HND in Interactive Media -Syllabus

BTEC

Edexcel Level 5 BTEC HigherNationals in Interactive Media

March 2005

Guidance and units

Edex

cel L

evel

5 B

TEC

Hig

her

Nat

ion

als

inIn

tera

ctiv

e M

edia

Edexcel Limited is one of the leading examining and awarding bodies in the UK andthroughout the world. It incorporates all the qualifications previously awarded under theEdexcel and BTEC brands. We provide a wide range of qualifications including general(academic), vocational, occupational and specific programmes for employers.

Through a network of UK and overseas offices, our centres receive the support they need tohelp them deliver their education and training programmes to learners.

For further information please call Customer Services on 0870 240 9800, or visit our website atwww.edexcel.org.uk

References to third-party material made in this specification are made in good faith. Edexceldoes not endorse, approve or accept responsibility for the content of materials, which may besubject to change, or any opinions expressed therein. (Material may include textbooks,journals, magazines and other publications and websites.)

Authorised by Jim DobsonPrepared by John Davies

Publications Code BH015809

All the material in this publication is copyright© Edexcel Limited 2005

EDEXCEL LEVEL 5 BTEC HIGHER NATIONALSIN INTERACTIVE MEDIA

BTEC Higher National Certificate in Interactive Media

BTEC Higher National Diploma in Interactive Media

The Qualifications Curriculum Authority (QCA) has introduced changes to the NationalQualifications Framework (NQF) in the way it sets out the levels at which qualifications arerecognised. Its revised levels broadly compare with the Framework for Higher EducationQualifications (FHEQ). The academic level of BTEC Higher National Certificates andDiplomas has not changed and they will remain as Intermediate level qualifications on theFHEQ. However, the QCA changes will allow the NQF to recognise more precisely the trueacademic level of BTEC Higher Nationals and they will now be designated at the revised NQFLevel 5. As the academic level has not changed, progression to BTEC Higher Nationals willstill be from Level 3 qualifications and progression from BTEC Higher Nationals will be toqualifications at the revised Level 6. Learners’ progression routes do not necessarily involvequalifications at every level.

Specifications for all new accreditations after September 2004 will show both the original andrevised NQF levels and the QCA Openquals database (www.qca.org.uk/openquals) will showboth the original level and the revised level for each of these qualifications. Certification willbe at the original levels up until December 2005. All certifications after that date will be at therevised levels.

Further information on these changes can be obtained from QCA atwww.qca.org.uk/qualifications/types/7918.html

BTEC Higher Nationals within the NationalQualifications Framework (NQF)

NQF

Original levels Revised levels #

Framework for HigherEducation Qualifications(FHEQ)

8No current BTEC qualifications

D (doctoral)doctorates

5

Level 5 BTEC AdvancedProfessional Diplomas,Certificates and Awards

7Level 7 BTEC Advanced ProfessionalDiplomas, Certificates and Awards

M (masters)masters degrees, postgraduatecertificates and diplomas

6No current BTEC qualifications

H (honours)bachelors degrees, graduatecertificates and diplomas

5Level 5 BTEC Higher NationalDiplomas and Certificates

Level 5 BTEC Professional Diplomas,Certificates and Awards

I (intermediate)diplomas of higher education andfurther education, foundationdegrees, higher national diplomas

4

Level 4 BTEC HigherNational Diplomas andCertificates

Level 4 BTEC ProfessionalDiplomas, Certificates andAwards

4Level 4 BTEC Professional Diplomas,Certificates and Awards

C (certificate)certificates of higher education

3There is no change to Level 3 in the revised NQF

Level 3 BTEC National Diplomas, Certificates and Awards

Level 3 BTEC Diplomas, Certificates and Awards

Advanced GCE2

There is no change to Level 2 in the revised NQF

Level 2 BTEC First Diplomas and Certificates


GCSEs grades A*–C1

There is no change to Level 1 in the revised NQF

Level 1 BTEC Introductory Diplomas and Certificates


GCSEs grades D–GEntry

There is no change to Entry Level in the revised NQF

Entry Level BTEC Certificates in Skills for Working Life and Life Skills

# The revised NQF applies from 1 September 2004 and will be fully implemented from 1 January 2006.

The revision is designed to recognise more precisely the academic levels at the higher levels of the framework:the actual content and other attributes of the respective qualifications are not altered or diminished.

The revision also provides better alignment with the FHEQ used in universities and higher educationinstitutions.

Contents

Qualification titles covered by this specification 1

Introduction 2

Structure of the qualification 2BTEC Higher National Certificate 2

BTEC Higher National Diploma 2

Key features 5Professional body recognition 6

National Occupational Standards 6

Qualification Requirement 6

Higher-level skills 7

BTEC Higher National Certificate 7

BTEC Higher National Diploma 7

Teaching, learning and assessment 8Unit format 8

Learning and assessment 9

Grading Higher National units 10

Grade descriptors 11

Accreditation of Prior Learning (APL) 13

Quality assurance of BTEC Higher Nationals 13Centre and programme approval 13

Monitoring centres’ internal quality systems 14

Independent assessment: the role of the external examiner 14

Programme design and delivery 15Mode of delivery 15

Resources 16

Delivery approach 16

Meeting local needs 16

Locally-devised specialist units 17

Limitations on variations from standard specifications 17

Access and recruitment 17Restrictions on learner entry 18

Access arrangements and special considerations 18

The wider curriculum 18Spiritual, moral, ethical, social and cultural issues 18

Environmental issues 18

European developments 19

Health and safety issues 19

Equal opportunities issues 19

Useful publications 19Professional body contact details 19

How to obtain National Occupational Standards 20

Professional development and training 20

Further information 21

Core units 23Unit 1: Computer Applications in Art and Design 25

Unit 2: Computing Fundamentals 31

Unit 3: Interactive Media Design and Authoring 37

Unit 4: Interactive Media Web Authoring 43

Unit 5: Historical and Contextual Referencing 47

Unit 6: Interactive Media Professional Practice 51

Unit 7: Cultural Interpretation 57

Specialist units 61Unit 8: Interactive Media Principles 63

Unit 9: Interactive Media Professional Team Brief 69

Unit 10: Animation Techniques 75

Unit 11: 3D Computer Modelling and Animation 79

Unit 12: Computer Interface Design Principles 85

Unit 13: Sound Production and Editing using Interactive Media 91

Unit 14: Computer Programming Principles 95

Unit 15: Network and Operating Systems 99

Unit 16: Object Oriented Design and Programming 103

Unit 17: Computer Systems Requirements Analysis 107

Unit 18: Website Creation and Management 111

Unit 19: Interactive Media Technology 115

Unit 20: Electronic Communication Applications 121

Unit 21: Audio Visual Techniques in Interactive Media 125

Unit 22: New Technologies in Interactive Media 131

Unit 23: Marketing Development Using Interactive Media 137

Unit 24: Professional Sound Production Using Interactive Media 143

Unit 25: Digital and Video Post Production and Editing 149

Unit 26: Image Manipulation Applications 155

Unit 27: Project Management for Learning Using Interactive Media 161

Unit 28: 2D, 3D, 4D Digital Applications 167

Unit 29: Effective Lifelong Learning 173

Annex A 179QCA codes 179

Annex B 181Mapping against NVQ in Design — Level 3 181

Annex C 185Wider curriculum mapping 185

Annex D 187Qualification Requirement 187

BTEC Higher Nationals in Interactive Media 187

BH015809 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Interactive Media– Issue 1 – March 2005

1

Qualification titles covered by this specification

Edexcel Level 5 BTEC Higher National Certificate in Interactive Media

Edexcel Level 5 BTEC Higher National Diploma in Interactive Media

These qualifications have been accredited to the National Qualifications Framework (NQF).The Qualification Accreditation Numbers (QANs) for these qualifications are listed in Annex A.

These qualification titles are as they will appear on the learner’s certificate. Learners need to bemade aware of this when they are recruited by the centre and registered with Edexcel.Providing this happens, centres are able to describe the programme of study leading to theaward of the qualification in different ways to suit the medium and the target audience.


2

Introduction

This document contains the units and associated guidance for the National QualificationsFramework (NQF) Edexcel Level 5 BTEC Higher Nationals in Interactive Media. Each unitsets out the required outcomes and content and includes advice regarding appropriate deliveryand assessment strategies. The guidance contains further details of the teaching, learning,assessment and quality assurance of these qualifications. It includes advice about Edexcel’spolicy regarding access to its qualifications, the design of programmes of study and deliverymodes.

Structure of the qualification

BTEC Higher National Certificate

The BTEC Higher National Certificate in Interactive Media is a 10-unit qualification of whichseven are core units.

The BTEC Higher National Certificate programme must contain a minimum of five unitsdesignated at H2 level.

BTEC Higher National Diploma

The BTEC Higher National Diploma in Interactive Media is a 16-unit qualification of whichseven are core units.

The BTEC Higher National Diploma programme must contain a minimum of eight unitsdesignated at H2 level.


3

Structure of Edexcel Level 5 BTEC Higher National Certificate in Interactive Media

Unit no Core units — all seven units must be taken Unit levelH1 or H2

1 Computer Applications in Art and Design H1

2 Computing Fundamentals H1

3 Interactive Media Design and Authoring H1

4 Interactive Media Web Authoring H2

5 Historical and Contextual Referencing H1

6 Interactive Media Professional Practice H2

7 Cultural Interpretation H2

Specialist units — choose three units

8 Interactive Media Principles H1

9 Interactive Media Professional Team Brief (Unit Value 2.0) H2

10 Animation Techniques H1

11 3D Computer Modelling and Animation H2

12 Computer Interface Design Principles H2

13 Sound Production and Editing Using Interactive Media H1

14 Computer Programming Principles H1

15 Networks and Operating Systems H1

16 Object Oriented Design and Programming H1

17 Computer Systems Requirements Analysis H2

18 Website Creation and Management H2

19 Interactive Media Technology H1

20 Electronic Communication Applications H1

21 Audio Visual Techniques in Interactive Media H1

22 New Technologies in Interactive Media H2

23 Marketing Development Using Interactive Media H2

24 Professional Sound Production Using Interactive Media H2

25 Digital and Video Post Production and Editing H2

26 Image Manipulation Applications H1

27 Project Management for Learning Using Interactive Media H2

28 2D, 3D and 4D Digital Applications H1

29 Effective Lifelong Learning H2

The BTEC Higher National Certificate programme must contain a minimum of five unitsdesignated at H2 level.


4

Structure of Edexcel Level 5 BTEC Higher National Diploma in Interactive Media

Unit No Core units — all seven units must be taken Unit levelH1 or H2

1 Computer Applications in Art and Design H1

2 Computing Fundamentals H1

3 Interactive Media Design and Authoring H1

4 Interactive Media Web Authoring H2

5 Historical and Contextual Referencing H1

6 Interactive Media Professional Practice H2

7 Cultural Interpretation H2

Specialist units — choose nine units

8 Interactive Media Principles H1

9 Interactive Media Professional Team Brief (Unit Value 2.0) H2

10 Animation Techniques H1

11 3D Computer Modelling and Animation H2

12 Computer Interface Design Principles H2

13 Sound Production and Editing Using Interactive Media H1

14 Computer Programming Principles H1

15 Networks and Operating Systems H1

16 Object Oriented Design and Programming H1

17 Computer Systems Requirements Analysis H2

18 Website Creation and Management H2

19 Interactive Media Technology H1

20 Electronic Communication Applications H1

21 Audio Visual Techniques in Interactive Media H1

22 New Technologies in Interactive Media H2

23 Marketing Development Using Interactive Media H2

24 Professional Sound Production Using Interactive Media H2

25 Digital and Video Post Production and Editing H2

26 Image Manipulation Applications H1

27 Project Management for Learning Using Interactive Media H2

28 2D, 3D and 4D Digital Applications H1

29 Effective Lifelong Learning H2

The BTEC Higher National Diploma programme must contain a minimum of eight unitsdesignated at H2 level.


5

Key features

BTEC Higher Nationals are designed to provide a specialist vocational programme, linked toprofessional body requirements and National Occupational Standards where appropriate, with astrong work related emphasis. The qualifications provide a thorough grounding in the keyconcepts and practical skills required in their sector and their national recognition by employersallows progression direct into employment. BTEC Higher Nationals offer a strong emphasis onpractical skills development alongside the development of requisite knowledge andunderstanding in their sector. Learners are attracted to this strong vocational programme ofstudy that meets their individual progression needs whether this is into employment or tofurther study on degree or professional courses.

A key progression path for BTEC Higher National Certificate and Diploma learners is to thesecond or third year of a degree or honours degree programme, depending on the match of theBTEC Higher National units to the degree programme in question.

