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 ICTGAM501, 'Create design concepts for digital games and 3-D media'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Create design concepts for digital games and 3-D media' 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 |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Identify and analyse commonly used design concepts for games and 3-D media | 1.1 Obtain the project brief and other relevant organisational documents and procedures 1.2 Research and identify commonly used design concepts in digital games and interactive 3-D media 1.3 Analyse and interpret chosen common design concepts used in digital games and interactive 3-D media 1.4 Discuss design considerations for designing a digital game or an interactive 3-D media concept |
2. Identify appropriate software packages used for a digital game and 3-D concept design | 2.1 Identify and review the appropriate range of industry-standard software available to develop design concepts 2.2 Assess the software related to the concept design process requirements 2.3 Discuss the technical specifications for the development process 2.4 Select the software package |
3. Use a chosen software package | 3.1 Run the selected software package and become familiar with the user interface 3.2 Create new files, organise and develop a file structure 3.3 Learn the required tools and components used to create, and develop a digital game, or interactive 3-D media concept |
4. Create and develop the concept components for a digital game or interactive media | 4.1 Design a heads-up display for a digital game or 3-D interactive media 4.2 Consider specific processes for the heads-up display elements 4.3 Document the design, necessary programming process and requirements needed to implement the heads-up display 4.4 Use the chosen software package to create and develop the visual design elements, and components, to be used for the heads-up display |
5. Implement a design concept into a game or 3-D interactive media | 5.1 Load in the images required and write the code to implement the heads-up display into an existing framework 5.2 Write code to demonstrate heads-up display capabilities with implemented concepts |
6. Evaluate the implementation | 6.1 Demonstrate implementation to the relevant personnel 6.2 Accept feedback to incorporate into the final design 6.3 Assess and refine the concept with the relevant personnel 6.4 Evaluate the usability of the concept’s components 6.5 Reflect on possible changes to improve the visual design and capabilities of the components |