A start on PG04…

So what will I be doing over the next 15 weeks?

Over the past few weeks being at Ravensbourne I have looked into the technologies that I want to use and develop skills in. I need to now step forward and begin to learn how to use these technologies.

The learning plan that I created last semester will be useful in the way I gather my resources and turn the information into knowledge. I am however very wary about the time I have left at Ravensbourne, and I am concerned I won’t have enough time to where I want to be.

Ideally be the end of the next 15 weeks I want to have developed a better understanding of what I am developing at Ravensbourne and also have confidence with using the technologies that surround it. As well, I obviously want some kind of working prototype to feel comfortable with as I progress to the third and final semester.

What do I want to create?

Looking back at my literary review and digital portfolio I created a term which was a ‘parallel viewing experience.’ I would like to develop this further.

What I mean when I say ‘parallel viewing experience’ is that of using the digital to multitask. I need to research more into how many things people do at once while using a computer.

 

A description of PG04 from the course handbook

Technology Issues (PG02) and Concept and Prototyping (PG04) are designed to develop students’ creative practice to the level necessary to undertake an advanced independent programme of creative experimentation and realise a major independent project. These units have a discipline focus and concentrate on innovative approaches in creative production and problem solving. Students develop advanced skills in the conceptualisation and planning of a creative project in interactive digital media. Through cycles of iterative development, evaluation and realisation, a reflective practical research process is established which will underpin the students’ work in the Major Project unit. Students learn to prototype, test and communicate their ideas. Ideas, concepts and prototypes are subject to critique from tutors, their peers and external professionals, and students learn how to evaluate the outcomes of their work and incorporate this in the further development of their projects.

 

Indicative Content

Hypotheses, concepts or project ideas emerging from the Research Process unit provide starting points for this next stage: the conceptualisation and development of a proposal or model for the Major Project. In this unit, students experiment with conceptual and practical prototyping processes in order to develop and test models that articulate novel or original approaches to projects. The formulation of these models of thinking and making is underpinned by in-depth study of strategies for innovation (via both professional and academic sources).

The Research Strategy continues to act as the means of mapping out and progressing the investigation, integrating theory with practice, through various iterations that are documented and reflected on. The unit builds on the technological learning developed in the Technology Issues unit in which students will have begun to strategise the technological aspects of their project and map out their learning need in relation to these.

The outcomes of the investigation are delivered as models or applications (using software and/or hardware platforms) conceived, designed, specified and constructed by the student through the evaluation of appropriate methodologies, processes and technologies.

 

The assessment of the unit therefore includes the following articulation of the

Research Strategy: documentation and presentation of a model or application

(Presentation of Outcomes) and a proposed, scope, structure, outline and schedule for the MA project (Research Proposal).

 

9. Aims of the Unit

In this unit students learn to:

· Review, further develop and refine their Research Strategy;

· Organise themselves with regard to the managed use of learning resources, laboratories and technology centres appropriate to their area of enquiry;

 

  • Explore the formulation and use of conceptual modelling and modes of abstract thinking as tools for experimentation and the articulation of concepts and projects;

· Explore and research strategies for innovation (with regard to blue-sky thinking, new market opportunities, new customer/client needs, new drivers of change management) through a range of methodologies utilising professional and academic sources;

· Experiment with conceptual or practical modelling/prototyping processes and appropriate technologies to develop and test novel or original approaches to projects;

· Plan and manage conceptual development processes (research methodologies, experimentation, evaluation, modelling/prototyping and testing) towards the realisation of a solution(s);

· Reflect on their own personal strategies with regard to the processes of innovation, invention and application and the context in which these processes are situated.

 

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