Presentation on theme: "AGENDA 1.Introductions 2.Discuss timeline for Certificate II in Multimedia 3.Discuss resources for Certificate II in Multimedia 4.General discussion from."— Presentation transcript:
AGENDA 1.Introductions 2.Discuss timeline for Certificate II in Multimedia 3.Discuss resources for Certificate II in Multimedia 4.General discussion from the floor 5.Discussion on resources the group would like. LUNCH 6.Discuss timeline for Certificate III in Multimedia 7.Report from VCAA Scored Component PD day last year 8.Presentation of a Scored Assessment Plan 9.Discuss resources 10.General discussion from the floor 11.Discussion on resources the group would like.
TIMELINE – Certificate II in Multimedia Term 1 WeekDateUnitContentReferences 12 nd FebDevelop and Apply Industry Knowledge Introduction to the unit Structure and operation of the industry Unit 1 Page 1 – 5 Careers in Multimedia Unit 1 Page 1 – 7 IDEA CD-ROM AIMIA web site Industry organisations and businesses Unit 1 Page th FebDevelop and Apply Industry Knowledge Industry organisations and businessesUnit 1 Page Seek information on new technologyUnit 1 Page 1 – 11
316 th FebDevelop and Apply Industry Knowledge Seek information on new technologyUnit 1 Page 1 – 11 Update industry knowledgeUnit 1 Page 1 – 15 People in the industryUnit 1 Page 1 – 17 Guest speaker 423 rd FebDevelop and Apply Industry Knowledge Visit Federation Square Visit the Museum Report on visits
51 st Mar Follow health, safety and security procedures Unit 2 Page 2 – 4 Occupational health and safety requirements Unit 2 Page 2 – 4 OfficeWise – WorkCover Comply with occupational health and safety legislation Unit 2 Page 2 – 5 Use of appropriate clothing and procedures Unit 2 Page 2 – 6 68 th Mar Follow health, safety and security procedures Raise issuesUnit 2 Page 2 – 8 Ergonomic requirements of the workstation Unit 2 Page 2 – 9 Report breachesUnit 2 Page 2 – 10
715 th Mar Follow health, safety and security procedures Report breachesUnit 2 Page 2 – nd Mar Identify components of multimedia Unit 3 Page 3 – 5 Comparing analogue and digital outputUnit 3 Page 3 – 7 Multimedia projectUnit 3 Page 3 – th MarIdentify components of multimediaMultimedia projectUnit 3 Page 3 – 10
Term th AprIdentify components of multimedia The multimedia industryUnit 3 Page 3 – 20 Checking web pagesUnit 3 Page 3 – th AprProduce and manipulate digital images Camera softwareUnit 4 Page 4 – 5 Produce and manipulate digital imagesUnit 4 Page 4 – 5 Camera settingsUnit 4 Page 4 – 7 33 rd MayProduce and manipulate digital images Image resolutionUnit 4 Page 4 – 9
410 th May Produce and manipulate digital imagesCreating and retrieving digital imagesUnit 4 Page 4 – th May Produce and manipulate digital images Complying with specificationsUnit 4 Page 4 – 13 Manipulate digital photographsUnit 4 Page 4 – 14 Manipulating image brightnessUnit 4 Page 4 – 16 Using the curves toolUnit 4 Page 4 – 19 Cropping imagesUnit 4 Page 4 – 21 LayersUnit 4 Page 4 – 22
6 24 th May Produce and manipulate digital images Layer masksUnit 4 Page 4 – 25 Extracting imagesUnit 4 Page 4 – 27 ClippingUnit 4 Page st May Create, manipulate and incorporate 2D graphics Bitmap and vector imagesUnit 5 Page 5 – 5 Save and retrieve graphicsUnit 5 Page 5 – 10
87 th June Create, manipulate and incorporate 2D graphics Creating digital montagesUnit 5 Page Evaluate imagesUnit 5 Page 5 – th June Create, manipulate and incorporate 2D graphics Present designsUnit 5 Page 5 – 17 Incorporate text into multimedia presentations Use multimedia text softwareUnit 6 Page 6 – 4 Inserting text using PhotoShopUnit 6 Page 6 – 5 Multiple master fontsUnit 6 Page 6 – th June Incorporate text into multimedia presentations Inserting text into multimedia presentations Unit 6 Page 6 – 9 Completing the presentationUnit 6 Page 6 – 10 Saving the outputUnit 6 Page 6 – 11
