Distance Multimedia Degree Studies. The Application of Multimedia Technology to Multimedia Studies

This paper describes the set of courses that make up the distance multimedia degree studies offered by the UPC in conjunction with the UOC. These courses are designed to meet the increasing demand for continued education by integrating the advances in information technologies currently arising from new paradigms in distance learning. The study plan has been specially designed and is fully interdisciplinary. The plan draws on three areas of knowledge: creation and design of the programme content, marketing and management of multimedia production, and computer and communications technology. The educational model seeks a balance between practical activities, similar to those students are likely to undertake in the workplace, and theory−based reading tasks aimed at furthering and consolidating their grasp of the concepts involved. The model is structured around three elements: self−access material, virtual activities, and real activities. The self−access materials and the assessment system give the student continued feedback on their progress. The average age of the students is 32'3 years (range 19−55). Most are men (77%), and 60% are pursuing university studies for the first time. A key element of the distance multimedia studies is the involvement of the teachers in the preparation of the multimedia teaching materials. This role means that they must be trained in materials design and must use models of specific contents. The activities of the course tutor and the general tutor combine a proactive attitude with rapid response to the questions that arise as part of the Distance Multimedia Degree.This paper describes the set of courses that make up the distance multimedia degree studies offered by the UPC in conjunction with the UOC. These courses are designed to meet the increasing demand for continued education by integrating the advances in information technologies currently arising from new paradigms in distance learning. The study plan has been specially designed and is fully interdisciplinary. The plan draws on three areas of knowledge: creation and design of the programme content, marketing and management of multimedia production, and computer and communications technology. The educational model seeks a balance between practical activities, similar to those students are likely to undertake in the workplace, and theory−based reading tasks aimed at furthering and consolidating their grasp of the concepts involved. The model is structured around three elements: self−access material, virtual activities, and real activities. The self−access materials and the assessment system give the student continued feedback on their progress. The average age of the students is 32'3 years (range 19−55). Most are men (77%), and 60% are pursuing university studies for the first time. A key element of the distance multimedia studies is the involvement of the teachers in the preparation of the multimedia teaching materials. This role means that they must be trained in materials design and must use models of specific contents. The activities of the course tutor and the general tutor combine a proactive attitude with rapid response to the questions that arise as part of the Distance Multimedia Degree

Distance Multimedia Degree Studies. The Application of Multimedia Technology to Multimedia Studies

This paper describes the set of courses that make up the distance multimedia degree studies offered by the UPC in conjunction with the UOC. These courses are designed to meet the increasing demand for continued education by integrating the advances in information technologies currently arising from new paradigms in distance learning.The study plan has been specially designed and is fully interdisciplinary. The plan draws on three areas of knowledge: creation and design of the programme content, marketing and management of multimedia production, and computer and communications technology.The educational model seeks a balance between practical activities, similar to those students are likely to undertake in the workplace, and theory−based reading tasks aimed at furthering and consolidating their grasp of the concepts involved. The model is structured around three elements: self−access material, virtual activities, and real activities. The self−access materials and the assessment system give the student continued feedback on their progress. The average age of the students is 32'3 years (range 19−55). Most are men (77%), and 60% are pursuing university studies for the first time. A key element of the distance multimedia studies is the involvement of the teachers in the preparation of the multimedia teaching materials. This role means that they must be trained in materials design and must use models of specific contents.The activities of the course tutor and the general tutor combine a proactive attitude with rapid response to the questions that arise as part of the Distance Multimedia Degree.This paper describes the set of courses that make up the distance multimedia degree studies offered by the UPC in conjunction with the UOC. These courses are designed to meet the increasing demand for continued education by integrating the advances in information technologies currently arising from new paradigms in distance learning.The study plan has been specially designed and is fully interdisciplinary. The plan draws on three areas of knowledge: creation and design of the programme content, marketing and management of multimedia production, and computer and communications technology.The educational model seeks a balance between practical activities, similar to those students are likely to undertake in the workplace, and theory−based reading tasks aimed at furthering and consolidating their grasp of the concepts involved. The model is structured around three elements: self−access material, virtual activities, and real activities. The self−access materials and the assessment system give the student continued feedback on their progress. The average age of the students is 32'3 years (range 19−55). Most are men (77%), and 60% are pursuing university studies for the first time. A key element of the distance multimedia studies is the involvement of the teachers in the preparation of the multimedia teaching materials. This role means that they must be trained in materials design and must use models of specific contents.The activities of the course tutor and the general tutor combine a proactive attitude with rapid response to the questions that arise as part of the Distance Multimedia Degree

Distance Multimedia Degree Studies: The application of Multimedia Technology to Multimedia Studies

This paper describes the set of courses that make up the distance multimedia degree studies offered by the UPC in conjunction with the UOC. These courses are designed to meet the increasing demand for continued education by integrating the advances in information technologies currently arising from new paradigms in distance learning. The study plan has been specially designed and is fully interdisciplinary. The plan draws on three areas of knowledge: creation and design of the programme content, marketing and management of multimedia production, and computer and communications technology. The educational model seeks a balance between practical activities, similar to those students are likely to undertake in the workplace, and theory−based reading tasks aimed at furthering and consolidating their grasp of the concepts involved. The model is structured around three elements: self−access material, virtual activities, and real activities. The self−access materials and the assessment system give the student continued feedback on their progress. The average age of the students is 32'3 years (range 19−55). Most are men (77%), and 60% are pursuing university studies for the first time. A key element of the distance multimedia studies is the involvement of the teachers in the preparation of the multimedia teaching materials. This role means that they must be trained in materials design and must use models of specific contents. The activities of the course tutor and the general tutor combine a proactive attitude with rapid response to the questions that arise as part of the Distance Multimedia Degree