Unit 17

INTERACTIVE MEDIAAUTHORING

LO1 - Understand principles of Interactive Media Authoring

Scenario Criteria Tasks Assessment1 2 3 4 5 6 7 8 9 10 11 12

Learning Outcome (LO) The learner will:

Pass The assessment criteria are the pass requirements for this unit. The learner can:

Merit For merit the evidence must show that, in addition to the pass criteria, the learner is able to:

Distinction For distinction the evidence must show that, in addition to the pass and merit criteria, the learner is able to:

1 Understand principles of interactive media authoring

P1 Summarise accurately the principles of interactive media authoring with some appropriate use of subject terminology

M1 Compare and contrast interactive media authoring products

D1 Explain the benefits and drawbacks of the different formats that can be used to deliver interactive media authored products

2 Be able to devise an interactive media product

P2 Generate outline ideas for an interactive media product working within appropriate conventions and with some assistance

M2 Produce annotated design documentation for an interactive media product to meet a client need

3 Be able to create an interactive media product following industry practice

P3 Create an interactive media product following industry practice, working within appropriate conventions and with some assistance

M3 Make improvements to an interactive media product in response

D2 Evaluate the stages of the production process showing how industry practice has been followed

LO1 - Assessment Criteria

Scenario Criteria Tasks Assessment1 2 3 4 5 6 7 8 9 10 11 12

P1 – This could be evidenced by the use of a report or presentation delivered to a group that could be supported by tutor observation, or recorded evidence. This should summarise accurately the principles of interactive media authoring with some appropriate use of subject terminology covering:

◦ A definition of the tools used for interactive media authoring ◦ The production process ◦ Uses of interactive media authoring ◦ Delivery formats of interactive media authoring products ◦ Elements included and interactivity and control methods.

M1 - Learners should compare and contrast at least 4 different interactive media authoring products, from at least two different formats. This may include new/recent products as well as older products. These may have been created for any commercial purpose. Learners must give detailed reviews to include the content of the products, the possible client and user needs, the format it is delivered in, as well as identifying strengths and weaknesses of the programs, and highlighting possible improvements. This could be presented as a report supported with examples or a presentation delivered to a group that may be supported by video evidence.

D1- This could be evidenced as an extension of P1, learners will explain the benefits and drawbacks of different formats that can be used to deliver interactive media authored products. Each of the listed delivery formats in the teaching content should be covered and appropriate terminology should be used in the explanations.

Assessment Criteria P1, M1, D1

Scenario Criteria Tasks Assessment1 2 3 4 5 6 7 8

Scenario Criteria Tasks Assessment1 2 3 4 5 6 7 8 9 10 11 12

This could be delivered through tutor led discussions, demonstrations of the products and research exercises. It would be beneficial for learners to have time to use and see examples of work that can be created using various authoring tools. Learners can research the leading manufacturers in the industry and the different delivery formats. Reporting back to the group will help to improve awareness. It would be beneficial for students to discuss as a group what they think the client and user needs were for the products they look at, and whether they have been fully achieved.

Learners should look in more depth at the different formats that interactive media can be implemented and the different uses of the products such as marketing/promotional/ advertisement, entertainment, education/training/ assessment, games/virtual reality/simulation, journalism/ information. Group work could be used to look at these uses and to feedback to a larger group. This group work should also consider the delivery format (i.e. web, multimedia CD/ DVD ROM/Kiosks, Interactive TV, Mobile devices) and the feedback to the rest of the group could include the benefits and drawbacks.

Understand principles of interactive media authoring

Scenario Criteria Tasks Assessment1 2 3 4 5 6 7 8

Scenario Criteria Tasks Assessment1 2 3 4 5 6 7 8 9 10 11 12

When it comes to making an interactive media project, it is important to understand the limitations in terms of ability, function and interactivity the user has at their disposal when it comes to the program they use. Each program we need to look at is designed to make an Interactive Product but if one was so good then there would not be a need for the others.

Examples of these programs include Director, Flash, Dreamweaver, Mediator, and Expression Blend.

