- CUFDIG301A - Prepare video assets
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CUFDIG301A Mapping and Delivery Guide
Prepare video assets
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | CUFDIG301A - Prepare video assets |
|---|---|---|---|
| Description | This unit describes the performance outcomes, skills and knowledge required to prepare video assets for inclusion in interactive media.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. | ||
| Employability Skills | This unit contains employability skills. | ||
| Learning Outcomes and Application | The size of an organisation or project determines who undertakes the role described in this unit.In a large-scale environment, the person responsible for this task would typically be supervised by a video editor and an interactive media author.In a television production environment, the prime focus of the task involves converting television programs into podcast material or in a form appropriate to streaming or downloading, and this may be a dedicated role under the supervision of a producer.In a smaller organisation or project, a video editor or interactive author or programmer would absorb this task into their own role.In all cases, they are collaborating closely with other team members.Skills associated with other aspects of video production at this level are covered in:CUFCAM201A Assist with a basic camera shootCUFPOS201A Perform basic vision and sound editing. | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| Prerequisites/co-requisites | |||
| Competency Field | Visual communication - digital content and imaging | ||
| Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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| Elements of Competency | Performance Criteria | |||||||
| Element: Identify video assets |
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| Element: Prepare video assets |
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| Element: Package video assets |
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Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. | |
Overview of assessment | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the following is essential: preparation of a range of video sequences to be included in interactive media products that meet appropriate technical specifications proficient use of video encoding software. |
Context of and specific resources for assessment | Assessment must ensure: access to industry-standard video encoding software access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed. |
Method of assessment | A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of video assets prepared by the candidate on a number of occasions written or oral questioning to test knowledge of codecs for various platforms and understanding of file compression. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFSOU301A Prepare audio assets. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
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Required skills |
communication and literacy skills sufficient to interpret and clarify written or verbal instructions ability to work as a member of a production team - both independently on assignment and under direction technical skills sufficient to: proficiently use video software to prepare video sequences for inclusion in an interactive media product manage files using standard naming conventions apply appropriate metadata tags to describe files self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise |
Required knowledge |
techniques for saving and preparing digital video output to optimise file size OHS standards as they relate to working for periods of time on computers industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders basic understanding of the relationship between technical and creative aspects and requirements of interactive media projects basic knowledge of the features of a range of delivery platforms basic understanding of what happens when video files are compressed for inclusion in interactive media products appropriate codecs for various platforms and destinations digital video source and output formats |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. | |
File format of source video includes: | Betacam, including SP and digital DVC DVD miniDV SVHS Umatic VHS. |
Purpose may include: | animation e-learning resource game interactive application website. |
Destination may include: | computer-based playback software, such as iTunes downloading server internet video players, such as: QuickTime Windows Media Player RealPlayer progressive downloading (buffering) server streaming server. |
Platform may include: | CD DVD games console internet kiosk mobile phone other video playback devices personal digital assistant (PDA) video player (iPods). |
Relevant personnel may include: | client producer programmer and technical support people supervisor video editor other specialist creative and administrative staff. |
Output file formats include: | FLV lossless and lossy M4V MOV MPEG-2 MPEG-4 RealMedia WAV WMV. |
Codecs may include: | audio codecs, including: mono and stereo bit sampling rates and bit depth standardised and pre-set codecs video codecs, including: screen size frame rate bit rate (constant and variable) one pass and double pass standardised and pre-set codecs, such as: H.261, H.263 and H.264 MPEG Sorenson, Cinepak, RealVideo MMV. |
Video encoding software may include: | specialised video compression tools, such as DivX and Squeeze video editing tools, such as: Adobe Premier Final Cut Pro Final Cut Express QuickTime Pro Media 100 iMovie Movie Maker WaveLab. |
Metadata tags may include: | author copyright description other as specified resolution version. |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Obtain digital sources of video | |||
| Identify file format of source video | |||
| Identify output purpose, destination and platform | |||
| Discuss with relevant personnel required output file format and codecs for specified bandwidths | |||
| Discuss with relevant personnel appropriate video encoding software | |||
| Open appropriate video encoding software and load video file | |||
| Ensure duration of video sequences meets that required by the specification, and clip if necessary | |||
| Determine and apply appropriate video and audio codecs | |||
| Batch and optimise video files where possible | |||
| Save files in appropriate output file format using standard naming conventions | |||
| Assign metadata tags if required | |||
| Group files logically in folder system using standard naming conventions | |||
| Store in share drive or asset repository for production team access |
Forms
Assessment Cover Sheet
CUFDIG301A - Prepare video assets
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
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Assessment Record Sheet
CUFDIG301A - Prepare video assets
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: