Transcript Course Presentation 2004

AGENDA
1.
2.
3.
4.
5.
Introductions
Discuss timeline for Certificate II in Multimedia
Discuss resources for Certificate II in Multimedia
General discussion from the floor
Discussion on resources the group would like.
LUNCH
6. Discuss timeline for Certificate III in Multimedia
7. Report from VCAA Scored Component PD day last year
8. Presentation of a Scored Assessment Plan
9. Discuss resources
10. General discussion from the floor
11. Discussion on resources the group would like.
TIMELINE – Certificate II in Multimedia
Week
Date
Unit
Content
References
Introduction to the unit
Structure and operation of the industry
Unit 1 Page 1 – 5
Unit 1 Page 1 – 7
1
2nd Feb
Develop and Apply Industry Knowledge
Careers in Multimedia
IDEA CD-ROM
AIMIA web site
2
9th Feb
Industry organisations and businesses
Unit 1 Page 1 - 10
Industry organisations and businesses
Unit 1 Page 1 - 10
Seek information on new technology
Unit 1 Page 1 – 11
Develop and Apply Industry Knowledge
3
16th Feb
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
Develop and Apply Industry Knowledge
Guest speaker
Visit Federation Square
4
23rd Feb
Develop and Apply Industry Knowledge
Visit the Museum
Report on visits
5
6
1st Mar
8th Mar
Follow health, safety and security
procedures
Unit 2 Page 2 – 4
Occupational health and safety
requirements
Unit 2 Page 2 – 4
www.basford.com.au
OfficeWise – WorkCover
Comply with occupational health and
safety legislation
Unit 2 Page 2 – 5
Use of appropriate clothing and
procedures
Unit 2 Page 2 – 6
Raise issues
Unit 2 Page 2 – 8
Ergonomic requirements of the
workstation
Unit 2 Page 2 – 9
Report breaches
Unit 2 Page 2 – 10
Follow health, safety and security
procedures
Follow health, safety and security
procedures
7
8
9
15th Mar
22nd
Mar
29th Mar
Follow health, safety and security
procedures
Identify components of multimedia
Identify components of multimedia
Report breaches
Unit 2 Page 2 – 10
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
Multimedia project
Unit 3 Page 3 – 10
Term 2
1
2
3
19th Apr
26th Apr
3rd May
The multimedia industry
Unit 3 Page 3 – 20
Checking web pages
Unit 3 Page 3 – 20
Camera software
Unit 4 Page 4 – 5
Produce and manipulate digital images
Unit 4 Page 4 – 5
Camera settings
Unit 4 Page 4 – 7
Image resolution
Unit 4 Page 4 – 9
Identify components of multimedia
Produce and manipulate digital images
Produce and manipulate digital images
4
5
10th
May
17th
May
Produce and manipulate digital images
Creating and retrieving digital images
Unit 4 Page 4 – 10
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
Produce and manipulate digital images
6
7
24th
May
31st
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
Bitmap and vector images
Unit 5 Page 5 – 5
Save and retrieve graphics
Unit 5 Page 5 – 10
Create, manipulate and incorporate 2D
graphics
8
7th June
Create, manipulate and incorporate 2D
graphics
Create, manipulate and incorporate 2D
graphics
9
13th
June
Incorporate text into multimedia
presentations
10
20th
June
Incorporate text into multimedia
presentations
Evaluate images
Unit 5 Page 5 – 15
Present designs
Unit 5 Page 5 – 17
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
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
2
12th July
19th July
Incorporate audio into multimedia
presentations
Incorporate 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
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
4
5
26th July
2nd Aug
9th Aug
Incorporate 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
Creating a storybook
Unit 7 Page 7 – 26
Construct a digital audio track
Unit 7 Page 7 – 27
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
Incorporate audio into multimedia
presentations
Update web pages
6
16th Aug
Update web pages
Update web pages
7
Edit information
Unit 8 Page 8 – 10
Editing existing web pages
Unit 8 Page 8 – 12
Upload web pages
Unit 8 Page 8 – 16
Check edited web pages
Unit 8 Page 8 - 17
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
23rd Aug
Use an authoring tool to create an
interactive sequence
8
30th Aug
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
Use an authoring tool to create an
interactive sequence
9
6th Sept
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
Use an authoring tool to create an
interactive sequence
10
13th
Sept
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
Use an authoring tool to create an
interactive sequence
Term 4
1
2
4th Oct
11th Oct
Use advanced features of computer
applications
Use 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
Multimedia presentation requirements
Unit 10 Page 10 – 6
3
18th Oct
Complete and submit all work
Final 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 Board
The 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 Page
1
Alteration Made
Changes Checked
Signature of E
Unit: Use an authoring tool to create an interactive sequence
Competency: Tweening
Activity:
Moving_Plane.swf
Ducks.swf
Ball Motion.swf
FlyingBird.swf
Moving Ball.swf
Moving Ball Test.swf
Number_Tween_1_2.swf
Spotlight_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
Resolutio
n
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.
