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  pre-Master and


    Katholieke Hogeschool Limburg
Associatie Katholieke Universiteit Leuven

   Created by Patricia HuionC-md Genkbachelor, pre-Master and Master C-md

1. Concept of C-md Genk
     1.1 < CONTENT >
     1.2 < CURRICULUM >
     1.3 < COMPETENCES >

2. Digital Portfolio
     2.1 <WHAT>
     2.2 <WHEN>

3. Pre-master
     3.2 <KEY COURSES>
            3.2.1 Audiovisual applications
            3.2.2 ICT
            3.2.3 Graphical design
            3.2.4 Communication
            3.2.5 Marketing
            3.3.1 Millepede
            3.3.2 Research
            3.3.3 Design 1: Creative Design
            3.3.4 Design 2: Infotainment
            3.3.5 Content is King
            3.3.6 Business 1: Extended Enterprise
            3.3.7 Business 2: Virtual Web Organisation
            3.3.8 Community Building
     3.4 <THE CASE>

4. Master
     4.2 <PROPOSITION>
            4.3.1 MultimediaManagement
            4.3.2 The Narrative
            4.3.3 The Interface
            4.3.4 Digital Divide
            4.3.5 Web Services and Multimedia Databases
            4.3.6 Web TV

         Created by Patricia HuionC-md Genkbachelor, pre-Master and Master C-md
1. Concept of C-md Genk
1.1< CONTENT >
Communication & MultimediaDesign is an academic bachelor and master course of the Katholieke
Hogeschool Limburg (Associatie Katholieke Universiteit Leuven) which was developed from 1998
onwards. Our initial aim was to offer multimedia solutions for SME‟s. C-md graduates fill in the void
between it-specialists, communication and marketing professionals and graphic and audiovisual
designers. They become hub managers in multimedia environments.

Communication & MultimediaDesign is jointly developed by the Khlim, the Hogeschool Zuyd, the
Fachhochschule Aachen. We aim to diversify between both an academic and professional bachelor
as well as an academic and professional master offering our student a maximum choice. In this range
of curricula c-md Genk has been developing the academic bachelor and master. However to allow
professional bachelor students to obtain an academic master we have developed a pre-master year.

C-md Genk is characterised by six dominant features:

       It is a humanity driven course as far as content goes;
       Our core competence is to conceptualise original new media solutions;
       These new concepts are research-based;
       From a pedagogical point of view our course is student based offering them as many options
        as possible.
       Our students and alumni belong to a learning community;
       Our course has a strong international orientation.

The concept of our curriculum can be summed up by four prepositions: on, behind, in, through. The
first half of our bachelor is case based, from the third semester onwards we work in thematic modules.

The first bachelor year focuses on contact information being exchanged during a first meeting:
personal website, eyeball, website story and e-shop. Students initiate communication on a screen.

The second bachelor year looks at what is happening behind the screen and how information should
be organised: e-shop+, multimedia magazine, wonder call, and a choice out of four thematic modules.

During the third bachelor students are requested to think up new concepts that invite end users to stay
in the digital environment. The students themselves are given the opportunity to immerse themselves
into a multimedia business or another international multimedia bachelor.

The master should be the icing of the cake where students are required to conceptualise allowing the
user a smooth journey through the interface commuting effortlessly between meat and virtual space.

On the vertical axis we have three dominant trajectories: digital aestheticians, community builders and
professional activists.
For each trajectory we diversify between it- developer, designer or consultant.

C-md Genk is firmly embedded in the Flemish academic field: we cooperate with

       the University of Louvain : Departments of Cultural Studies (narratology,games) , Department
        of Sociology (usability), department of Computer Science (e-learning)
       the University of Gent : department of Pedagogy ( multiliteracies)
       the University of Limburg : department of computer science (dual master)

As c-md Genk is situated in Media&design Academy we fully participate in the platform for research in
the Arts established by the Association of Louvain.

