Integrate multiple data sources into interactive 3-D environments Evidence Guide

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Evidence Guide: ICAGAM524A - Integrate multiple data sources into interactive 3-D environments

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

ICAGAM524A - Integrate multiple data sources into interactive 3-D environments

What evidence can you provide to prove your understanding of each of the following citeria?

Catalogue elements to integrate into the interactive 3-D environment

Research and identify data sources that can be integrated into interactive 3-D environments
Identify data sources that will be integrated to suit the environment, game design, game genre, game mechanics, game-play elements, and level specifications
Obtain or create data sources for the interactive 3-D environment

Research and identify data sources that can be integrated into interactive 3-D environments

Completed
Date:

Teacher:

Evidence:

Identify data sources that will be integrated to suit the environment, game design, game genre, game mechanics, game-play elements, and level specifications

Completed
Date:

Teacher:

Evidence:

Obtain or create data sources for the interactive 3-D environment

Completed
Date:

Teacher:

Evidence:

Identify tools that can be used to integrate assets

Identify tools and libraries for integration of identified elements into the 3-D environment
Review and document how the tools work

Identify tools and libraries for integration of identified elements into the 3-D environment

Completed
Date:

Teacher:

Evidence:

Review and document how the tools work

Completed
Date:

Teacher:

Evidence:

Integrate sources into the interactive 3-D environment

Create prototypes and integrate elements into the interactive 3-D environment using the identified tools
Test the integration of the elements
Ensure the elements’ integrity during implementation is maintained

Create prototypes and integrate elements into the interactive 3-D environment using the identified tools

Completed
Date:

Teacher:

Evidence:

Test the integration of the elements

Completed
Date:

Teacher:

Evidence:

Ensure the elements’ integrity during implementation is maintained

Completed
Date:

Teacher:

Evidence:

Present and evaluate completed 3-D environment with all data sources included

Present the interactive 3-D environment to appropriate personnel
Review feedback from presentation
Evaluate and justify implementation using tools for the data sources

Present the interactive 3-D environment to appropriate personnel

Completed
Date:

Teacher:

Evidence:

Review feedback from presentation

Completed
Date:

Teacher:

Evidence:

Evaluate and justify implementation using tools for the data sources

Completed
Date:

Teacher:

Evidence:

Assessed

Teacher: ___________________________ Date: _

Signature: ________________________________________________

Comments:

Instructions to Assessors

Evidence Guide

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 ability to: integrate multiple data sources into a working interactive 3-D environment manage design requirements with technical requirements deliver an interactive 3-D environment with working interactions that implements the external data sources.
Context of and specific resources for assessment	Assessment must ensure access to: computer hardware, software, games engines and file storage copyright and intellectual property legislation OHS legislation and enterprise policy appropriate learning and assessment support when required modified equipment for people with special needs.
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: evaluation of: response to fault-finding exercises simulated workplace activities working interactions of 3-D environments written or verbal questioning to evaluate knowledge of: data sources interactive 3-D environments integration review of candidate’s: presentations reports of completed 3-D environment documentation of 3-D environment specifications.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, where appropriate. Assessment processes and techniques must be culturally appropriate, and suitable to the communication skill level, language, literacy and numeracy capacity of the candidate and the work being performed. Indigenous people and other people from a non-English speaking background may need additional support. In cases where practical assessment is used it should be combined with targeted questioning to assess required knowledge.

