Multimedia Project Research Articles

Rebranding of Ukrainian Folk Choral Art in the 21st Century

Purpose of the work. The study analyses the rebranding policy of folk choral art in the 21st century and identifies new approaches to its preservation and popularisation in the context of globalisation and the rapid development of information technologies. Research methodology involves the combination of empirical methods (observation, data collection, interviewing), systematic and analytical methods, which allowed for identifying the leading trends in updating approaches to promoting Ukrainian folk choral art in the 21st century. Scientific novelty. For the first time in Ukrainian musicology, rebranding is being explored as a new approach to the preservation and popularisation of folk choral art in the conditions of globalisation and the development of information technologies. Rebranding policy acts as a key tool for revitalising the folk music tradition, increasing interest in traditional culture, and integrating folk choral art into the modern cultural space. Conclusions. Rebranding of folk choral art is essential for its functioning in modern conditions and for attracting new audiences, especially young people. The creation of multimedia projects and the use of social networks make folk choral art more accessible and appealing. The integration of elements from other cultures into folk choral performances contributes to updating its format and cultural integration while preserving the authenticity of Ukrainian art. The theatricalisation of performances, the use of traditional Ukrainian costumes, scenography, and choreography enhance the emotional impact on the audience, shaping a modern image of the Ukrainian folk song. Rebranding helps folk choral groups not only make folklore one of the leading musical trends in Ukraine but also reach an international level, fostering intercultural communication and promoting Ukrainian art abroad.

Youths' relationship with culture: Tracing sixth graders' learning through designing culturally centred multimedia projects

AbstractAlthough education is framed as a future‐oriented enterprise, we often fail to serve the diverse futurities of youth, particularly in formal learning environments. The cultural norms of formal learning environments are rooted in dominant ways of being and knowing and this shapes how learning environments and learning technologies can be designed. As a result, the futures youth can envision for themselves in these spaces are often static and limited by the dominant culture. As a move toward supporting youths' diverse cultural backgrounds and experiences, we ask how youth develop relationship with culture through creating culturally centred multimedia projects. Guided by a case study approach, we collected thirty‐six remixing multimedia projects from twelve sixth graders, who created these projects for three culturally centred learning activities over a school year. Findings share one case from each learning activity to demonstrate how students represent their relationships with culture through three forms of symbolising. Implications from this work reject the settled expectations of dominant culture in formal learning environments and, instead, invite youths' knowledges and experiences through remixing with multimedia. Practitioner notesWhat is already known about this topic Formal learning environments are shaped by norms rooted in the dominant culture but are often assumed to be acultural spaces. Multimedia technologies have been leveraged to engage youth with culture in the classroom. Remixing is a sociocultural learning process that allows youth to reimagine their lived experiences. What this paper adds Sixth graders' relationships with culture were mediated by remixing with multimedia resources in a series of culturally centred multimedia projects. Forms of symbolising in students' remixing works reveal diverse relationships with their own culture and other cultures. Culturally centred multimedia projects afford the development of intertwined and reciprocal relationships with one's own culture and other cultures. Implications for practice Formal learning environments and embedded learning activities often operate on static or limited relationships between youth and their diverse range of cultural experiences. Engaging with multimedia projects can develop students' relationships with their own culture and other cultures in a reciprocal way. Supporting the development of diverse relationships with culture is crucial to designing a culturally centred learning environment.

DIVAS for Social Justice: Building Resilience in Youth Through STEAM

DIVAS (Digital Interactive Visual Arts Sciences) for Social Justice is a STEAM-based grassroots organization that has created positive youth-led multimedia projects for the past 17 years in communities of color. The organization uses digital media and emerging technologies in the development of youth voices to tell the stories of their communities. We demonstrate how youth creating multimedia content around issues facing a community can be a vehicle for leadership development and resilience. We explore three programs: Gentrification Through the Eyes of Youth: A multimedia exhibition led by youth, ages 7-14, to address solutions to gentrification in the Bedford-Stuyvesant neighborhood. Laurelton.nyc: The launch of the neighborhood website to share positive stories of Southeast Queens and increase digital literacy. Forward, A Social Justice Makerspace for All: A makerspace focused on participatory action to design a community space that can lead to economic opportunities for the greater community.

