test by tony white

NEW SOUTH WALES TECHNICAL AND FURTHER EDUCATION COMMISSION

_________________________________ Initiate and carry out projects _________________________________

NSW Module Number: 7874B Implementation Date:

01-Jan-2003

National Module Code:

BUSINESS ARTS AND INFO TECH PRINTING & GRAPHIC ARTS PROGRAM AREA

Initiate and carry out projects - 7874B

A. Module information

1. MODULE DETAILS:

1.1 Module Name:

Initiate and carry out projects

1.2 Nominal Student Hours:

54 hours

This module is designed on the assumption that most learners achieve the outcomes specified in 54 hours. However, the length of time taken to complete the module will vary depending on teaching methods used, target group and learners' entry level knowledge and skills. 1.3 Module Codes:

NSW Module Number: National Module Code:

7874B

1.4 Field of Education Code: 100799

Communication and Media Studies

1.5 Copyright Information: Both the State of NSW, Department of Education and Training, and the Commonwealth have copyright of the material in this module. A licence is required to: 路 use their material for training delivery 路 reproduce in part or whole 路 incorporate a significant part of the material into a derivative such as an Enhancement, Contextualisation, Supplementary or Compilation 路 on-sell or license, in part or whole, to a third party The Commonwealth gives permission to trainers and teachers to make copies of the information from the Film, TV, Radio and Multimedia Training Package by photocopying or other duplicating processes for use within their own training organisations or in a workplace where the training is being conducted. The permission does not however extend to the making of copies for use outside the immediate training environment for which they are made, nor the making of copies for hire or resale to third parties.

1.6 Licensing and Franchise Arrangements: Licensing and franchising arrangements should be negotiated with both the NSW Department of Education and Training, Curriculum Resourcing and Operations Unit, Phone: (02) 9244 5361 and the Commonwealth. Licensing and for the State of NSW

Implementation Date: 1-Jan-2003 Status:Approved Business Arts and Info Tech - Printing & Graphic Arts (c) 2005 The State of NSW, Department of Education and Training unless otherwise stated in the Copyright section of the document.

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A. Module information Department of Education and Training copyright material should be negotiated with Curriculum Resourcing and Operations Unit, Phone: (02) 9244 5361. For permission to use Commonwealth copyright material outside the guidelines detailed in the Copyright Information section of this document contact the Copyright Officer, Australian National Training Authority (ANTA) 03 9630 9800. 2. MODULE PURPOSE

On successful completion of this module, the learner should be able to propose projects which are consistent with the organisation's goals, objectives and functions, identify methodologies, resources and activities to achieve the project outcomes, and evaluate the outcomes. Specifically, you should be able to: 1. 2. 3. 4. 5.

Propose project with supporting rationale. Identify the methodology to achieve project goals and objectives. Determine the resources and timescale required for the project. Undertake activities required to complete the project. Evaluate the project's success.

3. PREREQUISITES Nil 4. RELATIONSHIP TO COMPETENCY STANDARDS:

This module fully addresses the following competency unit from the CUF01 Film, TV, Radio and Multimedia Training Package: 路 CULLB704A Initiate and carry out projects This module also helps achieve the following key competencies: . . . . . . . .

collecting, organising and analysing information conceptual skills communicating ideas and information planning and organising activities working with others and in teams solving problems lateral and logical thinking using technology

5. CONTENT:

It is suggested that the following topic areas be covered in the learning process: Essentially the student should know how to be able to initiate projects with an identifiable and measurable outcome. The project should be comprehensively researched and documented and executed with appropriate resources, on time and within budget. Upon completion the project's success should be evaluated. The student should be made aware of additional tools available such as software packages, books, magazines, the Internet, industry associations and trends and best practices within their respective industries. There are four phases: INITIATION:

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A. Module information Proposing a project with the supporting rationale. (Learning Outcome #1) - Projects are initiated in accordance with the organisation's goals, objectives and strategies - Project's value is clearly specified to client/organisation - Project is well-documented and presented to all relevant stakeholders - Historic and relevant information is reviewed - Project's milestones are clearly defined PROCESS: Identifying the methodologies to achieve project goals and objectives. (Learning Outcome #2) -