Term th July Incorporate audio into multimedia presentations Unit 7 Page 7 – 6 Digital audio formatsUnit 7 Page 7 – 8 Digital technologyUnit 7 Page 7 – 11 Digital audio softwareUnit 7 Page 7 – 13 Cool Edit 2000Unit 7 Page 7 – th July Incorporate audio into multimedia presentations Recording audio from CD-ROM drivesUnit 7 Page 7 – 15 Recording your sound to microphoneUnit 7 Page 7 – 20 Recording multiple tracksUnit 7 Page
326 th July Incorporate audio into multimedia presentations Using an audio mixerUnit 7 Page 7 – 23 Digital effectsUnit 7 Page 7 – 24 Creating a storybookUnit 7 Page 7 – nd Aug Incorporate audio into multimedia presentations Creating a storybookUnit 7 Page 7 – 26 Construct a digital audio trackUnit 7 Page 7 – th AugUpdate web pages Unit 8 Page 8 – 5 Maintenance of web pagesUnit 8 Page 8 – 5 Obtain content materialUnit 8 Page Use software to check linksUnit 8 Page 8 – 6
616 th AugUpdate web pages Edit informationUnit 8 Page 8 – 10 Editing existing web pagesUnit 8 Page 8 – 12 Upload web pagesUnit 8 Page 8 – rd Aug Update web pages Check edited web pagesUnit 8 Page Use an authoring tool to create an interactive sequence Authoring toolsUnit 9 Page 9 – 5 Planning the use of authoring toolsUnit 9 Page 9 – 8 Creating buttonsUnit 9 Page 9 – 9
830 th Aug Use an authoring tool to create an interactive sequence Making a button look 3DUnit 9 Page 9 – 12 Tracing bitmapsUnit 9 Page 9 – 13 TransparencyUnit 9 Page 9 – 14 Onion skinUnit 9 Page 9 – 15 Fading textUnit 9 Page 9 – 15 Moving textUnit 9 Page 9 – 16 Adding layersUnit 9 Page 9 – 17 TweeningUnit 9 Page 9 – 19
10 13 th Sept Use an authoring tool to create an interactive sequence Moving across a backgroundUnit 9 Page 9 – 27 Plan use of authoring toolUnit 9 Page 9 – 28 StoryboardUnit 9 Page 9 – 28 Use the authoring softwareUnit 9 Page 9 – 28 Check functionalityUnit 9 Page 9 – 28
Term 4 14 th Oct Use advanced features of computer applications Configure the computerUnit 10 Page 10 – 4 Use advanced features of computer applications Unit 10 Page 10 – 5 Multimedia presentation requirementsUnit 10 Page 10 – 6 SupportUnit 10 Page 10 – th Oct Use advanced features of computer applications Multimedia presentation requirementsUnit 10 Page 10 – 6
318 th Oct Complete and submit all work Final sign off of workbook 425 th OctRevision Exam weekExam
SUCCESSFUL ACTIVITIES All students have completed the requirements Students have learnt something from the exercise The less motivated students have enjoyed the work
Unit: Develop and Apply Industry Knowledge Competency: Seek information on new technology Activity: There are at least three new components on the market now that are increasing in popularity: DVD-ROMs, digital television and biometrics. Conduct an Internet search on each of the three pieces of technology mentioned, and jot down a few lines of explanation for each one. Present the information using a Microsoft PowerPoint presentation file. The first PowerPoint slide should introduce one of the three components that you are going to present (you can assume that your colleagues will present two of the components, so you only have to prepare one of them).
EXTENSION ACTIVITY: 1. Make a business card for a Biometrics company. The students can take their fingerprint using paint or ink, and include a scan of their fingerprint on the business card. The business card could be completed very simply using Microsoft Publisher, or another similar program. 2. Get the students to scan in a page of text. Once this is done, get them to blow up part of the text so that it is a lot larger than the original size. Then in a graphics program such as PhotoShop, they can crop the larger text so that it is in the shape of a circle, and counter-crop the smaller text so that there is a blank circle left, and then put the larger text in to the blank space. Now make a heavy ring and a handle around the text so that it looks like a magnifying glass, and superimpose an image of Mr. Magoo holding the magnifying glass.
Unit: Follow health, safety and security procedures Competency: Report breaches Activity: Your job is to conduct an audit of four classrooms and one staffroom and make a report on health and safety concerns to the management. It is important to highlight “best practice” where it exists, so that you can argue to extend the practice to other areas in your workplace. You must take at least two digital photos in each classroom, and three in the staffroom that you have chosen. Problem: Lack of digital cameras, and perceived disruption to other classes. I therefore got the students to work in groups of three or four, and then write up separate reports. Naturally, some amount of ‘sharing’ occurred.
Unit: Produce and manipulate digital images Competency: Clipping Activity:
Unit: Incorporate text into multimedia presentations Competency: Inserting text into multimedia presentations Activity: For this section of the course, we will cover inserting text into Swish!! You could equally insert text into another multimedia presentation program such as Flash or Dreamweaver, but as these two pieces of software are covered later in the course, we will restrict ourselves to introductory software such as Swish!! Benefits: Swish has a number of effects that can be easily inserted and used on the text, so that a quick and easy multimedia presentation can be completed. This gives student some confidence that they can make something nice fairly quickly.
Unit: Create, manipulate and incorporate 2D graphics Competency: Creating digital montages Activity: The Water Conservation Board The long drought has severely depleted water supplies. The local Water Conservation Board wants to start advertising to convince locals to use less water. Their motto is: “A drop in the ocean is precious.” Creating Digital Montages You are required to respond to each of the six design briefs presented to you above. Your software application of choice should be Adobe PhotoShop, although it may be possible to use other software programs to integrate other styles. Make sure you check with your boss (the teacher) before you use other software. In response to the design briefs, make sure that you use all of the tools and features of PhotoShop to produce your montages. In order to enhance your final presentation, you have been granted permission to edit and manipulate the images you have been provided with.
Unit: Update Web Pages Competency: Update pages Activity: You are the web page programmer for Ginny’s Cook Emporium. They have started on a web site, but as they are amateurs, they have done a pretty poor job at it. They have already set up quite a few external links, but they are unsure if they are still active or not. They have given you permission to remove any old links that do not currently work. The current web site can be found at the following website address: Log on to the Internet and view the site as it currently stands. Obviously, there are vast improvements that need to be made to the website, and you will found as you try to navigate around it that there are quite a few errors contained in it.
The emphasis on this unit is to fix the content that is already available, rather than re-design what is currently there, or create an entire new web site from scratch. Dreamweaver will be used in the second year of the training program (Certificate III in Multimedia). Use the following four pages to detail the corrections and alterations that you make to the web pages. This includes things such as correcting spelling errors, fixing broken links, deleting links to pages that no longer exist, editing and adding content to pages, and altering the style and colour of text and background to make it more appealing. It is important that you document all of the changes that you make to the web pages. Editing Existing Web Pages Name of Web Page Alteration MadeChanges CheckedSignature of Editor 1
Unit: Use an authoring tool to create an interactive sequence Competency: Tweening Activity:
30. Open up two graphics programs - such as PhotoShop, Paint Shop Pro, LViewPro, Microsoft Paint, Corel Draw, or other programs that you may have access to. Select one of the photographs that you scanned in to the computer earlier, or save a different graphic from the Internet if you no longer have access to the photographs used previously. Save the scanned photograph in five different formats - for example, JPEG, GIF, and so on. Use Windows Explorer to check the file size of each of the graphics, and then use this information to answer the questions in the following table. What we are trying to determine is which program is the better one to use for creating and saving graphics when we want to upload our pictures to the Internet. Obviously the program that saves the pictures using the least amount of memory and space will be the best, as it will download the quickest when accessed on web sites. Of course, we want to make sure that the resolution and quality of a graphic is not reduced either, so we may need to make a compromise between the size of the graphics and the quality of the output.
Didn’t seem to work well, as a majority of the students failed to understand the point of the activity. They didn’t appreciate the fact that different programs worked differently with different image formats, and some programs were therefore better for some image formats. Part of this came from a lack of understanding of how to use Windows Explorer, and what file size really meant. Solution: Provide an introduction to Windows Explorer and file sizes prior to conducting the activity.
Unit: Produce and manipulate digital images Competency: Creating and retrieving digital images Activity: 16.Take three photos using the current settings on the digital camera. At least one of the photos taken should be inside, and at least one of the photos should be taken outside. Once you have done this, re-type the table below, download the three photos and then complete: Title of photo Inside or Outside shot Resolutio n Description of photo Size of photo (KB) File format
Now print out two of the photos using a black and white printer, and the third using a colour printer. Alter the settings of the digital camera to INCREASE the resolution of the photos that can be taken. Go back to the locations where you took the three original photos, and take the same photo again. Once you have done this, re-type the table below, download the three photos and complete: Title of photoResolutionSize of photo (KB) File format Once again, print out two of the photos using a black and white printer (the same as the first time if possible), and the third using a colour printer.