             Created by Patricia HuionC-md Genkbachelor, pre-Master and Master C-md

Medium: Communicatie en multimediadesign (CMD)
                                                                 1e Bachelor

Opleidingsonderdelen                                          u/jaar         stptn

Geïntegreerde projecten ('cases')                          180         15
  audiovisuele technieken                                   70          5
  communicatie                                              70          6
  grafische vormgeving                                      70          5
  informatie- en communicatietechnologie                    70          6
  marketing                                                 70          6
Engels                                                      36          3
Kunst- en cultuurgeschiedenis                               48          4
Mens & Maatschappij (Psychologie+Sociologie)                48 (24+24) 4 (2+2)
Tools                                                       18
Literatuurstudie van het medium                             12     }    3

Vrije projecten                                             12                    (3)
Totaal                                                     704            60

Medium: Communicatie en multimediadesign (CMD)
                                                                                 2e Bachelor

Opleidingsonderdelen                                                      u/jaar             stptn

Geïntegreerde projecten ('cases')+ontwerpmethodiek                     180              12
  audiovisuele technieken                                               60               4
  communicatie                                                          60               4
  grafische vormgeving                                                  60               4
  informatie- en communicatietechnologie                                60               4
  marketing                                                             60               4
2 modules te kiezen uit:
 - Infotainment                                                         72           7
 - Contentmanagement                                                    72           7
 - Extended Enterprises                                                 72           7
 - Virtual Web Organisation                                             72           7
Engels                                                                  36           3
Kunst- en cultuurgeschiedenis                                           48           4
Mens & Maatschappij (Psychologie+Sociologie)                            48 (12+36) 4           (1+3)
Waarnemingsleer+ontwerpmethodiek                                        42 (30 +12) 3          (2+1)
Totaal                                                                 798          60

                  Created by Patricia HuionC-md Genkbachelor, pre-Master and Master C-md
Medium: Communicatie & MultimediaDesign (CMD)

                                                                      3de bachelor

Opleidingsonderdelen                                                u/jaar         stptn

Multimediamanagement                                                72        7
Research                                                            36        3
Keuzemodules (3 te kiezen,1 of 2 uit elke groep )
 Developer 1 Design 1: creative design                              72         7
 Developer 2 Design 2: Infotainment                                 72         7
 Developer 3 Content                                                72         7
 Consultant 1 Business 1 : Extended Enterprise Intranet             72         7
 Consultant 2 Business 2: Virtual Weborganisation                   72         7
 Consultant 3 Community Tango                                       72         7
Stage (10 weken)                                                              17
Keuzepakket (één van de volgende te kiezen) (°):
-Lerarenopleiding (1)                                                72       7
-Ondernemen (1)                                                      72       7
-Extra keuzemodule                                                   72       7
Levensbeschouwelijke vorming en ethiek +                             30               (3)
+ Semiotiek                                                          24
                                                                          }   5
Totaal                                                              450       60

            Created by Patricia HuionC-md Genkbachelor, pre-Master and Master C-md

Research competences

     C-md Genk chooses for a hybrid research methodology combining research in the humanities,
      scientific research and research in arts.

     The student can analyse, incorporate, criticise paradigms in the field of expertise of our

     The student can reflect and criticise his own methodology

     The student can communicate his research results both to experts and laymen

     The student can deal with ambivalence

     The student can link his observations to new perspectives

     The student can find original concepts

     The student shows initiative as far as looking for new frames of reference, new innovative
      solutions, and responsibility in society goes

     The student knows the latest developments in his field of expertise

Design competences

     The student can conceptualize

     The student achieves an ict-expertise that allows him design autonomy

     The student can develop full fledged products

     The students have full knowledge of physical characteristics and aesthetics of new media.

     The students know the fundamental field of knowledge in graphic design, audio visual design
      and interface design.

Management competences

     The student coordinates, adjusts communication both on micro, meso and macro level.

     The student can evaluate and steer the design, produce or research process.

     The student can formulate a vision, translate this in concepts and finally into project plans with
      real targets.

     The students can organise teams, networks, clusters of teams, organisations.

     Students can sell ideas, products and services using cyber and face-to-face strategies.

     The students can advise both commissioners and end users about solutions .

           Created by Patricia HuionC-md Genkbachelor, pre-Master and Master C-md
Technical competences

       The students can analyse a problem and advise which programme should be used

       The students can develop in both IT-programmes and design programmes

       The students can analyse concepts on IT- feasibility

1.4 < Changes in the near future

The academic year 2004-2005 is a transitional year. That is why we ask both our second bachelor
students as well as those attending the third bachelor or pre-master to share modules. Next year we
will have developed two new modules for the third bachelor and the year afterwards we will develop
two two new master modules. Topics which are suggested are Internet Journalism, culture in the
digital age, cyber identities, games, or module developing services for people with special needs.
As we enjoyed the intercultural cooperation in developing the previous modules we invite yoy to
participate in our development trajectory.