Project's outputs and components are clearly identified Benefits and obstacles are assessed for their impact The feasibility of alternative methods is evaluated Evaluation criteria and methods are established

RESOURCES: Determining resources, milestones, and timescale required for project. (Learning Outcome #3) - The resources required are appropriate to objectives - The cost, funding sources and resources are documented - The relationships between components are accurately and clearly specified in the activity plan - Factors that affect the timescale of the project are identified - The start and end dates of the project are realistic EXECUTION: Undertaking the project activities. (Learning Outcome #4) - Project activities are undertaken in accordance with an activity plan, timeframe and resources - Activities reflect relevant up-to-date knowledge, methods and techniques EVALUATION: Evaluating the project. (Learning Outcome #5) - Project outcomes are evaluated against objectives and predetermined criteria - Evaluation processes and techniques are appropriate to the project UNDERPINNING KNOWLEDGE AND SKILLS (UKS): See Evidence Guide, (under 6.Assessment Strategy) RANGE OF VARIABLES (that will impact of how the project is initiated and carried out): - Type of organisation/client · goals, values, objectives, plans, systems and processes · business and performance plans · ethical standards · quality and continuous improvement processes and standards · resources, which may be subject to negotiation · Legislation, codes and national standards relevant to the workplace -

Project Specifications Project purpose Project outcomes Target audience

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A. Module information -

Project size Whether the production is a stand-alone or a composite element Project timeframe Budget constraints Funding sources Staff and resources being available Project methodology

6. ASSESSMENT STRATEGY

Teacher judgment and holistic assessment is emphasised in this module. The focus is the clustering and integration of areas of knowledge, skills and application against the module purpose, rather than on a 'checklist' or atomistic approach. Informal (formative) assessment is an integral and vital part of teaching strategy which provides feedback to learners. This is an on-going process of monitoring learner progress. It could take different forms such as peer assessment; self assessment; and/or teacher assessment of levels of performance throughout the development of pertinent knowledge, skills and application BUT DOES NOT contribute to learner's final results. Formal (summative) assessment is an ongoing measure of the learner's achievement against the module purpose and its learning outcomes, and should not occupy more than 10% of the module hours or a maximum of 15% for mainly practical modules. It can take the form of a final exam, a series of tests or can be on-going. Summative assessment determines the learner's results and is the basis of reporting on learner achievement. The Commonwealth Disability Discrimination Act (1992) makes it unlawful to treat people with a disability less fairly than people without a disability. In the context of this module, the principle of Reasonable Accommodation (Adjustment) is applied to ensure that participants with a disability have equitable access to all aspects of the learning situation. For assessment, this means that artificial barriers to their demonstrating competence are removed. Examples of reasonable accommodation(adjustment) in assessment include: - substitution of an oral assessment task for a written one - provision of extra time - use of an interpreter - use of adaptive technology. The focus of the adjusted assessment should be on enabling the participants to demonstrate that they have achieved the module purpose, rather than on the method used. Underpinning knowledge and skills should be addressed through informal (formative) assessment to assist in the learner's progress and achievement of module purpose and unit of competency. EVIDENCE GUIDE for UNDERPINNING SKILLS AND KNOWLEDGE Critical aspects of evidence: Assessment must include evidence of essential knowledge of, and skills in, the following areas: Skills and knowledge are required in: · client service · demonstrating a clear understanding of the project brief · communication and team building · rapport with the client, or commissioner, of project · presentation methods and skills · establishing reporting and documentation mechanisms · research, analysis and evaluation techniques and processes · realistically evaluating the project and its components with the project team and/or appropriate people · self-evaluating research processes and work practices against client and/or

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A. Module information · · · · · · · · · · ·

organisational outcomes planning and organisational skills project management strategies and techniques managing own work and professional development planning communication strategies, eg for consultation and validation understanding and implementing activity planning and action planning submitting project proposals with action plans, timelines and budgets defining project goals and outcomes assembling information for research purposes information management determining results and conclusions information technology

