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 CUFMEM13A, 'Incorporate, design and edit digital video'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Incorporate, design and edit digital video' 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 multimedia elements | 1.1 | Obtain all relevant plans, storyboards, navigation designs and design brief |
1.2 | Locate all multimedia elements as required to meet creative and production requirements and technical specifications | ||
1.3 | Discuss issues of integration and formats of the multimedia elements with appropriate personnel | ||
1.4 | Save all multimedia elements in the appropriate format for inclusion, and store for each access | ||
1.5 | Determine a sequence which will become the " prototype" | ||
1.6 | Analyse the formats employed to create a given computer video sequence for a specified outcome | ||
2 | Identify scope of authoring software | 2.1 | Identify the range of industry standard authoring software |
2.2 | Assess the software in relation to specified multimedia delivery platform | ||
2.3 | Discuss selection of software with relevant design personnel to ensure selection will meet specified outcomes | ||
2.4 | Select authoring software | ||
2.5 | Save digital video using the appropriate file techniques | ||
3 | Use authoring software | 3.1 | Load authoring software |
3.2 | Create a new file for the specified task and name appropriately | ||
3.3 | Display and use tools and features of software relevant to the authoring process | ||
3.4 | Apply time encoding to single and multiple edited digital video tracks in accordance with specifications | ||
3.5 | Insert an video track into a multimedia production sequence in accordance with specifications | ||
4 | Create multimedia sequence | 4.1 | Import and assemble multimedia elements in appropriate sequence according to creative requirements |
4.2 | Create interactive elements according to creative and technical requirements | ||
4.3 | Check multimedia sequence conforms to navigation design | ||
4.4 | Check multimedia sequence conforms to loading specifications | ||
4.5 | Test and run multimedia sequence as a presentation to ensure the sequence meets creative, production and technical requirements | ||
4.6 | Save file formats and identify for specified purpose | ||
5 | Evaluate multimedia prototype | 5.1 | Play back final sequence with relevant personnel |
5.2 | Evaluate against criteria including achievement of a creative and user-friendly product | ||
5.3 | Discuss and agree on required changes | ||
5.4 | Assist if required in tests and user trials | ||
5.5 | Evaluate feedback from user trials | ||
5.6 | Confirm endorsement from relevant personnel to develop prototype into complete product | ||
6 | Transform prototype into final product | 6.1 | Make necessary changes as indicated by user trials |
6.2 | Integrate all multimedia elements as required by specifications | ||
6.3 | Make final checks to ensure all sequences conform to the navigation design | ||
6.4 | Save into specified storage systems | ||