Digital Media, Internet and Website Development (Options 4 & 5)

Project Description: This project takes the products produced in Year 9 Digital Media (Unit 1) as a starting point for the creation of a website.

Students undertake a study of the historical development of the internet. Tools and uses of the internet are explored particularly in the area of the World Wide Web. Students manipulate tools to design, produce and evaluate a website for a given purpose. Evaluation of student learning is based on a portfolio of plans and designs, along with the production and demonstration of the final website.

Suggested unit length and timing: 28 weeks, Terms 2, 3 & 4 (Year 10)Outcomes:

A Student:5.1.1selects and justifies the application of

appropriate software programs to a range of tasks

5.2.1 describes and applies problem-solving processes when creating solutions

5.2.2 designs, produces and evaluates appropriate solutions to a range of challenging problems

5.2.3 critically analyses decision-making processes in a range of information and software solutions

5.3.1 justifies responsible practices and ethical

Resources:

Software packages: Paint Shop Pro, Macromedia Studio (DreamWeaver, Fireworks, Flash), Word, Notepad, Web browsers

Scanner, digital camera Internet access Various reference books TBA

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use of information and software technology5.3.2 acquires and manipulates data and

information in an ethical manner5.5.1 applies collaborative work practices to

complete tasks5.5.2 communicates ideas, processes and

solutions to a targeted audience

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Students learn about:

Students learn to: Integrated learning experiences, instruction and assessment

Evidence of learning Feedback

The purpose of digital media such as e-music define digital

media Teacher leads a brainstorm session

on purposes of digital media Examine a range of digital media

including Web sites Assess the effectiveness of the media

examined

Class will arrive at a definition of digital media

Students will be able to critically assess the media examined in classroom discussion

Teacher provides oral and written feedback during brainstorm session digital newspaper assess the

effectiveness of a range of digital media products

interactive TV gamesTypes of digital media products such as desktop

publishing magazine, newspaper

describe a range of digital media

Students find and examine examples of digital media including: DTP (magazines, newspapers etc), music (MP3, MIDI etc), animations (DVD and Flash), digital videos

Students to create a table of comparison of features of the different media

Students produce a comparative table

Teacher provides oral feedback on comparative table

graphical design select and use appropriate file formats for the digital media product

audio sequences musical

compositions animation

sequences video productionManipulation techniques such as cropping,

rendering, special manipulate data

types for specific Students are arranged into small

groups and asked to take some A variety of manipulated

images will be produced Teacher provides

oral feedback on

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Students learn about:

Students learn to: Integrated learning experiences, instruction and assessment

Evidence of learning Feedback

effects, time coding, sampling

digital media products

photos with a digital camera The photos are then to be opened in

Paint Shop Pro and edited – cropping, contrast adjustment, various effects filters

student images

morphing, tweening

Digitisation process of data types such as frame grabbing explain the

digitisation process for a selected data type

Teacher to lead a discussion on the differences between scanned images and those created using a digital camera. Discussion to include how a digital camera captures images (CCD) as opposed to how a scanner works

Students are to bring pictures for scanning

Teacher will demonstrate OCR procedure

Students to scan some text of their own and perform OCR

Students demonstrate ability to select the most appropriate hardware and software to digitise images for a specific purpose

Teacher provides oral feedback on procedures chosen by students

scanning

bit mapping digitise selected data types using appropriate hardware

optical character recognition (OCR)

Factors affecting file size such as memory size discuss factors

that affect file size

Teacher lead discussion on file sizes Students to find examples of images

in various formats – JPG, TIFF, BMP etc and compare file sizes

Determine image file size by applying formula: W x H x Bit Depth (Number of colours per pixel) divided by 8x1024 gives the file size in Kb

Students can calculate file sizes of different media types – images, audio and video

Students can explain factors that determine memory usage to display images and play audio and video

Teacher provides oral feedback on students’ explanations

processing speed describe factors affecting file size and observe the effects on the digital media

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Students learn about:

Students learn to: Integrated learning experiences, instruction and assessment

Evidence of learning Feedback

(Kilobits)File size = Horizontal x Vertical x Bit depth

8 x 1024 Students to research similar

formulae for audio and video files

colour palette compression sampling rate frames per

second

Data compression techniques lossy explain the

purpose of data compression techniques

Pose question to students: How can the same image have two different file sizes when they have the same resolution and no apparent difference in quality? Compare file types eg JPG and TIFF. One type uses compression while the other does not.

