CONTENTS



right11753850-3327400Student NameYear 2 – Write the title of your pathway Unit 13/14 – Extended Project0Student NameYear 2 – Write the title of your pathway Unit 13/14 – Extended ProjectExtended PROJECT PORTFOLIOAcademic Year 2016/2017 CONTENTS TOC \o "1-3" \h \z \u CONTENTS PAGEREF _Toc478468126 \h 2LIST OF FIGURES PAGEREF _Toc478468127 \h 5LIST OF TABLES PAGEREF _Toc478468128 \h 5DEFINITION OF TERMS PAGEREF _Toc478468129 \h 5Unit 13/14 - Project Proposal PAGEREF _Toc478468130 \h 6 PAGEREF _Toc478468131 \h 6Project Action Plan and Timetable PAGEREF _Toc478468132 \h 10 PAGEREF _Toc478468133 \h 10CHAPTER 1 PAGEREF _Toc478468134 \h 12Introduction PAGEREF _Toc478468135 \h 12 PAGEREF _Toc478468136 \h 12The Background of my Project PAGEREF _Toc478468137 \h 13Who am I? PAGEREF _Toc478468138 \h 13What did I learn on my course? PAGEREF _Toc478468139 \h 13What is my project about? PAGEREF _Toc478468140 \h 13Why my project is important? PAGEREF _Toc478468141 \h 14My Research Plan PAGEREF _Toc478468142 \h 16 PAGEREF _Toc478468143 \h 16CHAPTER 2 PAGEREF _Toc478468144 \h 20Literature/Resources Review PAGEREF _Toc478468145 \h 20 PAGEREF _Toc478468146 \h 20Introduction PAGEREF _Toc478468147 \h 20Practitioners Report PAGEREF _Toc478468148 \h 22CONCLUSION - Who/what was my inspiration? /Contextualisation of my study PAGEREF _Toc478468149 \h 26CHAPTER 3 PAGEREF _Toc478468150 \h 32Research Design PAGEREF _Toc478468151 \h 32 PAGEREF _Toc478468152 \h 32Introduction PAGEREF _Toc478468153 \h 32Research Questions PAGEREF _Toc478468154 \h 33Research Design Evolution PAGEREF _Toc478468155 \h 35CHAPTER 4 PAGEREF _Toc478468156 \h 37Research Findings PAGEREF _Toc478468157 \h 37 PAGEREF _Toc478468158 \h 37Data analysis PAGEREF _Toc478468159 \h 48Conclusion - How did the research help me with my project? PAGEREF _Toc478468160 \h 48CHAPTER 5 PAGEREF _Toc478468161 \h 48My Project PAGEREF _Toc478468162 \h 48 PAGEREF _Toc478468163 \h 48Introduction PAGEREF _Toc478468164 \h 48Pre-Production PAGEREF _Toc478468165 \h 49Production PAGEREF _Toc478468166 \h 49Post-production PAGEREF _Toc478468167 \h 49Presentation PAGEREF _Toc478468168 \h 49CHAPTER 6 PAGEREF _Toc478468169 \h 49MY FMP – FINAL PRODUCT PAGEREF _Toc478468170 \h 49 PAGEREF _Toc478468171 \h 49CHAPTER 7 PAGEREF _Toc478468172 \h 50Project Evaluation PAGEREF _Toc478468173 \h 50 PAGEREF _Toc478468174 \h 50APPENDICES PAGEREF _Toc478468175 \h 51Extended project in creative media production Learning Outcomes and Assessment PAGEREF _Toc478468176 \h 511. Be able to initiate and develop a creative media production project proposal. PAGEREF _Toc478468177 \h 512. Be able to use research, analysis and evaluation to develop solutions for creative media production project. PAGEREF _Toc478468178 \h 513. Be able to solve practical, theoretical and technical problems in a creative media production project. PAGEREF _Toc478468179 \h 524. Be able to plan, organise and produce a creative media production project. PAGEREF _Toc478468180 \h 525. Be able to use practical methods and skills in a creative media production project. PAGEREF _Toc478468181 \h 526. Be able to use evaluative and reflective skills in the production of a creative media product. PAGEREF _Toc478468182 \h 527. Be able to present a creative media production project. PAGEREF _Toc478468183 \h 52REFERENCES PAGEREF _Toc478468184 \h 52LIST OF FIGURES TOC \h \z \c "Figure" Figure 1- What is research PAGEREF _Toc478425763 \h 33Figure 2- How to ask good questions PAGEREF _Toc478425764 \h 34Figure 3 - My exercise 1 PAGEREF _Toc478425765 \h 34LIST OF TABLES TOC \h \z \c "Table" Table 1 - Project Proposal PAGEREF _Toc477729279 \h 7Table 2 - Project Action Plan and Timetable PAGEREF _Toc477729280 \h 11Table 3- My research Plan PAGEREF _Toc477729281 \h 16DEFINITION OF TERMS FMP – Final Major ProjectUAL – University of the Arts London Unit 13/14 - Project ProposalCandidate NameKieran RouseCandidate Number01145746PathwayDigital Design & Animation Project TitleProject ASection 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 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 will use peer assessments and feedback from my tutors as well as self-assessment and analytical evaluation as 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 via prototypes and will use their feedback to develop my ideas. I will carry out focus groups, interviews and questionnaires to gather both qualitative and quantitative information and will also test other similar products and compere them to my work.At the end of the project I will compare my final piece to my original intentions and reflect on the process and outcome. Proposed Research Sources and Bibliography (Harvard Format), A. (2009) ‘Project MUSE - what is Interactivity?’, The Journal of Aesthetic Education, 43(4), pp. 53–73. doi: 10.1353/jae.0.0062., I.F. (2016) BIF2017. Available at: (Accessed: 18 January 2017). (2000) Tellart. Available at: (Accessed: 18 January 2017) (2000a) Tellart. Available at: (Accessed: 18 January 2017)., 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., W.C. (2016) Interactive tech in the classroom; It’s all about engagement. Available at: (Accessed: 18 January 2017). (2016) January 2016 CCEI newsletter. Available at: (Accessed: 18 January 2017)., E.P. (2010) ArticleLinksMenu. Available at: (Accessed: 18 January 2017)., E. (2016a) Teachers like technology in the classroom, but few think it’s well integrated. Available at: (Accessed: 18 January 2017)., K. and Job, J. (2010) How do special education students benefit from technology? Available at: (Accessed: 18 January 2017)., C. (2017b) A design framework of interactive media. Available at: (Accessed: 3 February 2017)., M. (2014) A short history of Interactivity: The revolution was coming for some time. Available at: (Accessed: 20 January 2017)., B. (1994) The history of interactivity. Available at: (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.Table 1 - Project ProposalProject 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 TimetableWeekDate WeekBeginningActivity / What you are intending to do - including independent studyResources / What you will need to do it - including access to workshops1.13/3/17I will be taking a camera out into Canterbury high street and take photos of things that autistic children would look at first.Camera Computer/internet2.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 3.24/04/17Presentation of Project Proposal.Researching autismOrganize interviews and plan interview questions.Arrange school visit for later in term.Weekly reflectionProject ProposalPowerPoint presentationTelephoneInternet/computerBooks4.1/5/17Carry out interviewsCollate the informationBegin developing design documentWeekly reflectionInterview questionsDictaphoneExcelPhotoshop58/5/17Plan and carry out questionnaireResearch the impact of interactivity used in the classroomHow do I engage autistic children using app design?Research interactive products already available for autistic childrenContinue with design documentWeekly reflectionComputerTabletBooksYouTubeInternetPhotoshop615/5/17Research In DesignExperiment on In DesignExperiment with Adobe IllustratorContinue with design documentCreate design ideas using information gathered from research.Peer feedback session for design ideasWeekly reflectionComputerBooksYouTubeInternetPhotoshopInDesignIllustrator722/5/17Visit school and show designs to teachers and pupils. Receive and record feedback.Develop ideas further based on feedbackStart developing prototypeWeekly reflectionIllustratorDictaphoneDesign documentDesignsComputerExcel829/5/17Finish first prototypeCarry out user testing focus groups.Revisit school with prototype.Weekly reflectionIllustatorInDesignPrototype and plan for focus groupDesing document95/6/17Develop second prototype based on feedback.Weekly reflectionIllustatorInDesignDesign document1012/6/17Collate all resources into design document.Make sure all work is annotated. Complete all workMake sure all work is Harvard Referenced fully.Weekly reflectionDesign document1119/6/17Make sure all work is completeCollate portfolioFinal reflectionSubmit workPortfolioTable 2 - Project Action Plan and TimetableCHAPTER 1 Introduction 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. I am going to create a design document including two prototypes for an application. The application will be intended to develop literacy skills for young children with autism. Throughout this project I will explore autism as well as interactive media and how it is used in education. 