RESOURCE IMPLICATIONS: Competency in this unit should be assessed using all the relevant resources commonly provided by an information service provider. Specific assessment tools may include: · strategic plans and relevant policies and procedures manuals · action plans and project reports EVIDENCE REQUIRED TO CONFIRM ACHIEVEMENT OF COMPETENCY UNIT: This unit of competence applies to a range of industry sectors. The focus of assessment will depend on the industry sector. Assessment must be customised to meet the needs of the particular sector in which performance is being assessed. Assessment should only address those variable circumstances, listed in the range of variables statements, which apply to the chosen context. The following evidence is critical to the judgement of competence in this unit: The proposal and execution of a project which is consistent with the organisation's goals, objectives and functions. The project must be well-documented and completed in a measurable, realistic and timely manner and in accordance with budget, time and skills. ASSESSMENT METHODS AND CONDITIONS: Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: · Portfolios, work samples or simulated workplace activities · Oral and written questioning/interview aimed at evaluating the processes used in carrying-out projects · Projects/reports/documentation · Third party reports and authenticated prior achievements · Practical demonstration (direct observation may need to occur on more than one occasion to establish consistency of performance) · Skills tests and practical exercises Competency in this unit needs to be assessed over a period of time, in a range of contexts and on multiple occasions involving a combination of direct, indirect and supplementary forms of evidence. Simulated activities must closely reflect the workplace and may need to take place over a period of time to allow the candidate to fully demonstrate the range of elements and performance criteria in this unit. RECOGNITION OF PRIOR LEARNING: Learners who consider that they have already achieved the intended outcomes of this module, or who already possess the unit of competence developed through this module, may apply for recognition of their knowledge and skills. Learners may apply for recognition of their experience and prior learning by presenting evidence that they have achieved the purpose and learning outcomes of this module, or the unit of competence that it addresses, through previous

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A. Module information study, workplace assessment, workplace learning, work experience, community experience and/or life experience. The learner will be required to provide evidence of achievement to the standard detailed in the pass criteria of this module. See also the Evidence guide above. 7. LEARNING OUTCOME DETAILS

7.1 Learning Outcome 1: On completion the learner should be able to propose a project and provide the supporting rationale. ASSESSMENT CRITERIA: 1.1 Projects are initiated in accordance with the organisation's goals, objectives and strategies and which take advantage of relevant opportunities. 1.2 The significance and value of the project to clients and the organisation are clearly specified. 1.3 Outcomes of the project are well-documented and presented to all relevant stakeholders. 1.4 Previous and ongoing research or activities in the relevant area(s) are reviewed for their contribution to the proposed project. 1.5 The main stages and tasks of the project are clearly defined. 1.6 Parties relevant to the project are identified and their respective contributions to the achievement of identified goals and objectives are determined and agreed upon.

7.2 Learning Outcome 2: On completion the learner should be able to identify the methodology to achieve project goals and objectives. ASSESSMENT CRITERIA: 2.1 The detailed outputs and components of the project are clearly identified. 2.2 Factors that might benefit or obstruct the project are assessed for their impact. 2.3 The feasibility of alternative methods is evaluated and the benefits and disadvantages of each method are specified. 2.4 Selected methods are capable of achieving the required outputs. 2.5 Evaluation criteria and methods are established to determine the success of the activity.

7.3 Learning Outcome 3: On completion the learner should be able to determine the resources, milestones, and timescale required for the project. ASSESSMENT CRITERIA: 3.1 The are 3.2 The the

resources required to complete each project component are estimated and appropriate to the component's objectives. cost, funding sources and required resources are clearly specified in activity plan.

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A. Module information 3.3 The relationships between project components are accurately and clearly specified in the activity plan. 3.4 Factors that affect the time scale of the project are identified where possible and clearly incorporated into the activity plan. 3.5 The start and end dates of the project are realistic.

7.4 Learning Outcome 4: On completion the learner should be able to undertake project activities. ASSESSMENT CRITERIA: 4.1 Project activities are undertaken in accordance with an activity plan and within specified time and resources. 4.2 Activities reflect relevant up-to-date knowledge, methods and techniques.

