Information Management DIG 3563 Fall 2012

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Information Management

DIG 3563


Fall 201
2


J. Michael Moshell, Professor


Course website:
www.cs.ucf.edu/~jmmoshell/DIG3563

e
-
mail: jm.moshell@cs.ucf.edu


Philosophy of the Course


The
overt

purpo
se of this course is to learn how to build and use media systems to store
and retrieve information. The
covert

purpose of the course is to put you into situations
where you can develop your skill at
discovering, defining and solving problems.


Our world i
s full of information that we need to retrieve, and of media systems that store
it. Here are some random questions that I have asked in the last year, which required that
I find information.


FAMILY

* Where is the information I need to file my income taxe
s?

* When did my (newly acquired) cat get her last rabies shot?

* What did my grandfather look like when he was 30 years old?


ACADEMICS

* What topics did I cover when I last taught DIG 3563?

* What was the grade distribution when other teachers taught t
his course?

* What information is available about the IQs and academic performance of this class of
Digital Media students?


DESIGN

* What is the most current version of the code that my team built for the Splash
Conference?


We will structure this explora
tion by studying four aspects of information, and
conducting a series of projects.


1. Theory

Metadata and Content Description

Sorting, Searching and Indexing

Cataloging
-

What a Library is good for

XML, RDF and the Semantic Web

Digital Rights Management

E
ncryption and Security




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2. Systems

Version Control Systems (e. g. Subversion, Git)

Content Management Systems (e. g. Wordpress, Joomla, Drupal)

Digital Asset Management Systems (e. g. AlienBrain)

Search Algorithms and Engines (e. g. Google)

Search Engine

Optimization


3. Techniques


Requirements Analysis

Database Design Principles


4. Case Studies


Analyzing products for specific markets, e. g. family photo albums


Analyzing a business' storage strategies (field trip, interview, report)


5. Class Projects

1. Requirements Analysis

2.
Product Analysis

3.
CMS Module Profile and Demonstration


4.
Site Visit Report and Business Analysis


5. Project Development and Presentation


Examples of Information System Domains


I offer these four examples for discussion p
urposes. I sincerely hope that most of you can
find creative challenges BEYOND these four categories.


* Student Portfolio Manager

* Family Album and Genealogy Display System

* Motor scooter parts lookup system

* Animal Shelter Database


We will use these
four examples as starting points for classroom discussion, and will
think up additional examples from which the class will then choose projects to perform
the Requirements Analysis.


NOTE: Your teams will be paired up. You will perform and present the Requ
irements
Analysis for
the other team's project.
Once your team receives their Req Analysis
document, you can improve and extend it, before designing your project.


Classroom activities are a mixture of lecture/demonstrations and student group
presentatio
ns. See the schedule for details.


Websites.

Each team will create a website on which to post your work. You should know
how to do this by now, but if you don’t, come to my office hours and I’ll help you learn
how to set up a site on Sulley.

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Documents.
Yo
u will prepare a number of documents during this course. Some of these
are Powerpoint presentations, and some are substantial pieces of written work. They are
enumerated on the course schedule. Each document will be based on a Requirements
document that I
will post to the website on the day of the first lecture on the given
subject.


Each of your documents must be delivered in this specific fashion:


-

It must be placed on your team’s website, in the form specified in the appropriate
section (below).

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You wil
l show the class how to get to the document, when you make your
presentation.


Group work.

You are all collectively responsible to see that the work gets done.
Everyone hates to be in a position where “my team
-
mate didn’t do what he said he would
do, so I
’m in trouble.” But it happens in the real world, too. Here are some ways to
prevent this disaster:


COMMUNICATION WITH FELLOW STUDENTS:



Communication: you need to know your team’s e
-
mail addresses, cell phone
numbers, and where they live. You need to have

a regular weekly meeting


I will
provide time for this during class


and build internal schedules so that you can
SEE what your teammates are producing, before it comes together.



Responsibility: Each of the six projects should have a designated leader.
That
leader needs to be supported by the team
-
mates. There should be a second
-
in
-
command on each project, who is capable and ready to wrap up the project if the
leader gets the flu or goes to Afghanistan to become a suicide bomber.



Meltdown. If your team m
elts down, I will attach your survivors to other teams.
You, as an individual, may at any time declare meltdown, if your surviving
teammates are persistently incommunicative or irresponsible. This happens every
semester.



What to do if the person who is re
sponsible the project, doesn’t show up?
Tell
them the story of the assassin behind the assassin.



Courtesy when dropping out.

Inevitably a fair number of students drop out of
the course.
It is a basic courtesy to let your team members know you are leaving.