Assessment strategies and challenges of teachers in evaluating students during online learning

Education was forced to modify face-to-face classes into three pedagogical approaches: synchronous, asynchronous, and blended learning, requiring teachers to change the grading system, assessment, and evaluation of student performance. This study aimed to determine the assessment tools, strategies, and challenges that teachers encounter during online learning. The researchers conducted an online and face-to-face survey that consisted of 75 questions to 50 online teachers who were selected through convenience sampling from seven public and private elementary schools. Findings indicate that most teachers apply traditional assessment strategies to evaluate students in online learning. Some online assessment applications like Edpuzzle, Google Classroom, Kahoot, and Quizzes are rarely used to assess student learning. Teachers, however, frequently utilized Facebook and Messenger in delivering assessments. They applied multiple assessment strategies in online learning to accommodate the learning styles of their students. However, data revealed that most teachers have difficulty ensuring the quality of participation, integrating authentic assessment into online learning, and using online assessment applications. It is recommended for teachers to provide their students with balanced assessment, timely communication, constructive feedback, group multimedia projects, appropriate instructional materials, and alternative online tools to enable meaningful learning.

Airglow: Young People and Wellbeing

In this dialogue, Karl-André St-Victor and Dr. Jessica Ruglis discuss the concepts of wellbeing for youth and supporting young people in being well. Karl is the Executive Director of Chalet Kent, while Jessica is an Associate Professor of Human Development at McGill University and a Board Member at Chalet Kent. They have collaborated for the past eight years, and in this commentary, they discuss supporting the wellbeing of young people through two recent community projects: Que du Love (Only Love), a multimedia project; and the newly founded Uptown Institute, which aims to support young adults into flourishing lives. The dialogue is facilitated by Dr. Bronwen Low, Associate Professor of Education at McGill University and a long-standing partner and former Board President of Chalet Kent. The conversation touches on aspects of education, relationship building, trust, power, change, art, home, and the future.

RESEARCH BY DESIGN – FOSTERING STUDENTS’ CREATIVITY BY IMPLEMENTATION OF WORKSHOPS IN ARCHITECTURAL EDUCATION

<p>Social, cultural, and economic aspects of contemporary architecture emerge in a variety of architectural and artistic works, together with theoretical and experimental research, which leads us to the rethinking of traditional teaching methods. This paper examines the possibilities of new formats for teaching architecture, which are relevant and attractive to students and could bring new approaches to education. This article describes the implementation of the “research by design” method of teaching architecture based on different multimedia projects. The new approach to teaching design should stimulate creative processes that could guide students to develop their creative skills by choosing their medium of expression following personal character and sensibility.</p>

Strategic collaboration: Using multimedia projects to inspire giving and steward donors

In 2021, the UConn Foundation began creating multimedia packages to show the impact of philanthropy. These packages are a collaborative effort between the foundation's Marketing and Communications Department and development officers. By taking the time to establish a partnership built on trust and respect, they have honed the process and developed strategies and best practices to identify story leads, create multimedia packages and use the packages effectively for fundraising and stewardship purposes. This paper analyses the UConn Foundation's process and how to apply these practices in their own organisations.

Introducing How We Make It: Disability Justice, Autoimmunity, Community, a Multimedia Project

How We Make It: Disability Justice, Autoimmunity, Community is a born-digital multimedia piece that lives on the Scalar platform and that was submitted and eventually accepted into the Special Section on Autoimmunities in the Wake of COVID-19. The text below is a close reproduction of the Navigation page within the Scalar piece. While reading this text, one cracks open the door to glimpse the ten-person collective behind this project. However, we invite the reader to go directly to the website (link provided below) to fully partake of the variety of paths—including embedded sound and video files, image annotations, and links to other sites—that perform a listening to and reflecting upon crip knowledge and joy as it was catalyzed and recorded by this ten-person collaborative ruminating on chronic illness, long COVID, anti-Asian violence, incarceration, care burdens, mental distress, electromagnetic fields, and deep listening. After going to the Scalar website, please make sure to turn your speaker volume up. Lingering over key images (while in Scalar) will also reveal pop-up annotations.

