Wednesday, April 27, 2011

Deadlines for Spring 2011

May 2nd - Creative Entrepreneurship - Business plan

1. Initial idea
2. Market analysis
3. Business idea and plan for implementation (Gantt chart)
4. First financial calculations

Send ‘draft’ to arnis.sauka@sseriga.edu.lv by Monday, May 2nd.
Length is not so important, contents are!

May 2nd - Experimental Input and Output - Project report delivery

May 3rd - Media Project - Final presentation of the project

May 5 - Creative Entrepreneurship - Business plan presentation

May 9 - Creative Entrepreneurship - Business plan submission

May 13 - Creative Entrepreneurship - Final assignment

May 15 - Avalikud Suhted ja Läbirääkimised - Juhtumi analüüs (10 lk)

• Leida viimase 5 aasta praktikast ettevõte või organisatsiooni õnnestunud või ebaõnnestunud kommunikatsiooni näide ning analüüsida seda (näiteks: EMT, Haigekassa, erakonnad jne). Võib analüüsida eraldi turundust või PR-tegevust või mõlemat koos:
• Ettevõte, organisatsioon, toode, teenus
• (Mis juhtus?)
• Kellele suunatud?
• Mida taheti öelda?
• Kuidas öeldi (sõnastus, kõneisikud, kanalid, vorm, visuaalne keel jne)?
• Tulemused?
• (mis läks viltu?)

May 16th - Experimental Input and Output - Cross-referenced review delivery

May 22nd - Interface and Interaction design - Book summary

Tuesday, March 29, 2011

Media Project - Report nr 2

The process has been going almost as planned.
Percentage of fulfilling the whole plan for now is about 40%


Tasks done so far

1. Defining the idea – what is this project going to be about? 100% done
An infotainment video about organizing an event using social media.

2. Constructing a project plan. 100% done
The full project plan could be seen in the previous post.

3. Reporting of the process
The first reporting of the process took place on the March 1st

4. Storyboarding – Creating storylines, characters, content ideas 80% done
There is a storyline, which is being gradually improved.

5. Preparing the shootings 60% done
I have a software, with which I can do the screen recording and editing. I have spoken to people who will help me to stage a couple of scenarios in Facebook and blog environments. Cameras have not yet been rented and the correct order of shooting the scenes is not confirmed yet.

6. Reporting the process
The second reporting is taking place on March 29th.


Changes

There have been some changes made from the original plan:
  • There will not be a second storyline, which will show the organization of the event as if the social media does not exist. As we thought this would lengthen the video and make it too broad.
  • The main character is probably going to be me as it is going to be difficult to create a fake persona ad build a needed social circle around him to fulfill the idea.
  • Therefore the video will show how I am organizing an event using only social media. It will also show, which applications should be needed to make the process more interactive and comfortable.

Tasks yet to do
  • Shooting
  • Overview of the material
  • Shooting again if needed
  • Editing
  • Final overview and correction
  • Presentation of the project

Monday, March 28, 2011

Interface and Interaction Design

In this course we are working on a project of creating an informal IMKE community site. More information: http://imkeproject.wordpress.com/

Media Project - Project Plan

My project idea is to make a short infotainment video about comparing the possible actions of a user who wants to prepare his birthday party.

He/she is looking for:
• A place for the party
• A Band or DJ
• Possibilities to send invitations to his friends

One storyline will follow his steps while he is using social media to do it and the other line shows his information seeking through web sites and browsing as if the social media does not exist.

The goal of this video is to show the possibilities of social media and corporate websites on the users point of view.


Tools
• Computer with internet connection
• Video camera
• Photo camera
• Screen recorder software
• Editing software


Project team
Project manager (idea, management, production, editing) – Kerstin Sonts
Project assistant (camerawork, technical help, editing) – Berit Piho


Tasks and timeframe
Feb 15 Defining the idea – what is this project going to be about?
Feb 22 Constructing a project plan
Mar 1 Reporting of the process
Mar 7-13 Storyboarding – Creating storylines, characters, content ideas
Mar 14-27 Preparing the shootings
• Creating the needed environment
• Preparing the order of shooting the scenes
• Casting for actor
• Renting cameras
Mar 29 Reporting the process
Mar 28-Apr 3 Shooting
Apr 4-13 Overview of the material
• Shooting again if needed
Apr 14-24 Editing
Apr 25-May 1 Final overview and correction
May 3 Presentation of the project

Monday, February 7, 2011

Digital marketing campaign - Barbie and Ken


Today I read an interesting article from Mashable.com. The giant toy company Mattel Inc. launched a campaign to reunite the girls' all time favorite dolls Barbie and Ken. The legend says, that Barbie and Ken split up in 2004, when Barbie started dating with another male doll, calleb Blaine. As Ken is turning 50 this year, the great campaign is devoted to Ken's efforts for getting Barbie back. In my opinion, it is one of the best campaigns I have ever heard about.

Social media used:
  • Facebook
  • Twitter
  • Foursquare
  • YouTube

Both Barbie and Ken are active in social media and post statuses, photos and videos just like every other person. Ken is characterised as an ultimate manly, but sensitive and romantic perfect boyfriend, who uses every possibility to show Barbie his love and impress her with his actions.

What intrigues me the most is the consistency and premediation of the campaign. The campaign uses an existing brand, which keeps up with time and new trends. There has been a legend generated around these toys, which involve beauty, love and perfection. These keywords assure that the concept never goes out of fashion. Everyone has tried to impress their loved ones, or had issues with their ex. By using the brand, making it contemporary and creating a feeling that people can identify themselves with these characters, the success is guaranteed.



Friday, January 28, 2011

Generative Content Creation - Post 3

For the third assignment in Generative Content Creation, we looked at numerous examples of generative art. It was really amazing to see, what these artists have come up with. Generally simple ideas have been merged with other ideas in unpredictable ways and then could be manipulated again by the viewer.

The assignment involved applying the concepts and theories learned in previous posts on real generative art examples.

With the first assignment we looked into the field of multimedia and new media. Manovich (2001) brought out some good statements and observations in his article. The most intriguing for me was the part where he described how everything is being transformed into computer-mediated form. Every piece of information found on the Internet, be it images, videos, podcasts, music, text or animation, everything consists of ones and zeros. Therefore it could be easily manipulated and as a result made to something different.

The second assignment had us reading articles about generative art, to understand this term better and to get an overview of the background and theories of this type of art. According to Galanter (2003) generative art refers to any art practice where the artist uses a system, such as a set of natural language rules, a computer program, a machine, or other procedural invention, which is set into motion with some degree of autonomy contributing to or resulting in a completed work of art.

Although the system, which is used in the creation of generative art could be anything from natural language rules, a machine or other procedural invention, I guess the main emphasis at least in the light of this course is the computers involvement. As I described previously, all the information in the computers really consists of small particles and these of smaller particles etc, which could be manipulated, changed and altered in many different ways. If the systems and programs are created which use this data to create something new, attractive and interesting, then generative art is created.

Some interesting examples of generative art practices:


Jörg Pininger is a musician, poet and media artist. The application he created for iPhone is a mix of all of his talents. As described on his website the app "abcdefghijklmnopqrstuvwxyz" is a sound toy, a performance tool and an art work in its own right. "You can play with the letter-creatures and watch and listen how they interact with each other or use them to produce soundscapes like you would with an electronic musical instrument. "abcdefghijklmnopqrstuvwxyz" blends art, biology, fun and physics to create a unique, dynamic and interactive sound ecology" (joerg.piniger.net).

Pininger's application is a good example of generative art, as it has all the characteristics of generative art, complex systems and allows manipulation by the user. The user can choose how to interact with the application. Each order gives a feedback and results in new sound or visual pattern on the display. The sounds can be formed into generative music and the lines, created by the flying letter, could form a digital painting.




This is an iPhone application made to imitate the creation of Jackson Pollocks paintings. Jackson Pollock was mentioned in several articles which discussed the meaning of generative art. Galanter argued, whether Pollock could be called a generative artist or not, as his techniques of painting were rather random that systematized.


http://www.bestiario.org/research/flow/

This application represents the chronology of tagging process on wikipedia articles Santiago Ortiz and his team have been selecting for their research. This application uses the data available in the Internet and combines it into a visually attractive and informative systematic form. By moving the arrow over the graph, each sector lights up and the information about this research topic could be seen.

The second example from Ortiz also uses the data from the Internet. It is a tridimensional scheme, which represents the strength of relations between cities from searches on google. The user can turn the globe and look at the different cities, their coordinates and the results from Google. The methodology of the generation process is described as well.

http://bestiario.org/research/citydistances/

To conclude, the topic of generative media was new for me. It was interesting to see how the art, technology and information connect to each other and create amazing artwork. Some of the artworks and their intentions still remained a little vague for me but probably it takes time and practice to understand this topic a little better.

Galanter, Philip. 2003. What is generative art? Complexity theory as a context for art theory. In In GA2003–6th Generative Art Conference http://www.generativeart.com/on/cic/papersGA2003/a22.pdf.

Manovich, Lev. 2001. The Language of New Media. Massassuchets: MIT Press. http://www.manovich.net/LNM/Manovich.pdf

Wednesday, December 15, 2010

Task 14 - New Interactive Environments

What is it you are going to take with you from this course, be it negative or positive experience, content-related or organisational aspects and so on? Write down your experiences, observations, reflections on your Weblog.

What I did gain from this course were some good articles to use for other courses, the concept of activity theory, I got to know about PLENK course and MOOCs in general and Flashmeeting application. So actually some interactive environments.

In general I was not satisfied with the organization of the course. It seemed like there were a lot of demands from the lecturers side but not so much effort spent. It felt like we were just given tasks just because something had to be given. The whole concept was vague and to admit it, did not motivate to give a 100% from my side either.

I would make some recommendations for the next year:
  • The concept of the course should be really thought through and argumented
  • The timeframe and expected results should be specified
  • If it is not possible to give all the tasks at once, there should be a certain time when the students can expect the new tasks
  • If the course starts in the middle of the semester and most of the students are from IMKE, it is not a very good idea to spend so much time on defining the term "interactivity" as it has been done in almost all the courses so far.
  • It is useful to provide some new interesting knowledge regarding the topics of the course, even if they are not part of the tasks, they may be interesting to investigate by the students
  • Maybe there could be some interactive environments tested and reviewed by the students, which would make the tasks more practical
Things that I liked:
  • The assessment process was clear and easily followable
  • The reflections of the tasks by Terje
  • The task of comparing Plenk10 and NIE course
  • The different tools used in the process of the course as some of them were new to me