In a fairly substantial written report, describe your progress with your hypertext project. In this report, you should describe your overall progress with your hypertext that was begun in February from the seed idea and explore and evaluate the decisions you made in keeping with the idea of the [...]]]> Hypertext Project
Progress Report
New Media: Perspectives
Instructors: Ersinghaus and Timmons

In a fairly substantial written report, describe your progress with your hypertext project. In this report, you should describe your overall progress with your hypertext that was begun in February from the seed idea and explore and evaluate the decisions you made in keeping with the idea of the link, the writing space, and how you have extended your system, whether that system has continued in paper form, in Powerpoint, Storyspace, or Hypertextopia. You should supply the physical copy of the hypertext as it exists to Ersinghaus or Timmons and post this written report to your weblog by March 13. Supply the hypertext not just in a pile of paper but in a fashion that uses some method of design for how you want the audience to experience the work. Hint: string, folding, color code.

Here are some items in check list form to weave into your written analysis:

1. Describe how your hypertext has developed from the initial idea to what you have now. You should describe in detail what you have physically constructed.

2. Describe and explore some of the choices you made in progressing from writing space to writing space. In this area, you’ll want to write about the choices you made for specific links and what these links tell the audience. For example, do your link names anticipate hypertext “destinations.”

3. Describe your method. This can be interesting because in this area you can explore problems you’ve encountered, successes you’ve had and ideas about the process you find interesting or daunting.

4. Explore your own creative and system thinking. Since you’re building a system and creating from a seed idea, the hypertext is under your control (or not). This means that some awareness of your own choices, why you made them and how you are addressing problems, can tell you a lot about what sort of creative thinker you are. Note that we consider creativity in lots of ways: technical, intuitive, experiential, visual, procedural—all of these are kinds of creative thinking and lead to many different methods of problem solving. The developers of Wordpress software are wonderful programmers and designers: but they’re tag line is: Code is Poetry.
5. Answer this question as a part of your conclusion: when faced with a problem, you . . .

On a writing surface, draw a map of the interior of an architectural interior, describing the layout of the space from the crow’s view (top down). Here are a few guidelines. Before you attempt a map, complete a walkthrough of the space. Walk around and make notes. Try to [...]]]> New Media One: Perspectives
Mapping Experience and Architectural Narrative

On a writing surface, draw a map of the interior of an architectural interior, describing the layout of the space from the crow’s view (top down). Here are a few guidelines. Before you attempt a map, complete a walkthrough of the space. Walk around and make notes. Try to note as many features of the space as you can, including entrances, exits, rooms, passages, and halls. Avoid simple-featured spaces such as small rooms, apartments, and small shops.

Using your map and other observations of the space, such as your notes, identify in a concise but descriptive weblog post how the structure of the space directs people’s movement or “flow” through it. Consider these as narratives of movement made possible by a “designer.” Any insights? Possible problems? Are there any aspects of new media principles at play in the space, including degrees of interactivity and modularity. Consider also how elements of the readerly/writerly text are at play in the space. In other words, can the user shape or transform or manipulate the space?

Additional notes. We’re trying to draw comparisons between different kinds of media environments: web sites, games, and films are just a few examples. An interior space can also be viewed in terms of a media environment if a media environment provokes narrative “flow.” So, as you work, think about how a structure’s space is analogous to the space of a web site, such as a home page and front door, a page and room.

Goal: to familiarize you with the idea of controlled flow, narrative, and spatial analysis, as well as how readers and writers change roles. Note that this kind of map-making and spatial analysis could come in handy for later work with software navigation and building rooms in Inform 7.

Note that you should post the essay in a Category called Assignments.

Assessed Abilities: Course Ability 1, 2 and Gen Ed 2.2.1

Evaluation Sheet

1. Identifies and describes the types of narrative made possible by traditional and new media

0 No demonstrated achievement: Does not identify and describe the types of narrative made possible by traditional and new media.

1 Minimal achievement: Struggles to identify and describe the types of narrative made possible by traditional and new media. Identification and description is general, shows gaps in knowledge, or is imprecise. Work shows evidence of uncertainty with narrative types and variations.

2 Satisfactory achievement: Identifies and describes the types of narrative made possible by traditional and new media. Some imprecision may be evident. Mainly, work is organized and confident.

3 Excellent achievement: Independently and confidently identifies and describes the types of narrative made possible by traditional and new media. Work shows control and mastery of narrative types and variations.

2. Applies critical vocabulary across the traditional and new media spectrum

0 No demonstrated achievement: Does not apply critical vocabulary across the traditional and new media spectrum. Student must take care with note-taking, organizing and differentiating concepts, and should take more time with the assessment of examples.

