If you are interested in research in Interactive Digital Media, if you want to understand how to use interactive media to craft transformative and socially engaging experiences, if you want to engage with an international community of world class researchers and academics, the MDMI is what you are looking for.
The MDMI teaches you about digital interactive media, games and interactive storytelling, social and critical aspects of technology at the University of Madeira in the beautiful setting of Madeira island, in close collaboration with the Madeira-ITI international research centre. The MDMI gives direct access to PHD programs with several Portuguese leading universities and the international partnerships with CMU and UT Austin.
This course aims to be a core course, connecting the different fields covered by the master program, such as, interaction design, multimedia, human-computer interaction and digital media. It will include an historical and critical approach as well as a theoretical and practical dynamic. It will allow the study of interactive media on different perspectives, including technological, design and digital content production. It aims to promote the understanding of the complexity and multidisciplinary of the interactive media that will be taught in detail in each course of the program. In
addition, the course aims to provide the same knowledge skills to all students, even if they have different backgrounds, such as media design, visual arts or engineering/science.
The Interactive Narrative I Course is course designed to cover elements of narrative, interactive media, digital art
installations, service and experience design drawing from the above mentioned disciplines goals and methodologies. In
interactive art the audience plays an active role in the fruition of the work and the link with a service experience gets
even stronger. Interactive narrative art projects happen in a context and involve many stakeholders. The interactions
can happen at many levels, from people to people, to people to machine and machine to machine. Mixing art, design and
service design tools can give a fuller role to the context and the audience of the art work. Identifying all stakeholders and
involving them in the process can also guarantee the sustainability and full expression of the art work and open the
doors to new kind of format for art projects as well as service models.
– Basic geometric modeling methods, using CSG, boolean operations, and various types of geometric modifications.
– Advanced geometric modeling methods, using mesh modeling and modifications at sub-object level.
– Texture design and texture mapping.
– Lighting and camera work.
– Camera movements and object animation.
This course is intended to make students effective, professional system designers and analysts. This course builds upon students’ backgrounds in a few specific ways:
Work from data – Many of us have good intuitions about design, but we all need to ground our work on the real needs of users and the obstacles they perceive in achieving their goals.
Work in teams – Whatever our skills are, we will need the skills of others to be effective.
Communication – Even when we know what should be done, many contexts demand that we convince others using numbers, pictures, or stories.
This course is a combination programming course and design studio, and is for those who wish to express their interactive ideas in working prototypes. Students will learn how to use programming languages, how to design and implement effective GUI interfaces, and how to perform rapid, effective iterative user tests. They will also explore advanced interaction and interface techniques. The course will cover usability testing of interactive prototypes. It will also cover important subjects related to distribution of software products, selling in determinate vs. indeterminate markets, case studies and contextaware apps.
This course is designed to help students apply the skills as creative interactive Narrative developers, acquired in the previous semester, across a variety of forms, including short fiction, creative nonfiction, to the field of new digital media forms. The emphasis in this course will be on learning through experimentation: experimentation with writing style, voice, tone, and so on. The readings for this course will reflect this experimental focus, being drawn from a broad crosssection of fiction, nonfiction, poetry, journalism, and visual and online forms (Twitter fiction, serials, multimedia narratives, blogs).
The aim of this curricular unit is to prepare students for a career that involves the development of computer games and other interactive experiences. Students in this curricular unit will read and write about games design and develop their own games. This is not to be confused with a computer games development course. The curricular unit focuses on the rules and methods for the design of the game, that remain relatively constant regardless of the technology used to develop a game. While technology plays an important role in our studies, technical details will not be our focus. The student will study and design all types of games: card games, dice games, sports games, history, and yes, even video games. How to design games, project them as well, and how to track their projects to completion it’s whar the student will be studying.
To choose among Virtual Realities, Artificial Intelligence and Game Design, Hypermedia Design, Interfaces & Interaction Design, Human Centered Software Engineering, Software Design, Advanced Topics in Informatics, Multimedia Systems, Embodied Interaction, Human Factors, Design Studio, or Service Design.
