At the end of this module you should be able to do the following:
Describe the difference between programming software and authoring digital content
Describe what digital authoring paradigms are and state examples
Explain why digital authoring paradigms are important
Allot 15 minutes
Read the following pages from Dave Marshall's course on multimedia from the Cardiff School of Science and Informatics:
As you've learned in Activity 8.1., while authoring and programming both result in the creation of multimedia products, they are not the same thing. In the BAMS program, you will be expected to be able to author digital media and to do some multimedia programming in MMS 143 (Introduction to Multimedia Computing). You will not, however, be expected to create new types of software that can be used to play or display digital media. That is, you won't be expected to create an alternative to, say, iTunes, VLC, or Windows Media Player... something that I had to do when I was studying computing science back in the day! (See Figure 8.1.)
Figure 8.1. The QDesign Player
The software programs you do use to create digital media materials are called authoring software. Each type of authoring software can create specific types of multimedia materials. For example, if you were designing multimedia educational materials, you can't make an interactive quiz using a word-processing program because the program wouldn't have all the right tools you have for making an interactive quiz. However, other tools do, such as eXeLearning, a software program that allows teachers to create interactive instructional materials with media content embedded in it. So one way of getting around the problem of not being able to create the kind of multimedia content that you want would be to use another software program for authoring your content.
Allot 1 hour
Think about a talent that you have or a skill you can teach. Maybe you're an excellent cook, or maybe you have a knack for troubleshooting car problems, or maybe you are fantastic dancer. Using a tool like eXeLearning or Google Sites (which is where this Course Package is hosted), put together a small multimedia tutorial that you might share with a friend so you can teach them a basic skill or activity. It doesn't have to be very long; perhaps there are only 3-5 pages with only a few lines of text and a couple of images, audio, or video embedded in each page. For instance, maybe you can put together a tutorial on how to make the perfect sinangag. If you can embed an interactive assessment activity, like a quiz, even better! Share your tutorial with the class.
Figure 8.2. The inter
Allot 1 hour
Some of you might be old enough to remember the Choose Your Own Adventure series of books (Figure 8.3), in which the decisions you make as a reader determines the story that you end up reading. These days, you can make your own interactive stories using any number of free and paid software tools. Search for an app or a software programming that you can use to make an interactive short story, and put together a very short story that you can share with the class. This is just for fun, so don't worry if it's not going to win a Palanca Award or the Nobel Prize for literature! (In Module 9, we will briefly touch on next logical step to the interactive story: the interactive movie.)
Figure 8.3. A Choose Your Own Adventure book
However, it is possible that as you become more experienced with producing multimedia, you'll find that no authoring software exactly suits your needs, in which case you might consider adding, removing, or editing functionality in an existing authoring software or digital media software program. These modifications are also known as plugins or macros.
But even then, you might eventually find that even if you use plugins and macros, no available software meets your needs and that you need to do some software or hardware programming using languages such as Python, JavaScript, C++, C#, Java, or the Arduino language, to name a few. This is particularly true when you create unusual or bespoke multimedia products and interfaces, which you might do in MMS 194 (New Media Art) or MMS 150 (UI/UX Design). Some of the most interesting examples of multimedia content are created using programming languages such as PureData, OpenFrameworks, and Processing that are built on top of more basic but more powerful programming languages. These tools allow you the most amount of flexibility in deciding what content to present and how how users can interact with your content, but they also take more time to learn. PureData and Processing are free and open source programs, and tutorials for both are available on the Web. Videos
Video 8.1. A sequencer made using PureData
Video 8.2. An experimental video made using PureData
Video 8.2. Creating animations and sound during a live performance using PureData
Video 8.4. An interactive multitouch-interface made using Processing
Video 8.5. An Android game made using Processing
Video 8.6. A work of video art based on motion capture datamade using Processing
In the meantime, you will probably find that the wide variety of software available for authoring content is sufficient to meet your needs. You will be introduced to various authoring and production tools throughout the duration of your tenure at BAMS, especially when you take your MMS 14x and 17x courses.
Authoring software can be classified in different ways. Some authoring software need to be installed in your computer's operating system; word-processing programs like Open Office Writer and Microsoft Word are examples of such software. These programs are called thick client (or fat client) applications. Other software programs are run from within a web browser. For example, this course was created using Google Sites, a Web-based tool provided by Google.com. These programs are examples of thin client applications. Thick client applications require your computer to do most of the work, whereas thin client applications rely on some other computer to do the work. With thin client applications, your computer is mostly a "window" into the application which is really being run by another (and usually much more powerful) computer.
Another way to classify authoring software is by the authoring paradigm (also known as an authoring metaphor) they use in order for the user to understand how to manipulate information to achieve a desired result. Have you ever edited an audio file before? If you have, have you noticed how similar it is to editing a video? This is because the software you use to edit these use similar authoring paradigms. In contrast, editing audio or video different from editing a slideshow presentation, or a text document, or an image because the editing software use different authoring paradigms.
