Digital Entertainment: Investigate stage Summative

Challenge:
There are many different forms and ways of entertainment. The use of information technology has contributed to perfecting or hindering the way we are entertained.  The entertainment industry has witnessed enormous growth either directly or indirectly linked to information technology.

Your task will be to identify any form of an entertainment related problem that can be solved using information technology. The problem should be clearly described and the clients’ current way of entertainment described. The problem description should include the current limitations, with detailed explanation of why you think an IT solution will be the best.

Examples:

-          The residential manager requires an IT product to celebrate the talents of the residential students, the talents my include tricks, magic, poems etc. What IT solution will be required for this case?

-          A parent is organizing a birthday party for his son. The parent requires a game that the son and his friends will play during the birthday party. What software and what kind of a game can be designed for this kind of problem?

-          A dance group has been requested to produce an IT product that be used for entertainment reference in future or teach some dancing lessons. What kind of solution will best fit this kind of problem?

Levels	Task Specific Descriptor
0	The student does not reach a standard described by any of the descriptors given below. descriptors given below
1-2	The student states the problem. The student investigates the problem, collecting information from sources. The student lists some specifications.
3-4	The student describes the problem, mentioning its relevance. The student investigates the problem, selecting and analyzing information from some acknowledged sources. The student describes a test to evaluate the product/solution against the design specification.
5-6	The student explains the problem, discussing its relevance. The student critically investigates the problem, evaluating information from a broad range of appropriate, acknowledged sources. The student describes detailed methods for appropriate testing to evaluate the product/solution against the design specification.

The Basics of Digital Entertainment

Discuss in pairs and make short notes.

Read the article in the link below;

http://mashable.com/2011/12/14/entertainment-trends-2011/

Do you agree that these are the major trends? What else has transformed digital entertainment?

Read the article in the link below;

http://www.marketingpilgrim.com/2011/05/more-people-are-turning-to-the-internet-for-entertainment.html

Do you agree that people are turning to the internet for entertainment? Why is that so? 


You tube Video
http://www.youtube.com/watch?v=LB1Ssc-x0EI

 
Entertainment

What would be your definition of entertainment?

 Traditional Entertainment

• List at least  five ways that people used to be entertained before the digitizing entertainment.
• What were the benefits of the traditional entertainment?
• What were the challenges of traditional entertainment?
• How were the challenges overcome?

Digital Entertainment

• List at least 10 digital or online entertainment solutions/products you know
• What makes digital entertainment the most preferred means of entertainment.

Computer Basics
All computer process and stores data in binary form. The two bits used by a computers  are      0 & 1
Obtain notes on

• Bits, Bytes, KB, and GB, TB

Why are the following so important while using entertainment programs.

• Dpi and pixels
• Resolution
• Memory size
• Processor Speed

Hardware
Define the following hardware gadgets and explain how they have impacted digital entertainment.

• Joysticks
• Smartphones/ Mobile phones
• DVD's and DVD drives
• Wireless network- Bluetooth and infra red
• VR Goggles
• Webcam ,digital cameras and video cameras
• Ipods
• Kindles / Tablets
• PSP / Nintendo

Digital Entertainment Unit

Introduction

The most popular tools are freely used online are programs that entertain us. The gadgets we own or carry around with us are in most times used for entertainment. The packaging and presentation of the entertainment is critical in reaching and pleasing the targeted audience. Entertainment comes in different forms and ways. What was to entertain in the past is not the same today.

Question to ponder: How has technology changed entertainment? How different is the digital entertainment different from the traditional entertainment?

This unit is aimed at investigating and understanding the digital technologies in use, their impacts and solutions to any problems arising from their use. There are many digital entertainment solutions but their effectiveness vary from tool to another. Different software tools are used to develop the different entertainment solution.

Unit Title: Digital Entertainment

AOI Human Ingenuity: Student will develop digital products that can be used to entertain.

Significant Concept: The choice of a technology for entertainment determines the success or failure of its productiveness.
 
AK Focus
Pluralism: How has IT in entertainment influenced our perception?
 
Unit Question: To what extend has information technology influenced entertainment?