BTEC Higher Nationals in Interactive Media have been developed to focus on:

• providing education and training for a range of careers in interactive media

• providing opportunities for full-time learners to gain a nationally recognised vocationallyspecific qualification to enable them to enter employment in interactive media or progressto higher education vocational qualifications such as a full-time degree in interactive mediaor related area

• developing the knowledge, understanding and skills of learners in the field of interactivemedia

• providing opportunities for learners to focus on the development of higher-level skills in aninteractive media context

• providing opportunities for learners to develop a range of skills and techniques andattributes essential for successful performance in working life

• develop learners’ ability to manage themselves

• develop learners’ critical awareness and their ability to research and synthesise complexinformation

• develop learners’ skills in communication and presentation

• develop learners’ ability to handle information.

This qualification meets the needs of the above rationale by:

• equipping individuals with knowledge, understanding and skills for success in employmentin the interactive media area

• enabling progression to an undergraduate degree or further professional qualification ininteractive media or related area

• providing opportunities for specialist study relevant to individual vocations and contexts

• supporting individuals employed or entering employment in the interactive media area

• developing the individual’s ability in the interactive media area through effective use andcombination of the knowledge and skills gained in different parts of the programme


6

• developing a range of skills and techniques, personal qualities and attributes essential forsuccessful performance in working life and thereby enable learners to make an immediatecontribution to interactive media

• providing flexibility, knowledge, skills and motivation as a basis for future studies andcareer development in the interactive media area.

Professional body recognition

The BTEC Higher Nationals in Interactive Media have been developed with career progressionand recognition by professional bodies in mind. It is essential that learners gain the maximumbenefit from their programme of study.

Further details of professional body recognition and exemptions for BTEC Higher Nationals aregiven in the publication BTEC Professional Recognition which is available on Edexcel’swebsite (www.edexcel.org.uk).

National Occupational Standards

BTEC Higher Nationals in Interactive Media are designed to relate to the NationalOccupational Standards in the design sector at Level 5, which in turn form the basis of theDesign National Vocational Qualifications (NVQs). BTEC Higher Nationals do not purport todeliver occupational competence in the sector, which should be demonstrated in a workcontext. However, the qualifications provide underpinning knowledge for the NationalOccupational Standards, as well as developing practical skills in preparation for work andpossible achievement of NVQs in due course.

Links to National Occupational Standards are indicated in each of the units.

Through the study of core and relevant specialist units learners will cover much of theunderpinning knowledge, skills and understanding for NVQ in Design Level 3. Mappingagainst the NVQ in Design Level 3 is given in Annex B.

Qualification Requirement

Edexcel has published Qualification Requirements as part of the revision of BTEC HigherNationals. Qualification Requirements set out the aims and rationale of the qualifications andprovide the framework of curriculum content. They also identify the higher-level skillsassociated with the qualifications and any recognition by relevant professional bodies. TheQualification Requirement for BTEC Higher Nationals Interactive Media is given in Annex D.

Edexcel standard specifications titles are developed from the Qualification Requirements.Licensed centres comply with Qualification Requirements when developing BTEC HigherNationals under these standard titles.

Qualification Requirements provide consistent standards within the same vocational area andclearly identify the skills and knowledge that can be expected of any holder of an identicalBTEC Higher National. This will allow higher education institutions, employers andprofessional bodies to confidently provide progression opportunities to successful learners.


7

Higher-level skills

Learners studying for BTEC Higher Nationals in Interactive Media will be expected to developthe following skills during the programme of study:

• synthesis of a range of concepts, knowledge and skills relating to interactive media

• application of complex theories to practical realistic work situations in the interactivemedia sector

• independence of approach to study and the generation of interactive media evidence

• ability to engage with complex and/or unpredictable situations in interactive media contexts

• ability to take responsibility to manage and direct their own and others activities

• insight and judgement in relation to the margins and consequences of error

• research and investigative skills

• responsive to change and ability to multitask

• ability to innovate and work in a creative way.

BTEC Higher National Certificate

The 10-unit BTEC Higher National Certificate in Interactive Media provides a specialist work-related programme of study that covers the key knowledge, understanding and practical skillsrequired in the interactive media sector and also offers particular specialist emphasis throughthe choice of specialist units.

BTEC Higher National Certificates provide a nationally recognised qualification offeringcareer progression and professional development for those already in employment andopportunities to progress into higher education. The qualifications are mode free but they areprimarily undertaken by part-time learners studying over two years. In some sectors there areopportunities for those wishing to complete an intensive programme of study in a shorter periodof time.

This specification provides centres with a framework to develop engaging programmes forhigher-education learners who are clear about the area of employment that they wish to enter.

The BTEC Higher National Certificate in Interactive Media mainly offers a progression routefor learners who are employed in the interactive media sector.

Learners studying on the BTEC Higher National Certificate will be able to either gainemployment in the interactive media sector or continue their studies at BA or MA levels.

BTEC Higher National Diploma

The 16-unit BTEC Higher National Diploma provides greater breadth and specialisation thanthe BTEC Higher National Certificate. Higher National Diplomas are mode free but arefollowed predominately by full-time learners. They allow progression into or withinemployment in the interactive media sector, either directly on achieving of the award orfollowing further study to degree level.

The BTEC Higher National Diploma in Interactive Media provides opportunities for learners toapply their knowledge and practical skills in the workplace. Full-time learners have theopportunity to do this through formal work placements or their part-time employmentexperience.


8

The qualification prepares learners for employment in the interactive media sector and will besuitable for learners who have already decided that they wish to enter this area of work. Someadult learners may wish to make the commitment required by this qualification in order to entera specialist area of employment in interactive media or progress into higher education. Otherlearners may want to extend the specialism that they followed on the BTEC Higher NationalCertificate programme. Progression from this qualification may well be into or withinemployment in the interactive media sector.

The BTEC Higher National Diploma in Interactive Media mainly offers a progression route forlearners who are studying a Diploma in Foundation Studies (Art and Design), a NationalDiploma in Design or a National Diploma in Art and Design.

Learners studying on the BTEC Higher National Diploma will be able to either gainemployment in the interactive media sector or continue their studies at BA or MA levels.

Teaching, learning and assessment

Learners must pass all 10 units on their programme of learning to be awarded a BTEC HigherNational Certificate and all 16 units to be awarded a BTEC Higher National Diploma.

The assessment of BTEC Higher National qualifications is criterion-referenced and centres arerequired to assess learners’ evidence against published learning outcomes and assessmentcriteria. All units will be individually graded as ‘pass’, ‘merit’ or ‘distinction’. To achieve apass grade for the unit learners must meet the assessment criteria set out in the specifications.This gives transparency to the assessment process and provides for the establishment ofnational standards for each qualification.

The units in BTEC Higher National qualifications all have a standard format which is designedto provide clear guidance on the requirements of the qualification for learners, assessors andthose responsible for monitoring national standards.

Unit format

Each unit is set out in the following way.

Unit title, learning hours and NQF level

The unit title is accredited by QCA and this form of words will appear on the learner’sNotification of Performance. In BTEC Higher National qualifications each unit consists of60 guided learning hours.

Each unit is assigned a notional level indicator of H1 or H2, indicating the relative intellectualdemand, complexity and depth of study, and learner autonomy.

At H1 level the emphasis is on the application of knowledge, skills and understanding, use ofconventions in the field of study, use of analytical skills and selection and organisation ofinformation.

At H2 level the emphasis is on application and evaluation of contrasting ideas, principles,theories and practices, greater specialisation in the field of study, and an increasingindependence in systematic enquiry and analysis.

Description of unit

A brief description of the overall purpose of the unit is given, together with the key areas ofstudy associated with the unit.


9

Summary of learning outcomes

The outcomes of the unit identify what each learner must do in order to pass it. Learners mustachieve all the outcomes in order to pass the unit.

Content

This section picks up highlighted words from the outcomes and amplifies the content coveragerequired when addressing the outcomes. The content section will often provide lists of topics.Please note all aspects of the listed topics should be covered, except those that begin with ‘eg’,where items listed are merely indicative.

Outcomes and assessment criteria

Each unit contains statements of the evidence that each learner should produce in order toreceive a pass.

Guidance

This section is not prescriptive but provides additional guidance and amplification related to theunit to support teachers/deliverers and assessors. Its subsections are given below. Only thosesubsections which apply to the unit will appear.

• Delivery — offers guidance about possible approaches to delivery. The guidance is basedon the more usual delivery modes and is not intended to rule out alternative approaches.

• Assessment — provides advice about the nature and type of evidence that learners are likelyto need to produce. This subsection should be read in conjunction with the assessmentcriteria and the generic grade descriptors.

• Links — sets out the links between units. Provides opportunities for integration of learning,delivery and assessment. Any links to the National Occupational Standards will behighlighted here.

• Resources — identifies the specialist resources likely to be needed to allow learners togenerate the evidence required by each unit. The centre will be asked to ensure that thisresource requirement is in place when it seeks approval from Edexcel to offer thequalification.

• Support materials — identifies, where appropriate, textbooks, videos, magazines, journals,publications and websites that may support the delivery of the unit.

Learning and assessment

The purpose of assessment is to ensure that effective learning of the content of each unit hastaken place. Evidence of this learning, or the application of the learning etc, is required for eachunit. The assessment of the evidence relates directly to the assessment criteria for each unit,supported by the generic grade descriptors.

The process of assessment can aid effective learning by seeking and interpreting evidence todecide the stage that learners have reached in their learning, what further learning needs to takeplace and how best to do this. Therefore, the process of assessment should be part of theeffective planning of teaching and learning by providing opportunities for both the learner andassessor to obtain information about progress towards learning goals. The assessor and learnermust be actively engaged in promoting a common understanding of the assessment criteria andthe grade descriptors (what it is they are trying to achieve and how well they achieve it) forfurther learning to take place. Therefore, learners need constructive feedback and guidanceabout how to improve, capitalising on strengths, with clear and constructive comments aboutweaknesses and how these might be addressed.


10

Assessment instruments are constructed by centres. Assessment instruments should collectivelyensure coverage of all assessment criteria within each unit and should provide opportunities forthe evidencing of all the grade descriptors. It is advised that assessment criteria andcontextualised grade descriptors are clearly indicated on each assessment instrument to providea focus for learners (for transparency and to ensure that feedback is specific to the criteria) andto assist with internal standardisation processes. Tasks/activities should enable learners toproduce evidence that relates directly to the assessment criteria and grade descriptors.

When centres are designing assessment instruments, they need to ensure that the instrumentsare valid, reliable and fit for purpose, building on the application of the assessment criteria.Centres are encouraged to place emphasis on practical application of the assessment criteria,providing a realistic scenario for learners to adopt, making maximum use of work-relatedpractical experience and reflecting typical practice in the sector concerned. The creation ofassessment instruments that are fit for purpose is vital to achievement and their importancecannot be over-emphasised.

Grading Higher National units

The assessment of BTEC Higher National qualifications will be at unit level and there will beno overall grade for either the Certificate or the Diploma. This means that learners are able toaccess the qualification through a unitised approach.

Each unit will be graded as a pass, merit or distinction. A pass is awarded for the achievementof all outcomes against the specified assessment criteria. Merit and distinction grades areawarded for higher-level achievement.

The generic merit and distinction grade descriptors listed on pages 11–12 are for grading thetotal evidence produced for each unit and describe the learner’s performance over and abovethat for a pass grade.

Summary of grades

In order to achieve a pass • all outcomes and associated assessment criteria havebeen met

In order to achieve a merit • pass requirements achieved

• all merit grade descriptors achieved

In order to achieve a distinction • pass and merit requirements achieved

• all distinction grade descriptors achieved

The merit and distinction grade descriptors can be achieved in a flexible way, eg in a sequentialor holistic mode, to reflect the nature of the sector concerned.

Each of the generic merit and distinction grade descriptors can be amplified by use ofindicative characteristics. These give a guide to the expected learner performance, andsupport the generic grade descriptors. The indicative characteristics should reflect the nature ofa unit and the context of the sector programme.

The indicative characteristics shown in the table for each of the generic grade descriptors arenot exhaustive. Consequently, centres should select from the list or may construct otherappropriate indicative characteristics for their sector programme which may be drawn from theappropriate higher-level skills. It is important to note that each assessment activity does notneed to incorporate all the merit and/or distinction grade descriptors.


11

Contextualising the generic grade descriptors

The generic merit and distinction grade descriptors need to be viewed as a qualitative extensionof the assessment criteria for pass within each individual unit. The relevant generic gradedescriptors must be identified and specified within an assignment and the relevant indicativecharacteristics should be used to place the required evidence in context.

