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Department of Media and Communication

EXTENDED PROJECT PORTFOLIO

Academic Year 2016/2017

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Student NameYear 2 – Write the title of your

pathway Unit 13/14 – Extended Project

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CONTENTS

CONTENTS.........................................................................................................................................2

LIST OF FIGURES.............................................................................................................................5

LIST OF TABLES...............................................................................................................................5

DEFINITION OF TERMS...................................................................................................................5

Unit 13/14 - Project Proposal...............................................................................................................6

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Project Action Plan and Timetable.....................................................................................................10

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CHAPTER 1...........................................................................................................................................12

Introduction........................................................................................................................................12

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The Background of my Project........................................................................................................13

Who am I?...................................................................................................................................13

What did I learn on my course?..................................................................................................13

What is my project about?.............................................................................................................13

Why my project is important?........................................................................................................14

My Research Plan............................................................................................................................14

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CHAPTER 2...........................................................................................................................................16

Literature/Resources Review.............................................................................................................16

.........................................................................................16

Introduction....................................................................................................................................16

Practitioners Report........................................................................................................................17

CONCLUSION - Who/what was my inspiration? /Contextualisation of my study.....................17

CHAPTER 3...........................................................................................................................................18

Research Design..................................................................................................................................18

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....................................................................18

Introduction....................................................................................................................................18

Research Questions........................................................................................................................19

Research Design Evolution..............................................................................................................21

CHAPTER 4...........................................................................................................................................23

Research Findings...............................................................................................................................23

..................................................................................................23

Data analysis...................................................................................................................................23

Conclusion - How did the research help me with my project?......................................................23

CHAPTER 5...........................................................................................................................................24

My Project...........................................................................................................................................24

.................................................................................24

Introduction....................................................................................................................................24

Pre-Production................................................................................................................................24

Production.......................................................................................................................................24

Post-production..............................................................................................................................24

Presentation....................................................................................................................................24

CHAPTER 6...........................................................................................................................................25

MY FMP – FINAL PRODUCT.................................................................................................................25

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CHAPTER 7...........................................................................................................................................26

Project Evaluation...............................................................................................................................26

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APPENDICES........................................................................................................................................27

Extended project in creative media production Learning Outcomes and Assessment.................27

1. Be able to initiate and develop a creative media production project proposal.......................27

2. Be able to use research, analysis and evaluation to develop solutions for creative media production project.......................................................................................................................27

3. Be able to solve practical, theoretical and technical problems in a creative media production project.........................................................................................................................................27

4. Be able to plan, organise and produce a creative media production project..........................27

5. Be able to use practical methods and skills in a creative media production project................27

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6. Be able to use evaluative and reflective skills in the production of a creative media product.27

7. Be able to present a creative media production project..........................................................27

REFERENCES........................................................................................................................................28

LIST OF FIGURES

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Figure 1- What is research...................................................................................................................19Figure 2- How to ask good questions...................................................................................................20Figure 3 - My exercise 1.......................................................................................................................20

LIST OF TABLES

Table 1 - Project Proposal......................................................................................................................7Table 2 - Project Action Plan and Timetable........................................................................................11Table 3- My research Plan...................................................................................................................14

DEFINITION OF TERMS

FMP – Final Major ProjectUAL – University of the Arts London

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Unit 13/14 - Project Proposal

Candidate Name Kieran RouseCandidate Number

01145746

Pathway Digital Design & Animation

Project TitleProject A

Section 1: Rationale (approx. 150 words)My idea is to create an appealing interactive product that will play an important part in the development of children with additional needs by aiding their literacy skills. I will explore how interactive technology is used within the classroom to support students with autism. Interactive apps have become a widely used tool in schools to help support the achievement of young people and have become an integral part of education.

Throughout this course, I have developed and built on a number of skills and techniques within information architecture including interactive design, graphic design and user interface. I have worked on projects such as ‘The Age of Napoleon’, in which I developed skills in creating a user interface effectively and making an interactive slideshow. I enjoyed this project which is why I have decided that I am going to develop design documents and various prototypes for an application.

Section 2: Project Concept (approx. 200 words)The aim of this project is to design an app targeted towards aiding primary school children with autism, focusing on literacy skills.

I want to explore how interactive technology has developed over time and why it is such an important

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aspect of education.

I want to explore the concept of interactive technology within education, specifically technology that is used for children with autism. I want to explore what applications and tools are used and how effective they are. I want to gain a strong understanding of the strategies and techniques used and the impact that these tools have had on the progression of literacy skills.

I plan to develop a design document including two prototypes for an application, using the knowledge I have gained through my research. My target audience will be children with autism aged 5-8. I will test these prototypes on my target audience and collate feedback. I plan to use In–Design and Illustrator to design a maximum of 4 pages that I would like to include in my app, this will have videos, audio, text and images.

Section 3: Evaluation (approx. 150 words)I will record my decision making and ideas in my project portfolio. I plan to make a thorough Project Action Plan and timetable. I will take advantage of peer assessments and feedback from my tutors. Over the 10-week timeframe, self-assessment and analytical evaluation will be an ongoing process. I will take on board constructive criticism whilst also maintaining my own artistic ideas. I will gather feedback from outside sources such as my target audience.

