THE SEMESTER PROJECT

For the semester project I have made arrangements for each student to work individually on one of several multimedia projects being developed by CMU faculty. The specific content of each student's project will be determined in consultation with me following the project topic discussions on Thursday January 18. Each project will be singular in content but will be developed in two phases corresponding to the web site and multimedia authoring sections of the course. Those students wishing to develop other content for the entire semester project should see me for consultation and approval.

PROJECT TOPICS

Promotional website for the In All Respects CD-ROM
Content Advisor: Martha Harty (mh51@andrew.cmu.edu)

Computing and Philosophy Conference
Content Advisor: Robert Cavalier (rc2z@andrew.cmu.edu)
http://caae.phil.cmu.edu/CAAE/CAP/CAPpage.html

CAAE Main Site
Content Advisor: Robert Cavalier (rc2z@andrew.cmu.edu)
http://www.lcl.cmu.edu/CAAE/Home/CAAE.html

CAAE Project: Prototype Web Version of the Right to Die CD-ROM
Content Advisor: Robert Cavalier (rc2z@andrew.cmu.edu)
http://www.lcl.cmu.edu/CAAE/Home/Multimedia/DaxCase.html

CAAE Project: Prototype Web Version of the Issue of Abortion CD-ROM
Content Advisor: Robert Cavalier (rc2z@andrew.cmu.edu)
http://www.lcl.cmu.edu/CAAE/Home/Multimedia/Abortion/IAIA.htm

CAAE Project: Art or Forgery
Content Advisor: Robert Cavalier (rc2z@andrew.cmu.edu)
http://www.lcl.cmu.edu/CAAE/Home/Multimedia/Meegeren.html

CAAE Project: Bogg's Bills
Content Advisor: Robert Cavalier (rc2z@andrew.cmu.edu)
http://www.lcl.cmu.edu/CAAE/Home/Multimedia/BOGGS/dana/arttrial.html

Academic Advisory Center: Student Defined Major Handbook
Content Advisor: Jay Devine (jd0x@andrew.cmu.edu)

Phi Beta Kappa
Content Advisor: Vanessa Calvin (tango@andrew.cmu.edu)
http://hss.cmu.edu/pbk

Pictorial History of Baker and Porter Halls
Content Advisor: Stephen Pajewski (sp4g@andrew.cmu.edu)

PROJECT DEVELOPMENT

Each project must conform to a two-phase development plan that parallels the two phases of the course -- web and director. Within each of the phases, students are free to design and develop projects in a manner appropriate to the goals of the content. This scenario will provide you with a refined portfolio piece (web-based but employing embedded Shockwave modules), and will give you the advantage of one entire semester-long project (though developed in two distinct phases).

Web site development: design and develop a web environment to appropriately present the project content. Generally speaking, your project should treat the two phases of the course -- web and Director -- as two parts of a single project. This site might provide an overview of the project content (as is, as intended or both), contact information for those interested finding out more about the project (publishers or others), a links page targeting related web-sites, etc. Among other things, it could serve as a convenient way of sharing the project concept with others. However, the web environment must be designed with phase two in mind -- the implementation of interactive Shockwave modules.

Director development: design and develop interactive shockwave modules to be embedded in the web environment. This phase will afford students the advantages and challenges of designing and developing interactive content for web presentation.

DESIGN PROCESS

Successful completion of the project entails fulfilling the requirements of each stage of the design process:

Information gathering: locating and collecting content such as text, video clips, and images. Consulting with your content advisor.

Problem definition: verbal statement of the purpose of the site with respect to audience and content, and specific problems to be solved. Must also include content brainstorm lists and a content flow-chart.

Preliminary concept development: concept sketches (hand or computer) demonstrating layout, navigation and interface possibilities

Concept development: development of working prototypes based upon most promising preliminary concepts

Final concept refinement: development of a fully functional prototype of a design solution

Refined problem definition: verbal statement of the purpose of the site with respect to audience and content. Should also include a final site map, and a discussion of the reasons behind the design of the layout, navigation and interface components

Critique Presentation: the concise, clear and articulate presentation of your final solution

EVALUATION PROCEDURE

Evaluation of the student projects will be continuous and therefore, students are expected to demonstrate progress throughout the semester. Evaluation will be accomplished through assignments, one-on-one review of work in progress and a final presentation, wherein each student will briefly present his/her project to the class, project clients and possibly a small group of practicing professionals whom I will invite.

EVALUATION CRITERIA

For each phase of the project, evaluation will be based on the following criteria:

Evidence of design process as determined by handing in assignments on time and demonstrating continuous progress and development of class project (10% for each of the 6 steps of design process = 60% -- "information gathering" excluded). Late assignments will receive a deduction of one letter grade for each class period after the due date.

The merits of the final design solution in light of the goals established in the problem statement, and the quality of the craftsmanship of the individual media elements and the complete composition (40%).

Grades will be represented by a point value scale from 5 down to 1 (5 = A, 4 = B, 3 = C, 2 = D, 1 = R). The final grade for the course will be the grade for the semester project, which will be determined by averaging the grades from the two phases, and awarding the closest full letter grade. I reserve the right to boost borderline cases on the basis of outstanding attendance, effort and class participation.