Required Skills and Knowledge

Required skills

analytical skills to:

analyse multiple data sources to inform integration into interactive 3-D environment

interpret briefs, work instructions, and technical and conceptual information

communication skills to:

catalogue, check and confirm data sources

collect, interpret and communicate in visual and written forms effectively for various audiences, including engineers and artists

communicate clearly using speech and text

communicate technical requirements related to integration tools to supervisors and other team members

contribute to and work collaboratively

provide practical advice, support and feedback to colleagues and management

learning skills to accept peer feedback and make improvements

planning and organisational skills to:

refer decisions to a higher project authority for review and endorsement

delegate tasks and responsibility appropriately

establish clear roles and goals to achieve required game development outcomes

meet project deadlines

organise equipment and resources to achieve required outcomes

organise own time to meet milestones

prioritise work and meet critical milestones and deadlines

problem-solving skills to recognise and address potential quality issues and problems at prototype and completed stages

research skills to undertake practical, technical and desktop research into multiple data sources

technical skills to:

integrate data sources into the 3-D environment

resolve basic hardware, software and other technical issues associated with game production

use correct file formats and archiving procedures.

Required knowledge

budgeting and scheduling considerations

capabilities and constraints of game engines

computer game development, including specific terminology

current game-play hardware and software products

human resources required in the process of creating a game and their respective skills and technology requirements

technical constraints that hardware imposes on software development, graphics requirements, code development and creative visual design.

Range Statement

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.

Data sources may include:	3-D models databases images music particle libraries scripts sounds text textures.
Game design may include:	concept illustrations or graphics that enhance the comprehension of the document design for all level missions game mechanics that affect level design decisions illustrations of level with all significant points of interest introduction and overview (one page synopsis) key selling points, including intended audience, genre and platforms production details scripts required for level synopsis and scripts for each level synopsis of level title and cover art (art must be colour and of a reasonable resolution for high quality printing) walk through for at least one mission or level.
Game genre may include:	adventure alternative reality ancient casino cyberpunk educational edutainment fantasy first person shooter flight shooter flight simulation futuristic god simulation massively multi-player online game massively multi-player online role-playing game medieval modern multi-player post-apocalyptic puzzle racing shooter racing simulation real-time strategy role-playing game science fiction side-scrolling shooter single player sports strategy, including: action strategy turn-based strategy tactical combat.
Game mechanics may include:	lists and illustrations of: actions of a particular object (object dynamics) environment actions (environment dynamics) game objects organised into classes of object possible environment and object interactions possible object-to-object interactions specific game-play elements that provide uniqueness and key point of difference overview of the key factors influencing core game-play experience.
Game-play elements may include:	buildings game flow switches terrain objects transformations transportation traps.
Level specifications may include:	level-specific components: allies base building and location cinematic (cut scenes) colours enemies graphics health lighting non-player characters resources and their harvesting sounds and music weapons location stages transportation devices: buttons doors keys teleporters tunnels and passageways.
Tools and libraries may include:	Audierre bass library direct sound FMOD image importer libraries LUA script Open_AL particle libraries particle universe SDL_Mixer sound libraries XML libraries.
Creating prototypes may involve:	developing a comprehensive design for missions and levels, including concept visuals developing a walkthrough for at least one mission or level developing story synopsis and scripts for each level knowledge of games as dynamic systems, such as: applying game-tuning strategies in light of feedback from actual play characteristics of a balanced game working with quality assurance and understanding play-test feedback use of appropriate tools and skills for fast, interactive development.
Personnel may include:	animators concept artists game-play designers graphic designers instructional designers modellers motion capture technicians other specialist staff other technical staff producers programmers project manager sound engineers team members technical director writers.
Feedback may involve:	accepting and responding to comment, critique and suggestions from: clients colleagues target audience representatives.
Evaluate completed 3-D environment may involve:	examining and analysing the impact of decisions, after the fact, such as: integration decisions methodology and process decisions product ‘post-mortems’, reviewing actual use of resources to achieve outcomes against initial project plan and schedule.

NTISthis.com

Evidence Guide: ICAGAM524A - Integrate multiple data sources into interactive 3-D environments

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

ICAGAM524A - Integrate multiple data sources into interactive 3-D environments

Catalogue elements to integrate into the interactive 3-D environment

Identify tools that can be used to integrate assets

Integrate sources into the interactive 3-D environment

Present and evaluate completed 3-D environment with all data sources included

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _