topical media & game development

topical media & game development

[] readme course(s) preface I 1 2 II 3 4 III 5 6 7 IV 8 9 10 V 11 12 afterthought(s) appendix reference(s) example(s) resource(s) _

scenario(s) -- creative technology / new media

present(s) / help(s) / code(s) / pattern(s) / tutorial(s) / list(s) / video(s) / tube(s) / web3d / resource(s) / ? / content(s)

scenario(s)

scenario(s) -- new media

creative industry -- in new entrepeneurial activities
product design -- in healthcare and entertainment
communication -- regonial/global media campaign
entertainment -- new concepts in private and public settings
game development -- serious games in education and corporate training

scenario(s) -- creative industry

The creative industry is a somewhat wide notion, originally introduced by the Blair government to re-vitalise dormant industrial areas. After the success of Silicon Valley, and New York's Silican Alley, the model was adopted by among others Amsterdam and Berlin.

In the creative industries, our students might take any of the following roles:

scenario(s) -- creative industry

entrepreneur -- creating business
creative genius -- generating idea(s)
content author -- to produce material(s)
technical developer -- to write script(s) & program(s)

Despite the wide range of possible roles, whatever role is taken, however, our graduates will distinguish themselves by their level of technical expertise.

scenario(s) -- product design

In an evergrowing cosumer market, product design will be an area of active development. Dependent on the context of deployment, healthcare, entertainment, or home or office furniture, our students may be active in any of the following roles:

scenario(s) -- product design

visual design -- to give aesthetic appeal
concept development -- to accomodate human needs
usability & deployment -- making it fit for it's role
evangelist -- to promote the (benefits of the) idea

Despite the wide range of possible roles, whatever role is taken, however, our graduates will distinguish themselves by their level of technical expertise.

scenario(s) -- communication

Tradional communication models, in broadcasting and advertisemt, are gradually being replaced by multimedia strategies, involving the internet and crossmedia in an essential way. In such media endeavors we may find our students active in one of the following roles or departments:

scenario(s) -- communication

web developer -- setting up portal(s)
crossmedia architect -- relating all media
production agency -- to coordinate delivery
strategic planning -- defining targets and goals

Despite the wide range of possible roles, whatever role is taken, however, our graduates will distinguish themselves by their level of technical expertise.

scenario(s) -- entertainment

Entertainment is an everlasting source of revenue for innovative enterprises. In our society the technical opportunities for entertainment are abundant, both in an urban and private setting. Our students may work in the area of entertainment in one of the following roles or fields:

scenario(s) -- entertaiment

concept design -- defining new artefacts
technical infrastructure -- for realization
business plan -- to coordinate the enterprise
production manager -- mediating between parties

Despite the wide range of possible roles, whatever role is taken, however, our graduates will distinguish themselves by their level of technical expertise.

scenario(s) -- game development

Games are increasingly beong recognized as valuable tools in an educational environment, and coprporate learning. With the growing attention for serious games, it becomes likely that we will find our students active in game development, in either one of the following roles or activities:

scenario(s) -- game development

theme(s) & storyline(s) -- setting the context
style & visual(s) -- creating the appeal
asset development -- to embody the game
interaction & experience design -- to promote involvement

Despite the wide range of possible roles, whatever role is taken, however, our graduates will distinguish themselves by their level of technical expertise.

[] readme course(s) preface I 1 2 II 3 4 III 5 6 7 IV 8 9 10 V 11 12 afterthought(s) appendix reference(s) example(s) resource(s) _

(C) Æliens 04/09/2009

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