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 ICPMM346B, 'Incorporate video into multimedia presentations'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Incorporate video into multimedia presentations' 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 and describe formats of digital video | 1.1 | The distinguishing features and uses of a range of digital video software are determined |
1.2 | Current video software appropriate to a range of given outcomes is selected | ||
1.3 | Limiting factors of computer hardware on video production for a specified job are determined | ||
1.4 | Differences of image quality and image size required to deliver the desired outcome are determined | ||
1.5 | Data input, processing and output relevant to video are explained | ||
1.6 | The formats employed to create a given computer video sequence for a specified outcome are analysed | ||
2 | Design digital video | 2.1 | Appropriate digital video software for the job is assessed and selected |
2.2 | Digital video editing software is used to combine video assets | ||
2.3 | Variations in video frame rates are controlled as required for the job to be undertaken | ||
2.4 | Time stamping techniques are applied to the video frames as required for the job to be undertaken | ||
2.5 | Digital video is saved using the appropriate file techniques | ||
3 | Edit digital video | 3.1 | Single and multiple video tracks are edited to achieve a defined outcome |
3.2 | Multiple tracks of digital video are joined according to job specifications | ||
3.3 | Digital effects are employed to modify and integrate digital video tracks according to job specifications | ||
3.4 | Time encoding is applied to single and multiple edited digital video tracks according to job specifications | ||
3.5 | A video track is inserted into a multimedia production sequence according to job specifications | ||
4 | Present a digital video sequence | 4.1 | Digital video is tested and combined with other digital imaging, sound and/or animation to create a multimedia sequence |
4.2 | The multimedia sequence including video is saved and presented to the client | ||