INTERACTIVE MEDIA
AUTHORING
LO1 - Understand principles of Interactive Media Authoring
Learning Outcome
(LO)
The learner will:
Pass
The assessment criteria are
the pass requirements for this
unit. The learner can:
Merit
For merit the evidence
must show that, in
addition to the pass
criteria, the learner is
able to:
Distinction
For distinction the evidence
must show that, in addition
to the pass and merit
criteria, the learner is able
to:
1
Understand
principles of
interactive media
authoring
P1
Summarise accurately
the principles of
interactive media
authoring with some
appropriate use of
subject terminology
M1
Compare and
contrast
interactive media
authoring
products
2
Be able to devise
an interactive
media product
P2
Generate outline ideas
for an interactive media
product working within
appropriate conventions
and with some
assistance
M2
Produce
annotated design
documentation
for an interactive
media product to
meet a client
need
3
Be able to create
an interactive
media product
following
industry practice
P3
Create an interactive
media product following
industry practice,
working within
appropriate conventions
and with some
assistance
M3
Make
improvements to
an interactive
media product in
response
Scenario
Criteria
Tasks
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10
D1
Explain the benefits
and drawbacks of the
different formats that
can be used to
deliver interactive
media authored
products
D2
Evaluate the stages of
the production
process showing how
industry practice has
been followed
11
12
Assessment
P1 – This could be evidenced by the use of a report or presentation delivered to a group
that could be supported by tutor observation, or recorded evidence. This should
summarise accurately the principles of interactive media authoring with some appropriate
use of subject terminology covering:
◦ A definition of the tools used for interactive media authoring
◦ The production process
◦ Uses of interactive media authoring
◦ Delivery formats of interactive media authoring products
◦ Elements included and interactivity and control methods.
M1 - Learners should compare and contrast at least 4 different interactive media
authoring products, from at least two different formats. This may include new/recent
products as well as older products. These may have been created for any commercial
purpose. Learners must give detailed reviews to include the content of the products, the
possible client and user needs, the format it is delivered in, as well as identifying
strengths and weaknesses of the programs, and highlighting possible improvements. This
could be presented as a report supported with examples or a presentation delivered to a
group that may be supported by video evidence.
D1- This could be evidenced as an extension of P1, learners will explain the benefits and
drawbacks of different formats that can be used to deliver interactive media authored
products. Each of the listed delivery formats in the teaching content should be covered
and appropriate terminology should be used in the explanations.
Scenario
Criteria
Tasks
Scenario
Criteria
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2 Tasks
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95
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Assessment
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Scenario
This could be delivered through tutor led discussions,
demonstrations of the products and research exercises. It
would be beneficial for learners to have time to use and see
examples of work that can be created using various authoring
tools. Learners can research the leading manufacturers in the
industry and the different delivery formats. Reporting back to
the group will help to improve awareness. It would be
beneficial for students to discuss as a group what they think
the client and user needs were for the products they look at,
and whether they have been fully achieved.
Learners should look in more depth at the different formats
that interactive media can be implemented and the different
uses of the products such as marketing/promotional/
advertisement, entertainment, education/training/
assessment, games/virtual reality/simulation, journalism/
information. Group work could be used to look at these uses
and to feedback to a larger group. This group work should
also consider the delivery format (i.e. web, multimedia CD/
DVD ROM/Kiosks, Interactive TV, Mobile devices) and the
feedback to the rest of the group could include the benefits
and drawbacks.
Criteria
Tasks
Scenario
Criteria
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2 Tasks
3 4
15
62
73
84
95
10
6
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7
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8
Assessment
When it comes to making an interactive media project, it is important to
understand the limitations in terms of ability, function and interactivity the
user has at their disposal when it comes to the program they use. Each
program we need to look at is designed to make an Interactive Product but if
one was so good then there would not be a need for the others.
 Examples of these programs include Director, Flash, Dreamweaver, Mediator,
and Expression Blend.
 Programs are limited by price, interactivity, skill base, learning curve,
technical limits and ease of use. For instance Dreamweaver was very
interactive with behaviours in version 3 but this was removed in version 4.
Flash is very interactive but has a high learning curve. Expression Blend is
very powerful but not very user friendly and Mediator is very easy to use but
limited in output and features.
Task 1 – P1.1 – State and Compare the benefits and limitations of three media
creation packages in terms of Media Authoring.

Product Intention
Authoring Benefits
Authoring Limitations
Package Comparisons
Package 1
Package 2
Package 3
Scenario
Criteria
Tasks
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Assessment
When it comes to ease of use with such packages a user will settle on one
and stick with this decision until a better package replaces it’s
functionality. Word Perfect was the standard until Word came along,
Foxbase was replaced by Access, Corel Photopaint was replaced by
Photoshop, Freehand was replaced with Illustrator. Most of these changes
happened through acceptance standards rather than an increase of
functions.
 For instance, animations can still be made in Powerpoint, timings can be
set, transitions, macros, hyperlinks, adding in media content and can be
exported as a media authored file. But we would not use it to create a
media authored file because it has limits. We would not use Photoshop to
make web pages but Photoshop can make them. We would not use excel
for relational databases but it can be done and we would not use Word for
drawing Charts though word is fine at chart drawing.
Task 2 – P1.1 – Using examples from 2 Packages, compare with evidence the
similarities of function and difference of method in authoring a media
product.
 For this you will need to find examples of how 2 packages do the same
things like Timelines, Transitions and Animations, Events, Embed Sounds,
and Create Games. Explain the interfaces and method in each of these.

Scenario
Criteria
Tasks
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Assessment
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Scenario
A project that can be made For all projects there are three stages the
designer will go through before sourcing, paying for or making a project.
These stages are as important for a project as the booklet or copyright,
creating a package that an audience does not want, that does not have what
the audience needs or is aimed at the wrong age level.
Conceptualisation – This is the first stage in a project when the written
materials and client brief outline what is needed in a project. This is where
methods like Mood boards can be used.
The first step to producing an effective project is to define the purpose.
which should be a focused vision of what the audience wants the project to
accomplish. This might include defining a purpose statement that will guide
the development team, defining the audience, developing the strategy, and
visualising the end product. This might include:
What is the mission or purpose of the business or service?
What are the short- and long-term goals of the product?
Defining a purpose statement that will allow the designer to plan for growth
more effectively and establish a well-documented idea.
Develop measurable objectives to help track progress and determine the
success of the product.
Criteria
Tasks
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Assessment
Planning – The first stage of production where the designer
creates plans for the project. Storyboards, mood boards, template
sketches, Gantt Charts, Timescales etc. these are all tools used as
part of the production process. Each of these has a use
depending on the process, Mood boards for ideas, Gantt for
outlining timescales and deadlines, template sketches for others
to follow etc. The amount of planning that happens in a project
can be linked to the success of the project. Planning overcomes
assumptions.
 Design – Sketches are the beginning stage of the Design process,
these will change throughout a project depending on what
happens, on limitations or restrictions on sources etc. Character
sketches and storyboards highlight character and movements,
outline a story and show intent.
Task 3 – P1.2 – Using examples from a similar project, outline the
importance of Pre-Production planning and designs in Media
Authoring.

Conceptualisation
Scenario
Criteria
Tasks
1
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Planning
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Design
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Assessment
Creation – The creation stage of a process is usually the longest part and
goes hand in hand with alpha and beta testing. For a computer game
this can take years, costs 70% of the money, uses the most staff and
where most projects can be made or broken. It is also the stage where
audience needs change, more things need to be added, interfaces need
to be made better, copyright and problems need to be overcome.
 Implementation – When a project is complete the user needs to use it,
the time between completion and sale is determined as implementation.
25% of film production costs are getting it to the cinemas, similarly 30%
of computer games costs are spent on marketing. For a media Authored
program this is all about getting it noticed, onto the shelf, reviewed, and
finally used. At this stage there should have been testing and trials, user
versions, beta releases, bug testing, soak testing and market feedback to
determine if this is the right product for the market.
Task 4 – P1.3 – Using examples from a similar project, outline the
importance of the Creation and Implementation stages of a production for
a Media Authoring project.
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Scenario
Criteria
Tasks
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Assessment
Testing – The quality of a product is determined by the users experience of
the project. You would not recommend a program that crashes, a film with
fatal flaws, a seat that was uncomfortable, a phone with no reception.
 There are four stages to testing, Alpha (done in-house), beta (often done by
a limited or free release) Soak (when the product is tested to the extreme)
and Gold or Master (the final stage before release). But still flaws occur, this
can be done through reviews and user feedback, bug releases and updates.
 Review and evaluation – This can be done in-house (often biased and lacks
target audience opinion) or externally. A review of a product can damage
sales of a product or make them. Look up any App on iTunes and compare
the sales of other versions of the program against their review stars. Films
and music are the same, a bad review form someone you trust is enough not
to see or buy the product. At the end of the day there is only one person who
is important in this process, the target audience, if it suits their needs then
the project is a success, if they think it is bad or not useful then the project
will fail.
