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 CUFDIG507A, 'Design digital simulations'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Design digital simulations' 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 |
Identify project requirements | 1. Confirm objectives and desired outcomes of briefs in consultation with relevant personnel 2. Identify target audience and determine format and delivery platform of simulations through discussion with relevant personnel |
Research and plan approach | 3. Investigate fully the real world environment that is to be simulated 4. Obtain designs, plans and other information that may assist in modelling the real world environment 5. Determine the performance objectives, task complexity and required levels of user skill 6. Determine the required depth of physical and functional fidelity, taking into account production requirements 7. Research and select appropriate simulation authoring tools 8. Discuss ideas and collaborate, as required, with relevant personnel to ensure contribution of a range of ideas and creative solutions |
Draft simulation design documents | 9. Identify the processes that determine the functional behaviour and specify how this behaviour is to be represented by control objects 10. Define the underlying functionality in a model that specifies the essential settings, states, conditions and parameters 11. Specify the user interface controls that enable users to interact with simulations 12. Identify critical impacts, alerts or costs for incorrect user operation 13. Specify positive and negative user feedback 14. Specify the sequencing of levels of difficulty 15. Present draft simulation design documents for discussion with and feedback from other team members |
Finalise simulation design documents | 16. Review designs against required project outcomes and performance objectives 17. Review designs to ensure they meet creative, technical and legislative requirements 18. Adjust designs as necessary after discussions with relevant personnel and incorporating user feedback 19. Save and archive user interface controls for other projects |