Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CUFMEM13A Mapping and Delivery Guide
Incorporate, design and edit digital video

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency CUFMEM13A - Incorporate, design and edit digital video
Description This unit describes the competency required to edit, combine and incorporate video into multimedia presentations within the cultural industries.This unit describes the competency required to edit, combine and incorporate video into multimedia presentations within the cultural industries
Employability Skills Not applicable.
Learning Outcomes and Application Not applicable.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
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
Elements of Competency Performance Criteria              
Element: Identify multimedia elements
  • Obtain all relevant plans, storyboards, navigation designs and design brief
  • Locate all multimedia elements as required to meet creative and production requirements and technical specifications
  • Discuss issues of integration and formats of the multimedia elements with appropriate personnel
  • Save all multimedia elements in the appropriate format for inclusion, and store for each access
  • Determine a sequence which will become the " prototype"
  • Analyse the formats employed to create a given computer video sequence for a specified outcome
       
Element: Identify scope of authoring software
  • Identify the range of industry standard authoring software
  • Assess the software in relation to specified multimedia delivery platform
  • Discuss selection of software with relevant design personnel to ensure selection will meet specified outcomes
  • Select authoring software
  • Save digital video using the appropriate file techniques
       
Element: Use authoring software
  • Load authoring software
  • Create a new file for the specified task and name appropriately
  • Display and use tools and features of software relevant to the authoring process
  • Apply time encoding to single and multiple edited digital video tracks in accordance with specifications
  • Insert an video track into a multimedia production sequence in accordance with specifications
       
Element: Create multimedia sequence
  • Import and assemble multimedia elements in appropriate sequence according to creative requirements
  • Create interactive elements according to creative and technical requirements
  • Check multimedia sequence conforms to navigation design
  • Check multimedia sequence conforms to loading specifications
  • Test and run multimedia sequence as a presentation to ensure the sequence meets creative, production and technical requirements
  • Save file formats and identify for specified purpose
       
Element: Evaluate multimedia prototype
  • Play back final sequence with relevant personnel
  • Evaluate against criteria including achievement of a creative and user-friendly product
  • Discuss and agree on required changes
  • Assist if required in tests and user trials
  • Evaluate feedback from user trials
  • Confirm endorsement from relevant personnel to develop prototype into complete product
       
Element: Transform prototype into final product
  • Make necessary changes as indicated by user trials
  • Integrate all multimedia elements as required by specifications
  • Make final checks to ensure all sequences conform to the navigation design
  • Save into specified storage systems
       


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.

Underpinning skills and knowledge

Assessment must include evidence of essential knowledge of, and skills in, the following areas:

visualisation and interpretation of creative concepts

editing conventions:

types of cutting

action cutting

montage

continuity

persistence of vision

filmmaking conventions:

types of camera shots

angles

camera viewpoint

cinematic time

electronic - digital language and other relevant terminology

contemporary video software

principles of video production

information sources

knowledge of the principles of digital video

knowledge of contemporary digital video formats

knowledge of methods for saving and producing digital video outputs

Linkages to other units

This unit has linkages to the following units and combined training delivery and/or assessment is recommended:

CUFMEM06A Design a multimedia product

CUFWRT07A Interpret and develop script

CUSRAD01A Collect and organise information

CUFGEN01A Develop and apply industry knowledge

CUFMEM07A Apply principles of visual design and communication to the development of a multimedia product

Critical aspects of evidence

This unit of competence applies to the multimedia sector and a range of other interested areas. Assessment must be customised to meet the needs of the particular workplace in which performance is being assessed.

The following evidence is critical to the judgement of competence in this unit:

ability to design, compile, edit and test multimedia sequences incorporating video

Method and context of assessment

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include:

practical demonstration (direct observation may need to occur on more than one occasion to establish consistency of performance)

role play

case studies

work samples or simulated workplace activities

oral questioning/interview aimed at evaluating the processes used in developing and realising the creative concept

projects/reports/logbooks

third party reports and authenticated prior achievements

portfolios of evidence which demonstrate the processes used in developing and realising the creative concept

Resource requirements

Assessment requires access to a range of resources, equipment and technology listed in the range of variables statement, currently used by the cultural industries.