Task 5 – P1.4 – Using examples from a similar project, outline the importance
of the Review and Evaluation stages of a production for a Media Authoring
project.

Scenario
Criteria
Tasks
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Assessment
All Interactive products have a purpose that is different, whether it is
produced merely to make money or as a project for a company to suit a
particular need. For each of these purposes there are restriction and
similarities that are taken into account like interface, expandability, time
frame, entertainment value. Some products are designed for a one-off
purpose, an interface for an election, the menu in a game, the pop up
screen on an EPOS system. All the previous production stages will still be
part of the product tasks, but the audience needs will be different every
time.
 Examples of purpose include:
◦ Marketing, promotional, advertisement
◦ Education, training, assessment
◦ Entertainment, Games
◦ Virtual reality, simulation
◦ Journalism, information.
Task 6 – P1.5 – Using examples from each category, discuss the Purpose,
Audience and interactive Expectations within a production for a Media
Authoring project.

Marketing, promotional,
advertisement
Scenario
Criteria
Tasks
1
Education, training,
assessment
2
3
4
5
6
Entertainment,
Games
7
8
9
Virtual reality,
simulation
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Journalism,
information.
Assessment
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Scenario
The ultimate output and location of the resource you create can have
an impact on what you create and how it is viewed and used. The
resources your audience uses can have an impact in terms of size,
quality, interface, content and accessibility.
Web – there are certain files formats things need to be saved in, PHP,
Flash, web embedded etc. which can impact not only on the program
you use to make the product but the way the product is controlled.
Tablets are touch sensitive but computer screens are not so the
designer has to incorporate both into the interface. Screen size also
has an impact, sound and OS compatibility. Then there are Java
enabled browsers, school restricted sites, and accessibility issues, all
of which have to be taken into consideration.
Multimedia, CD/DVD ROM, kiosks – these have major restrictions on
usage, Kiosks are usually touch screen but have to be designed for
all target audiences but have to be short term, easy to use and
accessible. Multimedia means they can have sound and language
barriers to overcome, and can overestimate or underestimate the age
range of the audience. CD and DVD means the file size is restricted
to 66oMB or 4.7GB, but it also means it is limited to a computer
rather than tablet and requires some degree of technical knowledge
to install and run, can be easily damaged and be restricted in the
number of people using it at any one time.
Criteria
Tasks
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Assessment
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Interactive TV – this can be a menu or a game, which means it is
controlled by the users remote which is not designed as a game
playing device, works off infra red, can be unresponsive or under
sensitive and needs to be aimed in the right direction. The menu can
be more intuitive but the audience is aimed at a younger age. The
quality and content are also restricted due to lack of on-board
memory and appeal.
Mobile devices – With more modern phones an tablets, the quality is
less of a restriction as it used to be but the screens are smaller
therefor the screen resolution and movement is less quality than a
computer. There is also the issue with compatibility. On the plus side
the screens are touch sensitive and though this means they are not
as precise, they are more logical to the younger generation in their
expected use. Memory capacity is a bigger issue, unlike games
machines like PSP or DS, mobiles have a small amount of available
memory to play and run interactive content and those that come off
the website have to be customised specifically to take screen size
and memory into consideration.
Task 7 – P1.6 – Using examples, discuss the hardware limitations
and browser issues that need to be considered within a production
for a Media Authoring project.
Web Multimedia, CD/DVD ROM, kiosks
Scenario
Criteria
Tasks
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Interactive TV
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Mobile devices
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Assessment
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Within every good multimedia production there should be a wide range of Visual,
Auditory and Kinaesthetic content as well as educational purpose. These contain
functions and features that companies need to take into consideration. For
instance an interactive map will rely heavily on images, that is a given, as a
function these are to show and explain, as a feature these need to be in line with
the needs of the target audience. Disney would make them fun and unbearably
cute whereas the interactive guide to the Olympic Stadium would be detailed and
geographically accurate.
In terms of text, Louvre interactive map would be long explainations and
historically correct whereas Thorpe Park would be short and to the point.
In terms of Sound an interactive tour with sound would be detailed and clear in
multiple languages whereas a game would be beeps, buzzes and cheers.
In terms of Animation an Apple Ad would have the whole banner be animated and
the navigation buttons whereas the menu of the Xbox has Avatars that animate
when selected.
In terms of Video most multimedia content is restricted, previews until clicked like
a Smart TV or have no video at all like an interactive map.
Task 8 – P1.7 – Using examples, discuss the Multimedia Content expectations that need to be
considered within a production for a Media Authoring project.