To choose among Virtual Realities, Artificial Intelligence & Game Design, Hypermedia Design, Interfaces & Interaction Design, Human Centered Software Engineering, Software Design, Advanced Topics in Informatics, Multimedia Systems, Embodied Interaction, Human Factors, Design Studio, or Service Design.
The main objective of this course is to take students to a deeper level of understanding regarding the various conceptual aspects involved in creating environments based on virtual reality techniques, adopting a culturally based critical point of view. This means understanding the ways in which, in various historical periods, spatial experiences and formal approaches are informed by cultural streams that carry the brand of contemporary social, political and economical ideologies. But also means developing an informed conscience about the way we think these problems today. This doesn’t concern only the construction of an abstract conceptual model to deal with the problem of understanding our activities in the domain of creating structured virtual universes. It also has very concrete consequences in the design of virtual universes and it is the knowledge and understanding of these consequences to their own work that are to concern the students of this course.
The purpose of this course is for graduate students to gain a breadth of understanding in the toolbox of AI approaches employed in digital games. This involves learning/reinforce some basic topics covered in other AI courses, but with a focus on applied knowledge within the context of digital games.
Ability to identify, formulate and solve problems.
Understanding of professional and ethical responsibilities.
Recognize the need and have the capacity for learning throughout life.
Like any other area of design, hypermedia design requires a thorough knowledge of the medium that is targeted in the design process. The chosen medium poses constraints and requirements on the graphical aspects of design and has consequences for the production process. Students will learn to know the production process of a website and get acquainted with the technologies and the implications for the graphical design of a website. Designing a website involves a thorough study of both the technical requirements and the artistic expectations of the target audience. The creative process that leads to a successful site is challenging and complex, but can be consciously driven in a structured manner. Students will be exposed to a structured approach to creative web design and will practise their skills through assignments.
Learn the basics of interaction and interface design through practical assignments and studio based crit. The students will end up with skills in interaction design, the design of products and services wich make use of technolgy and interactive features and interfaces.
Students will gain a deeper understand of the issues pertaining modern agile software development. These include the interchange between business models and software development models, the wider contexts of activity modeling and how to model and abstract user profiles, actors and detail requirements with use cases and user stories. The course is project based and hence students enroll in project group work including an end-to-end experience in agile modeling and development of an interactive service or application.
Understanding of the fundamental concepts of software architecture and design; Understanding the fundamental principles of software design; Understand and know how to use the main design patterns; Understand and distinguish various software design strategies. Practical application of design patterns using an object-oriented programming language.
The aim of this course is to give students direct contact with the recent technologies and techniques, addressing a broad range of research topics in the areas of software engineering, humancomputer interaction, artificial intelligence, information and multimedia systems.
The proposed activities and the invited lecturers are chosen to give students direct contact with the recent technologies and techniques from the areas of study that are relevant for the degrees where this course is taught.
This course aims to provide a strong knowledge on multimedia systems and its different components, such as, methodologies and technologies of information representation, compression and processing; media transmission; authoring tools; multimedia interaction and applications. It will be composed of theoretical and practical components, providing to the student a strong and solid background knowledge on the different multimedia systems paradigms. The practical component will include the implementation of a multimedia system prototype.
This course aims the study of interactions that use both physical and tangible computing as communication interfaces between the user and physical and social contexts. It aims to provide knowledge of how technology can be used as a tool of communication and awareness of the social (e.g., personal communication) and the physical (e.g., interaction with a map) contexts as well as the user as an actuator in these contexts, directly (e.g., sharing of professional information) or indirectly (e.g., the representation of emotional states on the working environment). It will include theoretical and practical knowledge and will involve the development of an embodied interaction prototype.
This course is designed to:
1.To introduce students to theoretical aspects of human factors, cognitive science, and social science that will assist them in understanding and designing the interactions of humans with the world, tools and technology.
2. To assist students investigate and understand problems that arise out of the interaction of humans with systems;
3. To introduce students to methods and principles for analyzing problems that involve human factors, such as: perception, cognition, decision making and human errors;
4. To introduce students to physical and cognitive ergonomics;
5. To teach students to consider human factors for technology design;
6. To teach students to understand problems and apply human factors knowledge to analyze them, find sources of error, and propose the design (or redesign) of systems in order to improve human system interactions.