Evaluate Stage:Digital Activism Unit

In the evaluate stage, you are expected to evaluate the product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society and/or the environment. You are also expected to explain how the product/solution could be improved as a result of these evaluations.

You are further expected to evaluate your own performance at each stage of the design cycle and to suggest ways in which your performance could be improved.

Levels	Task Specific Descriptor
0	The student does not reach a standard described by any of the descriptors given below.
1-2	The student evaluates the product/solution or his or her own performance. The student makes some attempt to test the product/solution.
3-4	The student evaluates the product/solution and his or her own performance and suggests ways in which these could be improved. The student tests the product/solution to evaluate it against the design specification.
5-6	The student evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment.

Note the moderation report extract below for this stage;
What affected most student's achievement was a lack of appropriate product testing. Students generally limit this to obtaining feedback, yet this is not always directly linked to the design specifications. Appropriate testing methods should be described in the investigation stage, while evidence of success should be included in the evaluation. Students should the base an objective evaluation of the product on the results of testing. Feedback could be used more effectively when evaluating a product's impact.

Digital Activism; Plan Stage

In this stage you will develop a detailed Plan that shows:

• A logical sequence of work that describes how each of the skills and techniques will be applied; describes the duration of time for each sequence and resources to be used
• logical steps to take that leads you to creating your chosen product 
• Justification of any modifications to the design
• An evaluation of the plan in terms of how realistic, logical, achievable the plan is.

A Gantt chart and the Creation plan are recommended to be used.

The Gantt chart should be realistic, simple and very neat.

Creation Plan should give details of what skills/techniques will be used, what resources will be used, when they will be used and some evaluation of the use.


Assessment criteria
0
The student does not reach a standard described by any of the descriptors given below.
1-2
The student produces a plan that contains some details of the steps and/or
the resources required.
3-4
The student produces a plan that contains a number of logical steps that
include resources and time. The student makes some attempts to evaluate
the plan.
5-6
The student produces a plan that contains a number of detailed, logical
steps that describe the use of resources and time. The student critically
evaluates the plan and justifies any modifications to the design.

Design Stage Activities

Web designs Processes and ideas
http://webdesignledger.com/inspiration/18-great-examples-of-sketched-ui-wireframes-and-mockups
http://speckyboy.com/2011/05/29/20-effective-examples-of-web-and-mobile-wireframe-sketches/

http://maquinastudio.com/blog/2009/08/the-fine-art-of-wireframing/


Storyboard Sketches and Ideas
http://akvis.com/en/sketch-tutorial/examples/create-storyboard.php

http://www.joebenton.co.uk/blog/tag/fireKills/

http://art348.blogspot.com/

http://www.claytowne.com/beats-digging-ditches/branding-design/storyboard-design/storyboard-for-oracle-java-rap-video/

Database Designs And Sketches
http://blogs.devart.com/dbforge/how-to-create-a-database-diagram-using-a-sketch-image.html

Design Stage: Digital Activism

You are expected to generate several feasible designs that meet the design specification and to evaluate these against the design specification. Then select one design, justify your choice and evaluate this in detail against the design specification.

The designs can be drawn on paper or designed using an appropriate software but submitted in hardcopy

Assessment Criteria

0
The student does not reach a standard described by any of the descriptors given below.

1-2
The student generates one design, and makes some attempt to justify this against the design specification.

3-4
The student generates a few designs, justifying the choice of one design and fully evaluating this against the design specification.

5-6
The student generates a range of feasible designs, each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification.

Research And In-text citation Activities

The links below will be used for our class activities today

http://www.universitybusiness.com/article/new-definition-marketing

   http://seanseo.com/business/old-vs-new-marketing-techniques/

 

http://www.marketectsinc.com/industrial-marketing-blog/118-7-reasons-why-marketing-is-important-even-if-youre-making-money-without-it http://www.jbmediagroupllc.com/2012/01/internet-vs-traditional-marketing/ http://finance.ninemsn.com.au/smallbusiness/sellingonline/8124478/creating-a-business-website-a-step-by-step-guide http://www.websitemagazine.com/content/blogs/posts/archive/2012/08/23/incorporating-parallax-scrolling-into-your-website.aspx

Investigate Brainstorm Activity

Use the questions below to guide your investigate stage process.

