- Report
- Blog Article
- Presentation
- Video
about current uses of video in interactive media.
This report should cover the following areas:
Platforms for video in interactive media
- Worldwide web
- Email attachments
- DVD
- CD ROM
- Kiosks
- Presentations
- Mobile devices
Uses of video in interactive media
- Short films
- Promotional material
- Film trailers
- User-generated content (e.g. YouTube or Facebook)
- Viral marketing
- Advertising
- Virtual reality tours
- Games
- E-learning
Video in interactive media technology
- Compression
- Formats
- mpeg
- mov
- avi
- streaming - Data-transfer rates
- Frame rates
- Screen resolutions
- File size
- Ratios
- 4:3
- 16:9 - Media players
- DVD
- Flash
- QuickTime
- Windows Media Player
- Real - Rights management systems
You are fully aware of the criteria you must meet, as you cover these points, for each of the available grades. Generally the more clarity with which you explain them, the better use you make of examples and the more fluent your use of subject terminology the higher your grade.
Plagiarism
It will no doubt be very tempting to find other people's explanations and copy and paste. First, this activity has legal and ethical issues all of its own. Second, if you plagiarise you will be subject to an academic disciplinary process and could fail the unit or worse. How will I know? We have software that compares student submissions to work on the internet and tells us what % was plagiarised.
It is much better to read other people's work, understand it, then write up what you understand in your own words. That's real learning that is.
Citing Sources
You should include a bibliography at the end of your report (or provide it printed at the time of your presentation or with your video).
A bibliography lists all the places (sources) from which you got your information. This includes books, magazines, TV programmes and web pages.
You may quote other sources, but when you do you should surround the quote in quotation marks "" and cite the source within parenthesis ().
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