creative technology / new media
/ ethic(s) -
education in a classless society
/ monitor(s) /
role model(s) /
Final qualifications for Creative
Technology indicated technology, that is actual skills
in engineering and computer science, as well as an
understanding of both business and human factors,
needed for viable deployment of new technologies and solutions.
In addition we emphasized experience with design
and creativity, with a deep understanding of human values
to understand and express the requirements of
products and services needed for living and working tomorrow.
from a new media perspective: track(s)
- skill(s) -- computing, mathematics, simulation, technology
- knowledge --computer & software architecture, human factors
- theory -- systems engineering, media & communication
- experience(s) -- project(s), deployment in social context
- attitude -- initiative, creative, involved
Creative Technology is a bachelor study, since we strongly believe
in the advantage of priming creativity,
that is offering active explorative learning
in the earliest possible phase of academic learning,
instead of later in master or graduate degrees, when the
most fruitful formative period has already passed.
The courses and initiatives that we discuss below,
and more extensively in the appendix, show many commonalities
with the Creative Technology curriculum, and all emphasize a
change of teaching methods that may to a stronger or lesser degree
be characterized as:
- learner-centered environment,
- active appropriate practice,
- experiential learning,
- interpersonal communication and feedback,
- multi-disciplinary collaboration,
- student responsibility and self-motivated learning.
The unique challenge and opportunity for Creative Technology
is, in comparison,
that we can start with a bachelor degree,
in a fresh environment, that is albeit within
a traditional engineering setting, eager to change
and incorporate a creative approach to the application
of technology in a societal context,
and, finally, that we are able to do so in a period
that thought about creativy and research
have matured to the extent that there
is a nationally endorsed strategic research agenda for the creative industry.
In part B of the accreditation report, we have included a detailed description of
the courses offered within Creative Technology, following
a standard EWI format, indicating:
- a characterization of contents,
- (possible) pre-requisite courses,
- goals and attainment targets,
- the place in the curriculum,
- application area and motivating examples, as well as,
- teaching methods, and
- required facilities.
Such a format is necessary, in particular for the actual realization
of the curriculum, but however valuable the format,
for an overall understanding of the contents of the
Creative Technology curriculum and the relation between
individual course units within the tracks
that consitute Creative Technology,
creative technology discipline(s)
- Computer Science,
- New Media,
- Smart Technology and
- Design as well as the
- Creative Applications and
- Creative Explorations,
we provide an overview of the respective tracks and courses
below, with a brief indication
of the contents of the courses, their possible relation
to other courses and the educational approach, per track.
In the standard EWI course format, goals and attainment targets
are indicated using (one of the phrases)
fluency and full literacy.
For better understanding these phrases, the reader
may find support in the keywords characterizing these, below:
level(s) of knowledge
- awareness -- theoretical knowledge / hear say
- familiarity -- experience and (limited) knowledge
- fluency -- basic skill/knowledge, sufficient for elementary application
- full literacy -- application of skill/knowledge in problem context
The twelve final qualifications, given in section 2.1, listing the
Creative Technolgy students'
set of skills and competences, ranging over the domains of
skill(s) & competence(s)
- human factors,
- creativity and
must in a more pragmatic way be translated
to the learning goals and attainment targets
for each course.
However, falling to some extent outside the scope of academic
learning goals and attainment targets are qualifications
related to attitude, experience and
These aspects, which we consider vital for
Creative Technology students, are difficult to measure
and assess, since, as for example in Creative Applications,
they are intrinsically part of the dynamics of the (group) process.
Another problem that presents itself with regard to the assessment
of skills and competences related to the goals
and attainment targets of, in particular the technical and mathematical,
courses is that, given the wider admission profile of
Creative Technology students, it may not be realistic
to use the same yardstick for all students,
since ultimately the quality and value of a student
(also for the intended job market)
is not only dependent on the possession of individual
skills and competences, but to a greater extent perhaps
on the performance of the student in collaborative group
projects, where it is obviously more important to communicate
than to have knowledge and skills as such.
This aspect of Creative Technology clearly creates
a tension in formulating learning goals
and attainment targets for the more traditional
disciplines of mathematics, computer science and engineering.
In contrast, project-based work in New Media,
Design and Smart Technology courses
gives more freedom to adapt assessment to
the individual student's profile.
In general, we observe that, for the more traditional courses,
we strive for minimally a level of familiarity
that allows for solving technical problems,
possibly in cooperation with fellow students,
but with sufficient understanding
of the underlying principles to be qualified as engineer,
that is someone who is able to construct technical artefacts.
On the other hand, we expect our students to display initiative
and to strive
for excellence when it comes to applying mathematical insight
and technical knowledge in creative applications and
form the core of Creative Technology, as they allow for student
initiative, a high degree of autonomy, problem finding and
cooperation, yet within a structure that facilitates feedback
and promotes a high level of achievement.
- CA1: We Create Identity
- CA2: Living and Working Tomorrow
- CA3: Have Fun and Play!
- CA4: Ambient Screen(s)
- CA5: Hybrid World(s)
In CA1, which requires the use of media and tools,
the emphasis is on expression and creating group coherence,
as well as to identify topics of interest,
as potential targets for future learning,
and not in the least establishing relationships and contacts between
CA2 allows for work in smaller groups over a longer period of time,
primarily focused on identifying and solving problems in the domain
of Smart Technology.
CA3 is meant to gain public exposure and participate
in a local event with some amazing mix of New Media
and Smart Technology.
In year 2, the Creative Applications, CA4 and CA5, allow
for further exploring the use of
sensor and media technologies, in for example scenario-based
games or in more serious domains, such as transport logistics,
deploying the Internet of Things.
are meant to provide in the need to get acquainted with
ideas from, for example, the history of art and science,
and current day practice in the convergence of art,
science and technology.
- CE1: Creative Exploration of Structures
- CE2: Explorations in Art, Science and Technology
CE1 is intended to guide the student in finding inspiration
in mathematics, giving insight in both
foundational aspects as well as in structures and algorithms
that may, for example, be used in generative art.
For CE2 it is intended to invite guest speakers
who may introduce exciting topics
in the intersection of art, science and technology,
preferably with demonstrations of their work,
to serve as inspiration and model for our students.
is an essential ingredient of the Creative Technology
The mathematical courses will introduce basic concepts
and terminology, and bring about familiarity with
essential mathematical notions,
with special focus on issues relevant
for the New Media and Smart Technology tracks.
Self-guided explorations, using Matlab, will be encouraged.
- MA1: Motion and Modeling
- MA2: Signals and Systems
- MA3: Statistics and Probability
- MA4: Strategies and Protocols
- MA5: Queues and Logistics
MA1 is both relevant for ST2 (Dynamical Systems) and
NM2 (Interactive Visualization).
It treats, among others, basic Newtonion motion laws,
that may be used for both steering vehicles (ST2)
and physics-driven animations (NM2).
The MA2 course provides material necessary for the
realization of Smart Technology applications,
and MA3 is needed for, for example, empirical
MA4 and MA5 are envisaged as mathematical pre-requisites
for scenario-based game-play and navigation in virtual/hybrid
is equally essential for Creative Technology,
as both Smart Technology and New Media are computationally intensive
and demand strongly developed programming skills.
The CS courses will pre-dominantly be of a disciplinary
nature, with a strong emphasis on basic principles and concepts,
leaving further explorations to projects within
the New Media and Smart Technology tracks.
- CS1: Elements of Computer Science
- CS2: Programming for Creative Technology
- CS3: Programming and Structure
- CS4: Data-driven Applications
In CS1 a so-called techno-drama approach is chosen,
as an innovative way to introduce computing concepts.
CS2 deals with basic programming skills in C++
and may considered to be pre-requisite
for scripting skills needed in NM1 and NM2,
as well as for the technicak work involved in the
implementation of sensor systems.
CS3 brings about advanced programming skills
and CS4 prepares for the realization
of data-driven applications, both in the area of web-based
New Media (NM4) as well as Smart Technology systems (ST6).
is one of the specialization tracks of Creative Technology,
focusing on (serious) game development, virtual environments
and rich-media web applications.
The track essentially requires both programming skills and
sufficient mathematical insight, for game development
as well as interesting visual effects.
- NM1: Web Technology
- NM2: Interactive Visualization
- NM3: Web2.0 Mashups
- NM4: Virtual Environments
- NM5: Game Development
Both the courses NM1 and NM2 prepare for CA3 in year 1,
providing the student with the skills and knowledge
needed to develop rich-media applications in a web context.
Apart from basic assignments, the courses allow
for projects related to the individual students'
interests and skills.
The NM3 course is strongly related to CS4, allowing the
student to develop data-driven web applications and mashups.
Both NM4 and NM5 prepare for the second year
Creative Applications, which essentially contain
elements of virtual environments and game development.
is the other specialization track
and, given the tradition of engineering and design in EWI and UTwente,
a distinguishing element of Creative Technology.
Topics covered include sensor systems, mechatronics,
as well as issues of control and regulation.
- ST1: Smart Environments
- ST2: Dynamical Systems
- ST3: Control Systems
- ST4: Wireless Communication Systems
- ST5: Introduction to Electronics
- ST6: Sensors
The ST1 course is pre-requisite for CA2 (Living and Working Tomorrow),
as it prepares the student for the actual deployment of
In ST2 the focus is on conceptual and mathematical
issues in dynamic systems, as a preparation
for follow-up courses and projects Smart Technology
in year 2.
ST3 provides skills and knowledge needed for CA5 (Hubrid Worlds),
and ST4 and ST5 provide further material needed
to complete bachelor projects within
the Smart Technology track.
may be regarded as an auxiliary track of Creative Technology,
that is nevertheless essential for all students regardless
of their choice of specialization track.
The design courses not only provide the skills
necessary for modeling and concept design,
but also teach the student about human factors and, not the least
important, how to present their work effectively.
- DE1: Sketching for CreaTe
- DE2: Graphical design
- DE3: Designing in context
- DE4: Human Factors
- DE5: 3D modelling
- DE6: Advanced graphic design
- DE7: Digital content creation tools
The DE1 course is not only useful for learning skills of sketching,
but is regarded to be beneficial for the general creativity of
the students as well.
DE2 complements the more technical approach of NM1,
and is needed to help students to create an
appealing online portfolio of their work.
The DE3 as well as the DE4 courses teach the student,
respectively, aspects of creativity and how to deal
with human factors in design,
obviously relevant for both New Media and Smart Technology
The DE5 course is useful for students designing tangible
(smart) artefacts, and clearly, together with DE6 and DE7,
essential for students specializing in virtual
environments and game development.
/ ethic(s) -