Programs are limited by price, interactivity, skill base, learning curve, technical limits and ease of use. For instance Dreamweaver was very interactive with behaviours in version 3 but this was removed in version 4. Flash is very interactive but has a high learning curve. Expression Blend is very powerful but not very user friendly and Mediator is very easy to use but limited in output and features.

Task 1 – P1.1 – State and Compare the benefits and limitations of three media creation packages in terms of Media Authoring.

LO1 - Understand principles of interactive media – Authoring - Tools

Product Intention Authoring Benefits

Authoring Limitations

Package Comparisons

Package 1

Package 2

Package 3

Scenario Criteria Tasks Assessment1 2 3 4 5 6 7 8 9 10 11 12

When it comes to ease of use with such packages a user will settle on one and stick with this decision until a better package replaces it’s functionality. Word Perfect was the standard until Word came along, Foxbase was replaced by Access, Corel Photopaint was replaced by Photoshop, Freehand was replaced with Illustrator. Most of these changes happened through acceptance standards rather than an increase of functions.

For instance, animations can still be made in Powerpoint, timings can be set, transitions, macros, hyperlinks, adding in media content and can be exported as a media authored file. But we would not use it to create a media authored file because it has limits. We would not use Photoshop to make web pages but Photoshop can make them. We would not use excel for relational databases but it can be done and we would not use Word for drawing Charts though word is fine at chart drawing.

Task 2 – P1.1 – Using examples from 2 Packages, compare with evidence the similarities of function and difference of method in authoring a media product. For this you will need to find examples of how 2 packages do the same

things like Timelines, Transitions and Animations, Events, Embed Sounds, and Create Games. Explain the interfaces and method in each of these.

LO1 - Understand principles of interactive media – Authoring - Tools

Scenario Criteria Tasks Assessment1 2 3 4 5 6 7 8 9 10 11 12

A project that can be made For all projects there are three stages the designer will go through before sourcing, paying for or making a project. These stages are as important for a project as the booklet or copyright, creating a package that an audience does not want, that does not have what the audience needs or is aimed at the wrong age level.

Conceptualisation – This is the first stage in a project when the written materials and client brief outline what is needed in a project. This is where methods like Mood boards can be used.

The first step to producing an effective project is to define the purpose. which should be a focused vision of what the audience wants the project to accomplish. This might include defining a purpose statement that will guide the development team, defining the audience, developing the strategy, and visualising the end product. This might include:

What is the mission or purpose of the business or service? What are the short- and long-term goals of the product? Defining a purpose statement that will allow the designer to plan for

growth more effectively and establish a well-documented idea. Develop measurable objectives to help track progress and determine the

success of the product.

LO1 - Understand principles of interactive media – Authoring – Pre-Production

Scenario Criteria Tasks Assessment1 2 3 4 5 6 7 8 9 10 11 12

Planning – The first stage of production where the designer creates plans for the project. Storyboards, mood boards, template sketches, Gantt Charts, Timescales etc. these are all tools used as part of the production process. Each of these has a use depending on the process, Mood boards for ideas, Gantt for outlining timescales and deadlines, template sketches for others to follow etc. The amount of planning that happens in a project can be linked to the success of the project. Planning overcomes assumptions.

Design – Sketches are the beginning stage of the Design process, these will change throughout a project depending on what happens, on limitations or restrictions on sources etc. Character sketches and storyboards highlight character and movements, outline a story and show intent.

Task 3 – P1.2 – Using examples from a similar project, outline the importance of Pre-Production planning and designs in Media Authoring.

LO1 - Understand principles of interactive media – Authoring – Pre-Production

Conceptualisation Planning Design

Scenario Criteria Tasks Assessment1 2 3 4 5 6 7 8 9 10 11 12

Creation – The creation stage of a process is usually the longest part and goes hand in hand with alpha and beta testing. For a computer game this can take years, costs 70% of the money, uses the most staff and where most projects can be made or broken. It is also the stage where audience needs change, more things need to be added, interfaces need to be made better, copyright and problems need to be overcome.