Save a TIFF file as a JPG and compare the resultant file sizes

Is there a loss in quality?

Students can explain the difference between lossy and lossless compression techniques

Student can convert images between file types

Teacher provides oral and written feedback on student ability to identify file types and compression types lossless perform data

compression on a file

Display and distribution considerations

including mode of delivery and intended audience

examine display and distribution considerations for the digital media product

Students are to present their findings regarding media formats, file sizes and compression techniques to the class. This may be as a PowerPoint presentation or as a simple Web site

Student presentation will be appropriate

Teacher and peers will provide oral and written feedback on the quality of presentations

select and deliver the digital media product for a targeted

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Students learn about:

Students learn to: Integrated learning experiences, instruction and assessment

Evidence of learning Feedback

audienceevaluation of digital media products

critically analyse a range of digital media products based on identified evaluation criteria

Teacher will lead students in the creation of a rubric to evaluate digital media products

Students will apply their rubric to a range of given digital media

Teacher will provide oral feedback on students’ use of rubrics

The internet define and describe the internet

Teacher will provide a definition and description of the Internet

Students will be able to describe and define the Internet

Teacher will provide oral feedback on student descriptions of the Internet

Historical perspective of the internet

identify and discuss key historical events for the internet by developing a timeline

Students are to research the history of the Internet and create a timeline of significant events for the Internet

Students will present their timeline

Teacher will provide oral and written feedback on student timelines

Intranet examine the features of a school or other intranet

Teacher will lead a brainstorm session on the similarities and differences between the Internet and an intranet

Students are to examine the features of the school Intranet/network and record their findings in their books

Students will be able to identify similarities and differences between the Internet and intranets

Students will have a description of the school intranet/network

Teacher will provide oral and written feedback on student observations

compare and contrast an intranet with the internet

Uses of the

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Students learn about:

Students learn to: Integrated learning experiences, instruction and assessment

Evidence of learning Feedback

internet such as email email a file to a

set location Students set up an email account for

themselves using Yahoo Mail Students use the Internet search

engines (www.google.com.au) to research email etiquette, chatting and messaging

Students will prepare and send an email to the teacher explaining what email etiquette is, what chatting and messaging are and how they are different and similar. They will also include a section on the dangers of chatting and messaging using the Internet

Teacher lead discussion on the advantages and limitations of search engines

Student can identify differences and similarities between email, chat and messaging and can identify the potential dangers of using these technologies

Teacher will provide written feedback on student email (by way of a reply email)

research describe email etiquette

chatting research using the internet for a given task

messaging assess the use of the internet for communication in a variety of situations

access to information via search engines

use search engines to undertake internet research

discuss the advantages and limitations of search engines

Internet software such as browser software describe and use

a range of internet software packages

Students research the variety of Web browsers and authoring software available and create a comparison chart of features

The above chart is to be created as a

Students are able to create a HTML table using authoring software (DreamWeaver)

Teacher and peers to provide oral feedback on comparison chart and resultant HTML

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Students learn about:

Students learn to: Integrated learning experiences, instruction and assessment

Evidence of learning Feedback

single html page in DreamWeaver page authoring software

Types of protocols such as transmission

control protocol/internet protocol (TCP/IP)

identify the types of protocols used over the internet and describe their purpose

Students complete worksheet – match terminology with definition.