Throughout the project I will carry out user testing. I will get users to test the prototypes and I will use their feedback to evaluate and develop my ideas. I will carry out focus groups, interviews and questionnaires to gather both qualitative and quantitative information I will also test other similar products to gain an understanding of what other products are out there and to gain inspiration on how to implement my own ideas.

I will be evaluating my project by regularly reflecting, week by week, on what I have produced so far and using this reflection to make improvements. At the end of the project I will compare my final piece to my original intentions and reflect on the process.

Proposed Research Sources and Bibliography (Harvard Format)https://muse.jhu.edu/article/363633/summarySmuts, A. (2009) ‘Project MUSE - what is Interactivity?’, The Journal of Aesthetic Education, 43(4), pp. 53–73. doi: 10.1353/jae.0.0062.

http://www.businessinnovationfactory.com/summit/innovator/matt-cottam2015, I.F. (2016) BIF2017. Available at: http://www.businessinnovationfactory.com/summit/innovator/matt-cottam (Accessed: 18 January 2017).

http://www.tellart.com/project/museum-of-the-future-machinic-life/Tellart (2000) Tellart. Available at: http://www.tellart.com/project/museum-of-the-future-machinic-life/ (Accessed: 18 January 2017)

http://www.tellart.com/project/chrome-web-lab/#Tellart (2000a) Tellart. Available at: http://www.tellart.com/project/museum-of-the-future-machinic-life/ (Accessed: 18 January 2017).

file:///C:/Users/TEMP.CANT-COL.000/Downloads/4569-21596-1-PB.pdf

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Anderson, B.D., Swenson, R. and Gilkerson, N.D. (2015) ‘Understanding dialogue and engagement through communication experts’ use of interactive writing to build relationships’, International Journal of Communication, 10, pp. 4095–4118.

http://edtechnology.co.uk/Article/interactive-tech-in-the-classroom-its-all-about-engagementLtd, W.C. (2016) Interactive tech in the classroom; It’s all about engagement. Available at: http://edtechnology.co.uk/Article/interactive-tech-in-the-classroom-its-all-about-engagement (Accessed: 18 January 2017).

http://www.cceionline.com/newsletters/January_16.htmlNON (2016) January 2016 CCEI newsletter. Available at: http://www.cceionline.com/newsletters/January_16.html (Accessed: 18 January 2017).

http://www.bbcactive.com/BBCActiveIdeasandResources/Whatisaninteractivewhiteboard.aspxLLP, E.P. (2010) ArticleLinksMenu. Available at: http://www.bbcactive.com/BBCActiveIdeasandResources/Whatisaninteractivewhiteboard.aspx (Accessed: 18 January 2017).

http://blogs.edweek.org/teachers/teaching_now/2016/05/technology_impacts_classroom_instruction.htmlMcNeil, E. (2016a) Teachers like technology in the classroom, but few think it’s well integrated. Available at: http://blogs.edweek.org/teachers/teaching_now/2016/05/technology_impacts_classroom_instruction.html (Accessed: 18 January 2017).

http://www.learnnc.org/lp/pages/6917?ref=searchZorigian, K. and Job, J. (2010) How do special education students benefit from technology? Available at: http://www.learnnc.org/lp/pages/6917?ref=search (Accessed: 18 January 2017).http://www.jodml.org/2015/06/01/digital-framework-of-interactive-media/Dalelio, C. (2017b) A design framework of interactive media. Available at: http://www.jodml.org/2015/06/01/digital-framework-of-interactive-media/ (Accessed: 3 February 2017).

http://i-docs.org/2014/11/21/a-short-history-of-interactivity-the-revolution-was-coming-for-some-time/Rose, M. (2014) A short history of Interactivity: The revolution was coming for some time. Available at: http://i-docs.org/2014/11/21/a-short-history-of-interactivity-the-revolution-was-coming-for-some-time/ (Accessed: 20 January 2017).

http://www.eyemagazine.com/feature/article/the-history-of-interactivityCotton, B. (1994) The history of interactivity. Available at: http://www.eyemagazine.com/feature/article/the-history-of-interactivity (Accessed: 3 February 2017).

Books Krause, J. (2006). design basic Index. 12th ed. [Heidelberg]: mitp.

Steane, J. (2014). The Principles & Processes of Interactive Design. 1st ed. Chine: Bloomsbury Publishing Plc.

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Wood, D. (2014). Interface Design. 100th ed. China: Bloomsbury Publish Pic.

Table 1 - Project Proposal

Project Action Plan and Timetable

This section provides you with an opportunity to outline your planning and organisation over a period of weeks and the activities you will need to carry out to complete your project in the agreed time frame. The more time and thought you give to planning your project the more successful it is likely to be. It is important that you consider how you will balance ambition, time and realism in the realisation of the project. You should also include what you are going to do, how you will do it and by when. Remember to include: time spent sourcing materials and other resources to conduct research, seek feedback from tutors and peers, and identify when you will carry out independent study.Back of the Learner’s Progress Tracker Book, is an academic calendar. Please refer for dates.Project Action Plan and Timetable

Week Date WeekBeginning

Activity / What you are intending to do - including independent study

Resources / What you will need to do it - including access to workshops

1. 13/3/17 - I will be taking a camera out into Canterbury high street and take photos of things that autistic children would look at first.