Text
Scenario
Criteria
Images
Tasks
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Sound
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Animation
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Video
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Assessment
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Scenario
All interactive products have a control system that is specific for their use, some
have more than one but generally users prefer and then get used to one device for
that function. These come in different forms such as Mouse, Keyboard, Pointer
and Touch Screen. These link to the system that needs controlling, pointers are
not very good at menus for instance, touch screens suffer on hyperlinks,
keyboards struggle with highlighting areas or more than one object that is not in
line.
Basic (e.g. navigation menu selection, hyperlinks, hotspots) – these are unique for
each product, maps have hotspots, web sites have navigation menus and
hyperlinks. They basically take the user from one thing to another and have been
around since the days of multiscreen web pages. Early games had similar menus,
users choose from one menu and this took them to the next screen. This is
something we are all so used to that the principle is the same on most devices.
◦ Menus – drop down, across the screen, pop ups, selection menus, a quick way
of navigation on any device.
◦ Hyperlinks – adds external and internal links beyond the menu for quicker
access or additional user control and experience.
◦ Hotspots – areas of an image or video for the user to interact personally with,
hyperlinks somewhere or pops up help or further support from one location.
Criteria
Tasks
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Assessment
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Scripting – Like macros, adds an extra control element to
an object or link. For web pages this could be a pop-up
calendar when looking for a date that is available or opens
a sub page on a site within the same window, called a
frame, for a specific purpose.
Actions/events – this could be a rollover, a mouse over, a
left/right arrow on a picture to scroll to the next image. Or
it could be an added button on a page that controls the
navigation, click on it and something appears somewhere
or disappears from a list.
Control (e.g. audio/video/game controls) – These can as
simple as play, fast forward or rewind buttons on a video
to control movement or Siri instructions with voice
activation to navigate or stop. This could also be Kinect
where the movements of the body are interpreted as
controls for the character, object or interface.
Task 9 – P1.8 – Using examples, discuss how
interactivity and control systems need to be
considered within a production for a Media Authoring
project.
Basic
Scenario
Criteria
Tasks
Scripting
1
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Actions/events
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Control
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Assessment
When it come to making your own products, basing what your client
needs on what already exists is good practice, standardising a format
that is acceptable and improving on what exists. Nothing is new but
everything should be better.
For this task you will need to compare four different Media Authored
products and analyse what they are, what they do and what is good and
bad about them. These products need to be from different media
formats and the review needs to be detailed. From the list below select
one format from 4 categories and review what the product from a
customer or client point of view. Be subjective.


Online Museum
or Theme Park
Computer Game
Interface
EPOS system
Ebook
interface
SMART TV
interface.
Console Menu
Interface
For these you will need to identify the following:
◦ The content of the products
◦ The possible client and user needs
◦ The format it is delivered in
◦ Identifying strengths and weaknesses of the programs
◦ Highlight possible improvements.
Task 10 – M1.1 – Using examples, discuss how interactivity and control
systems need to be considered within a production for a Media Authoring
project.
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Scenario
Criteria
Tasks
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Assessment
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The benefits of interactive media compared to static media is in the
occupation of the target audience. Audiences expect more from
websites that are not merely shopping just as media needs to be
more 21st century, in terms of sounds, animation and showcasing.
Mobility – Target audiences need to see it on every device, they
want to use it as much these days on their mobiles as they do their
PC’s. With more and more 3g and 4g contracts, the internet is on
the move. Cities like Venice have interactive sites that describe the
buildings to people standing in front of them, giving them history,
anecdotes, links to information. Apps that used to just be street
guides now have café listings, menus, booking buttons, reviews
etc. The amount of informational content now available to the
average user on the move had doubled in the last year alone. And
with devices such as Google Glass, this is likely to expand in the
next year as much.
Interactivity – Patience is a virtue and lack of entertainment is an
issue, we need this new form of entertainment to keep us occupied.
We are so used to swishing our Kindle books that real books feel
disappointing, flipping through interactive books and documents
on our computer like it was an infinite size. Newspapers now have
small screens built in for that extra media content. See .
Interactivity has been all the rage since Surface and now with
tablets as common as laptops, interactivity is the necessity in terms
of gamification.
Scenario
Criteria
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Assessment
Accessibility – One of the more obvious benefits of interactivity on devices and on
media content is its degree of interactivity. This can be in terms of engaging the
audience but also in the fact that touch screens and interactive media is more
accessible to those who have difficulty in using keyboards and mice. Voice
activation has its obvious benefits in movement and control but touch screens are
easier to navigate on. Add in icons and images and this makes it more friendly,
add in colour buttons to change the look and feel and this adds an additional
accessible element. Make each follow on screen be an extension of the selected
previous screen and any one can use them.
