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Final Reflections

posted Jul 16, 2009, 11:19 PM by Unknown user   [ updated Jul 17, 2009, 6:21 AM by Eddie Woo ]

Mini-assignment multimedia - Coastal Fieldwork Excursion coverage

If I had more time, I would have probably included more content in this and a few technical problems, expecially with videos got in the way. I also had to make time for switching to doing coverage of this excursion instead of teacher interviews. In the end, I'm just glad everything works.
 
The task would probably have been less challenging if I followed my timeline properly. I frequently fell behind my intended schedual but luckily we received an extension. Part of this is my own fault but part of it is also due to lots of unexpected events such as assignments, competitions and getting sick.
 

Junior HSIE portfolio

To me, I think the excursions are the most enjoyable part of the portfolio, to look at and to put together. This is probably one of the main parts of learning HSIE subjects which is to actually see and appreciate what you are learning about.
 
One of the most annoying things while adding content were my conflicting ideas which made me change layout and navigation everytime I worked on it. Nevertheless, I'm happy with the layout.
 
I would have liked to have more student resources though, but having gone through doing HSIE subjects in year 7, 8 and 9, I felt that there wasn't much of the type of Mr Yeo booklet resources used. But then again, the resources we use need to always be updated anyway due to the nature of the subjects as seen with the current global financial crisis.
 
Because of we were able to deliver our work to real users, it made it a more worthwhile task  where we could learn and experience implementing information systems in real life situations. We were able to apply all the textbook theory we learnt about project work and the types of systems without really having to think about it.
 
 
 

Register Repository

posted Jul 16, 2009, 8:54 AM by Unknown user   [ updated Jul 16, 2009, 11:41 PM by Eddie Woo ]

 1
 Dec 10, 2008
 2
 Dec 13, 2008
 3
 Dec 14, 2008
 4
 Dec 15, 2008
 5
 Dec 16, 2008
 6  Dec 17, 2008  Completed prospectus (sort of)
 7  Jan 13, 2009  Finally did work
 8  Jan 19, 2009  Competitions & other things
 9  Jan 30, 2009  Communications with participants
 10  Feb 10, 2009  Intranet Launch!
 11  Feb 22, 2009  Images
 12  Mar 8, 2009  Work Experience
 13  Mar 19, 2009  Subject selection resources
 14  Mar 26, 2009  Senior Science Portfolio
 15  Mar 31, 2009  Portfolio Update
 16  Apr 2, 2009  Jap Portfolio
 17  Apr 27, 2009  Navigation, Gantt Chart and More!
 18  Apr 28, 2009  Randomness
 19  Apr 29, 2009  Minor Things
 20  May 5, 2009  Multimedia Brainstorm
 21  May 5, 2009  Feedback
 22  May 14, 2009  Awaiting Contents
 23  May 16, 2009  Competition Updates
 24  May 21, 2009  Component 3B Outline
 25  May 22, 2009  Questions For Teachers
 26  May 22, 2009  Teacher Edits
 27  May 25, 2009  Getting Stuff Soon
 28  May 27, 2009  Various Things
 29  May 28, 2009  Compression, Uploading, Layout
 30  Jun 9, 2009  Structure Continuum
 31  Jun 10, 2009  Population Part 1
 32  Jun 11, 2009  Population Part 2 Received
 33  Jun 13, 2009  Population Part 2 and Packages
 34  Jun 14, 2009  Geography Fieldwork
 35  Jun 15, 2009  Excursion Today
 36  Jun 19, 2009  Yesterday
 37  Jun 19, 2009  Today
 38  Jun 23, 2009  Europe Trip 09
 39  Jun 24, 2009  Europe Trip Done and Talked to Mr Yeo
 40  Jun 27, 2009  Post for Friday
 41  Jun 28, 2009  Component 3B: Design Specifications
 42  Jun 28, 2009  Component 3B: Information Processes (Collecting Content)
 43  Jun 28, 2009  Component 3B: Gantt Chart Update
 44  Jun 29, 2009  Communication With Teachers
 45  Jun 30, 2009  Communication With Users + Preparation of More Files
 46  Jul 1, 2009  Year 10 Geography Resources Complete + Random
 47  Jul 2, 2009  School Cert Papers + Collecting Multimedia + Communication With Participants
 48  Jul 2, 2009  Component 3B: Information Processes (Video + Audio)
 49  Jul 2, 2009  Component 3B: Case Study
 50  Jul 2, 2009  Release Form
 51  Jul 3, 2009  A Few Things
 52  Jul 5, 2009  Audio recordings
 53  Jul 6, 2009  Component 3B: Information Processes (Aftermath of Collecting)
 54  Jul 7, 2009  Various
 55  Jul 8, 2009  Yesterday's Post
 56  Jul 8, 2009  Component 3B: Information Processes (Photos)
 57  Jul 9, 2009  Component 3B: Information Processes (Videos + Photo Leftovers)
 58  Jul 9, 2009  Yesterday + Today
 59  Jul 9, 2009  Component 3B: Information Processes (Audio + Glitches Fixed)
 60  Jul 10, 2009  Excursion Photos Done
 61  Jul 13, 2009  Component 3B: Information Processes (Content Mostly Complete)
 62  Jul 14, 2009  Component 3B: Information Processes (Multimedia Complete)
 63  Jul 15, 2009  Component 3B: Seven Information Processes (Uploading)
 64  Jul 15, 2009  Rest of the Intranet
 65  Jul 16, 2009  Social and Ethical Issues Faced
 66  Jul 17, 2009  Fuel for Project Registers
 67  Jul 17, 2009  Major Glitch Fixed
 68  Jul 17, 2009  Component 3B: Constructive Critique
 69  Jul 17, 2009  Component 3B
 70  Jul 17, 2009  Register Repository
 71  Jul 17, 2009  Final Reflections
 