Just send them an e
-
mail!
It would be nice if you would let me know, by the same
means.


COMMUNICATION WITH ME THE PROFESSOR:



All official commun
ication of assignments will be
by posting the relevant
documents on your group's website. Why do we do this? Be
cause
I want all of
you to be capable and accustomed to building functional, easily updated websites.



All e
-
mail communication with me must follow this protocol:

o

The subject MUST include DIG3563

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o

You must not assume that I've received the e
-
mail unless and

until you
receive an acknowledging e
-
mail.



Events that must be communicated to me by e
-
mail:

o

Members dropping from your group. (Self report AND team report.)

o

Team will not be able to present on the day when it is scheduled


Late work.

Unless all members
of your team have a doctor’s excuse, we simply cannot
accept late work in this class. If it’s not submitted by the due date, no credit accrues.


Website.

You may use an existing website or create a new one for this purpose. The
requirements for this websit
e are very simple; all you need is a URL to which the reader
of your document (that’s me) can be directed. That page, with no Flash or other barriers
to use, must contain on its front page, links to each of the required documents.


Group assignments

(item
s 1 through 6 in the “Due” column of the schedule.)
When you
make your first class presentation, you will provide to all of us
with
the URL where your
group's work can be found.


When an
individual assignment

is made, you will need to have a website of you
r own
on which to post those writing assignments. (items a and b, in the “Due” column of the
schedule.)


The Course Schedule


Let us now walk through the schedule and discuss the documents, as they are the heart of
the course. First, note that the schedu
le comes in several colors.


BLUE
:

Theory.

Stuff you need to understand in order to perform the analyses and
design the systems you will be working on, this semester. From the class schedule you
can see that four theory items occur before the gold block in

the "Cross
-
Design" row.
This is because you need to understand these key concepts before you design your
system.


GREEN: Systems.

Four

kinds of systems are available as tools for building your system.
(Actually, you may think of others; I'm just supportin
g these four.) We will explore
version control systems such as
Git and
Subversion; content management systems such as
Joomla

and Drupal
; digital asset management system such as AlienBrain
; and backup
systems such as Mozy
.


YELLOW: Requirements.

These secti
ons provides guidance on how to prepare your
presentations; examples of what I expect, and discussions about how I'm going to grade
it.


GOLD: Present It.

The gold days on the schedule show when your groups make
presentaitons. The "Due" column, also in


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T
he intended outcome: A
portfolio piece

that you can show future potential employers:
"I know how to build a CMS
-
based website!"


PURPLE:
Participation in The Startup Game. See details below.


The Startup Game


We are conducting an experiment this semester
;

a kind of game is to be played with three
classes participating.


DIG4104c will play the role of Entrepreneurs, starting a business.


DIG3563 will play the role of Investors, giving ‘bucks’ to the Entrepreneurs and
receiving stock in the startups.


DIG xx
xx ( at this time, an unknown class) will evaluate the resulting Mobile Websites.


Depending on how well your “investment” turns out, you receive some number of Bucks.
Your grade in the Startup Game (5% of your course grade) depends on how many
Bucks you h
ave at the end.


** BUT WAIT, you say


you are telling me that MY GRADE depends on how well
some OTHER STUDENT does in their project?


Yes, somewhat
---

but you have several ways to influence that outcome.


a)

You will have Stockholder Meetings with the Entr
epreneur and can give feedback
to guide their product’s development;


b)

You can buy or sell your stock, or trade with others, to diversify your portfolio.


c)

You may have bucks left over after the auction, and these also apply to your final
bank account.


So,
like in real life


if you pay attention and
contribute, you might get rich!


How many bucks equals how many points?


Aha, that I won’t tell you. Nobody knows the total number of bucks that will be in
circulation by the end of the game. All I will tell you

is that (a) the more bucks you have,
the higher your grade will be; and (b) the best way to get bucks is to intelligently invest.


See the
Startup Game

document linked from the course website, for complete rules and
details.


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Business Details


Grading.
A
bout 25% of the credit for each submitted item will consist of “points you can
lose”. These concern grammar, spelling and neatness. The rest of the credit will consist of
verification that the items listed in the Requirements are in fact provided, in adeq
uate
detail and clarity. The final 10% is for that extra “oomph” that says “these people really
tried hard and succeeded. They should have an A”.


Late work

is not accepted unless a written medical excuse is provided


and since this is
group work, it woul
d need to cover the whole group! We know that there are always
disasters, computers that crash, cars that won’t start. But those are going to happen when
you are working, too.
HAVE A PLAN B that WORKS.