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. Who Am I?When people develop creative projects, their ideas are often inspired by their own passions and personal experiences. I was given the task of exploring my own interests and the elements that make me who I am. The aim of this was to help me understand myself better so that I can use that information to help inform my ideas for my final major project. In order to do this, I created a detailed mind map entitled ‘who am I.’The mind map I created contains my reflection on how my experiences have influenced my creative processes. Using this has helped me explore my interests and passions, which helps me to understand where I get my inspirations from for my creations and how they come into fruition.When you create a product you need to know what makes you ‘you’ and how that relates to your creative work.I divided the mind map into six main areas, experiences, mental health and learning needs, TV, photography, games and apps. I felt that thinking about the key experiences in my life that have shaped me would be a vital part of understanding myself and the choices I make. I included mental health as a main subject as this is something that has impacted on me throughout my life. Photography, TV and games are subjects that I am particularly passionate about, therefore I felt it would be a good idea to explore these. I looked at apps because I am looking into the possibility of designing an app for my final major project, so I thought it would be good to explore the apps that inspire me.I branched out form these main headings to explore them more specifically. The majority of my interests do actually revolve around media. The main genre I love is Sci-Fi and Fantasy and this is something I have always incorporated into my projects. I also love anime and take a lot of inspiration from these stylings. In my last project my logo was inspired by a Japanese anime series. Gaming is something that is a huge part of me, particularly RPGs and adventure games. In a previous project, I created a banner and indent design for a potential gaming YouTube channel. Running a gaming channel is something I have considered doing in the future.One of the biggest impacts on my life has been my learning difficulties and autism. Having these have at times created barriers to my learning. This is why I am inspired to make an app aimed towards helping children with disabilities with literacy skills in their early life. It is my own experiences with mental health that are driving me to do this.Exploring the reasons why I love photography has helped me to understand the way I like to work and the things that inspire me creatively. I love the creative freedom of photography and particularly like photos of nature and space.Mind-mapping some of the apps that I like has focused my ideas on which apps to explore in order to inform my ideas for my final major project.Overall, this gave me the time to reflect extensively on my own interests and the experiences that have impacted my development, has driven me forward and subsequently given me a different creative outlook on my work. It has also helped me focus my ideas and decide on the kind of direction I would like to go in for my final major project.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 PlanTable 3- My Research PlanFMP - RESEARCH PLAN No of WordsInterest/Topic/Theme50My 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 100Interactive 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) 100What is the impact of interactivity used in the classroom?How do I engage autistic children using app design?What interactive products are already available for autistic children?What are the processes, techniques and tools needed to design a basic appWhat is interactivity and how is it applied in everyday situations?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?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 inform my own project.Literature (Proposed Sources – Harvard Format), A. (2009) ‘Project MUSE - what is Interactivity?’, The Journal of Aesthetic Education, 43(4), pp. 53–73. doi: 10.1353/jae.0.0062., I.F. (2016) BIF2017. Available at: (Accessed: 18 January 2017). (2000) Tellart. Available at: (Accessed: 18 January 2017) (2000a) Tellart. Available at: (Accessed: 18 January 2017)., 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., W.C. (2016) Interactive tech in the classroom; It’s all about engagement. Available at: (Accessed: 18 January 2017). (2016) January 2016 CCEI newsletter. Available at: (Accessed: 18 January 2017)., E.P. (2010) ArticleLinksMenu. Available at: (Accessed: 18 January 2017)., E. (2016a) Teachers like technology in the classroom, but few think it’s well integrated. Available at: (Accessed: 18 January 2017)., K. and Job, J. (2010) How do special education students benefit from technology? Available at: (Accessed: 18 January 2017)., C. (2017b) A design framework of interactive media. Available at: (Accessed: 3 February 2017)., M. (2014) A short history of Interactivity: The revolution was coming for some time. Available at: (Accessed: 20 January 2017)., B. (1994) The history of interactivity. Available at: (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.Project Proposal EvaluationI developed a project proposal which I then presented in front of the board in order to see if it was an appropriate project to go ahead with. In this document I will be reflecting on how I developed my project proposal and how my presentation went, evaluating what went well and what the challenges were. Writing the proposal helped me to construct my ideas and get a clear idea of how I am going to move forward. I already knew my project concept and had done research prior to this, all of which helped me a great deal when it came to writing the proposal. It also helped me to evaluate my ideas and adapt them so that they are realistically achievable. For example, initially I planned to produce 4 prototypes with 6 pages. When writing the action plan I realised that I would not have the time to develop as much as this, so I changed my idea to two prototypes and four pages.Writing down the research sources that I plan to use has helped structure my research and given me a clear plan of what I am going to research and how it is going to inform my project. This gives me confidence going into the project.My first draft came back with the feedback that I needed to make the rationnale section more prominent and focused. I did this and I now have a good understanding of exactly what I am trying to achieve.The action plan has helped me to organize my time.My presentation went well, the feedback was that I was confident presenting it and that my research sources are well planned and appropriate. I was given some aspects to consider which I have found very useful. My tutor suggested that I interview other students in the college that have autism which is something I will consider. She also suggested that I speak to someone in the Supported Learning department at the College, as well as my tutors in additional support, as they will be able to provide me with helpful information. My tutor raised my awareness of a campaign that the Royal Family are leading called ‘Head’s Together.’ This is another source I can look into. She also pointed out that it is important for me to draw in my own experiences as someone with autism. This was all useful feedback that I will use going forward.Overall my planning and presentation has made me feel confident going into the final project. It has given me the opportunity to gain insightful feedback which is going to help me develop my ideas. It has helped me organize my thoughts and ideas so I know exactly what I am planning to produce and the journey I am going to take towards producing the product. I have a clear idea of what resources I am going to use and what research I am going to undertake.Video of the PitchCHAPTER 2 Literature/Resources Review Introduction The introduction should be relatively brief, simply providing an overview of the chapter. For example: 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). Research souses reviewWithin this chapter I will be generating work that shows my understanding of the chosen discipline and how that has started to inform my work from the start of the extended project.This has included the work my practises report, my final analysis and any secondary research sources that I have found a full reason why I have used this I will be looking at PDF files from a University Course that have a large amount of research on autism that I can then develop in to a case study. The information gathered from them are at an academic standard, that means that the information is going to be easy to sort though and reconstruct the main points into a new form the case study, this will show my understanding of the condition and how I can use that to further the development of my project. Alongside this research I will be gaining information from books, the books I will be gaining information from is “Special Educational Needs a Guide for Inclusive Practice”Referencesspectral educational needs a guide for inclusive practice. (2012). 2nd ed. Unknown: Sage Published, pp.15-20.autism awareness - Module One. (2015). 100th ed. [ebook] Unknown: center of excellence, pp.1-15. Available at: [Accessed 16 May 2017].Module 2 - The Triad of Impairment. (2015). 100th ed. [ebook] Unknown: centre of excellence, pp.1-16. Available at: [Accessed 16 May 2017].Module 3 - Common Symptoms of Autism. (2015). 100th ed. [ebook] Unknown: center of excellence, pp.1-26. Available at: [Accessed 16 May 2017].Module 4 - Diagnosing Autism. (2015). 100th ed. [ebook] Unknown: center of excellence, pp.1-13. Available at: [Accessed 16 May 2017].Module 5 - Gender Differences. (2015). 1st ed. [ebook] Unknown: Center of Excellence, pp.1-16. Available at: [Accessed 24 May 2017].Module 6 - Autism Treatments, Therapies, Interventions and Strategies. (2015). 1st ed. [ebook] Unknown: Center of Excellence, pp.1-15. Available at: [Accessed 24 May 2017].I will be using YouTube videos to develop my skills in Adobe InDesign, the first a foremost is to reteach myself how to produces document what the tools are and how they are used within this software, then how to develop the basic global navigation (home button) and slideshows. These will help me to put more character and depth into my app for a child with autism.Using all the secondary research that I have gathered I can gain a stronger understanding of the different elements that I need to look into and how I will be doing the research like books websites PDFS and more to inform my ideas. 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 Ume? 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”“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 CottamMatt 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.The Binocular ExperimentRobot sand portraitsInternet OrchestraFabric of the WebThe OrbThe 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.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 complainingBELL LABSBell 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 discoveriesBell 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.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.ReferencesAamoth, D. (2014) First Smartphone turns 20: Fun facts about Simon. Available at: (Accessed: 22 February 2017).TekGadg (2011) IBM Simon phone - CHI 2011. Available at: (Accessed: 22 February 2017).L, B. (2012) Before IPhone and Android came Simon, the First Smartphone. Available at: (Accessed: 22 February 2017).Places (2013) Bell Labs. Available at: (Accessed: 21 February 2017).Martin, D. (2014) Ian Ross, who led Bell Labs, dies at 85. Available at: (Accessed: 21 February 2017).Nokia (2017) History - Bell Labs. Available at: (Accessed: 21 February 2017).non (no date) Linkedin. Available at: (Accessed: 21 February 2017).Warman, M. (2012)?Google opens year-long web lab exhibition at the science museum. Available at: (Accessed: 21 February 2017).Cottam, M. (2008)?. Available at: (Accessed: 21 February 2017).Google Chrome (2012) Web lab. Available at: (Accessed: 21 February 2017).non (no date)?Linkedin. Available at: (Accessed: 21 February 2017).PRO, F. (2017) MATT COTTAM - LECTURE. Available at: (Accessed: 21 February 2017).Tellart (2000)?Tellart. Available at: (Accessed: 20 February 2017)non (no date)?Web lab - exhibition closed. Available at: (Accessed: 21 February 2017).CONCLUSION - Who/what was my inspiration? /Contextualisation of my study Specialist Study ReportIntroThis report will be covering unit 12. With this unit I have chosen a discipline that could be helpful for the future of my final major project (FMP). The discipline that I have chosen (information architecture) has a wide range of sub elements. The main one I looked into was interactivity. I have done extensive research that has helped to document this area. I will be showing the contextual perspectives i.e. historical, social, cultural and industrial factors. This will lead into an analysis of what I have learnt about these contextual perspectives and how I can use this to inform my own practices. All this will lead in to my FMP (final major project). Research That Was Undertaken/Contextual Perspectives i.e. Historical, Social, Cultural and Industrial FactorsI carried out a case study on Interactivity which helped me to understand the historical and social context of interactivity. I have learnt that interactivity has always been around but the key factor is how it has developed and advanced over the years. This research helped me to explore the development of interactive media and how it has affected our culture. For example, how young people now use the internet, social media and various different apps. For me, probably the most interesting point was that where our entertainment is now dominated by non-interactive sources such as television and film, there is a need for using the word ‘interactivity’ whereas before it was just something that was generally always present as people were more likely to be engaging with interactive activities. This research has helped me to understand how media is used nowadays. There are negative and positive aspects to these developments, I explored it can be used in a positive and supportive way especially in education. This will help to inform my own ideas as I have a broader understanding of the product I am trying to create and the context behind it.Considering the historical context I started to explore the theme of fear (one of my experimentation task) and I explored two examples to look at the significance of how those practitioners have developed their ideas and convey the meaning of fear using graphic design (other element that is part of information architecture) and interactivity. Deconstructing examples of images and how people convey a certain emotion is a very useful way of developing ideas for your own project. You can look at an image and think ‘I really like that particular effect, it really symbolizes fear well’ and deconstruct how it might have been created so you can then experiment with your own project taking inspiration from these ideas. It also demonstrates how graphic architecture and interactivity can be combined to create an effective and engaging product. For example, the interactive horror story that I analysed was very inspirational to me. Some of the techniques used to create the images are techniques that I want to experiment with myself. I also like the idea of clicking on the slides to move the story along including a slide where there is a moving image. These are all ways of