Implementation – When a project is complete the user needs to use it, the time between completion and sale is determined as implementation. 25% of film production costs are getting it to the cinemas, similarly 30% of computer games costs are spent on marketing. For a media Authored program this is all about getting it noticed, onto the shelf, reviewed, and finally used. At this stage there should have been testing and trials, user versions, beta releases, bug testing, soak testing and market feedback to determine if this is the right product for the market.

Task 4 – P1.3 – Using examples from a similar project, outline the importance of the Creation and Implementation stages of a production for a Media Authoring project.

LO1 - Understand principles of interactive media – Authoring - Production

Scenario Criteria Tasks Assessment1 2 3 4 5 6 7 8 9 10 11 12

Testing – The quality of a product is determined by the users experience of the project. You would not recommend a program that crashes, a film with fatal flaws, a seat that was uncomfortable, a phone with no reception.

There are four stages to testing, Alpha (done in-house), beta (often done by a limited or free release) Soak (when the product is tested to the extreme) and Gold or Master (the final stage before release). But still flaws occur, this can be done through reviews and user feedback, bug releases and updates.

Review and evaluation – This can be done in-house (often biased and lacks target audience opinion) or externally. A review of a product can damage sales of a product or make them. Look up any App on iTunes and compare the sales of other versions of the program against their review stars. Films and music are the same, a bad review form someone you trust is enough not to see or buy the product. At the end of the day there is only one person who is important in this process, the target audience, if it suits their needs then the project is a success, if they think it is bad or not useful then the project will fail.

Task 5 – P1.4 – Using examples from a similar project, outline the importance of the Review and Evaluation stages of a production for a Media Authoring project.

LO1 - Understand principles of interactive media – Authoring – Post Production

Scenario Criteria Tasks Assessment1 2 3 4 5 6 7 8 9 10 11 12

All Interactive products have a purpose that is different, whether it is produced merely to make money or as a project for a company to suit a particular need. For each of these purposes there are restriction and similarities that are taken into account like interface, expandability, time frame, entertainment value. Some products are designed for a one-off purpose, an interface for an election, the menu in a game, the pop up screen on an EPOS system. All the previous production stages will still be part of the product tasks, but the audience needs will be different every time.

Examples of purpose include:◦ Marketing, promotional, advertisement◦ Education, training, assessment◦ Entertainment, Games◦ Virtual reality, simulation◦ Journalism, information.

Task 6 – P1.5 – Using examples from each category, discuss the Purpose, Audience and interactive Expectations within a production for a Media Authoring project.

LO1 - Understand principles of interactive media - Purpose

Marketing, promotional,

advertisement

Education, training,

assessment

Entertainment, Games

Virtual reality,

simulation

Journalism, information

.

Scenario Criteria Tasks Assessment1 2 3 4 5 6 7 8 9 10 11 12

The ultimate output and location of the resource you create can have an impact on what you create and how it is viewed and used. The resources your audience uses can have an impact in terms of size, quality, interface, content and accessibility.

Web – there are certain files formats things need to be saved in, PHP, Flash, web embedded etc. which can impact not only on the program you use to make the product but the way the product is controlled. Tablets are touch sensitive but computer screens are not so the designer has to incorporate both into the interface. Screen size also has an impact, sound and OS compatibility. Then there are Java enabled browsers, school restricted sites, and accessibility issues, all of which have to be taken into consideration.

Multimedia, CD/DVD ROM, kiosks – these have major restrictions on usage, Kiosks are usually touch screen but have to be designed for all target audiences but have to be short term, easy to use and accessible. Multimedia means they can have sound and language barriers to overcome, and can overestimate or underestimate the age range of the audience. CD and DVD means the file size is restricted to 66oMB or 4.7GB, but it also means it is limited to a computer rather than tablet and requires some degree of technical knowledge to install and run, can be easily damaged and be restricted in the number of people using it at any one time.