Problem description

What problems are you considering to address in this unit?

List possible clients (for each problem)?

How the problem/issue currently being addressed?

Design Brief:

What will you create?

Why do you think the stated product above is the best solution?

Secondary Research

What are the five most important things you need to know about one main problem/issue?

What are the five most important things you need to know about the product?

Identify at least four different sources that you will use for your research

Primary Research

Who will be your primary expert or source of information in regards to the product to be created? Why ?

Design Specs:

What are the most important features that you will like to see in your product?

 

Test strategies

How will you test the success of your product.( At least three ways)

Digital Activism Investigate Stage

Use the research initial undertaken to start you work on investigate

The final investigate stage should not exceed 8 pages of font 12 Times New Roman. All responses should be in paragraphs with sub-headings for clear identification. APA in-text citation and APA format of referencing should be applied. The process journal must be used throughout the design cycle.


Challenge
Your challenge is to identify a client  who will need a product that will be useful in creating awareness of pertinent issues in your community, city, or country. You will need to identify a client with a realistic problem and that will have an IT solution developed. You need to identify problem that you will be passionate in developing a product for.

Examples
An comic book to educate women on their voting rights. Client religious leader or IBEC official

Website for a presure group in Mombasa. Client pressure group leader.

You will have the following headings in your investigation:
Description of the problem.
Design Brief.
Secondary research on the problem and the technology of choice
Primary research
Design specification
Test strategy
Bibliography

Investigate Assessment criteria

Level 0
The student does not reach a standard described by any of the descriptors given below.

Level 1–2
The student states the problem. The student investigates the problem, collecting information from sources. The student lists some specifications.

Level 3–4
The student describes the problem, mentioning its relevance. The student investigates the problem, selecting and analysing information from some acknowledged sources. The student describes a test to evaluate the product/solution against the design specification.

Level 5–6
The student explains the problem, discussing its relevance. The student critically investigates the problem, evaluating information from a broad range of appropriate, acknowledged sources. The student describes detailed methods for appropriate testing to evaluate the product/solution against the design specification

Digital Activism Unit

Unit Title: Digital Activism


Introduction

Issues and problems affecting the immediate community can go underground unnoticed. The bureaucracies or governments and other interested parties tend to curtail any awareness that will change the status quo. Information technology solutions have in the rest past been used to change the leadership of oppressive governments and alter what seem to be serious issues for change in communities. Different technologies have been used popularly to communicate ideas, create awareness to issues in the society. The technologies can be used to inform, to persuade, and even to spark awareness. With the many current IT related technologies, our messages and stories can be told with more clarity, emotion, and with impact.

AOI
Community and Service: Important community issues are shared using different mediums. The many problems of different individuals can be solved by the choice and means we use to relay the information to influence decision.
ATL: Thinking, organization and information literacy

AK Focus : Governance and Civil society:

Unit Question:

How can Information technology effectively highlight the issues affecting my community?

 

Initial Reseach before investigate

Answer the following question in the handout provided

 

What is activism? And who is an activist?

Then, how would you define digital Activism?

What are the different ways that issues of the communities have been brought to light?

What are some of the challenges of using the traditional methods for Activism?

Social Media and Activism
Read the following news article titled: Russians use Facebook to protest alleged election fraud
http://www.zdnet.com/blog/facebook/russians-use-facebook-to-protest-alleged-election-fraud/5975
Why did the protesters use facebook?

What were the benefits of using facebook to protest?

Video for Activism
Read and watch any video if possible on the topic titled: 5 Great examples of Activism through web video
http://socialtimes.com/5-great-examples-of-activism-through-web-video_b15316
Why do you think the activists the above articles opted to use a video to highlight their issues?

Do you think there are limitations in using videos for their purposes?