- Camera - Computer/internet

2. - I will be producing a video time line of my journey and how I have ended up in the on the path I am on now

- Computer/internet - Premiere

3.24/04/17

- Presentation of Project Proposal.- Researching autism- Organize interviews and plan

interview questions.- Arrange school visit for later in

term.- Weekly reflection

- Project Proposal- PowerPoint presentation- Telephone- Internet/computer- Books-

4. 1/5/17 - Carry out interviews- Collate the information- Begin developing design

- Interview questions- Dictaphone- Excel

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document- Weekly reflection

- Photoshop

5 8/5/17 - Plan and carry out questionnaire- Research the impact of

interactivity used in the classroom

- How do I engage autistic children using app design?Research interactive products already available for autistic children

- Continue with design document- Weekly reflection

- Computer- Tablet- Books- YouTube- Internet- Photoshop

6 15/5/17 - Research In Design- Experiment on In Design- Experiment with Adobe Illustrator- Continue with design document- Create design ideas using

information gathered from research.

- Peer feedback session for design ideas

- Weekly reflection

- Computer- Books- YouTube- Internet- Photoshop- InDesign- Illustrator

722/5/17

- Visit school and show designs to teachers and pupils. Receive and record feedback.

- Develop ideas further based on feedback

- Start developing prototype- Weekly reflection

- Illustrator- Dictaphone- Design document- Designs- Computer- Excel

8 29/5/17 - Finish first prototype- Carry out user testing focus

groups.- Revisit school with prototype.- Weekly reflection

- Illustator- InDesign

Prototype and plan for focus groupDesing document

9 5/6/17 - Develop second prototype based on feedback.

- Weekly reflection

- Illustator- InDesign- Design document

10 12/6/17 - Collate all resources into design document.

- Make sure all work is annotated. - Complete all work- Make sure all work is Harvard

Referenced fully.- Weekly reflection

- Design document

11 19/6/17 - Make sure all work is complete- Collate portfolio- Final reflection- Submit work

- Portfolio

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Table 2 - Project Action Plan and Timetable

CHAPTER 1

Introduction

Introduction to the Chapter - This opening section’s main function is simply to get the reader into the chapter somewhat gradually rather than jumping directly into the first substantive division. It can be as brief as one paragraph; it can be as long as three or more pages. If you prefer a briefer introduction, then begin with a paragraph something like this:

This project portfolio is a report of my final major project (FMP) for my second-year UAL Extended

Diploma in Creative Media Games Film and TV pathway. The project is a short film about an

unemployed young girl who struggles to find the money to pay the rent to a landlord who threatens

her with eviction from the room she rents. This first chapter of the project portfolio presents the

background of my project starting with writing about myself, what I learned on my course and who

or what inspired me for my project. This is followed by explaining what my project is about and why

it is important. The chapter concludes with my research plan.

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The Background of my Project

This section is intended to provide a context for your project. It answers this question: “What special factors were at work that might have influenced the conceptualisation and execution of your project?”

Here you can take some of your previous writings and blog posts to address some of following questions. You can use any medium (Videos, photos, audio, sketches, etc.)

What is it that makes me do my project? My personal experiences that influence my choices (idea for the project, my role in the

project, how it relates to my future career) What is the basic premise of my project? What do I seek to achieve and how it relates to my target audience?

Who am I?

Use work you produced for Unit 12

What did I learn on my course?

Demonstrate your achievements through proposing and realising a project, which integrates the skills, knowledge and understanding acquired throughout the course. Write about your two-year experience on the course and what you have learned during the course. Also, compare where you were when you enrolled on the course and where you are now.

Use timeline you created where you depicted skills and knowledge you acquired during your course.

What is my project about?

When defining your interest and or topic and or theme, define it regarding some observable event. For example:

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Today more and more teenagers are completing their education without real prospect to

find a job which will pay bills and offer a decent start in life. Facing the challenge of not

being employed and having to pay the bills, Maria a 23-year-old veterinary nurse has

decided to look for alternative ways of earning money. The film I have created for my FMP is

a story about Maria’s struggle to earn money to pay the rent and not be evicted from her

home by the landlord who gave her 24 hours’ notice to find the money. Faced with the

deadline and not heaving job or someone to borrow the money, Maria in desperation turns

to crime. She decided to rob the local shop.

My role in this project is writer/producer and film director.

Why my project is important?

Describe this in general sense as a statement of why you wanted to do the project. For example, as a desire to improve something or a desire to understand something, to entertain, inform, educate, to develop skills and knowledge in given media industry context, etc.

Write a short version of this chapter straight into your Research Plan.

My Research Plan

Table 3- My Research Plan

FMP - RESEARCH PLAN No of Words

Interest/Topic/Theme 50My project will be based around information architecture with a focus on interactivity, user interface design and graphic design. I am interested in exploring interactive educational products targeted towards aiding primary school children (year 3 onwards) with autism, focusing on literacy skills.