Title of photoResolutionSize of photo (KB) File format 19.Now that you have done this, reduce the resolution of the camera to the lowest possible setting. Return to the same locations as before and take the same three photos. Again, download the photos and print them out – two to a black and white printer, the third to the colour printer. Students basically didn’t follow instructions, didn’t realise they had to take a series of photos, didn’t download or print the photos correctly. Solution: Go over the requirements of the activity as a class, and then make sure that each individual student understands the requirements of the task.
Unit: Incorporate audio into multimedia presentations Competency: Incorporate audio Disaster…… Zero/sheriff cards Lack of software Lack of microphones Lack of expertise Difficulties with the settings Ended up using Windows Media Player
Optional Extra Unit: Use advanced features of computer applications RCC procedure for students who have already completed, or are completing, the Certificate III in IT course, as this unit is duplicated across the two qualifications.
For those needing to complete the unit: (a)Your presentation must last thirty seconds. (b)You must use presentation software including Adobe PhotoShop, Macromedia MX, and (c)audio-recording programs such as Cool Edit. (c)You must use images that you have taken using a digital camera and manipulated using software such (d)as Adobe PhotoShop. (d)You must present a storyboard to your teacher/trainer before beginning to assemble your presentation. (e)Your presentation must include advanced techniques such as masks, layers, multitrack audio (f)recording, Flash animation and text animation. (f)All presentation files, images, sound files, draft work and files used to prepare the presentation must (g)be saved onto the computer. (g)The completed presentation must be made available for public viewing such as Speech Night, (h)Presentation Night, etc. (h)The final presentation must be saved in a suitable file format such as Flash, HTML or an AVI file. (i)At the start of the presentation, you must include your name and the title of your presentation, and at (ii)the end of your presentation you must include any acknowledgements as required by copyright law and regulations. This part of the presentation is not included in the thirty-second presentation.
Resources: Student Workbook Workcover booklets – provided free of charge by Workcover Internet – PhotoShop and Macromedia tutorials, etc. Software Used: Microsoft Office suite Macromedia Flash MX Swish Macromedia Dreamweaver MX Cool Edit 2000/Windows Media sound recorder Xenu and LinkScan
TIMELINE – Certificate III in Multimedia Term 1 WeekDateUnitContentReferences 12 nd Feb Apply principles of visual design and communication to the development of a media product Graphic design Unit 1 Page 1 – 6 Web site addresses Visual communicationUnit 1 Page 1 – 7 Case Study 1Unit 1 Page 1 – 11 Case Study 2Unit 1 Page 1 – 13
29 th Feb Apply principles of visual design and communication to the development of a media product Case Study 3 Unit 1 Page 1 – 15 Layout procedures Unit 1 Page 1 – 17 Inspiration Pro Tennis Tackers Unit 1 Page 1 – 18 Generate and assess ideas Unit 1 Page 1 – th Feb Apply principles of visual design and communication to the development of a media product Rough LayoutUnit 1 Page 1 – 21 Comprehensive layoutUnit 1 Page 1 – 21
423 rd Feb Apply principles of visual design and communication to the development of a media product Techniques and toolsUnit 1 Page 1 – 22 ImagingUnit 1 Page 1 – 24 Select media and materialsUnit 1 Page 1 – 25 Complete the logoUnit 1 Page 1 – st Mar Apply principles of visual design and communication to the development of a media product Complete the logo Unit 1 Page 1 – 27 Evaluation Unit 1 Page 1 – 28
68 th MarTask 1 – Work Project 715 th MarTask 1 – Work Project 8 22 nd Mar Create 2D digital animation An animated AquariumUnit 2 Page 2 – 5 Invasion of the Alienoids Unit 2 Page 2 – th MarCreate 2D digital animationDirector MX Unit 2 Page 2 – 10
Term th AprCreate 2D digital animation TransitionsUnit 2 Page 2 – 16 Creating a Projector fileUnit 2 Page 2 – th AprCreate 2D digital animation Tennis TackersUnit 2 Page 2 – 22 Running AthleteUnit 2 Page 2 – 27