            Created by Patricia HuionC-md Genkbachelor, pre-Master and Master C-md

2.1 <WHAT>

The digital portfolio is a selection of your works in the field of digital media. It is not only a visualisation
of the best things you‟ve created until now, but also a visualisation of your future possibilities. In your
portfolio you present yourself in an original way. You make clear what your interests are and what you
are planning to do in the future.

The sooner you start working on a portfolio the better. The portfolio is not only a means to present
your work, but also a tool to plan your trajectory as a developer or consultant. On the basis of the
items you have collected in the portfolio you will be able to judge which courses or modules can help
you to achieve you aim as a multimedia specialist. The portfolio is a means to conduct a SWOT-
analysis. Looking back at your own work will enable you to detect your own strong and weak points. Of
course you can add comments or afterthoughts on the works you have created to point out the
relevance of certain decisions you made.

The portfolio is more than a tool to help you decide which way to go. It is also a presentation of your
professional capacities. A well-balanced portfolio will give a possible employer a good overview of
what you are able to accomplish. The creative design of the portfolio as a whole is of course of utmost

2.2 <WHEN>

Regular C-md students will be stimulated to start working on their portfolios from their first bachelor
year onwards. The portfolio is an instrument that the student can work on throughout and even after
their curriculum. Some documents in it will be deleted after a while, others will be commented upon
and new documents will be added as the student reaches a higher level in his work or research. When
the student enters the master programme the digital portfolio will be an integral part of his proposition,
his personal proposal for a research project.

Students who haven‟t got a strict C-md background may already have some sort of portfolio. The pre-
master course will offer them the opportunity to further enhance the content of this portfolio and to
digitalise it. Those who haven‟t yet got anything like a portfolio start working on it in the pre-master
year. Of course they can and should add older material.

It is evident that in general terms the digital portfolio of a pre-master student will differ from that of a
bachelor student. The range of knowledge, skills and accomplishments will be reflected in their
respective portfolios. For pre-master students as well the digital portfolio is an important part of the
proposition. For them especially it is a tool to pave the way to admission in the master programme.

              Created by Patricia HuionC-md Genkbachelor, pre-Master and Master C-md

Term                      Course                                                                ECTS
1     semester            Audiovisual applications                                              7
key courses               ICT                                                                   7
                          Graphical design                                                      7
                          Communication                                                         7
                          Marketing                                                             7
2 semester                2 obligatory modules and choice of 4 other modules (at least 1 from
optional modules          each group)
                          Obligatory     The Millipede                                          7
                                         Research                                               7
                          Developer      Design 1: Creative Design                              7
                                         Design 2: Infotainment                                 7
                                         Content is King                                        7
                          Consultant     Business 1: Extended Enterprise                        7
                                         Business 2: Virtual Web organisation                   7
                                         Community Building                                     7
Throughout the year       Case                                                                  10
TOTAL                                                                                           87

During the first semester the students will be offered the five key courses of the C-md training. The
lecturers will focus on the parts indispensable to a master student. During the second semester the
students will follow the same optional modules as the 3 bachelor students. Throughout the year the
students will work on an integrated case, specifically created for pre-master students.

On the basis of knowledge or competences previously acquired the students can obtain a reduction on
the 7 ECTS of the key courses. This reduction will be given on the basis of credits acquired in other
educational programmes, competences acquired elsewhere and on the basis of a personal interview
which will test the student‟s motivation, knowledge and skills in the field of C-md.

Pre-master students can either choose to specialize into a specific domain of knowledge or to broaden
their scope of expertise.

                 Created by Patricia HuionC-md Genkbachelor, pre-Master and Master C-md

2.2.1 Audiovisual applications

It is very important to be able to switch to the audiovisual mode to communicate in a multimedia
product or service. Film and photography should be integrated in a coherent concept. Scriptwriting,
audiovisual journalism, documentaries but also sound, light, camera and editing will be studied. Each
time students are required to reflect on the image and what it conveys.