Students then find explanation of each protocol in textbook

Completed worksheet Completed exercise from

textbook

Teacher will provide written and oral feedback on completed work

hypertext transfer protocol (http)

simple mail transfer protocol (smtp)

file transfer protocol (FTP)

World Wide Web (www) information

medium for the dissemination of information

discuss the purpose of the World Wide Web

Brainstorm nature and uses of the WWW

Examine a sample of Websites and create a list of features and/or problems – slow to load, poor contrast, too much information per screen etc

Adapt the digital media rubric created earlier for use with Websites

Students will produce a revised rubric

Students will be able to critically evaluate a variety of Websites

Teacher to provide oral feedback on rubrics

interactive medium

examine the features and strategies used in the design of a range of websites

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Students learn about:

Students learn to: Integrated learning experiences, instruction and assessment

Evidence of learning Feedback

critically analyse the effectiveness of a website to convey its message

Control of access to information on the web such as cookies identify and

discuss settings for web browsers as well as settings for information access and the protection of data

Teacher lead discussion on security Students to research security,

cookies, firewalls etc on Internet Students to present findings to class

Students present appropriate information

Teacher provides oral feedback on presentation of information

security content proxies firewalls virus protectionInterface design the function of

the user interface explain the

function of the user interface

Examine a number of Websites paying particular attention to the user interfaces employed – eg highly graphical, interactive, static, text only etc

Critically evaluate the various

Students are able to identify various features of user interface employed in Websites

Teacher to provide oral feedback on student evaluations of Websites

interactivity with the user

compare and contrast types of user interfaces

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Students learn about:

Students learn to: Integrated learning experiences, instruction and assessment

Evidence of learning Feedback

Websites examined communication with application and operating systems

Designing possible solutions using techniques such as concept mapping generate ideas

using a range of methods

ChallengeStudents are to create a Website on a topic of their choice. Students may work in small groups of three to four. (see below for management of their groups) Students are to identify their topic Create a concept map for their

chosen topic Brainstorm possible content and

appearance of their Website They are to create a storyboard of

their Website Students research ideas and

gather/create appropriate content for their Website

Students create prototype pages showing placement of text and graphics and select an appropriate layout

Students consider navigation of their Website

Students create a conceptual diagram of their Website showing its home page and the relationship to other pages within the site

Students will work well in small groups

Students are able to discuss and list the criteria for graphics, text and layout of their Websites

Students produce Websites that demonstrate understanding of user interface and Website design

Peers and teacher provide oral and written feedback on group work and Websites brainstorming apply set criteria

to choose the most appropriate software solution

observation develop a storyboard of ideas and/or solutions

research use electronic communication to research data and information relevant to solutions

prototyping summarise research data when generating creative

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Students learn about:

Students learn to: Integrated learning experiences, instruction and assessment

Evidence of learning Feedback

solutions input/processes/

output table model possible

solutions using a range of methods

storyboarding evaluate the suitability of solutions by testing and experimenting

examine, evaluate and modify existing solutions

Website development home page (index

page) identify a home

page within a website

See Challenge above

websiteFeatures of a website such as address investigate a

website and identify the features

Students identify the various features of Websites such as:

URL Design type (user interface) Use of text and graphics Navigation including linking Alignment of content on Web

Students can identify the various features of Websites

Teacher provides oral feedback

GUI design use a variety of features when designing and

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Students learn about:

Students learn to: Integrated learning experiences, instruction and assessment

Evidence of learning Feedback

building a website

pages using tables etc

graphics links (hot words,

hot spots) develop a

website for a particular task or purpose

tablesManagement planning apply

management plans and techniques

students are to use appropriate management techniques when completing the challenge described above

Students identify resources required to create a Website

Students apply management techniques appropriately

Teacher provides oral feedback on appropriate use of management techniques

resources such as– time– finances– people

Project development processes and

techniquesdesign, produce and evaluate a simple project for a real-world application either separately for this option, or integrated with other options

see challenge outlined above

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