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 ICTGAM409, 'Create 3-D characters for interactive games'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Create 3-D characters for interactive games' 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 describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Research and analyse the characters
1.1 Determine and agree on the style of characters, according to the client requirements
1.2 Determine and agree on, the character type and profile
1.3 Determine and agree on, the character role and name
1.4 Determine and agree on, the character animations required for implementation into game systems
1.5 Compare the animations with the analysis criteria
2. Design the characters
2.1 Develop a concept illustration for the character
2.2 Conduct focus testing of the concept illustration with the client, and with representatives of the target market audience
2.3 Develop character schematics based on feedback, and submit to the client for approval
3. Develop the character models
3.1 Construct a 3-D character model on a turntable, based on the character schematics
3.2 Construct 3-D costumes, tools and accessories for the character model
3.3 Shade, texture and light, the completed character model
3.4 Implement joints, vertex weighting and character rig, to a 3-D character model
3.5 Develop animation blocking and in-betweens, in consultation with animation personnel for their approval
3.6 Compare the 3-D models and animations to the original concept illustration, for verification of quality and conformity to the brief
3.7 Submit to the client for approval