7.5 Learning Outcome 5: On completion the learner should be able to evaluate project. ASSESSMENT CRITERIA: 5.1 Project outcomes are evaluated against objectives and predetermined criteria. 5.2 Evaluation processes and techniques are appropriate to the project and the available time and resources. 5.3 Unexpected outcomes relevant to other aspects of the organisation's activities are reported to appropriate person(s).

8. DELIVERY

NOTE: The revised AQTF Standards for RTOs will be effective from 1 July 2005. For the minimum educational requirements please consult the Revised AQTF Standards 7.3 and 7.4. 8.1 ESSENTIAL TEACHER/TRAINER QUALIFICATIONS -------------------------------------------To deliver and conduct assessments in this module teachers/trainers must satisfy Australian Quality Training Framework (AQTF) standards for Registered Training Organisations (RTOs) 2001 and TAFE NSW requirements. Teachers/trainers must have a combination of: 路 Vocational qualifications 路 Industry or related experience 路 Educational qualifications. VOCATIONAL QUALIFICATIONS Teachers/trainers/assessors must be able to demonstrate current vocational competence. Usually this requires completion of a relevant degree, diploma or other vocational qualification. The vocational competencies must be at least at the level of the competencies being delivered and/or assessed. Appropriate vocational qualifications: Degree or Advanced Diploma in Advertising, Design, Web Design, Digital Media,

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A. Module information Digital Arts, Fine Arts, Multimedia, Video and Film, Marketing and Communications, Architecture, Industrial Design, Promotions, Information Technology, Photography or equivalent qualification(s) that will provide a teacher/trainer with skills and knowledge (or units or competence) to deliver and conduct assessment in this module. RELEVANT EXPERIENCE Teachers/trainers must be able to demonstrate a broad perspective and depth of understanding of the vocational area based on current and relevant experience in the industry or community sector. Usually, this will be a minimum of three years experience gained no longer than three years previously. It may have been gained through employment, professional development, industry or community liaison, return to industry programs, community service or a combination of these and other relevant methods. EDUCATIONAL QUALIFICATIONS As a minimum all TAFE NSW trainers/assessors must meet the qualification requirements detailed in the AQTF Standards 7.3 and 7.4 or equivalent. TAFE NSW Requirements RTOs may require qualifications in addition to those specified in the AQTF, to enhance the quality of their delivery and assessment practice, eg TAFE NSW may specify a degree or diploma in educational or vocational areas. Teachers, trainers and assessors who are involved in on-line delivery and assessment should be competent on-line facilitators. Should professional development be required, training can be provided by professional organisations such as TAFE NSW Professional Development Network (PDN) on-line program. Teachers, trainers and assessors should have current knowledge and awareness of access and equity issues relevant to learners needs arising from a variety of factors including socio-economic status, disability status, ethnic background, race, family differences, sexual preferences and gender specific differences. For specific qualifications and other requirements for appointment of full-time and part-time teaching staff, consult your Staff Services Unit for the relevant Teacher Designation requirements. 8.2 DELIVERY STRATEGIES Resource requirements: Assessment requires access to a range of equipment and resources currently used by the respective industries. Assistance for Students: Tutorial support in basic literacy, numeracy, English or other identified areas of learning difficulty should be made available to assist learners in achieving the module outcomes. Reasonable Accommodation/Adjustment: Reasonable accommodation/adjustment should be provided in line with the Disability Discrimination Act 1992. Reasonable Accommodation is appropriate adjustment to meet the individual needs of a person with a disability. It is generally achieved through a combination of good teaching practice and, where necessary, additional arrangements. Good teaching practice may involve: · Variety in formats of presentation · Catering for different learning styles · Sequencing of material · Providing information in plain English · Use of visual aids to support delivery · Breaking information/activities into smaller complete steps · Assistance with reading

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A. Module information · · · · · ·

Providing individual or extra practice time Demonstrating techniques or processes Using different communication modes Appropriate use of teaching tools such as tutorial support Customising learning materials Ensuring assessment tasks are fully understood and varied.

