GIS5009 Gulf College Awareness of Production Standards & Interaction Methods HW

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GIS5009

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number of words: 3,000 (excluding references), Please see attachment


-Your student identification number must be clearly stated at the top of each page of your work.

-Each page must be numbered.

-Please use a font size of 12.

-All referencing must adhere to Institutional requirements (Harvard Referencing Style).

-A word count must be stated at the end of your work.

-All tables and figures must be correctly numbered and labelled.


coarse name: Multimedia & Interaction

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In academic affiliation with GULF COLLEGE – MUSCAT – SULTANATE OF OMAN UNDERGRADUATE COMPUTING PROGRAMME ACADEMIC YEAR: 2019-2020 [Semester 2] Final Exam Module Title: Multimedia & Interaction Module Code: GIS5009 Method of Assessment : Final Exam Weighting: 50% Module Credits: 20 Level: 5 Semester/Teaching block: 2 Morning/Evening session: BOTH Examiner: Mr. Muhammad Shahzad Additional Information (if any): Minimum Word Length: 3000 words, to be worked on individually. Version 1 Page 1 Module Title Multimedia & Interaction Level (3 - 8) Credits 5 20 Module Number JACS Subject Code and % of each subject ASC Category GIS5009 I150 6 ECTS Credit Module Value 10 2.0 % Taught in Welsh Module Type 0% Taught Teaching Period Pre-requisites Semester 2 None Module Leader School Campus Mr. Muhammad Shahzad Gulf College Oman Assessment Methods Assessment Type Duration/Length of Assessment Type Weighting of Assessment Approximate Date of Submission WRIT1 – Coursework 3000 words equivalent 50% Mid of semester EXAM1 – Examination 2 hours (3000 words equivalent) 50% End of semester Aim(s) This module aims to give students a comprehensive set of theoretical and practical skills required to produce small scale interactive multimedia products to a professional standard. Learning Outcomes On successful completion of the module, students should be able to: • • • Identify and apply appropriate design and interaction methods. Develop multimedia prototypes using appropriate software, tools and methodologies. Demonstrate awareness of production standards and test for compliance with industry standards. Version 1 Page 2 Learning and Teaching Delivery Methods Lectures 24 hours Seminars and Labs 24 hours Independent Study 152 hours Total hours 200 hours The teaching strategy is based upon lead lectures and a series of supporting workshops. The purpose of the workshop sessions is to clarify the methodologies outlined in the lead lectures. Indicative Content • • • • • • HCI and usability Assessment of users' expectations. Interactive design methods (User-centred, CSCW, Co-design, Empathic design, participatory design) Introduction to Alternative Modalities and Interaction specific relationships: (e.g. ubiquitous computing; everyware; Pervasive computing; wearable computing; affective computing; Augmented reality; Embodied interaction; Physical computing; Tangible computing; Networked objects; Smart objects; Internet of things; Spimes Blogjects; Smart mobs; Social computing; Computer supported collaborative work (CSCW); Rapid prototyping and product development; Fablab). Interaction and Multimedia related methods and SDLC’s Introduction to editing software for image and video. Required and Recommended Reading Required Reading Moggridge, B. (2007) Designing interactions, Cambridge, Mass: MIT Press. Norman, D. A. (2007) The design of future things, New York: BasicBooks. Recommended Reading Multimedia Systems Design P.K. Andleigh, K. Thakrar, Prentice Hall Version 1 Page 3 Multimedia Interface DesignM.M. Blattner, R.B. Dannenberg (eds), Addison Wesley, ACM Press Access to Specialist Requirements None Version 1 Page 4 Gulf College – Faculty of Computing Sciences – In academic Affiliation with CARDIFF SCHOOL OF MANAGEMENT Specific Assignment/coursework Brief Instructions to students: • Your student identification number must be clearly stated at the top of each page of your work. • Each page must be numbered. • Please use a font size of 12. • All referencing must adhere to Institutional requirements (Harvard Referencing Style). • A word count must be stated at the end of your work. • All tables and figures must be correctly numbered and labelled. • Upload your partial outputs to Turnitin for formative feedback. Note: Total word-count be at least 3,000 words (excluding references). This coursework (final Exam) is worth 50% of your overall module mark. Version 1 Page 5 Gulf College – Faculty of Computing Sciences – In academic Affiliation with CARDIFF SCHOOL OF MANAGEMENT Description Give detailed answers to all questions. Each question carries TEN (10) marks. [at least 600 words are required in each answer] 1. You need to explain the different design and interactive methods used in multimedia in detail. You should specify which method has been used in the midterm assignment 2. Explain the multimedia development phased in detail and why testing is needed and how you will test your product. Please write the test cases to test your product. 