Why is it important? - Importance 100

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Interactive technology is a huge part of modern society with the development of items such as phones, tablets and computers. It is integrated into everything we do now and can be used in productive, accessible and supportive ways. Using interactivity for educational purposes has been developing since the mid-2000s and has now become a widely used tool in schools to help support the achievement of young people. I intend to develop an idea that will combine information architecture, graphic design to create an appealing interactive product that will hopefully play an important part in the development of children with additional needs.

My research question(s) 1001. What is the impact of interactivity used in the classroom?2. How do I engage autistic children using app design?3. What interactive products are already available for autistic

children?4. What are the processes, techniques and tools needed to

design a basic app5. What is interactivity and how is it applied in everyday

situations?6. What interactive projects have been conducted using physical

interactivity and digital interactivity, how were they created and what was the appeal and the social context behind them?

7. What barriers do autistic children face at school and what do they feel would help them?

Research Design 100I plan to carry out a variety of both primary and secondary research. For example, I would like to carry out focus groups, interviews and questionnaires to gather both qualitative and quantitative information. I will create prototypes for my target audience to test so I can develop my ideas from their feedback. I will also test other similar products to gain an understanding of what other products are out there and to gain inspiration on how to implement my own ideas.

For the secondary research I plan to use a variety of sources such as books, articles, websites, magazines and videos. I will use these sources to research topics such as Colour theory, In-Design, Typography, User Interface, WebLab and other available products on the market. All of these topics will develop my understanding and

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inform my own project.

Literature (Proposed Sources – Harvard Format)

https://muse.jhu.edu/article/363633/summary

Smuts, A. (2009) ‘Project MUSE - what is Interactivity?’, The Journal of Aesthetic Education, 43(4), pp. 53–73. doi: 10.1353/jae.0.0062.

http://www.businessinnovationfactory.com/summit/innovator/matt-cottam

2015, I.F. (2016) BIF2017. Available at: http://www.businessinnovationfactory.com/summit/innovator/matt-cottam (Accessed: 18 January 2017).

http://www.tellart.com/project/museum-of-the-future-machinic-life/

Tellart (2000) Tellart. Available at: http://www.tellart.com/project/museum-of-the-future-machinic-life/ (Accessed: 18 January 2017)

http://www.tellart.com/project/chrome-web-lab/#

Tellart (2000a) Tellart. Available at: http://www.tellart.com/project/museum-of-the-future-machinic-life/ (Accessed: 18 January 2017).

file:///C:/Users/TEMP.CANT-COL.000/Downloads/4569-21596-1-PB.pdf

Anderson, B.D., Swenson, R. and Gilkerson, N.D. (2015) ‘Understanding dialogue and engagement through communication experts’ use of interactive writing to build relationships’, International Journal of Communication, 10, pp. 4095–4118.

http://edtechnology.co.uk/Article/interactive-tech-in-the-classroom-its-all-about-engagement

Ltd, W.C. (2016) Interactive tech in the classroom; It’s all about engagement. Available at: http://edtechnology.co.uk/Article/interactive-tech-in-the-classroom-its-all-about-engagement (Accessed: 18 January 2017).

http://www.cceionline.com/newsletters/January_16.html

NON (2016) January 2016 CCEI newsletter. Available at: http://www.cceionline.com/newsletters/January_16.html (Accessed: 18 January 2017).

http://www.bbcactive.com/BBCActiveIdeasandResources/Whatisaninteractivewhiteboard.aspx

LLP, E.P. (2010) ArticleLinksMenu. Available at: http://www.bbcactive.com/BBCActiveIdeasandResources/Whatisaninteractivewhiteboard.aspx (Accessed: 18 January 2017).

http://blogs.edweek.org/teachers/teaching_now/2016/05/technology_impacts_classroom_instruction.html

McNeil, E. (2016a) Teachers like technology in the classroom, but few think it’s well integrated. Available at: http://blogs.edweek.org/teachers/teaching_now/2016/05/technology_impacts_classroom_instruction.html (Accessed: 18 January 2017).

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http://www.learnnc.org/lp/pages/6917?ref=searchZorigian, K. and Job, J. (2010) How do special education students benefit from technology? Available at: http://www.learnnc.org/lp/pages/6917?ref=search (Accessed: 18 January 2017).

http://www.jodml.org/2015/06/01/digital-framework-of-interactive-media/

Dalelio, C. (2017b) A design framework of interactive media. Available at: http://www.jodml.org/2015/06/01/digital-framework-of-interactive-media/ (Accessed: 3 February 2017).

http://i-docs.org/2014/11/21/a-short-history-of-interactivity-the-revolution-was-coming-for-some-time/

Rose, M. (2014) A short history of Interactivity: The revolution was coming for some time. Available at: http://i-docs.org/2014/11/21/a-short-history-of-interactivity-the-revolution-was-coming-for-some-time/ (Accessed: 20 January 2017).

http://www.eyemagazine.com/feature/article/the-history-of-interactivity

Cotton, B. (1994) The history of interactivity. Available at: http://www.eyemagazine.com/feature/article/the-history-of-interactivity (Accessed: 3 February 2017).Books

Krause, J. (2006). design basic Index. 12th ed. [Heidelberg]: mitp.

