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.