AGENDA 1 2 3 4 5 Introductions Discuss

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 2 nd Feb Develop and Apply Industry Knowledge Careers in Multimedia IDEA CD-ROM AIMIA web site Industry organisations and businesses Unit 1 Page 1 - 10 Seek information on new technology Unit 1 Page 1 – 11 2 9 th Feb Develop and Apply Industry Knowledge

Seek information on new technology Update industry knowledge Unit 1 Page 1 – 17 Guest speaker Visit Federation Square Visit the Museum Report on visits 16 th Feb Unit 1 Page 1 – 15 People in the industry 3 Unit 1 Page 1 – 11 Develop and Apply Industry Knowledge 4 23 rd Feb Develop and Apply Industry Knowledge

Follow health, safety and security procedures Occupational health and safety requirements 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 1 st Mar Unit 2 Page 2 – 4 www. basford. com. au Office. Wise – Work. Cover Comply with occupational health and safety legislation 5 Unit 2 Page 2 – 4 Unit 2 Page 2 – 10 Follow health, safety and security procedures 6 8 th Mar Follow health, safety and security procedures

7 15 th Mar Follow health, safety and security procedures 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 8 22 nd Mar Identify components of multimedia 9 29 th Mar Identify components of multimedia

Term 2 The multimedia industry Checking web pages Unit 4 Page 4 – 5 Produce and manipulate digital images Unit 4 Page 4 – 5 Camera settings 19 th Apr Unit 3 Page 3 – 20 Camera software 1 Unit 3 Page 3 – 20 Unit 4 Page 4 – 7 Image resolution Unit 4 Page 4 – 9 Identify components of multimedia 2 26 th Apr Produce and manipulate digital images 3 3 rd May Produce and manipulate digital images

4 10 th 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 5 17 th May Produce and manipulate digital images

Layer masks Produce and manipulate digital images Unit 4 Page 4 – 27 Unit 4 Page 4 - 29 Bitmap and vector images 24 th May Extracting images Clipping 6 Unit 4 Page 4 – 25 Unit 5 Page 5 – 5 Save and retrieve graphics Unit 5 Page 5 – 10 7 31 st May Create, manipulate and incorporate 2 D graphics

8 7 th June Create, manipulate and incorporate 2 D graphics 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 Photo. Shop 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 Create, manipulate and incorporate 2 D graphics 9 13 th June Incorporate text into multimedia presentations 10 20 th June Incorporate text into multimedia presentations

Term 3 Incorporate audio into multimedia presentations Digital audio formats Unit 7 Page 7 – 11 Unit 7 Page 7 – 13 Unit 7 Page 7 – 14 Recording audio from CD-ROM drives Incorporate audio into multimedia presentations Digital technology Cool Edit 2000 12 th July Unit 7 Page 7 – 8 Digital audio software 1 Unit 7 Page 7 – 6 Unit 7 Page 7 – 15 Recording your sound to microphone Unit 7 Page 7 – 20 Recording multiple tracks Unit 7 Page 7 - 21 2 19 th July Incorporate audio into multimedia presentations

Using an audio mixer 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 Incorporate audio into multimedia presentations Unit 7 Page 7 – 24 Creating a storybook 26 th July Digital effects Creating a storybook 3 Unit 7 Page 7 – 23 Unit 8 Page 8 – 5 Obtain content material Unit 8 Page 8 - 6 Use software to check links Unit 8 Page 8 – 6 4 2 nd Aug Incorporate audio into multimedia presentations 5 9 th Aug Update web pages

Edit information Update web pages Unit 8 Page 8 – 12 Unit 8 Page 8 – 16 Check edited web pages Unit 8 Page 8 - 17 Authoring tools 16 th Aug Editing existing web pages Upload web pages 6 Unit 8 Page 8 – 10 Unit 9 Page 9 – 5 Planning the use of authoring tools Unit 9 Page 9 – 8 Creating buttons Unit 9 Page 9 – 9 Update web pages 7 23 rd Aug Use an authoring tool to create an interactive sequence

Making a button look 3 D Tracing bitmaps Unit 9 Page 9 – 14 Onion skin 30 th Aug Unit 9 Page 9 – 13 Transparency 8 Unit 9 Page 9 – 12 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

Motion guide tweening Tint tweening 6 th Sept Unit 9 Page 9 – 20 Shape tweening 9 Unit 9 Page 9 – 19 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

Moving across a background Plan use of authoring tool 13 th Sept Unit 9 Page 9 – 28 Storyboard 10 Unit 9 Page 9 – 27 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 Configure the computer Use advanced features of computer applications Unit 10 Page 10 – 5 Unit 10 Page 10 – 6 Support 4 th Oct Use advanced features of computer applications Multimedia presentation requirements 1 Unit 10 Page 10 – 4 Unit 10 Page 10 – 7 Multimedia presentation requirements Unit 10 Page 10 – 6 2 11 th Oct Use advanced features of computer applications

3 18 th Oct Complete and submit all work Final sign off of workbook 4 25 th 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 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 Power. Point presentation file. The first Power. Point 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 Photo. Shop, 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 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 2 D 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 Photo. Shop, 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 Photo. Shop 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/elbows 1232003/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 Alteration Made Changes Checked Signature of E 1