3. There are strong demands for integrating various digital multimedia products such as 2D and 3D images, models, and animations in the development of software applications. In the software engineering domain: a. Critically evaluate the software development life cycle (SDLC) and multimedia development life cycle (MDLC); and b. Discuss how to adapt each phase in the SDLC to support the corresponding phase in the MDLC. 4. Multimedia is a combination of text, graphic, animation, audio, and video which are everything we can see and hear in our daily life. Multimedia applications can be used in many areas, such as in education, businesses, homes and public places. Critically evaluate the role of multimedia in at least three fields. 5. How does an interactive system differ from a non-interactive system? Critically evaluate your answer with different examples. Version 1 Page 6 Multimedia & Interaction (GIS5009) Marking Scheme Name: ______________________________________________ Student ID: ______________ Criteria Weighting First Marker Second Marker Agreed marks Documentation and Report (100%) Question 1 20 Question 2 20 Question 3 20 Question 4 20 Question 5 20 Total Marks 100 This Exam will assess the following learning outcomes: Learning Outcomes On successful completion of the module, students should be able to: • • • Identify and apply appropriate design and interaction methods. Develop multimedia prototypes using appropriate software, tools and methodologies. Demonstrate awareness of production standards and test for compliance with industry standards. Generic Marking Criteria Version 1 Page 7 Grade F (Fail) D (Third) Version 1 % Mark Requirements 0 No answer has been attempted or evidence of unfair practice. The work presented for assessment may be incomplete and/or irrelevant and demonstrates a serious lack of comprehension and/or engagement with the 1–9 set task. Attainment of the learning outcomes is minimal and assessment criteria are not addressed. Misunderstanding or misinterpretation of the set task, providing a short and/or 10 – 19 largely irrelevant response. Consequently, no learning outcomes are met in full although there may be minimal attainment in relation to one or two. Minimal understanding of the set task and will partially have met some of the learning outcomes. Little knowledge and understanding of the field of study relevant to the task. Limited ability shown to communicate simple concepts and/or factual information. Significant difficulties in report’s structure and 20 - 29 organisation detract from the clarity and meaning overall. Evidence of individual reading and investigation is negligible and the limited referencing of literature and other sources is frequently inaccurate. Demonstrates some ability to describe and report but very little evidence is available to indicate an ability to engage in critical evaluation and reflection. Partial understanding of the set task and some of the associated learning outcomes met at a basic level. Factual inaccuracies, errors and misconceptions are evident in important areas and elements of the assessed work may be irrelevant to the task. If attempted, the presentation of arguments and more complex ideas may be confused and clumsily expressed. Some enquiry and analysis relevant to the task attempted but outcomes may be naïve, simplistic 30 – 39 and/or unconvincing. Demonstrates limited knowledge of current research/scholarship in the discipline. A restricted range of sources are used but overall, there is an over-reliance on programme materials with little evidence of individual reading and investigation. There are frequent errors in the referencing of literature and other sources. The work is largely descriptive and arguments, if attempted, are rarely substantiated. Demonstrates a basic understanding of the set task and an ability to have met the associated learning outcomes and addresses the assessment criteria at a threshold level. Displays a basic knowledge and understanding of many aspects of the field of study relevant to the task. Reproduction of information received from elsewhere (e.g. programme materials). Errors and misconceptions will be evident but these are outweighed by the degree of knowledge and 40 - 49 understanding demonstrated overall. More success is achieved in describing and reporting factual information rather than communicating complex ideas. Generally, the work is appropriately structured although key points may not be logically sequenced. Some limited analysis and enquiry relevant to the task/discipline included and has intermittent success in presenting and commenting on outcomes. A limited ability to critically evaluate and reflect. Page 8 C (Lower Second) 50 - 59 B (Upper Second) 60-69 A (First) 70 – 79 Version 1 Although some critical reflection is evident, the balance within the work is likely to be in favour of description and factual presentation. A secure understanding of the set task and an ability to have met the associated learning outcomes and address the assessment criteria at a satisfactory level. Displays a sound knowledge and understanding of most key aspects of the field of study relevant to the task and there is some evidence of an ability to apply such knowledge. Some evidence of independent thinking beyond programme notes. Overall, the structure and format of the work are appropriate. Occasional faults in the presentation of work, but overall, these do not detract from the clarity of expression. Examples of research/scholarship referred to in the work demonstrate individual reading and investigative ability to critically evaluate and reflect although there may be some over-reliance on description and factual presentation. Arguments are