NZIM – 801 Multimedia Strategy – Initial Proposal
Table of Contents
3. Information: "My Office" Space
Appendix: Possible Moodle Course Layout
1. Introduction
A. Jigsaw menu
Open with the jigsaw of the key players – each piece in the jigsaw acts as a button which in turn opens a video activity.
B. Video Activities (x5 or x6)
NOTE – Colours, exact layout and other general design issues. are all up for grabs and undecided – this screen mock-up is provided purely for reference.
Each video includes ‘real people’ vox-pop interviews explaining what each person’s role is. "As an employer I...". Buttons are provided so that the student can re-watch, for example, the Union Rep’s video testimonial while carrying out the ‘Employer’ activity – this re-inforces the relationship between each of the key players.
ACTIVITY – the student has to complete a task related to the video, on completion the spidergram opens, highlighting the key-player activity they have just completed.
C. Spidergram
The spidergram builds itself as the student carries out the above video activities. The diagram will also serve as a link back to either the puzzle menu or (maybe) straight back to a video activity (need to think about this further by prototyping the media elements)
2. Problem-Setting Scenes
As with the introduction but the video player will display a ‘fly-on-the-wall’ documentary style scene. The activity area displays a task intended to focus the students on the problem being highlighted.
ACTION: Need to flesh out the activities for each key-player and write the script for each video scene. IMPORTANT – the scripts need to be written, taking into account the limitations of our video set-up. ‘Documenatry/’The Office’-style. Minimal
3. Information: "My Office"
This is the student's own office space viewed from a first person perspective. It is where they come to access 'on demand' information:
- Clicking a book might open a 'plain text' version of a legal document.
- Clicking on the phone would ‘phone a friend’ playing audio info or advice
- Clicking on the radio will open the 'history radio' object.
NB - Need to find a way (rolodex or address book or speed dial?) for the student to be able to call various people at different times – the user should be ‘transparently’ directed to the information related to their current problem solving activity.
ACTION: For the whole course, identify all the 'nuggets' of information which the student will need to access - this is so that the office can be designed to incorporate all the required elements (even though some will not be 'turned on' until later).
Then for each section (scene/module), write a script for each nugget of information.
4. History: "History Radio"
The radio dial acts as a timeline and plays audio clips. These should eplain in documentary-style important events in employment relations’ history.
NB – archive audio materials would be preferable to video clips or images as the format ties in with the radio idea.
NOTES: ask if a TCU Information Officer could write the script and provide archive audio clips. Could be a collaboration where the TCU creates the program clips and we provide them with the flash radio delivery system for them to use on their website too.
* otherwise we can compile the show but will need [1] the script,[2] copyright free archive audio clips and [3] voice-over actor(s) to read the materials.
ACTION: Write a script for each time period – needs to be an aural history format.
5. Future: "The Future Newspaper"
Clicking on each headline/intro paragraph and image opens the full story.
ACTIVITY - would be great to have an "add your own article" activity... write text in a box, upload an image and then print.
ACTION: Write a script for each headline: requires both headline text and introductory paragraph(s) as well as a script for each full article.
Appendix - Possible Moodle Page Layout
