creative technology
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course outline(s) -- ca1: we create identity

outline(s) / schedule(s)


content(s)

In this part a more detailed discussion will be provided of topics, learning goals, materials used, and the actual structure of the course, as well as a sketch of the assignments given. Also references to releveant literature is provided, including online resources. At the end, advice for students following the course will be given, as well as hints for the instructor(s).
CA1

course topic(s)

 The course covers a somewhat bewildering number of topics. However, keep in mind that the main aim of the course is to get familiar with the means to express ideas, and communicate thoughts.

topic(s)


The CA1 course underlying aim, obviously is to bring about an awareness of Creative Technology and first ideas on what this means for the individual students' aspirations and, why not, dreams. The focus on communication tools may be then justified by observing that such a process may easily lead to many undigested notions, for which expression may hopefully bring some relief.
CA1

learning target(s)
More specifically, the learning goals may be summarized as:

CA1 target(s)


In particular, experience and attitude are relevant since Creative Technology is relatively unique in targeting creativity at an academic level in a bachelor curriculum.
CA1

lesson material(s)

 We may expect that our first year students already have some degree of media literacy, at least as it concerns using the tools and the facilities, such as socila networks a la Hyves.

we create identity -- media in context


The online references should suffice for enabling the students to fullfill their assignments. However, when neceesay, the references will be augmented by explicit instruction material(s).

viewing(s)

Apart from the regular meetings and lectures it seems worthwhile to have a number of viewings, where selected videos or documentaries are shown. In addiotion to the famous edgcodes documentary, about film editing, and technological innovations in digital video editing, the following selection of video lectures and examples may considered:

inspiration(s) -- video(s)


Such viewings may provide a preparation for the later creative explorations, and may also serve to create a honors track in developing a creative technology game.
CA1

course structure

The we create identity course takes place in the first month, and allows for only a limited number of seesions. A first indication sessions included may look as follows:

course structure


  1. introduction of tool(s) and platform(s)
  2. topics in creative technology (1)
  3. teamwork -- identity as a group
  4. topics in creative technology (2)
  5. identity -- individual portfolio(s)
  6. topics in creative technology (3)
  7. presentation(s) -- individual & group work
  8. evaluation -- reflection(s) on we create identity
Apart from the sessions and viewings indicated above, we plan a number of excursions to places of interest:

excursion(s)


These excursions should provide the students with ideas about what to expect later in the study and motivate them to set their individual targets and aspirations for follow-up courses.
CA1

assignment(s)


Assignments range over individual tasks, assignments for small groups of 3-5 students, and some collective tasks.

individual


The individual assignments have as a goal to ensure that each student becomes familiar with the tools and technologies needed for later work.

The main focus of the course is the creation of a creative technology map, a brief (1-2 min) clip, and am interactive video, usig the ximpel platform.

small group(s)


Since self-organisation is one of the learning targets of the course, the students are supposed to take responsibility for the final evaluation session(s) as a group.

collective assignment(s)


  • create and maintain group site -- groups.google.com
  • maintain creative technology wiki
  • organize final poster exhibition
Although some competitive elements will be part of the course, in particular in selecting the best interactive video(s) & map(s), the individual grading of the course will largely depend on participation and effort. A selection of the students' work will be made available online permanently for public exposure, as a reference for future creative technology students and other interested parties.
CA1

reference(s)
An initial set of references should include the list below, although many more are available.
  1. Mitchel Resnick, Sowing the Seeds for a more Creative Society -- online video
  2. Facets of Fun -- On the Design of Computer Augmented Entertainment Artefacts, available in online version
  3. Kress G. and van Leeuwen T. (1996), Reading Images: The Grammar of Visual Design, Routledge
  4. Geert Lovink and Ned Rossiter (eds), MyCreativity Reader, A Critique of Creative Industries, Institute of Network Cultures, Amsterdam 2007
  5. A. Eliëns, topical media & game development -- media.eliens.net
A wealth of material and references can be found at my topical media & game development site, including tutorials and examples.

online resource(s)
As a mix of examples, tools and possible inspiration(s) we may present the following list of links:

resource(s) / CA1


It must be emphasized that rather than presenting all the examples exhaustively, the students should be an actual selection of links available on their site(s), since as we all should realize an overload of examples is generally considered to be a creativity killer.
[] readme new(s) workshop(s) project(s) CA1 CA2 CA3 CA4 CA5 course(s) interactive visualization / serious games resource(s) _ / .

(C) Æliens 09/09/09
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