3.2.2 ICT

ICT is an indispensable part of our multimedia environment. Without a good understanding of
computers and the way in which they function it is nearly impossible to create and produce a digital
product. ICT is not a means in itself. The best ICT applications are the invisible ones. ICT is a pre-
eminently off-screen support. We design and implement applications to get things done, not to bother
the user with technical details.

The pre-master programme offers a variety of ICT applications. We will research theoretical principles
and turn them into innovative applications. The following subjects will be discussed:
       HTML + CSS
       JavaScript
       PHP
       Flash Action script
       Databases

3.2.3 Graphical design

A professional graphical design does not only contribute to an optimal communication, it is also a
means to motivate the users of the Internet and other multimedia applications. Graphical design in
multimedia has become a separate field of specialisation. The new dynamic and interactive media
require a new typography and page layout. The students will be trained in basic graphical skills and
will have to be able to visualise their creative ideas, using the latest design applications and software.

3.2.4 Communication

New media technologies have largely expanded our means of communication. The Internet has
become a tool for everyday communication, but communication via the Internet is not always as
obvious as it seems to be. In our research of web writing and usability techniques we will look for
quick, efficient and logical means of communication. We will discuss Internet journalism and new
evolutions in the narrative form. We will also discuss the media rich and social presence theories that
allow us to choose which medium will communicate which message and which identity. In addition the
students will be trained in presentation and meeting skills.

3.2.5 Marketing

The New Economy, the Digital Economy, the Internet Economy we are confronted with a lot of terms
and trends during the last few years. The entrepreneur of today does not know how to react to these
evolutions, neither does the consumer. But does this mean that we have to play along or if not that we
could be out of business?

The Marketing course will provide you as a multimedia-expert (developer or consultant) insights in
different classic marketing topics and will sharpen your knowledge and practice of Marketing with new
media and E-business environments. Marketing is important because new technologies need to be
inserted in the overall marketing strategy of each company. Thus a multimedia designer or developer
needs to think from a social marketing point of view.

             Created by Patricia HuionC-md Genkbachelor, pre-Master and Master C-md

3.3.1 Millipede

Change management: between challenge and risk

The so-called believers are those who see the switch to the virtual world as a challenge and who have
the drive of motivating the non-believers to accept the same challenge. We‟re not only up to defining
an appropriate concept but also to winning the commitment of the non-believers.

The Change management process is divided into two separate stories:

           start up, continue, reflect
           individual, interpersonal, organisational, networked

As a change implementer you work in three cultures and you will need to touch the boundaries and
make sure that you don‟t cross them. This exercise is in itself a practical questioning in change
management for you as an individual and your team. We use the management method eDSDM to
guarantee a smooth cooperation.

eDSDM: user centred

Innovation without change doesn‟t exist. Both are connected to each other. In daily practice we see
that innovation is implemented on a project managed basis. But: “How do you design a system that
users really want? …You can‟t. What you can do is help users design the system they want.”

Multimedia Law: legalizing people, products and performance

In order to efficiently manage change and innovation projects one needs to guarantee the correct
business and legal frameworks and agreements to attain the pre set goals and to prevent
disappointments in the mutual expectations. Change and innovation are not synonymous: innovation
is hard to obtain without change, although change can be brought about without innovation (e-
volution). So the manner in which you can control change and be confronted with this is the main
challenge in this module.

3.3.2 Research

The research module introduces students into the art of doing research. It discusses how to define
your field of expertise, find and formulate a research question, link it to methodology, interpret data,
find conclusions, disseminate your results. It offers students a range of methodologies appropriate for
both new media research projects as well as research projects in and through the arts. Students
experiment with methodologies and make a provisional proposition.

3.3.3 Design 1: Creative Design

ICT today provides us with the opportunity of shaping and communicating information in different
formats and media. We only use a small percentage of these capabilities. As a C-md student your
added value will situate itself in your skills to adopt new media based solutions and to develop new
media end products. For this you need to develop a creative attitude for communication, multimedia
products and their applications.

This module challenges your skills and enlarges your boundaries in search for the creative summum
of multimedia development. You will learn to anticipate on new trends and learn how to create new
products and services.