using interactivity and graphic architecture that I would consider incorporating into my final major project. This kind of experimentation develops me as a designer. This research led me on to learning about the fears that disabled children might face as this is my target audience. I plan to make an app that will help them so it was important to explore the barriers that they may face to their learning and this is just what I did. Understanding the fears they face will help me develop my app.With other tasks that went through the same process of demonstration was to identify an early practitioner and a contemporary practitioner. I explored their products so that I could deconstruct and evaluate there the historical and social context. What was learnt after the exploration was, there is main things that can be adapted to digital from physical interactivity all you have to do is reach out and mould them to a form that combines the two.The two practitioners I explored was, Matt Cottam (a founder of Tellart) and Frank J. Canova Jr (was one of the members of Bell Lab). They have different approach to their filed, Matt made a collaboration with Google to make five exhibits that combine web basted interactivity with physical touch. Frank was the engineer for the first “smart phone”, there has been tremendous leaps in this area with both experts in different era experimenting the same consented of interactivity.Looking at the two practitioners and the research that I have do in there fields, I have learnt that the way they went about problem solving and how they constructed there ideas are an inspiration. The social context behind these experiments was particularly interesting to me. The idea behind the project was to bring people all over the world together using interactive technology. It was inspirational to see how powerfully interactivity can be used. I particularly like the idea that each user had a unique avatar made up of coloured symbols, these symbols would appear on screen to show the users who else was online. I thought this was a very visual, fun, effective and ethical way of giving each user an identity and also visually demonstrating this feeling of collaboration and ‘togetherness’ that the project was trying to create. It was interesting to explore the range of activities that can be interactive, how these interactive products are made and how they are presented to the public. I hope I can take some of these ideas and use them as inspiration for my final major project.Other forms of research that was undertaken was primary and secondary. The different tasks that was done was do include a case study that was for my specialist area (or part of it) interactivity.The case studies were an introduction of how to use research skills to get a clear result. Using a normal object like a skateboard and planning out what I wanted to know and how to find the right information. After learning these skills, I used them to construct a case study of how interactivity has affected education as for my final major project I hope to create an interactive app for educational purposes. The research I did showed that teachers were happier with the products in the class room so that they could go round helping more people that need extra help. I found interesting statistics showing that interactivity in the classroom has made big improvements according to the teachers who use it. This has informed my specialist area. It has helped me to understand what kind of educational interactive products are already out there. It also helped me to understand what kind of technology young people tend to use, for example, whether they use I Pads more or whether they tend to use laptops more. This will help to inform what platforms I should use when creating my product. It helps me to understand my market and understand my audience fully, so when planning and creating my product I can think carefully about what elements need to go into it.Interviews are a great way to gain information from a primary source. With questioning people using carefully constructed open question to get the best result. With that taking into consideration making the FMP (final major project) I have worked on incorporating these skills for the project. I interviewed a peer about their experiences. I made sure I planned out my questions in order to get the best possible answers and gain as much solid information as possible. Practising this will help me research my final major project. I plan to gather primary research by conducting interviews, or perhaps even focus groups. Going into the final project I will be able to plan and conduct these interviews efficiently.Understanding yourself is an important part of creating any product. We ned to be able to understand what makes us unique, how we work and what influences us as this will help shape the product we create. I explored my own interests and the experiences that shaped me. Everybody that creates a product puts something of themselves into a creative product. My influences and my experiences shape the decisions I make and the ideas I come up with.The personality test was do so that I could learn what the personality trades and which ones do I have,Personality typesIntroversion (I) or Extraversion (E)Intuition (N) or Sensing (S)Thinking (T) or Feeling (F)Judging (J) or Perceiving (P)This test uses some of these concepts. It focuses on five personality aspects. Mind, which shows how we interact with our surroundings, energy which determines how we see the world and process information. It also focuses on nature, which determines how we make decisions and cope with emotions, tactics which reflects our approach to work, planning and decision making Finally, Identity which shows how confident we are in our abilities and decisions. The test asks questions based around all these different aspects to determine what kind of person we are.The results said that I was an INFP personality type, and my role was ‘mediator.’Apparently this is just 4% of the population. It says I am guided by principles rather than logic. Socially it seems that INFPs are quite solitary and devote their attentions to only a few, special people. They can get lost in their thoughts and like to analyse things and think about situations that ‘might’ happen rather than engaging with day to day life.Taking the strengths and weaknesses in to consideration, I can manufacture a competent FMP that with the weaknesses I could adapted and develop the skills that I would need to construct the type of project that I would like to produce at the end of the course.Using the information that I had gathered the research I started to do extensive experimentation, for the majority of the experimentation is was looking at a graphic design element (anther sub element for information architecture). The three experimentations I did showed me that I could use different elements so that I could emote emotions as well as feel from them, this showed that whenever ideas that I have to make sure they work I can use experimentation to portray the idea such as “how do I draw a cartoon animal” or “how do I invoke fear with graphic design” all these questions had one answer: experiment. I know that I want to make my product appealing to young children so I will need to make it visually appropriate. I want to be able to draw cartoon characters that will feature on some of the interactive pages. Therefore I experimented with pencil drawings. I followed a step by step guide on how to draw a cartoon animal then watched YouTube videos on how to draw. I discovered that I learnt much better by using videos as a demonstration. I managed to experiment using different techniques and I felt this exercise developed my drawing skills considerably. I feel more confident at the thought of designing characters for my project now. In my final project, I will make sure I experiment with different materials, different techniques, and different ways of doing things consistently so I can develop my ideas. This has also developed my understanding of how I learn