Presentación EADiM Network Conferece 2011 (ICNM - WSYA,Graz

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Presentación EADiM Network Conferece 2011 (ICNM - WSYA,Graz

  1. 1. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment Case studies developed at the University of Vic (Spain) Arnau Gifreu Castells Universitat Pompeu Fabra EADiM Network Conference Graz, Austria, November 2011
  2. 2. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Beginnings: Traditional Documentary + Digital Technology = Interactive Documentary
  3. 3. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Nowadays: Documentary Genre + Digital Media + Net (Internet) = Interactive Documentary
  4. 4. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of VicPROPOSED USE OF THE INTERACTIVE DOCUMENTARY IN THE FIELD OF EDUCATION
  5. 5. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of VicA colleague commentary on education during E-week 2011 (Digital Vic) at Vic, Spain:“Coming from 3D real-time videogames, a traditional lecture for a student nowadays is similarly to watch one of the first black and white films of the Lumieres brothers” Current students need a new educational system / model!
  6. 6. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of VicSome of the advantages posed by new technologies in educational uses:- Open possibilities to create networks of learning- Foster cooperation and collaboration between those who wish to learn (while opening paths to reinforce the personal differences and autonomy)- Facilitate the exchange of information and resources- Facilitate the dissemination and presentation of results and work- Facilitate the replenishment, storage and indexing works- Provide new ways for the evaluation- Provide greater flexibility in many ways
  7. 7. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of VicI-Docs as pedagogic tools and teaching materials used by the teacher in different contexts:-As a visual support to illustrate or complement the lectures: interactive documentariescan be used as interactive teaching materials in the classrooms and supplemented with presentations s-The interactive documentary could be integrated in some way –through a hypertext link- within thevirtual campus of the educational institution,-Some of the tests or presentations made by students in the class requested by the teacher or peerscould be made from conducting searches and concepts required through the parts or modes ofnavigation and interaction presented in the application.-As a possible digital application that can replace tests and purely hypertext exercises from the Internet-As a teaching tool to teach the teachers themselves and companies interested in developing similarprojects or from the specific technology
  8. 8. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic- In the more evolved sense of the term, the format poses a number of open possibilitiesthat could be summarized as follows:a.Allows students to upload their own content about the subject or choose a theme andtry to raise a theoretical project about creating an application that displays the desiredcontent.b. There are virtual exams, and the person can choose a particular mode of interaction(which also suits to the nature of the student) and complete and develop the part that isrequired in the application.c. The same applications are developed for multimedia handsets and mobile devices,with which the user can view and perform the exercises with attributes such as the ubiquitous (anywhere) and timelessness (at any time to find available through theconnection all the time).d. Immersive experience in education where we do not know if we are real or part ofthe same program and/or environment: augmented reality will be able to enter virtuallyto the same application, and enable the exercises, while nanotechnology will allow other types of approach, and all connected in real time with the mobile phone.
  9. 9. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic- In the sense of the evolved term, interactive documentary and online informationapplications could be conceived as virtual multiplatform systems (in the style ofvideogames where participants are avatars) and where the student could detectwhere the fellow classmates are also doing or have already completed the exercise,talk to them and ask them questions or give them any resources within the system.- Also some tools 2.0, embedded in the same application, may allow a studentcommunication from the channel they choose to communicate (a post on a teacher’sblog, student, community of the subject, working group, short information via Twitter,Facebook, etc.).
  10. 10. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Horizontal axis: describes the degree of user participation (active or passive) Vertical axis: describes the connection or relationship that links users and environmental project (absorption or immersion) 1. Linear 2. Interactive documentary Documentary (Viewing) (Learning) 3. Interactive 4. Generative Documentary Documentary) (Interaction / (Navigation / Playing) Sharing) The economy experience (1998). B. Joseph Pine II and James H. Gilmore
  11. 11. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic PROCESSES/BEHAVIORS TYPES OF I-DOCS 1. Viewing (observer) 1. Linear documentary 2. Learning (student) 2. Interactive Documentary (teaching) 3. Playing (player) 3. Interactive Documentary (navigation) 4. Sharing (interactor) 4. Generative Documentary (interaction)Examples:Absorption = watching movie at home (alone, small screen, no environment)Inmersion = watching movie at cinema (audience, big screen, environment)Passive participation = observers/listenersActive participation = playing key roles in creating the performance or event
  12. 12. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic CASE STUDIES DEVELOPED AT THE UNIVERSITY OF VIC
  13. 13. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of VicOBJECTIVES OF THE FINAL COURSE ON AUDIOVISUAL COMMUNICACTION AT UVIC:- The 4th year students of Audiovisual Communication Degree have to develop a Final Degree Project in order to obtain the title at the University of Vic. Students have a whole year –and four subjects related- to create interactive platforms, interactive documentaries, short films, interactive virtual tours, mobile applications, etc., in which the parts have merged into a single audiovisual and multimedia online project.
