multimedia @ VU
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course outline -- (project) interactive multimedia

... ACE: ... why are you (not) challenging ... cheaters ! ? []

attack(s) / change(s) / course(s)


... due to some criticism(s), I made some change(s) to my course(s), with a particular stress on skill(s), ... you can read all about it in the material and comment(s) in the focus group(s) that I created to address the criticism(s) ... you may judge for yourself ! ... in effect, this means a focus on html/js and serious game(s) ..., for news follow the target(s) in attack(s) ...

A. Eliens 14/2/2014 []

leren, leren, leren / topical media / design / project(s) / aesthetics of our time / creativity / 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

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)

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

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.

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:
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)

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!


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