The course aims to provide the students with a theoretical framework and techniques to develop a HumanComputer Interaction design project. It also aims to stimulate their creativity and awareness of societal/market/user needs. The practical part of the course relies on the development of projects, and the tutoring by the teacher to those projects.
Students work as teams to develop a semesterlong HumanComputer Interaction project where they go through several design, implementation and evaluation cycles. Each team will develop a product/service to solve a given design problem. Students are encouraged to submit their work to international design competitions, such as the one at the CHI conference.
During this course students will learn how to think systemically and holistically about services. Students will learn how to map the territory of their design brief and extract models that will help them to illustrate, create and analyse their design concept.The students will then learn how to communicate their concept, prototype it, refine it and deliver a final presentation to the client. Students will also learn how to draft a basic business model.
The objective of the course is to provide students with an understanding of the social role of technology and of the way social arrangements affect the design and development of digital media, what is called as the mutual shaping of technology and society. That entails a familiarization of science and technology studies and media sociology, as the two fields in the social sciences in which digital media have been questioned in the greatest depth. A specific focus will be digital platforms like social media, read through the lens of platform capitalism, taken as the main exemplar case to discuss the different aspects of the mutual shaping of technology and society. At the end of the course, the students will be able to handle the basic concepts coming from science and technology studies and sociology of digital media, and to connect them to their technological interests.
This cycle of studies aims at providing a Master level education in Interactive Media design.
Candidates for the cycle of studies must be in possession of a degree in the main area or in a related area. In addition to this requirement is not required frequency or the completion of a Postgraduate course or professional experience in any area. It is recommended that candidates demonstrate creative ability in one or more areas, such as interactive media design, programming, 3D modeling, animation, or otherwise, without obligation to comply with the conventional classifications and are able to demonstrate a systematic and consistent interest in their work, knowing how to self motivate themselves, and also demonstrate the ability to develop dynamic and critical thinking.
Applications are submitted online, exclusively, through the address https://applications.uma.pt.
Applications are open from:
1st Phase: from June 15 to july 8, 2017.
2nd Phase: from August 28 to September 27, 2017 (for the remaining vacancies of the first phase).
Required documents (in PDF format)
After registration, students will be contacted to present the original certificates.
The Master in Interactive Media Design offers merit scholarships to the top 10 students enrolled at the end of all application phases.
1500€ Tuition (year) – with scholarship.
4000€ Tuition (year) – without scholarship.
The University of Madeira proposes to the international student a combined offer that includes tuition, lodging and meals, for € 7150,00 (year).
Contact the student support office for more details (email@example.com).
I am an Assistant Professor at the University of Madeira as part of the CMU|Portugal Program. My work is situated at the crossing of Digital Art Interactive Media and Design. My research focuses on designing and producing digitally mediated experiences in real spaces, merging architecture, context and landscape. I hold a first degree in Fine Arts, and then an MSc and PhD from Trinity College Dublin, Ireland. I worked for 4 years at MediaLabEurope, MIT research partner and Trinity College Dublin, before Moving to Amsterdam to co found FattoriaMediale, a media and culture Foundation. Now, i devote my time teaching and doing research between experience design and digital art at the Madeira Interactive Technology Institute (M-ITI).
Currently, I am a Marie Curie fellow at the Madeira-ITI, and assistant Prof. at the University of Madeira, where I teach for the Informatics, Human Computer Interaction and Entertainment Technologies Masters. I received my Msc. in telecommunications engineering from the Universitat Politecnica de Catalunya (UPC) and a PhD from the Swiss Federal Institute of Technology Zürich (ETHZ).
Pedro Campos is an Assistant Professor of HCI at the University of Madeira, Portugal, and Senior Researcher of the Madeira Interactive Technologies Institute. He is also Associate Researcher at the Visualization and Intelligent Multimodal Interfaces Group at INESC-ID Lisbon. He is currently Chair of IFIP’s Technical Committee 13.6 on Human Work Interaction Design, National Representative for the TC13 and serves the editorial board and program committee of several HCI journals and conferences. He has authored more than sixty international publications in peer-reviewed conferences and journals and taken major roles co-organizing HCI events, such as Interact 2011, ITS 2015 and the HWID series of working conferences.