best, so when I am carrying out these experimentations I will be able to do it more efficiently. With experimentation, it is the single most important part of the creative project and this in turn is going to be key to inform my FMP (final major project).ConclusionOverall, the range of research activities has helped me to gain more insight into the specialist area I have chosen. It has given me a solid foundation on which to build my FMP (final major project).I feel I am able to explain contextual perspectives of my discipline through the research I have undertaken. I have understood the historical, social, cultural and industrial factors that have influenced my specialist area.I have explored the sub genres of interactivity and my research has helped me to better understand these areas and decide which ones to focus on.The case study and experimentations have not only developed my skills as a designer and artist but given me a broad understanding of the context behind what I am doing. I have now developed new skills and taken inspiration from existing products which I can put into my final major project. I have a better understanding of my target audience and of the successful products already out there. This will help me when planning and designing my product. A big help to me was studying practitioners and seeing the unique way that they problem solve, develop and present their products. I will take great inspiration from the way they work. I have developed my research skills and feel I will be able to effectively carry out robust research from a variety of sources to inform my FMP (final major project). I feel like I understand my subject area better and therefore will begin my final project with confidence.I feel I am able to explain contextual perspectives of my discipline through the research I have undertaken. I have understood the historical, social, cultural and industrial factors that have influenced my specialist area.Bibliography:, N.A. (2011) Members Login. Available at: (Accessed: 27 January 2017)., B. (2012) Before IPhone and Android came Simon, the First Smartphone. Available at: (Accessed: 22 February 2017). (2013) Bell Labs. Available at: (Accessed: 21 February 2017)., D. (2014) Ian Ross, who led Bell Labs, dies at 85. Available at: (Accessed: 21 February 2017)., F. (2017) MATT COTTAM – LECTURE. Available at: (Accessed: 21 February 2017).Tellart (2000) Tellart. Available at: (Accessed: 20 February 2017)Non (no date) Web lab – exhibition closed. Available at: (Accessed: 21 February 2017). Chrome (2012) Web lab. Available at: (Accessed: 21 February 2017).non (no date) Linkedin. Available at: (Accessed: 21 February 2017)., M. (2012) Google opens year-long web lab exhibition at the science museum. Available at: (Accessed: 21 February 2017).Cottam, M. (2008) . Available at: (Accessed: 21 February 2017).CHAPTER 3Research Design IntroductionThis 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 the primary and research design for my FMP. It starts with the research questions that I need to ask in order to obtain relevant information, followed by the description of the research design, such as questionnaires I am going to use, and research methods used in my project.Figure 1- What is ResearchResearch QuestionsStart 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 questionsFigure 3 - My exercise 1Research Design Evolution The intent of my project 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 skillsI will be developing a phone interview for primary schools. This will have the effect of gaining an understanding of how schools help children with autism. I will investigate what strategies they use to support autistic children with their literacy skills. I will be asking them what interactive technology they use so I can explore what similar products are on the market. The end goal from this will be to find a free educational app that I could deconstruct for my final piece.I will be talking to a 7 year old that has autism and see if the button designs that I have developed would be appropriate for a child with this condition. I will collate their feedback on my designs and use this feedback to make improvements.I will be having a phone interview with my old secondary school to help narrow down the end result better and explore how I could develop a more focused project at the end of the year. It will help me explore tools and strategies that are used for a slightly older age group than primary school to give myself a broad understanding.I will carry out a survey designed for parents of children with autism to find out their experiences of autism and any interactive apps that they have found useful, or any particular strategies that they feel work.I will interview an ASD specialist within the college. This is to explore their experiences of supporting students with autism and use their specialist knowledge of autism within education to inform my project.Ovreall, This research will help me explore views from a broad range of people associated with autism as I am interviewing children, school teachers, parents and specialists, all of whom are a target market for my project. The aim is that this primary research will give me deeper understanding of the condition and the strategies and tools that are used to help support young people with this condition,CHAPTER 4 Research FindingsIn 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. Autism Case Study In order to develop my proposed product, I need to gain a thorough understanding of autism and how it impacts on young people and their ability to learn. I am going to be looking at what the condition is and the history of the condition. I am going to be researching people’s attitudes towards autism. I will explore gender differences in autism. I will research into how autism can affect development and learning. I will look at elements that have been put in place in the educational environment that support young people with autism, how these are implemented and how effective they are. I will also use my own knowledge as someone with autism, combining this with both primary and secondary research.ASDThe National Autistic Society describes autism as follows:-“Autism is a lifelong developmental disability that affects how a person communicates with them and relates to other people. It also affects how they make sense of the world around them.”left444500Leo Kanner (June 13 – April 3 1981) was an Australian psychiatrist and physician known for his work related to autism. He was the first to name the condition autism. He was the first physician in the world to be identified as a child psychiatrist. His 1943 paper “Autistic Disturbances of Affective Contact” formed the basis of the studies of autism today.Autism is estimated to affect one in every hundred people in UK.Autism is a spectrum disorder, so some children are more severely affected than others.Symptoms start to become noticeable between the ages of two and three. There are still a large proportion of children who are not diagnosed until much late rin childhood.Autism is a neurological condition, the autistic brain is organized in a different wayMore boys are diagnosed with autism than girls. Autism affects both genders very differently.10477560134500Asperger’s Syndrome is a term first used in the 1980s to describe a certain type of ASD. However, it is being used less and less as a specific diagnosis and autism is being viewed now as a general spectrum. This is the Triad of Impairments. Autism is diagnosed by observing these three areas, as it impacts on all three. Communication, social interaction and imagination.367220511430“When you have met one child with autism, you have met one child with autism.”4000020000“When you have met one child with autism, you have met one child with autism.”Autism affects different people in different ways, no two cases are necessarily the same. There are some general affects that are commonly associated with autism such as:Communication.43053001270000Difficulty interpreting facial expressions, body language or