Curricular Unit:Code:
Digital Communication1111CDIG
1UndergraduateCommunication Sciences6 ects
Learning Period:Language of Instruction:Total Hours:
Spring SemesterPortuguese/English78
Learning Outcomes of the Curricular Unit:
Knowledge and ability to understand theoretical texts on Digital Communication; critical and reflective understanding of the available applications and platforms, as well as their characterization; application of knowledge at the level of a professional approach to multimedia production tools, through their application in creative and communicational contexts, as well as through their integration in the distributed ecology of the media; ability to collect, select and interpret relevant multimedia information, organizing it in a digital communication project; communicate information, ideas, problems and solutions to different audiences.
1. Contexts, Concepts and Frameworks
1.1. Orality, writing and information technology: the three poles of the spirit
1.1. The double logic of remediation: immediacy and hypermediacy
1.2. The language of new media: numerical representation, modularity, automation, variability, transcoding
1.3. Electronic literature and digital arts: analysis of examples with application of concepts
2. Digital Communication Project
1.1. Planning and scheduling of activities
1.2. Multimedia editing tools (sound, image, video)
1.3. Preparation, collection and editing of multimedia content
1.4. StoryMap: integration of contents into an interactive multimedia narrative
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
In order to guarantee knowledge and ability to understand theoretical texts on Digital Communication, as well as a critical and reflective understanding of the applications and platforms available, the first point of the program focuses on the study of theoretical concepts and their framework, with analysis of examples of interactive digital works that articulate the concepts studied. The ability to collect, select and interpret relevant multimedia information, organizing it through the realization of a digital communication project, corresponds to the second point of the program, in which the necessary steps to carry out projects of this nature are followed.
Teaching Methodologies (Including Evaluation):
The theoretical-practical classes are divided into theoretical classes, exposition by the teacher, followed by debate. There will also be practical classes aimed at developing skills in the domain of multimedia editing tools, leading to the creation of an integrated digital communication project. The assessment is done through a theoretical written test (40%), a presentation of an interactive digital work, with application of concepts (20%), and an interactive multimedia map with text, sound, images and videos (40%).
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The predicted theoretical test aims to ensure that students have read and understood the texts studied and discussed in the theoretical lessons. The practical project aims to identify if the student is able to articulate the working practices highlighted in the practical lessons, as well as if he is able to use technical skills to communicate in an expressive manner.
BOLTER, J. D. (2005). Windows and mirrors. MIT Press. (BFP 7:004/BOL/69172)
BOUCHARDON, S. (2019). Mind the gap! 10 gaps for Digital Literature?. In: Electronic Book Review. (open access)
FLORES, L. (2019). Third Generation Electronic Literature. In: Electronic Book Review. (open access)
KNIGHTLAB (2022). StoryMap: Maps that tell stories. Northwestern University Knight Lab. (online)
MANOVICH, L. (2001). The Language of New Media. MIT Press. (BFP 316.77/MAN/49198)
SAUM-PASCUAL, A. (2020). Is Third Generation Literature Postweb Literature? And Why Should We Care?. In: Electronic Book Review. (open access)
ZAGALO, N., org. (2020). Multimédia, novos média e média digitais. Aveiro, UA Editora. (b-on)
Lecturer (* Responsible):
João Miguel Aguiar (
Rui Torres (