             Created by Patricia HuionC-md Genkbachelor, pre-Master and Master C-md
3.3.4 Design 2: Infotainment

This module was developed to create and stimulate your ability to shape and further develop a good
creative idea. Each participating student will receive a general course assignment: „an idea‟.
As the monitoring and coaching team we shall only provide the character of the program
(entertainment, informative and educational) and specify the target group. In this module we provide a
range of serious but even so amusing subjects. When implementing your assignment you are
stimulated to use a multitude of graphic and audiovisual elements.


   Virtually developing an existing game; e.g. Monopoly.
   I-mode: creating a Western version of a Japanese game wherein players have to solve different
    exercises by phone and additional influencing factors, trying to reach a higher level.

Educational program

   Developing „gut feeling‟ creations for the target group of disabled people; e.g. help the learn
    calculus in a playful manner.
   Teaching language courses to children via a game or other creative medium.
   Trying to provide knowledge of natural science in an acceptable and comprehensive manner for
    basic education; e.g. explaining gravity in an interactive manner.

Entertainment program

   Conceive and develop an interactive soap.
   Developing a movie website to trigger viewer‟s attention even before the movie is shown in

Information or cultural program (web-TV)

   Produce a live television broadcast or TV show or TV program on tape where a news item is
    explained concerning a current cultural subject.

3.3.5 Content is King

Content management or Enterprise content management (ECM) is an integrated approach to manage
documents (document management), web content and digital assets (digital asset management). The
current interest in content management mainly arises from the second aspect: web content
management. Most CM systems however also allow the users to write out content and have it
published both on the web, in print, on a pda, tv, gprs… as well.

Content management requires platform independent tools, communication concepts, business models
and creativity. Content deals with information that is being used; it combines information and
interactivity. Content management systems gather, manage and publish information and interactivity.
CM is an ongoing process pinpointing your information and target audience through a variety of

In this module, we will focus on several content management aspects:

   Technical aspects: XML, versioning, workflow management…
   E-business aspects: architectures…
   Content aspects: on-line journalism, creating content…

In this module we will implement these aspects in one integrated project, which will be developed in
small groups.

             Created by Patricia HuionC-md Genkbachelor, pre-Master and Master C-md
3.3.6 Business 1: Extended Enterprise

You will get acquainted with the concept of business models. Discover the underlying processes and
their coherence. These processes are continuously influenced by technological change and we shall
learn the effects on a company‟s strategic management. You will learn to use a quick scan technique
for defining a company diagnosis, thus providing a starting basis for redesigning business processes.
You are hereby assisted by the knowledge of e-business architecture and e-business models and
specifically designed software packages.

3.3.7 Business 2: Virtual Weborganisation

In recent years Internet has evolved from a mere digital network into a new manner of doing business.
Today one can purchase goods online, book holidays and have a text translated through the Internet.
Home banking for example is a worldwide online service which is adopted by more and more
households. Each day hundred of millions of people transfer money, perform different transactions,
check their account balance and much more.

Undoubtedly, Internet Technology has an immense impact on organisations and enterprise structure.
Traditional companies are increasingly transformed into networked or virtual enterprise structures.
Besides ICT the continuously changing global market conditions are an important driver. Change is
driven by the demanding customer and increasing society needs.

This module deals with a virtual organisation with a main focus on the process of communication
within and between such organisations. We call this the „virtual web organisation‟ (VWO); it comprises
the nucleus aspects of a virtual organisation, temporary partnerships with independent organisations,
net-brokership, virtual web management and a virtual web platform (a pool of independent partner
organisations). The virtual web organisation seems real but is in fact no traditional organisation but a
conglomerate of independent network partners, something immaterial supported by ICT. By using
„Interaction Design‟ we try to translate a theoretical concept into a practical design concept within a
realistic and not too complex business case environment. We try to enhance and facilitate
communication problems for the customer. To reach the desired level of interactivity in design we
learn how to use tools like flow charts, memo sticks/story boarding (process oriented), information
visualization (data oriented) and site mapping.

3.3.8 Community Building

How do you achieve a feeling of wellness? How do you make sure your employees interact with each
other? How do you keep your knowledge up to date? Where do you find best bargains, product
information, specialised information? Where do you find fellow hobbyists? How do you participate in
fan sites? What makes a game fun to play? Whenever people have a common question or need, they
will form communities.