Grade descriptors

Pass grade

A pass grade is achieved by meeting all the requirements defined in the assessment criteria forpass for each unit.

Merit grade

Merit descriptors Indicative characteristics

In order to achieve a meritthe learner must:

The learner’s evidence shows:

• identify and applystrategies to findappropriate solutions

• effective judgements have been made

• complex problems with more than one variable have beenexplored

• an effective approach to study and research has been applied

• select/design and applyappropriate methods/techniques

• relevant theories and techniques have been applied

• a range of methods and techniques have been applied

• a range of sources of information has been used

• the selection of methods and techniques/sources has beenjustified

• the design of methods/techniques has been justified

• complex information/data has been synthesised andprocessed

• appropriate learning methods/techniques have been applied

• present andcommunicateappropriate findings

• the appropriate structure and approach has been used

• coherent, logical development of principles/concepts for theintended audience

• a range of methods of presentation have been used andtechnical language has been accurately used

• communication has taken place in familiar and unfamiliarcontexts

• the communication is appropriate for familiar andunfamiliar audiences and appropriate media have been used


12

Distinction grade

Distinction descriptors Indicative characteristics

In order to achieve adistinction the learner must:

The learner’s evidence shows:

• use critical reflection toevaluate own work andjustify valid conclusions

• conclusions have been arrived at through synthesis of ideasand have been justified

• the validity of results has been evaluated using definedcriteria

• self-criticism of approach has taken place

• realistic improvements have been proposed against definedcharacteristics for success

• take responsibility formanaging and organisingactivities

• autonomy/independence has been demonstrated

• substantial activities, projects or investigations have beenplanned, managed and organised

• activities have been managed

• the unforeseen has been accommodated

• the importance of interdependence has been recognised andachieved

• demonstrateconvergent/lateral/creative thinking

• ideas have been generated and decisions taken

• self-evaluation has taken place

• convergent and lateral thinking have been applied

• problems have been solved

• innovation and creative thought have been applied

• receptiveness to new ideas is evident

• effective thinking has taken place in unfamiliar contexts


13

Accreditation of Prior Learning (APL)

Edexcel encourages centres to recognise learners’ previous achievements and experiencethrough APL. Learners may have evidence that has been generated during previous study, intheir previous or current employment or whilst undertaking voluntary work that relates to oneor more of the units in the qualification. Assessors should assess this evidence against theHigher National standards in the specifications in the normal way. As with all evidence,assessors should be satisfied about the authenticity and currency of the material whenconsidering whether or not the outcomes of the unit have been met.

Full guidance about Edexcel’s policy on APL is provided on our website(www.edexcel.org.uk).

Quality assurance of BTEC Higher Nationals

The quality assurance system for BTEC Higher National qualifications, as higher-levelvocational qualifications at Level 5 on the NQF, will comprise three main components.

• approval process — a control measure to confirm that individual centres (and programmeteams) are appropriately resourced and competent to deliver a BTEC Level 5 programme ofstudy.

• monitoring of centres — a method of monitoring centres’ internal quality systems toensure ongoing fulfilment of initial requirements and, where appropriate, enhancement ofthose requirements to accommodate new qualifications.

• independent assessment — a measure that provides independence within the assessmentprocess, so that the certificated outcomes for each learner are not reliant on determinationsby individuals or groups with a vested interest in the outcome. This measure should beconsistent and reliable over time, and should not create unnecessary barriers.

Centre and programme approval

Approval to offer BTEC Higher National qualifications will vary depending on the status of thecentre. Centres that have a recent history of delivering BTEC Higher National qualificationsand have an acceptable quality profile in relation to their delivery will be able to gain approvalthrough an accelerated process. Centres that are new to the delivery of BTEC Higher Nationalqualifications will be required to submit evidence to demonstrate that they:

• have the human and physical resources required for effective delivery and assessment

• understand the implications for independent assessment and agree to abide by these

• have a robust internal assessment system supported by ‘fit for purpose’ assessmentdocumentation

• have a system to internally verify assessment decisions to ensure standardised assessmentdecisions are made across all assessors and sites.

Such applications have to be supported by the head of the centre (principal, chief executive,etc).

We communicate all approvals in writing to the head of centre in the form of a qualificationapproval letter. The approval letter will also contain a programme definition for eachqualification approved. The programme definition clearly states to the centre all units thatcomprise the qualification for which the centre is approved.


14

Monitoring centres’ internal quality systems

Centres will be expected to demonstrate ongoing fulfilment of approval criteria across allprogramme areas. This should include the consistent application of policies affecting learnerregistrations and appeals, together with the effectiveness of internal examination andstandardisation processes.

Centres may opt for a review of their provision under the quality verifier/quality reviewerarrangements, which already apply to all further education centres. Alternatively, centres maypresent evidence of their operation within a recognised code of practice, such as that of theQuality Assurance Agency for Higher Education. Edexcel reserves the right to confirmindependently that these arrangements are operating to our satisfaction.

Independent assessment: the role of the external examiner

Supporting consistency and appropriateness of centre assessor decisions

For all BTEC Higher Nationals accredited at Level 5 on the NQF, Edexcel will appointappropriately qualified subject-specific external examiners to the programme in each centre.Edexcel will define the selection, appointment and training process, together with the roles andresponsibilities of the external examiners and will communicate the details to centres in acentre handbook.

The function of the external examiner will be to review and evaluate objectively the assessmentprocess and standards of learner attainment by independently reviewing, in the first year of theprogramme, a sample of learner work (including the centre-designed assignments on which thesamples are based) selected by the external examiner, from across the programme.

When they visit centres, external examiners must be afforded reasonable access to the assessedparts of the programme, including evidence of learner performance on placement. They arerequired to:

• verify that standards are appropriate for the qualification and its elements

• assist institutions in the comparison of academic standards across similar awards nationally.

Should any disparity occur between the judgement of centre assessors and that of the externalexaminer, this will be reported to the centre and to Edexcel by the external examiner. Thecentre will be required to agree appropriate corrective action as a result of this report.

Independence in confirmation of certificated outcomes

In the final year of the programme, the external examiner will revisit the centre in order toindependently assess learner work and to evaluate centre assessor decisions on final outcomes.This process of evaluation may focus upon work in units, selected by the external examiner,that present the most appropriate evidence for this exercise. The work of all learners not alreadysampled in the first year of the programme will be reviewed.

Resolution of assessments will normally be handled at the centre’s final programme reviewboard. The external examiner will be expected to endorse the outcomes of assessment beforecertification can be authorised. Should the external examiner be unable to provide suchendorsement, certification will be withheld until appropriate corrective action has taken place.(The senior subject examiner may become involved in such instances).

The external examiner will be required to prepare a written report after each visit. The reportwill include comments from the external examiner on:

• academic standards and programme specification

• academic standards and learner performance

• academic standards and assessment


15

• the assessment process

• assessment meetings

• physical resources

• comments of learners

• meetings with staff

• external examiner practice

• issues arising from previous reports

• details of sampling

• general points, areas of good practice and major issues

• action points.

The external examiner report provides the mechanism by which the external examinerindependently verifies learner ability, endorses the validity of the assessment process andreleases certification for a cohort.

The report is a confidential document between Edexcel, the appointed external examiner, andthe centre to use for internal/external quality assurance processes. It provides the centre withfeedback on the external examining process and on the judgements that determine the externalexaminer’s decisions on endorsement, or otherwise, of learner outcomes.

Programme design and delivery

The qualifications consist of core units (which are mandatory) and specialist units. Thesespecialist units will be mostly optional and are designed to provide a specific focus to thequalification. Required combinations of specialist units are clearly set out in relation to eachqualification in the defined qualification structures provided in this document.

In BTEC Higher National qualifications each unit consists of 60 guided learning hours. Thedefinition of guided learning hours is ‘a notional measure of the substance of a qualification’. Itincludes an estimate of time that might be allocated to direct teaching, instruction andassessment, together with other structured learning time such as directed assignments orsupported individual study. It excludes learner-initiated private study. Centres are advised toconsider this definition when planning the programme of study associated with thisspecification.

Mode of delivery

Edexcel does not define the mode of study for BTEC Higher National qualifications. Centresare free to offer the qualifications using any mode of delivery that meets the needs of theirlearners. This may be through traditional classroom teaching, open learning, distance learningor a combination of these. Whatever mode of delivery is used, centres must ensure that learnershave appropriate access to the resources identified in the specifications and to the subjectspecialists delivering the units. This is particularly important for learners studying for thequalification through open or distance learning.

Full guidance on Edexcel’s policies on ‘distance assessment’ and ‘electronic assessment’ areprovided on our website.


16

Learners studying for the qualification on a part-time basis bring with them a wealth ofexperience that should be utilised to maximum effect by tutors and assessors. Assessmentinstruments based on learners’ work environments should be encouraged. Those planning theprogramme should aim to enhance the vocational nature of the BTEC Higher Nationalqualification by:

• liaising with employers to ensure that the course is relevant to the specific needs of thelearners

• accessing and using non-confidential data and documents from learners’ workplaces

• including sponsoring employers in the delivery of the programme and, where appropriate,in the assessment

• linking with company-based/workplace training programmes

• making full use of the variety of experiences of work and life that learners bring to theprogramme.

Resources

BTEC Higher National qualifications are designed to prepare learners for employment inspecific sectors. Physical resources need to support the delivery of the programme and theproper assessment of the outcomes and, therefore, should normally be of industry standard.Staff delivering programmes and conducting the assessments should be fully familiar withcurrent practice and standards in the sector concerned. Centres will need to meet any specialistresource requirements when they seek approval from Edexcel.

Please refer to the resource section in individual units for specialist resource requirements.

Delivery approach

It is important that centres develop an approach to teaching and learning that supports thespecialist vocational nature of the BTEC Higher National qualifications. The specificationscontain a balance of practical skill development and knowledge requirements, some of whichcan be theoretical in nature. Tutors and assessors need to ensure that appropriate links are madebetween theory and practice and that the knowledge base is applied to the sector. This willrequire the development of relevant and up-to-date teaching materials that allow learners toapply their learning to actual events and activity within the sector. Maximum use should bemade of the learner’s experience.

Meeting local needs

Centres should note the qualifications set out in these specifications have been developed inconsultation with centres, employers and the Design Advisory Group to the Sector SkillsDevelopment Agency on behalf of UK design employers. The units are designed to meet theskill needs of the sector and the specialist units allow coverage of the full range of employment.Centres should make maximum use of the choice available to them within the specialist units inthese specifications to meet the needs of their learners, as well as the local skills and trainingneeds identified by organisations such as Regional Development Agencies and Local Learningand Skills Councils.

Centres may not always be able to meet local needs using the units in this specification. In thissituation, centres may seek approval from Edexcel to make use of units from other standardNQF BTEC Higher National specifications. Centres will need to justify the need for importingunits from other specifications and Edexcel will ensure that the vocational focus of thequalification has not been diluted.


17

Locally-devised specialist units

There may be exceptional circumstances where even the flexibility of importing units fromother specifications does not meet a particular local need. In this case, centres can seekpermission from Edexcel to develop a unit with us to meet this need. The cases where this willbe allowable will be very limited. Edexcel will ensure that the integrity of the qualification isnot reduced and that there is a minimum of overlap and duplication of content of existing units.Centres will need strong evidence of the local need and the reasons why the existing standardunits are inappropriate. Edexcel will need to validate these units.

Limitations on variations from standard specifications

The flexibility to import standard units from other BTEC Higher National specifications and/orto develop unique locally-devised specialist units is limited to a maximum of four units in aBTEC Higher National Diploma qualification and a maximum of two units only in anyBTEC Higher National Certificate qualification. The use of these units cannot be at theexpense of the core units in any qualification.

Access and recruitment

Edexcel’s policy regarding access to its qualifications is that:

• the qualifications should be available to everyone who is capable of reaching the requiredstandards

• the qualifications should be free from any barriers that restrict access and progression

• there should be equal opportunities for all wishing to access the qualifications.

Centres are required to recruit learners to BTEC qualifications with integrity. This will includeensuring that applicants have appropriate information and advice about the qualifications andthat the qualification will meet their needs. Centres should take appropriate steps to assess eachapplicant’s potential and make a professional judgement about their ability to successfullycomplete the programme of study and achieve the qualification. This assessment will need totake account of the support available to the learner within the centre during their programme ofstudy and any specific support that might be necessary to allow the learner to access theassessment for the qualification. Centres should also show regard for Edexcel’s policy onlearners with particular requirements.