 Targets a set audience – Gamification is the game adapting of modern
technologies. Interactive controls and navigation is an extension of a generation
of adapting technologies, teenager are brought up with this method of control, it
is second nature. We use ATM’s without thinking now, we use EPOS fast checkouts
because we trust them more, we rotate and swish our iPads like we would have
turned pages 20 years ago. All interactive content in the professional world takes
into consideration the age and ability of its target audience. The art of pulling our
fingers apart to zoom in will soon be replaced with twisting out fingers to rotate a
3D object, the audience adapts until it becomes a standard.
Task 11 – D1.1 – Using examples, discuss how interactive media benefits the end
user within a production for a Media Authoring project.

Mobility
Scenario
Criteria
Tasks
Interactivity
1
2
3
4
Accessibility
5
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Targets a Set Audience
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Assessment
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Scenario
But there are limitations too to choosing interactive media over static
content. 10 years ago this would have been a greater consideration
for companies but the need is reducing. In terms of Mobile devices
this is more of a concern.
Size – Making media interactive means simply adding more things
and anything added takes up more room. A map might take 200k, a
hotspot 5k more, a pop up picture from it might take another 50k
but we expect more. A video might take 1000k or more, sound
possible 3000k for a full song, 100k for a tune or tone. Add in
animations, 50k each and we are hogging our mobile download limit
in no time at all. Add in ten of these each with voice and the limit
soon catches up.
Download time – With the increase in size comes the increase in
downloading times. Check to see how long this website takes to pop
up fully and then try zooming in. Even with high speed broadband,
websites have added more interactivity and media content to
compete. Sites still seem to take as long to load as traffic increases.
Waiting time shave not gotten any better and with impatient
audiences, we give up too soon and go somewhere else. Size has to
be a consideration as is reducing things to make them load faster at
the risk losing definition and quality.
Criteria
Tasks
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Assessment
Type of content – making the content appropriate is one thing, but there are
other considerations. Is a video appropriate for the theme, would an image
be better, or a gallery, is the audience patient or can you speed through the
content. Every type of media content from Images to text, to animations and
video has a content consideration, too old, too young, too detailed, not
enough, copyright, quality, language, length etc.
 Requirement for plug-ins – iPads struggle with Flash, that is a given, but
certain browsers struggle with it too, or will not play Quicktime, use Java,
most phones will not handle rollover images or SWF’s, PDF’s are standard but
not the editable ones. The constant need on OC’s to add more stuff, the new
versions of this and that, to enable content on the yellow bar etc. All this
puts off customers but needs to be a consideration when it comes to making
this kind of content. Interactive media by its nature will require some form of
Scripting, behaviours, Java, action script, motion script, Event coding, basing
the idea that we all have the ability to play these is a mistake many
companies run into.
Task 12 – D1.2 – Using examples, discuss how interactive media benefits the
end user within a production for a Media Authoring project.
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Size
Scenario
Download Time
Criteria
Tasks
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2
Type of Content
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Requirements for Plug-Ins
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12
Assessment
Task 1 – P1.1 – State and Compare the benefits and limitations of three media creation packages
in terms of Media Authoring.
Task 2 – P1.1 – Using examples from 2 Packages, compare with evidence the similarities of
function and difference of method in authoring a media product.
Task 3 – P1.2 – Using examples from a similar project, outline the importance of Pre-Production
planning and designs in Media Authoring.
Task 4 – P1.3 – Using examples from a similar project, outline the importance of the Creation and
Implementation stages of a production for a Media Authoring project.
Task 5 – P1.4 – Using examples from a similar project, outline the importance of the Review and
Evaluation stages of a production for a Media Authoring project.
Task 6 – P1.5 – Using examples from each category, discuss the Purpose, Audience and
interactive Expectations within a production for a Media Authoring project.
Task 7 – P1.6 – Using examples, discuss the hardware limitations and browser issues that need to
be considered within a production for a Media Authoring project.
Task 8 – P1.7 – Using examples, discuss the Multimedia Content expectations that need to be
considered within a production for a Media Authoring project.
Task 9 – P1.8 – Using examples, discuss how interactivity and control systems need to be
considered within a production for a Media Authoring project.
Task 10 – M1.1 – Using examples, discuss how interactivity and control systems need to be
considered within a production for a Media Authoring project.
Task 11 – D1.1 – Using examples, discuss how interactive media benefits the end user within a
production for a Media Authoring project.
Task 12 – D1.2 – Using examples, discuss how interactive media benefits the end user within a
production for a Media Authoring project.
Scenario
Criteria
Tasks
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Assessment