Steane, J. (2014). The Principles & Processes of Interactive Design. 1st ed. Chine: Bloomsbury Publishing Plc.

Wood, D. (2014). Interface Design. 100th ed. China: Bloomsbury Publish Pic.

CHAPTER 2

Literature/Resources Review

Introduction The introduction should be relatively brief, simply providing an overview of the chapter. For example:

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A large body of resources (films, web pages, literature, magazine articles, etc.) on the short film, roles of writer, producer and film director, the topic of unemployment and youth crime, professional skills and practices provide a basis for my FMP and final short film.

This chapter will present a review of different literature and resources I have consulted for this project and how it influenced my further research, study and development of the final idea for the project. The chapter will start with my Practitioners Report looking at two prominent film directors. It also looks at the magazines and web sources relating to unemployment and youth crime. The chapter concludes with ideas and key conclusion of all resources used in this chapter.

This chapter is important as it will: Tell the reader what you have learnt from previous work/literature/resources and how

you position yourself in relation to previous work in chosen discipline/theme/topic/interest, within which your project is located.

Provide evidence that you are well informed.

Examine and explore existing media products, practices and ideas in the spirit of creativity and imagination (What makes different media product distinct from one another?). Identify different media projects and other research sources related to your media project. Record and analyse findings. (You can use any media format to record your findings). Answer questions (What? Why? /How? /Look for specific problems and issues (theoretical and practical)/how media product communicates with the audiences/background of the artist and the project).

Practitioners Report

Throughout history, interactivity has been an integral part of our world. The development of technology has shifted the way interactivity is perceived. This report looks into two practitioners who have brought physical interactivity into the digital age, have challenged the way digital interactivity is used and made pioneering products that have impacted on society. This report focuses on two companies, Tellart and Bell Labs.

Matt is the co-founder and chief designer of an organisation called Tellart. He has directed strategy and design projects for clients such as Google and the Prime Minister’s Office of Dubai. Matt holds both Bachelor of Fine Arts and Bachelor of Industrial Design degrees from RISD, as well as a Masters of Fine Arts in Interaction Design from Umeå University.

Tellart is a company that works interactive museums.

The museum that I will be looking in to more detail is “CHROME WEB LAB GOOGLE & SCIENCE MUSEUM LONDON”

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“Tellart” comes from “the art of storytelling.” Our work is about making sense and making meaning through tangible experiences. We regularly partner with specialist sound, flavour and scent designers to create new forms of multisensory communication.” Matt Cottam

Matt has been involved in the curations of different machines that has online interactivity, the most notable one is Universal Orchestra. The interactive elements this programme shows is a marvel to behold, it can be played by visitors to the museum but can also be played online with user to make music. This was one of the first of its kind having interaction with online and in person interactivity.The Universal Orchestra is an eight-piece instrument array played by online and in-museum visitors. Half of the instruments are played by people online,

Each player’s interface displays color-coded notes showing the pitches of other online/in-museum collaborators, and lets the player drag-and-drop notes into a loop-based display.

The Weblab conducted 5 interactive experiments based at the Science Museum in 2013.

1. The Binocular Experiment2. Robot sand portraits3. Internet Orchestra4. Fabric of the Web5. The Orb

The idea behind the experiments was that Tellart wanted to make people feel that they were collaborating in space together.

Semiology is a huge part of this aspect of the project. Each person involved in the experiment was given their own personal symbol as an avatar representing themselves. They felt this was a good way to give people an identity whilst still remaining anonymous under internet privacy regulations. The symbols were a variety of different shapes in bright, cheerful and striking colours. Pastel pinks, yellows, greens and blues being the predominant colours.

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They used software that generated a trillion different patterns. Each user was given a ‘lab tag.’ This would have their ‘human readable’ pattern in the middle and a computer readable code on the outside. Semiology is a huge part of this aspect of the project.

The idea behind this was that for every experiment they participated it in, they could scan their computer readable code, then when they got home they use their web cam on their computers to scant he code and it will show upload all the products they created whilst at the exhibition. For example, if they make a sand robot portrait, they scan the code in, scan it in back at home and it will show an image of the sand robot portrait they created.

They constructed a large screen in the physical space. It was 10m wide and made out of glass. This screen acted as a computer. They built a robot from scratch which draws on the screen using dry erase ink. The screen would display everybody’s symbols who were currently online getting involved with the experiment. This robot would draw pictures such as the continent of Australia, all the symbols of the people who live in Australia gather within this drawing of the continent and the computer gives out information on how many people in Australia are currently online and participating. The image would then be erased and the robot would draw another image such as a musical instrument, and would demonstrate how many people were currently playing that instrument on the Universal Orchestra.

The idea behind this was so people could get the sense that they are collaborating with people across the entire world, joining together through cyberspace. It was a colourful, technologically wondrous representation.

Web Lab closed on 11 August 2013. It was a series of interactive Chrome Experiments made by Google that brought the extraordinary workings of the internet to life.