Centres will need to review the profile of qualifications and/or experience held by applicants,considering whether this profile shows an ability to progress to a Level 5 qualification. Forlearners who have recently been in education, the entry profile is likely to include one of thefollowing:

• a BTEC National Certificate or Diploma in Design or Art and Design

• an AVCE/Advanced GNVQ in an appropriate vocational area

• a GCE Advanced level profile which demonstrates strong performance in a relevant subjector an adequate performance in more than one GCE subject. This profile is likely to besupported by GCSE grades at A* to C

• other related Level 3 qualifications

• an Access to Higher Education Certificate awarded by an approved further educationinstitution

• related work experience.


18

Mature learners may present a more varied profile of achievement that is likely to includeextensive work experience (paid and/or unpaid) and/or achievement of a range of professionalqualifications in their work sector.

Restrictions on learner entry

The majority of BTEC Higher National qualifications are accredited on the NQF for learnersaged 16 years and over. Learners aged 15 and under cannot be registered for a BTEC HigherNational qualification.

Access arrangements and special considerations

Edexcel's policy on access arrangements and special considerations for BTEC and EdexcelNVQ qualifications aims to enhance access to the qualifications for learners with disabilitiesand other difficulties (as defined by the Disability Discrimination Act 1995 and theamendments to the Act) without compromising the assessment of skills, knowledge,understanding or competence.

Further details are given in the policy Access Arrangements and Special Considerations forBTEC and Edexcel NVQ Qualifications, which is on the Edexcel website(www.edexcel.org.uk). This policy replaces the previous Edexcel policy (Assessment ofVocationally Related Qualification: Regulations and Guidance Relating to Learners withSpecial Requirements, 2002) concerning learners with particular requirements.

The wider curriculum

The study of the BTEC Higher Nationals in Interactive Media provides opportunities forlearners to develop an understanding of spiritual, moral, ethical, social and cultural issues andan awareness of environmental issues, health and safety considerations, and Europeandevelopments. These wider curriculum opportunities are indicated in the units as appropriate.Mapping of wider curriculum opportunities issues is provided in Annex C.

Spiritual, moral, ethical, social and cultural issues

The specification contributes to an understanding of:

• spiritual issues through an appreciation of the spiritual dimension to interactive media,particularly when interactive media is seen through a historical context, for example inUnits 5 and 7

• moral and ethical issues are encountered throughout the BTEC Higher Nationals inInteractive Media as dealing with people will always involve the learner engaging in moraland ethical issues. A more detailed analysis is given in certain units such as Units 6 and 9

• social and cultural issues are encountered throughout the BTEC Higher Nationals inInteractive Media.

Environmental issues

Learners are shown the importance of environmental issues as they engage in interactive mediastudy as well as through experience of the interactive media industry, in Units 5 and 9.


19

European developments

Much of the content of the BTEC Higher Nationals in Interactive Media is applicablethroughout Europe owing to its global nature, even though the context of the delivery is withinthe UK. The European dimensions of interactive media are specifically addressed in Unit 22.

Health and safety issues

The BTEC Higher Nationals in Interactive Media are practically based and so health and safetyissues are encountered throughout the courses. Learners will develop awareness of the safety ofothers as well as themselves in all practical activities. Learners will also explore health andsafety issues across the interactive media industry, particularly in Unit 26.

Equal opportunities issues

Equal opportunities issues are implicit throughout the BTEC Higher Nationals in InteractiveMedia.

Useful publications

Further copies of this document and related publications can be obtained from:

Edexcel PublicationsAdamswayMansfieldNottinghamshire NG18 4FN

Telephone: 01623 467 467Fax: 01623 450 481Email: [email protected]

Related publications include:

• the current Edexcel publications catalogue and update catalogue

• Edexcel publications concerning the quality assurance system and the internal and externalverification of vocationally-related programmes may be found on the Edexcel website andin the Edexcel publications catalogue.

NB: Most of our publications are priced. There is also a charge for postage and packing. Pleasecheck the cost when you order.

Professional body contact details

SkillsetSector Skills Council for the Audio Visual IndustriesProspect House80–110 New Oxford StreetLondon WC1A 1HB

Telephone: 020 7520 5757Website: www.skillset.org


20

Creative and Cultural Skills11 Southwark StreetLondon SE1 1RQ

Fax: 0113 244 8577Website: www.ccskills.org.ukEmail: [email protected]

How to obtain National Occupational Standards

SkillsetSector Skills Council for the Audio Visual IndustriesProspect House80–110 New Oxford StreetLondon WC1A 1HB

Telephone: 020 7520 5757Website: www.skillset.orgCreative and Cultural Skills11 Southwark StreetLondon SE1 1RQ

Fax: 0113 244 8577Website: www.ccskills.org.ukEmail: [email protected]

Professional development and training

Edexcel supports UK and international customers with training related to BTEC qualifications.This support is available through a choice of training options offered in our published trainingdirectory or through customised training at your centre.

The support we offer focuses on a range of issues including:

• planning for the delivery of a new programme

• planning for assessment and grading

• developing effective assignments

• building your team and teamwork skills

• developing student-centred learning and teaching approaches

• building key skills into your programme

• building in effective and efficient quality assurance systems.

The national programme of training we offer can be viewed on the Edexcel website(www.edexcel.org.uk). You can request customised training through the website or bycontacting one of our advisers in the Professional Development and Training Team ontelephone number 0870 240 9800 to discuss your training needs.


21

The training we provide:

• is active — ideas are developed and applied

• is designed to be supportive and thought provoking

• builds on best practice.

Our training will also underpin many areas of the Higher Education Staff Development Agency(HESDA)/FENTO standards for teachers and lecturers working towards them.

Further information

For further information please call Customer Services on 0870 240 9800, or visit our website atwww.edexcel.org.uk.


22


23

Core

units


24


25

Unit 1: Computer Applications in Art andDesign

Learning hours: 60

NQF Level 5: BTEC Higher National — H1

Description of unit

The aim of this unit is to introduce learners to the creative potential of the computer in thecontext of 2D design. It will provide the opportunity to explore software and its relevance to thearea of study. It aims to provide an overview of a variety of painting, drawing, typographic anddesktop publishing software. It encourages the combination of traditional and digital designpractices, leading to innovative presentations.


To achieve this unit a learner must:

1 Use a range of painting and drawing software applications effectively and creatively

2 Digitise and manipulate objects or images effectively and creatively

3 Use typographic design applications effectively and creatively

4 Use desktop publishing and text editing software applications effectively and creatively.


26

Content

1 Painting and drawing software applications

Drawing software: eg illustration applications (vector graphics), painting applications(bitmapped graphics)

Drawing devices: eg digitising tablet, pressure-sensitive stylus, mouse, touch-screen

2 Manipulate objects or images

Software applications: eg any software which will have features like distortion, adjustcolour range, contrast, palettes and a range of tools with which to paint and adjust imagefiles

Digitise: eg digital photography, scan

Objects: eg found objects, natural objects, domestic tools

Image: eg photographs, found images, own visual work, hand-written text, word-processedtext

3 Typographic design

Font design software: any software that will enable experimentation with Bitmapped fonts,Postscript fonts, and TrueType fonts

Typographic design software: any software that will enable learners to experiment withfonts and font design using a range of tools

4 Desktop publishing and text editing

Text editing software: proprietary word processing application with automated routines, egword count, spell checker, grammar checker, formatting styles, font styles, headers andfooters


27


Outcomes Assessment criteria for pass

To achieve each outcome a learner must demonstrate theability to:

1 Use a range of paintingand drawing softwareapplications effectivelyand creatively

• use painting software applications effectively and creativelyto present a range of work

• use drawing software applications effectively and creativelyto present a range of work

2 Digitise and manipulateobjects or imageseffectively and creatively

• digitise and manipulate a range of objects in an appropriatefile format effectively and creatively

• digitise and manipulate a range of images in an appropriatefile format effectively and creatively

3 Use typographic designapplications effectivelyand creatively

• use a range of typographic design applications effectivelyand creatively

• produce a range of work showing the creative use oftypography

4 Use desktop publishingand text editing softwareapplications effectivelyand creatively

• use desktop publishing software effectively and creatively

• use text editing software applications effectively andcreatively

• prepare image, graphic and text files for use in page layoutand publicity material


28

Guidance

Delivery

An active experimental approach is required to encourage learners to broaden their creativity.Use demonstrations of software applications, research methods and health and safety practicesas an introduction to the unit.

Research is a basic skill that is developed through this unit in order to broaden learners’creative reference points. Learners should record sources carefully and accurately citingauthors, titles of books, articles, journals and publications, date of publication, place ofpublication and country of publication.

The range of devices and software mentioned is not exhaustive and learners are encouraged toresearch beyond design applications to gain a broader view of computer use.

The aim is to ensure that design learners are familiar with a wide range of essential technology.

Assessment

The following examples of evidence are suggestions. This unit offers an opportunity forexperimentation with rastor/vector and bitmap graphics. Evidence for this might be a range ofwork produced using a painting application and a range of work produced using a drawingprogramme. File size and format should be considered, particularly if the files are to bedeveloped further. The focus of this unit is on 2D applications and encourages learners to lookat the interrelationships between typography, design and image. Outcome 3 enables learners toassemble and produce a desktop-published document using the new skills acquired fromoutcomes 1 and 2. Evidence for this might be an artefact like a newsletter or an innovativecurriculum vitae.

Links

This unit aims to give learners a broad introduction to 2D digital design applications and maylink with Unit 28: 2D, 3D and 4D Applications.

This unit links with the following units in the National Occupational Standards (NOS):

• Unit 31: Elements 1 and 2

• Unit 32: Element 2

• Unit 3D: Element 3.

Resources

At the time of writing the following software would be suitable:

• painting and drawing: 2D drawing and image manipulation software applications forexample, Adobe Illustrator, Aldus Freehand, Claris Draw, Adobe Photoshop, Painter,PaintShop Pro, Claris Paint, and PhotoPaint techniques

• image manipulation: Adobe Photoshop

• font design: Fontographer

• typographic design: Illustrator, Freehand, Photoshop


29

• text editing: MS Word, MacWrite, Claris Works, Microsoft Office, WinWord

• desktop publishing: QuarkXPress, PageMaker, Publisher.

Other resources include:

• appropriate software manuals

• Computer Arts Magazine

• Creative Review

• Pernrose Annual.

Learners will need access to sources for identifying current examples of digital design andimaging. Suggested sources include the library, the internet, CD-Rom, databases, specialistpublications, galleries, exhibitions, questionnaires and interviews with practitioners.

Support materials

Books

Ballantoni J — Type in Motion — Innovation in Digital Graphics (Thames & Hudson, 2000)

Bolter D J and Grusin R — Remediation: Understanding New Media (The MIT Press, 2000)

Druckry T and Stone A R (editors) — Electronic Culture: Technology and VisualRepresentation (Aperture, 1997)

Heller S and Drennan D — The Digital Designer: The Graphics Arts Guide to New Media(Watson-Guptill Publications, 1997)

Popper F — Art of the Electronic Age (Thames & Hudson, 1997)

Websites

www.adobe.com/products/adobemag/pastissues Adobe Magazine Online Archive

www.commarts.com Communication Arts

www.dgusa-europe.co.uk Dynamic Graphics Magazine


30


31

Unit 2: Computing Fundamentals

Learning hours: 60


Description of unit

This unit gives an overview and introduction to systems hardware and software. The unit looksat systems, their operational characteristics and appropriateness for different applications. Theunit also examines programming languages and the development of programs using a high-levellanguage.



1 Analyse relevant hardware and software

2 Evaluate current architectural standards

3 Demonstrate an understanding of operating systems and low- and high-level languages

4 Demonstrate an understanding of data communications and networked computersystems.


32

Content

1 Hardware and software

Platform co-ordinations: platform combinations, Windows, Mac OS, UNIX, LINUXoperational characteristics

2 Architectural standards

CPU Architecture: Pentium 4, Power PC, Mips, CHRP

3 Operating systems and low- and high-level languages

Programming techniques: overview of machine code programming, assembly languageprogramming, translation of high-level languages, sequence selection and iteration, use ofvariables, simple programs, designs and their appropriate code

Analysis of operating systems: development of operating systems, W/MP, analysis ofplatform specific operating systems (Windows, NT, Mac OS, UNIX, LINUX)

4 Data communications and networked computer systems

COMMS standards: modes of transmission, communication lines

Network considerations: LAN and WAN, hardware and software requirements, cabling,wireless, servers, network operating systems, network topologies, protocols


33



To achieve each outcome a learner must demonstratethe ability to:

1 Analyse relevant hardwareand software

• assess machine components or subsystemsappropriate to tasks undertaken

• specify a complete computer system to meet arequirement specification (hardware and software)

• evaluate the performance of the selected system

2 Evaluate current architecturalstandards

• identify architectural configurations appropriate todifferent platforms

• identify factors affecting performance of systems

3 Demonstrate an understandingof operating systems andlow- and high-levellanguages

• analyse and evaluate machine code programming

• analyse and evaluate assembly languageprogramming

• analyse the translation of high-level languages

• use an operating system and analyse its functions

• critically evaluate different operating systems

4 Demonstrate an understandingof data communications andnetworked computer systems

• analyse and evaluate different transmission modesand communication lines

• identify and describe the components of a networkand their location in a range of configurations


34

Guidance

Delivery

A part of this unit could be delivered through lectures. However, learners need to appreciate theskills needed by programmers and should experience first-hand the creation andimplementation of code to create an interactive media presentation.