Classroom absences
. You are expected to attend class
. Points are allocated for
attendance. A medical excuse (or official UCF excused absence, e. g. marching band) is
required if you cannot attend class, or you will lose the associated attendance points.


Use of computers and PDAs in class.

You may use any d
evice at any time, except
during exams (because it is not possible to verify that you are doing your own work,
under those circumstances.). If laptop use for surfing the web or playing games causes
you to miss anything in the classroom presentation or disc
ussion, well ... it helps me
figure out who to give the A’s and B’s and C's to.


Cell
-
phones.

Turn the ringers off when you come in the door.


Office hours
are visible on my website at www.cs.ucf.edu/~jmmoshell .

I warmly
encourage making appointments for
office visits outside the scheduled hours, and will do
whatever I can to meet your schedule. The best time to make an appointment is at the end
of a class.


Intellectual property.
. Informally speaking, there are three levels of due diligence with
respect t
o the use of others' art
-
work, writing, sound, music or other IP.


Level 0: Use with no acknowledgement. This level is NEVER acceptable in this course
or in the world.


Level 1: Use with citation. This means, in the case of words, putting quotation marks
a
round the original words and clearly citing the source. In the case of imagery, it means
citing the source. The "Fair Use Doctrine" for when this level of use of others' work is
permissible, is complex and evolving. In general, the use must be brief, relev
ant and well
marked. No more than a small portion of the entire original work may be used.


In an educational context (e. g. a class presentation) you are generally safe if the
above rules are followed. There is a specific requirement that the usage be
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te
mporary
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only for the duration of the course. You must take down any website
that contains such cited imagery or other IP at the end of the course.


Level 2: Use with permission. Much information available on the Internet is made
available via explicit li
censing rules. If you see "copyright (c) 2007
-

all rights reserved"
then this means specifically that the author does not want you to re
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use their IP without
contacting them. Look on wikipedia for another image instead. Much of the information
there carri
es the notice "public domain" or "GNU Free Documentation License". Cite the
source and the licensing, and you're safe
-

even if you leave the images posted after the
semester is over. You do not have to contact the owner of the IP if this kind of license i
s
cited at the place where you got it.


If you find it necessary to incorporate anyone else’s imagery or intellectual property in
your Powerpoint presentation, it must be done with (at least) proper attribution (Level
1). This topic will be covered in more

detail, in class.


Penalties

for the submission of others’ work as your own (outside your project group)
can range up to failure of the course, at the discretion of the instructor.


GRADING


The documents and the earned points are listed on the course sc
hedule.

I do not use +
-

grading (No A
-
, C+ etc.)



The basic philosophy is this:



“A” is for exceptional work, that goes above and beyond the assignment and
demonstrates superior quality.


“B” is for work that meets all the requirements as stated.



“C”

is for work that comes close to meeting the requirements, but may meet some of
them in a minimal fashion.


“D” is for work that is barely acceptable, and it is a useless grade since it does not
contribute to your required courses for the major. Therefore

I don't assign this course
grade.


“F” means sorry, you will need to try again if you want credit for this course.





CONTACT INFORMATION


J. Michael Moshell, Professor

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Orlando Tech Center

Building 500, Room 155

Orlando, FL 32816

Phone: 407
-
694
-
6763 (cel
l phone)


please use only in emergencies.

Fax: 407
-
823
-
6103


Email:
jm.moshell@cs.ucf.edu


For other details see www.cs.ucf.edu/~jmmoshell



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Academic Honesty and Problem
-
Solving Agreement


DIG 3563


I, ___
_________________________, have read and understood the Intellectual Property
section of the Syllabus this course being taught by Dr. Moshell. I agree to abide by its
terms and by the Golden Rule for UCF student conduct.



I understand that any issue con
cerning the conduct of this course,
or any other course in
Digital Media
, should be dealt with in the following fashion:


1)

I will first visit with the instructor in office hours or by special appointment, to try
to resolve the difficulty;


2)

If no satisfacto
ry resolution can be achieved, I will meet with the Head of the
School of Visual Arts and Design, to request assistance in resolving the difficulty.
I will provide him with a written factual description of the events that have
occurred, detailing my reques
t for changes or corrections.


3)

Appeals to anyone in the Digital Media Department, the College of Arts and
Humanities, or the upper administration of the university, will only take place
after steps (1) and (2) have been tried. I understand the importance o
f
approaching problems in the proper order, to maximize my chances of success.


Signed: _______________________________ Date: ____________________________



SIGN AND RETURN THIS PAGE TO THE INSTRUCTOR BEFORE YOU LEAVE
THE CLASS.
A copy of this agreement is

included in the class syllabus. You will not
begin to receive grades for this class until a copy of this form has been turned in.