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 CUADIG401, 'Author interactive media'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Author interactive media' 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
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Identify multimedia elements | 1.1 Assess design specifications to determine technical and creative objectives of the project 1.2 Locate and assess content required for production 1.3 Discuss issues of integration and formats of media assets with relevant personnel, and confirm production timelines 1.4 Determine, with relevant personnel, an interactive sequence to become the prototype |
2. Identify scope of authoring software | 2.1 Identify a range of industry-standard authoring software and assess in relation to specified delivery platform 2.2 Discuss suitability of authoring software to meet specified outcomes with relevant personnel 2.3 Select authoring software to meet production requirements |
3. Use authoring software | 3.1 Load authoring software and create a file directory structure for the specified task and name using standard industry or enterprise naming conventions 3.2 Display and use tools and features of authoring software relevant to the authoring process 3.3 Adopt safe ergonomic practices when using screens and keyboards for extended periods of time. |
4. Create interactive sequence | 4.1 Slice and reassemble the user interface appropriate to the authoring software 4.2 Import and assemble components in appropriate sequence according to creative requirements 4.3 Create interactive features according to creative and technical requirements, sourcing and writing appropriate mark-up and scripting languages as required 4.4 Check that interactive sequence conforms to navigation design 4.5 Integrate media assets to optimum levels of technical performance 4.6 Check interactive sequence conforms to loading specifications 4.7 Test for interoperability and accessibility, eliminate all bugs and validate scripting 4.8 Present interactive sequence as a prototype ensuring sequence meets creative, production and technical requirements 4.9 Save output file formats and identify for specified purpose |
5. Evaluate interactive prototype | 5.1 Present prototype to relevant personnel 5.2 Evaluate prototype against design specifications, including achievement of a creative and user-centred product 5.3 Discuss and agree on any required changes and make adjustments to prototype 5.4 Assist in user testing as required 5.5 Evaluate feedback from user testing 5.6 Seek confirmation from relevant personnel to transform prototype into final product |
6. Finalise interactive media product | 6.1 Make necessary changes as indicated by user testing 6.2 Replicate prototype functionality to complete the interactive product 6.3 Make final checks to ensure sequences conform to design specifications 6.4 Test for interoperability and accessibility, eliminate bugs and validate scripting 6.5 Save to specified storage system accessible to production team 6.6 Assist in loading product to specified platform as required |