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CO32004 MDM Unit 10

CO32004 MDM Unit 10. Module Review. Structure of Lecture. Concluding Case Study Summary of Module Questionnaires Break Summary of previous weeks Q&A Next week: Presenting Coursework 2. Archaeoquest. Opened June 1997 Budget £44k including

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CO32004 MDM Unit 10

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  1. CO32004 MDM Unit 10 Module Review

  2. Structure of Lecture • Concluding Case Study • Summary of Module Questionnaires • Break • Summary of previous weeks • Q&A • Next week: Presenting Coursework 2

  3. Archaeoquest • Opened June 1997 • Budget £44k including • 4 networked touch-screen MPEG-capable PCs (including 24hr support for one year £14.5k) • Helicopter video shoot, MPEG encoding (~£8k) • 20 days Tech Director, • 20 days Engineer, • 40 days Designers, (due to changes in staff) • 3 days Creative Director • Staff sold at 65% of normal rates to win Sydney2000

  4. Archaeoquest features (1 of 3) • The first time AI (or more specifically: “Expert Systems”) and multimedia had been combined in the public arena • It selects sites for visitors based on: • their mode of transport, • number in party, • available time, • academic level of knowledge, • level of fitness, • eventual destination for day, • their interests (any number from 9 possible interests), • … all cross-referred against a profile for each site, and how busy that site car park will be for that day.

  5. Archaeoquest features (2 of 3) • It creates itineraries for visitors, up to 24 hours in length, covering an area of 400 km, with a high degree of certainty that they will be followed, and a simple monitoring mechanism to check this. • Route-plans feature detailed instructions and timings and are optimized for mode of transport. • It prints out the unique itinerary for each customer (numbered), and this could feature bespoke advertising for the client - another revenue stream for the client

  6. Archaeoquest features (3 of 3) • It features specially shot helicopter footage of remote sites (played back onscreen as TV quality video) to allow those of restricted mobility to virtually visit the sites. • Operated by touch screen (or mouse), and capable of being networked • Sophisticated local system management - allowing sites to be temporarily closed to certain kinds of traffic (eg coaches and/or cars) and traffic to be diverted along alternative routes • Potential for future expansion to cover weather, seasonal, multilingual and many other issues • Runs on Standard MPC3 computer (MPEG card, P75, 16M RAM).

  7. Archaeoquest – Sample Output • Date: 20 April 1997. Time: 13:25:59 • This is your personal challenge. Follow the instructions below to find your way to each site and carry out the challenges described 1 km From car park go towards main road B9002 at Oyne,. 1.5 km From Oyne follow the B9002 east to Mill of Carden. 3.1 km From Mill of Carden travel east along A96 to Pitcaple. 4 km From Pitcaple follow the A96 south to Drummies. 3.9 km From the junction of the A96 at Drummies follow the B993 turning left onto Burghmuir Road. .1 km Continue along Burghmuir Drive. The site is signposted on the right up Brankie Road. Bransbutt Stone is now in the middle of a modern housing estate. Parking is in a layby suitable for 4 cars but parking is also possible in the surrounding streets. Location:101, Brandsbutt Pictish Symbol Stone, NJ759224, Allow between 15 minutes and 60 minutes for your visit • Your Challenge is: • Draw the ogam inscription and with the help of the site information board, translate it. • 1 hours, 41 minutes so far.

  8. Archaeoquest Output (part 2) .1 km Travel along Brankie Road. Then turn left onto Burghmuir Drive. 3.9 km Continue along Burghmuir Drive. Turn right onto the B993 and follow it to the junction of the A96 at Drummies. 4 km From the junction of the A96 at Drummies follow the A96 north Pitcaple. 3.1 km From Pitcaple travel west along the A96 to Mill of Carden . 1.5 km From Mill of Carden follow the west north to Oyne. 4 km Go west from Oyne on B9002 to Insch,. 5 km From Insch travel southwest on local roads to Clatt. 5.4 km From Clatt travel west on local roads to Rhynie Village. .6 km In the centre of Rhynie on the A97 is the square at the far end of the grass area in front of the kirk are two stones. Parking is at the side of the green or in the car park adjacent to the kirk. Location:101, Rhynie Square Pictish Symbol Stones, NJ498271, Allow between 15 minutes and 60 minutes for your visit • Your Challenge is: • In the entrance to the school, which is next to the square, is a cast of the most striking, of the many Pictish stones found locally. Go to the school. What is the 'Rhynie Man' carrying ? • 2 hours, 33 minutes so far.