Assessment

Learners should provide a mix of evidence including applied knowledge, documented code andresearch assignments. Where learners examine systems architecture, programming languages,data communications and networks, assessment should closely map with outcome requirementsso that coverage is comprehensive.

Learners should ideally have access to various operating systems (including networks) andprogramming environments to provide a variety of experience and opportunities for collectingevidence.

Links

The unit will provide learners, from varying disciplines with an introduction to computingtechnology and fundamentals, which will underpin their understanding of the role of IT andcomputing as ‘enabling technologies’ in relation to interactive media.




Resources

It is expected that most centres will use personal computers. The delivery of the unit does notrequire a particular platform. However, a mix of platforms would be beneficial for providingthe learners with experience of different systems. Centres should also offer library resourcesproviding relevant and current information in relation to computing developments.


35

Support materials

Books

Druckery T and Stone A R (editors) — Electronic Culture: Technology and VisualRepresentation (Aperture, 1997)

Heller S and Drennan D — The Digital Designer: The Graphics Artist’s Guide to the NewMedia (Watson-Guptill Publications, 1997)

Kinkoph S and Fulton J — Computers: A Visual Encyclopedia (Que, 1994)


White R — How Computers Work (Ziff-Davis, 1997)

Websites

www.apple.com Apple

www.microsoft.com Microsoft


36


37

Unit 3: Interactive Media Design andAuthoring

Learning hours: 60


Description of unit

Through this unit learners will design and evaluate a prototype interactive media system usingan iterative approach. Through research and practice learners will identify users’ needs andcontent. Learners will design the structure, interaction and components of the interface. Apsychological understanding will be encouraged to give learners a broad understanding of theuse of colour, metaphors and navigational systems. Prototypes will be designed throughexploration of software prototyping tools and techniques.



1 Analyse and evaluate user needs effectively through task analysis

2 Originate and plan an imaginative structure for interaction and interface design

3 Assemble audio and visual components of an interactive media prototype

4 Imaginatively and creatively prepare, develop, evaluate and present prototype.


38

Content

1 Task analysis

Research: eg literature, publications, journals, electronic data, observation, questionnaire,interview, survey

Users’ needs: eg content, existing systems or methods, other similar systems, constraints ofa system, delivery platform, input, output devices

Task analysis: eg observations, task being performed, difficulties encountered, visualperception, organisation, memory constraints

Audio components: sampled sound, generated sound, digital audio, synthesised sound,audio feedback

2 Interaction and interface design

Screen design: quantity of information presented, grouping and prioritising of information,highlighting techniques, standardisation of screen display, presentation of text, use oftypography, use of graphics, use of colour for highlighting, prioritising and drawingattention; screen metaphors, navigation systems, video, guides or agents, animation, visualfeedback, language and dynamics of screen design, innovation and creativity; intrinsic andextrinsic rewards, feedback and playback

Communication styles: menus, windows, navigation systems, direct manipulation, form-filling, question and answer dialogues

3 Interactive media prototype

Plan structure: system diagram, flow chart, storyboard animation sequences, video, soundtrack, screen design, interaction, navigation system, flow chart of the system, to indicatedepth and breadth of system, linking of screens, of information, information flow indicatinginput elements and output elements

Prototype system: user-centred design, storyboards, flow diagrams, scripts, musical scores,structure map, design standards and guidelines, copyright laws

Prototyping tools: eg proprietary drawing and painting software

4 Develop prototype

Develop: improve, amend, edit, rearrange, replace, as a result of evaluation

Evaluate with: target users, computer users and non-computer literate users

Evaluate for: cross-platform file compatibility using Macintosh file formats, usingWindows file formats, browser friendly palettes, file size, file economy, file quality, andfile compression techniques, frames (Java), internet browsers (Debabeliser), assessing,evaluating, checking, requirements, usability, accuracy

Presentation considerations: eg file size, format, compression techniques, stand-aloneapplications, compiling, screen-based, point of sale, educational, entertainment, informationkiosk, CD-Rom pressing techniques, internet publishing


39




1 Analyse and evaluate userneeds effectively through taskanalysis

• research and identify users’ needs, context,environment, and possible constraints

• analyse tasks being carried out and define generalareas of difficulty or confusion

2 Originate and plan animaginative structure forinteraction and interfacedesign

• conceptualise the interactive media system

• design a basic structure from which to build aninteractive media prototype

• create, design or collect audio and visual componentsof an interactive media prototype

• research and check each component for contextualsensitivity and copyright licensing laws

3 Assemble audio and visualcomponents of an interactivemedia prototype

• combine audio and visual components with theinteractive structure

• assess visual screen design and adjust if necessary

4 Imaginatively and creativelyprepare, develop, evaluate andpresent prototype.

• prepare files for presentation

• develop interactive media prototype

• produce a written evaluation of working methods andthe development cycle


40

Guidance

Delivery

Encouraging learners to experiment will help them to broaden their creativity and becomefamiliar with the tools and technology. However, learners will need considerable support andguidance to overcome the obstacles and difficulties they will face.

Centres may wish to identify a person on the course team to act as a learning coach to alllearners. This is a relatively new role in higher education. The learning coach could holdregular weekly seminars with learners to discuss general progress and point out commonproblems. Learners need to face real problems, as preparation for those they will meetthroughout their careers. Open dialogue and critical reflection will make this a positive learningexperience.

With the ever-increasing demand for interactive media on the web, in education and industry,learners should be aware that not everyone uses the same delivery hardware. For example,development for the web brings a host of complicated issues for the Mac-based developer. Thisunit addresses the key cross-platform issues. Wherever possible, learners should be encouragedto design generally for the lowest technical baseline and specifically for the users’ needs.

Assessment

Managing an interactive media project, whether for education, training, or entertainmentpurposes, requires careful consideration of the various elements. Learners should demonstratethe ability to consider and produce an interactive media prototype from concept through tocompletion.

Concept designs should be provided in the form of sketches, notes, scripts, flow diagrams,charts, screen designs, storyboards, animatics, visual and audio materials. The overall flow ofthe system should be completed, particularly if the prototype is incomplete.

The prototype may not be complete in all aspects. However, there should be a good interactivestructure in place together with a consistent navigational system. Samples of screen designshould show consistency, organisation and prioritisation of information, usability andappropriate use of colour and text. The system should show effective use of audio feedback,music and/or speech, visual feedback, animation and/or video, overall aesthetic appeal,innovation and creative thought.

Research techniques may include the library, the internet, CD-Rom, databases, specialistpublications, galleries, exhibitions, observations, evaluations, questionnaires and interviewswith practitioners. Learners should record sources carefully and accurately citing authors, titlesof books, articles, journals and publications, date of publication, place of publication andcountry of publication. Learners should be encouraged to check facts by cross-referencing.

Intellectual property rights are at the heart of any professional interactive media production.This unit will provide a basic understanding of the various forms of intellectual property rights(for example, copyright, patent, and trademark). It will enable learners to investigate andunderstand how these rights are created, protected, acquired and exploited. Evidence may bepresented as a part of a written assignment.

Consideration must be given to the cultural and contextual sensitivity of the content.


41

Links

Unit 13: Sound Production and Editing Using Interactive Media would enable the learner tostudy the application of sound in an interactive media context. Unit 25: Digital and Video PostProduction and Editing would enable the learner to study the application of video in aninteractive media context. Unit 9: Interactive Media Professional Team Brief would enablelearners to manage a live interactive media brief. Centres may choose Unit 27: ProjectManagement for Learning Using Interactive Media to reinforce and complement therecommended approach to delivery.


• Unit 31: Elements 2

• Unit 3M: Elements 1, 2 and 3.

Support materials

Books

Gould J D and Lewis C — Designing for usability: Key principles and what designers think —Communications of the ACM, Vol. 28, no. 3, pp.300-11

Helander M — Handbook of Human-Computer Interaction (Carroll J M, Mack R L andKellogg W A — Interface Metaphors and Design) (Elsevier Science, 1997)

Laurel B — The Art of Human Computer Interface Design (Addison-Wesley, 1990)

Rubin T — User Interface Design for Computer Systems (Ellis Horwood, Chichester, 1988)

Thimbleby H — User Interface Design (Addison-Wesley, 1990)


42


43

Unit 4: Interactive Media Web Authoring

Learning hours: 60


Description of unit

The aim of this unit is to enable learners to produce interactive web pages that have interactivemedia content. The unit will cover the creation of HTML (Hypertext Markup Language) codethrough to the inclusion of Java Applets to enhance web page design and production.



1 Design a web page imaginatively and creatively using HTML code

2 Enhance a web page imaginatively and creatively using advanced HTML code

3 Produce a web page imaginatively and creatively utilising Javascript and Java Applets

4 Publish the web pages on an intranet/internet.


44

Content

1 Web page

Web page design: elements of good page design, assessing readers’ needs,hardware/software constraints, page level factors, cueing factors, publication factors

Markup languages: development of markup languages, rules to be followed when writingHTML, using markup tags, formatting HTML text

Structure tags: definition lists, unordered lists, ordered lists

Style tags: text styles, images, colours, anchors, lists and lines

Linking: linking to other areas of the same page, linking to other internet pages, usingimages to link to other areas of the page

2 Advanced HTML code

Advanced HTML: tables, forms, frames, targets, CGI scripts (common gateway interface)

VRML (virtual reality modelling language): virtual reality browsers, HTML markup for theinclusion of VRML worlds

HTML editors: types of editors/editing tools

3 Javascript and Java Applets

Javascript: development and application of Javascript

Simple scripts: Javascript and HTML, event handlers, write, dialog boxes, the status line,colours, comments, working with different browsers

Variables and values: variables and types of data, creating variables, assigning values,calculations, operator precedence, arrays, array methods, arrays of elements, stings

Program flow: testing values, loops, break, continue, branching/multiple branching with if,the conditional operator, using functions

Active pages: dates, time, timeout, scrolling text, sounds, controlling sound, the embedsarray

Working with images: image files, image objects, simple animation, animated/animatinggifs, image maps

Interactive systems: checkboxes and radios, links from lists, feedback online, checkingentries, working in frames, window control, the Javascript URL

Java Applets: the Java programming language, developing Applets, creating a threadedApplet, sending parameters to Applets, using fonts and colours in Applets, Java security

4 Intranet/internet

Server configuration: uploading HTML, file conventions, standardising structures, linkstructures to folders/directories, maintaining pages, difference between internet/intranet,registering URL (uniform resource locations), browser awareness


45




1 Design a web pageimaginatively and creativelyusing HTML code

• create HTML code using a text editor/HTML editor

• produce a web page using HTML code

2 Enhance a web pageimaginatively and creativelyusing advanced HTML code

• edit HTML code to allow inclusion of advancedHTML features

• enhance a web page to include tables, forms,choices, frames, targets, and CGI scripts

3 Produce a web pageimaginatively and creativelyutilising Javascript and JavaApplets

• edit HTML code to allow the inclusion of Javascriptand Java Applets

• produce a web page, which utilises Javascript andJava Applets

4 Publish the web pages on anintranet/internet

• access web servers in order to upload HTML andrelated files

• upload HTML and related files to web server


46

Guidance

Delivery

It is expected that the emphasis will be on a practical approach to the delivery of this unit.

A learner-centred approach would be advisable for outcome/evidence achievement, withadditional information provided in written form. There is a logical argument for delivering thisunit mainly through an intranet, with the support of appropriate learning materials.

Assessment

This unit allows the learner to develop a web page using a variety of methods. They are thenexpected to enhance the page and publish the completed pages on the web. This unit is apractical unit and learners will be expected to work independently.

Links

Although this unit could be taught as above, it is probably best thought of and assessed as a unitthat forms part of a vocationally focused assignment that embraces several units.


• Unit 32: Elements 2 and 3.