Component 3B

posted Jul 16, 2009, 8:46 AM by Unknown user   [ updated Jul 16, 2009, 11:59 PM by Eddie Woo ]

(i) Design specifications

(ii) Record of the 7 information processes

(iii) Gantt chart

 Dec 16, 2008  Project Prospectus 
 Apr 27, 2009  Navigation, Gantt Chart and More!
 Jun 28, 2009  Component 3B: Gantt Chart Update
  

(iv) Case studies

 Jul 2, 2009  Component 3B: Case Study
 

(v) Constructive critique

 

Component 3B: Constructive Critique

posted Jul 16, 2009, 7:57 AM by Unknown user   [ updated Jul 17, 2009, 12:18 AM by Eddie Woo ]

 
Write a constructive critique of a peer's multimedia system, assessing it and assigning an appropriate mark based on how competetly it achieves the two stated purposes.
 

Details

Team member: Joey Chen
Portfolio: LOTE
Genre: Subject Promotion
Mark:  11 /12
 

Informatively communicates relevant information in a manner appropriate to its genre

How competently it achieves this

The atmosphere of the system is very calm while still persuading sudents to do a language. It has a lot of good points covered in the content which all play their part in persuading anyone to do languages. As well as portraying the serious side of why to choose a language, it also contains a few jokes such as being able to say "You have just lost the game" in french, so that it can appeal to the intended audience. For most of the system, everyday tone is used so that the intended users understand and are interested. The photos of the sights of Japan and French food are visually pleasing and subtly hints "do Japanese to go to Japan" and French "to eat food".

Possible improvements

Although it's good that promotions are spread throughout the portfolio so that that it's "ubiquitous" I don't think the attachments are as noticeable as they could be, even though the last lines on the page point it out. For other suggestsion, see below under "possible improvements".

Creatively and professionally showcases the unique strengths of a variety of media types

Text

How competently it achieved this
A lot of good points were delivered using text to users. Headings were used to "separate" sections so that readers can read what they want at their own pace. Very detailed information was conveyed. They use of dot points makes the text less overwhelming and divides up the different ideas for a more coherent document in general.
 
Possible improvements
The points covered using text are all necessary to convince people to do the subject but if possible, it would be better for anyone wanting a quick browse through the information to keep it more succint. Although most of the time keeping things short is very hard.

Hypertext

How competently it achieved this
Hypertext was mainly used  as navigation which stood out and effectively connected all the pages for easy and convenient use.
 
Possible improvements
More hypertext could be used within the body of the text, such as linking to Japan Trip photos when it was mentioned in "Japanese studies @ JR" so that users could seek more information if they wanted to.

Numbers

How competently it achieved this
The numerical data is very precise and serves its purpose of conveying the sentences like "a lot of people speak this language" in a short, sharp, high impact sequence of numbers.
 
