AGENDA

1. Introductions2. Discuss timeline for Certificate II in Multimedia3. Discuss resources for Certificate II in Multimedia4. General discussion from the floor5. Discussion on resources the group would like.

LUNCH

6. Discuss timeline for Certificate III in Multimedia7. Report from VCAA Scored Component PD day last year8. Presentation of a Scored Assessment Plan9. Discuss resources 10. General discussion from the floor11. Discussion on resources the group would like.

TIMELINE – Certificate II in Multimedia

Week Date Unit Content References

1 2nd Feb Develop and Apply Industry Knowledge

Introduction to the unit 

Structure and operation of the industryUnit 1 Page 1 – 5

Careers in Multimedia

Unit 1 Page 1 – 7

IDEA CD-ROM

AIMIA web site

Industry organisations and businessesUnit 1 Page 1 - 10

2 9th Feb Develop and Apply Industry Knowledge

Industry organisations and businesses Unit 1 Page 1 - 10

Seek information on new technology Unit 1 Page 1 – 11

 

 

 

 

3 16th Feb Develop and Apply Industry Knowledge

Seek information on new technology Unit 1 Page 1 – 11

Update industry knowledge Unit 1 Page 1 – 15

People in the industry Unit 1 Page 1 – 17

Guest speaker  

 

4 23rd Feb Develop and Apply Industry Knowledge

Visit Federation Square  

Visit the Museum  

Report on visits  

 

 

5 1st MarFollow health, safety and security procedures

Follow health, safety and security procedures

Unit 2 Page 2 – 4

Occupational health and safety requirements

Unit 2 Page 2 – 4www.basford.com.auOfficeWise – WorkCover

Comply with occupational health and safety legislation

Unit 2 Page 2 – 5

Use of appropriate clothing and procedures

Unit 2 Page 2 – 6

 

6 8th MarFollow health, safety and security procedures

Raise issues Unit 2 Page 2 – 8

Ergonomic requirements of the workstation

Unit 2 Page 2 – 9

Report breaches Unit 2 Page 2 – 10

 

 

7 15th MarFollow health, safety and security procedures

Report breaches Unit 2 Page 2 – 10

 

8 22nd Mar Identify components of multimedia

Identify components of multimedia Unit 3 Page 3 – 5

Comparing analogue and digital output Unit 3 Page 3 – 7

Multimedia project Unit 3 Page 3 – 10

 

9 29th Mar Identify components of multimedia Multimedia project Unit 3 Page 3 – 10

Term 2

1 19th Apr Identify components of multimedia

The multimedia industry Unit 3 Page 3 – 20

Checking web pages Unit 3 Page 3 – 20

 

2 26th Apr Produce and manipulate digital images

Camera software Unit 4 Page 4 – 5

Produce and manipulate digital images Unit 4 Page 4 – 5

Camera settings Unit 4 Page 4 – 7

 

3 3rd May Produce and manipulate digital imagesImage resolution Unit 4 Page 4 – 9

 

4 10th May

Produce and manipulate digital images Creating and retrieving digital images Unit 4 Page 4 – 10

 

517th May

Produce and manipulate digital images

Complying with specifications Unit 4 Page 4 – 13

Manipulate digital photographs Unit 4 Page 4 – 14

Manipulating image brightness Unit 4 Page 4 – 16

Using the curves tool Unit 4 Page 4 – 19

Cropping images Unit 4 Page 4 – 21

Layers Unit 4 Page 4 – 22

 

 

624th May

Produce and manipulate digital images

Layer masks Unit 4 Page 4 – 25

Extracting images Unit 4 Page 4 – 27

Clipping Unit 4 Page 4 - 29

 

7 31st MayCreate, manipulate and incorporate 2D graphics

Bitmap and vector images Unit 5 Page 5 – 5

Save and retrieve graphics Unit 5 Page 5 – 10

8 7th JuneCreate, manipulate and incorporate 2D graphics

Creating digital montages Unit 5 Page 5 - 11

Evaluate images Unit 5 Page 5 – 15

 

913th June

Create, manipulate and incorporate 2D graphics

Present designs Unit 5 Page 5 – 17

Incorporate text into multimedia presentations

Use multimedia text software Unit 6 Page 6 – 4

Inserting text using PhotoShop Unit 6 Page 6 – 5

Multiple master fonts Unit 6 Page 6 – 6

 

1020th June

Incorporate text into multimedia presentations

Inserting text into multimedia presentations

Unit 6 Page 6 – 9

Completing the presentation Unit 6 Page 6 – 10

Saving the output Unit 6 Page 6 – 11

Term 3

1 12th JulyIncorporate audio into multimedia presentations

Incorporate audio into multimedia presentations

Unit 7 Page 7 – 6

Digital audio formats Unit 7 Page 7 – 8

Digital technology Unit 7 Page 7 – 11

Digital audio software Unit 7 Page 7 – 13

Cool Edit 2000 Unit 7 Page 7 – 14

 