Bachelor of Fine Arts / Sculpture, National Diploma in Fine Arts / Printmaking – Crawford College of Art and Design, Republic of Ireland – Doctorate in Art Sciences / Aesthetic Education by the University of Madeira. He began teaching in Higher Education at the Institute of Art and Design, teaching courses in Visual Arts and Design, in the areas of Sculpture, Drawing, Engraving and Descriptive Geometry. With the integration at the University of Madeira, he taught 1st and 2nd Cycle courses in the areas of Visual Arts, Design and Cultural Management, having served as Course Director and President of the Department of Art and Design. He participated in the curricular restructuring and creation of new Cycles of Studies within the scope of the Bologna Process, in the areas of Visual Arts and Teaching of Visual Arts. With the implementation of the 1st Cycle in Interactive Media Design, in which he participated, he joined the current Faculty of Exact Sciences and Engineering, exerting management and teaching activity at the level of this course, in the areas of Visual Communication and Graphic Modeling 2D And 3D. He regularly researches and exhibits in the field of visual arts, particularly in the field of sculpture, painting and digital imaging. In recent years he has presented two cycles of exhibitions devoted to themes related to insular identity: the Insulana cycle and the Em Louvor d’Orfeu cycle. He is the coauthor of a volume of digital image poetry – Circular Poem – and animation – Sensos, On the Bright Track of Haiku. At the level of the illustration, he collaborates regularly with the Portuguese Society of Mathematics and integrates the projects: DEM – Encyclopedic Dictionary of Madeira / Infantojuvenile Version, ensuring the full illustration of the first volumes, and, likewise, an ongoing project by Bertrand / Círculo de Readers, connected to History.
Diogo Cabral is currently Assistant Professor at University of Madeira and Researcher at Madeira-ITI. Previously, he was postdoctoral researcher, at Helsinki Institute for Information Technology, HIIT, University of Helsinki (UH), Finland. In his research, Diogo Cabral aims to develop tools and interactions that foster and augment creativity for knowledge workers and artists. His work has been published in top venues, such as Multimedia Tools and Applications, ACM CHI, ACM MULTIMEDIA, ACM UIST, ACM IUI, ACM Creativity&Cognition, INTERACT, AVI, MUM. Diogo Cabral has been invited to the Organizing Committee, Program Committee and as external reviewer in top venues (CHI – AC LBW&Reviewer; EICS – Demo-Chair; AVI – PC; ACM MULTIMEDIA; UIST); worked in international projects and lectured Human-Computer Interaction and Multimedia courses. Diogo Cabral received is doctoral degree in Computer Science, by Universidade NOVA de Lisboa (UNL), in February 2014, partially funded by the UTAustin|Portugal, Digital Media program.
Nuno N. Correia is a researcher and audiovisual artist. He is interested in interactive multi-sensorial experiences. Since 2000, he has been teaching and conducting research in media art and design, in universities in Portugal, Finland, Estonia and the UK. He is currently assistant professor at Madeira Interactive Technologies Institute (M-ITI). He conducts research on audiovisuals and user experience, and teaches mostly at the MHCI Masters program, a collaboration between University of Madeira and Carnegie Mellon University. Nuno holds an M.Sc in innovation management from the University of Lisbon (ISEG) and a Doctor of Arts degree in new media from Aalto University (Media Lab Helsinki), with the thesis “Interactive Audiovisual Objects“. He conducted a post-doc at Goldsmiths, University of London (EAVI Group), with the project “Enabling Audiovisual User Interfaces”, for which he obtained a Marie Curie EU fellowship. Previously, he has worked at the design consultancy Fjord (Accenture) and has done consulting work for Nokia/Microsoft.