usually substantiated. Demonstrates a full understanding of the set task and an ability to have met the learning outcomes and address the assessment criteria at a good level. A detailed knowledge and thorough understanding of key aspects of the field of study relevant to the task are shown. There is clear evidence of an ability to apply such knowledge and, in some contexts, to extend and transform it. Discussion of complex concepts is often tackled successfully and there is evidence of independent thinking. Displays an ability to communicate information, ideas and concepts clearly and succinctly. Work is well presented and the format appropriate. Key points are appropriately organised and the writing style is fluent and arguments are well articulated. Detailed analysis and critical enquiry relevant to the task/discipline is undertaken by making use of appropriate techniques and has considerable success in presenting and commenting on outcomes. There is some linkage between theory and practice. Examples referred to indicate a breadth and depth of individual reading and investigation that extend beyond the sources provided. The referencing of literature and other sources is almost always accurate. Arguments are clearly considered and substantiated and there is evidence of an ability to make appropriate judgements and to suggest solutions to problems. Demonstrates a full and detailed understanding of the set task and an ability to have met the learning outcomes and address the assessment criteria at a very good level. A detailed knowledge and systematic understanding of key aspects of the field of study relevant to the task are evident. There is strong evidence of an ability to extend, transform and apply such knowledge. The student also demonstrates an ability to engage in confident discussion of complex concepts and to recognise the limitations and ambiguity of disciplinary knowledge. Independent thinking and original insights are also present in the report. Ability shown in communicating information, complex ideas and concepts in a coherent and succinct manner. The standard of presentation is high and the format appropriate. Key points are logically organised and in written work, the Page 9 80 - 89 90 100 style is lucid and mature. Detailed and thorough knowledge of current research/advanced scholarship in the discipline. The use of scholarly reviews/primary sources is confident and a breadth and depth of individual reading and investigation, extending beyond the sources provided, is apparent. The referencing of literature and other sources is accurate and in line with academic conventions. An ability to engage in critical evaluation of concepts/arguments/data and to make appropriate and informed judgements is shown. Arguments are well developed, sustained and substantiated. Where relevant, assumptions are challenged and there is clear recognition of the complexities of academic debate. Appropriate and sometimes innovative solutions are offered to problems. Beyond the above, a full and detailed understanding of the set task and an ability to have met the learning outcomes and address the assessment criteria at an excellent level is displayed. Beyond the above, demonstrates a full and detailed understanding of the set task and an ability to have met the learning outcomes and address the assessment criteria at an outstanding and exceptional level. Work is of a standard deemed to be worthy of publication Reference citations extend significantly beyond the main body of reading normally expected in the discipline/field of study. Plagiarism 1.Plagiarism, which can be defined as using without acknowledgement another person’s words or ideas and submitting them for assessment as though it were one’s own work, for instance by copying, translating from one language to another or unacknowledged paraphrasing. Further examples of plagiarism are given below: Use of any quotation(s) from the published or unpublished work of other persons, whether published in textbooks, articles, the Web, or in any other format, which quotations have not been clearly identified as such by being placed in quotation marks and acknowledged. Use of another person’s words or ideas that have been slightly changed or paraphrased to make it look different from the original. Summarising another person’s ideas, judgments, diagrams, figures, or computer programmes without reference to that person in the text and the source in a bibliography or reference list. Use of services of essay banks and/or any other agencies. Use of unacknowledged material downloaded from the Internet. Re-use of one’s own material except as authorised by the department. 2. Collusion, which can be defined as when work that has been undertaken by or with others is submitted and passed off as solely as the work of one person. This also applies where the work of one candidate is Version 1 Page 10 submitted in the name of another. Where this is done with the knowledge of the originator both parties can be considered to be at fault. 