  14. 14. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic LUMIERES Lumieres is an offline interactive documentary that discusses on the history of cinema. Lumieres is an informative tool that posed as academic resource. Through textual content, film clips and interviews, it helps to understand the historical development of cinema. Lumieres ’ not only limited to a chronological database, but also gives the opportunity to understand the film history. The goal is both give to the user a knowledge of directors, titles and movements, and also to provide the necessary tools to help understand the different languages ​of the different narrative periods, countries and personalities.
  15. 15. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic LUMIERES
  16. 16. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic LUMIERES / HISTORY
  17. 17. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic LUMIERES / DIRECTORS
  18. 18. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic LUMIERES / INTERVIEWEES
  19. 19. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic LUMIERES / DISCOVER
  20. 20. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic METAMENTAL-I-DOCSummary: Audiovisual and online interactive documentary that reflects on thedocumentary genreProduced: 2009-2011, Vic (Spain) www.metamentaldoc.comCompany/producer: Audiovisual Communication end of degree project.Specialisation in multimedia. University of Vic.I-Doc Direction: Arnau GifreuDocumentary Direction: Ingrid BlascoAuthor(s): Ingrid Blasco, Glòria Campos, Myriam Figueira, Arnau Gifreu, MarcMolinos.
  21. 21. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic METAMENTAL-I-DOCMetamentalDOC multimedia is an interactive documentary that looks at documentaryfilm and independent documentary film. It is a project that contains a great deal ofcontent of various types. The project came about as the result of an audiovisualdocumentary produced by the same team, and grew to the point where it became alarger work than its predecessor. metamentalDOC multimedia is also a documentary,but is not linear, but instead based on a web and interactive medium. In this platform,the content has been expanded and the audiovisual project has become part of themultimedia, with the inclusion of some parts and at the same time, the inclusion ofaudiovisual content.
  22. 22. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic METAMENTAL-I-DOC / OVERVIEW
  23. 23. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic METAMENTAL-I-DOC / MODALITIES
  24. 24. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic METAMENTAL-I-DOC / INTERVIEWS
  25. 25. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic METAMENTAL-I-DOC / AUDIOVISUAL STAGE
  26. 26. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic METAMENTAL-I-DOC / HISTORICAL PERIODS
  27. 27. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic METAMENTAL-I-DOC / VIRTUAL CLASSROOM
  28. 28. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic METAMENTAL-I-DOC / PLAYLIST
  29. 29. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic SOCIETAT 2.0 [2.0 SOCIETY]Summary: Audiovisual and online interactive documentary about the social effects of newcommunication technologies in todays societyProduced: 2007, Vic (Spain) www.societat20.comCompany/producer: Audiovisual Communication end of degree project. Specialisation inmultimedia. University of Vic.I-Doc Direction: Arnau GifreuDocumentary Direction: Joan TeixidóAuthor(s): Arnau Gifreu, Oleguer Homs, Mireia Hurtado, Laia Piera, Guillem Santapau,Joan Teixidó.
  30. 30. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic SOCIETAT 2.0 [2.0 SOCIETY]Societat2.0 is an online interactive documentary that pretends to generate a profound reflection onthe media environment of todays society. The intention is to show an audiovisual documentaryinserted inside an interactive documentary, but the bonus here is that the interactive applicationalso provides extra documentation and invite the user to reflect and comment on new forms ofsocial communication.The project begins with an audiovisual piece that briefly explains the history of socialcommunication of the first decade of the century. This linear introduction serves to provide aproper context to the viewer and place it in perspective so that they understand how the Internetand mobile devices have revolutionized traditional forms of communication.The interactive documentary is complemented by a specifically environmentally designedinteface to provide more information to users to navigate. It has four main sections: thechronological axis, stakeholders, the project and participation.
  31. 31. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic SOCIETAT 2.0 [2.0 SOCIETY] / DOCUMENTARY
  32. 32. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic SOCIETAT 2.0 [2.0 SOCIETY] / CHRONOLOGICAL AXIS
  33. 33. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic SOCIETAT 2.0 [2.0 SOCIETY] / PROJECT
  34. 34. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic SOCIETAT 2.0 [2.0 SOCIETY] / SOCIAL ACTORS
  35. 35. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic SOCIETAT 2.0 [2.0 SOCIETY] / PARTICIPATE
  36. 36. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic EN UN XIP MULTICOLORSummary: Audiovisual and Online Interactive Documentary about Neil Harbisson, asonocromatic cyborgProduced: 2011, Vic (Spain) www.xipmulticolor.comCompany/producer: Audiovisual Communication end of degree project. Specialisation inmultimedia. University of Vic.I-Doc tutorization: Arnau GifreuAuthor(s): RogerSoldevila, Josep Parés, Isaac Martinez, Arnau Costa
  37. 37. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic EN UN XIP MULTICOLORInteractive documentary about the figure of Neil Harbisson, a sonocromatic cyborg.This project incorporates an audiovisual documentary, broken down by theme andvideos that explain unfamiliar concepts. In the interactive space, the user canexperience the feeling of creating their own sound picture, with the possibility ofsharing in social networks and post it on the online gallery. The idea is to create aninteractive application and a n interactive documentary. Both the application and thedocumentary are on Neil Harbisson disease condition known as achromatopsia ormonochromatic (genetic disease, congenital non progressive that affects vision as aresult of this are visible only black and white). The documentary addresses the themeof man and the use of technology to improve their living conditions and morespecifically it uses the term cyborg, because the character in which the documentary isbased on, is considered as such. It is for this reason that one of the possible metaphorswhen designing the web interface is to create a system that allows the user tounderstand this idea of ​man and machine.