Student-generated multimedia for supporting learning in an undergraduate physiotherapy course

Outside the university, rapid authoring tools and ubiquitous technologies have fuelled a rise in usergenerated multimedia and participatory culture. The educational equivalent, digital student-generated content, has been heralded as one approach for supporting active and student-centered learning. This is especially relevant in tertiary education, where multimedia is mainly used as a method for transmission of content. Though student-generated multimedia may seem pedagogically ideal, especially for applied areas such as Health Sciences, the diversity of adoptions and limited evidence in the area make broad claims to its efficacy difficult to support. This study uses mixed methods to assess the outcomes of a student-generated multimedia assignment within a third-year university physiotherapy subject. This study found that all students were able to complete the assessment task in a way that demonstrated key disciplinary learning and professional communication skills despite many not having prior experience of this kind of assessment. Student survey data demonstrated that students were able to navigate between new tools and methods to achieve a complex task. While multimedia gave students new and creative ways through which to engage with practitioners, patients and the profession, attitudes varied in accordance with student self-efficacy and confidence. The self-directed nature of the task appears to be both an opportunity and a challenge. These findings further contribute to our understanding of implementing student-generated multimedia projects and extend this knowledge to the health sciences’ discipline.

Implementation of Multimedia Project-Based Learning Model and Language Attitude towards Writing Skills

The implementation of learning skills in writing review texts is still oriented toward completing the tasks given by the teacher. This results in students needing help developing review text writing skills. This research examines how implementing a multimedia-based Project-Based Learning learning model and language attitudes affects students' review text writing skills in class VII SMP. Classified as a type of quantitative research, this research applies an experimental method with a 2×2 factorial design. The sample was taken from the entire population, namely class VII.1 was chosen as the experimental class, and class VII.2 was chosen as the control class with 60 students. Based on the analysis and discussion results, the multimedia-based project-based learning model is proven to improve learning outcomes for students' review of text writing skills compared to conventional learning models. The multimedia-based project-based learning model provides a basis for reflecting on effective teaching methods. These results indicate that involving students in multimedia projects can stimulate creativity and strengthen their understanding of writing concepts. Apart from that, this study's results confirm no interaction between the multimedia-based Project-based Learning learning model and language attitudes.

Witchcraft, Artcraft, Lifecraft: Notes on Making and Living in Everydayness

Ranging from botanical gardens to psychedelics to Black feminist spirituality, “Witchcraft, Artcraft, Lifecraft: On Making and Living in Everydayness” offers a window into a critical-cultural project that seeks to bring Black femme labour, intellect, expression, and faith into sharp focus. The essay—much like the multimedia project it explores — asks the reader to contemplate the nuances of a type of Black experience that is often made invisible.

How can a task-based project enhance students’ transferable skills? An investigation

ABSTRACT Background In a time of rapid technological change, there is a need to provide students with relevant learning opportunities to support the development of their transferable skills. Purpose Set in a higher education context in Taiwan, this study sought to investigate how students perceived their engagement with a task-based, multimedia project within an English as a foreign language (EFL) course. Method Participants were 73 third-year undergraduate university students who were engaged in an 18-week task-based video-making project as part of the EFL course. Data, which were analysed qualitatively, included students’ reflective essays and post-course transcribed interviews with 15 of the students. Findings Overall, the students felt that participating in the task-based project had enhanced their literacy competencies through the process of gathering relevant information; supported their learning motivation and engagement as they sought to discover the necessary resources to generate their videos; and fostered their awareness of how they could apply the knowledge and skills they developed in the course to new contexts. Conclusions Task-based, digital projects can provide one way of helping students to develop transferable skills. As technology continues to evolve, this study highlights the need to consider more fully, in the context of tertiary education, how best to support students to acquire and hone the competencies that they will require in employment.

Open Resource Binary & Interactive Technology (ORBIT): Platform Asset Digital untuk Diseminasi Karya Mahasiswa

Students in the Multimedia Engineering Technology Program (MET) at Telkom University possess the ability to create a diverse range of creative multimedia products, including 2D visual works, 3D modeling, and game applications. However, paradoxically, the documentation of their works often falls short, with their creations sporadically stored and inadequately cataloged. To address this challenge, we introduce Open Resource Binary & Interactive Technology (ORBIT), a digital asset platform designed to streamline the organization and management of multimedia projects generated by MET students. Through ORBIT, MET students can effortlessly upload, share, and document various types of multimedia projects, fostering collaboration among peers and ensuring that innovations in the multimedia field remain accessible and can be further developed by future generations

On the possibilities of digital storytelling and reflective reports in the formation of FL teachers’ narrative competence

Relevance. The article describes an action research study on the use of digital storytelling and narrative reflective reports as tools for developing future foreign language teachers’ narrative competence. Purpose. The central purpose was to experiment ways of formation foreign language teachers’ narrative competence in context-based teaching. Methodology. The study involved 68 students of pedagogical faculty of foreign languages. Participants were divided into two groups: 34 third year students who have been involved in narrative project and 34 freshmen of master’s. Throughout their pedagogical practice, the third-year students practiced the course of digital storytelling and writing reflective reports. DS focuses on the students’ own personal experiences in the process of multimedia project creation and implies shaping of the story as well as sharing it with others. Through systematic reflection and analysis, students can develop reflexive and critical awareness, which can also provide the benefit of a documentation of their own professional development. In terms of developing reflective reports, authors revealed that future foreign language teachers are encouraged to examine their story-making processes productively, to create and re-create fresh accounts from different perspectives. Results and Conclusions. The results provide evidence indicating that students’ personal narratives guide classroom activities through the continuum of educational process. Creating narratives, students are cognitively involved, they pay attention to the crucial moments and results, analyzing and looking at themselves critically, developing narrative competence. The implications of these findings in relation to the foreign language teachers are also presented.

Nurturing Student Growth and Empowerment through a Poetry-Rich Classroom

This enthralling exploration digs into the transforming influence of a poetry-rich classroom, revealing a plethora of advantages that educators may use to support student growth and empowerment. Students are given a dynamic platform for creative expression, intellectual advancement, and profound self-discovery when poetry is integrated into the educational environment. Students gain linguistic competence, critical thinking abilities, empathy, cultural understanding, and self-confidence through poetry. The structured poetry writing workshop method emerges as a catalyst for active engagement and growth, helping students through the creation of their own poems. Furthermore, the use of multimedia projects, collaborative initiatives, contests, anthologies, and digital platforms expands and improves student participation and experiences. A poetry-rich classroom is acknowledged for its importance in empowering students as writers, encouraging their personal growth, and establishing a lifetime love of the written word. This study encourages educators to embrace the transforming power of a poetry-rich classroom, fostering an inclusive and vibrant learning atmosphere in which students can thrive as writers and persons.

Multimedia Educational Complex “Pushkin on the Interactive Reading Lesson”: Methodology, Structure and Possibilities of Use

The article presents a new project of the Pushkin Institute “Creation of a multimedia educational complex ‘Pushkin on an interactive reading lesson’ ” made for the anniversary of the great poet with the financial (grant) support of the “Russian World” Foundation. The author’s methodology of teaching fiction reading used in the project is described, according to which more than 60 online reading lessons have already been created, posted on the website of the course “Reading Lessons, a holiday that is always with you”, and at least 200 scenarios of face-to face reading lessons, as well as corrections that were made during the creation process the jubilee Pushkin project. Th ese corrections concerned the methodological preparation of a literary text for educational activities (dividing the text into parts and creating four lessons) and the organization of work with linguistic and cultural objects. The article contains a detailed overview of the structure of the multimedia complex, which includes the following components: a cycle of four online text reading lessons according to the text of the story by Pushkin “The Squire’s Daughter” in the versions “For Readers and Teachers” (8 lessons in total), four offline reading lessons (in the format of mobile applications) and additional resources to them (pdf application with creative tasks and a mobile application with a filword, as well as the text of the story in three formats — video, audio and pdf. All components of the multimedia complex are available on the illustrated website of the project, which in turn does not just serve as a place to place all the components of the complex, but performs a meaningful role, creating a special atmosphere, immersing the reader in the magical Pushkin world. In the final part of the article, the target groups of potential users of the project are indicated, as well as various possibilities for using the multimedia project in educational activities are proposed.

