1 The Elective Part of the NSS ICT Curriculum C. Multimedia Production and Web Site Development Mr. CHEUNG Kin-sun Member of CDC – HKEAA Committee on ICT

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The Elective Part of theNSS ICT Curriculum

C. Multimedia Production and Web Site Development

Mr. CHEUNG Kin-sun Member of CDC – HKEAA Committee on ICT (Senior Secondary)

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The Elective PartC. Multimedia Production and Web Site Development

In the light of the rapidly emerging new Internet technology, students should be well equipped with advanced skills in designing and developing web sites as well as manipulating multimedia elements.

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Especially suitable for students learning through application;

Not only focusing on practical use of application software, but also emphasizing the understanding of theories behind such as recognising the essential design factors;

Developing students’ problem solving skills as well as creativity.

Option features and characteristics


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Multimedia Production

(50 hours)

Web Site Development

(25 hours)

Time allocation: 75 hrs

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Extensions of topic in Compulsory Part Module A “Information Processing”

(e) “Presentation of information” Module C “Internet and its Applications”

(b) “Internet Services and Applications” (c) “Elementary Web Authoring”

Previous Knowledge


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Students will learn about: the benefits of multimedia applications; the different kinds of multimedia elements; the integrated use of multimedia elements in a simple

multimedia application; design factors for presenting information effectively on

the Internet; web authoring and web site publishing; and dynamic and interactive web pages.

Learning Objectives


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Topic

a. Multimedia Production (25 hrs)

i. Multimedia Applications

ii. Multimedia Basics

iii. Multimedia Products

b. Web Site Development (50 hrs)

i. Presenting Information on the Internet

ii. Web Authoring Tools

iii. Dynamic and Interactive Web Pages

Details of the two topics


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a. i. Multimedia applications

Describe and appreciate the applications of multimedia.

Identify the benefits of multimedia applications.


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a. ii. Multimedia basics

Describe and identify different types of multimedia elements.

Describe the attributes of different multimedia elements.

Know the different multimedia file types. Understand the meaning of digitisation, coding-

decoding and compression.


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a. iii. Multimedia products

Preparing multimedia elementsMultimedia editing and processingFinalising multimedia productsMultimedia design factors


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b. i. Presenting information on the Internet

Outline and discuss the various factors to be considered in the construction of web pages.

Know that there are guidelines to cater for web accessibility by people with special needs.


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b. ii. Web authoring tools

Construct simple web pages.Create and manipulate browser windows.Perform special effects.Publish web site.


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b. iii. Dynamic and interactive web pages

Understand the difference between server-side and client-side technologies.

Describe the characteristics of client-side scripting.

Create interactive menus upon user selection. Validate and manipulate input data. Retrieve and save client information.


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Students’ learning needs in the design and production of web pages and multimedia production;

The essential knowledge and skills required for producing multimedia products and developing web site;

Developing the potential and interests of students who learn better in a practical way.

Points to be considered when organizing and planning the curriculum in this option :


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Curriculum Planning :Propose teaching sequence —1. Introduction to the basic knowledge and skills for

multimedia production;2. Exploring possible application of multimedia

products in different areas;3. Design and production of multimedia products for

specific purposes;4. Familiarization of web authoring tools;5. Use of different techniques such as client-side

scripting to enhance the interactivity of web pages;6. Publication of web site on the Internet.


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Experience sharing: Examples of learning and teaching activities - ref Chapter 4

Example 4Topic: a Multimedia ProductionTheme: Presenting a report on the Sports Day


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Students are asked to make use of their ICT skills to present their observations on their school’s Sports Day on the Internet. They have to decide on the information to be collected and on what equipment they have to use during the Sports Day. In order to make the presentation more interesting, students have to employ different methods to produce the desired effects.

In this activity, students develop their problem-solving skills by identifying the problems, designing their own solutions, gathering the necessary information, selecting the best possible solution, and presenting and evaluating their results.

Presenting a report on the Sports Day


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Learning and Teaching Resource Package


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http://sfcs.edb.hkedcity.net


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Adobe Resource Package for ICT Visual Design - Foundations of Design and Print Production Digital Design - Foundation of Web Design Download link:

http://www.aitle.org.hk/nuke/adobe_projects_nonmembers.php


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Kuler (http://kuler.adobe.com/)

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Free tools Apache OpenOffice / LibreOffice Gimp / Inkscape Audacity Microsoft Windows Movie Maker (XP only) VirtualDub RealProducer Basic Mozilla Firefox (web developer extension) Nvu / KompoZer FileZilla


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Action Verbs, Breadth and Depth ICT C&A Guide P.9

Each module or option is written with learning outcomes that use action verbs to indicate the thinking or practical skills that students should exhibit during the course of study:

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Examples of action verbs Students need to demonstrate

Be aware of, know, define, write, list, relate, recognise, state

The recall and understanding of specific terms or facts and simple concepts.

Discuss, describe, explain, identify, demonstrate, apply, convert

The application of declarative knowledge and practical skills in particular contexts.

Distinguish, analyse, compare, evaluate, organise, prepare, test

The analysis of materials or systems into their constituent parts and the recognition of relationships between parts.