This module will guide you through the community landscape from different points of view. It won‟t
offer you a straightforward answer: it will raise a lot of questions that will be linked to concepts on
planning, building, maintaining and moderating virtual communities. It will raise questions about virtual
identity, social capital, third places, participation and governance. Furthermore, we will discuss
possible content input, the relevance of vertical topics, threads of discussions and the balance
between information (you supply the content) and social support (virtual discussion, your customers
are content suppliers). Each time it will be up to the students to decide how he is going to design his

This module will challenge you not only to develop a community following the principles of user
centred design but also to nurture a community. You will have to participate in an existing community
and reflect on the roles you have played. You will also have to link it into a business plan.

             Created by Patricia HuionC-md Genkbachelor, pre-Master and Master C-md
3.4 <THE CASE>
“Gimme Five” content

The case project will combine elements of the cases offered in the first two bachelor years. The case
is both a group project and an individual project. Every pre-master student has a specific background
and we strongly believe that the input of the different students into one project will create a real
learning community.

The case will put the students in the think tank of a concept agency. The students are asked to think
up and design a concept to launch a new product. The students have to consider a strict time
schedule; they have to research their target group and the market for which the product will be

The word „product‟ is a broad term: it may already be in the pipeline of think tanks, but it is not yet be
in production, nor has it already been introduced to a broader public. The student will have to come up
with creative ideas and impulses.

A first phase of the case consists of creating a project plan on the basis of a feasibility study. Which
position will the product occupy in the market, what will be the marcom strategy, what will the
functional design look like? In the second phase the students will individually work out the first phase
in an action plan which tries to obtain the goals put forward in the project plan.

Proceedings and evaluation

The students will get feedback on their cases throughout the year. In December the students will have
to give a group presentation of the first phase. The students will individually present the outcome of
their case project in May. The evaluation will be based on the integration of the five key courses into
the project. The evaluation committee will be enlarged by external lecturers who will co-decide
whether the student will be allowed into the c-md master course.

             Created by Patricia HuionC-md Genkbachelor, pre-Master and Master C-md

COURSES                                                                                      ECTS
Choice of 4 optional modules:                                                                28
    The Narrative                                                                            4/7/10
    The Interface                                                                            4/7/10
    Information Design                                                                       4/7/10
    Digital Divide                                                                           4/7/10
    Multimedia Production                                                                    4/7/10
    Interactive Television                                                                   4/7/10
    Internal trajectory                                                                      4
    External trajectory: research on the job                                                 28
TOTAL                                                                                        60

The master course consists of 6 modules, each consisting of a theoretical frameworks (4 ECTS), a
part of a research project(3 ECTS) and a practical project (3ects). This is a linear trajectory.

Students are offered a course programme of 60 ects from which they choose 28 ects: two full modules
and two theoretical frameworks; four theoretical frameworks and three research parts and one project;

            Created by Patricia HuionC-md Genkbachelor, pre-Master and Master C-md
Master students have to formulate a proposition which consists of a portfolio, a research proposal, a
product or advice proposal and a network of future possibilities. The proposition should be a coherent
document so the competence to think on a Meta level is tested here. On the basis of this proposition
he also decides which modules he will take in the Master year (28 out of 60 ects).

The digital portfolio should help the student to decide which domain of our communication &
multimedia environment he wants to research. This research has to be in tune with his personal
interests and the curriculum of his previous education. He has to formulate an original and innovative
research proposal. The student has to make sure he sketches the social context in which you will
conduct this research and make clear how he will tackle his subject in methodological terms. C-md‟s
basic philosophy is that the educational and research programme is humanity driven, which means
that the user of the new media occupies a central position. The uses should also occupy a central
place in his research project.

As a researcher you participate in one or several contact zones where you discuss your research
question, methodology, outcome and where you share resources. These contact zones work as
primary feedback sessions. The results of your research should be used to develop a multimedia
service, to organise a conference, to design a master class, to present an advice.

It is important to formulate the future possibilities of your research and thereby the direction of your
own career as a C-md specialist. What kind of job would you like to do? Which companies might be
interested in your research? Your proposal should be embedded in society and a good proposal
outlines your own position in society as an academic master c-md.

