Certificate III in Interactive Digital Media

Year 1, 2009

What is VET?

Vocational Education and Training Different to normal teaching in a school:

– industry based– assessment is based on competence– you should have Cert IV in Workplace Training

and Assessment

VET Certificate III in Interactive Digital Media

AIMS– To provide participants with the knowledge and

skills for the achievement of units of competence that will enhance their employment prospects within the Media and Screen industries

– Enables participants to gain a recognised credential at the end of the second year of the course

Units of competency

- CORE UNITS BSBCRT301A– Develop and extend critical and creative thinking

skills (40 hrs) CUFND301A– Work effectively in the screen and media industries

(20 hrs) BSBOHS201A– Participate in OHS processes (20 hrs) CUFDIG303A– Produce and prepare photo images (20 hrs)

Units of competency

ELECTIVES- Must select a minimum of 2, to a minimum of 80 hours

CUFSOU301A Prepare Audio Assets (30 hrs) CUFDIG201A Maintain Interactive content (30 hrs) ICAU3126B– Use advanced features of computer applications

(40 hrs) CUFANM303A- Create 3D digital models (75 hrs) CUVCOR08B- Produce drawings to represent and

communicate the concept (60 hrs) CUFSOU301A- Implement copyright arrangements (20hrs) CUFRES201A- Collect and organise content for broadcast or

publication BSBDES201A- Follow a design process

The training package

Available online -www.ntis.gov.au Select your elective units Use the details of each of the units of competence in

the training package to design your curriculum You must be thorough in teaching the units so that it

is all aspects are covered Work out what software is going to be used for the

units Hours for units

Analysis of the units of competence- CORE

Develop and extend critical and creative thinking skills

Through the way that you write your brief Problem solving tasks Group work where perhaps give each

member a role in the development of a product and they need to work together to complete it

Other examples….

Participate in OHS processes

Research project- create an OH&S brochure in publisher for an organisation and design the logo etc

OH&S poster for a workplace Case studies Walk around the school and identify hazards Terminology Test Flash animation – 30sec advertisement for OH&S in

a workplace Reporting hazards in the workplace to staff Resources- websites eg: worksafe

Work effectively in the screen and media industries

Team work, group assignments Ability to meet deadlines Ability to complete all aspects of assessment

to gain competence and not having to resubmit work

Produce and prepare photo images

Photoshop Scanning, using digital cameras Image manipulation Variety of tasks- portfolio Variety of skills eg: layers, stamping, filters,

erasing etc Cross competency- Could link in with the

OH&S poster

CUFDIG303AProduce and prepare photo images

Based on the Canon Photo5 competition.

Students are given 5 objects and need to take a photo for each. These need to be then compiled on a webpage.

Encourages creative thinking, which later links to BSBCRT301A Develop and extend critical and creative thinking skills

Analysis of the units of competence- ELECTIVES

Prepare Audio Assets

AUDIO- - Recording music, making sounds, mixing,

fading in and fading out and other music effects.

- Software- Audacity, Garage Band- Ideas- skill development tasks and then

creating a radio show- Cross competency- could link with copyright

unit

Maintain Interactive content

HTML tags, code, page layout, the HTML skeleton Updating a webpage using Dreamweaver Hyperlinks, inserting images, email links, using

tables, etc. Resources and ideas- Notepad, browser, internet

and Dreamweaver- updating a webpage using notepad, creation of a digital resume/portfolio using Dreamweaver after being given a template

Use advanced features of computer applications

An integrated project involving a number of skills from all of the competencies to make a large complex Media product

For example- A website with a Flash animation or banner with music, video and manipulated images. High level of skills required to produce a professionally presented product.

Create 3D digital models

Not recommended as this unit does not help prepare students to do the ¾ sequence

Produce drawings to represent and communicate the concept

Character creation Storyboards Theory of images, file types, how to compress and

when and why we do it for different mediums etc Use of a variety of hardware and software to create

images for clients from a brief Resources- digital cameras, graphics tablets,

Photoshop, Fireworks, Flash, Photostory Eg: comic, basic children's book

Implement copyright arrangements

Understanding of copyright laws Follow copyright laws Test Video resources Copyright council website- resource Link with Web and Audio units

Collect and organise content for broadcast or publication

Not recommended- believe that the Audio unit is better suited to the ¾ sequence than this unit- up to you!