2 19th JulyIncorporate audio into multimedia presentations

Recording audio from CD-ROM drives Unit 7 Page 7 – 15

Recording your sound to microphone Unit 7 Page 7 – 20

Recording multiple tracks Unit 7 Page 7 - 21

 

3 26th JulyIncorporate audio into multimedia presentations

Using an audio mixer Unit 7 Page 7 – 23

Digital effects Unit 7 Page 7 – 24

Creating a storybook Unit 7 Page 7 – 26

 

4 2nd AugIncorporate audio into multimedia presentations

Creating a storybook Unit 7 Page 7 – 26

Construct a digital audio track Unit 7 Page 7 – 27

 

5 9th Aug Update web pages

Update web pages Unit 8 Page 8 – 5

Maintenance of web pages Unit 8 Page 8 – 5

Obtain content material Unit 8 Page 8 - 6

Use software to check links Unit 8 Page 8 – 6

 

6 16th Aug Update web pages

Edit information Unit 8 Page 8 – 10

Editing existing web pages Unit 8 Page 8 – 12

Upload web pages Unit 8 Page 8 – 16

 

7 23rd Aug

Update web pagesCheck edited web pages Unit 8 Page 8 - 17

Use an authoring tool to create an interactive sequence

Authoring tools Unit 9 Page 9 – 5

Planning the use of authoring tools Unit 9 Page 9 – 8

Creating buttons Unit 9 Page 9 – 9

 

8 30th AugUse an authoring tool to create an interactive sequence

Making a button look 3D Unit 9 Page 9 – 12

Tracing bitmaps Unit 9 Page 9 – 13

Transparency Unit 9 Page 9 – 14

Onion skin Unit 9 Page 9 – 15

Fading text Unit 9 Page 9 – 15

Moving text Unit 9 Page 9 – 16

Adding layers Unit 9 Page 9 – 17

Tweening Unit 9 Page 9 – 19

 

9 6th SeptUse an authoring tool to create an interactive sequence

Motion guide tweening Unit 9 Page 9 – 19

Tint tweening Unit 9 Page 9 – 20

Shape tweening Unit 9 Page 9 – 21

Masking Unit 9 Page 9 – 22

Advanced masking effects Unit 9 Page 9 – 24

Orbiting Unit 9 Page 9 – 24

 

10 13th SeptUse an authoring tool to create an interactive sequence

Moving across a background Unit 9 Page 9 – 27

Plan use of authoring tool Unit 9 Page 9 – 28

Storyboard Unit 9 Page 9 – 28

Use the authoring software Unit 9 Page 9 – 28

Check functionality Unit 9 Page 9 – 28

   

Term 4

1 4th OctUse advanced features of computer applications

Configure the computer Unit 10 Page 10 – 4

Use advanced features of computer applications

Unit 10 Page 10 – 5

Multimedia presentation requirements Unit 10 Page 10 – 6

Support Unit 10 Page 10 – 7

 

2 11th OctUse advanced features of computer applications

Multimedia presentation requirements Unit 10 Page 10 – 6

 

3 18th OctComplete and submit all workFinal sign off of workbook

   

 

4 25th Oct Revision   

 

Exam week 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: 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 BoardThe 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: http://www.geocities.com/elbows1232003/Recipes_Home_Page.html 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 PageAlteration Made Changes Checked Signature of Editor

1       

Unit: Use an authoring tool to create an interactive sequence

Competency: Tweening

Activity:

Ducks.swfBall Motion.swf

FlyingBird.swf Moving Ball.swfMoving Ball Test.swf

Moving_Plane.swf

Number_Tween_1_2.swfSpotlight_Mask.swf

Spotlight_Mask_Black.swf

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

Resolution

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 photo Resolution Size 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 photo Resolution Size 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 suiteMacromedia Flash MXSwishMacromedia Dreamweaver MXCool Edit 2000/Windows Media sound recorderXenu and LinkScan

Activity 1

Activity 2

 

  

  

   ()

Teacher initials

Clipping effects completed:       

TIMELINE – Certificate III in Multimedia

Term 1

Week Date Unit Content References

1 2nd FebApply principles of visual design and communication to the development of a media product

Graphic design

Unit 1 Page 1 – 6Web site addresses

Visual communication Unit 1 Page 1 – 7

Case Study 1 Unit 1 Page 1 – 11

Case Study 2 Unit 1 Page 1 – 13

 

2 9th FebApply principles of visual design and communication to the development of a media product

Case Study 3Unit 1 Page 1 – 15

Layout proceduresUnit 1 Page 1 – 17Inspiration Pro

Tennis TackersUnit 1 Page 1 – 18

Generate and assess ideasUnit 1 Page 1 – 20

 

3 16th FebApply principles of visual design and communication to the development of a media product

Rough Layout Unit 1 Page 1 – 21

Comprehensive layout Unit 1 Page 1 – 21

 

4 23rd FebApply principles of visual design and communication to the development of a media product

Techniques and tools Unit 1 Page 1 – 22

Imaging Unit 1 Page 1 – 24

Select media and materials Unit 1 Page 1 – 25

Complete the logo Unit 1 Page 1 – 27

 