Possible improvements
Numerical data was blended in with text data and it didn't stand out as much as if there was a table or graph for it. Because users might not be bothered to extract the data themselves, the effect of statistics which are meant to make the user go "wow" at how many people speak/study the language doesn't take place so it becomes less persuasive.

Audio - Interviews with Rosanna, Mr Yi and Blair

How competently it achieved this
Since only two people are talking throughout an interview, it is a great opportunity to use audio as there will be no confusion of voices. Audio is much better than using text as the tone and feelings can be heard and listeners can tell who is talking without having to read it if it was text. The laughter and casual atmosphere makes languages feel like a fun and relaxed subject to take on, whereas if the interview was say text, saying "[laughts]" "hahaha" or "lol"just isn't as effective at showing those reactions that make the interview interesting.
 
Possible improvements
It would possibly be more persuasive if the body language and expressions of the interviewed people could be seen because gestures can play a role in involving the audience and conveying thoughs. However, radio interviews are an example of audio only interviews and shows they can be just as effective.

Images

How competently it achieved this
The images used allowed users to immediately see what the page was talking about because a lot of the images are associated directly with a country such as Eiffel tower. Photos from the excursions for Japanese and French are very effective at giving others the chance to see immediately the sights of Japan and French cuisine.
 
Possible improvements
More images could have been added, especially since some pages are only text, just to keep readers interested.
 

Video (not required) - whyLOTEvideo.wmv

How competently it achieved this
The video was one of the highlights of the multimedia mini-assignment and it is evident a lot of work was put into it when collecting or creating all the different parts then putting them together. The fact that it constantly changes when using different clips to express each point captures and retains interest. Visual methods has allowed the use of different mediums such as cell-based animation, real life footage of people and footage of the monitor scrolling through the webpage. The audio added to it explains what the viewer can see with a friendly, casual tone which helps enforce the fact that language is enjoyable.
 
Possible improvements
The part where it says "knowledge of a language can be interesting..." , the fade effect comes on a bit soon and "interesting is cut off". It would also be nice to label the countries where the planes are headed to so that for those who don't know, they will know which countries the respective language classes get to go to.
 

Major Glitch Fixed

posted Jul 16, 2009, 7:57 AM by Unknown user   [ updated Jul 16, 2009, 9:09 AM by Eddie Woo ]

All through today, I was communicating with participants and end users who were involved in the making of the multimedia mini-assignment by alerting them of my completed assignment and asking them the following questions if they had time to test it:
 
  1. Did you understand the instructions?
  2. Did it take very long/was inconvenient to download?
  3. Does everything work?
 
Most responses were good but the main problem everyone had was the four interview videos didn't work although the two animations did. I spent much of the day discussing with Joey (since she was doing my critque) about solving this issue. We tried downloading the different versions of players and plugins to no avail. However, she could still do the critique because videos can be played separately and well, videos aren't required anyway.
 
Some possible explanations I thought of at first were:
  • Something happened when I uploaded the videos (they were the largest files so an error could easily have occured).
  • Something to do with the audio because the other two videos didn't have audio.
  • Something to do with the original files being weird in the first place.
  • Something to do with software.
After testing the original files on another computer at home, it also didn't work. Therefore I concluded something was wrong with the original files. They did however work on my laptop which I worked on this using. 
 
At one stage, as mentioned before, I changed the file names of the four videos but not the others but I imported them again. However, the reason it worked on the laptop and not the other computer was probably because i had more than one copy of the videos on the laptop and some link was wrong.
 
I then imported them again, properly using the .wmv file and they worked!
 
So now I'm uploading the proper, working files.
 

Fuel for Project Registers

posted Jul 16, 2009, 7:46 AM by Unknown user   [ updated Jul 17, 2009, 6:18 AM by Eddie Woo ]

H1.1: Explain the nature and function of the intranet in the context of the school.

Nature

The intranet is a multimedia and communications system with the goals of:
  • Engages student learning.
  • Empowers better teaching practice.
  • Enriches school life.
It consists of four sections which are Central, Faculties, Co-curricular and Staff. The participants are mainly the apocalipticDESIGN team for the Faculties Section. Mr Woo is responsible for the entire intranet. For co-curricular activities, those who are responsible for each group (such as Cadets) have the ablity to update members on any new developments. The end users are the students, teachers, and basically anyone who has access to the intranet and benefits from its use. ApocalipticDESIGN members, though participants for their own portfolios are also end users for other people's portfolios. The people in the environment would be those who don't necessarily benefit from using the system but can still contribute data.
 