  9. Archaeoquest Output(Part 3) .6 km In the centre of Rhynie on the A97 is the square at the far end of the grass area in front of the kirk are two stones. Parking is at the side of the green or in the car park adjacent to the kirk. 1 km At the south end of Rhynie on the A97 there is a narrow road heading east which is signposted to the site. The stones are sited in a small shelter on the left as you enter the carpark. Location:101, Rhynie Old Kirkyard Pictish Symbol Stones, NJ499265, Allow between 15 minutes and 60 minutes for your visit • Your Challenge is: • Draw the decoration which appears on the larger stone on the right hand side • 2 hours, 4 minutes so far. • Note that a simple map was drawn on screen and in printout – potential for advertising revenue

  10. How it worked • Simple text files contained parameters (knowledge base) – editable by client – unlimited potential to expand without needing to update the software • Main structure was a web of • 13 sites, • 41 intermediate “nodes” • 76 journeys between connected nodes/sites, potentially different for modes of transport

  11. Archaeoquest functionality • Macromedia Authorware file (with additional admin interface) • Prompted user to respond to profile questions • Read in most recent site-related data, • Calculated (using the AW’s calculation icon) optimal route, • Updated networked data on expected parking usage at each site • Displayed route and map on screen, presented tailored interactive multimedia, printed out “challenge”, 5-10 minutes interaction time per user • Monthly collation of anonymous marketing data

  12. Archaeoquest Challenges • Succession of graphic designers, each of whom who ended up redesigning aspects of previous work • The planning process required the ability to calculate road traffic in detail for a number of output scenarios • Video footage was a large part of the budget but a small part of the experience! • Hardware reliability, maintainability, flexibility • Fall-out from partner project – one which had been sold, for a similar price, as a sort of SimCity, but with realistic local 3D flythrough displaying multiple changes over time!

  13. Module Questionnaires • 32 returned, out of 101 who submitted courseworks • Out of 800 possible responses • 190 Strongly Agree • 503 Agree • 88 Disagree • 7 Strongly Disagree • 12 not applicable • Overall slightly better than “Agree”

  14. Module Content, Organisation, Admin • Quite positive in both sections • 31|27 Strongly agree • 89|87 Agree • 8|14 Disagree • 0 Strongly disagree • …despite all the problems with room bookings and larger than expected classes • Highest negative – 5 of you disagreed that facilities etc were adequate (8 SA 19 A)

  15. Experience of Learning • Votes: 55, 128, 35, 3, (3) • More disagreed than strongly agreed on • Relating theories & concepts to practice (5,7) • Range of activities (4,5) • Clear about assessment (7,8,2) • Controversial and evenly split on opportunities to develop practical skills (8,6,1) • Overwhelmingly confident on seeking advice (11,1)

  16. Feedback on Progress & Achievement • The least positive of all the categories: • 6, 42, 11, 2, (3) • Timing of feedback clearly a problem for a quarter of the class (2,7,1) • Comments suggest that 3 weeks between feedback and next stage not enough. (3 wks generic feedback, 2 wks personal feedback) • But 3 wks is all the notice required for a cw • 3 wks is the commitment to turnaround feedback

  17. “My Own Contribution” • You saw this as overwhelmingly brilliant! • 44, 73, 10, 2, (1) • But perhaps the sample is skewed! • Only 20% disagreed that they were well-prepared for classes

  18. Overall • Pretty positive • 27, 57, 10, 1, (1) • Over a third felt strongly that • Module increased knowledge • They were clear where module fits • But a quarter disagreed that the workload was similar

  19. Break • Back in ten minutes!

  20. CO32004 MDM - Review

  21. Reflections on the module • Reflect for a few minutes on what you have learnt in the course of this module, and write brief answers to the following: • what have you enjoyed most/least? • what have you found hardest/easiest? • Discuss your answers with a partner • Then I will collate these and compare your thoughts with the following.

