Digitales Video

Elektronische Dokumente werden immer häufiger durch zeitbasierte Medienobjekte wie z.B. Videoclips angereichert. Selbst im WWW sind mittlerweile Videos komfortabel durch Streamingtechnologie verfügbar. Rechnergestützte Videoschnittlösungen und Telekonferenzsysteme sind zudem weitere Einsatzfelder für digitale Videosequenzen. Aufgrund beschränkter Ressourcen ist Kompression aber weiterhin ein entscheidender Einsatzfaktor

Towards an xml-based implementation of structured hypermedia documents

Abstract: Document structures are a crucial mechanism for the creation and the usability of complex hypermedia documents. They form a possibility to deal with the inherent complexity of such documents and with document structures it is also possible to support the reuse of parts of hypermedia documents. In several theoretical approaches different kinds of document structures have been proposed. For example in the Dexter Hypertext Model or in the hypermedia model developed by Klaus Tochtermann. In the creation process of such hypermedia documents, which is strongly influenced by the offered functionality of the existing editors and tools, only simple kinds of structures could presently be used. Furthermore the use of hypermedia documents is often somehow connected to special system requirements, which makes it difficult to use these documents in a network. Especially the use of such hypermedia documents in the internet with all its different platforms and operating systems still cause many difficulties. The profit of hypermedia documents could obviously be increased, if broad forms of structuring could be used to build hypermedia documents and when these documents fulfill at the time the demands of interoperability and platform independency

AN INTERNATIONAL APPROACH TO ASSESSMENT ANDFEEDBACK WITHIN COLLABORATIVE DIGITAL MEDIA PROJECTS

BackgroundThe Intercultural Design Camp (ICDC) is a collaboration between the Schools of Creative Practice offour European higher education institutions: Linköping University, Sweden; The University of the Westof Scotland; Stuttgart Media University, Germany and Artevelde University College Ghent, Belgium.Emerging from the development of a joint post-graduate proposal, the ICDC project has grown. Pilotedin 2009 in Muensingen, Germany as a one-week summer school, the focus of the project wasintended to strengthen internalization between the students and staff of the partner Universities.Working to a given theme, and collaborative creative briefs, student participants developed andproduced multimedia solutions and artefacts [1].This pilot was very successful and acted as a catalyst to staff and student Erasmus exchange and thesharing of best practice in Learning, Teaching and Assessment between the partners. A second selffunded‘pilot’ camp was planned and undertaken in Dumfries, Scotland in 2010. Discussions continuedregarding the extension of the ICDC project to become a two-week event in order to allow studentparticipants the time to develop and produce an extended piece of cross-media product [1].The cost for realizing an extended concept would be high. An application for funding within the EULife-Long-Learning-Programme was successfully made. A third, this time EU funded Design Camptook place in Grebbestad (Sweden) in August 2011 [2]. Further EU funding allowed realizing a fourthICDC in Kemmel, Belgium, August 2012.Learning Teaching, Assessment and FeedbackThe content of the ICDC is designed to extend and further the student’s abilities and participation incontemporary methods and practices associated with creative media practice and convergentproduction. At the camp, and in response to given thematic briefs, an International group of studentswith divergent backgrounds and skill-sets, come together in small creative teams to develop andproduce a collaborative project in which a range of ideas, experience and technologies converge.These Collaborative Projects often have an on-line output, whether through products devised forstreaming, pod-casting or interactive broadcast. An innovative variety of projects are encouraged.These could include digital photography and the moving image, interactive design and performance,site-specific installations and exhibitions.Students are also encouraged to experience contemporary creative context within the areas ofpractice while at the camp. This is delivered via lectures given by the visiting and host staff. Studentsare also encouraged to evaluate the benefits of a variety of production approaches and techniques.The project addresses the interface between research and practice in creative media practice andencourages participants to gain solid experience of working in interdisciplinary creative teams.With every run of the Intercultural Design Camp the objectives and expectations have been raised. Inthe first run, as already mentioned, the main intention was to bring together students and teachersfrom different European Countries to work and live together in order to foster the internationalization.The second run had mainly the same approach but the intensiveness of the experience has beenincreased by strengthen the aspect of cooperative international work. The focus of the third camp wason the one hand to switch from solely conceptual work to additional productive activities and on theother hand to incorporate internet-based international cooperation prior to the camp. Therefore theVirtual Learning Environment (VLE) Moodle has been chosen as base tool and first experiences havebeen gained through the Grebbestad camp [2]. Generally the intensification of the digital cooperation in the preliminary stage of the camp and particularly the integration of the camp into the studentrecords have been the main aspects of this years’ Intercultural Design Camp. To give frequent andhelpful feedback to the students and to assess their work at the end of the camp are the crucialaspects in this respect, but doing this with international groups from quite different educational andcultural systems and also different grading systems is a quite challenging task.Intercultural Designcamp (ICDC