Nuno’s work has been presented in more than 20 countries, in such festivals and venues as ACM Multimedia – Interactive Arts (Scottsdale), Electro-Mechanica (St. Petersburg), FILE (São Paulo), ISEA (Istanbul), Le Cube (Paris), Mapping (Geneva), NAME (Lille), Optronica / British Film Institute (London), PixelAche / Kiasma (Helsinki) and SXSW (Austin). His articles have been published at conferences such as ACE (Advances in Computer Entertainment), CHI, NIME (New Interfaces for Musical Expression), SMC (Sound and Music Computing) and TEI (Tangible, Embedded and Embodied Interaction); as well as at the International Journal of Art and Technology, Journal of Visual Art Practice, Leonardo Electronic Almanac and the Intermedial Arts book. Nuno’s projects have been featured in CreativeApplications.Net, Create Digital Motion, The Creators Project, Leonardo Reviews and Digicult, among other specialised media.
Associate Professor with “Agregação”, Department of Informatics Engineering and Interactive Media Design – FCEE – University of Madeira; PhD in Computer Science, University of Buenos Aires; PhD in Philosophy, Royal Institute of Technology (KTH), Sweden, Supervisor: John Cantwell; From 2013 Member of NOVA LINCS, Faculty of Science and Technology of the New University of Lisbon (FCT/UNL); From 2016 Head of Department of Informatics Engineering and Interactive Media Design – FCEE – University of Madeira.
Area of Research: Knowledge Representation and Reasoning, Logics for Artificial Intelligence, Belief Revision.
My focus of research is the area of Belief Revision (Logic of Theory Change): BR theory studies the impact of acquiring new information. It is a fundamental activity of human intelligence, and it defines an exciting and significant research area in philosophy, logic and computer science. Belief revision theory provides sound modellings for changes of beliefs in response to new information.
In the logic of theory change, the AGM model has acquired the status of standard model (Alchourrón, Gardenfors, and Makinson 1985). The AGM model aims to characterize the dynamics of beliefs of a rational agent. A change consists in adding or removing a sentence from a set of beliefs to obtain a new set of beliefs. This change obeys the following principles: 1. Primacy of new information: the new information is always accepted. 2. Coherence: the new set of beliefs has to be logically consistent. 3. Minimal change: a minimal loss of information contained in the previous beliefs, that is it attempts at retaining as much of the old beliefs as possible. Even though, the AGM model is considered a standard model, it seems to be inadequate in many contexts. Consequently, in the last 30 years extensions and generalizations of AGM has been proposed (Fermé and Hansson 2011).
My main work in the area consists in define new models for belief change, based in the AGM model, extending or modifying the standard model in order to adequate it to different situations. In particular my work was to define new models for belief bases, for non-priorityzed belief change, for iteration and for multiple belief change.
The main results of my work was published in the journals Artificial Intelligence, Journal of Philosophical Logic, Journal of Symbolic Logic, Studia Logica, Logic Journal of the IGPL and Journal of Logic and Computation. In terms of Conferences/Workshops, my work was presented in ECAI – KR – WOLLIC as well as specific workshop of the BR community in Dagsthul and Madeira.
An outcome of my work was published (with Sven Ove Hansson) a special issue for the 25 years of the AGM theory (2011. “Special Issue on 25 Years of AGM Theory” – Journal of Philosophical Logic Volume 40, (2)) and a review of the literature of the belief revision area in the last 25 years (2011 “AGM 25 Years: Twenty-Five Years of Research in Belief Change” Fermé and Hansson. Journal of Philosophical Logic 40, (2) : 295-331.). This review was the basis for a 4 hour tutorial in the IJCAI 2013: “Belief Revision: From 1985 to 2013”, Beijing.
|Mónica is an Invited Assistant Professor and researcher at the University of Madeira (UMa) and the Madeira Interactive Technologies Institute (Madeira-ITI) in Portugal. She is currently the Portuguese coordinator of the Professional Masters on Human-Computer Interaction program that UMa/Madeira-ITI offers in conjunction with Carnegie Mellon University in Pittsburgh, USA. In the past she worked as research assistant at the SPECS Laboratory of the Universitat Pompeu Fabra and at the Institute of Neuroinformatics, ETH-Zürich, Switzerland; and was visiting scholar at the Quality of Life Technologies center of Carnegie Mellon University.