As explained in the rest of this post, all seven information processes occur with data/information such as photos and resources being exchanged. Technology required include computers and web browsers. 
 

Function

In the context of the school, the intranet informs students and teachers of events around the school. This is shown by the updates on the central page to alert others about updates to the intranet. Individidual pages such as within faculties and for the co-curricular groups will allow the people who are in charge of those to edit pages if they haveaccounts. 
 
The intranet, via Google Sites, allows the abilitity to have attachments to pages or make pages into "file cabinets" so that files such as past papers and resouces may be uploaded, allowing convenient (and environmentally friendly) access to everyone in the school.
 
Additionally, the intranet is a good way for experiences of activities such as excursions to be shared because photos and recounts can be put onto the site by anyone who has rights to create these pages. Those who have access to the intranet can read about past and future events they can look forward to.
 
As a form of communication between all the people in the system, day sheets, and newsletters can also be accessed on the intranet. Staff can now also submit daysheet entries via the intranet to communicate with students across the school.
 

H1.2: Identify instances of the 7 processes undertaken by various participants, end users and people in the environment within this information system.

Collecting

  • Participants - Collecting is performed when obtaining content for the intranet, such as scanning past papers, filming videos or extracting data from other sources.
  • End users - Files are collected by end users when they download files such as past papers and syllabuses off the intranet.
  • People in the environment - They probably collected data for themselves beforehand and coincidentally, the partcipants wanted them too and collected them themselves.

Organising

  • Participants - When preparing content for the intranet, particpants most likely had to compress data (for example to be able to attach files with the limit imposed by Google Sites) or convert to different file formats for more convenient displaying process, especially if some formats are able to be played by a wider range of programs.
  • End users - After collecting, end users may want to organised what they have for their own purposesb such as compression due to lack of storage space.

Analysing

  • Participants - Adding metadata to files or for example, when using Google Analytics as a tool to help effective development of the site, the use of graphical representation so that patterns and trends can be easily spotted.
  • End users - Seaching using the search site function in the top right corner of the intranet for anything of interest.

Processing

  • Participants - Participants must constantly edit data, such as altering text or putting rounded corners on images so the product is suitable for appearing on the intranet.
  • End users - End users may collect data then process it for personal use, such as if they use an excursion photo, crop it and put it in an assignment.

Storing and Retrieving

  • Participants - They constantly store files they are working on prior to uplading and retrieve them the next time they work on it or retrieving just before uploading.
  • End users - They will store files they download before retrieving to look at again, such as syllabuses or past papers.

Transmitting and Receiving

  • Participants - This occurs when participants upload files.
  • End users - Occurs when end users download files.

Displaying 

  • Participants - The intranet is displayed on the monitors of participants' computers or sound may be displayed via speakers.
  • End users - Thesame which happens for participants is also true for end users.

H2.2: Explain how the intranet is a solution for an identified need, with reference to all 7 processes.

Collecing

Teachers and other participants such as apocalipticDESIGN can scan past papers and answers for the intranet into electronic form to save paper, take photos of excursions and share them with the rest of the school and collect a wide variety of other infomative content to help the community gain knowledge about events and school life.

Organising

Organising is mostly done by participants for ease of use by end users. This is particularly true when compressing files so that end users can download files faster, hence making the content more accessible. For example, photos are in the form of .jpg which is compressed and the ability to access it will help enrich school life when sharing visual experiences of events.

Analysing

Sharing resources needs to be made a convenient process with minimal confusion with all the files that are on the intranet. Therefore, we need to add descriptions for files and label them in a coherent way so that end users can download resources for learning.

Processing

Up-to-date information can accurately be made available if the intranet is always updated (processed) to bring news or to make adjustments to existing content (such as statistics).

Storing and Retrieving

The intranet's ability is store all the files and content through Google is what allows the content to be made available for the initial three goals of the intranet. Otherwise, if nothing was on the intranet, it wouldn't be of much use.

Transmitting and receiving

Students can download past papers and resources and study in their own time when they feel it is necessary. This is one of the major benefits of the intranet and removes the confusion and annoyance of organising past papers to give to students and make sure they are handed back. Participants can upload such resources (transmitting) to end users to download (receiving).

Displaying

For end users, it is the part where they can utilise the past papers and resources they have downloaded. They may wish to see photos, listen to interviews, look at or print solutions, and much more, thanks to the intranet.

