Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CUADIG302, 'Author interactive sequences'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Author interactive sequences' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
Elements describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan use of authoring tool
1.1 Identify a range of appropriate authoring software and discuss their application to various delivery platforms with relevant people
1.2 Clarify design specifications of the project and deadlines with relevant people
1.3 Discuss with relevant personnel the technical requirements of the project and select appropriate authoring software
2. Prepare to author sequence
2.1 Load selected authoring software, create a new file in website directory for specified task and name using standard industry naming conventions
2.2 Source and assemble all media assets and text content, and check compliance with copyright conditions
2.3 Display and use tools and features of authoring software
2.4 Adopt safe ergonomic practices when using screens and keyboards for extended periods of time
3. Produce interactive sequences
3.1 Produce screen layout according to design specifications applying basic visual design principles and/or templates or themes
3.2 Create interactive media components as required
3.3 Source text content and apply style sheets to format text
3.4 Source relevant media assets, optimise if required, and integrate using appropriate file formats
3.5 Link all components according to production storyboard
3.6 Manipulate HTML mark-up code where errors are occurring or to refine sequence functionality
3.7 Apply features to optimise accessibility
3.8 Save file to website directory structure as components are produced
4. Check functionality of interactive sequence
4.1 Check interactive elements function with minimal error on a variety of devices, operating systems and browsers
4.2 Incorporate changes as required
4.3 Present sequence to relevant people