MULTIMEDIA JOURNALISM: AUTHORING FOR INTERACTIVE MEDIA
| Title | MULTIMEDIA STORYTELLING: AUTHORING FOR INTERACTIVE MEDIA / MULTIMEDIA JOURNALISM: AUTHORING FOR INTERACTIVE MEDIA |
| Code | DIM111 |
| Faculty | Social and Economic Sciences |
| School | Journalism and Mass Communications |
| Cycle / Level | 1st / Undergraduate, 2nd / Postgraduate |
| Teaching Period | Spring |
| Coordinator | Charalampos Dimoulas |
| Common | Yes |
| Status | Active |
| Course ID | 600013106 |
Programme of Study: Master of Arts in Digital Media, Communication and Journalism-R
Registered students: 7
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| European Journalism | Elective Courses | 2 | 1 | 10 |
| Digital Media, Culture and Communication | Elective Course belonging to the selected specialization (Elective Specialization Course) | 2 | 1 | 10 |
| Risk Communication and Crisis Journalism | Elective Courses | 2 | 1 | 10 |
| Academic Year | 2023 – 2024 |
| Class Period | Spring |
| Faculty Instructors |
|
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600247379
|
Class Schedule
| Building | Αμφιθέατρα Νομικής & Κοινωνικών και Οικονομικών Επιστημών |
| Floor | Ισόγειο |
| Hall | Εργαστήριο Ηλεκτρονικών ΜΜΕ (399) |
| Calendar | Δευτέρα 17:00 έως 19:30 |
Course Type 2021
Specific Foundation
Course Type 2016-2020
- Scientific Area
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600247379
- At the Website of the School: https://media.jour.auth.gr/course/multimedia-journalism-authoring-for-interactive-media/
- eLearning: https://elearning.auth.gr/course/view.php?id=9802
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
- English (Instruction, Examination)
Learning Outcomes
Comprehend multimedia content production, pre- and post-processing tools, multimedia authoring and media assets integration.
Understand multimedia application packaging and distribution strategies.
Understanding the role of multimodal digital content and its metadata in the New Media landscape towards the transition to the Semantic Web (Web 3.0 and beyond).
Acquire the demanded technological know-how and skills in order to fully exploit the potentials of New Media in digital content production, authoring, sharing, accessing and interacting, including augmented documentation through semantic tagging.
Comprehend and adapt with the new digital content production roles in both media organizations and UGC models.
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Adapt to new situations
- Make decisions
- Work in teams
- Work in an international context
- Work in an interdisciplinary team
- Generate new research ideas
- Design and manage projects
Course Content (Syllabus)
One of the most fundamental skills of a (professional/citizen) journalist is to know how to tell a story and hold people’s attention. In the modern digital media newsrooms, there is a need for training journalists in producing multimedia content. News designing in a visual structure is a new role that journalists and media/communication professionals have to deal with. Pictures, videos, infographics, maps, social media posts, podcasts are used to design a news story in a linear or non-linear way.
This course aims to teach students how to create news stories with multimedia tools, creating an engaging experience for the audience. During this skills-oriented course, students are called to design and implement a multimedia project around news/informing and communication topics. Hard skills of multimedia projects implementation and management and soft skills on creative thinking, collaboration, time-management, problem-solving and effective communication are developed, promoting multidisciplinary collaboration and production. Several contemporary examples of successful multimedia storytelling projects will be discussed, to capture the latest trends in the field.
Starting from the introduction to storytelling as a communication tool and the shift from traditional to digital principles, the learning path leads from the conception of a creative idea to formulation of a technical project plan. Emphasis is given to the specific characteristics and also to the medium that is suitable for each content type. The students work hands-on individually and in groups in the laboratory, with practical exercises that include animated material and interactive multimedia content and make it available through various technologies. These utilities may include the creation of user interfaces and interactive prototypes (mockups on Balsamiq Studios, Figma, etc.), web design services (Wix, etc.), interactive video authoring and publishing (YouTube, h5p.org, etc.), social networking (Facebook, Twitter, Instagram etc.) and others. Overall, students are organized into teams that undertake a multimedia project, carrying out the individual phases of analysis, design, development and evaluation.
