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 CUFIMA05A, 'Create 3D digital models and images'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Create 3D digital models and images' 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 and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Identify animation requirements | 1.1 | Obtain design brief and storyboard and discuss production requirements with relevant personnel |
1.2 | Identify all 3D animation requirements including production and technical specifications and discuss with relevant personnel | ||
1.3 | Identify any soundtrack requirements in discussion with relevant personnel | ||
2 | Identify scope of 3D animation software | 2.1 | Identify the range of industry standard 3D animation software and computer assisted animation techniques |
2.2 | Assess software compatibility with production and technical requirements and specifications | ||
2.3 | Select the appropriate software in relation to specified multimedia delivery platform | ||
2.4 | Discuss software with relevant design personnel to ensure selection will meet specified outcomes | ||
3 | Product key drawings for animation | 3.1 | Product key drawings by the most appropriate method to reflect the animation requirements |
3.2 | Product sufficient quantity of key drawings to establish the required action or design and ensure that they meet the production, creative and technical requirements | ||
3.3 | Comply with any soundtrack breakdown when producing drawings | ||
3.4 | Produce key drawings within the constraints of the production and scan hard-copy drawings as required | ||
3.5 | Clearly label key drawings | ||
3.6 | Use object motion hierarchies to achieve the required motion effect | ||
3.7 | Apply appropriate output and presentation form and save 3D model according to specified file compression technology | ||
3.8 | Use agreed industry practices for file naming and file management and backup procedures | ||
4 | Produce 3D animation | 4.1 | Import key drawings into selected 3D animation software |
4.2 | Combine objects into a single animated steam according to creative requirements and specifications | ||
4.3 | Create static or moving backgrounds as required and integrate animated objects into static or moving backgrounds | ||
4.4 | Use animation techniques as required and as appropriate according to the software | ||
4.5 | Incorporate sound where necessary | ||
4.6 | Save and store using appropriate file formats and file management procedures | ||
5 | Evaluate animation | 5.1 | Present animation sequences to relevant personnel for detailed responses and recommendations |
5.2 | Discuss and identify and required design changes that may be needed | ||
5.3 | Incorporate design changes to complete the 3D animations and meet the recommendations | ||
5.4 | Obtain final agreement from relevant personnel for finished 3D animation sequences | ||