(s) college practicum resource(s) _

# @

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

multimedia @ VU

/ clip(s) / display(s) / project(s) / player(s) / vision(s) / Æ

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

(project) interactive multimedia

leren, leren, leren / the aesthetics of our time / outline(s)

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('present.html#slide-'); } document.write('im-intro-1'); if (!slidemode) document.write('.html');document.write('>');

course outline -- (project) interactive multimedia

leren, leren, leren / media / the aesthetics of our time / procrastination(s) ?

track(s) -- interactive multimedia

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('present.html#slide-'); } document.write('outline-tracks'); if (!slidemode) document.write('.html');document.write('>');

learning goal(s)

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('present.html#slide-'); } document.write('outline-goals'); if (!slidemode) document.write('.html');document.write('>');

meeting(s) -- weekly

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('present.html#slide-'); } document.write('outline-meeting'); if (!slidemode) document.write('.html');document.write('>');

material(s) -- online

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('present.html#slide-'); } document.write('outline-material'); if (!slidemode) document.write('.html');document.write('>');

inspiration(s) -- video(s)

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('present.html#slide-'); } document.write('outline-inspire'); if (!slidemode) document.write('.html');document.write('>');

theory -- media & communication

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('present.html#slide-'); } document.write('outline-theory'); if (!slidemode) document.write('.html');document.write('>');

challenge(s) -- narrative(s) & game(s)

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('present.html#slide-'); } document.write('outline-challenges'); if (!slidemode) document.write('.html');document.write('>');

reference(s)

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('present.html#slide-'); } document.write('outline-im-refer'); if (!slidemode) document.write('.html');document.write('>');

college(s) -- (project) interactive multimedia

week(s) -- (project) interactive multimedia

rooster -- (project) interactive multimedia (provisional)

essay -- express (y)our point of view

www.writingstudio.eu / write a paper!

topic(s)

materials

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('present.html#slide-'); } document.write('x-essay-1-en'); if (!slidemode) document.write('.html');document.write('>');

practicum -- (project) interactive multimedia

evaluating score(s) / playlist(s) in ximpel / more tutorial(s) / download(s)

assignment(s) -- description(s)

deadline(s)

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('present.html#slide-'); } document.write('imm-08-deadline'); if (!slidemode) document.write('.html');document.write('>');

begeleiding _ -- groepen

begeleidingstijden:

disclaimer

assignment(s) -- (project) interactive multimedia

topic(s)

interactive video application

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

short clip or trailer

development phase(s)

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('present.html#slide-'); } document.write('imm-08-phases'); if (!slidemode) document.write('.html');document.write('>');

deliverable(s)

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('present.html#slide-'); } document.write('imm-08-deliverables'); if (!slidemode) document.write('.html');document.write('>');

review(s)

peer review(s)

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('present.html#slide-'); } document.write('opdracht-review'); if (!slidemode) document.write('.html');document.write('>');

disclaimer

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('present.html#slide-'); } document.write('disclaimer-opdracht'); if (!slidemode) document.write('.html');document.write('>');

support(s): XIMPEL -- interactive video

1 / FAQ / _ / .

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('present.html#slide-'); } document.write('support-1'); if (!slidemode) document.write('.html');document.write('>');

theme(s): identity -- who are you & what do you want?

1 / _ / .

document.write(' <a href=');if (!slidemode) { document.write('@slide-'); } else { document.write('present.html#slide-'); } document.write('concept-1'); if (!slidemode) document.write('.html');document.write('>');