  22. Learning Outcomes • At the end of this module, you should be able to • identify appropriate media elements for multimedia interfaces • evaluate architectures for multimedia applications • design and develop multimedia applications in a structured and systematic manner • author multimedia applications in an efficient manner • apply programming techniques to multimedia implementation

  23. Identify appropriate media elements for mm interfaces • Units 1, 2, 5, 7, coursework 1 • “What is appropriate?” is constantly changing. • What is effective? • What will convince project sponsors? • What is a good use of money and talents? • Largely shaped by fashion and peer pressure, but HCI issues at the core

  24. Evaluate architectures for multimedia applications • Units 1,2,5, coursework 1 • Multimedia Architecture is part of the bigger field of Information Architecture • Navigation and Interaction • Structure and Modularisation • Tools influence outcomes

  25. Design and develop mm apps structured/systematic manner • Units 3, 4, 5, 6 and especially tutorials, both courseworks • The heart of the module • “Reflective practitioner”, constant self-criticism to improve simplicity of implementation • Apply the 80:20 rule three times and you end up with better than 50% of functionality/quality for 1% of the resources (or the opposite!!!)

  26. Author mm applications in an efficient manner • Units 8,9, coursework 2 • Practice makes perfect. • Look out for opportunities to use the tools while you can • Aim for a balance between “good enough” quality (90% of the project) and the magical, inspired gem that you can point to and celebrate (typically less than 10%)

  27. Apply programming techniques to mm impl’n • Units 8,9, coursework 2 • Look for ways of eliminating repetitive development • create “engines” that can process and present content and data. • Use the power of Lingo etc to cope with • clients who will change their minds, • content that is dynamic, • truly interactive multimedia. • Even when you can’t, use a “pattern” approach - develop your cognitive abilities with the authoring tool, so that you can compete with vendor demonstrators – rapidly assembling programmes to match needs

  28. Lesson plan • Fifteen-credit module => 150 hours of "notionally efficient student time" (NESH). • Did you find 150 hours for this module? • Did you use the time wisely? • “… be reflective in the last week or so before submission - to ensure that your work is presented in the best light, to reflect critically on your achievements and the nature of multimedia in the accompanying documentation… • It is all too easy to work frenetically with multimedia tools right up to the deadline and fail to complete thoughtful work.”

  29. 150 hours – how much did you spend? • Review module org, plan time __/2 hours • Attending lectures: __/24 hours • Re-reading lecture notes and following up on references: __/15 hours • Attending tutorials: __/12 hours • Other learning Director: __/ 12 hours • Reading England & Finney: __/ 25 hours • Coursework 1: __/ 25 hours • Coursework 2: __/ 35 hours

  30. Questions and Answers • Please feel free to ask me any questions you have about the module or about multimedia development generally

  31. Coursework 2 demonstration • Purpose • A fallback in case the marker can’t run your CD • An opportunity to view and critique others’ work and to receive feedback on your own • A rehearsal for presentation at trade shows • Method • Students to install their software, set up and be ready to present – use support from demonstrators • Marker will spend 1-2 minutes with each student • Afterwards each student to present the highlight of their work in 30 seconds to 3 other students

  32. Coursework 2 Demonstrations Assessment Criteria • Information Display (10%) • How attractive is it? • How easy is it to know what each part of the screen communicates? • Are the media components used appropriate to the objectives defined in the requirements spec • Information Access (10%) • Is the navigational structure and control appropriate? • Will it work on target platform? • User Engagement (15%) • Does it involve the user in meaningful activities? • Is it appropriate to the target audience? • Is it suitable for the intended purpose?

  33. Preparing for the demonstration • You should already have • Created a CD and tested it on a different machine • Thought about the highlights of your programme • In the lab, be ready to show (in 1-2 minutes) • Who the target users are, what the target machine is and why the media components are appropriate • How easy is it to know what each part of the screen communicates (including the overall structure)? • What would be particularly effective (eg memorable or meaningful to the user in their goal of learning how to use Director)? • Take a moment now to record some notes

  34. After demonstrating to the markers • You will form into groups of 4 and each of you in turn will spend ONLY 30 seconds demonstrating the highlights of your programme to the other three • Each of the other three will record on the supplied sheet how well your work matches each of three of the assessment criteria • As a marker, don’t worry about being able to form a full picture in the available time. • As in real life, you will have a gut feeling about how well each person meets each category

  35. Afterwards • Make a note of any new problems you found while preparing or demonstrating • Create a plan to create a version that you could happily demonstrate in future to potential employers • Reflect on your class-mates’ solutions and your own – consider what you do differently if you repeated this project and what you wouldn’t change

  36. Thanks for coming! • …and if you are doing CO42002 Multimedia Technology 4, see you then!! • But otherwise see you in the JKCC for your demonstrations

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