Develop, plan, design, construct, process, integrate, implement

The synthesis of concepts and skills from different areas into a plan for solving a problem or reaching a conclusion, and the transfer of learnt concepts and skills to new scenarios/situations.

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Action Verbs, Breadth and Depth Sample Question 1:

Amy is a web designer. She designs a web site to promote monuments to tourists in Hong Kong. She creates a design for the first page of the web site with text and images.

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Action Verbs, Breadth and Depth Question 1a:

Suggest a web page design method for aligning the information in the way shown in the design.

Solution:Table

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analyse, designanalyse, design

Topic Learning Outcomes Remarks

b. Web Site Development

ii. Web authoring tools

Construct simple web pages. Students should be able to use different features (e.g. links, anchors, lists, tables,frames, Mailto and Fill-out Forms) in constructing the web page. They should alsobe able to embed multimedia elements in the web page and apply a consistent look and style across a set of web pages.

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Action Verbs, Breadth and Depth Question 1b:

To reduce the download time of the images in the design, Amy uses images with reduced file sizes. Suggest three ways in which Amy can reduce the file size of the images.

Solution:She can increase the compression ratio, reduce the colour depth and reduce the resolution.

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a. Multimedia Production

i. Multimedia basics

Describe the attributes of different multimedia elements.

For example, font size and typeface of text, colour depth and resolution of graphics, bitrate and frequency of audio signal, frame size and frame rate of video.

Understand the meaning of digitisation, coding-decoding and compression.

recognise, analyserecognise, analyse

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Action Verbs, Breadth and Depth Sample Question 2:

John would like to set up a discussion forum for members to share their travel experiences. Before setting up the forum, he has to design a web page where users can sign up for new accounts, as shown below.

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Action Verbs on Sample Questions Question 2a:

Suggest two methods of entering the sex of the user, other than using a text box. Solution:

Radio buttonsdrop down list

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identify, writeidentify, write




Construct simple web pages. Students should be able to use different features (e.g. links, anchors, lists, tables,frames, Mailto and Fill-out Forms) in constructing the web page. They should alsobe able to embed multimedia elements in the web page and apply a consistent look and style across a set of web pages.

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Action Verbs on Sample Questions Question 2b:

To sign up for a new account, users enter a unique username and type the password twice for confirmation. They can check whether the username has already been used by clicking the button ‘Check’. All personal details have to be filled in.

To validate the username and password, John suggests three methods below:

Method 1: plain HTML codesMethod 2: client side scriptsMethod 3: server side scripts

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Action Verbs on Sample Questions Question 2b (conti):

If pop-up windows with error messages are to be automatically shown during the validation process, which method is applicable? Justify your answer.

Solution:Method 2. window.open / alert can be used to open the pop-up window during the validation process.(Justification)

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Method 2. Method 1 cannot process pop-up windows. Only Method 2 and Method 3 do. Method 3 will increase the burden of the network and server. So Method 2 is more appropriate.

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compare, explaincompare, explain

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Action Verbs on Sample Questions Question 2b (conti):

If pop-up windows with error messages are to be automatically shown during the validation process, which method is applicable? Justify your answer.

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compare, explaincompare, explain




Create and manipulate browser windows.

Students should be able to create pop-up windows, manipulate window location, and window size, and allow scrollbars to appear when necessary. They should also be able to embed messages in browser window’s statusbar such as displaying the current date, time, URL and its description.


iii. Dynamic and interactive web pages

Understand the difference between server-side and client-side technologies.

Describe the characteristics of client-side scripting.

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Action Verbs, Breadth and Depth Sample Question 3: Question :

Janice wants to create an animation to zoom out so that the logo of the company appears smaller, as shown below.

Write down the steps to take to create this animation.

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processprocess

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Action Verbs, Breadth and Depth Solution:

Step 1: Use an animation software package and import the logo.Step 2: Create a shape tween. / Set the first and the last scale pictures as the first and the last key frames.Step 3: Configure the software to automatically generate in-between pictures.ORUse the large image at the start position.Use the small image at the final position.Use some software function (e.g. tweening) to create the animation at the in-between positions.

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a. Multimedia Production

iii. Multimedia products

(2) Multimedia editing and processing

Perform simple editing and processing on multimedia elements.

For example, changing the sharpness and brightness of graphical images, applyingfilters to give special effects, mixing of wave files, and adding a simple transitioneffect / text / image on video clips.

processprocess

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Thank you!

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http://www.openoffice.org/dev_docs/features/3.1/images/image21-screen.png

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http://www.gimp.org/screenshots/windowsxp_screenshot1.png

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http://www.inkscape.org/screenshots/gallery/inkscape-0.43-connectors.png

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http://audacity.sourceforge.net/about/images/recording.png

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http://nvu.com/screenshots.php

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http://filezilla.sourceforge.net/images/screenshot.gif

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1 The Elective Part of the NSS ICT Curriculum C. Multimedia Production and Web Site Development Mr. CHEUNG Kin-sun Member of CDC – HKEAA Committee on ICT