Software engineers recognize stages in the history or lifetime of a software product
Development is analogous to conception and childhood
operation and maintenance to adolescence and adulthood,
and retirement--to mix metaphors--is the sunset of a program’s life
[Show first few screens of UM’s Software Life Cycle.]
Stages of the traditional “waterfall” software life cycle:
Multimedia changes the life cycle or timeline somewhat
The design stage shifts to how to solve the problem,
though not in terms of implementation details or a particular programming language
` storyboards develop first thoughts about a title’s content and structure--see Lopuck, 10-12
scripts, flowcharts and paper design--see Lopuck, 12-16
flesh out storyboards by describing all the content and interactivity in detail
Instead of scripts, Lopuck talks about flowcharts--see pp. 12-13.
Lopuck’s timeline advocates developing an early, rapid prototype
Activities of multimedia development:
media production: creating or acquiring graphics, video, sounds, animations.
Why is media production a separate activity from programming?
programming in an authoring environment or conventional programming language
Testing and debugging:
debugging: progressing from alpha to beta stage
final debugging and deployment
Delivery and maintenance:
How does delivery via CD-ROM vs. Web change this activity somewhat?
The life cycle of a student’s program typically ends at this point, but...
The life time of a program for a for real world application, however, is just getting started
Maintenance of software involves four different kinds of activities:
standardizing fonts, use of sounds, common elements in libraries, etc.
All of these are issues for multimedia projects such as the UM
and our new NSF-sponsored project
See analydoc.doc and AudienceAnalysisOOSE.doc on the web site.
Then hand in a more fleshed out analysis, revisiting these questions, in about a month.
Who: who is your audience? Age, gender, background, experience, attitudes.
In an educational title, what background does this audience already know coming in?
What limitations might some of your audience have that needs to be overcome?
What: what is the problem? What are the goals of your project?
In an educational title, what are the key concepts/skills that the learner will master?
Why: why multimedia? (See prospect.txt on our web page)
Needs assessment: Why will multimedia provide a better solution to the problem?
E.g., we envisioned animation helping students visualize algorithms and processes.
Can you convince someone with dollars to invest in a multimedia solution?
Here’s where lots of brainstorming comes in, envisioning a successful product.
Where: where will it be deployed? Via CD-ROM or via the Web or both?
How: how will it be done?
What resources will you need? Talent, hardware, software, money to pay for it.
Who will work on your project? What roles will each project member have?
Who is the domain expert for teaching your content?
How will he/she work with your team?
What do you already have available? What else do you need? How will you get it?
When: when will it be done?
Be prepared for people in the back seat to start asking, are we there yet?
Begin to develop a timeline, budget and marketing plans
Don’t under-estimate the resources you will need! (Remember the Greek Chorus!)
These documents were developed as the output of our preliminary analysis for the UM
These are by no means perfect documents, but they give you a chance to learn from
our experience (and mistakes!)