1 Scheme of work BTEC First IT Unit 28: Multimedia design Broad aim: To learn about multimedia design and to create a new product. Tutor(s): SB = Student Book AS = Activity Sheet E = Extension for stretch and R = Research IA = Interactive activity PPT = PowerPoint V = Video NS = Non-supervised individual study time Academic year: Number of weeks: 40 Duration of session: 90 minutes Guided learning hours: 60 Credits: 10 Week Outcome Content Learner activity Resources, PLTS and 1 LO1: Understand different types of digital media 1 2 LO1 1 3 LO1 1 Introduce topic; introduce video Activity: Creating a short video (AS1) Introduce audio Activity: SB Start up: My favourite website; SB Activity: Types of digital media Creating a short podcast (AS2) Introduce still images Activity: Creating a photostory (AS3) AS1 Try video SB Start up: My favourite website p.4 SB Activity: Types of digital media p.6 AS2 Try audio AS3 Try still images IA Knowledge check PLTS: IE, EP More able students should be encouraged to see pieces which have been important in the development of film (E1: Video) Learners add audio to their video (E1: Audio) Learners try using a digital SLR camera (E1: Still images)
2 Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. Week Outcome Content Learner activity Resources, PLTS and 4 LO1 1 5 LO1 1 Purposes: industries, e.g. entertainment and leisure, education and training, marketing, virtual reality, publishing, customer services 6 8 LO1 1 Digital media and purposes Introduce animation Activity: Creating a short animation (AS4) Discuss simulations and introduce web design Activity: Creating a small website (AS5) Monitor and guide assessment activity Activity: Creating presentation for assessment activity SB Activity: Uses of digital media SB activity 28.1 AS4 Try animation AS5 Try web design SB Activity: Uses of digital media p.9 SB activity 28.1 p.10 PLTS: IE, RL, CT Learners should view early and more contemporary animations (E1: Animation) Learners could extend their website into a CV R Learners compare computer games (E1: Computer games)
3 Week Outcome Content Learner activity Resources, PLTS and 9 10 LO2: Be able to design multimedia products 2 Multimedia products: limited interactivity, e.g. digital posters, adverts, quizzes, movies; fully interactive, e.g. information points, digital stories, virtual tours Specification: number of pages, features, audience, input methods, e.g. keyboard, mouse, voice recognition, touch screen, stylus, digital video or still camera, Dictaphone, microphone Content: types, e.g. text, images, graphics, video, sound, animation; interactive features and transitions e.g. menus, submenus, buttons, links, pop-ups, video clips, sound clips Design documentation: elements, e.g. storyboards, scripts, flow charts, annotations, visuals, timelines; layout, e.g. size, frames, orientation, consistency Explain elements of multimedia and how to create a design for a product Activity: Learners design their own multimedia product for assessment activity SB Activity: Reverse designing; SB Activity: Reverse designing features; SB Activity: Reverse designing audience Video clip IA Decision tree SB Activity: Reverse designing p.11 SB Activity: Reverse designing features p.13 SB Activity: Reverse designing audience p.13 P2, M1, D1 PLTS: CT, RL, SM : ICT using ICT
4 Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. Week Outcome Content Learner activity Resources, PLTS and 11 14 LO2 2 Multimedia products: limited interactivity, e.g. digital posters, adverts, quizzes, movies; fully interactive, e.g. information points, digital stories, virtual tours Specification: number of pages, features, audience, input methods, e.g. keyboard, mouse, voice recognition, touch screen, stylus, digital video or still camera, Dictaphone, microphone Content: types, e.g. text, images, graphics, video, sound, animation; interactive features and transitions, e.g. menus, submenus, buttons, links, pop-ups, video clips, sound clips Design documentation: elements, e.g. storyboards, scripts, flow charts, annotations, visuals, timelines; layout, e.g. size, frames, orientation, consistency 15 LO2 2 Copyright constraints: effect of copyright law, e.g. on music downloads or use of other people s images; acknowledgment of sources; avoiding plagiarism Introduce specification for assessment activities and monitor and guide Activity: Learners complete AS6; SB activity 28.2 (questions 1 5) Explain copyright and surrounding issues Activity: Learners complete AS7; write about copyright for assessment activity SB Activity: Controversies involving copyright and plagiarism AS6 Storyboard SB activity 28.2 (questions 1 5) p.22 AS7 Copyright SB Activity: Controversies involving copyright and plagiarism p.21 P2, M1, D1 PLTS: CT, RL, SM : ICT using ICT D1 PLTS: IE, RL R Research copyright case (E2: Copyright)