Allot 20 minutes
Read Multimedia Authoring Paradigms from Dave Marshall's course on multimedia from the Cardiff School of Science and Informatics, and consider the following questions after.
Think about any media authoring tool that you already know how to use. What authoring paradigms does it use?
Earlier, two advanced multimedia production tools were mentioned, PureData and Processing. Look at the interface that they use (Figures 8.4 and 8.5). What authoring paradigms is used by each tool?
Figure 8.4: The PureData interface
Figure 8.5: The Processing interface
Why is it important to learn about authoring paradigms? A great number of different authoring tools exist, but many share the same authoring paradigm. So if you know how to use Final Cut Pro, you'll be able to quickly learn how to use Adobe Premiere and all other video editing tools because they use the same timeline-based authoring metaphor. If you know how to use Audacity, you'll know how to use Pro Tools. If you know how to use PureData, you will find it easy to understand how to work with MaxMSP. Knowing about authoring paradigms means you can easily transfer your knowledge about one authoring tool to another authoring tool.
Don't confuse authoring metaphors with the metaphors you use to play multimedia content, which I'm calling "multimedia presentation metaphors" for now. The authoring metaphor refers to how you manipulate media information so you can create content, while the presentation metaphor refers to features of the tool that you need to use so you can play back, navigate, or otherwise experience a multimedia product. For instance, going back to Figure 8.1, the audio player uses a multimedia presentation metaphor that is based on the analog cassette tape player (Figure 8.6).
Figure 8.6. The analog cassette tape player
Allot 10 minutes
New authoring paradigms not mentioned in the reading continue to emerge. For instance, a fun music creation tool on the Web, called Tonematrix (Figure 8.7), uses a a simplified Cast/Score/Scripting metaphor to generate music. What's also interesting in this example is that the tool you use to author the media is the same tool you use to play it back; that is to say, the authoring paradigm (metaphor) is the same as the presentation paradigm!
For this activity, create a composition using the Tonematrix tool to http://tonematrix.audiotool.com. You have two options:
Option 1: Create a single repeating pattern, copy the link, and share the link with the class. Example: https://tonematrix.audiotool.com/_/1000.k00.1000.1a00.0.i00.g00.200.480.40.i20.10.10g.g20.10.140
Option 2: Create a 2-5 minute performance by recording your screen while using the Tonematrix sequencer. An example is shown on this page (Video 8.7) Search the Web or ask your classmates for advice on how to record your screen and your computer's sound. (I recorded Video 8.7 using a Mac and made sure that I recorded the laptop audio.)
If this activity is a graded activity, points will be awarded based on how musically interesting the composition is and whether you followed the 2-5 minute restriction on the duration.
Figure 8.7: Tonematrix
Video 8.7. A sample performance using Tonematrix
In this module, we discussed the difference between multimedia authoring and multimedia programming, and briefly touched on when you might use simple authoring tools over more advanced programming tools. We saw what kinds of output are possible with advanced multimedia programming tools. Finally, we looked at what a multimedia authoring paradigm is and why it's important to know about it.
Audiotool. (n.d.). The tonematrix, a pentatonic step sequenzer. Retrieved January 17, 2019, from http://tonematrix.audiotool.com/
emoskop. (2015). puredata example 1. Retrieved from https://www.youtube.com/watch?time_continue=37&v=6HkUw3mQCJM
Louise Alexander Gallery. (2013). unnamed soundsculpture (by Daniel Franke & Cedric Kiefer) at Louise Alexander Gallery. Retrieved from https://www.youtube.com/watch?v=P9pdH0l0-_E
Marshall, D. (2001a, October 4). Multimedia Programming vs Multimedia Authoring. Retrieved January 18, 2019, from http://users.cs.cf.ac.uk/Dave.Marshall/Multimedia/node25.html
Marshall, D. (2001b, October 4). What is an Authoring System? Retrieved January 18, 2019, from http://users.cs.cf.ac.uk/Dave.Marshall/Multimedia/node22.html
Marshall, D. (2001c, October 4). Why should you use an authoring system? Retrieved January 18, 2019, from http://users.cs.cf.ac.uk/Dave.Marshall/Multimedia/node23.html
mrp805. (2015). Pure Data Sequencer 2015. Retrieved from https://www.youtube.com/watch?v=9Nz0bxwoqQE
Ritwik Yadav. (2013). Max Planck Research Networks Prototype. Retrieved from https://www.youtube.com/watch?v=xJT0OJS-0Oc
Savage, T. M., & Vogel, K. E. (2008). Authoring. In An Introduction to Digital Multimedia (1st ed., pp. 215–227). Jones & Bartlett Publishers.
TekGadg. (2015). How to make Android apps using Processing (Tutorial). Retrieved from https://www.youtube.com/watch?v=TH4bl-5Nxk8
박성민. (2014). Pd/GEM -live coding. Retrieved from https://www.youtube.com/watch?time_continue=1&v=kua7TZtroY4