Resources

Learners will require access to suitable hardware/software combinations in order to achieve theoutcomes. Provision must be made for a web browser (Netscape Navigator or Internet Explorer)running with the Java Console machine enabled, and intranet/internet access.

Support materials

Books

Gould J D and Lewis C — Designing for usability: Key principles and what designers think —Communications of the ACM, Vol. 28, no. 3, pp.300-11






47

Unit 5: Historical and ContextualReferencing

Learning hours: 60


Description of unit

This unit introduces learners to the cultural history which informs current thought and debateabout design. Emphasis is on research and study skills and on learners acquiring sourcematerial and knowledge. Presentation skills will also be applied in a practical context.



1 Undertake in-depth research using electronic sources and paper-based materials

2 Demonstrate an understanding of creative influences through the effective interpretationand analysis of information

3 Assess, interpret and evaluate information effectively and develop a personal view

4 Present conclusions effectively.


48

Content

1 Research

Electronics sources: eg retrieval of computer-based data, internet, Opacs, CD-Rom, localand distant, films, videos

Paper-based materials: eg use of library, learning resource centre, lectures, grouppresentations, study skills, local and distant

Other sources: eg visits to collections, museums, original sources, local and distant

2 Influences

Historical and cultural histories: eg major historical movements, modern practitioners,relationship between modern practice and historical sources, current attitudes towards thearts, current cultural context, historical concepts and principles versus modern notions ofmoral and ethical practice

Making judgements: questioning, comparing, measuring, observing, evaluating

3 Information

Sources: personal research, primary, secondary

Synthesis: ideas, influences, observation, personal view

4 Conclusions

Presentation forms: eg oral presentation, illustrated written communication


49




1 Undertake in-depthresearch using electronicsources and paper-basedmaterials

• research a variety of appropriate areas of study, usingpaper-based materials effectively

• research a variety of appropriate areas of study, usingelectronic sources effectively

2 Demonstrate anunderstanding of creativeinfluences through theeffective interpretationand analysis ofinformation

• research the major historical movements and culturalattitudes that have influenced modern practitioners

• interpret and analyse information effectively

• demonstrate an understanding of creative influences

3 Assess, interpret andevaluate informationeffectively and develop apersonal view

• assess and interpret primary and secondary sources ofinformation

• evaluate information and develop a personal view

4 Present conclusionseffectively

• select and use appropriate presentation techniques tocommunicate research information


50

Guidance

Delivery

The unit should be underpinned by an introduction to the study skills and research techniquesneeded by learners. Emphasis should be placed upon the techniques themselves rather than theinformation, so that the skills can be acquired. With these skills, learners may undertakeresearch which is of practical use. It may also be appropriate to introduce learners to casestudies of research programmes that have culminated in culturally influential outcomes.

Assessment

For this unit learners will need to be familiar with a broad sweep of historical and culturaldevelopments which inform current thought and debate about design.

Presentation will be an important element in demonstrating learners’ learning. Notebooks andscrapbooks should indicate that learners understand and have developed information receivedin the lecture programme.

Learners could make an oral presentation followed by an illustrated assignment suitablyamended from the feedback received in the oral presentation. This essay should form part of thelearner’s practical work, and could be linked with practical units.

Links

Research undertaken for this unit can be linked to practical work in another unit. For exampleUnit 11: 3D Computer Modelling and Animation and Unit 24: Professional Sound ProductionUsing Interactive Media. The units could be covered by an integrated assignment that embracesboth units.



• Unit 3D: Elements 1, 2 and 3.

Resources

The Learning Resources Centre must include books, CD-Rom, newspapers, magazines,OPACS, bibliographical material available through the inter-library loan system and theinternet. Specific texts relating to the delivery of this module will be specified by the centre.

Support materials

Books





51

Unit 6: Interactive Media ProfessionalPractice

Learning hours: 60


Description of unit

The aim of this unit is to broaden learners’ knowledge of professional production and thedelivery of interactive media systems within copyright licensing laws. It offers learners theopportunity to practise interview techniques in a ‘safe’ environment. This unit will preparelearners for future interviews giving them the skills to assemble and present a high qualityportfolio. This unit will encourage learners to tailor their portfolios to different career paths.



1 Research and record the legal essentials of intellectual property rights

2 Understand the key issues of cross-platform production

3 Investigate and record the responsibilities of interactive media production management

4 Prepare a business plan.


52

Content

1 Intellectual property rights

Research: primary methods, interview, enquiry, questionnaire, survey, visiting conferences,seminars and exhibitions

Copyright: licensing, trademark and patent laws, how to create rights on intellectualproperty, effect of copyright laws on the production of interactive media, acquiring content,clearing rights, securing and protecting intellectual property, publishing and distributionarrangements

2 Cross-platform production

Conversion: file format differences, palettes and colour correction, digital audio and videofile formats, Macintosh and Windows platforms, instructional help, installation instruction,CD-Rom press considerations, systems requirements

3 Production management

Management: negotiating and tracking budgets, creating and managing a productionschedule, managing a team, interacting with clients, working with outside experts,balancing clients’ requirements with a budget

Investigation and recording: database, programming, interactive media publishingcompanies, sound production, video production, script writing, authoring, programming,production, pressing and publication

4 Business plan

Plan: set objectives, identify stakeholders, identify components of the business plan,control and evaluate the business plan, present business plan to interested parties


53




1 Research and record thelegal essentials ofintellectual propertyrights

• research and record copyright licensing laws in the contextof interactive media

• investigate and identify a range of visual and audio sourcematerial which is free of copyright restriction

• research and record the limitations and costs involved inusing a copyright licensed image, sound, video clip and anextract of written work

• present and evaluate research in an appropriate way

2 Understand the key issuesof cross-platformproduction

• utilise a file conversion software or palette development toolin own work

• adapt one interactive media example to run on two differentsystems

• operate rigorous beta tests on at least two different systems

3 Investigate and record theresponsibilities ofinteractive mediaproductionmanagement

• research and record how to budget for an interactive mediaproject from conception to completion

• research and manage a production schedule for owninteractive media work

• identify and record in a database, specialists in all aspects ofinteractive media

• identify and record in a database a range of currentinteractive media publishing companies

• maintain and update databases

4 Prepare a business plan • negotiate and identify objectives and components for abusiness plan

• identify and set criteria for the control and evaluation of abusiness plan

• prepare a business plan for presentation to an interestedparty


54

Guidance

Delivery

The delivery of this unit should include lectures, seminars, workshops and demonstrations.Learners will be required to undertake self-directed research.

Discussions with tutors, professional practitioners and peer groups will form an essential part ofpreparing for interviews.

Assessment

Evidence for outcome 1 may be presented as a written assignment.

Learners should record sources carefully and accurately citing authors, titles of books, articles,journals and publications, date of publication, place of publication and country of publication.Learners should be encouraged to check facts by cross-referencing.

With the ever-increasing demand for interactive media on the web, in education, and industrylearners should be aware that not everyone uses the same delivery hardware. Development forthe web brings a host of complicated issues for the developer. This unit focuses on the keycross-platform development issues. Evidence for outcome 2 can be produced through bothresearch and integration with other assignments.

Evidence for outcome 3 could be generated through managing an interactive media project,whether for education, training, or entertainment purposes. Learners should carefully considerthe various elements, including the installation and help documents if fonts or system items areto be installed prior to the launching of work.

The project may require the learner to work with other learners from computing, audio/video,media etc and also delegate work to other experts. This type of professional practice should beencouraged.

Learners should be encouraged to research and practise their interview techniques foroutcome 4. Professionals from the industry could be invited to these interview sessions todiscuss work and portfolios with learners in a safe environment. Evidence for this outcome maybe generated through portfolio, research and videotaped presentation.

Links

This unit is linked to Unit 9: Interactive Media Professional Team Brief. Interactive medialearners should at least consider one of these two units to provide an understanding of theindustry and professional standards and practice.


• Unit 3M: Elements 1, 2, and 3.

Resources

Useful resources may include the library, the internet, CD-Rom, databases, specialistpublications, galleries, exhibitions, questionnaires and interviews with practitioners.

Learners will need books/information on copyright licensing laws, interview techniques andmaking presentations.


55

Suggested reading

Books


Rosenzweig G — The Director 6 Book (Ventana Communications Group Inc, 1997)

Schuyler — The Business of Multimedia (Allworth Press, 1996)

Siegel D — Secrets of Successful Web Sites (Hayden Books, 1997)

Strauss R — Managing Web and Multimedia Projects (Focal Press, 2001)

Weinman L — Designing Web Graphics (New Riders, 2002)


56


57

Unit 7: Cultural Interpretation

Learning hours: 60


Description of unit

In this unit learners are encouraged to explore the idea that visual communication is often aboutreconciling personal aesthetic ambitions with commercial considerations. Learners areencouraged to produce visual material that is free of the restraints of a defined communicationstask, then adapt the work to perform a communication task. The aim of this is to explore thedesign process in reverse.



1 Through extensive research understand the nature of aesthetically driven visualcommunication

2 Utilise and manipulate imagery for a communication task

3 Develop an imaginative use for imagery that fits into the category of commercial visualcommunication

4 Evaluate the use and manipulation of imagery.


58

Content

1 Aesthetically driven visual communication

Aesthetics: in the manufactured and in the natural visual world, colour, shape, form,inherent qualities, implied association

Visual communication: exploiting the potential and characteristics of media and materials,implicit and explicit meanings eg signs, symbols, semiotics, patterns, forms, environmentalarrangements

2 Utilise and manipulate aesthetics

Interpretation and adaptation: eg memory, impact, abstract meaning and interpretation,achieving meaning

Communication and manipulated message: eg emergence of brand, cultural placement

3 Commercial visual communication

Commercial visual communications: could include corporate identity schemes, advertisingcampaigns, ranges of packaging, editorial design, typographic design

Current use of aesthetic manipulation: related to form and content, related to culturalcontext eg cultural, social, religious, political

4 Evaluate

Evaluation: in terms of client, creativity, exploration of reverse design process


59




1 Through extensiveresearch understand thenature of aestheticallydriven visualcommunication

• research extensively into the nature of aesthetically drivenvisual communication

• demonstrate own understanding of the nature ofaesthetically driven visual communication

2 Utilise and manipulateimagery for acommunication task

• produce a piece of aesthetic work based on personalpreference

• adapt ideas experimentally, exploiting media and materials

3 Develop an imaginativeuse for imagery that fitsinto the category ofcommercial visualcommunication

• produce examples of visual communication to illustrate themajor features that constitute a brand

• understand how aesthetics apply in a commercialenvironment

4 Evaluate the use andmanipulation of imagery

• evaluate the use of imagery in final visual material

• evaluate the use of manipulation

• evaluate the exploration of the reverse design process


60

Guidance

Delivery

Using learner groups will ensure each learner will experience a diversity of preferences anddevelop a respect for other opinions. Practical, studio-based exercises can be used to help alearner identify personal aesthetic preferences.

Conducting the design process in reverse (having a finished visual solution and then choosingthe client/application in which it would make effective communication) is also a valuableexperience.

Assessment

Most of the evidence for this unit will be in the form of sequential production of visualmaterial. Evidence of analysis and explanation will come from discussions supported by noteswhich can be presented separately and/or in the form of annotations to visual ideas sheets andexamples.

Links

In a general sense this unit links with all units that contain elements of either broadening ordeepening awareness of the visual culture. This unit may also link to practical units as part ofan integrated vocationally-focused assignment.




• Unit 3M: Element 2.

Resources

The widest possible access to contemporary and historical examples of specific practitionersand a range of visual cultures is needed. Learners will benefit from visits to current exhibitionsof contemporary works and established collections. Information learning technology basedresources and slide collections will allow learners to track individuals, movements or schools.

Support materials

Books

Hebdige D — Sub Culture: The Meaning of Style (Routledge, 1994)

Sparke P — An Introduction to Design and Culture in the Twentieth Century (Routledge, 1994)


61

Specialist

units


62


63

Unit 8: Interactive Media Principles

Learning hours: 60


Description of unit

The aim of this unit is to introduce learners to the potential of interactive media, and to widenappreciation of the genre for communication purposes. The unit involves studying the use andproduction of interactive media products. This unit will help learners assess the possible careeropportunities in the fields of leisure, business and industry. The importance of the designprocess in the creation of interactive media products will also be highlighted.