Website for Activism
Study the following website for activism

Free Child project http://www.freechild.org/youth_activism_2.htm

Clean water http://www.emergepovertyfree.org/donate/clean-water

Cruelty against animal http://www.woaw.org.au/14andOver/cruelty-prevention/?gclid=CLT4nMi96rECFUR76wodyGYAsA
Why did the owners of the above websites opt to design websites to solve their problem instead of other solutions?

Animation and Activism
Watch the following animations designed for activism share the reason animations where used in this case
Universal declaration of human rights http://www.youtube.com/watch?v=hTlrSYbCbHE
An Environmental Activist Aniboom Animation: http://www.youtube.com/watch?v=AagOjHpHJ0k

What are the strengths and limitation of using animations solutions for activism?

Music and Activism
Read the following slide share http://www.slideshare.net/emoir/political-activism-in-music
Listen to Political Music activist http://www.carolhansengrey.com/activism/Musical_Activism.html
Watch and listen to XYZ Music http://www.xyzshow.com/freeshow1.php

Among the song listened to,  which was your favorite any why?

Outline other IT solutions that can be developed for Activism?

YEAR 10 CT EXAM AREAS TO BE TESTED

The following are some of the Examination Areas to be tested

Digital Activism Unit

• IT technologies used for activism
• How the technologies work or have been used by stakeholders
• The impact of using those technologies
•  Issues resulting from using the technologies

Sport Technology Unit

• Review of some sport Information technologies in use
• Examine how the technologies work/function are the role played by stakeholders in their
• The impact of using sport information technologies in different sports
• Issues resulting from using the sport information technologies and solutions to some of the related problems

Digital Entertainment Unit

• Review of some entertainment Information technologies tools in use
• Examine how the technologies work/function in particular sectors of entertainment
  
• The impact of using  information technologies in entertainment
  
• Issues resulting from using the information technologies in entertainment and solutions to some related problems

 N/B
-All the three sections will be tested
-You will need to familiarize your self with the following command terms before the examination
                  

Design Stage: Digital Entertainment Unit

Task
You will develop atleast three appropriate designs befitting your product; The designs can be
a) drawn on an A4 paper or
b) designed using an appropriate software but submitted in hardcopy.

Each of the designs should of very good standard and should be measured against the design specifications with a brief self evaluation of each.

The final design should be fully Justified

Assessment Criteria
0
The student does not reach a standard described by any of the descriptors
given below.
1-2
The student generates one design, and makes some attempt to justify
this against the design specification.
3-4
The student generates a few designs, justifying the choice of one design
and fully evaluating this against the design specification.
5-6
The student generates a range of feasible designs, each evaluated
against the design specification. The student justifies the chosen design
and evaluates it fully and critically against the design specification.

NB
Please use the provided checklist to guide your process of this stage.

Investigation Activities

Write some notes in your books or prepare or use Prezi software to describe the information below. The information relates to the unit digital entertainment.
a) What is the difference between and definition of computer graphics, digital media, and multimedia?
b) Distinguish between bitmapped graphics and vector Graphics. List at least four differences between them.
c) Define: pixel, color depth, resolution
d) What is an interactive multimedia and hypermedia?

Your prezi software should atleast include a useful video and apply the various prezi techniques available.

Investigate Stage: Digital Entertainment

Challenge
There are many different forms and ways of entertainment. The use of information technology has contributed to either improving or worsening the way we are entertained. Your task is to identify a problem that can be addressed through the use of digital entertainment solutions. The problem should be clearly described and the clients current way of entertainment describe. The problem description should include the current limitations the client is facing and detailed explaination of why you think an IT solution will be the best.

Examples:
-An artist entertains by drawing his comic work manually, this takes a long time: Is there a software that can be used by the artist to speed up his work?

-A music student is learning manually how to play an instrument; The student is frustrated, and does know if there is progress; can a website with collected lessons about the instrument be a solution? or what other solution do you foresee?

The final investigate stage should not exceed 6 pages of font 12 Times New Roman. All responses should be in paragraphs with sub-headings for identification. APA in-text citation and APA format of referencing should be applied. The process journal must be used throughout the design cycle

The investigation document should use the following sub-heading where possible: Description of the problem, Design Brief, Secondary research(problem and Technology), Primary research, Design specification, Test strategy, Bibliography.