Additional arrangements as require by the student may involve: · Technical aids and the use of adaptive technology such as screen readers · The use of an interpreter · Providing extra time in class activities exams · Increasing presentation size · Altering the physical access · Organising a more accessible room set up or location · Substituting oral assessment for written requirements. 8.3 OCCUPATIONAL HEALTH AND SAFETY REQUIREMENTS Reference to Occupational Health and Safety, Occupational Overuse syndrome and Manual Handling needs to be reinforced and applied throughout the module. 8.4 OTHER DELIVERY CONSIDERATIONS See Range of Variables (under 5. Content) 8.5 PHYSICAL RESOURCES Software: Project Management Tools such as Microsoft Project, Microsoft Entourage, Powerpoint, Excel, Word, Filemaker, Adobe Photoshop, Final Cut Pro video editing software, Shockwave, Flash, Quciktime, RealPlayer etc. Image capture, editing and manipulation software of a professional level Hardware: Networked computer, with Internet access The computers must be equipped with an appropriate interface to a digital video camera DVD and CD-ROM players All the workstations should be connected to a networked printer and a scanner. ACCOMMODATION - Computer laboratory PLANT AND EQUIPMENT See Part A Section 8 Delivery 8.6 TEXTS AND REFERENCES Agfa

A Guide to Digital Photography, 1996 ISBN:

Aitken, P.

Digital Camera Design Guide, Carious Group Books ISBN:

Arlinghausen, Sandra L 1994, Practical Handbook of Digital Mapping Concepts and Terminology, CRC Press, USA. ISBN: 0849301319 Ascher, Steven, et al. The Filmmaker's Handbook: A Comprehensive Guide for the Digital Age, NAL/Dutton, USA, 1999 ISBN: 0452279577 Ashford, Janet. Start with a Scan - A Guide to Transforming Scanned Photos & Object Into High Quality Art - Berkeley,CA,Peachpit Press,1996 ISBN:0201884569 Avedon, Electronic Imaging Systems, McGraw-Hill, 1994,ISBN:70024847 Baulch, L. Copyright and the Internet: A Discussion Paper, Australian Copyright Council, 1997. ISBN: 1875833455

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A. Module information Baxes, Digital Image Processing - Principles & Applications, Wiley, 1994, ISBN: 4 7100 9490 Beaumont, M.

Type and Colour, Phaidon Press, 1987. ISBN: 0714824895

Bickford, P.

Interface Design, A P Professional, 1997. ISBN: 0120958600

Browne, S.

Videotape Editing, Focal Press 2nd ed, 1993. ISBN: 0240802691

Burdich, H. E. Burger, J.

Digital Imaging Theory and Applications, McGraw Hill. ISBN:

The Desktop Multimedia Bible, Addison Wesley. ISBN:

Busche, Don. The Desktop Design Workbook, Old Tappan, NJ, Prentice Hall, 1993 ISBN: 013202425X Butkowski, J. & A. Van Kempen, Using Digital Cameras: A Comprehensive Guide to Digital Image Capture, Watson-Guptill Publications, Incorporated, USA, 1997. ISBN: 0817437908 Carucci, J. The New Media Guide to Creative Photography : Image Capture and Printing in the Digital Age, Watson-Guptill Publications, Incorporated, USA, 1998. ISBN: 0817450106 Cohen, Luanne. Imaging essentials with Adobe Photoshop, Adobe Illustrator, Adobe Dimensions and Adobe Premiere. - Indianapolis, IN, Hayden, 1993 ISBN:1568300514 Cooper, Alan. About Face: The Essentials of User Interface Design, USA. 1995. ISBN: 1568843224

IDG Books,

Corrigan, J. Computer Graphics, Secrets & Solutions, Sybex, San Francisco, 1994 ISBN: 078211354-0 Donnelly, D. In Your Face: The Best of Interactive Interface Design, Rockport, 1998. ISBN: 1564964000 Dorling Kindersley's Management Series eg Managing for Excellence ISBN: 07513-2704-2 (also available as individual booklets) (2001) Elkins, D.

