[Multimedia Systems And Design Ki
Christel Malden
As design continues to impact our products, services, and solutions at scale, it is more important than ever to understand the systems and context that surround design decisions. Closing the Loop will help you make the invisible visible. It will introduce you to a powerful systems thinking mindset, and provide you with the tools and frameworks to define the systems that surround your work.
Cababa reminds us of what design was intended to be: a force for positive impact. Through relatable examples and frameworks for thinking plus doing, this book is a guide for designers to practice the design we all want.
In this book, your main concern will be oriented around soft systems methodology, which can be described as understanding a problem space, creating a holistic view of it, and considering where intervention can happen to create certain outcomes.Read more
I was in an ideation workshop with a client team that was working on a design strategy for augmented reality. We were talking about potential features and adding sticky notes with ideas to a whiteboard. During our discussion, we started talking about potential unintended consequences to features and design decisions. One of my colleagues brought up an example from the show Black Mirror in which soldiers, implanted with an augmented reality system, saw other humans as monsters that must be killed.
Be able to explain and do a system design and implementation of a fairly complex multimedia system such as video-on-demand system or a A/V conferencing system, e.g., a simplified YouTube service, a simplified SKYPE video conference system or video chat on a mobile phone. (1,2,6)
Be able to explain and apply in the multimedia system design and implementations the real-time inter-dependencies among various system components, e.g., video recorder, video player, video transportation system components to enable end-to-end multimedia applications and systems (1,2,6)
Be able to explain and analyze system tradeoffs based on system design decisions, e.g., if one decides on unreliable video transportation versus reliable video transportation system, what kind of tradeoffs do we see in video conference performance? (1,2,6)
Be able to explain and argue about the performance impact of multimedia data and their coding characteristics when used in on-demand and conversational multimedia system components, e.g., if we consider MPEG video encoded data, what kind of performance impact does the MPEG compression have on end-to-end delay for video-on-demand system versus video conferencing system? (1,2,3,6)
Be able to explain, analyze and argue about performance impact of current wired and wireless networks on audio and video quality when transmitting multimedia data, e.g., if we send MPEG compressed audio from one laptop to another laptop via wireless networks versus wired networks, what kind of performance impact will we see on the audio quality that we hear? (1,2,3,6)
Be able to differentiate between concepts such as quality of service and quality of experience when evaluating different types of multimedia systems, e.g., if one uses video chat system on a mobile phone when located in a busy street on versus video chat system on a laptop when located in one's office. (1,2,6)
Multimedia Streaming including Peer-to-Peer Streaming, Video-on-Demand DASH Streaming, Content Distribution Networks
Multimedia Systems (basics) including time-sensitive storage, caching, buffering algorithms and protocols, and soft-real-time scheduling approaches.
Multimedia Synchronization including in-band and out-band synchornization, synchronization skews, and synchronization specification
Multimedia Wireless Systems including impact of mobility, LTE, 4G networks on multimedia systems design and implementation,
Multimedia Quality of Experience - Objective and Subjective Evaluation principles
EME 6053 Teaching & Learning with Emerging Technologies (3 credit hours)
PR: Graduate standing or C.I. Study and application of electronic resources available for education including techniques for locating, evaluating, and integrating them into the classroom.
EME 6055 Current Trends in Instructional Technology (3 credit hours)
PR: Graduate standing or C.I. Survey of current trends and issues of importance to the field of instructional technology.
EME 6209 Multimedia Instructional Systems II (3 credit hours)
PR: EME 6507 or EME 6613, or C.I. Advanced techniques in delivery and management of Web-based multimedia instructional content. Integration of media into Web-based instruction. Discussion of delivery and management issues.
EME 6226 Instructional Development and Evaluation (3 credit hours)
PR: EME6613 or C.I. Focuses on the development, including flowcharting, storyboarding and prototyping as well as the formative and summative evaluation of instructional materials and programs.