Online visitors created music together, watch portraits being drawn by a robot and discovered much more at this first-of-its-kind web-based exhibition.

Tellarter, father, skipper, disaster medic, rescue diver, design teacher. Mostly daily life photos and some complaining

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BELL LABS

Bell Labs was among the world’s largest research institutions for much of the 20th century. Its mission was to help the American Telephone and Telegraph Company (AT&T), the telephone monopoly and its corporate parent, cope with everything from digital communication to squirrels chewing phone lines. AT&T was founded by Alexander Graham Bell in the 1870s. It was a special research department that brought together various experimental efforts aimed at improving telephone equipment. It helped to develop and patent new products to keep ahead of the competition. By 1910, AT&T had grown from a tiny firm to a large corporation with several subsidiaries, one of which was the Western Electric Company During the rest of the decade and into the late 1920s, Western Electric engineers developed new types of switchboards (notably the panel switch) and telephone cables and the first electronic amplifiers, Bell Labs found many new uses for the vacuum tube, using it in areas including public address systems, radio, electrical phonograph recording, synchronized sound motion pictures, and transoceanic radio telephony.

Bell researchers invented the cell phone and discovered background radiation, a critical step in the development of the Big Bang hypothesis. The lab produced eight Nobel Prize-winning discoveries

Bell Labs became a dominant pioneering force when World War II came, they invented or improved military systems, such as the two-way radio, proximity fuses, semiconductor devices, radar, sonar, computers, the “bazooka,” and the first encrypted communications systems. This system, Sigaly, enabled US President Franklin Roosevelt and British Prime Minister Winston Churchill to hold regular telephone conversations across the Atlantic.

Bell Labs faded after 1984, when the courts found that AT&T was a monopoly and instructed that the company disperse of its local telephone operations. These local operations became the seven regional "Baby Bells." The small portion of Bell Labs whose research supported local telephone operations was spun off as well as Bellcore, jointly owned by the Baby Bells.

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Now that Bell Labs was owned by a much smaller company, the financial resources were much smaller and the market became too competitive. As a result, Bell Labs gradually contracted, particularly in pure research. In 1996, the remaining AT&T split again, spinning off its manufacturing operations as Lucent Technologies. The labs split as well, with researchers following the business whose work they supported. Three quarters of the staff, and the Bell Labs name went to Lucent Technologies, while the remainder remained with AT&T as a new AT&T Labs. Today’s Bell Labs, a part of what is now the Alcatel-Lucent Corporation, is a smaller but still very important organization that focuses its research on next-generation products for voice and data communication.

These practitioners have been a pioneering force in the world of technology. They both demonstrate how interactive technology can be used to bring people together, from phones and telecommunications systems, mobile phones through to inspirational creative projects that allow people from all walks of life to collaborate.

The way these technologies have developed and how they have been used is an inspiration to me and to my own project. The practitioner research has helped me to understand what I want to do with my project. I have learnt that there are different approaches to interactivity, for example creating products such as the kind of revolutionary products that Bell Labs created, or creating interactive projects such as the one Tellart created. It has inspired me to create my own product that is pioneering in its own way.

References

Aamoth, D. (2014) First Smartphone turns 20: Fun facts about Simon. Available at: http://time.com/3137005/first-smartphone-ibm-simon/ (Accessed: 22 February 2017).

TekGadg (2011) IBM Simon phone - CHI 2011. Available at: https://www.youtube.com/watch?v=GUG7nwMmoUc (Accessed: 22 February 2017).

L, B. (2012) Before IPhone and Android came Simon, the First Smartphone. Available at: https://www.bloomberg.com/news/articles/2012-06-29/before-iphone-and-android-came-simon-the-first-smartphone (Accessed: 22 February 2017).

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Places (2013) Bell Labs. Available at: https://www.facebook.com/Bell.Laboratories/ (Accessed: 21 February 2017).

Martin, D. (2014) Ian Ross, who led Bell Labs, dies at 85. Available at: http://www.nytimes.com/2013/03/17/business/ian-ross-who-led-bell-labs-dies-at-85.html (Accessed: 21 February 2017).

Nokia (2017) History - Bell Labs. Available at: https://www.bell-labs.com/explore/history-bell-labs/ (Accessed: 21 February 2017).

non (no date) Linkedin. Available at: https://nl.linkedin.com/in/mcottam (Accessed: 21 February 2017).

Warman, M. (2012) Google opens year-long web lab exhibition at the science museum. Available at: http://www.telegraph.co.uk/technology/google/9415582/Google-opens-year-long-Web-Lab-exhibition-at-the-Science-Museum.html (Accessed: 21 February 2017).

Cottam, M. (2008) Twitter.Com. Available at: https://twitter.com/cottam (Accessed: 21 February 2017).

Google Chrome (2012) Web lab. Available at: https://www.youtube.com/watch?v=RrgjufJhmwk (Accessed: 21 February 2017).

non (no date) Linkedin. Available at: https://nl.linkedin.com/in/mcottam (Accessed: 21 February 2017).

PRO, F. (2017) MATT COTTAM - LECTURE. Available at: https://vimeo.com/65802252 (Accessed: 21 February 2017).