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.
Title of photo
Resolution
Size of photo
(KB)
File format
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 suc
(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 mus
(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 a
(ii) the end of your presentation you must include any acknowledgements as required by copyright law
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 suite
Macromedia Flash MX
Swish
Macromedia Dreamweaver MX
Cool Edit 2000/Windows Media sound recorder
Xenu and LinkScan
Activity 1
Activity 2
(
)
Clipping effects completed:
Teacher initials
TIMELINE – Certificate III in Multimedia
Term 1
Week
1
Date
2nd Feb
Unit
Content
References
Graphic design
Unit 1 Page 1 – 6
Web 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
Apply principles of visual design and communication to
the development of a media product
2
3
9th Feb
16th Feb
Case Study 3
Unit 1 Page 1 –
15
Layout procedures
Unit 1 Page 1 –
17
Inspiration Pro
Tennis Tackers
Unit 1 Page 1 –
18
Generate and assess ideas
Unit 1 Page 1 –
20
Rough Layout
Unit 1 Page 1 –
21
Comprehensive layout
Unit 1 Page 1 –
21
Apply principles of visual design and communication to
the development of a media product
Apply principles of visual design and communication to
the development of a media product
4
5
23rd Feb
1st Mar
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
Complete the logo
Unit 1 Page 1 –
27
Evaluation
Unit 1 Page 1 –
28
Apply principles of visual design and communication to
the development of a media product
Apply principles of visual design and communication to
the development of a media product
6
8th Mar
Task 1 – Work Project
7
15th Mar
Task 1 – Work Project
8
9
22nd
Mar
29th Mar
An animated Aquarium
Unit 2 Page 2 – 5
Invasion of the Alienoids
Unit 2 Page 2 –
10
Create 2D digital animation
Create 2D digital animation
Director MX
Unit 2 Page 2 –
10
Term 2
1
2
19th Apr
26th Apr
Transitions
Unit 2 Page 2 –
16
Creating a Projector file
Unit 2 Page 2 –
18
Tennis Tackers
Unit 2 Page 2 –
22
Running Athlete
Unit 2 Page 2 –
27
Create 2D digital animation
Create 2D digital animation
27
3
4
3rd May
10th
May
Create 2D digital animation
Imploding Faces
Unit 2 Page 2 –
28
Design brief
Unit 2 Page 2 –
33
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
Create 2D digital animation
5
6
7
17th
May
24th
May
31st
May
Create 2D digital animation
Write content and/or copy
Produce animation
Unit 2 Page 2 –
41
File locations
Unit 2 Page 2 –
41
Evaluation
Unit 2 Page 2 –
42
Establish organisational
requirements
Unit 3 Page 3 – 4
Establish production
requirements
Unit 3 Page 3 – 5
Production timeline
Unit 3 Page 3 – 9
Inspiration Pro
Plan the content
Unit 3 Page 3 –
11
Write the content
Unit 3 Page 3 –
11
Write content and/or copy
8
9
7th June
14th
June
Exam week – no classes
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
Using Macromedia Dreamweaver
Unit 4 Page 4 –
11
Term 3
1
12th July
Create web pages with multimedia
23
2
3
4
19th July
26th July
2nd Aug
Create web pages with multimedia
Create web pages with multimedia
Task 2
Produce web pages
Unit 4 Page 4 –
28
Checking your pages
Unit 4 Page 4 –
30
Validating the pages
Unit 4 Page 4 –
31
Uploading the pages
Unit 4 Page 4 –
32
Checking the functionality
Unit 4 Page 4 –
33
5
6
7
9th Aug
16th Aug
23rd Aug
Task 2
Writing an algorithm
Unit 5 Page 5 – 4
Sprite behaviours
Unit 5 Page 5 – 9
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
Develop a multimedia script
Develop a multimedia script
8
9
10
30th Aug
6th Sept
13th
Sept
Our solar system
Unit 5 Page 5 –
21
Scripting in Flash
Unit 5 Page 5 –
22
Scripting using JavaScript
Unit 5 Page 5 –
29
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
Develop a multimedia script
Develop a multimedia script
Develop a multimedia script
Term 4
1
4th Oct
Task 3
2
11th Oct
Task 3
3
18th
Complete and submit all work
Final sign off of workbook
Revision
Oct
4
Exam
s
25th Oct
Revision
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 supermarke
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?
Unit 2 – Create 2D digital animation
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.
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.
Mix ingredients
Add to baking tin
Unit 5 – Develop a multimedia script
Bake at 2200 until
cooked
Remove from
oven
Ready
Not ready
Cool and eat
Light Switches
DImLights.swf
Planets
Planets.dir
Resources:
Student Workbook
Internet – Macromedia tutorials, etc.
Software Used:
Microsoft Office suite
Macromedia Flash MX
Macromedia Director MX
Macromedia Dreamweaver MX
Cool Edit 2000/Windows Media sound recorder