Multimedia Contents Production

Scholar Year: 2020/2021 - 1S

Courses

Head Teacher Responsability Miguel Ângelo de Almeida Esteves de Figueiredo Head

Weekly workload Hours/week T TP P PL L TC E OT OT/PL TPL O S Type of classes Lectures Type Teacher Classes Hours Contact hours Totals 1 0,00

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

To understand the advantages of using different means for sending a message;
To know relate the different ways of improving the effectiveness of a message;
To know the different possibilities of organizing information and to identify the advantages in each of them;
To recognize the quality of a multimedia product according to its intended audience;
To use software tools to process images, sounds and video;
To develop technical skills for building multimedia products using an author software.
At the end of the course students should be able to 1) criticize a multimedia product quality using different indicators, 2)
integrate a multidisciplinary team to develop multimedia products and 3) criticize, plan and develop a prototype of a multimedia product.

Syllabus

Introduction to multimedia:
Notions of hypertext, hypermedia, multimedia, interactivity and navigability.
Design and development methodologies:
Development methodologies for multimedia products that admit the end user as a direct player in the design process.
Interactivity and Screenplay.
Schematic and organized representation of the contents to be included in a multimedia product.
Design of a multimedia product: Development of a project that involves theoretical concepts and mobilizes the skills of using an author program.

Demonstration of the syllabus coherence with the UC intended learning outcomes

The development of multimedia products requires knowledge of contents and concepts and the acquisition of skills that allow students to gather and organize the necessary and pertinent information for the construction of a software product designed to transmit a certain message to a specific audience.
In order to achieve the objectives of the course and the expected competencies, it is essential that the theoretical concepts explained in the contents are known and appropriated by the students and that they can reveal the competence, as a knowledge in use, in the context of project development.

Teaching methodologies

Presentation of theoretical concepts underlying the architectures of multimedia products (PM) necessary for the development of a project. Small group reflections on the concepts, followed by large group discussions. PM analysis, carried out according to the theoretical principles covered. Expository classes to present the main features of the development software with which students will develop a project.
Individual and group work to produce a product and project development guide.
Presentation and discussion of the final work. Monitoring of students through tutoring and using an online platform, where there will be various materials used or built in class. Elements to consider for continuous assessment: participation in classes, an analysis report on a multimedia product and the development of a multimedia project, including construction of the script, elaboration of the prototype and its presentation.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

The program was built on the assumption that, in a first phase, students should contact the theoretical concepts underlying the architectures of multimedia products and that, in the second phase, they should mobilize them for the development of a project.
In the first phase, students discuss and reflect in small groups on the concepts, followed by discussion in a large group. The result of this work will be placed in a Learning Management System (LMS) supporting the UC.
This first part of the UC should end with the production of an analysis report for a multimedia product, carried out in accordance with the theoretical principles covered.
In the second phase of the course there will be some classes to present and exemplify the main characteristics of the development software, a product with which students should develop a project. The development of the project by the students based on a product guide will allow the development of the necessary technical skills and the appropriate use of the digital tools provided for in the objectives. The presentation to the group / class of a prototype of the product to be developed will be another moment of reflection and learning.
Tutoring sessions will have as main objective to guide students in product development. This monitoring must be carried out in presence. However, providing for the possibility of student workers, all resources will be made available in the LMS to support the UC, which can be used to monitor these students online.

Assessment methodologies and evidences

The elements to consider for continuous assessment are:
- resolution of practical tasks and participation in debates (20%);
- a presentation in digital format of different proposed works, supported by a theoretical written reflection (50%);
- the elaboration of a digital portfolio (30%).
Students not covered by continuous assessment will be assessed through an exam test.

Attendance system

According to the institution's frequency and assessment regime.

Bibliography

Fachinetto, E.A.(2005). O HIPERTEXTO E AS PRÁTICAS DE LEITURA. REVISTA LETRA MAGNA. Revista Eletrônica de Divulgação Científica em Língua Portuguesa, Linguística e Literatura, nº 03. www.letramagna.com/Eliane_Arbusti_Fachinetto.pdf em Maio de 2007.
Gulliksen, J., Lantz, A., Boivie, I. (1999) User Centered Design in Practice Problems and Possibilities. CID, Centre for User Oriented IT Design, Stockhom. – www.nada.kth.se/cid/pdf/cid_40.pdf em Julho de 2007.
Houghton, R. S. (2004). Rationale for Multimedia Use and Instruction in Education, v7.8. Western Carolina University. www.ceap.wcu.edu/Houghton/MM/Rationale/RationaleMMframes.html em Julho de 2007.
Interfacing media, Trustees of Dartmouth College, www.dartmouth.edu/~webteach/articles/media.html em Julho de 2007.
Kindborg , M. (1991). Visual techniques for orientation in hypermedia structures. Chapter 2: Hypermedia a summary of concepts. www.ida.liu.se/~mikki/comics/lic/chap2.htm em Julho de 2007.