1 Analyse and contextualise interactive media communication forms and their role incontemporary media

2 Investigate the uses of interactive media

3 Analyse the requirements for the production of an interactive media outcome

4 Design and assemble an interactive presentation.


64

Content

1 Communication forms

Communications: historical and contemporary theories, processes of communication,interactive media approaches

Translating communication: interpreting and decoding, implied meanings, specifichistorical and contemporary works

Research: appropriate sources of information, inspiration, current trends

Contemporary media: film, web, CD-Rom, DVD

Oral skills: oral communication, presentation

2 Uses of interactive media

Applications of interactive media: interactive presentations, database retrieval systems,information kiosk applications, CAL systems, computer games, industrial simulation, pointof sale, REES — Reference, Education, Entertainment Service, etc

Development: interactive media technology for viable industry, future developments

Career paths: potential in advertising, games development, graphic design, product design,broadcasting business, leisure, industry, education, training, subcontracting specialists

3 Interactive media outcome

Influencing technology: data transfer, enabling technology, peripheral devices, softwarepackages

Media types: text characteristics, vector graphics, bitmapped graphics, sound capture,sound quality, moving image capture and incorporation, file formats, data compression,MPEG, Quicktime

Quality factors: typographic design, use of colour, use of space, psychology of design,screen size, colours, sound quality, video playback

4 Interactive presentation

Design process: brainstorming, storyboards, structure, concept of interactivity

Processes: scanning, digital photography, frame grabbing, music sampling, soundrecording, editing

Effective authoring: bringing assets together, articulating design requirements,incorporating interactivity

Programming features: simple scripting statements, looping, volume control, roll-overs

Health and safety issues: risk assessment, VDU regulations, the computer environment

Delivery systems: hardware factors, cross-platform factors, browser types, internet, CD-Rom, DVD, comparison with other media forms


65




1 Analyse andcontextualise interactivemedia communicationforms and their role incontemporary media

• define criteria, and report on the effectiveness and impact ofinteractive media as a means of communication

• analyse and compare historical and contemporary theoriesand methods of communication

• critically analyse interactive media products

2 Investigate the uses ofinteractive media

• analyse and evaluate specific interactive media applications

• report on the applications of interactive media in industry,leisure or business

• identify career paths available in industry, leisure or business

3 Analyse the requirementsfor the production of aninteractive mediaoutcome

• research in depth and specify hardware needed to produceinteractive media outcome

• plan, organise and produce an interactive presentation

• evaluate quality factors used in media types

4 Design and assemble aninteractive presentation

• generate appropriate media assets for production

• design and assemble an interactive presentation

• identify the potential of interactive media through theproduction of a prototype


66

Guidance

Delivery

Learners need to demonstrate their understanding of interactive media as a communication tool.

It is important that learners acquire an accurate picture of the nature and application ofinteractive media at an early stage in the programme.

Interactive media as a subject is still relatively new and will attract learners from a variety ofbackgrounds. Research will be important, as will a critical analysis of the effectiveness ofinteractive media products. Open discussion and debate between peers and professionalpractitioners, with learners voicing their opinions in a controlled environment, will be effectivein gaining an overall view of the potential of interactive media.

Generating simple elements and bringing them together in a prototype will introduce thepotential of interactive media products in a practical way.

The importance of design to these products should be emphasised and applied in learners’practical work.

Assessment

Evidence for outcomes 3 and 4 can be generated by the creation of interactive media products,such as storyboards, flow charts and on-screen presentations.

A written assignment can produce evidence of research into the wider use and delivery ofinteractive media. The research should lead learners to recognise the connection betweenapplication and mode of delivery. More advanced learners might wish to use an interactivemedia approach in presenting their report.

Links

The knowledge and skills acquired during this unit will be added to, and reinforced by, Unit 3:Interactive Media Design and Authoring, Unit 19: Interactive Media Technology and Unit 21:Audio Visual Techniques in Interactive Media. This unit should help learners to obtain a clearoverview of the subject and provide them with some direction regarding possible careeropportunities.

This unit links with the following unit in the National Occupational Standards (NOS):

• Unit 3D: Elements 1 and 3.


67

Resources

Because of the practical nature of this unit learners will need access to the appropriate hardwareand software. The physical resources must reflect the need to generate a range of media assetsand at this level resources should reflect those of industry. At the time of publication, softwarepackages could include:

• authoring: Macromedia Director, Macromedia Authorware, Asymetrics Toolbook,mTropolis

• graphics: Adobe Photoshop, Fractal Design Painter

• sound editing: Marcomedia SoundEdit 16

• video editing: Adobe Premier

• 3D animation: Strata studio Pro, Infini-D, 3D Studio Max, Lightwave.

Information sources will include trade magazines, eg Multimedia-Business Communication,Creative Technology, CGI Magazine, Creative Review.

Support materials

Books

General books on design methods and programming techniques will be useful. Care must betaken with the provision of technical books, which can date.

England E and Finney A — Managing Multimedia (Addison-Wesley, 2001)

Goldberg R — Multimedia Producer’s Bible: Managing Projects and Teams (John Wiley &Sons Limited, 1996)

Kristof R and Satran A — Interactivity by Design (Adobe Press, 1995)

Laurel B — Computers as Theatre (Addison-Wesley, 1993)


68


69

Unit 9: Interactive Media Professional TeamBrief

Learning hours: 120


Description of unit

The aim of this unit is to enable learners to undertake a professional project, assemble a teamand interact professionally with a client. This unit will require learners to meet clients’requirements within the resources available. Learners will have the opportunity to demonstratemany skills and abilities, including directing a development team and motivating others.Learners should be able to track resources, competently manage a production schedule andinteract professionally with clients. It is envisaged that learners will produce both an interactivemedia artefact and a final project report for assessment.



1 Negotiate the requirements of a live interactive media brief with a client

2 Assemble a development team and discuss the brief

3 Produce, evaluate and present an initial prototype

4 Develop, present and evaluate the completed outcome.


70

Content

1 Interactive media brief

Target user group: research and define users, needs, computer literacy, informationrequirements

Brief: live project, work with others, learners, professionals

Initial production schedule: results of talking with the client, presentation to the team, timemanagement plans, job descriptions, initial description of target users, system requirements,time limits, deadlines, stages, communications, addresses, phone numbers, contacts

Negotiating contracts: finance, timescale, target user group

Task analysis: feasibility study

Management: tracking budgets, managing production schedule, managing a team,interacting with clients, working with outside experts, balancing clients’ requirementswithin resources, commissioning others

2 Development team

Identification of own skills: own role, learning and expertise, identification of other skillsand expertise

Person analysis/criteria: Belbin team roles, Myers Brigg psychological type, awareness ofself-organised learning (SOL), problem-based learning (PBL), computer-based learning(CBL)

Initial concepts recording: flow charts, storyboards, screen content, concept illustrations,audio scripts, musical scores, sound samples, video samples, useful design examples, usefulscripting examples, structure diagrams and charts

Production schedule: key stages of the development, a timetable, job allocation, deadlines

Prototype phases: conceptual, prototype development, prototype evaluation, seconddevelopment, further evaluation, production, testing, evaluation trials and presentation

3 Initial prototype

Preliminary work: programmed skeletal structure, navigational palettes, search procedures,form filling procedures, databases, some graphics, visual material or sound

Interactive media components: screen design, visual imagery, text, graphics, audio samples,video samples, photographs, etc

Copyright licensing: copyright laws, effect on production, acquiring content, clearingrights, securing and protecting intellectual property, publishing and distributionarrangements

Contextual sensitivity: social, sexual, religious, ethnic, and political awareness

Prototyping tools: sound production software applications, sound manipulation software

Others: computer literate people and non-computer literate people


71

4 Completed outcome

Hardware and software specifications: operating systems, performance considerations

Technology: file format differences, palettes and colour correction, digital audio and videofile formats, Macintosh and Windows platforms, instructional help, installation instruction,CD-Rom press considerations, systems requirements

Publication format: website or CD-Rom which runs in Macintosh or Windows environment

Printing and pressing: considerations, ‘installation’ and ‘help’ documents, if fonts orsystem items are to be loaded prior to use

Evaluation: users’ requirements, usability, improvement over original or existing systems,aesthetic quality, overall quality, target user, usability trials, suitability for purpose, meetingoriginal criteria of the brief, screen aesthetics, contextual sensitivity, special needs anddisabilities awareness


72




1 Negotiate therequirements of a liveinteractive media briefwith clients

• identify and record client requirements

• recognise own area of expertise and identify other skills andlearning required to realise the client brief

• identify target user group and research their specific needs

• produce initial production schedule and list of clientrequirements

2 Assemble a developmentteam and discuss thebrief

• identify and commission a development team

• research, discuss and record the requirements of the briefwith the team

• produce and record initial concepts and delegate work

• adapt and edit the production schedule for the team, clearlyindicating the key stages of production and prototype phases

3 Produce, evaluate andpresent an initialprototype

• research and produce preliminary work and mediacomponents for initial interactive media prototype

• analyse material for copyright and contextual sensitivity

• produce a working interactive media prototype to evaluatewith the team, others and client

• record users’ feedback, observations and developmentsrequired

4 Develop, present andevaluate the completedoutcome

• develop and produce a fully working system with the teamwhich meets the client’s requirements

• evaluate the system and record observations and users’feedback


73

Guidance

Delivery

Delivery should be essentially learner-directed and should include discussions with tutors,professional practitioners, clients and the development team. However, centres may wish toidentify a person on the course team to act as a ‘learning coach’ to all learners. This is arelatively new role in higher education. The learning coach could hold regular weekly seminarswith learners to discuss general progress and point out common problems. Learners need toface real problems as preparation for those they will meet throughout their careers. Opendialogue and critical reflection will make this a positive learning experience.

With the ever increasing demand for interactive media on the web, in education and industry,learners should be aware that not everyone uses the same delivery hardware. Development forthe web brings a host of complicated issues for cross-platform development. This unit focuseson the key cross-platform development issues. Wherever possible learners should beencouraged to design generally for ease of understanding and specifically for the users’ needs.

Assessment

Learners are encouraged to initiate a live project either through external funding or interactionwith clients. The project may require the learner to work with other learners from computing,audio/video, media etc and possibly commission other experts.

The users’ needs may be defined through first-hand enquiry, observation, questionnaire etc.

Observations, evaluations, team meetings and user feedback should be recorded by video (oraudio tape where video is not appropriate) or as written minutes.

Managing an interactive media project, whether for education, training, or entertainmentpurposes, requires careful consideration of the various elements. Learners should not onlydemonstrate the ability to work with others but also know how to direct, inspire and motivate adevelopment team. Learners should be able to track a budget, manage a production scheduleand interact with clients professionally. Presentation and persuasion techniques should bepractised using video feedback and discussion. All development team meetings, evaluations,usability trials, client meetings and outcomes from these events should be documented by theteam leader and provided as evidence in a formal report.

Research techniques may include the library, the internet, CD-Rom, databases, specialistpublications, galleries, exhibitions, observations, evaluations, questionnaires and interviewswith practitioners. Learners should record sources carefully and accurately citing authors, titlesof books, articles, journals and publications, date of publication, place of publication andcountry of publication. Learners should be encouraged to check facts by cross-referencing.

Intellectual property rights are at the heart of any professional interactive media production.This unit will provide a basic understanding of the various forms of intellectual property rights(for example copyright, patent, and trademark) and will enable learners to investigate andunderstand how these rights are created, protected, acquired and exploited. Evidence may bepresented as a written assignment.


74

Links

Units which contribute directly to the delivery of this unit include Unit 4: Interactive MediaWeb Authoring and Unit 27: Project Management for Learning Using Interactive Media.Learners who are particularly interested in sound production and editing may choose tocombine this unit with Unit 24: Professional Sound Production Using Interactive Media.Learners who are particularly interested in video post-production may choose to combine thisunit with Unit 25: Digital and Video Post Production and Editing. Learners who areparticularly interested in animation may choose to combine this unit with Unit 11: 3DComputer Modelling and Animation. Centres may choose Unit 27: Project Management forLearning Using Interactive Media to reinforce and complement the recommended approach todelivery.


• Unit 3M: Elements 1, 2, 3 and 4

• Unit W: Elements 1 and 2.

Resources

At the time of publication, software used might include Debabeliser Basics, Netscape Basicsand Shockwave.

Support materials

Books

Harri-Augstein S and Webb I M — Learning to Change (McGraw-Hill, 1995)

Heller S and Drennan D — The Digital Designer: The Graphic Arts Guide to New Media(Watson-Guptill Publications, 1997)







75

Unit 10: Animation Techniques

Learning hours: 60


Description of unit

This unit aims to provide the learner with an introduction to a variety of animation techniquesused in interactive media and video. The unit will equip the learner with the knowledge andskills needed to select the technique most suitable for meeting production requirements.