H3.1: Evaluate and discuss the current/potential effect of the intranet on (a) individual students, (b) the school population (staff and students alike), and (c) the JRAHS information environment.

Individual students

Individual students will have more convenient access to resources and will gain an insight into some of the other events happening around the school. They will be able to have access to resources and past papers at home unlike the old intranet which could only be accessed at school. This way, they can work at home and find information when they need it as opposed to waiting to get to school to access it. The current intranet also has more content in general so hopefully students will find more of what they need.
 
For those who are in extra-curricular groups, they can now get their updates from repective pages without the hassle of finding out when or where the next meeting is or what is happening. For example, the cadets unit has also made some forms avaible too, so that students can simply download another if they
 

School population

The school population will become more informed and organised because the students, who form a majority of it, have benefited from ways described previously. When looking at co-curricular groups, they can communicate more effectively with all the members at once.

Teachers, because of the intranet, can also communicate with students and employ better teaching practices such as the SRP system now in place with time stamped diary entries to ensure students are working effectively on their projects.

The availability of the newsletter is another tool now availble on the intranet, which saves paper and allows the school population to be informed.
 

JRAHS information environment

The JRAHS information environment my provide the data and is not necessarily affected by the intranet. However, if they contribute data, they will probably have to spend time to allow participants to collect it, e.g. filming them. Although most of the people apocalipticDESIGN had contact with were from the school and since they have accounts, are also end users once they log in. 
 

H4.1: What emerging information needs is James Ruse likely to face in the next 5, 20 and 50 years? How will the intranet meet these needs?

Five years

  • Heavy usage of the intranet will results because in five years, all the students will have laptops. They will probably require more of their files via the intranet.Therefore the intranet will probably need to fit in more content dedicated for teachers to upload their files for their classes. Students can then also work on group projects during class and at home since everyone has a laptop.
  • Evidently, the trend is now to make everything somehow digital such as the advent of digital cameras. Currently, the school's permission notes and forms are on paper, but soon they will become electronic. The intranet can allow the files to be uploaded onto a page as .doc and students can fill them out and send it to the appropriate place. However, there is an issue if a signature is required, in five years time, we will still probably have to print out the form for signatures until an adequate system is put into place to verify digital parent signatures.
 

20 years

  • Five years may be a bit early, but in 20 years time, everything we do at school will probably become electronic. All of our files will be saved onto the internet rather than on our computers so that if the computer crashes, files will not be lost. The intranet could provide such services too on a bigger scale or offer the option of connecting with wherever our files are stored so that students can do all their school work, no matter what subject, through the  intranet.
  • In 20 years time, there will probably be more ergon, and convenient to use device which allows access to the intranet. Currently, mobile phones, by using WAP, have allows access to the intranet. However, these forms of hardware are not necessarily as widespread nowadays. However, in the future, they will probably become part of everyone's lives for very affodable prices with projectors so that we can see more clearly.
 

50 years 

  • By that time, we'll probably be able to have lessons at home and connect with teachers via the internet. The intranet could be a sort of "middle-man" between the teacher and student. Unless by 50 years we'll have holograms so that we can have lessons in class, but at home.
 

H6.1: Based on your answer to the H4.1 question, propose a solution for the 2010 apocalipticDesign team to develop and implement next year.

I think that next year, we could focus on making more processes within the school electronic. Such as actually start to have permission notes accessible on the intranet for everything. Permission notes could even be signed and sent back to the school via the intranet. This would save the school printing extra copies and wasting paper because students can print it themselves, get it signed, then had it into the accounts office. If possible, students could scan their permission notes in and send it securely to some sort of location expecially set up for this. However, because it is only next year, it seems too soon for digital parent signatures and such (although this would ensure authenticity).
 

H7.1: Explain the management techniques used during this project.

Project prospectus

This is more or less like a plan for our project. It included personnel, objectives, timeline and available resources. With a project prospectus, we were able to keep on track to accomplish the three goals, organise time efficiently and ensure that it was possible to carry out the ideas we had by keeping a record of resources we had.
 

Gantt chart

The Gantt chart helps us to keep on track so that all the tasks we are required to do can be completed on time to ensure the final product is complete and not rushed. It is a good way to see parts within each stage for a more detailed outline of what needs to be done. Graphical representation of deadlines is easily interpreted for effective time management.
 

Feedback

Feedback from others is an important way for improving the system. Additional opinions can offer different points of view and comments from the users who are the main audience of the product are crucial during development so that the project may be suited to their needs (which is the point of creating the intranet).
 

