(for an overview of the entire first year see the Year 1 overview page)
In the module Art, Impact and Technology students design and realize an interactive installation for the GOGBOT multimedia art festival, deploying and integrating methods from previous Creative Technology courses. GOGBOT is an international festival held in Enschede. High quality installations are invited to exhibit at GOGBOT (in addition to the course project exhibition).
In all former projects in the CreaTe study programme students were introduced to certain design methods. The design methods most useful for creative technologist are assembled in the model of design methods for Creative Technologist, which will be the red thread during this module. This is supported also by a series of guest lectures organized in close cooperation with Rijksmuseum Twente.
Project: “Have Fun and Play”
In this project students design and realize an interactive installation, using and integrating methods and techniques from previous Creative Technology courses. The primary design objective is to have high impact on the spectator/participant of the installation, which is achieved through a good user experience design. Moreover, the students tell the story, both visually and textually, behind the (creation of) their installation and place it in its context, for a variety of audiences.
The course is organized in cooperation with the GOGBOT festival, which delivers the theme of the installations. High quality installations are invited to exhibit at GOGBOT (in addition to the course project exhibition).
To design an interactive installation students need to have knowledge and skills about the human factors. Human Factors (or ergonomics) is the scientific discipline concerned with the understanding of interactions between humans and other elements of a system, and the profession that applies theory, principles, data and methods to design ‘artefacts’ (products, machines and systems); in order to optimize human wellbeing and overall system performance. Human Factors is divided in 3 sub disciplines: sensorial ergonomics, cognitive ergonomics, physical ergonomics. Within this study unit most focus is on: cognitive ergonomics.
Algorithms in Creative Technology
To design an interactive installation experience with programming is a prerequisite. Building on examples from the book “The nature of code”, students get a series of assignments on algorithms that form a solid basis on algorithmic knowledge and that are relevant in the context of Creative Technology. Beginning examples are on a very basic level (close to beginners level), to help students who are weak in programming to catch up. For students with advanced programming abilities challenges will be provided.
To predict the impact of the interactive installation students have to know the essentials of statistics and probability to do some testing and to be sure their predictions and expectations will come true during the festival. By attending this study unit the student learns to apply basic rules of probability and methods of statistics, relevant for the practice of a Creative Technology professional, and will be able to give a correct interpretation of his computations or the result of the SPSS program.
We come across statistics in our everyday life and in our professional practice, from opinion polls, research surveys, weather predictions, forecasts of stock market prices, to a comparison of performances of communication devices. In the practice of Creative Technology the question can arise whether a new smart environment performs better than an existing environment. Is an observed difference in performance indicators statistically significant? If a marketing survey shows that 20% of a population is interested in a new gadget, what is the reliability of this percentage? Answers to these questions lie in better understanding the techniques used in Statistics to draw conclusions. Since we are going to deal with chance related phenomena, we will study the basic concepts of Probability Theory, such as the properties of various probability distributions, both discrete and continuous. This will enable us to model many stochastic situations encountered in practice by looking at their properties and comparing them with the theoretical ones. Returning to the actual results of samples we will first summarize data and present them graphically (descriptive statistics). Inferential statistics comes into play as we want to draw conclusions about a population using the result of a sample. In a number of simple situations the estimation of unknowns is required. We will also consider “confidence intervals” to quantify the uncertainty of the estimation. Finally, we consider the theory of statistical testing, which allows statements to be made on the basis of research results; in particular the “1-sample problem” will be discussed. Students will be able to design, implement and interpret the outcome of statistical tests, also using SPSS.
The aim of the professional development course is to teach students methods to achieve their professional aims, build a personal brand, and continuously develop their skills. The Wednesday afternoon is reserved for Professional Development. Each student is assigned to a personal mentor that will guide the student throughout his or her study. The mentor will help the student getting started in the study and taking control of their own (study) career. As a student, you will work independently on your showcase portfolio web site, using skills obtained in the rest of the module, to make yourself a brand. Towards the end of the module, you will write an individual reflection essay.
As from module 2 onwards, you can take each module a personal challenge for roughly 20h that grows new or strengthens existing skills. Examples of challenges are: build-up courses (math, physics, programming), language courses, cultural challenges as offered each quartile by the Vrijhof cultural department, or a challenge defined and set-up by the student him or herself and approved by the mentor.
At the end of Module 4 students reflect on their first year, their performances in the modules, the project, the study units and their activities outside the CreaTe programme. They do so in order to become aware of their capacities, preferences and their plans on how to continue their career path during the coming years as a creative technologist.