Camera Terms and Concepts, Focal Press, 1993

Farace, J. Digital Imaging: Tips, Tools, and Techniques for Photographers, Butterworth-Heinemann, USA, 1998. ISBN: 0240802977 Fenrich, P. Practical Guidelines for Creating Instructional Multimedia Applications, Dryden. ISBN: Flanagan, N & Finger, J. (1998): Just About Everything a Manager Needs to Know, ISBN: 0-646-33699-1 Friedlien, A. (2001): Web Project Management, ISBN: 1-55860-678-5 Saxon's recommendation Foote, Cameron S. (2001); The Business Side of Creativity, ISBN: 0-393-73031-X Galitz, Wilbert O. The Essential Guide to User Interface Design: An Introduction to GUI Design Principles and Techniques, Wiley & Sons, USA. 1996 ISBN: 0471157554 Gibbs, S.

Multimedia Programming, Addison Wesley. ISBN:

Gibson, Jerry D. & Berger, Toby. Digital Compression for Multimedia: Principles and Standards Morgan Kaufmann Pubs. Inc, USA, 1998 ISBN: 1558603697 Godsill, Simon J. & Rayner Peter J. W. Digital Audio Restoration: A Statistical Model Based Approach, Springer-Verlag New York, USA, 1998

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A. Module information ISBN: 3540762221 Greenberg, Digital Images: A Practical Guide, Osborne/McGraw-Hill, 1995, ISBN: 78821134 Greew, Electronic Image Management Systems, McGraw-Hill, 1994, ISBN: 71578013 Hackos, JoAnn T, Janice C Redish. User and Task Analysis for Interface Design, Wiley & Sons, USA. 1998. ISBN: 0471178314 Hamlin, Scott J. ISBN: 1562056689

Interface Design with Photoshop, New Riders, USA. 1996

Hansen, B. The Dictionary of Multimedia: Terms and Acronyms, Wilsonville, 1999 ISBN: 157958084X Harrel, W.

The Multimedia Authoring Workshop with Director 5, Sybex. ISBN:

Haskin. D.

The Complete Idiot's Guide to Multimedia, Alpha Books. ISBN:

Hearn, Donald & M. Pauline Baker. Cliffs, 1986. ISBN: 0131655981

Computer Graphic, Prentice Hall, Englewood

Heller, S & D Drennan, The Digital Designer: The Graphic Artist's Guide to the New Media, Watson-Guptill Publications, Inc. USA, 1997. ISBN: 0823013464 Hill, Christopher Julius Starforth Going Digital: A Musician's Guide to Technology, Macmillan Library Reference, USA, 1998. ISBN: 0028645138 Hofstetter, F. Holsinger, E.

Multimedia Literacy, McGraw Hill. ISBN: How Multimedia Works, Ziff Davis Press. ISBN:

Iezzi, Frank. Understanding Television Production, Enlgewood Cliffs, NJ, Prentice Hall, 1984 Ihrig, S. & E. Scanning the Professional Way, Digital Pro Series, 1995 ISBN: 0078821452 Iuppa, Nicholas V. Designing Interactive Digital Media, Butterworth-Heinemann, USA. 1997. ISBN: 024080287X Jackson, R. Computer Generated Colour, John Wiley & Sons, 1994, ISBN: Jones, Frederic. ISBN: 0137956002

Desktop Digital Video Production Prentice Hall, USA, 1998

Katz, Stephen D. Film Directing Shot by Shot: Visualizing from Concept to Screen, Stoneham MA, Focal Press, 1991. ISBN: 0941188108 Kientzle, Tim A Programmer's Guide to Sound, Addison Wesley Longman, Inc. USA, 1997. ISBN: 0201419726 Kristof, R.&A. Satran. Interactivity by Design, Adobe Press,1995 ISBN:1568302215 Krol, E. adapted by B. Klopfenstein. ISBN: 0534506747

The Whole Internet, O'Reilly, 1996

Laurel, B. (ed.) The Art of Human-Computer Interface Design, Addison Wesley, 1990. ISBN: 0201517973 Laurel, B., Computer as Theatre, Addison Wesley, 1993. ISBN: 0201550601 Lebow, Irwin. Understanding Digital Transmission and Recording, Inst Elect, USA, 1998. ISBN: 0780334183 Lee, Graham. Practical Video Cassette Editing, 2nd ed., North Ryde NSW, Australian Film and Television School,1982

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A. Module information Leung, C.