Register

The project register has been used so that apocalipticDESIGN members can view their own progress and so that Mr Woo, who is overseeing the whole project can make sure members of the team are making headway. The project prospectus helps to keep track of what we are up to as well as how we accomplished everything. The procedures which we follow should be recorded so that, for example, if we are attempting to solve a problem with something that doesn't work, we can go back and check up what was done. It is also a good way to keep all our documentation together for more convenient access.
 

H7.2: Create your project register Repository - an index of all your project register posts.

Project register can be found here.
 

Social and Ethical Issues Faced

posted Jul 15, 2009, 6:43 PM by Unknown user   [ updated Jul 15, 2009, 6:45 PM by Eddie Woo ]

Here's just a few of the major social and ethical issues I noticed during this course of this assignment.
 

Copyright

  • The first instance, are the images I used on the intranet. There aren't alot and they're mainly from deviantART and flikr where the creators are fairly accurate about how they want their work to be used. For those that requested it, I add a small address to the site where I got the image from.
  • Some of the content I have, especially information about courses are not entirely written by me. For example, the commerce information is taken from the Year 9 subject selection booklet. Firstly, I have acknowledged this on the site, and secondly it is school material done by the school and the intranet is for the school so basically it's not really an issue.
  • For my multimedia mini-assignment, I prepared for the excursion and collected my own data (photos, videos of the beach) and we did activities where I wrote my own answers and data on the worksheet. This was to avoid having to seek others for photos and such.
  • While filming in the VA room, I became especially conscious of the amount of artworks around the room. To be moral, it's not respectful to film someone's artwork (though unintentionally) unless their permission is given. So, I had to make sure that the interviewee was not in front of any artworks belonging to other students.

Privacy

  • Firstly, I try to avoid using photos with people's face in them which are obvious enough to be recognisable for my multimedia mini-assignment. The photos which I received from Ms Burgess however were put up because of the form about having photos and things published bu the school which everyone had to sign upon entering the school.
  • The video and audio recordings I had will be used with permission granted via a release form explaining the people involved about having them appear on the intranet and these have all been returned.

Ergonomics (rather insignificant)

  • Students and teachers are probably going to use computers even more with a lot more content now on the intranet. Hopefully they have good practices and won't have complications like deteriorating eyesight and whatnot. Although irrelevant to my portfolio, the SRP diaries are an example I guess. Although many students would type up their diaries anyway.
 

Rest of the Intranet

posted Jul 15, 2009, 6:53 AM by Unknown user   [ updated Jul 15, 2009, 6:38 PM by Eddie Woo ]

Very quick post before it becomes tomorrow - I have done a few things for the rest of the intranet (i.e. not the multimedia mini-assignment.)
  • Went through the images and tidied up the rounded edges because some of them had bigger radii than others.
  • Linked to the HSIE page on school website.
  • Made 150px wide icons to "promote" my mini-assignment (more like "to point out") as well as one for the  new photos I've put up. They are on the HSIE main page. There's a perfect space for one more which would look nice. Should ask Cathy if she wants one for her multimedia mini-assignment.

Component 3B: Seven Information Processes (Uploading)

posted Jul 15, 2009, 12:24 AM by Unknown user   [ updated Jul 16, 2009, 7:56 AM by Eddie Woo ]

Outline

Firstly, I have resolved the issue with the narrator audio. When exporting (if the shortcut is not used) there are options for audio quality. Initially, this was set fairly low, but I have now made it the highest setting possible. Added to this, I made the volume of the audio track louder but not loud enough for the background noise to make the actual words hard to hear. Since I felt like it, I tried using other software and hardware to see if they could record with less background noise - namely using the recording function of "Camera Assist Software" which came with this laptop as it had a webcam built-in, my MP3 player (which failed because it was horrible quality as described previously) and my phone (which ran out of battery, so I gave up).
 
I also changed the names of the video files so that they didn't have people's names, so I had to import them again.
 
I've already tried uploading but my internet is extremely slow, so I'll have to wait at maybe around midnight for it to be faster. Alternatively I could go to an internet cafe and upload it there but I'll see how I go.
 
Also, communication with particpants was with Joey (by email) because she was asking about using some of the Europe Trip pictures for her portfolio.
 
Lastly, I have prepared the short description about downloading the files which I will put onto the page for this excursion about now.
 