Follow a design process

Stages of design and development Following design principles Following a brief Comic book, animation, web design, etc Link in with the drawing unit or web unit

BSBDES201AFollow a Design Process

Students are asked to follow the design process (Clarify, Explore, Select and Present, Implement and Evaluate) to create a logo and stationary for a company or business.

They will also consolidate their Illustrator skills.

Different approaches that work

Combining elements from different competencies to make them more engaging

Examples: Animation for OH&S, Animation with Audio, etc.

Being very organised, as classes take a good deal of planning

Working out the order of your units so that they complement or work in with each other

Flexible OptionCertificate III:Year 1

Certificate II links: Suggested Skills

CUFDIG303A Produce and prepare photo images

Photoshop and digital photography

BSBDES201A Follow a design process Already part of Certificate II Illustrator

CUFDIG201A Maintain interactive content Already part of Certificate II Dreamweaver

CUFIND301A Work effectively in the screen and media industries

CUFIND201A Develop and apply creative arts industry knowledge

Flash-Animation (larger assignment)

BSBCRT301A Develop and extend critical and creative thinking skills

Already part of Certificate II

BSBCRT101A Apply critical thinking techniques

Flash – Animation (small ‘learning’ tasks)

CUFRES201A Collect and organise content for broadcast or publication

Already part of Certificate II Flash – Webpage (interactivity)

BSBOHS201A Participate in OHS processes

Already part of Certificate II Video Editing

BSBWOR203A Work Effectively with Others (easily built into any group task.)

Sample planner

See example

Writing a brief

Outline the Media product that the client would like created and any relevant background information

List the elements that the client would like included List any parameters that the producer needs to work

within, such as size, length, deadline Provide a detailed assessment criteria sheet so that

developers know what to include and how the marks are going to be allocated

Provide them with planning time first to get them into the habit of being organised and coping with time management, as this is a requirement in scored assessment tasks in the second year of the course

Group work

Devise an approach that suits you Do it at times as it promotes teamwork in the

workplace Do not always let students choose who they work

with, allocate them a partner at times and this simulated the real workplace!

It improves communication and delegation skills Make sure that it is not the only assessment for

competencies and that there is an individual component to the competency as well

How much time on each unit

This is the question……!!?? Nominal hours Your school timetable allotment

Being an RTO or working with one

As your own RTO, you need to make sure that your records are updated annually and that you meet regularly with the staff involved. Validation of work is needed annually as is industry experience. You are responsible for the course and developing all your own resources.

Working under an RTO they will provide support and assistance for the course as well as resources for you to use in the classroom. They are ultimately responsible for maintaining compliance.

Keeping records

Make sure that you keep detailed records of attendance, marks, work that needs to be submitted for assessment to gain competence etc.

Ensure that your course resources are very detailed as well as your assessments as these will be audited.

You must have detailed documentation for every unit of competence.

Best to have it electronic if you can so that you can easily update it annually.

Version control is a must.

Tracking Student Assessment

Industry experience

Staff who teach VET subjects now need to have some industry experience or liaise with industry each year. Try to plan a day a year at a workplace for professional development, visit students on work experience placements and attend industry talks or dinner where you can. PixelEd has an industry dinner each year.

Students who are doing IDM are encouraged to have a work experience placement in a media/multimedia workplace but it is not mandatory.

Modes of assessment

Tests Research – essays, report or PowerPoint presentation Webpages Flash animations Image generation Photostory presentation Movie Stop-motion animation Audio files And the list goes on!

Reporting- grades or no grades?

As a VET subject only Competent and Not competent need to be reported however, grades can be useful on some assessments to help the students to understand the standard of their work better and which aspects that they could improve on.

Some tasks can also be resubmitted if an aspect of the assessment has been missed so that they can gain competence.

Rules for students

As the classroom is run as a workplace they must behave in a professional manner, so following school policies or setting class/workplace rules, eg, that they:

– May not arrive late– 90% attendance record– Do not waste time– Follow instructions– Do not distract others– Be respectful of others as well as property

Students need to be deemed competent in all aspects of the course to continue into the second year of it