33 rd MayCreate 2D digital animation Running AthleteUnit 2 Page 2 – 27 Imploding FacesUnit 2 Page 2 – 28 Design briefUnit 2 Page 2 – th May Create 2D digital animation Design briefUnit 2 Page 2 – 33 Asses requirementsUnit 2 Page 2 – 35 Identify requirementsUnit 2 Page 2 – 36 Identify the scope of the software Unit 2 Page 2 – 37 Key drawingsUnit 2 Page 2 – 39 Produce animationUnit 2 Page 2 – 41
5 17 th May Create 2D digital animation Produce animationUnit 2 Page 2 – 41 File locationsUnit 2 Page 2 – 41 EvaluationUnit 2 Page 2 – th May Write content and/or copy Establish organisational requirements Unit 3 Page 3 – 4 Establish production requirements Unit 3 Page 3 – 5 Production timelineUnit 3 Page 3 – 9 Inspiration Pro 7 31 st May Write content and/or copy Plan the contentUnit 3 Page 3 – 11 Write the contentUnit 3 Page 3 – 11
87 th JuneExam week – no classes 9 14 th June Write content and/or copy Write the contentUnit 3 Page 3 – 11 Produce the contentUnit 3 Page 3 – 12 Produce the contentUnit 3 Page 3 – 12 Meeting deadlinesUnit 3 Page 3 – 13 EvaluationUnit 3 Page
10 21 st June Create web pages with multimedia Introduction to the InternetUnit 4 Page 4 – 4 Principles of design and navigation Unit 4 Page 4 – 5 Web authoring softwareUnit 4 Page 4 – 7 Web page requirementsUnit 4 Page 4 – 8 Sourcing the filesUnit 4 Page 4 – 8 Term th JulyCreate web pages with multimediaUsing Macromedia Dreamweaver Unit 4 Page 4 – 11
219 th JulyCreate web pages with multimedia FormsUnit 4 Page 4 – 23 Produce web pagesUnit 4 Page 4 – 28 Checking your pagesUnit 4 Page 4 – th JulyCreate web pages with multimedia Validating the pagesUnit 4 Page 4 – 31 Uploading the pagesUnit 4 Page 4 – 32 Checking the functionalityUnit 4 Page 4 – nd AugTask 2 59 th AugTask 2
Term 4 14 th OctTask th OctTask th Oct Complete and submit all work Final sign off of workbook Revision
425 th OctRevision Exam s Exam
SUCCESSFUL ACTIVITIES All students have completed the requirements Students have learnt something from the exercise The less motivated students have enjoyed the work
Unit 1 – Apply principles of visual design and communication Case Study 1 A prominent supermarket chain wants to start promoting the fact that they are now selling pharmaceutical products that require a prescription. They have employed a pharmacist who will work at the store for them, and will be able to fill the prescriptions that people bring in to them. As a result of federal legislation, they will only be able to accept and dispense of prescriptions for people over the age of eighteen. The pharmacist will work traditional hours, from 9 AM in the morning until 5 PM in the evening. 7. Discuss the best medium that could be used to advertise this new facility that the supermarket is offering. 8. What is the point of the advertising site discussed in the previous question? 9. Who is the target audience? 10.What style would you suggest the supermarket use to market their new product?
An Animated Aquarium The first animated sequence we are going to work with in Flash is to produce an aquarium, and make some changes to it. Unit 2 – Create 2D digital animation Invasion of the Alienoids The beauty of the VET course and the Training Package structure is the flexibility it allows, so the minimum requirement can be set to complete a basic alien spaceship; the more able and eager students can be exhorted to add a background, and a pilot that hops out of the spacecraft, goes to the toilet, and hops back in again.
Unit 3 – Write content and/or copy Write the Content Write the content, ensuring that you keep the audience in mind, and hence the style and level of writing is appropriate for this audience. Ensure that the language is also appropriate, and is written at the level that it is intended to appeal to. Try to keep track of the timeline you completed on the previous page, page 3 – 10. At the end of this unit, you will be able to evaluate the time you spent on each task, and compare it to the time you thought would be necessary to complete it. Flow charts emphasise the process, not the final product.
Unit 5 – Develop a multimedia script Mix ingredients Add to baking tin Bake at until cooked Test with fork Not ready Remove from oven Ready Cool and eat
Light Switches Planets
Resources: Student Workbook Internet – Macromedia tutorials, etc. Software Used: Microsoft Office suite Macromedia Flash MX Macromedia Director MX Macromedia Dreamweaver MX Cool Edit 2000/Windows Media sound recorder