3. Fabrication of data, making false claims to have carried out experiments, observations, interviews or other forms of data collection and analysis, or acting dishonestly in any other way. Plagiarism Detection Software (PDS) As part of its commitment to quality and maintenance of academic standards, the University reserves the right to use Plagiarism Detection Software (PDS), including Turnitin. Such software makes no judgement as to whether a piece of work has been plagiarised - it simply highlights sections of text that have been found in other sources, thus giving the student the opportunity to rephrase or rewrite such section. Turnitin has two basic functions – first, as a developmental tool and second,as a plagiarism policing agent. As a developmental tool, Turnitin can be used to provide students with formative feedback through a welldesigned scoring rubric, helping them develop and improve their writing skills. As a plagiarism policing agent, Turnitin would facilitate understanding of plagiarism, citations and the proper way of referencing thus helping the student avoid plagiarism issues. Further information and guidance can be found in the University’s policy on the Use of Plagiarism Detection Software Version 1 Page 11 Gulf College – Faculty of Computing Sciences – In academic Affiliation with CARDIFF SCHOOL OF MANAGEMENT Specific Assignment/coursework Brief --------------------------------------------------------------------------------------------------------------------------------------- WORK DECLARATION I,[Name of Student],hereby declare that the uploaded Assignment through Turnitin is my own work. I affirm that this has been researched and completed in accordance with the college rules and regulations on plagiarism. I acknowledge the advice given by the module tutors on proper referencing to avoid plagiarism and the rules on the academic unfair practice. I acknowledge that I read and understand the plagiarism guide written at the end of this assessment. Any academic misconduct will be handled according to the rules and regulations of the university. [Name of Student] General instructions: Assignment must be submitted online through Turnitin before due date. An acknowledgement will be given to you by your teacher upon presentation of the finance clearance. This is your receipt, keep it. The only circumstance in which assignments can be uploaded late via Turnitin is if a Mitigating Circumstances (MC) form is submitted at the same time. In these circumstances work may be submitted within five (5) working days. Make sure to secure MC form and submit the same to the concerned staff. Write the number of words used, excluding references, at the end of your assignment. Provide the list of sources you used at the last page of your assignment with proper label ‘References’. You may include diagrams, figures etc. without word penalty. The number of words will be + or – 10% of the total words allowed. A work declaration must be included just after the reference page of your assignment. This ensures that you prepare your work in good faith. Any form of collusion and/or academic unfair practice will be dealt with according to the pertinent rules and regulations of the partner university. Please read carefully the plagiarism guide. Version 1 Page 12 CARDIFF SCHOOL OF MANAGEMENT : VERIFICATION OF INTERNAL MODERATION OF ASSESSMENT Module Number: GIS5009 Module Name: Multimedia & Interaction Module Leader: Mr. Muhammad Shahzad MODULE ASSESSMENT STRATEGY BRIEFING INCLUDES: X EXAM1 50% Description of Task/Problem/Topic x WRIT1 50% Hand in Details x Presentation - Guidance Notes x Class Test - Learning Outcomes x 100% Assessment Criteria x ASSESSMENT DETAILS Mark Criteria x Title: Final Exam Marking Scheme x Total IV2 IV’s COMMENTS / RECOMMENDATIONS Year/Term: S2, 2019-2020 MODULE LEADER’S ACTION TAKEN Feedback Sheet Assessment type: Referencing Requirements Final Exam Given Nominated IV: Mr. Varsai Muhammad Version 1 IV Signature: Date: 8/04/2020 Page 13 CARDIFF METROPOLITAN LINK TUTOR COMMENTS: EXTERNAL EXAMINER COMMENTS: A good marking scheme General Comments: The assessment appears to be appropriate for the level and matches the learning outcomes for the module. I need to confirm the 20/21 changes to 4000 words over 6000 words for 19/20 I could not see the hand in date on the front cover. Action: please ensure the hand in date is prominent for the students. X X Please check appropriate box below I confirm that I have considered the above draft assignment/exam and I am happy to approve the content. Assessment can now be forwarded to the External Examiner for approval. Version 1 X x Please check appropriate box below I confirm that I have considered the above draft assignment/exam and I am happy to approve the content. Assessment can now be released to the students. Page 14 I confirm that I have considered the above draft assignment/exam and I am happy to approve the content subject to the above amendments. Assessment can be forwarded to the External Examiner once these changes have been implemented and verified. I confirm that I have considered the above draft assignment/exam and I am happy to approve the content subject to the above amendments. Assessment can be released to students once these changes have been implemented and verified. I confirm that I have considered the above draft assignment/exam and suggest the above amendments. I would like to see the final amended version before I confirm approval. I confirm that I have considered the above draft assignment/exam and suggest the above amendments. I would like to see the final amended version before I confirm approval. Cardiff Metropolitan Link Tutor: Nigel Jones Version 1 Link tutor signature: Nigel Jones Date External Examiner: Vasos Pavlika EE Signature: Date: Page 15
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Explanation & Answer