 
 
A record of the 7 information processes should be maintained as the multimedia system is developed, including relevant discussion of issues related to software/hardware constraints and design decisions (e.g. organising data: compression levels applied to images, audio and video data).
 
 
 
Collecting
  • Collecting my voice using other software/hardware to see if quality is improved.
Organising 
  • None.
Anaylsing
  • Naming files appropriately (labelling) when uploading them onto the intranet. I also added a description for one of them (metadata).
Processing
  • Making the volume of audio track louder.
Storing and Retrieving
  • Saving another copy of only the files to be uploaded elsewhere to avoid confusion.
  • Audio file saved in MP3 player.
  • Retrieving the audio file from before, processing it as described above, then storing it again.
  • Retrieving the renamed videos and importing them again.
Transmitting and Receiving
  • Uploading my multimedia mini-assignment which will ultimately be downloaded.
  • Emailing Joey shortly about uploading so that she now knows she can do her critique.
Displaying
  • Sound, video and the Flash document were displayed via speakers and the monitor.
Publish settings, for sound:

 

Software/Hardware Constraints

For collecting, my main issue was microphone and the quality of sound it collected. (Outlined above.) Also, while transmitting and receiving, it took a long time. Firstly, the file is much larger than the files I uploaded before and secondly, my internet is very slow to begin with.

Design Decisions

None.
 

UPDATE at 8:45 pm

I have discovered that the files eventually upload (after about half an hour), but requires lots of patience. So I've been doing other things while the computer takes care of the transmitting and receiving.
 
Esther (who is an end user) has communicated with me phone because by some strange coincidence, she discovered the announcement that I was uploading the files. Since one of the interviews is hers, she was very excited. But, more importantly, I asked her if she understood the instructions I put up on the pages, and she said she did, so that's good.
 
Lastly, I added the final note about having Flash Player, just in case, although many people would have it anyway. Except,the school. A few days ago, I actually tested my multimedia at school but it didn't ahve Flash Player, so I had to open the file using Internet Explorer. As expected, the videos didn't work.
 

Component 3B: Information Processes (Multimedia Complete)

posted Jul 14, 2009, 2:13 AM by Unknown user   [ updated Jul 14, 2009, 2:35 AM by Eddie Woo ]

Outline

A number of final additions and tweaks were performed. Most importantly, narration of the pages with text which can be turned on and off with the buttons described earlier. This was collected using the microphone built into the laptop which I use along with the sound recorder which is an accessory that comes with Windows. Secondly, I have included a short "welcome"on the first introduction page.
 
Tomorrow I shall begin uploading to the intranet and I will need to notify Joey so that she can do the critque and I'll have a post to notify Mr Woo where it is.
 

 
 
A record of the 7 information processes should be maintained as the multimedia system is developed, including relevant discussion of issues related to software/hardware constraints and design decisions (e.g. organising data: compression levels applied to images, audio and video data).
 
 
 
Collecting
  • Using the microphone built into the laptop to record my voice.
Organising
  • Sound Recorder saves my voice is .wma (Windows Media Audio file) which was converted to .mp3 so that it could be imported into Flash.
Anaylsing
  • None.
Processing
  • Flash file was constantly edited.
Storing and Retrieving
  • Saving the audio file with Sound Recorder then saving it again after conversion.
Transmitting and Receiving
  •  Downloading a .wma to .mp3 converter.
Displaying
  • Sound, video and the Flash document were displayed via speakers and the monitor,
 

Software/Hardware Constraints

I didn't actually have a .mp3 converter so I searched for freeware that was simple. In the end I chose the one called "Jodix Free WMA to MP3 Converter". Since I o nly had .wma files to convert and I never actually need .mp3 converters for anything else, I used this.
 
After importing the file into Flash, the audio became a bit "cloudy". The .mp3 and .wav file sounded fine but once displayed via Flash, it sounded a bit worse. I don't think this haas happened to any previous files but I think it might be that the microphone in the laptop doesn't collect the voice as loudly as the school's MP3 player. I have a extremely bad quality MP3 player with built-in mic which I could use as an alternative but it's, as I mentioned, extremely bad quality with a lot of background noise and such. I might just edit the files and make the volume a bit louder, because they do sound clearer that way.

Design Decisions

Nothing major, unless changing the colour of the on/off sound button to white for the narration counts. I placed them in the top right corner so that they are out of the way but can still be seen.
 

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