1 Minimal achievement: Struggles to apply vocabulary across the traditional and new media spectrum. Application shows general understanding but lacks detail and development. Student must take care with note-taking, organizing and differentiating concepts, and should take more time with the assessment of examples.

2 Satisfactory achievement: Applies critical vocabulary across the traditional and new media spectrum. Application may show some evidence of generalization but is mainly controlled and confident.

3 Excellent achievement: Independently and inventively applies critical vocabulary across the traditional and new media spectrum. Is apple to thoroughly explore concepts and terms and identify numerous examples of those concepts and terms in operation.

General Education

Critical Thinking

2.2.1. Level 1: identifies and describes relationships

0 No demonstrated achievement: Does not identify or describe relationships, or the relationships identified are not substantiated by evidence.

1 Minimal achievement: Identifies a relationship, but description is general when it needs to be specific.

2 Satisfactory achievement: Identifies relationships correctly, and description is adequate.

3 Excellent achievement: Identifies relationships correctly. Description is specific and coherent.

Forms of News in 3 Parts

Part 1: Go to the library (or the convenience store) and pick up a copy of a USA Today newspaper and “experience” it. In detail, describe the experience of using the paper. Consider how the paper is packaged, folded, put together physically, organized for “use” [...]]]> New Media 1: Perspectives
Week 1 Exercise

Forms of News in 3 Parts

Part 1: Go to the library (or the convenience store) and pick up a copy of a USA Today newspaper and “experience” it. In detail, describe the experience of using the paper. Consider how the paper is packaged, folded, put together physically, organized for “use” by an audience. Read a few articles. Describe what you had to do to accomplish this: page-turning; the placement of the article on the page; its relationship to other objects on the page, such as photographs, borders, and gutters. In your experience and study of the newspaper, what did you have to do to find the complete article?

Nothing in the experience of the newspaper is insignificant (lighting, furniture), texture, smell, so be as detailed as you can in your description. In addition to the “reading” and “use” experience, describe the physical environment that made using the newspaper possible.

Part 2: Once you’ve “experienced” and described the newspaper and its environment, find that same paper online on the Web at http://www.usatoday.com. Go through the same process and described how you “experienced” the online “newspaper.” Again, go for as much detail in this description as possible, including the environment of the computer.

Part 3: Finally, compare and contrast your experience of the two “versions” of the newspaper. List elements of the versions of the paper that are similar (do these elements correspond to one or more of the senses?). List elements of the versions of the paper that are different (do these elements correspond to one or more of the senses?) Identify significant differences and similarities in material, space, organization, appearance, and use, including images, text, links, and animation. In this exercise, no detail of similarity or difference is too obvious or insignificant. Any insights? What conclusions can you draw from this examination?

Essay Length: Suitable for depth of analysis.
Other Essay Requirements: This essay should be typed, organized by parts 1, 2, and 3. Double-space the document and make sure your name, course information, and date are placed at the top-left of the first page of the document.

Here’s [...]]]> The Interactive Fiction Project is open for restudy, continued work and rethinking.

Here’s he download:

if-project-fall-2007.doc

On a handy writing surface, draw a map of the interior of an architectural interior, describing the layout of the space from the crow’s view (top down). Do some prep work first, though. Complete a walkthrough of the space. Observe details and make notes. Try to note as many features of the space as [...]]]> Architectural Narrative

On a handy writing surface, draw a map of the interior of an architectural interior, describing the layout of the space from the crow’s view (top down). Do some prep work first, though. Complete a walkthrough of the space. Observe details and make notes. Try to note as many features of the space as you can, including entrances (access points), exits, rooms and their features, passages, and halls. Think about orientation, too: the positions from which you can observe and move through the space.

Using your map and your notes, identify in a concise essay how the structure of the space directs peoples’ movement or “flow” through it. Consider these as narratives of movement made possible by a “designer.” Any insights? Possible problems? Are there any aspects of new media principles at play in the space, including degrees of interactivity, modularity, and variability. Consider also how elements of the readerly/writerly text are at play in the space.

Additional notes. We’re trying to draw comparisons between different kinds of media environments, from web sites, games, and films. One way of doing this is to identify and differentiate objects or things. An interior space can also be viewed in terms of a media environment if a media environment provokes narrative “flow.” So, as you work, think about how a structure’s interior space is analogous to the space of a web site, such as a home page and front door, a page and room. Starbucks’ website is a good example of a digital space that is designed to encourage specific kinds of “flow.”

Goal: to familiarize you with the idea of flow, narrative, and spatial analysis, as well as how readers and writers change roles under certain circumstances.

Things not to do: Avoid simple-featured spaces, such as small rooms, apartments, and small shops. These will not provide you with enough breadth to work with.