Creation of content for interactive multimedia projects based on the application of artificial intelligence

The main idea of the considered research is the development of interactive media elements, virtual panoramas and virtual tours on the historical theme of Ukraine with the help of generative artificial intelligence. For this, it is suggested to use Midjourney to generate images based on text descriptions. Then the generated images are combined in programs for creating panoramas and virtual tours. To organize joint work, it is suggested to use Notion space, a tool that will make development distributed, involve a wider group of specialists, making the interaction process more effective. The research considered is relevant in modern conditions, especially when the teams of educational and research organizations are forced to work not from the usual offices, but in conditions of temporary relocation in different regions of Ukraine and outside the country. The study offers an innovative approach to using generative art and virtual reality to create historical-themed virtual tours and augment artworks, providing users with a unique experience of interacting with historical heritage. Using Notion Space to organize collaborative work enables effective interaction between distributed teams and experts, improving development processes and knowledge sharing. The proposed research integrates technology, art and education, providing a unique platform for visual engagement with cultural heritage and history.

INTERDISCIPLINARY APPROACH TO TEACHING GRAPHIC DESIGN FOR FUTURE TEACHERS OF LABOR EDUCATION IN THE CONTEXT OF IT EDUCATION

This article examines the importance of effectively integrating graphic design into computer science education, emphasizing the need for integrative curricula. It is emphasized that such an approach requires taking into account the specifics of both disciplines and contributes to the formation of a comprehensive understanding of the subject, the development of professional competencies, and the training of specialists capable of meeting the requirements of modern society. In the context of the rapid development of digital technologies, the article emphasizes the relevance of the integration of graphic design into IT education. The practical aspects of such integration are considered, including the usage of innovative technical tools, programs, and teaching methods aimed at improving the quality of education.
 Special attention is paid to project-oriented learning, which allows students to implement practical tasks, developing both graphic and computer skills. Examples are given of how students can be involved in the development of websites, mobile applications, and multimedia projects, using knowledge from both fields. Emphasis is also placed on the importance of software tools such as Adobe Photoshop, and Illustrator for graphic design and programming languages and environments for web development, enabling students to acquire the necessary technical skills for their future careers.
 Special attention is paid to the role of integration in qualified teacher training capable of working effectively in a high-tech, information-oriented society. Specific examples of courses and projects that demonstrate the implementation of an interdisciplinary approach in education are provided, as well as recommendations for further improvement of educational programs are developed. The analysis emphasizes the potential and importance of integrated teaching of graphic design and informatics for the training of future teachers, aimed at their professional development and improvement of the educational process in general.

Project Management and File Management in Multimedia Applications Version of ActionScript 2.0

Multimedia is a key focus within the Information Systems Study Program at Universitas Komputer Indonesia. With increasing student interest and certification from the National Professional Certification Agency, more students are producing quality multimedia theses. However, many lack understanding of theoretical principles such as project and file management, which this research aims to address for both academic and real-world applications. This research was conducted at PS-SI UNIKOM. The research data was taken from the collection of thesis students of the UNIKOM PS-SI even semester academic year 2019/2020. The focus of this research is using the Adobe Flash CS 6 version ActionScript 2.0 approach. This study expects students to understand multimedia scientific principles and implement them in a real thesis and multimedia project. Implementing project management and file management in the multimedia field will help developers develop multimedia application products effectively and efficiently.

Poetics of Rerouting in Michaël Ferrier: A Mimetic Approach to the Fragment

In the 2017 translation of his article “France-Japan: The Coral Writers,” Michaël Ferrier explores the concept of the coral writer, or écrivain du corail. Echoing Fabien Arribert-Narce (2021), this article initially identifies Ferrier himself as an écrivain du corail and expands this concept further as it unearths resonances between creolization and Ferrier’s own writing. This article revisits a multimedia project from the 2022 Winthrop-King conference Tokyo Stories: Writing the World with Michaël Ferrier in order to demonstrate that mirroring Ferrier’s unique style allows for participation in and promotion of creolization. Using content from the collaborative project entitled “Poétique de la déroute chez Michaël Ferrier : une approche mimétique du fragment” and created with doctoral candidate Carine Schermann, this brief commentary accentuates the unexpected but beneficial discoveries that await if one interprets the world in the style of Ferrier: writing “from the inside” (Ferrier, “France-Japan” 19) and composing seismographically (Ferrier, “L’écrivain sismographe” 96).