Assessment criteria
Level 0: The student does not reach a standard described by any of the descriptors given below.

Level 1–2: The student states the problem. The student investigates the problem, collecting information from sources. The student lists some specifications.

Level 3–4: The student describes the problem, mentioning its relevance. The student investigates the problem, selecting and analysing information from some acknowledged sources. The student describes a test to evaluate the product/solution against the design specification.

Level 5–6: The student explains the problem, discussing its relevance. The student critically investigates the problem, evaluating information from a broad range of appropriate, acknowledged sources. The student describes detailed methods for appropriate testing to evaluate the product/solution against the design specification.

Useful reading and research;

Digital Entertainment Unit

Introduction
As we live in this life, were are either entertained or we entertain. The packaging and presentation of the entertainment is critical in reaching and pleasing the targeted audience. Entertainment comes in different forms and ways. The means that was used to entertain in the yester years are not the same means used today.
Question to ponder: Which group of people would you like to entertain? What will be the entertainment? what IT tool will you use and Why?

This unit is aimed at investigating and understanding the digital technologies in use, their impacts and solution to any problems arisng from their use. There are many digital entertainment solutions but their effectiveness vary from tool to another. Below are the details of our next unit

Unit Title: Digital Entertainment
AOI Human Ingenuity: Student will develop digital products that can be used to entertain.
Significant Concept: The choice of a technology for entertainment determines the success or failure of its productiveness.
AK Focus
Pluralism: How has IT in entertainment influenced our perception of other people?
Unit Question: To what extend has information technology influenced the way we entertain?

Digital Entertainment Unit
Develop a mind-map or a brainstorm that will guide your entire process of the design cycle. The brainstorm can be drawn or you can use any software. The Brainstorm should show atleast two possible aternatives to the following;
Investigate Stage
-the Problem
- the Client
- the product
- the primary sources
- Testing strategy
Design stage
- Design types
Plan stage
- Planning tools

Project proposal
Use the provided project proposal document to fill in the details for your next CT project.

Examples of Smart Programs

Attempt using the following examples of smart programs
Task A
Talk with ELIZA in the link below.
http://www-ai.ijs.si/eliza/eliza.html

Talk to A.L.I.C.E in the link below
http://www.pandorabots.com/pandora/talk?botid=f5d922d97e345aa1
Who do you think is smarter between the two and why?

Task B
Attempt the expert programs or the simulations in the link below. Which of the listed i more meaniful and why?
http://www.exsys.com/demomain.html

Natural Language Program
-Try to ask question and see the responses: Do you think the program can answer all question correctly? Why
http://start.csail.mit.edu/

Can the computer Quess correctly
Think of an item and answer 20 questions to see if the computer can guess it.
http://www.20q.net/

Translation Programs
- Can the computer translate a language better than a human?
-Tryout trnaslations below and see the translation in the other languages
http://translate.google.com/#

Teach baby Rose
-Try teaching baby Rose somethings and see how she learns: What is your observation?
http://teachrose.com/rose/src/talk.php

Evaluate stage : Sport Technology Unit

In this stage you are expected to evaluate the product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society and/or the environment. You are expected to explain how the product/solution could be improved as a result of these evaluations.

You will also be expected to evaluate your own performance at each stage of the design cycle and suggest ways in which your performance could be improved. It is important that you review the methods of testing used and client's feedback evalauted.

Assessment criteria
0: The student does not reach a standard described by any of the descriptors given below.

1-2: The student evaluates the product/solution or his or her own performance. The student makes some attempt to test the product/solution.

3-4:The student evaluates the product/solution and his or her own performance and suggests ways in which these could be improved.The student tests the product/solution to evaluate it against the design specification.

5-6:The student evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment.

News Item on Sports Technology

Read the news item assigned and share more to the class on the technology

http://sports.tmcnet.com/applications/listAll.aspx

Create Stage: Sports Technology Unit

You will start creating the product/ IT solution by following your Plan and taking into consideration the choosen design. The Created product should show
- Thorough competence in the use of IT tools
- Fully justified any modifications to the original design in Journal
- Original and outstanding solution with many IT techniques applied.