Assessed Abilities: Course Ability 1, 2 and Gen Eds 2.2.1

Forms of News in 3 Parts

Part 1: Go to the library (or the convenience store) and pick up a copy of a USA Today newspaper and “experience” it. In detail, describe the experience of using the paper. Consider how the paper is packaged, folded, put together physically, organized for “use” [...]]]> New Media 1: Perspectives
Week 1 Exercise

Forms of News in 3 Parts

Part 1: Go to the library (or the convenience store) and pick up a copy of a USA Today newspaper and “experience” it. In detail, describe the experience of using the paper. Consider how the paper is packaged, folded, put together physically, organized for “use” by an audience. Read a few articles. Describe what you had to do to accomplish this: page-turning; the placement of the article on the page; its relationship to other objects on the page, such as photographs, borders, and gutters. In your experience and study of the newspaper, what did you have to do to find the complete text and make it coherent?

Nothing here is insignificant (lighting, furniture), texture, smell, so be as detailed as you can in your description. In addition to the “reading” and “use” experience, describe the physical environment that made using the newspaper possible.

Part2: Once you’ve “experienced” and described the newspaper and its environment, find that same paper online on the Web at http://www.usatoday.com. Go through the same process and described how you “experienced” the online “newspaper.” Again, go for as much detail in this description as possible, including the environment of the computer. Try to identify as many “objects” as you can on screen.

Part 3: Finally, compare and contrast your experience of the two “versions” of the newspaper. List elements of the versions of the paper that are similar (do these elements correspond to one or more of the senses?). List elements of the versions of the paper that are different (do these elements correspond to one or more of the senses?) Identify significant differences and similarities in material, space, organization, appearance, and use. In this exercise, no detail of similarity or difference is too obvious or insignificant. Any insights? What conclusions can you draw from this examination? Note: try to find as many corresponding “object” in both versions.

Assessed Abilities:

Course Ability 1 and 4
Critical Thinking and Technological Literacy 4.2.1

1. Identifies and describes the types of narrative made possible by traditional and new media

0 No demonstrated achievement: Does not identify and describe the types of narrative made possible by traditional and new media.

1 Minimal achievement: Struggles to identify and describe the types of narrative made possible by traditional and new media. Identification and description is general, shows gaps in knowledge, or is imprecise. Work shows evidence of uncertainty with narrative types and variations.

2 Satisfactory achievement: Identifies and describes the types of narrative made possible by traditional and new media. Some imprecision may be evident. Mainly, work is organized and confident.

3 Excellent achievement: Independently and confidently identifies and describes the types of narrative made possible by traditional and new media. Work shows control and mastery of narrative types and variations.

4. Describes the interrelated qualities of traditional and new media environments

0 No demonstrated achievement: Does not describe the interrelated qualities of traditional and new media environments. Does not identify relations between traditional and new media environments.

1 Minimal achievement: Struggles to describe the interrelated qualities of traditional and new media environments. Work and demonstrations show too much reliance on generalization and gaps in relationships.

2 Satisfactory achievement: Describes the interrelated qualities of traditional and new media environments. Work and demonstrations work through generalizations and imprecise relationships. Mainly understands standards.

3 Excellent achievement: Independently and comprehensively describes the interrelated qualities of traditional and new media environments.

2. Critical Thinking

2.2.1. Level 1: identifies and describes relationships

0 No demonstrated achievement: Does not identify or describe relationships, or the relationships identified are not substantiated by evidence.

1 Minimal achievement: Identifies a relationship, but description is general when it needs to be specific.

2 Satisfactory achievement: Identifies relationships correctly, and description is adequate.

3 Excellent achievement: Identifies relationships correctly. Description is specific and coherent.

4. Technological Literacy

The ability to understand the potential and limitations of technology and to identify and effectively use the appropriate technology to achieve a desired outcome

4.1. Uses software applications effectively and purposefully

4.1.1. Level 1: uses a computer and the appropriate software to create a document in the appropriate digital file format

0 No demonstrated achievement: Does not use a computer and software to create a document.

1 Minimal achievement: Exhibits minimal software skills, and requires remediation to perform basic tasks.

2 Satisfactory achievement: Exhibits satisfactory software skills, but requires guidance or assistance in using specific features.

3 Excellent achievement: Exhibits exemplary use of appropriate software to create documents using basic application features without assistance.