Tellart (2000) Tellart. Available at: http://www.tellart.com/about/ (Accessed: 20 February 2017)

non (no date) Web lab - exhibition closed. Available at: http://www.sciencemuseum.org.uk/visitmuseum/plan_your_visit/exhibitions/web_lab (Accessed: 21 February 2017).

CONCLUSION - Who/what was my inspiration? /Contextualisation of my study

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What are similar media products and how my work related to them? (position yourself in relation to similar media products)

How similar media products influence my project? How they shaped my project? (Thought and action)?

What did I learn from similar media products? (compare similar media products, how it influenced my perspective and ideas for the project – talk about both script and techniques)

Identify requirements for your media project

CHAPTER 3

Research Design

Introduction

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This chapter is ‘How-to’ section of your FMP. In this chapter you have to introduce the design of the research, how data was collected.

The introduction should be relatively brief, simply providing an overview of the chapter. For example:

This chapter explains research design for my FMP. It starts with research questions and follows by the description of the research design and research methods used in my project.

Informal interview with ALS Jo (one to one tutor, and an autistic specialist)

This interview was done so that I could gain a better understanding of “how I can get around the different that develop in autistic children such as diversion to light and colour”

I had asked Jo about what colours would be best suited for the application she had responded with she only worked with 16+ people with autistic people, although she did say that there are so many different in autistic this help me to come to a conclusion, to constructed a customisation option to adjust the lighting and the colour. This was an important epiphany because would is the first person would see this app? You gusted it the parents and who else would know what would help there autistic child. This has been important to have because it can be gender neutral so that it will appeal to everyone

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Figure 1- What is Research

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Research Questions

Start with stating the intent of your FMP. What are the key aims and objectives of your project? Outline the key characteristics of your project. Write about your questions? You have to base your research design on questions and interests. Ask yourself: “What do I want to find out?” Write to the reader clear research questions, what you wanted to find out?

Figure 2- How to ask good questions

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Figure 3 - My exercise 1

Research Design Evolution

In this chapter, you will expand on what you wrote in your project proposal. Write about what you researched and how you collected your data (research activities). Remember, in this chapter, you will only write what you have researched and what research activities you used. In the next chapter, you will write about your findings, analysis and conclusions. You can write following chapters about findings and analysis using same themes (see below) for the sub-titles.

You can use following research themes as separate sub-titles:

• Subject you are going to research (this will be primary research you conducted; the secondary research about subject will be in literature review)

o This is anything done by you, and it could be such:o Online questionnaire – you could ask your Facebook friends to comment on your

project idea and give you some additional ideas how you can make it better.o Get the feedback from your lecturers and comment on it. o You can contact companies, council, artist depending on what is your project about to

get their opinion on your project idea. o You can use your phone or tablet to research, take photos of possible locations and

places that you can use in your project.

• Target audience

Ask yourself questions: Who? What? Where?

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o Who is your target audience? Who are you aiming your product at?o What type of audience is it? Investigate the target demographic and record the type of

media or entertainment they consume. o Where can you find this out? You can use, ‘YouGov Profiles’ site to find out about your

target audience demographic. (secondary)o You can set up interviews or record a ‘Vox Pops’ (primary) to find information about

your audience.

• Skills and techniques

o Come up with the plan of what skills and techniques you will need to research to produce an effective, original and to near professional standard project.

o For example, you can watch tutorials or read about how to achieve specific skills and techniques that you will need for your project (secondary)

o Experiment with range of skills yourself (primary)

• Production research

o Explain what and how: o People needed for the production/availability (how: emails, Facebook, Skype

conversation, etc.) o Research production roles that you will need to carry out and how to do it successfully

(how: the internet, media books, etc.) o Production schedule (how: create your own) o Budget (How: secondary internet, primary ask yourself) o Recce research/location needed (how: take images, contact individuals for permission,

etc.) o Health and safety research ( How: take images, check locations yourself, ask for

permission) o Visual ideas (storyboard optional) (How: take images, create sketches, get inspired by

other people ideas, etc.) o Props (how: make a list, ask to borrow, make it, buy it, use what you have)o Production (techniques, hardware, workflow) ( how: research what you need / how:

try it yourself) o Post -production (Edit, colour correction, VFX, etc. ( how: read, watch how other

people/professionals do it, try it yourself)

List all research activities; what activities you conducted to answer your questions and collect the data? Write about data you collected, your choice of data presentation and how you structured your data analysis.

The research activities should be identified such as:

Observations (observational drawings; using photography, video and audio to collect data)

Documents analysis (written, but also video and audio documents) Workshops

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Interviews Focus groups Surveys (visual, audio, etc.) Experiments Tests and measurements

CHAPTER 4

Research Findings

In this chapter, you will summarise the collected data and the statistical treatment, and/or mechanics, of analysis. You should start this paragraph by briefly restating the topic/theme of your project (take it from Chapter 1).

Explain the object of each question, research activity, point out results, and present those results in a chosen form of summarised data. Select method of presenting data carefully.