LO1 - Understand principles of interactive media – Delivery Format

Scenario Criteria Tasks Assessment1 2 3 4 5 6 7 8 9 10 11 12

Interactive TV – this can be a menu or a game, which means it is controlled by the users remote which is not designed as a game playing device, works off infra red, can be unresponsive or under sensitive and needs to be aimed in the right direction. The menu can be more intuitive but the audience is aimed at a younger age. The quality and content are also restricted due to lack of on-board memory and appeal.

Mobile devices – With more modern phones an tablets, the quality is less of a restriction as it used to be but the screens are smaller therefor the screen resolution and movement is less quality than a computer. There is also the issue with compatibility. On the plus side the screens are touch sensitive and though this means they are not as precise, they are more logical to the younger generation in their expected use. Memory capacity is a bigger issue, unlike games machines like PSP or DS, mobiles have a small amount of available memory to play and run interactive content and those that come off the website have to be customised specifically to take screen size and memory into consideration.

Task 7 – P1.6 – Using examples, discuss the hardware limitations and browser issues that need to be considered within a production for a Media Authoring project.

LO1 - Understand principles of interactive media – Delivery Format

Web

Multimedia, CD/DVD ROM, kiosks

Interactive TV

Mobile devices

Scenario Criteria Tasks Assessment1 2 3 4 5 6 7 8 9 10 11 12

Within every good multimedia production there should be a wide range of Visual, Auditory and Kinaesthetic content as well as educational purpose. These contain functions and features that companies need to take into consideration. For instance an interactive map will rely heavily on images, that is a given, as a function these are to show and explain, as a feature these need to be in line with the needs of the target audience. Disney would make them fun and unbearably cute whereas the interactive guide to the Olympic Stadium would be detailed and geographically accurate.

In terms of text, Louvre interactive map would be long explainations and historically correct whereas Thorpe Park would be short and to the point.

In terms of Sound an interactive tour with sound would be detailed and clear in multiple languages whereas a game would be beeps, buzzes and cheers.

In terms of Animation an Apple Ad would have the whole banner be animated and the navigation buttons whereas the menu of the Xbox has Avatars that animate when selected.

In terms of Video most multimedia content is restricted, previews until clicked like a Smart TV or have no video at all like an interactive map.

Task 8 – P1.7 – Using examples, discuss the Multimedia Content expectations that need to be considered within a production for a Media Authoring project.

LO1 - Understand principles of interactive media - Components

Text Images Sound Animation Video

Scenario Criteria Tasks Assessment1 2 3 4 5 6 7 8 9 10 11 12

All interactive products have a control system that is specific for their use, some have more than one but generally users prefer and then get used to one device for that function. These come in different forms such as Mouse, Keyboard, Pointer and Touch Screen. These link to the system that needs controlling, pointers are not very good at menus for instance, touch screens suffer on hyperlinks, keyboards struggle with highlighting areas or more than one object that is not in line.

Basic (e.g. navigation menu selection, hyperlinks, hotspots) – these are unique for each product, maps have hotspots, web sites have navigation menus and hyperlinks. They basically take the user from one thing to another and have been around since the days of multiscreen web pages. Early games had similar menus, users choose from one menu and this took them to the next screen. This is something we are all so used to that the principle is the same on most devices.◦ Menus – drop down, across the screen, pop ups, selection menus, a quick

way of navigation on any device.◦ Hyperlinks – adds external and internal links beyond the menu for quicker

access or additional user control and experience.◦ Hotspots – areas of an image or video for the user to interact personally

with, hyperlinks somewhere or pops up help or further support from one location.

LO1 - Understand principles of interactive media - Interactivity and control

Scenario Criteria Tasks Assessment1 2 3 4 5 6 7 8 9 10 11 12

Scripting – Like macros, adds an extra control element to an object or link. For web pages this could be a pop-up calendar when looking for a date that is available or opens a sub page on a site within the same window, called a frame, for a specific purpose.

Actions/events – this could be a rollover, a mouse over, a left/right arrow on a picture to scroll to the next image. Or it could be an added button on a page that controls the navigation, click on it and something appears somewhere or disappears from a list.