tone of voice. Difficulty making eye contactUnderstanding metaphors – people with autism often take things very literally. Phrases such as “it’s raining cats and dogs” can cause a lot of confusion. Sarcasm can also be misunderstood by them due to this.Difficulty expressing their emotions and explaining how they feelDifficulty following long or complicated sentences.Social InteractionSome people with autism struggle to form relationships with people. Some behaviours they might exhibit are386715017526000Standing too close when talking to someone and not being aware of personal spaceNot understanding if the other person is tried or crossLaughing or speaking at inappropriate timesNot showing interest in other people’s opinions or interests as the can have a lack of empathy.Social ImaginationPeople with autism may find it hard to: Imagine the world from someone else’s perspective Interpret other people’s thoughts, feelings and actionsUnderstand danger (for example running into a busy road)Engage in imaginative play unless it is something they have copied.Prepare for changeCope in new or unfamiliar situations.There are also many positive traits associated with autism such as:Autistic people rarely lieThey are very passionate about the things they loveThey are not tied to social expectationsThey often have very good memoriesThey say things as they are and often don’t have any hidden agendasAccording to research by Dr Laurent Mottron, a professor of psychiatry at the Universoty of Montreal stduents with autism“Often outperform others in auditory and visual tests, and are less likely to misremember facts.?In one test by Mottron, which involved completing a visual pattern, people with autism finished 40 per cent faster than those without the condition.Some famous people tho0ught to have been on the autistic spectrum…1809759525Wolfgang Amadeus MozartAlbert Einstein1438275208280Tim Burton Special Needs and EducationImportant psychologist in exploring how children learn.Lee Vygotsky (1896 – 1934)A Russian psychologist who noticed children performed new tasks better when physically close to an adult. From this he developed the Theory of Zone of Proximal Developmet.Albert Bandura (1925 - )A Canadian psychologist who observed how children copy behaviours they see in adults. Named ‘Bandura’s Theory of Observational Learning,’ which is also known as modelling.The “Gestalst” TheoryGestalt means ‘pattern.’Three German psychologists Max Wertheimer (1880 – 1943), Wolfgang Kohler (1887 – 1987) and Kurt Kofta (1887- 1941).The Gestalt Theory opened up new ideas and concepts which led to the development of new and innovative ways of teaching children.Children now learn through a range of methods such as trying things out for themselves, experimenting and self – directing work at their own pace rather than sitting passively in a classroom listening.Carl Rogers (1902 – 1987)An American psychologist who developed the concept of ‘differentiated teaching modules” and a “person centred approach” to teaching children. This means that resources and teaching methods are catered towards the individuals needs.Benjamin Bloom (1913 – 1999)‘Bloom’s Taxology.’Promotes the idea that any new task, action or piece of information utilizes three psychological functions.Cognitive – processing informationAffective – Emotions and attitude and their impactPsychomotor – Physical skills, motor skills.Jean Piaget (1896 – 1980)A Swiss born psychologist who came up with the Theory of Cognitive Development. This was the idea that “children’s thinking patterns are significantly different to that of adults.”He discovered that there are four developmental stages to children:Sensorimotor stage before 2 years where children mainly use their sense to learn.Symbolic function sub stage between two and four years where children start to learn by symbolsAges 4 – 7 the intuitive thought sub stage where children start to ask questions and are more curious7 – 11 the concrete operational stage where children start to think more logically 11 the formal operation stage where their abilities in logic are increasing helping them to problem solve to a higher level.Autism in EducationPupils with autism appreciate the following:RoutineUnexpected changes can cause anxietyLiteral thinking, they can often find speech difficult to understand such as metaphors.Struggle with eye contactCan have sensory issues, for example they can be over sensitive to sounds or smells.The Spell Framework – a framework used in teaching that was developed by the National Autistic Society.Strategies used within the frameworkStructure – often autistic children benefit from structure as they can dislike changes in routinePositive approaches and expectations Empathy – adults are encouraged to see things from the child’s point of viewLow arousal – adapting the environment to reduce sensory triggers.Link – making sure there are strong links and commitment from everyone who works wit the child.Tailor resources and approaches to each child’s needs.TEACCH APPROACH – Treatment and education of autistic and communication of handicapped childrenThe TEACCH approach includes a focus on the person with autism and the development of a program around this person’s skills, interests and needs.Structured learning programme developed from research carried out in North Carolina University in the mid-1960sTailored to the needs of the individualVisual cues and symbols can be a good way of communicating to children with autism. Pictures can be very useful. Sometimes MAKATON is used, which is very basic sign language.1314450508000Things that can also help:Speech and language therapyOccupational therapyPsychological therapyMusic/art therapyInteractivityTechnological advances over the past thirty years has given rise to new forms of media such as video games, interactive video installations, virtual reality and computer based art. This kind of media is ‘interactive media.’ It is media that its audience can actually interactive with, such as virtual galleries where you can look round a gallery online and interact with the displays there. You can click on them and they give you information.Interactive media is made for all ages deepening on the individual product. There are educational interactive products designed for teachers and students, such as the interactive whiteboard. There are certain interactive apps designed specifically for kids, some designed purely for adults and some products that all ages and demographics can use.When? (When was it made? What was the social, historical, political or economic context? How, if at all, may this have influenced the creative work?)This is a broad question as some would argue that interactive media has always existed. It has just developed over time due to technological advancements. As Douglas Adams said“The reason we suddenly need such a word [as interactivity] is that during this century we have for the first time been dominated by non-interactive forms of entertainment: cinema, radio, recorded music and television.3971925541655“We didn’t need a special word for interactivity in the same way that we don’t (yet) need a special word for people with only one head.” Douglas Adams in How to Stop Worrying and Learn to Love the Internet (1999)400000“We didn’t need a special word for interactivity in the same way that we don’t (yet) need a special word for people with only one head.” Douglas Adams in How to Stop Worrying and Learn to Love the Internet (1999)Before they came along all entertainment was interactive: theatre, music sport?