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Multimedia Contents Production

Scholar Year: 2020/2021 - 2S

Code: OP00033    Acronym: PCM
Scientific Fields: Tecnologias de Informação e Comunicação
Section/Department: Science and Technology

Courses

Acronym N. of students Study Plan Curricular year ECTS Contact hours Total Time
CS 11 Study Plan 5,0

Teaching weeks: 15

Head

TeacherResponsability
Miguel Ângelo de Almeida Esteves de FigueiredoHead

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 4,67
Paulo César Chouriço   4,66

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:
Concept of hypertext, hypermedia, multimedia, interactivity and navigability.
Design and development of methodologies:
Development methodologies of multimedia products which allow the end user to intervene directly in the design process.
Interactivity and Screnwriting:
Concepts of data structures, nodes and links. Types of connections and relationships between nodes. Schematic and organized representation of contents to include in a multimedia product.
Design of a multimedia product:
Project development with an author software, involving theoretical concepts and mobilization of technical skills.


Demonstration of the syllabus coherence with the UC intended learning outcomes

The development of multimedia products requires knowledge of content and skills that enable students to gather and organize the information needed to build a software product designed to transmit a particular message to a specific audience.
To achieve the objectives of the course and the skills expected it is crucial that students know the theoretical concepts and that they can apply them in the context of project development.

Teaching methodologies

Presentation of theoretical concepts concerned with architectures of multimedia products necessary for the development of a project.
Reflections on the concepts in small group discussions followed by a large group.
Analysis of multimedia products, made in accordance with the theoretical principles discussed.
Introduction to the software development tool, which will be used by students to develop their projects.
Working individually and in groups to produce a script of the product and project development.
Presentation and discussion of the final work.Monitoring students in tutorial sessions and through the use of an online platform, in which will be available the various materials used or constructed in the classroom.The elements to consider for the continuous evaluation are: participation in class work, an analysis report of a multimedia product and the development of a multimedia project, including construction of the script, the preparation and presentation of the prototype.

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

The program was built on the assumption that, initially, students should contact the theoretical concepts underlying architectures of multimedia products and in the second phase, they need to mobilize those concepts to the development of a project.
In the perspective of theoretical knowledge acquisition, the students should make reflections in small group discussions followed by a large group discussion. All the results of this work will be placed in a Learning Management System (LMS) to support the course. The first part of the course will end with the production of an analysis report of a multimedia product, made in accordance with the theoretical principles discussed.
In the second part of the course there will be some introduction to software development tools, that will be used by the students to develop their projects. Throughout the development of the project the students will produce a script of the product and should expose the group / class their prototypes.
The main objective of the tutoring sessions is to guide students in developing products. Such monitoring should be carried out in presence. However, predicting the possibility of working students, all resources will be available in the LMS to support this course that may be used for online tracking of these students.

Assessment methodologies and evidences

The elements to be considered for continuous evaluation are: participation in activities in class, a report analyzing a multimedia product and the development of a multimedia project, including the construction of the screenplay, the development of the prototype and its presentation.


Weights of the different points of evaluation:

Analysis of a multimedia product ...... 30%
Activities developed in class ............ 20%
Prototype ...................................... 20%
Final project ................................... 30%

Students not covered in continuous assessment will be evaluated through an examination of evidence.

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.

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