The process journal should be used frequently to document progress in this stage.This should be done at the end of each class and any time you have done some work at home or at school. Ideas in the journal could include:
- A description of what you accomplished and/or learned last class and/or for homework; any changes you made to your original plan (and why you made the changes; Any limits (of the software, your time, or your skills) that have prevented you from following your plan; Any new ideas you’ve had while creating the product. Mention what gave you the idea; any successes you’ve had, especially something you figured out on your own
· any difficulties you’ve run into (and how you solved them).
· your plans for next class (and any work you plan to do at home)
· how you feel about the project now, and/or
· anything else that’s relevant

Appropriate quality: Ensure that the best possible product / solution is produced, taking into account the resources available, the skills and techniques used. Also, show how the product/solution addresses the identified need.

Assessment criteria
0
The student does not reach a standard described by any of the descriptors given below.
1-2
The student considers the plan and creates at least part of a product/ solution.
3-4
The student uses appropriate techniques and equipment. The student follows the plan and mentions any modifications made, resulting in a product/solution of good quality.
5-6
The student competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.

Computer Simulation

Obtain notes on the following

What is computer simulation

What are the different application areas of simulation programs.

List down the various benefits of using simulations

Research for four examples of simulation applications in sports

Study the simulation techniques in http://www.stagecast.com/ and any other links for simulation styles.

Use http://www.teach-ict.com/
http://www.igcseict.info/

Plan Stage: For Sports Technology Unit

The design to be used for create is known by now. In this stage you will develop a detailed Plan that shows:
i) a logical sequence of work that shows & describes how you will spend your time and resources
ii) logical steps to take that leads you to creating your chosen product
iii) An evaluation of the plan in terms of how realistic, logical, achievable the plan is.
iv) Justification of any modifications to the design.

N/B: The evaluation of the plan will be done before create.

Assessment criteria
0
The student does not reach a standard described by any of the descriptors given below.
1-2
The student produces a plan that contains some details of the steps and/or
the resources required.
3-4
The student produces a plan that contains a number of logical steps that
include resources and time. The student makes some attempts to evaluate
the plan.
5-6
The student produces a plan that contains a number of detailed, logical
steps that describe the use of resources and time. The student critically
evaluates the plan and justifies any modifications to the design.

Sports E-marketing

Write brief notes on the following;

What is E-marketing?

There are several ICT technologies that have been used to market sports.

Describe an example from research on how each of the technologies below have been used in marketing sports, sports products, sports equipment or anything related to sports and why?

- videos
- Music
- Animations
- Online magazine
- Websites
- Simulations

Sports GPS; Sensors

GPS
-What is GPS?

- Read the notes in the link below and write down some examples of mobile phones GPS application

http://www.iphoneness.com/iphone-apps/5-best-sports-gps-apps-for-iphone/

Sensors
Read the articles in the links below
http://www.switched.com/2007/12/17/sensor-equipped-soccer-ball-tells-referees-when-it-crosses-the-l/


http://swingspeedradar.com/


- What are the different types of sensors?

- Write down the different sensors applications in sports?

Design Stage for Sports Technology Unit

For this stage you will develop atleast three appropriate designs befitting your product; The designs can be drawn on only an A4 paper or designed using an appropriate software but submitted in hardcopy.

Each of the designs should be measured against the design specifications with a brief personal self opinion of each.

The final design should be fully Justified.

Assessment Criteria
0
The student does not reach a standard described by any of the descriptors
given below.
1-2
The student generates one design, and makes some attempt to justify
this against the design specification.
3-4
The student generates a few designs, justifying the choice of one design
and fully evaluating this against the design specification.
5-6
The student generates a range of feasible designs, each evaluated
against the design specification. The student justifies the chosen design
and evaluates it fully and critically against the design specification.

Note:
Please refer to your previous design stage comments or other examplars.

CAD / CAM

Notes for CAD /CAM

http://teach-ict.com/gcse/software/cadcam/miniweb/pg2.htm