5 1st MarApply principles of visual design and communication to the development of a media product

Complete the logoUnit 1 Page 1 – 27

EvaluationUnit 1 Page 1 – 28

 

6 8th Mar Task 1 – Work Project   

 

7 15th Mar Task 1 – Work Project   

 

8 22nd Mar Create 2D digital animation

An animated Aquarium Unit 2 Page 2 – 5

Invasion of the AlienoidsUnit 2 Page 2 – 10

 

9 29th Mar Create 2D digital animation Director MXUnit 2 Page 2 – 10

 

Term 2

1 19th Apr Create 2D digital animation

Transitions Unit 2 Page 2 – 16

Creating a Projector file Unit 2 Page 2 – 18

 

2 26th Apr Create 2D digital animation

Tennis Tackers Unit 2 Page 2 – 22

Running Athlete Unit 2 Page 2 – 27

3 3rd May Create 2D digital animation

Running Athlete Unit 2 Page 2 – 27

Imploding Faces Unit 2 Page 2 – 28

Design brief Unit 2 Page 2 – 33

410th May

Create 2D digital animation

Design brief Unit 2 Page 2 – 33

Asses requirements Unit 2 Page 2 – 35

Identify requirements Unit 2 Page 2 – 36

Identify the scope of the software

Unit 2 Page 2 – 37

Key drawings Unit 2 Page 2 – 39

Produce animation Unit 2 Page 2 – 41

517th May

Create 2D digital animation

Produce animation Unit 2 Page 2 – 41

File locations Unit 2 Page 2 – 41

Evaluation Unit 2 Page 2 – 42

 

624th May

Write content and/or copy

Establish organisational requirements

Unit 3 Page 3 – 4

Establish production requirements

Unit 3 Page 3 – 5

Production timeline Unit 3 Page 3 – 9Inspiration Pro

 7 31st May Write content and/or copy

Plan the content Unit 3 Page 3 – 11

Write the content Unit 3 Page 3 – 11

 

8 7th June Exam week – no classes   

 

914th June

Write content and/or copy

Write the content Unit 3 Page 3 – 11

Produce the content Unit 3 Page 3 – 12

Produce the content Unit 3 Page 3 – 12

Meeting deadlines Unit 3 Page 3 – 13

Evaluation Unit 3 Page 3 - 13

 

10 21st June Create web pages with multimedia

Introduction to the Internet Unit 4 Page 4 – 4

Principles of design and navigation

Unit 4 Page 4 – 5

Web authoring software Unit 4 Page 4 – 7

Web page requirements Unit 4 Page 4 – 8

Sourcing the files Unit 4 Page 4 – 8

  

Term 3

1 12th July Create web pages with multimedia Using Macromedia DreamweaverUnit 4 Page 4 – 11

2 19th July Create web pages with multimedia

Forms Unit 4 Page 4 – 23

Produce web pages Unit 4 Page 4 – 28

Checking your pages Unit 4 Page 4 – 30

 

3 26th July Create web pages with multimedia

Validating the pages Unit 4 Page 4 – 31

Uploading the pages Unit 4 Page 4 – 32

Checking the functionality Unit 4 Page 4 – 33

 

4 2nd Aug Task 2   

 

 

5 9th Aug Task 2   

 

6 16th Aug Develop a multimedia script

Writing an algorithm Unit 5 Page 5 – 4

Sprite behaviours Unit 5 Page 5 – 9

 

7 23rd Aug Develop a multimedia script

Scripting techniques Unit 5 Page 5 – 9

Creating loops Unit 5 Page 5 – 15

Marking frames Unit 5 Page 5 - 16

Creating invisible buttons Unit 5 Page 5 – 20

 

8 30th Aug Develop a multimedia script

Our solar system Unit 5 Page 5 – 21

Scripting in Flash Unit 5 Page 5 – 22

 

9 6th Sept Develop a multimedia script Scripting using JavaScriptUnit 5 Page 5 – 29

 

10 13th Sept Develop a multimedia script

Scripting using JavaScript Unit 5 Page 5 – 29

Validation Unit 5 Page 5 – 41

Performing calculations Unit 5 Page 5 – 45

The Pizza Emporium Unit 5 Page 5 – 49

 

Term 4

1 4th Oct Task 3   

 

2 11th Oct Task 3   

 

3 18th OctComplete and submit all workFinal sign off of workbookRevision

   

 

4 25th Oct Revision   

Exams

  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

Animated Fish Bowl Finished.swf

Invasion of the Alienoids

UFO 3.swf

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

Flow charts emphasise the process, not the final product.

Unit 5 – Develop a multimedia scriptMix ingredients Add to baking tin

Bake at 2200 until cooked

 Test with fork

Not ready

Remove from oven

Ready

Cool and eat

 

                       

DImLights.swf

Light Switches

Planets.dir

Planets

Resources:

Student Workbook

Internet – Macromedia tutorials, etc.

Software Used:

Microsoft Office suiteMacromedia Flash MXMacromedia Director MXMacromedia Dreamweaver MXCool Edit 2000/Windows Media sound recorder