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 ICTGAM521, 'Create interactive 3-D environments for digital games'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Create interactive 3-D environments for digital 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. Obtain the design documents for the 3-D environment
1.1 Conceptualise the design requirements, based on the project brief and other relevant documents
1.2 Identify the requirements for the design of the 3-D environment
1.3 Determine the design considerations, and generate the concept art for the final environment design
1.4 Ensure that any missing requirements are considered and included in the design
2. Identify software tools that can be used to create 3-D environments
2.1 Identify the texturing tools, including painting, shading and texturing software
2.2 Identify the audio tools
2.3 Identify the 3-D modelling and animation software to be used
3. Document and justify the design decisions
3.1 Clearly document the design decisions
3.2 Explain and justify the design decisions
3.3 Make changes, where necessary
4. Create the 3-D environment
4.1 Implement basic geometry, flow and layout
4.2 Separate each section of the environment into key parts and choose a focal point for the environment
4.3 Incorporate detail into the focal point of the level
4.4 Use the focal points to set a reference for the rest of the environment
4.5 Integrate the geometry, texturing, and place the models
4.6 Carry out a detailed pass of the entire environment
4.7 Set up the exterior lighting and then the interior lighting
4.8 Incorporate any sound and particle effects, and perform optimisation, if required
4.9 Perform a final pass, finalising any elements
5. Present the finished 3
5.1 Present the finished 3-D environment to the relevant personnel
5.2 Report how the design decisions have met the 3-D environment design requirements
5.3 Justify why certain design decisions were made
5.4 Accept peer feedback and incorporate in the final design