Control (e.g. audio/video/game controls) – These can as simple as play, fast forward or rewind buttons on a video to control movement or Siri instructions with voice activation to navigate or stop. This could also be Kinect where the movements of the body are interpreted as controls for the character, object or interface.

Task 9 – P1.8 – Using examples, discuss how interactivity and control systems need to be considered within a production for a Media Authoring project.

LO1 - Understand principles of interactive media - Interactivity and control

Basic Scripting Actions/events Control

Scenario Criteria Tasks Assessment1 2 3 4 5 6 7 8 9 10 11 12

When it come to making your own products, basing what your client needs on what already exists is good practice, standardising a format that is acceptable and improving on what exists. Nothing is new but everything should be better.

For this task you will need to compare four different Media Authored products and analyse what they are, what they do and what is good and bad about them. These products need to be from different media formats and the review needs to be detailed. From the list below select one format from 4 categories and review what the product from a customer or client point of view. Be subjective.

For these you will need to identify the following:◦ The content of the products◦ The possible client and user needs◦ The format it is delivered in◦ Identifying strengths and weaknesses of the programs◦ Highlight possible improvements.

Task 10 – M1.1 – Using examples, discuss how interactivity and control systems need to be considered within a production for a Media Authoring project.

LO1 - Understand principles of interactive media - Comparisons

Online Museum or Theme Park

Computer Game Interface

EPOS system

Ebook interfa

ce

SMART TV

interface.

Console Menu

Interface

Scenario Criteria Tasks Assessment1 2 3 4 5 6 7 8 9 10 11 12

The benefits of interactive media compared to static media is in the occupation of the target audience. Audiences expect more from websites that are not merely shopping just as media needs to be more 21st century, in terms of sounds, animation and showcasing.

Mobility – Target audiences need to see it on every device, they want to use it as much these days on their mobiles as they do their PC’s. With more and more 3g and 4g contracts, the internet is on the move. Cities like Venice have interactive sites that describe the buildings to people standing in front of them, giving them history, anecdotes, links to information. Apps that used to just be street guides now have café listings, menus, booking buttons, reviews etc. The amount of informational content now available to the average user on the move had doubled in the last year alone. And with devices such as Google Glass, this is likely to expand in the next year as much.

Interactivity – Patience is a virtue and lack of entertainment is an issue, we need this new form of entertainment to keep us occupied. We are so used to swishing our Kindle books that real books feel disappointing, flipping through interactive books and documents on our computer like it was an infinite size. Newspapers now have small screens built in for that extra media content. See . Interactivity has been all the rage since Surface and now with tablets as common as laptops, interactivity is the necessity in terms of gamification.

LO1 - Understand principles of interactive media - Benefits

Scenario Criteria Tasks Assessment1 2 3 4 5 6 7 8 9 10 11 12

Accessibility – One of the more obvious benefits of interactivity on devices and on media content is its degree of interactivity. This can be in terms of engaging the audience but also in the fact that touch screens and interactive media is more accessible to those who have difficulty in using keyboards and mice. Voice activation has its obvious benefits in movement and control but touch screens are easier to navigate on. Add in icons and images and this makes it more friendly, add in colour buttons to change the look and feel and this adds an additional accessible element. Make each follow on screen be an extension of the selected previous screen and any one can use them.

Targets a set audience – Gamification is the game adapting of modern technologies. Interactive controls and navigation is an extension of a generation of adapting technologies, teenager are brought up with this method of control, it is second nature. We use ATM’s without thinking now, we use EPOS fast checkouts because we trust them more, we rotate and swish our iPads like we would have turned pages 20 years ago. All interactive content in the professional world takes into consideration the age and ability of its target audience. The art of pulling our fingers apart to zoom in will soon be replaced with twisting out fingers to rotate a 3D object, the audience adapts until it becomes a standard.

Task 11 – D1.1 – Using examples, discuss how interactive media benefits the end user within a production for a Media Authoring project.