In a quantitative study, the results usually begin with a description of the sample (e.g., sample size, description of participants who were excluded and why, handling of missing data). Next, descriptive statistics (e.g., frequencies/percentages for categorical variables, means, standard deviations, and ranges for continuously measured variables) are presented.

In a qualitative study, the results often include many quotes from participants who were interviewed. Here you should also present your non-textual elements such as photos, videos, audio files, maps, tables, charts, mind maps, SWOT (strengths, weaknesses, opportunities and threats) analysis, etc.

Data analysis

What strategies did you use to analyse your data? What did you find out?

Conclusion - How did the research help me with my project?

What did you learn from your research and how it informed your project?

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Originate a range of ideas – list all ideas you had and explain how you chose the final idea Analyse each idea for viability - use focus groups and lecturer to support Fill out the project proposal form

CHAPTER 5

My Project

Introduction In this chapter you should present the level of self-direction, personal initiative and commitment necessary to progress ideas and find solutions, and the practical, theoretical and technical comprehension, appreciation, knowledge and proficiency necessary to achieve identified goals. The ability to plan and organise work within a given timeframe and the efficient production of outcomes both individually and collaboratively.

Pre-Production

Produce Pre-Production Portfolio which will formally define your project (location survey; risk assessment; treatment; script; budget; schedule etc.).

Pitch your proposal to the production board (video recording of your production board presentation)

Analyse your target audience. Investigate the target demographic and record the type of media or entertainment they consume

Production Project management techniques, (notes of team meetings; production and post-

production schedules; call sheets, etc.) Team and individual performance monitoring (weekly check against schedule) Development – Demonstrate development (photos from the shoot, screenshots from

computers). Keep daily production and post-production diary and reflect on your production process.

Post-production Describe post post-production of your project. Assess your production and post-production process. Describe, and critically analyses any

production problems and the solution you experienced.

Presentation

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In this chapter, you should demonstrate the degree of competence and proficiency shown in the organisation and presentation of yourself and your work to an audience. Your FMP has to be presented appropriately (effectively; imaginatively) presented with suitable (relevant; purposeful) media conventions to suit the target audience.

Write about what influenced your decision to present your work in a certain way.

CHAPTER 6

MY FMP – FINAL PRODUCT

Here present your final FMP media production.

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CHAPTER 7

Project Evaluation

Critically evaluating your final media project against the agreed requirements and parameters. Answer following questions:

Introduce the project in your words List five strengths and five weaknesses in your final design Was there a theme for the design ideas? Can you describe it? Can you reference any

influences here? - art movements, designers, media companies/campaigns, etc. What experiments and exploration did you do (what happens if). How did it affect your

development? Find a similar type of design publication - place it next to your own - what

comparisons/difference can you identify? What were the key areas of development in this project? - use your daily reflections to

help you with this Review your proposal - what changed, what developments did you make, did you manage

to complete everything you set out to achieve? What did the client think of your concept? How did that make you feel? What could you do to adapt the work produced to improve and develop it? Is the final work appropriate for the needs of the project? Does it sufficiently answer your

brief? Reflect on your pitch to the board; how did you feel about it before? Did it go better or

worse than you expected? What was the feedback from the client/lecturer? What do you think you could improve next time?

Did it go better or worse than you expected? What was the feedback from your lecturer? What do you think you could improve next time?

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APPENDICES

Extended project in creative media production Learning Outcomes and Assessment

1. Be able to initiate and develop a creative media production project proposal.

1.1. Use critical and contextual perspectives to initiate a creative media production project proposal.

1.2. Use analysis and evaluation to clarify and develop ideas for a creative media production project proposal.

2. Be able to use research, analysis and evaluation to develop solutions for creative media production project.

2.1. Use research to support the development of a creative media production project.

2.2. Use analytical and evaluative skills to develop creative solutions to realise a media production project.

3. Be able to solve practical, theoretical and technical problems in a creative media production project.

3.1. Solve practical and technical problems within a creative media production project. 3.2. Solve theoretical problems within a creative media production project.

4. Be able to plan, organise and produce a creative media production project.

4.1. Demonstrate the ability to plan, organise and produce a creative media production project within an agreed timeframe.

5. Be able to use practical methods and skills in a creative media production project.

5.1. Demonstrate the exploration, adaptation and application of practical methods and skills in the realisation of a creative media production project.

6. Be able to use evaluative and reflective skills in the production of a creative media product.

6.1. Maintain evaluative and reflective records of the development and production of a creative media project.

6.2. Use evaluative and reflective skills to make decisions for a creative media production project.

7. Be able to present a creative media production project. 7.1. Explore strategies to present a creative media production project.

7.2. Present a creative media production project to a specified audience.

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REFERENCES

Make sure you use Harvard referencing. The bibliography should be continuously updated as the project progresses.

Anon., 2017. BBC News. [Online] Available at: http://www.bbc.co.uk/

Smith, c., 2017. Fun with Flags. 5 ed. canterbury: media.

Anon., 2017. BBC News. [Online] Available at: http://www.bbc.co.uk/

modley, a., 2017. fun with face. 5 ed. canter: zoran .

Smith, c., 2017. Fun with Flags. 5 ed. canterbury: media.

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