Underpinning skills and knowledge

Assessment must include evidence of essential knowledge of, and skills in, the following areas:

visualisation and interpretation of creative concepts

editing conventions:

types of cutting

action cutting

montage

continuity

persistence of vision

filmmaking conventions:

types of camera shots

angles

camera viewpoint

cinematic time

electronic - digital language and other relevant terminology

contemporary video software

principles of video production

information sources

knowledge of the principles of digital video

knowledge of contemporary digital video formats

knowledge of methods for saving and producing digital video outputs

Linkages to other units

This unit has linkages to the following units and combined training delivery and/or assessment is recommended:

CUFMEM06A Design a multimedia product

CUFWRT07A Interpret and develop script

CUSRAD01A Collect and organise information

CUFGEN01A Develop and apply industry knowledge

CUFMEM07A Apply principles of visual design and communication to the development of a multimedia product

Critical aspects of evidence

This unit of competence applies to the multimedia sector and a range of other interested areas. Assessment must be customised to meet the needs of the particular workplace in which performance is being assessed.

The following evidence is critical to the judgement of competence in this unit:

ability to design, compile, edit and test multimedia sequences incorporating video

Method and context of assessment

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include:

practical demonstration (direct observation may need to occur on more than one occasion to establish consistency of performance)

role play

case studies

work samples or simulated workplace activities

oral questioning/interview aimed at evaluating the processes used in developing and realising the creative concept

projects/reports/logbooks

third party reports and authenticated prior achievements

portfolios of evidence which demonstrate the processes used in developing and realising the creative concept

Resource requirements

Assessment requires access to a range of resources, equipment and technology listed in the range of variables statement, currently used by the cultural industries.


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.

Not applicable.

Multimedia products or presentations may include:

educational

game

promotional

information

training

e-commerce

a range of others

Industry standard software:

a wide range of current programs is available. Examples of these are:

Adobe Premier

Quicktime

Media 100

NOTE: These programs are constantly being upgraded and replaced and appropriate up-to-date programs should be selected.

Digital imaging may include:

titles/text

graphic images

2D and 3D animation

3D modelling

opticals

transitions such as dissolves, fade-ins, fade-outs, supers, subtitles

special effects

Sound may include:

sound effects

music

atmospherics

dialogue

additional dialogue, eg re-recorded and narration

Documentation may be:

computer generated

manually written

scripts

production schedules

manufacturer's specifications/instructions

contracts

edit decision lists (EDLs)

list of sequences with relevant shot numbers

assembly order

marked up scripts

marked up transcripts

sound sheets including timecode log sheets for location sound recordings

wild line and sound effects log sheets

Relevant personnel may include:

director

producer

production manager

editor

assistant editor

picture editing personnel

sound editing personnel

sound effects personnel

computer generated imagery (CGI) personnel

technical director

other technical staff

other specialist staff

designers

Visual effects may include:

keyers to combine

DVEs to move and distort

colour corrections to modify

texture generation to add blur

trackers to follow parts of the picture

production of titles

production of optical effects

graphic images

opticals

transitions such as dissolves, fade-ins, fade-outs, supers, subtitles

special effects

Video format may include:

VHS

SVHS

DVC

Umatic

SP

Betacam

Digital Betacam

Editing equipment may include:

computer hardware

non-linear digital editing and graphics software programs

monitors

keyboard and mouse

external hard drive

external disk drive

additional computer hardware

source and record machines

computer software programs

graphics computer program

digital video effects system (DVE)

digital disk recorder (DDR)

video transfer recorder (VTR)

Editing consumable materials may include:

computer disks

paper for hardcopy

compact discs

Memory may include:

disk

hard drive - internal, external

Multimedia productions may include or be included in:

aspects or sections of film/video production:

feature

documentary

short film and/or video

animations

commercials

live or pre-recorded performances

music video

television production of any type (music, drama, comedy, variety, sport)

live or pre-recorded television productions

educational product

game

promotional product

information product

training product

e-commerce

a range of others

Multimedia products or presentations may include:

educational

game

promotional

information

training

e-commerce

a range of others

Industry standard software:

a wide range of current programs is available. Examples of these are:

Adobe Premier

Quicktime

Media 100

NOTE: These programs are constantly being upgraded and replaced and appropriate up-to-date programs should be selected.