Keywords
multimedia authoring, storytelling, prototyping, interactive interfaces
Educational Material Types
- Notes
- Slide presentations
- Audio
- Multimedia
- Interactive excersises
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Laboratory Teaching
- Use of ICT in Communication with Students
- Use of ICT in Student Assessment
Description
The lectures include powerpoint slides.
The students get hand-on training on software, including: design and image manipulation, office, website creation, interface prototyping, multimedia authoring.
Communication is supported with email, zoom calls, forum posts on elearning.
The students upload their assignments to be evaluated.
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | ✓ | ||||
| Laboratory Work | 26 | ✓ | |||
| Reading Assigment | 30 | ✓ | ✓ | ||
| Project | 150 | ✓ | |||
| Written assigments | 50 | ||||
| Total | 256 |
Student Assessment
Description
Participation & Presentation - 30%
Presentations and verbal contributions by all students are essential. It is expected that students attend each class, do the required readings in advance of classes and participate actively in group discussions. Students will make a conference-type presentation (15’ & ppt) of their implemented project (main idea, objectives, design, prototyping and overall anticipated outcome), in advance of the multimedia products submission / distribution, aiming at fostering group discussion and using feedback to revise/improve final version. A final presentation will be also made and supported as complementary to project demonstration and evaluation (at the end of the course, during the exams period).
Written Lab Report– 30%
Each student / team will write a Lab report (roughly 10.000 words, incl. references), presenting all the aspects of the multimedia production project (and its dissemination). Among others, production evaluation will be conducted and included in this report, along with references and all the accompanying material (text, audio, video etc.) that would be involved in all phases of the production (analysis, planning – designing, development, distribution, dissemination, evaluation etc.).
Content production project– 40%
Each student / team will proceed to the implementation and dissemination of a multimodal content project, which will have to be uploaded / published through Internet, Social Media and/or other computing platforms /terminals that favor enhanced human computer interaction (i.e. mobile phones, tablets etc.).
Student Assessment methods
- Written Assignment (Formative, Summative)
- Oral Exams (Formative)
- Performance / Staging (Formative, Summative)
- Report (Formative)
- Labortatory Assignment (Formative)
Bibliography
Additional bibliography for study
Balsamiq [low-fidelity UI wireframing] Retrieved on 7 February 2023 from: https://balsamiq.com/learn/
Chatzara, E., Kotsakis, R., Tsipas, N., Vrysis, L., & Dimoulas, C. (2019). Machine-assisted learning in highly-interdisciplinary media fields: A multimedia guide on modern art. Education Sciences, 9(3), 198.
Dimoulas, C.A. (2020). Multimedia, in Merskin Debra and Golson, J. Geoffrey (Eds.). The SAGE International Encyclopedia of Mass Media and Society.
Figma [high-fidelity interactive prototyping]. Retrieved on 7 February 2023 from:
https://help.figma.com/hc/en-us/categories/360002042553-Figma-design/
Markova, V., & Sukhoviy, O. (2020). Storytelling as a Communication Tool in Journalism: Main Stages of Development. Journal of History Culture and Art Research, 9(2), 355-366. doi:http://dx.doi.org/10.7596/taksad.v9i2.2516
Palioura, M., & Dimoulas, C. (2022). Digital Storytelling in Education: A Transmedia Integration Approach for the Non-Developers. Education Sciences, 12(8), 559.
Shneiderman B., Plaisant C., Cohen Μ., Jacobs S. (2010). Designing the User Interface: Strategies for Effective Human-Computer Interaction. Addison-Wesley Publ. Co., Reading, MA (5th Ed.).
Vaughan, T. (2014). Multimedia: making it work. 9th Ed., McGraw-Hill Osborne Media.
Wix [web building /CMS platform] (N.D.). Wix help center. Retrieved on 7 February 2023, from https://support.wix.com/en/
Laws of UX. Retrieved on 7 February 2023: https://lawsofux.com/
Yablonski, J. (2020). Laws of UX: Using psychology to design better products & services. O'Reilly Media.
Last Update
24-11-2023