5 Week Outcome Content Learner activity Resources, PLTS and 16 LO2 2 17 LO3: Be able to develop multimedia products Copyright constraints 3 Combine information: functions, e.g. insert, size, position, wrap, order, group Edit multimedia products: size, crop and position objects, use layout guides; for font (typeface), size, orientation, colour, alignment Manipulate images and graphic elements: size, crop, position, maintain proportion, border styles, colours and font schemes, Monitor and guide assessment activity Activity: SB activity 28.2 (question 6) Demonstrate fundamental skills for creating a multimedia product Activity: Learners complete SB Activity: How long did that take? and AS8 SB activity 28.2 p.22 SB Activity: How long did that take? p.24 AS8 Functions D1 PLTS: IE, RL P3, P4, M2 PLTS: CT, EP, TW : ICT using ICT
6 Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. Week Outcome Content Learner activity Resources, PLTS and 18 LO3 3 Combine information: Functions, e.g. insert, size, position, wrap, order, group Edit multimedia products: Size, crop and position objects, use layout guides; for font (typeface), size, orientation, colour, alignment Manipulate images and graphic elements: Size, crop, position, maintain proportion, border styles, colours and font schemes: 19 30 LO3 3 31 33 LO4: Be able to review multimedia products Combine information, edit multimedia products, manipulate images and graphic elements Test: For functionality, usability, accessibility, Demonstrate fundamental skills for creating a multimedia product Activity: Learners complete the task on slides 11 and 12 of PPT28 and SB Activity: Manipulating an image Provide individual for students creating their products Activity: SB activity 28. 3 Explain principles of testing and demonstrate how to carry it out Activity: SB Activity: Constructive criticism; AS9; SB activity 28.4 (questions 1 2) SB Activity: Manipulating an image p.25 PPT28 slides 2 12 PPT28 SB activity 28.3 p.29 PPT28 slides 13 24 SB Activity: Constructive criticism p.31 AS9 Review SB activity P3, P4, M2 PLTS: CT, EP, TW : ICT using ICT P3, P4, M2 PLTS: CT, SM : ICT using ICT P5, M3, D2 Learners analyse the colours in your design and use RGB and Hex to name the colours (E3: Defining colours) Learners could stretch their reviewing skills by evaluating products which they like (E4: Evaluating existing products)
7 Week Outcome Content Learner activity Resources, PLTS and 34 36 LO4 Gather feedback, e.g. questioning, observation Use feedback: Identify errors, suggest further enhancements, comment on Test users: Representatives of the target audience 37 LO4 Gather feedback, e.g. questioning, observation Use feedback: Identify errors, suggest further enhancements, comment on Test users: Representatives of the target audience 38 39 LO4 Gather feedback, e.g. questioning, observation Use feedback: Identify errors, suggest further enhancements, comment on Test users: Representatives of the target audience 40 All Use this week to provide additional and fill in any gaps in assessment Explain principles of reviewing and testing Activity: SB Activity: Practice questionnaire; AS10; SB activity 28.4 (question 3) Arrange another class who can be involved with the user testing Activity: SB activity 28.4 (questions 4 5) Support individual analysis of review results Activity: SB activity 28.4 (question 6) Monitor, and guide learners as they complete their projects Activity: Learners complete projects SB Activity: Practice questionnaire p.32 AS10 Questionnaires SB activity SB activity SB activity P5, M3, D2 P5, M3, D2 P5 D2, P2, P3, P4, P5, M1, M2, M3, D1, D2, IE The timings in this scheme of work reflect the time the learner is engaged in learning for the unit with the tutor (Guided Learning Hours, GLH) only. Guided Learning Hours (GLH): all the times when a tutor, trainer or facilitator is present to give guidance. This includes lessons, lectures, tutorials and supervised study in, for example, learning resource centres and workshops. It also includes time spent by staff assessing learner s achievements.