Since Mónica arrived in Madeira in 2011, she has been co-principal investigator and co-founder of the NeuroRehabLab Research Group, a research group created in the context of the Madeira-ITI with over 15 members, including PhD students, technicians, MSc students and other faculty members. The NeuroRehabLab is an interdisciplinary research group that investigates at the intersection of technology, neuroscience and clinical practice to find novel solutions to increase the quality of life of those with special needs.
In recent years, Mónica has been involved in the development and clinical assessment of virtual reality technologies for stroke rehabilitation and her work gave rise to a number of high impact publications in journals such as Stroke, Restorative Neurology and Neuroscience, and the Journal of Neuroengineering and Rehabilitation. Mónica’s work in VR explores specific brain mechanisms that relate to functional recovery to approach motor and cognitive stroke rehabilitation by means of non-invasive and low-cost technologies. Her research addresses aspects such as serious gaming, personalization of training, integrative motor-cognitive tasks, physiological computing or the emotional content of training stimuli. More recently, Mónica also started applying these principles to technology mediated fitness training for the elderly population.
Mónica has been recently awarded the 2016 ISVR Early Career Investigator Award, an award granted by the International Society for Virtual Rehabilitation. The purpose of this award is to recognize and acknowledge outstanding contributions by early career scientists whose research relates to virtual rehabilitation.
Deborah Castro is a Post-Doctoral Researcher at Madeira Interactive Technologies Institute (Portugal). Her research interests lie in the fields of digital media, television studies, and audience studies. She received a Ph.D. in Communication Studies (Autonomous University of Barcelona, Spain) sponsored by the Spanish Government through its scholarship program “Formación de Profesorado Universitario”, and holds a M.A. in Research in Communication and Journalism (UAB) and a B.A. in Journalism (University of Santiago de Compostela, Spain).
Deborah has been a Visiting Scholar at the Department of Radio-Television-Film (University of Texas at Austin, USA), and a researcher with the Ibero-American Observatory of Television Fiction, and with the Observatory of Spanish Television Fiction and New Technologies. She has been a teaching assistant for Semiotics of Communication and Journalistic Writing in Multimedia and Interactive Media in the Department of Communication Science and Journalism (UAB).
Her work has been presented at several venues, such as the annual conferences of the International Communication Association and the Society for Cinema and Media Studies. Her research is also available in peer-reviewed journals like El Profesional de la Información (2016), Convergencia. Revista de Ciencias Sociales (2017) and Palabra Clave (forthcoming in 2018).
Maurizio Teli, PhD in Sociology and Social Research, has always worked in interdisciplinary contexts focusing on the political dimensions of the production and use of digital technologies. He has developed an ethnographic sensibility, now extended to include digital methods, for the study of software development and for the participatory design of digital technologies. He has worked in or coordinated a few EU funded projects. He is now focusing on the design of digital technologies nurturing the common, in particular as Research and Innovation Coordinator of the PIE News/Commonfare H2020 project.
Paid internships will be available for students to get involved in existing research projects. This will provide them with the opportunity to apply the skills they have learned while developing new skills under a practical environment. Students will be engaged to participate in a wide range of experiences such as the design and development of tools for social inequalities, social justice, radical politics, biocybernetic systems, and creativity support, amongst many others.
The projects include international partners such as Carnegie Mellon University, University of Las Palmas De Gran Canaria, Harvard Medical School and Brigam & Women’s Hospital, Rutgers University, and regional partners such as the Madeira promotion association, Funchal City Hall, Industry Of Funchal.
The Interactive Media Design course aims at the fundamental objective of training and qualifying active agents, aspiring or established professionals as well as researchers and academics in the creative field of interactive media providing students with cuttingedge knowledge related to interactive digital media and developing simultaneously skills necessary for their future application. Through involvement in projects, students have the opportunity to develop practical skills and gather experiences, while developing contacts that will be invaluable in accessing research networks and the labor market, in various sectors of industry, creative and technological, as creators, producers, designers , managers or entrepreneurs. Capitalizing on the experience gained with the partnership between the MITI and the Entertainment Technology Center at Carnegie Mellon University, through the Master of Entertainment Tecnhology, an effective approach to new creative fields of digital media is made possible to a wider range of students.