AN INTERNATIONAL APPROACH TO ASSESSMENT ANDFEEDBACK WITHIN COLLABORATIVE DIGITAL MEDIA PROJECTS

BackgroundThe Intercultural Design Camp (ICDC) is a collaboration between the Schools of Creative Practice offour European higher education institutions: Linköping University, Sweden; The University of the Westof Scotland; Stuttgart Media University, Germany and Artevelde University College Ghent, Belgium.Emerging from the development of a joint post-graduate proposal, the ICDC project has grown. Pilotedin 2009 in Muensingen, Germany as a one-week summer school, the focus of the project wasintended to strengthen internalization between the students and staff of the partner Universities.Working to a given theme, and collaborative creative briefs, student participants developed andproduced multimedia solutions and artefacts [1].This pilot was very successful and acted as a catalyst to staff and student Erasmus exchange and thesharing of best practice in Learning, Teaching and Assessment between the partners. A second selffunded‘pilot’ camp was planned and undertaken in Dumfries, Scotland in 2010. Discussions continuedregarding the extension of the ICDC project to become a two-week event in order to allow studentparticipants the time to develop and produce an extended piece of cross-media product [1].The cost for realizing an extended concept would be high. An application for funding within the EULife-Long-Learning-Programme was successfully made. A third, this time EU funded Design Camptook place in Grebbestad (Sweden) in August 2011 [2]. Further EU funding allowed realizing a fourthICDC in Kemmel, Belgium, August 2012.Learning Teaching, Assessment and FeedbackThe content of the ICDC is designed to extend and further the student’s abilities and participation incontemporary methods and practices associated with creative media practice and convergentproduction. At the camp, and in response to given thematic briefs, an International group of studentswith divergent backgrounds and skill-sets, come together in small creative teams to develop andproduce a collaborative project in which a range of ideas, experience and technologies converge.These Collaborative Projects often have an on-line output, whether through products devised forstreaming, pod-casting or interactive broadcast. An innovative variety of projects are encouraged.These could include digital photography and the moving image, interactive design and performance,site-specific installations and exhibitions.Students are also encouraged to experience contemporary creative context within the areas ofpractice while at the camp. This is delivered via lectures given by the visiting and host staff. Studentsare also encouraged to evaluate the benefits of a variety of production approaches and techniques.The project addresses the interface between research and practice in creative media practice andencourages participants to gain solid experience of working in interdisciplinary creative teams.With every run of the Intercultural Design Camp the objectives and expectations have been raised. Inthe first run, as already mentioned, the main intention was to bring together students and teachersfrom different European Countries to work and live together in order to foster the internationalization.The second run had mainly the same approach but the intensiveness of the experience has beenincreased by strengthen the aspect of cooperative international work. The focus of the third camp wason the one hand to switch from solely conceptual work to additional productive activities and on theother hand to incorporate internet-based international cooperation prior to the camp. Therefore theVirtual Learning Environment (VLE) Moodle has been chosen as base tool and first experiences havebeen gained through the Grebbestad camp [2]. Generally the intensification of the digital cooperation in the preliminary stage of the camp and particularly the integration of the camp into the studentrecords have been the main aspects of this years’ Intercultural Design Camp. To give frequent andhelpful feedback to the students and to assess their work at the end of the camp are the crucialaspects in this respect, but doing this with international groups from quite different educational andcultural systems and also different grading systems is a quite challenging task.Intercultural Designcamp (ICDC

Staff/Student Enhancement and Innovation within Cross Media Erasmus Intensive Projects

The Intercultural Design Camp is a collaboration between the Schools of Creative Practice of four European higher education institutions. The basic concept of this Intensive Programme is to bring together students and teachers from the different nations to work together on a given theme, using creative collaborative briefs, set by external cultural and industry partners, to develop and produce multimedia solutions and artefacts. In this paper we will examine enhancement opportunities and subsequent approaches to Learning and Teaching, Assessment, Feedback and Dissemination within an Erasmus Intensive Project utilising collaborative cross-media interdisciplinary practice; this will especially cover the following key points: The use of Virtual Learning Environments in International communication External collaborative partnerships and cross-cultural opportunities Cross-media synergies and pedagogical partnerships Products, outputs and dissemination The impact of the Intensive Programme on curriculum development. Future staff and student exchange opportunities