—?the performers and audience were together, and even a respectfully silent audience exerted a powerful shaping presence on the unfolding of whatever drama they were there for.Interactive media has developed over time due to advancements such as the internet. The internet enables a lot more interactivity.Interactivity has been influenced by many different cultural factors. For example, in education, children learn very differently now. They are surrounded by technology such as I pads and phones from an early age, this is how the engage now. The way we work and learn has to move forward with the generations. This is why interactive media is now such a big element in the classroom now. According to an article from “Interactive Tech in the Classroom,” almost 97% of all teachers surveyed said that they agreed that interactive technology in the classroom delivers an improved learning experience.” The research found that interactive whiteboards were the most used technology in the classroom (82%) followed by laptops (64%) tablets (49%) and interactive projectors (42%).“Technology can be the great equalizer in a classroom with diverse learners. Whereas teachers can find it difficult to differentiate instruction for 30+ students in one class, all with different needs and abilities, “assistive technology” (devices and software to assist students with disabilities) can often help teachers personalize lessons and skills enhancement to each child. “Rose, M. (2014) A short history of Interactivity: The revolution was coming for some time. Available at: (Accessed: 20 January 2017).Interactivity has been around for years. From when time began humans have interacted and communicated in various ways.However, interactive media has come a long way in the past few decades with the development of technology.In the early 1970s, a man named Theodore Holm Nelson drew attention to video arcade games. Colourful, animated, noisy machines that anyone could interact with. Arcade games such as Pong represented the first use of computers for entertainment. There were existing interactive arcade games such a pinball, but these kind of new arcade games made this interactivity on an even deeper level.In 1978 the first demonstration of an interactive video was given by the Architecture Machine Group. They linked a prototype Laserdisc system to a computer to allow users to tour the city of Aspen, Colorado. Users could use a joystick to virtually travel around the city, they could change the seasons and they could click on buildings to get more information on them. Nowadays this type of interactivity integrates animation, video, stills sound and 3D graphics.3D computer graphics techniques are providing artificial realities.This case study has increased my knowledge of autism. Although I have first -hand experience of autism, having an understanding the fundamentals of the disability and the facts and science behind it is a key part of being able to move forward with my own project ideas. If I have a good basis of understanding about children with disabilities I can make informed decisions on the best way to design a product that engages them.The psychology behind child development and the studies by child psychologists is very useful because if I can understand how a child’s mind works and the developmental stages of the child’s mind, it will again help me to inform my project ideas. It was interesting to research how this psychology is used in education and how the increasing knowledge behind child development has revolutionised education from being a passive experience to a much more interactive experience.This case study means I have a broader understanding of how interactivity has evolved. I have looked at how interactivity is used in education and the effectiveness of it. I have looked at the various ways it has been implemented. I can use all of this information to inform my FMP due to the fact I am developing an app that will support children with additional learning needs.I have an understanding of the strategies and approaches that are used in education and the best way to work with students with disabilities.All of this information has given me a good foundation on which to build my ideas.Experimenting with InDesign.To develop an app effective you must first know the software you want to use inside out like a good book, you can’t put it down even for a moment not unless they really don’t care what they are making. For me, I needed to sit in front of the software again so I can retrain myself to understand the basics once more.The first thing I needed to remember/ learn is how to open a new document, then set this to the right format. I did this with no time wasted adding 3 pages loading 6 gutters in and changing this to Android “10.The second most important aspect I need to learn again is how the master pages worked, so with this I went to the A master there I can add a home button. The home button was just placing a box and colouring the box, then I went to the options to select buttons and forms to make the asset a button, learning how to do this will be most beneficial for the coming project.The second part to this experiment was how to develop the slideshow element using a YouTube tutorial I can now produce a working slideshow with ease. I used the method that changes the elements in to a strait then put buttons that flick though the different “pictures.” Within this video you can see how the interactivity worksINSERT VIDEOIn conclusion, it is a very helpful video. It is helpful to learn about the software before I use it. It has been a while since I used the software so to refresh myself on the basics has made me feel better prepared to create my project.Data analysis 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 works with 16+ people with autism. She did say that there are so many differences from case to case, no person with autism is the same. I asked her what would be a good colour scheme to use on my app. She said that some people with autism can have sensory issues and be very sensitive to bright colours, some may respond well to bright colours. This helped me to come to a conclusion, to construct a customisation option to adjust the lighting and the colour. This was an important epiphany because who is the first person would see this app? You guessed 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. She also said it was important that instructions were kept simple and straight forward.Home Button Experimentation These were my initial concept drawings of the Home button for my app. I used a variation of different shape sizes and different ways that you can develop a home button. For example, making it 3D, 2D and trying out different patterns.For the first concepts I designed they were in the style of a simple square house with four walls, two square windows, a rectangle door and a triangle roof. When I reflected on these designs I decided they were too generic so I decided to have a look at using an ‘H’ for the main body of the roof. This didn’t end up looking particularly child friendly and I think it may have been confusing for my target research. After this, I decided to experiment with 3 by making the house like a box with a shaded opening so you could see inside. I decided this was not really the style I was looking for, so this time I tried it with a 3D box and a closed door. Again, I didn’t feel like this was appropriate as it didn’t look quite right. I decided to start developing different concepts such as using a ‘button’ design. I tried out the idea of designing a mushroom shaped house with the button being the top of the mushroom. I wasn’t sure about this so I continued experimenting. Another design idea I came up with was having the word ‘mum’ on the home button instead of and ‘H’ or home because to some people their mum is something they associate with home. However, I felt this may too abstract a concept for my target audience and may make it too confusing for them, as from my research I have come to understand that language needs to be as simple and to the point as possible. Also, there is the issue of equality and diversity. Some people don’t have a mum so it is important to make my app inclusive, and I feel this doesn’t do that.I tried out a helipad design with H on it, but again I felt it may be confusing and the design felt too basic. It didn’t feel like I was being creative enough.I then went down a very different route and tried out some heart designs for home button but again felt this was too abstract. Similarly, the sun designs would not have worked for the audience