EME 6405 Adapting & Integrating Innovative Technologies in Education (3 credit hours)
PR: EME 6053 or C.I. Use of software applications in instructional settings by students and teachers. Includes integrated packages (word processing, database, spreadsheet, telecommunications) graphics software, presentation software, and desktop publishing software as they relate the K-12 curriculum, students, and teacher productivity.
EME 6417 Interactive Online and Virtual Teaching Environments (3 credit hours)
PR: EME 6507 or C.I. Explores issues and trends in educational and human to computer interactions theories as applied to virtual and online participatory learning environments.
EME 6458 Virtual Teaching and the Digital Educator (3 credit hours)
PR: EME 6417 or C.I. Explores practical applications of instructional theories related to virtual and online participatory learning environments.
EME 6507 Multimedia in Education and Training (3 credit hours)
PR: Graduate standing or C.I. Emphasis on the elements and applications of multimedia programs for use by students and teachers in PreK12 and Higher Education as well as instructional designers in business and industry settings. Includes authoring, design, delivery systems, hardware, software.
EME6601 Instructional Simulations Design in Training and Education (3 credit hours)
PR: EME6613. Integration of ISD methods with simulation systems design, including analysis, design, development and formative evaluation of leading-edge training and educational simulation technologies.
EME 6607 Planned Change in Instructional Technology (3 credit hours)
PR: Graduate standing or C.I. In-depth study of the processes of planned change and adoption/rejection of innovations in educational settings.
EME 6613 Instructional System Design (3 credit hours)
PR: Graduate standing or C.I. Systematic design of instruction including task, learner and context analyses, specification of objectives and learner assessments, instructional strategies and media selection.
EME 6646 Learning, Instructional Design and Cognitive Neuroscience (3 credit hours)
PR: Graduate standing or C.I. The course examines the application of neuroscience research for explaining learning and for designing training and educational systems.
EME 6940 Theory into Practice in Educational Technology (3 credit hours)
PR: Completion of all core courses in educational technology. Practicum in facilitating the utilization of instructional media and information technologies.
EME 6946 Practicum/Internship in Instructional Technology (3 credit hours)
PR: Completion of all core courses in instructional technology. Practicum/internship for the systematic design of training and educational systems.
EME 7634 Advanced Instructional Systems Design (3 credit hours)
PR: EME 6613 or C.I. Analysis of fundamental concepts of theoretical and procedural instructional systems design models with an emphasis on their cognitive origins, pedagogical bases, current and future values.
EME 7942 Doctoral Internship in Educational Technology (3 credit hours)
PR: Completion of Ph.D. core and 75% specialization. Higher education teaching assignment as an intern under a senior faculty mentor in Educational Technology or Instructional Systems.
People have many senses that are used to perceive the world around them. Aside from traditional five senses (sight, hearing, smell, taste, touch) there are others such as kinesthetic or motion sense and vestibular sense commonly known as a sense of balance. As computer technology advances, the means of communication between human and computer broadens to include more senses. At the beginning interaction was based solely on human sight, by reading the output of rather primitive screens that had low number of colors. Soon another form of interaction included arousing the sense of hearing by using sound as a medium for passing information.
Even though most of this definition still applies, we can argue that performing several tasks simultaneously is not reserved for multimedia systems. Additionally, the user centered approach is now a paradigm mostly connected to Human Computer Interaction that is closely connected to MMS but not exclusive.
Right from the very beginning of such systems there is no clear definition or a clear line separating these systems from other information systems. The main problem is that the development in technology constantly influenced the shift in this area. With the invention of World Wide Web and Hypertext Markup Language (HTML), many researchers and professionals linked multimedia informational systems to Web applications. If we put this in the appropriate time frame, it is quite understandable. World Wide Web set a new ground in multimedia. Hyper-linking text, images, and sound was a technological breakthrough in multimedia. However, if we compare a Web application to some other form of multimedia information system such as medical multimedia information system we can acknowledge many differences that are structural, resource vise, and definitely can be identified in development process.
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