Attached.

Multimedia and Interaction 1

Multimedia and Interaction
Student’s name

Module Title: Multimedia & Interaction
Module Code: GIS5009
Method of Assessment: Final Exam
Level: 5 Semester/Teaching
Block: 2

Multimedia and Interaction 2
Question one
There are different design and interactive methods used in multimedia which include Usercentered, co-design, participatory design, Computer-supported cooperative work (CSCW), and
empathic design method (Reeves, 1992).
User-centered design (UCD) is an iterative design method where the needs of the users are
focused on every stage of the designing process. Highly quality and accessible products are
designed for users by using various research and designing tools. The user-centered design
focuses on understanding the users, their tasks, and the corresponding environment. The usercentered design process is driven by user assessment and addresses the entire user experience.
Figure 1 below shows the phases of the user-centered design method.

Figure 1: Phases of user-centered design method (Reeves, 1992).
The first phase of the user-centered design process is specifying the perspective of the use. This
involves determining the user of the product, the purposes of the product, and conditions of the
use of the product.

Multimedia and Interaction 3
Specifying requirements is the second phase of the user-centered design method. This stage
involves determining business requirements and the goals of the user that are a requirement to be
fulfilled for the product to be successful.
The third phase is creating design solutions. This is where the design is built from a rough idea to
a complete design.
The next step is evaluating designs. This phase involves evaluating designs by testing the
usability of the product using actual users.
Computer-supported cooperative work (CSCW) is another design and interactive methods used
in multimedia. This method comprises software tools and technology that help various people
working in groups to accomplish a specific task. It focuses on the coordination and collaboration
of group activities through computer systems. Computer-supported cooperative work implements
work or technology-centric viewpoint. Technology-centric viewpoint involves designing of
computer technology system such that it supports a group of people working together to achieve
a specific task while a work-centric viewpoint focuses on designing a computer system such that
it support group work. Computer-supported cooperative work is measured using ten dimensions
which include time, space, interaction style, group size, infrastructure, context, privacy,
Collaborator mobility, Extensibility, and Participant selection as illustrated in table 1 below. The
main features of computer-supported cooperative work include communication, configuration,
coordination, information access, and interaction as illustrated in table 2 below.
Table 1. Ten Key Dimensions in the CSCW Design Space (Reeves, 1992).

Dimension

Extreme design points

Time

Fully Simultaneous vs. Fully Disjoint

Space

All Collocated vs. Fully Distributed
Participants

Interactive style

Assigned Workflow vs. Ad Hoc

Multimedia and Interaction 4
Group size

Small Team vs. Mass Audience

Infrastructure

Fully Homogeneous vs. Fully Heterogeneous

Context

Single vs. Unlimited Collaborations Per
Participant

Privacy

Assigned by Authority vs. Controlled by
Participant

Collaboration mobility

All in Fixed Locations vs. All Mobile

Participant selection

Assigned by Authority vs. Free for All

Extensibility

None vs. All Functionality Defined by
Participants

Table 2. Five CSCW Design Areas and Some Key Design Features (Reeves, 1992).

Design

Key features

Communication

Asynchronous, Audio, Data, Private, Shared,
Structured, Synchronous, Text, Unstructured,
and Video.

Configuration

Configuration Adaptation, Composition,
Evolution, and Extension.

Coordination

Control, Concurrency, Consistency,
Delegation, Scheduling, and Versioning.

Multimedia and Interaction 5
Information Access

Filtering, Retrieval, Structure, and
distribution.

Interaction

Attention management awareness, Context
Management, Relationship Establishment and
Maintenance

Another interactive design method used in multimedia is co-design. This is the process of
designing or delivering the product. This method involves generative research which helps in
identifying the problem and coming up with the appropriate solution using development design.
Co-design is a method that involves identifying the problem, developing a potential solution to
those problems, implementing those solutions, and evaluating the outcomes of the results. Figure
2 below illustrates the working principle of the Co-design method.

Figure 2: Co-design working principle (Reeves, 1992).
Empathic design is another interactive design method used in multimedia. This method is
focused on the feelings of the user on a product. Empathic design means consid...


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