Visual Information Systems, Springer, 1997. ISBN: 3540636366

Levinson, Paul. Digital McLuhan: A Guide to the Information Millenium, Routledge. 1999. ISBN: 041519251X Lister, Martin (ed.), The Photographic Image in Digital Culture, Routledge, USA, 1995. ISBN: 0415121574 Lopuck, L.

Designing Multimedia, Peachpit Press, 1996. ISBN: 0201883988

Luther, A.

Authoring Interactive Multimedia, A P Professional. ISBN:

Lweinman & B Heavin. Lyon, Douglas A. ISBN: 0139745777

Coloring Web Graphics, New Riders. ISBN:

Image Processing in Java,

Lyver, D & G. Swainson. 1995. ISBN 0240514149

Prentice-Hall, USA. 1997

Basics of Video Lighting, Butterworth-Heinemann, USA,

Mandel, Theo. The Elements of User Interface Design, ISBN: 0471162671

Wiley & Sons, USA. 1997,

Maybury, M.T. Intelligent Multimedia Interfaces, MIT Press,1993.ISBN: 0262631504 Meyer, E.

Designing Infographics, Hayden Books. ISBN:

Microsoft Corporation. The Windows Interface Guidelines for Software Design, USA. 1995. ISBN: 1556156790 Mielke, B. Integrated Computer Graphics, West Publishing Co., St Paul, 1991, ISBN: Millerson, G. Television Production, Butterworth-Heineman, USA, 1999 ISBN: 0240514920 Millerson, G. Video Production Handbook, Butterworth-Heineman, USA, 1993 ISBN: 0240513215 Nisbett, Alec.

The Use of Microphones, 3rd ed., Focal Press, UK, 1989

Norman, D.

The Design of Everyday Things, MIT Press, 1998. ISBN: 0262640376

Norman, D.

Things That Make Us Smart, MIT Press, 1998. ISBN:

Ohanian, Thomas A. Digital Nonlinear Editing: New Approaches to Editing Film and Video, Butterworth-Heinemann, USA, 1998. ISBN: 024080225X Pipes, A. Production for Graphic Designers, Laurence King, 1997.ISBN: 1856691101 Polmann. Ken C. Principles of Digital Audio, 4th ed., McGraw-Hill USA, 2000 ISBN: 0071348190 Rawson, P.

Creative Design, MacDonald and Co., 1987. ISBN: 0356105059

Rimmer, Steve. The Graphic File Toolkit - Converting and Using Graphic Files, 1992, Addison-Wesley, Reading, Mass. ISBN: 201608464 Robertson, L. A. ISBN: 0170101835

Simple Program Design, Nelson ITP, South Melbourne, 2000.

Schneiderman, B., Designing the user interface: Strategies for Effective Human-Computer interaction, Addison-Wesley, 1987. ISBN: Slaughter, Scott. Easy Digital Video: The Beginners Guide to Everything Digital, Abacus Publishing Company, USA, 1998. ISBN: 1557553408 Sparke, P., F. Hodges, A. Stone, & E. Dent Coad. Orbis, 1986. ISBN:

Design Source Book, MacDonald

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A. Module information Steinmetz, R. & Klara Nahrstedt. Multimedia Computing, Communication and Applications, Prentice Hall, 1995. ISBN: 0133244350 Swearingen, L. & K. Clarke ISBN: 156830062X Thompson, J.

Macromedia Director Lingo Workshop, Hayden Books. ISBN:

Tognazzini, B. Vaughan, T.

Macromedia Director Design Guide, Hayden Books, 1994

TOG on Interface, Addison-Wesley, 1992. ISBN: 0201608421

Multimedia: Making it Work, Osborne McGraw Hill. ISBN:

Watkins, Modern Image Processing - Warping, Morphing & Cl, Academic Press, 1993, ISBN:012737860x Widman, J. White, G.

Dynamic Computer Design, North Light Books, Ohio, 1994. ISBN: Video Techniques, 2nd ed, Heinemann, 1992

Whittaker, Ron. Video Field Production, 2nd ed, Mayfield Publishing Company, USA, 1996. ISBN1-555934-444-X Whittaker, Ron. Television Production, Mayfield Publishing Company, USA, 1993 ISBN1-555934-020-7 Wodaski, R.