Unit: Use an authoring tool to create an interactive sequence Competency: Tweening Activity:

Activity: 30. Open up two graphics programs - such as Photo. Shop, Paint Shop Pro, LView. Pro, 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 Resolutio n Description of photo Size of photo (KB) File format Inside or Outside shot

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 File format (KB) 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. 20. Return to the same locations as before and take the same three photos. Again, download the phot 21. 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 Photo. Shop, 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 Photo. Shop. (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 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 – Photo. Shop 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 Link. Scan

Activity 1 Activity 2 Clipping effects completed: ( ) Teacher initials

TIMELINE – Certificate III in Multimedia Term 1 Week References Unit 1 Page 1 – 6 Web site addresses Visual communication 2 nd Feb Unit Content Graphic design 1 Date 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

Case Study 3 Layout procedures Unit 1 Page 1 – 18 Generate and assess ideas 9 th Feb Unit 1 Page 1 – 17 Inspiration Pro Tennis Tackers 2 Unit 1 Page 1 – 15 Unit 1 Page 1 – 20 Apply principles of visual design and communication to the development of a media product Rough Layout 3 16 th Feb 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

Techniques and tools Imaging Unit 1 Page 1 – 25 Complete the logo 23 rd Feb Unit 1 Page 1 – 24 Select media and materials 4 Unit 1 Page 1 – 22 Unit 1 Page 1 – 27 Apply principles of visual design and communication to the development of a media product Complete the logo 5 1 st Mar 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

6 8 th Mar Task 1 – Work Project 15 th Mar Task 1 – Work Project An animated Aquarium Unit 2 Page 2 – 5 Invasion of the Alienoids Unit 2 Page 2 – 10 7 8 22 nd Mar Create 2 D digital animation 9 29 th Mar Create 2 D digital animation Director MX Unit 2 Page 2 – 10

Term 2 Transitions Creating a Projector file 19 th Apr Unit 2 Page 2 – 18 Tennis Tackers 1 Unit 2 Page 2 – 16 Unit 2 Page 2 – 22 Running Athlete Unit 2 Page 2 – 27 Create 2 D digital animation 2 26 th Apr Create 2 D digital animation

27 10 th May Unit 2 Page 2 – 33 Unit 2 Page 2 – 35 Identify requirements 4 Unit 2 Page 2 – 33 Asses requirements Create 2 D digital animation Unit 2 Page 2 – 28 Design brief 3 rd May Imploding Faces Design brief 3 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 2 D digital animation

Produce animation 17 th May Create 2 D digital animation File locations Unit 2 Page 2 – 41 Evaluation 5 Unit 2 Page 2 – 41 Unit 2 Page 2 – 42 Establish organisational requirements 7 31 st May Write content and/or copy Unit 3 Page 3 – 5 Unit 3 Page 3 – 9 Inspiration Pro Plan the content 24 th May Establish production requirements Production timeline 6 Unit 3 Page 3 – 4 Unit 3 Page 3 – 11 Write the content Unit 3 Page 3 – 11 Write content and/or copy

8 7 th June Exam week – no classes Write the content Unit 3 Page 3 – 11 Produce the content Unit 3 Page 3 – 12 Meeting deadlines Unit 3 Page 3 – 13 Evaluation Unit 3 Page 3 - 13 9 14 th June Write content and/or copy

Introduction to the Internet Principles of design and navigation Create web pages with multimedia Web authoring software Unit 4 Page 4 – 7 Unit 4 Page 4 – 8 Sourcing the files 21 st June Unit 4 Page 4 – 5 Web page requirements 10 Unit 4 Page 4 – 4 Unit 4 Page 4 – 8 Using Macromedia Dreamweaver Unit 4 Page 4 – 11 Term 3 1 12 th July Create web pages with multimedia

23 Unit 4 Page 4 – 30 Unit 4 Page 4 – 31 Uploading the pages Unit 4 Page 4 – 32 Checking the functionality Create web pages with multimedia Unit 4 Page 4 – 28 Validating the pages 19 th July Produce web pages Checking your pages 2 Unit 4 Page 4 – 33 3 26 th July Create web pages with multimedia 4 2 nd Aug Task 2

5 9 th 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 6 16 th Aug Develop a multimedia script 7 23 rd Aug Develop a multimedia script

Our solar system Scripting in Flash 8 30 th Aug Unit 5 Page 5 – 21 Unit 5 Page 5 – 22 Develop a multimedia script 9 6 th Sept Develop a multimedia script Scripting using Java. Script Unit 5 Page 5 – 29 Scripting using Java. Script Validation 10 13 th Sept Unit 5 Page 5 – 29 Unit 5 Page 5 – 41 Performing calculations Unit 5 Page 5 – 45 The Pizza Emporium Unit 5 Page 5 – 49 Develop a multimedia script

Term 4 1 4 th Oct Task 3 2 11 th Oct Task 3 3 Complete and submit all work Final sign off of workbook Revision 18 th Oct

4 25 th Oct Revision Exam s 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 pharmaceutica 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 2 D 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. Invasion of the Alienoids 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 220 0 until cooked Remove from oven Ready Not ready ith w st rk Te fo Cool and eat

Light Switches Planets

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