The Concept

This is a team-based project and will involve collaboration in terms of input, development, and technical problem solving. You are now a small start-up or development team. You share a common understanding of new media principles but have your own strengths in terms of a discipline. You share a common [...]]]> New Media 1: Perspectives
Futures Project

The Concept

This is a team-based project and will involve collaboration in terms of input, development, and technical problem solving. You are now a small start-up or development team. You share a common understanding of new media principles but have your own strengths in terms of a discipline. You share a common concern for professionalism. Maybe one of you in a marketer, yet another, an artist; still another, a writer. You’ve been hired by The Head, a new media group who’s in a rut. It’s your job to pull The Head out that rut with a dazzling idea. You will present your ideas and findings to The Head’s stakeholders.

The Project

Based on what you and your team members have learned in the course, prepare and present a 10 to 15 minute oral presentation to the class on your vision of some future system where new media will play a significant role (and pull The Head out of its rut). The subject area will be up to your team but may involve entertainment, communications, politics, appliances, education, health, architecture or the arts. (Example: What will Madden Football look, play, and feel like in 10 years? How will cell phones have progressed in 5 years?)

Here are some issues that you need to think about. The oral performance must present a realizable, fact-based system, based on what you’ve seen, experienced, or envisioned. We have real, operative principles to work with. As you work with your team, you should track how ideas develop, how problems of concept and presentation are solved, and how decisions were made about presentation and concept issues. A weblog is a great way to do this tracking, but it can also be done on a calendar

For the presentation, identify the area and/or subject you’ve considered. What is the system you envision? In your choices, thinking, and research, consider how the subject will manifest the objective inventory as seen on the New Media Analysis Worksheet. Describe this aspect of your system in detail. Secondly, present an in depth description and evaluation of the formal system (see NMAW). You should then conclude the presentation by relating your futures project to other systems in existence now or that will come as a consequence of your projection into the future. What theme’s are shared? What problems will your system solve? Will it involve passive or active interactions?

Necessities

Visuals, feelies, prototypes.
PowerPoint presentation?
Your talk should be organized and should be accompanied by a typed text or an organized set of PowerPoint printouts. The presentations will be filmed.

New Media Work Sheet

The following provides a four-step process to begin critically analyzing and developing works of new media based upon Edmund Burke Feldman’s “The Critical Performance.” Use this as a guideline in your analysis and development.

1. Description

This should be an objective inventory of what elements are immediately apparent in the work. That is, a description of content as well as its qualities of interactivity. These elements would include text, images, sound, motion (animation), video, hyperlinks, and existing or proposed user interactions (how the reader manipulates the work).

2. Formal Analysis

Here you will be describing your perceptions of the work’s structure and organization.
a. Does this system most closely meet the definition of a transactional communication model or a linear communication model? Explain your reasons why.
b. Does this system show evidence of the principles of new media at work?
i. Numerical representation
ii. Variability
iii. Modularity
iv. Transcoding
v. Automation
vi. Interactivity
c. Would you call this an adaptive (smart), embedded, or a pervasive system? Explain your reasons why or why not.
d. Would you describe the system as an open (writerly) system or a closed (readerly) system? Explain your reasons why or why not.

3. Interpretation

This is an important area. Here you must wrestle with meaning, theme(s), and solutions to theoretical problems (successful or unsuccessful), if any, based upon your previous description, formal analysis, and background research to form a hypothesis (“a tentative assumption made in order to draw out and test its logical or empirical consequences”). At this point, you should be relating your selected work to other works that may have been discussed in class and found in your research.

4. Judgment

This is where you will provide your final evaluation of the work.
• What have you discovered?
• What have you learned about systems in this analysis or development?
• What is being conveyed and has the work succeeded?

Part 1

Describe the qualities of the online game Amanita: Samorost which can be found at here.

In particular, pay attention to the way this game engages or absorbs the audience (sound, text . . . ). What is the goal of the game? Describe its property of emergence. Describe its boundaries. [...]]]> New Media 1: Perspectives
Game Analysis
Game as System

Part 1

Describe the qualities of the online game Amanita: Samorost which can be found at here.

In particular, pay attention to the way this game engages or absorbs the audience (sound, text . . . ). What is the goal of the game? Describe its property of emergence. Describe its boundaries. How does it simulate real-world conflict and/or interactions? What are its rules? Refer to specific elements of the game, decisions that you made to involve yourself in flow, decisions that you made based on the game’s conditions, and provide sufficient examples.

Part 2

Secondly, compare and contrast the qualities of Amanita: Samorost to Zork in terms of its immersive, emergent, and interactive qualities. Use specific examples to back up your comparison and try to shy away from general comment, opinion, and observation.

If you need ideas to explore and write about click on the Journal Ideas category link for a list of posts we’ve made on things we think are interesting and deep enough to [...]]]> New Media Journals are due on April 5th.

If you need ideas to explore and write about click on the Journal Ideas category link for a list of posts we’ve made on things we think are interesting and deep enough to write about.