Digital imaging may include:

titles/text

graphic images

2D and 3D animation

3D modelling

opticals

transitions such as dissolves, fade-ins, fade-outs, supers, subtitles

special effects

Sound may include:

sound effects

music

atmospherics

dialogue

additional dialogue, eg re-recorded and narration

Documentation may be:

computer generated

manually written

scripts

production schedules

manufacturer's specifications/instructions

contracts

edit decision lists (EDLs)

list of sequences with relevant shot numbers

assembly order

marked up scripts

marked up transcripts

sound sheets including timecode log sheets for location sound recordings

wild line and sound effects log sheets

Relevant personnel may include:

director

producer

production manager

editor

assistant editor

picture editing personnel

sound editing personnel

sound effects personnel

computer generated imagery (CGI) personnel

technical director

other technical staff

other specialist staff

designers

Visual effects may include:

keyers to combine

DVEs to move and distort

colour corrections to modify

texture generation to add blur

trackers to follow parts of the picture

production of titles

production of optical effects

graphic images

opticals

transitions such as dissolves, fade-ins, fade-outs, supers, subtitles

special effects

Video format may include:

VHS

SVHS

DVC

Umatic

SP

Betacam

Digital Betacam

Editing equipment may include:

computer hardware

non-linear digital editing and graphics software programs

monitors

keyboard and mouse

external hard drive

external disk drive

additional computer hardware

source and record machines

computer software programs

graphics computer program

digital video effects system (DVE)

digital disk recorder (DDR)

video transfer recorder (VTR)

Editing consumable materials may include:

computer disks

paper for hardcopy

compact discs

Memory may include:

disk

hard drive - internal, external

Multimedia productions may include or be included in:

aspects or sections of film/video production:

feature

documentary

short film and/or video

animations

commercials

live or pre-recorded performances

music video

television production of any type (music, drama, comedy, variety, sport)

live or pre-recorded television productions

educational product

game

promotional product

information product

training product

e-commerce

a range of others

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 all relevant plans, storyboards, navigation designs and design brief 
Locate all multimedia elements as required to meet creative and production requirements and technical specifications 
Discuss issues of integration and formats of the multimedia elements with appropriate personnel 
Save all multimedia elements in the appropriate format for inclusion, and store for each access 
Determine a sequence which will become the " prototype" 
Analyse the formats employed to create a given computer video sequence for a specified outcome 
Identify the range of industry standard authoring software 
Assess the software in relation to specified multimedia delivery platform 
Discuss selection of software with relevant design personnel to ensure selection will meet specified outcomes 
Select authoring software 
Save digital video using the appropriate file techniques 
Load authoring software 
Create a new file for the specified task and name appropriately 
Display and use tools and features of software relevant to the authoring process 
Apply time encoding to single and multiple edited digital video tracks in accordance with specifications 
Insert an video track into a multimedia production sequence in accordance with specifications 
Import and assemble multimedia elements in appropriate sequence according to creative requirements 
Create interactive elements according to creative and technical requirements 
Check multimedia sequence conforms to navigation design 
Check multimedia sequence conforms to loading specifications 
Test and run multimedia sequence as a presentation to ensure the sequence meets creative, production and technical requirements 
Save file formats and identify for specified purpose 
Play back final sequence with relevant personnel 
Evaluate against criteria including achievement of a creative and user-friendly product 
Discuss and agree on required changes 
Assist if required in tests and user trials 
Evaluate feedback from user trials 
Confirm endorsement from relevant personnel to develop prototype into complete product 
Make necessary changes as indicated by user trials 
Integrate all multimedia elements as required by specifications 
Make final checks to ensure all sequences conform to the navigation design 
Save into specified storage systems 

Forms

Assessment Cover Sheet

CUFMEM13A - Incorporate, design and edit digital video
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

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

CUFMEM13A - Incorporate, design and edit digital video

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: