Description of the course
The course focuses on the development of multimedia projects using the most common methodologies and technologies. Topics include requirements analysis and management, presentation of examples related to specific multimedia areas, quality assurance, and testing. The course applies agile design methodologies for software development. It develops practical skills on analysis and design, programming and testing, and video and audio processing. Upon completion of the course, students are able to apply apply the principles and steps of multimedia design methodologies, analyze and understand the specific requirements of design and multimedia authoring, apply a project methodology in multimedia design and development of collaborative or individual projects, create elements from various media, and evaluate and apply effectively authoring tools and multimedia design suitable for a particular project.
Description of the participants
The course is part of the 1st year of studies of the Master’s of Computer Engineering program. The ICT-INOV methodology was deployed in the 2nd semester of the 2022 – 2023 academic year. A total of 33 students were involved in the process.
Description of gamified design thinking activities
Students were required to conceive, design, and develop multimedia content on inclusive technologies. Design thinking was used to support this process. Specifically, the design thinking steps used in the course included understanding and refining the problem and generating a solution. Subsequently, students used an agile development process to create a prototype and test it, iteratively.
Step 1: Problem identification and empathy.
Students engaged in research towards identifying and understanding the problem. They collected information and published it on the ICT-INOV digital learning platform.
Step 2: Problem refinement and ideation.
Students selected a problem using the information gathered in the previous step. They discussed and brainstormed challenges introduced through the problem using the ICT-INOV digital learning platform.
Step 3: Forming groups.
Students were divided into teams of 4 individuals and were encouraged to select a team name and a logo for team building purposes. This activity provided teams with a sense of identity and affiliation. It also helped them express their interest and goals.
Step 4: Point of view.
Students were challenged to redefine their original problem, considering the results of their research in the previous steps, which helped them develop an understanding of the problem from the user’s point of view.
Step 5: Prototying and testing.
Students were challenged to design a solution to the problem, posting their ideas on the ICT-INOV digital learning platform. They presented their solutions for the benefit of their fellow students.