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Computer Graphics and Multimedia - Applications, Problems and Solutions (Laxxuss)(283s).pdf |
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Size 4.7Mb Date Dec 9, 2005 |
Section Three: Multimedia/New Media
Chapter Nine, Client and Server Side Programming Concepts Incorporating Macromedia Flash, explains that the motion graphics and authoring package is more than a graphic arts program. This application allows the designer to create a true and unique graphical user interface (GUI). This GUI can be precisely programmed to support end user interactivity. Flash is not limited to the World Wide Web, however, it has found tremendous treatment in this arena. The general perspective of this chapter is to discuss Macromedia Flash as a tool for the delivery of multimedia content via the World Wide Web. In addition, object oriented programming and server-side scripting will also be addressed within and related to the context of this application. Short tutorials will reinforce the subject matter. These will enhance the reader’s un-...
REFERENCES
Heller, S. (1998). The Education of an Graphic Designer. New York: Allworth Press. Heller, S. (2001). The Education of an E-designer. New York: Allworth Press. Packer, R., & Jordan, K. (2001) Multimedia: From Wagner to Virtual Reality (pp. xv, xvii, 17, 33, 34). W. W. Norton & Company, Inc....
INTRODUCTION
The teaching of technological output requires every student to get value from his or her experiences within the laboratory environment. The coursework and laboratory work that challenges a student should simulate real conditions. Course problems should present both conceptual and technical challenges to students. As a digital design professor, I feel that all “digital teachers” have a great responsibility to students. We must transfer knowledge and skills at the highest levels. We must be thorough in our approaches and precise in our criticisms. We teach what we know and must know what we teach. We must teach using real-world materials and techniques. Although we may have varied control over curriculum directions, we do have control over our success or over that of our students. We must encourage participation, communication, responsiveness, and critical thinking about design and final output. We must always encourage and never insult. We must facilitate practice — and plenty of it. We must be lifetime learners. We must have a personal technology budget. We must be empathetic toward the problems of the individuals we teach. We must take responsibility for the success of the students in our courses. We must care and commit to excellence....
Walk Around the Class Frequently
If possible, make it a point to stand briefly near each student. Doing this generates attentiveness and immediately revives a bored student. Mobility keeps people awake! It is essential to engage students freely and often. It induces interactive communication and results in illustrating your teaching style as a “hands-on” approach. Stay in tune with student work to nurture revision and improvement. Take pride in the project’s success: the student is a product of your guidance and cultivation. How do you stay mobile? Wear comfortable shoes — you will be on your feet. And make a 10-minute rule. If you are seated for 10 minutes or more, get up and walk around. It will keep you sharp and the class listening and alert....
STUDENT INTERACTION
Motivate Students by Relating Hard Work to Tangible Reward, Not to Academic Failure
Be a coach. Install a winning attitude in every student! Make your class a win-win situation for all students. Let them know that the efforts they put in during class sessions will reap rewards later in their careers. Equate effort to success. Learning computer graphics and multimedia requires a concerted...
Talk to Students and Give Out Initial Assignments to Discover Who is a “Can’t Do” or a “Won’t Do” Student
A little conversation and some simple questions will go a long way when trying to determine “can’t do” students from “won’t do” students”. I want to learn about my students so I can identify potential highlights and possible problems. Initially, get to know your student’s approaches to his or her own career. What do they plan to do when they graduate? What medium and technology are they most interested in? Ask about prior classes, teachers, outside experience, and determine their genuine interest in the subject. If enthusiasm is low or if the student begins to complain about a former teacher, do not embark on the past obstacles — instead, help become a catalyst for change. Reassure the student that you are committed to their success in this course. Explain that with cooperation, trust, and collaboration, everyone wins. Let the student know that you have the confidence that they will succeed. Always avoid negative comments or confrontation. An effective method to begin to identify certain student types is to assign a simple homework problem that involves brainstorming on paper. This can be applied to projects including database development, programming, graphic design, multimedia, web design, and video production. I usually make each student begin to write out concepts, metaphors, interaction, messages, and prospective images for the term projects. I require everyone to do it. Those students who do not complete the assignment can be assumed to be possible “won’t do” students and will require extra encouragement and more one-onone time during the learning process. You must continue to work with “won’t
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Controlling Unfavorable Situations
You must control the situation, but never become confrontational, regardless of the student’s tone . Always be serious, but never angry. Listen first to understand, then explain clearly to be understood. If you feel that you are out of control, take a class break and calm down. Then discuss the incident with the person after class so that other students are not involved. This helps avoid feelings of embarrassment for you and for the student. Your goal is to make all parties involved happy. Convey the fact that you always want a win-win situation and the student to be ultimately happy and satisfied. Show the student that you are there to help, not hinder. Let the student
Copyright © 2004, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited....
TEACHING STRATEGIES FOR B U I L D I N G SUCCESS
Understanding Your Objectives
The first question that must be clarified before you start to teach is, “What are my objectives?” What do I want to accomplish? What goals are to be met? There are certain state standards that must be reached when teaching in a public
Copyright © 2004, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited....
Use a Topic Outline
1. The topic outline should include this information: Provide an overview of the technology to the class. Explain what medium the technology is used for (TV, computer kiosk, video, gaming, print, etc.). Provide the names of the companies who make the applications. Give an overview of the class projects that will be created using these tools and technologies. Present some new, vital vocabulary words. These will come up so you need to clarify them early. Explain resolution to a digital imaging class or vector graphics to a digital illustration class on the first day....
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