  38. 38. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic EN UN XIP MULTICOLOR / HOME
  39. 39. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic EN UN XIP MULTICOLOR / NEIL
  40. 40. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic EN UN XIP MULTICOLOR / DOCUMENTARY
  41. 41. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic EN UN XIP MULTICOLOR / INTERACTIVE SPACE
  42. 42. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic EN UN XIP MULTICOLOR / GALLERY I-SPACE
  43. 43. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic EN UN XIP MULTICOLOR / WEB MAP
  44. 44. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic EN UN XIP MULTICOLOR / PLAYLIST
  45. 45. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic SPARKLYNG -BIG VISIT-Summary: Database Interactive Documentary where people can meet in spaceand time in the city of Vic, creating personal chronological timelines for eachinteractorProduced: 2011, Vic (Spain) www.sparklyng.com/betaCompany/producer: Audiovisual Communication end of degree project.Specialisation in multimedia. University of Vic.Direction: Jaume Masarnau, Arnau GifreuAuthor(s): Jaume Masarnau, Arnau Gifreu
  46. 46. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic SPARKLYNG -BIG VISIT-Sparklyng (Big Visit) is a project located a half-way between the audiovisual domainand computer domain.From a visual standpoint, Sparklyng (bigVisit) approaches the field of interactivedocumentary documenting certain experiences of the city of Vic and gives the user theability to access a different amount of information on significant spaces.From the digital device point of view, it is a multimedia application with geolocatedcontent. In addition, the project was created in HTML5 language and formed asplatform, and there is a desktop version built on standard web languages that ​alsoworks for next generation mobile devices.
  47. 47. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic SPARKLYNG -BIG VISIT- / INTRO
  48. 48. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic SPARKLYNG -BIG VISIT- / INTRO
  49. 49. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic SPARKLYNG -BIG VISIT- / MAP
  50. 50. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic SPARKLYNG -BIG VISIT- / REGSTER
  51. 51. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic Case studies developed at the University of Vic SPARKLYNG -BIG VISIT- / UPLOAD CONTENT
  52. 52. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic 6) CONCLUSION
  53. 53. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic- One of the essential premises of the traditional documentary is the desire to organise a story that is both informative and entertaining. And, in this sense, the interactive format should continue with the tradition of trying to offer similar experiences that mix a recreational (entertainment) proposal with an educational one (knowledge), in the most efficient, original and attractive possible way.- And this is mainly possible thanks to the combination of different navigational and interactive modalities, which enables a multiple exchange between the work and the interactor. - Firstly, navigating and visiting different proposals and structuring the contents (information and knowledge) means the use of strategies and resources of the games. This way, from the structure of the interactive, and through the navigation modalities, the user, in a certain way, “plays” with the possibilities offered by the work and can satisfy their first necessity: the one related to amusement and entertainment.
  54. 54. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic- Secondly, this strategy closer to the game experience usually gives the user a sensation of deep immersion and stops their learning from being boring and that their need of being informed or need of learning ends up fading. Therefore, the didactic proposal offered is attractive and dynamic, beyond that present in most classical hypertexts.- Already at this stage, the interactor “learns through playing” and once they have “learnt the lesson” in a fun, original and lighthearted way, they can share it with other interactors, in real time or whenever they deems it appropriate.- Therefore, we see how an interactive documentary can satisfy three needs or desires: the player’s one –recreational–, the one of the student or anyone with cultural interests –educational or formative– and the relational – communication level with other participants–. We believe that, through the correct mixing of these three aspects, non-fictional multimedia applications can be equated in attractiveness with proposals close to fiction.
  55. 55. Proposed use of the interactive documentary in the field of education: half-way between learning and entertainment. Case studies developed at the University of Vic- We firmly believe that the interactive documentary will become one of the informational formats more used in the coming years.- It is nowadays a natural relief from traditional media such as television and photojournalism. The information and even culture are consumed on demand at any time and from anywhere. The future does not happen only to the TV screen, but also to computer terminals and multimedia phones.
  56. 56. THANKS! Contact: Arnau Gifreu Castells Digital Interactive Communication Audiovisual Communicaction Universitat Pompeu Fabra FEC – Universitat de Vic arnau.gifreu@uvic.cat / agifreu@gmail.com www.agifreu.com

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