Multimedia Madness, Sams, 1994. ISBN: 0672304139

Wurtzel, Alan and Stephen R. Acker. Television Production, 3rd ed, McGraw-Hill Series in Mass Communication, McGraw-Hill, New York NY, 1989 Zettl, Herbert.

Television Production Handbook, 5th ed, Wadsworth, London, 1992

Magazines: Audio Technology Create Online Wired Desktop Design Graphics Non-PrintDesigning Multimedia (Video) (Media Australia Production) Multimedia Services and Applications (Video), S B Weinstein (Bell Communications)

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B. TAFE NSW implementation requirements

1. Module(s) replaced by this module:

2.1 TAFE Advanced Standings:

3. Standard Exemptions: Nil 4. Recognition of Prior Learning:

See Part A Section 6 Assessment Strategy. 5. Module Included in the following Courses:

Number

Ver Course Name

Sponsor

7873 7873 32000

1 2 1

Business Arts and Info Tech Business Arts and Info Tech Selected Study Program Sponsor

Digital Media Digital Media Selected Study

6. Assessment: Grade Code:

* This is a Category D assessment. * Student Records requires a Class Mark only. * The Class Mark is locally set and locally marked. * Results are reported as DISTINCTION, CREDIT, PASS, FAIL. GRADE DISTINCTION CREDIT PASS

CLASS MARK (%) >= 83 >= 70 >= 50

All other cases FAIL (>= means a mark of "more than or equal to") 7. Assessment Events:

In addition to an overall pass in the module, students must pass each assessment event where there is a "yes" in the "must pass" column. Number

Name

Outcomes/Timing

Weighting Must Pass

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B. TAFE NSW implementation requirements 1 2 3

Practical Assignment 1 Practical Assignment 2 Practical Assignment 3

1-2 3-4 5

15% 60% 25%

Yes Yes Yes

Assessment Events' Comments: Event 1: Project Proposal Scope Students are to professionally present a digital media project proposal that must include: · · · · · ·

Visual documentation of the evolution of the project including mindmaps, storyboards, and other supporting information Evidence of consultation with clients and/or organisations Project milestones A written report outlining technical and creative requirements, the target audience, budget specifications and other relevant information Benefits and obstacles of the project The feasibility of the project

Pass Criteria · · · ·

Work presented by due date Development of project proposal displayed professionally and stylishly using a range of presentation applications Ideas and written report for proposal to be professionally and logically laid out Project should incorporate up-to-date technology, methods and techniques

Event 2: Scope Undertake the project activity integrating all the necessary elements for its completion: Pass Criteria · · · · · · · · ·

Demonstrated ability to work independently and with Design principles applied creatively, stylishly and Effective user interface developed if applicable Efficient and complex navigation system employed if Stylish presentation of moving images if applicable Text elements produced if applicable Still images produced if applicable Sound and/or music produced if applicable Resources integrated into an effective and creative

others effectively applicable

presentation

Event 3: Scope Students are required to present a Digital Media project to an audience Pass Criteria ·

Communicating clearly and effectively to the audience

Date Printed: 9/08/2008 16

Initiate and carry out projects - 7874B

B. TAFE NSW implementation requirements 路路

Fully understanding the capabilities and features of the presentation Able to accept criticisms - use them to fine-tune the presentation

8. Student Assessment Information:

Learners must pass all assessment events. 9. Minimum Essential Resources

9.1 Teacher's Qualifications and/or Experience:

See Part A Section 8 Delivery. 9.2 Human Resources:

Part Time Rate of Pay Schedule: T 9.3 External Studies Details:

Not applicable. 9.4 Accomodation Required:

See Part A Section 8 Delivery. 9.5 Plant/Equipment Required:

See Part A Section 8 Delivery. 9.6 Consumables:

9.7 Student Purchases and Expenditure Required:

9.8 Teaching/Learning Resources Required:

9.9 Major Texts & References:

10. Additional Information

Nil.

Date Printed: 9/08/2008 17