I needed it for.From my experimentations, I decided that the best concept I had come up with was the house design, as it makes it very clear what the button is for.I tried out different house designs. I experimented with different shapes, I tried to make the house a rhombus shape and added a chimney. This didn’t feel like it had much personality or character. I did however come up with the idea of having a click sound when you click it but I wasn’t entirely happy. I moved back to the mushroom type design with the roof being a button shape, rounded edges for the main body and square windows and door. I didn’t like the idea of sharp edges for my design because it’s supposed to look ‘happy-go-lucky-‘in order to appeal to children, so I went back to the dome shape but this time used rounded windows. I was happy with this design as it had a happy, cheerful personality to it which I feel will appeal to children.This is the first prototype that I designed on Photoshop using the concept drawing. My first step was to plot the different main elements to it, the square body, dome roof, circular windows and rectangular door. I used different techniques that I have researched into, I used three layers, all different colours. I changed the fill, opacity and the nature of what the layer is. I used an oil painting effect on one of the layers to give it the ‘speckling’ effect. The other two layers were block colours with which I changed the fill and opacity of them to try and blend all the three layers together. I wasn’t happy with the result. The next thing I tried was using the same technique as before but by using different colourings. I decided to use a brown colour to create try and make it look like wood. I changed the colour of the button to a red colour as this typically the stereotype button colour. I wasn’t happy with this shade of red.I changed the colour of the door to an olive green colour to try and give it more personality. I hid all the elements apart from the three background colours, which were brown, light yellow and greenish yellow. I used colour burn on the greenish yellow colour to give it a more wooded feel and I started experimenting with the opacity and fill of the other layers to get it just right. After getting the ‘wood’ colour I un-hid the other layers, and again I was really not happy with how it looked.By this point, I had decided not to do the layered technique and go for a block colour. I chose the pink colour to try and give it a lighter, cheerful tone. It didn’t work. It looked too bright and not pleasant to look at. I changed the roof to a darker red and added a drop shadow effect to the roof to make it look bigger than the house. I also used a bevel and emboss and tried a coloured overlay. It still looked a bit flat and uninteresting though I was much happier with the shade of red.I decided I needed to do some extended research to gain inspiration on which direction to take my design. I google searched cartoon houses and looked at some ideas. With that I found out that the majority of the houses were an orangey-brown colour. With that, I had a good idea of what colour to use for the main body of the house. I also wanted to develop a background colour to bring the image to life, which I felt was very effective. I put a light blue layer underneath and thought the blue shade worked much better. I wanted ot add more dynamic to the style of the roof, so I experimented with trying to put a sheen on it. I maxed out the bevel and emboss settings which gave me the contrasting colour on one side and the sheen colour on the other side, which I think looks very effective and adds so much to the image. It makes I much more like a 3D button.In this picture I added the cross sections in the windows. I gathered feedback from my peers and they said that filling the door opening would make it look much better, so I added a yellow door. I used ‘copy layer style’ from the house and added it to the door so it has the same depth. I changed the roof area so that the sheen was on the other side as I felt this looked aesthetically more pleasing.I added detail to the background such as clouds and the sun in order to brighten up the space around the area, however my feedback was that it was too cluttered and over complicated for its purpose, so I cropped the picture to make it more focused. I am very pleased with the final result.Final PiecesIn conclusion thought the evolution of my designs, I feel the final product of my experimentations will be the design that I use for my final piece. It suits my target audience as it looks appealing to children, it had character and personality and it clearly represents a ‘home’ button.I enjoyed the process of coming up with the colour scheme and am pleased with how the colours complement each other.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? 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 supportFill out the project proposal formCHAPTER 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 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. CHAPTER 7Project 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 designWas 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 thisReview 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? 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.REFERENCES Make sure you use Harvard referencing. The bibliography should be continuously updated as the project progresses. BIBLIOGRAPHY \l 2057 Anon., 2017. BBC News. [Online] Available at: , c., 2017. Fun with Flags. 5 ed. canterbury: media. BIBLIOGRAPHY \l 2057 Anon., 2017. BBC News. [Online] Available at: , a., 2017. fun with face. 5 ed. canter: zoran .Smith, c., 2017. Fun with Flags. 5 ed. canterbury: media. Bibliography, A. (2009) ‘Project MUSE – what is Interactivity?’, The Journal of Aesthetic Education, 43(4), pp. 53–73. doi: 10.1353/jae.0.0062., I.F. (2016) BIF2017. Available at: (Accessed: 18 January 2017). (2000) Tellart. Available at: (Accessed: 18 January 2017) (2000a) Tellart. Available at: (Accessed: 18 January 2017)., 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., W.C. (2016) Interactive tech in the classroom; It’s all about engagement. Available at: (Accessed: 18 January 2017). (2016) January 2016 CCEI newsletter. Available at: (Accessed: 18 January 2017). , E.P. (2010) ArticleLinksMenu. Available at: (Accessed: 18 January 2017)., E. (2016a) Teachers like technology in the classroom, but few think it’s well integrated. Available at: (Accessed: 18 January 2017)., K. and Job, J. (2010) How do special education students benefit from technology? Available at: (Accessed: 18 January 2017)., C. (2017b) A design framework of interactive media. Available at: (Accessed: 3 February 2017)., M. (2014) A short history of Interactivity: The revolution was coming for some time. Available at: (Accessed: 20 January 2017)., B. (1994) The history of interactivity. Available at: (Accessed: 3 February 2017)..uk. (2015).?What is autism? - NAS. [online] Available at: [Accessed 15 May 2017].. (n.d.).?Triad of Impairments. [online] Available at: [Accessed 15 May 2017].. (n.d.).?Leo Kanner | Autism independent UK. [online] Available at: [Accessed 15 May 2017].Libguides.brooklyn.cuny.edu. (n.d.).?LibGuides Home: SPEC 7317X/CBSE 7685T Introduction to Autism Spectrum Disorders: Famous People with Autism. [online] Available at: [Accessed 15 May 2017].REYNOLDS, E. (2011).?'Autism can be an advantage in life': Doctors should stop treating it as a handicap, says scientist. [online] Mail Online. Available at: [Accessed 15 May 2017].Rudy, L. (n.d.).?Top 10 terrific traits of autistic people | Autism Support Network. [online] . Available at: [Accessed 15 May 2017].Thrive With Aspergers. (2017).?Famous People With Autism - Tim Burton. [online] Available at: [Accessed 15 May 2017].Tunes, J. (2015).?Happy Birthday Mozart!. [online] Playbuzz. Available at: [Accessed 15 May 2017].Wheeler, H. (n.d.).?The Triad of Impairments. [online] . Available at: [Accessed 15 May 2017]. ................
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