LO1 - Understand principles of interactive media - Benefits

Mobility Interactivity Accessibility Targets a Set Audience

Scenario Criteria Tasks Assessment1 2 3 4 5 6 7 8 9 10 11 12

But there are limitations too to choosing interactive media over static content. 10 years ago this would have been a greater consideration for companies but the need is reducing. In terms of Mobile devices this is more of a concern.

Size – Making media interactive means simply adding more things and anything added takes up more room. A map might take 200k, a hotspot 5k more, a pop up picture from it might take another 50k but we expect more. A video might take 1000k or more, sound possible 3000k for a full song, 100k for a tune or tone. Add in animations, 50k each and we are hogging our mobile download limit in no time at all. Add in ten of these each with voice and the limit soon catches up.

Download time – With the increase in size comes the increase in downloading times. Check to see how long this website takes to pop up fully and then try zooming in. Even with high speed broadband, websites have added more interactivity and media content to compete. Sites still seem to take as long to load as traffic increases. Waiting time shave not gotten any better and with impatient audiences, we give up too soon and go somewhere else. Size has to be a consideration as is reducing things to make them load faster at the risk losing definition and quality.

LO1 - Understand principles of interactive media - Limitations

Scenario Criteria Tasks Assessment1 2 3 4 5 6 7 8 9 10 11 12

Type of content – making the content appropriate is one thing, but there are other considerations. Is a video appropriate for the theme, would an image be better, or a gallery, is the audience patient or can you speed through the content. Every type of media content from Images to text, to animations and video has a content consideration, too old, too young, too detailed, not enough, copyright, quality, language, length etc.

Requirement for plug-ins – iPads struggle with Flash, that is a given, but certain browsers struggle with it too, or will not play Quicktime, use Java, most phones will not handle rollover images or SWF’s, PDF’s are standard but not the editable ones. The constant need on OC’s to add more stuff, the new versions of this and that, to enable content on the yellow bar etc. All this puts off customers but needs to be a consideration when it comes to making this kind of content. Interactive media by its nature will require some form of Scripting, behaviours, Java, action script, motion script, Event coding, basing the idea that we all have the ability to play these is a mistake many companies run into.

Task 12 – D1.2 – Using examples, discuss how interactive media benefits the end user within a production for a Media Authoring project.

LO1 - Understand principles of interactive media - Limitations

Size Download Time

Type of Content Requirements for Plug-Ins

Scenario Criteria Tasks Assessment1 2 3 4 5 6 7 8 9 10 11 12

Task 1 – P1.1 – State and Compare the benefits and limitations of three media creation packages in terms of Media Authoring.

Task 2 – P1.1 – Using examples from 2 Packages, compare with evidence the similarities of function and difference of method in authoring a media product.

Task 3 – P1.2 – Using examples from a similar project, outline the importance of Pre-Production planning and designs in Media Authoring.

Task 4 – P1.3 – Using examples from a similar project, outline the importance of the Creation and Implementation stages of a production for a Media Authoring project.

Task 5 – P1.4 – Using examples from a similar project, outline the importance of the Review and Evaluation stages of a production for a Media Authoring project.

Task 6 – P1.5 – Using examples from each category, discuss the Purpose, Audience and interactive Expectations within a production for a Media Authoring project.

Task 7 – P1.6 – Using examples, discuss the hardware limitations and browser issues that need to be considered within a production for a Media Authoring project.

Task 8 – P1.7 – Using examples, discuss the Multimedia Content expectations that need to be considered within a production for a Media Authoring project.

Task 9 – P1.8 – Using examples, discuss how interactivity and control systems need to be considered within a production for a Media Authoring project.

Task 10 – M1.1 – Using examples, discuss how interactivity and control systems need to be considered within a production for a Media Authoring project.

Task 11 – D1.1 – Using examples, discuss how interactive media benefits the end user within a production for a Media Authoring project.

Task 12 – D1.2 – Using examples, discuss how interactive media benefits the end user within a production for a Media Authoring project.

Task List