             Created by Patricia HuionC-md Genkbachelor, pre-Master and Master C-md
4.3.1 MultimediaManagement

This module will prepare you as a student to gain sufficient knowledge to do business in today‟s
multimedia centred world. This rather highly oriented study goal is influenced by your own personality
and ambitions in this field of study. We shall try to augment your knowledge and awareness in the field
of multimedia branch, organisation, working on a project basis, scenario planning, and financing &

For this module we base our topics for a great deal on the book The Audiovisual Management
Handbook published by the prestigious Media Business School in Madrid. Besides the obvious
working title we also focus on other media than just the audiovisual ones.

4.3.2 The Narrative

The story revisited: how new media court old narratives

New computing is not about what the computer can do but about what the user can do with the
computer. In an analogy to Schneidermann we say the story revisited is not about what a story can do,
but about what the „player‟ can do with a story. To expand this concept we have to include the
aesthetics of new media disconnecting story, narrative and medium while focusing on the art of
remediation. We also have to cross the borders of the narrative. When does a story start? This is not
an easy question to answer for a cybernarratologist. The borders of a cyberstory are always shifting. A
leaflet, a review, a poster, a website, a making of dvd, a game, a film, a book or a community site?
Community sites have become powerful paratexts of the narrative. But we could also say
cybernarratology has become a powerful community builder.

We start from the naked story, have a look at the narrative in fiction, film comics. We move on to the
language of new media, hypertext stories and study the new aesthetics of cyber narratives. In our
research part we focus on the appeal of media interfaces in a lab environment, the aesthetics of a
narrative regardless of its representation form.

4.3.3 The Interface

Starting from certain vision points the focus will change to theories and concepts concerning the
design, realising prototypes and evaluating interfaces. Interfaces are defined as not only a computer
screen but include also mobile phones, pda‟s, wall displays, digital depots and much more (ubiquitous

The extensions focus on the design and realisation of an introduction of a new multimedia product or
service. Starting from the theory of Lenker „Train of thoughts‟ we shall try to find out how people
behave (emotionally,…) whilst using different interactive media solutions for a product or service and
the interface at hand.
Using evaluation testing techniques and specific applied research we focus on the testing and
evaluation process of designed interfaces within a well defined project. The results obtained should
lead to suggestions for improvement for adapting a prototype, or a recommendation report.

4.3.4 Digital Divide

Information Technology; it has become a part of our life without us being fully aware of it. So today we
can barely imagine a life without this IT. Where would one be without a mobile phone, personal
computers, navigation systems, … . In this module we shall focus on the role that technology plays in
today‟s society.

We try to grasp all changes that are happening at a fast pace and we cannot follow the continuously
accelerating train of changes. Trend watching provides us with knowledge of so-called “lines through
time”. Faith Popcorn described it as “the future resembles the past, just a little bit more”. Thanks to the
work of Popcorn we explore a few worldwide trends such as Miniluxe, cocooning, rejuvenation, … and

             Created by Patricia HuionC-md Genkbachelor, pre-Master and Master C-md
we shall try to discover the role of technology in these trends. We have a special focus on „embedded
journalism‟. Thanks to the technological development press journalists were able to accompany the
American military forces into the Iraq war. The world received objective information but what are the
advantages or threats of such changes? How do we need to react and absorb these loads of
information provided to us by these so-called „embedded journalists‟ worldwide?

4.3.5 Web Services and Multimedia Databases

We will discuss the basic theory of multimedia databases. The focus will be on the following items:
    Essential theory for processing multimedia information: content analysis, histograms and
        compression techniques
    Vision of Lev Manovich concerning databases in new media
    Basic theory of web services
    Essentials of change management in the evolution to service based enterprise architecture
    Practical sessions about multimedia databases with Oracle9i

The extensions provide a deeper insight in concepts and problems of multimedia databases and web
services. On the basis of certain problem areas we shall conduct research about emerging trends and
evolutions. We try to find practical solutions for storage, management and usage of multimedia data.

4.3.6 Web TV

In the ITV-course we will try to find an answer to the question what the future transformations of our
television set will be and how these changes will affect our viewing experience. The answers to these
questions are multiple and must take into account the diversity of the viewing public and the recent
and future technological changes.

What is ITV? What is interactivity? Who is watching? The history and the technological aspects of ITV
will be discussed. We will go deeper into the new narrative perspective offered by ITV. Concepts such
as presence, immersion and interactivity will be linked to interactive TV-programmes.

Patricia Huion
November 2004

             Created by Patricia HuionC-md Genkbachelor, pre-Master and Master C-md

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