Douglas Heriot, University of Wollongong Part of CW12

Live events and installations these days can require many different systems for control.

Individually things like MIDI and DMX are pretty simple, but if you want to integrate these separate systems things start getting more complicated.

In this presentation I’ll talk about some common protocols used for control of different systems (MIDI, OSC, DMX, Art-Net), and how we can work with them on our Macs.
Quartz Composer is a great simple solution to quickly process this data without having to do any programming! It can synchronise & control these systems to do whatever you can imagine, and render live 3D graphics too.

I’ll show how to build some fun demos where MIDI and audio can control lighting and video systems, possibly even with audience involvement through web sockets in modern mobile browsers.

Pamela Weatherill, Edith Cowan University Part of CW12

Interpersonal communication as a central workplace skill is well established. The skills required to effectively create and maintain these relationships shift however, when the communication takes place via computers (including tablets, laptops and smart phones). Workplaces often struggle with issues around digital communication technology, simply due to a lack of reflective skills building in areas such as evaluation of messages, paralinguistic text construction, reading non-linear messages and more simply developing an effective online voice. In many workplaces relationships are created and maintained with staff, virtual teams, customers, management and suppliers almost solely with text-based computer-mediated communication (CMC). While the use of SMS, chat software, email, discussion boards, wikis and social media are common place for relationship building in both personal and professional settings, there has been little reflection regarding the micro skills required to do this effectively in the workplace. This presentation focuses particularly on the skills sets and micro skills of interpersonal CMC required of tertiary graduates when they enter the workforce.

As part of a larger research project, this presentation focuses on feedback from employers of tertiary graduates across the 17 ANZSIC industry codes, and a review of relevant literature, to establish a model outlining the skills, and micro skills required for effective interpersonal CMC. With the intention being for use by online curriculum developers, the research has culminated in a comprehensive review of the generic graduate employability skills, and parallel skills required by graduate students – or indeed any professional in the workplace.

  1.3 MB

Oleksander Motyka, University of Sydney Part of CW12

A case study on the inception, development and promotion of the University of Sydney app. The case study will cover:

• Understanding our audience and it’s needs
• Deciding how to implement the app (in house, off the shelf, contractors etc) and what platforms to support (iOS, Android, web)
• The implementation, it’s hurdles (we had to create many new web services to expose data to the app) and the resources required (over 15 staff work on various aspects)
• Marketing the app (the University undertook a large campaign) and user adoption
• Reflection and lessons learnt

I believe that many Universities would be interested in the process my University undertook to deliver a mobile app in particular why we chose the particular path we did.

The presentation will not require any technical knowledge.

Sue and Brent Gregory, University of New England Part of CW12

The presentation will cover 3D virtual worlds, demonstrating ways in which to impart knowledge in interactive, engaging and authentic means. If students can learn in an authentic setting and become engaged in interactive mediums, they will remember content better. This presentation will demonstrate how students can learn in authentic 3D settings with their peers or by themselves.

  9.7 MB

Jimmy Ti, Queensland University of Technology Part of CW12

Scene Kit is a 3D-rendering Objective-C framework that combines a high-performance rendering engine with a high-level, descriptive API. Scene Kit supports the import, manipulation, and rendering of 3D assets without requiring the exact steps to render a scene the way OpenGL does.

Because Scene Kit integrates with Image Kit and Core Animation, you do not need advanced 3D graphical programming skills. For example, you can embed a 3D scene into a layer and then use Core Animation compositing capabilities to add overlays and backgrounds. You can also use Core Animation layers as textures for your 3D objects in 3D scenes.

– Introduction to SceneKit
– Key Features of SceneKit
– Demo of SceneKit

Zac Fitz-Walter, Queensland University of Technology Part of CW12

Adding game elements to an application to motivate use and enhance the user experience is a growing trend known as gamification. This presentation discusses the use of game achievements when applied to a mobile application designed to help new students at university. I discuss Orientation Passport, a personalised orientation event application for smart phones which utilises game achievements to present orientation information in an engaging way and to encourage use of the application. The system is explained, the findings of two studies are discussed with recommendations made those who want to create similar apps. The presentation covers the intersection of education, motivation and video games.

David Yammouni, Swinburne University Part of CW12

I plan to talk about the experience of creating Wheels for the Mind as an iPad app. After many years of Wheels being a print publication, we finally decided to create a digital version. Starting completely from scratch, our graphic designer created the iPad app & I will talk about the planning process, production & final output of our first (& possibly last) digital edition.

  452.8 MB

Malcolm Riddoch, Edith Cowan University Part of CW12

The presentation covers teaching and learning problems in the sonic arts sector involving developing a student appreciation of the musicality of environmental sound through an understanding of basic acoustics, psychophysiological and neuronal aspects of sound perception as well as a phenomenological uncovering of sound in itself. Practical aspects of aural training, field recording and multitrack acousmatic composition are also covered in terms of the balance between theoria and praxis in the classroom.

Susan Yue Hua Sun, Auckland University of Technology Part of CW12

While many people are yet to be convinced that fully-online language courses are capable of developing learners’ oral/spoken language skills, strong empirical evidence is starting to emerge. It shows that online language learners’ oral skills can be adequately, if not exceedingly well, developed through the use of the increasingly sophisticated online tools, especially voice tools, e.g., Blackboard Wimba Voice Board, Voice Presentation, Voice Authoring, and the latest available Blackboard Collaborate, etc.

This study looks into two fully online Chinese language papers in a New Zealand University, and examines how the development of student oral skills takes place, i.e., their curriculum designs, technology choices, pedagogical considerations behind, and assessments related to oral language development. Needless to say, the technology choices are at the central place in the discussion, as the two papers are taught in the total absence of the traditional face-to-face classroom and its success or even just its survival are decidedly relied on online technology.

The examination will focus on the use of Wimba Voice Board, Voice Presentation, and Voice Authoring, and painstakingly point out their strengths and weaknesses. The inadequacy of technology and the frustrations which have been felt by the instructors along the way will also be detailed and discussed. Finally, commentary is made with regard to the latest available online tool – Blackboard Collaborate in Blackboard Learn.

This study concludes that through careful design and use of online voice tools such Voice Board and Voice Presentation, students’ oral skills can be well-developed in total-online language courses.

  2.8 MB

Luke Monsour, Griffith University Part of CW12

This presentation will provide a brief overview of current production options for shooting stereoscopic media (S3D). It will look particularly at camera and stereo rig options, basic S3D workflow, and available post production pathways, with a particular focus on education.