1 Demonstrate an effective understanding of the concept of animation

2 Use a range of 2D animation techniques imaginatively and creatively

3 Demonstrate an effective understanding of 3D animation principles

4 Produce a QTVR (Quick Time Virtual Reality) imaginatively and creatively.


76

Content

1 Concept of animation

Storyboarding: planning, animation sequence

Sequential imagery: paper-based (flip books)

Technical issues: digitising sequential imagery, scanning, file formats — graphics, framerate eg 24, 25, 30

2 2D animation techniques

Techniques: layering images to view animation effect, stop-motion animation, using videoediting software, animation for the web

Technical issues: eg file formats, compression, output, memory for example

Target audience: consideration of audience, animation style and design

3 3D animation principles

Tools: V plane, H plane, scale, stretch, link, unlink, render, zoom, navigate

Objects: primitive objects — cube, sphere etc, light objects, camera objects

Render modes: ray trace, shade best, phong, gouraud, wireframe etc

Techniques: select, link, unlink, render

4 QTVR (Quick Time Virtual Reality)

Technical issues: equipment, technique, constraints

Stitching QTVR: panoramas

Overview of advanced features/effects: hotspots, interactivity etc


77




1 Demonstrate an effectiveunderstanding of theconcept of animation

• produce sequential paper-based images suitable forplanning animation ideas prior to production

• prepare a narrative for use in production

• identify which software is most suitable in each givensituation

2 Use a range of 2Danimation techniquesimaginatively andcreatively

• develop animation using on-screen layering techniques

• use stop-motion techniques to produce animation

• develop an animation suitable for inclusion in a webapplication

• produce an animation using still images and video editingsoftware

3 Demonstrate anunderstanding of 3Danimation principles

• create a short animated sequence using 3D animationsoftware

4 Produce a QTVR (QuickTime Virtual Reality)imaginatively andcreatively

• review currently available QTVR

• prepare a series of images suitable for QTVR

• collate images to form a QTVR

• produce an interactive QTVR


78

Guidance

Delivery

QTVR is difficult to classify. It combines elements of animation, virtual reality and coding. It isincluded in this unit to introduce learners to concepts which they can subsequently classify asthey wish. Delivery should be in the form of workshop sessions incorporating demonstrationsand formal lectures, and the use of CD-Roms, online documentation, magazines and books.Learners should be encouraged to review the work of a range of animators and research currenttrends in animation.

Assessment

Evidence will be generated throughout the unit through a combination of practical and writtentasks. It is expected that the learner will produce a short portfolio of animations demonstratingeach of the different techniques. The learner should be aware of the end use (output) of eachanimation and should have an understanding of the technique which best suits each purpose.

Links

This unit will provide an overview of animation techniques and effectiveness and provides alink to Unit 12: Computer Interface Design Principles. Animation techniques encouragelearners to be aware of animation possibilities and provide an introduction to Unit 11: 3DComputer Modelling and Animation.


• Unit 3P: Elements 1 and 2.

Resources

The equipment used should be capable of demonstrating and producing QTVR.

At the time of publication the recommended software includes Adobe Photoshop or similar(layering techniques), Adobe Premier/Avid Videoshop or similar (animation using videoediting software), Macromedia Director or similar (onion skinning), and Extreme3D/Dimensions or similar basic 3D modelling and animation software.

Support materials

Books

A wide range of suitable books are available depending on the chosen software, including:

Milburn K and Warner J — Web Animation with Macromedia Flash 2 (VentanaCommunications Group, 1997)

Taylor R — Encyclopaedia of Animation Techniques (Book Sales, 2004)

Further reading

Computer Arts

Macpower


79

Unit 11: 3D Computer Modelling andAnimation

Learning hours: 60


Description of unit

This unit aims to give the learner an understanding of the principles and practical applicationsof 3D modelling and animation on screen. The unit will enable learners to visualise and designthree dimensional space and will give them a working knowledge of 3D computer modellingand animation software. It will provide opportunities to review the work of 3D computer artists.



1 Analyse and assess the qualities and characteristics of 3D models and animation incommercial productions

2 Visualise, design and construct an imaginative 3D scene

3 Create a creative and effective 3D model within a scene

4 Produce creative and effective 3D animations.


80

Content

1 Commercial productions

Productions: interactive media, video, web

Production resources: memory requirements, machine specification, rendering time,software

Output: download time (web), machine specification, end-user

Formats: models, animations, compression

Output requirements: frames per second, frame size, resolution, colour depth, initialising,frame rate

Purpose: commercial, artistic, target audience

2 3D scene

Tools: V plane, H plane, scale, stretch, link, unlink, render, zoom, navigate

Objects: geometric, eg cube, sphere; light objects, camera objects, adding and deletingobjects

Cameras and lights: adding and deleting, naming, aiming

Lights: colours, intensity, types, invisible, positioning, rotating

Render modes: ray trace, shade best, phong, gouraud, wireframe etc

Techniques: select, link, unlink, render

Scene: indoor and outdoor, natural and scientific, imaginative and realistic, historical andcontemporary

Technical issues: eg file formats, compression, output, memory

3 3D model

Objects: extrude, freeform, spline, lathe,

Editing objects: spline form, path view, cross-section,

Linking: hierarchy (parent and child), grouping, ungrouping

Surfaces: applying, editing, composing, properties, maps, images, layers

Techniques: Boolean facility, environment maps

4 3D animations

Animation tools: sequencer (preview, spool, time bar, timelines, eventmarks), adding anddeleting, overlapping, spline-based and linear motion paths, velocity (graphs, control)

Types of animation: character animation, product animation

Animation techniques: morphing, kinematics, animating lights


81




1 Analyse and assess thequalities andcharacteristics of 3Dmodels and animation incommercial productions

• identify constraints affecting the creation and use of 3Dmodels and animations

• criticise and evaluate the qualities and characteristics of 3Danimations within a range of commercial interactive mediaand web productions

• recognise constraints in terms of hardware and software

2 Visualise, design andconstruct an imaginative3D scene

• use research to inform design ideas

• develop a scene using a selection of available geometricobjects

• use appropriate tools and techniques in the creation of ascene

3 Create a creative andeffective 3D modelwithin a scene

• use editing tools and techniques to create custom models

• select an appropriate preset object and modify according torequirements

• apply knowledge of linking and hierarchy

• use mapping techniques to create textured impressions

4 Produce creative andeffective 3D animations

• apply knowledge of 3D animation software andvisualisation skills by using different camera views

• apply morphing skills in the development of 3D animation

• develop a 3D animation which demonstrates skills incharacter animation, kinematics and inverse kinematics


82

Guidance

Delivery

Delivery should be in the form of workshop sessions incorporating demonstrations, informallectures and the use of CD-Roms, online documentation and books.

The apparently simple assessment criteria for outcomes 3 and 4 reflect the fact that 3Dcomputer modelling and animation software present learners with a steep learning curve anddemand much practice if learners are to become competent 3D developers.

Subject matter for outcome 3 should be defined by the tutor and should be sufficiently complexto fully exploit learners’ 3D modelling skills and facilitate assessment.

Assessment

Learners will undertake practical work throughout the unit, generating evidence which willculminate in the production of a 3D computer model and scene and a 3D computer animation(outcomes 3 and 4). Outcome 1 should be presented as a written piece of work and besupported by oral questioning.

Research should involve reviewing the work of a range of 3D digital artists on the internet.Learners should undertake a comparison of imagery produced for commercial output, egCD-Roms and imagery produced for artistic reasons.

Links

The unit has links with Unit 10: Animation Techniques and will expand on the animation skillsacquired within that unit. The unit may be assessed within a larger project such as Unit 3:Interactive Media Design and Authoring, rather than in isolation.


• Unit 31: Elements 1, 2 and 3

• Unit 32: Elements 2 and 3.

Resources

3D software at this level should reflect industry standards, eg Infini D, Strata Studio Pro, 3DStudio Max, Cinema 4D, Lightwave.

Interactive CD-Rom tutorials will be useful.


83

Support materials

Book

Watt A H and Watt, M — Advanced Animation and Rendering Techniques: Theory andPractice (Addison-Wesley, 1992)

Further reading

Computer Arts

Creative Review


84


85

Unit 12: Computer Interface DesignPrinciples

Learning hours: 60


Description of unit

The aim of this unit is to enable learners to investigate the design elements of user interfacesfor interactive systems. The problems of human computer interface design are inextricablylinked with graphic design for both interactive media presentations and online documentation.Learners will learn appropriate use of colour, animation, screen metaphor, navigational devices,visual and audio feedback. Through this unit learners should gain a broader understanding ofthe psychology, the principles and the practice of user interface design.



1 Identify, use and analyse an interactive system

2 Investigate and use audio feedback

3 Investigate and use visual cues

4 Design and produce an interactive interface.


86

Content

1 Interactive system

Analyse: screen components, user input, information output, LCD displays, symbols oncontrols, buttons and switches, ease of understanding by self/others, access to controls,fitness for purpose, efficacy, general usability

Task: combinations of instructions, use of a system, easy and difficult operations, audio andvisual feedback

Interactive systems: eg video recorder, calculator, telephone, remote control handset, carradio, stopwatch, electronic compass or navigational aid, camera, pager, cashpoint machine,ticket dispenser, vending machine, microwave

2 Audio feedback

Record: notes and sketches taken during research, audiotaped conversations, videotapedevents

Familiar sounds: eg sampled music, environmental sound effects, audio feedback fromusual objects and events, eg camera clicks, page turning, button clicks, switch clicks, audioreinforcement for an action performed by the user

Use of sound: eg recorded and digitised, created on the computer, MIDI, synthesised sound,audio feedback, volume changes, innovation, types of sound

Interface design: eg website, database, learning software, help system, basic drawingsoftware, search and find routine, tools

Sound editing and recording software: eg industry standard

3 Visual cues

Familiar visuals: eg use of colour for indication, red-stop, green-go, highlighting text,attracting attention, identifying, prioritising, and aesthetic appeal

Effects: eg drop shadows, frames, 3D graphics to represent depth, distance, perspective,reality, 3D objects, animation, attracting attention, indicating an event, timelapse, humour,aesthetic appeal

Interactive media and web authoring and prototyping tools: video editing and recordingsoftware, industry standard

Screen design: eg amount of information presented, grouping and prioritising ofinformation, information hierarchies, highlighting techniques, use of colour, standardisationof screen display, presentation of text, combinations of text and image, use of illusion,lighting, 3D illusion, use of graphics, animation, use of video, visual feedback, search andfind devices, navigation devices, screen metaphors, language and dynamics of screendesign, innovation and creativity


87

4 Interactive interface

Conceptualise: system diagram, flow chart, storyboard, depth and breadth of information,linking of screens and information, information input and output, design

Design: images, graphics, text, interactive areas, tools, icons, metaphors, navigation tools,search tools, help tools, layout, balance, colour, screen aesthetics, visual effects

Communication methods: menus, windows, navigation systems, direct manipulation, formfilling, question and answer dialogues

Evaluate: target user group, computer literate users and non-computer literate users,usability, enjoyment, learning experience, aesthetic appeal, design qualities fulfillingspecified criteria, cross-platform use, stability

Evidence of evaluation: audio, video, questionnaire, observations sheets, written, seminar,presentation with peers, tutors, experts and others

Present: on-screen, development work, flow charts, concepts, research, screen designs


88




1 Identify, use and analysean interactive system

• identify and use a range of simple interactive systems

• analyse and record tasks performed using interactive systems

• identify areas of difficulty or confusion within interactivesystems

2 Investigate and use audiofeedback

• gather a range of familiar audio feedback and explain theimportance of each example

• explore sound in own and others’ work

• record a range of uses for audio feedback in interface design

3 Investigate and use visualcues

• gather a range of familiar visual cues and explain theimportance of each example

• explore animated icons and effects in own and others’ work

• explore the use of colour and screen design in own andothers’ work

• use a range of visual cues in interface design

4 Design and produce aninteractive interface

• conceptualise an interactive interface in a range of ways

• use a range of prototyping tools to design an innovativeinteractive interface

• use design elements appropriately

• evaluate design and present outcomes


89

Guidance

Delivery

Learners should acquire a broad understanding of the interface and its importance in the contextof design and usability. Interesting examples of digital and analogue interface design should bemade available to learners for analysis, evaluation and discussion, in order to gain an overallview of the psychological factors of the interaction between people and machines or devices.Research and critical analysis of the effectiveness of the interface in the context of interactivemedia products should be encouraged.

An active experimental approach is required to encourage learners to broaden their thinking andcreativity. Learners are required to demonstrate a variety of research methods, and shouldinvolve themselves in discussions with tutors, professional practitioners and peer groups.

Assessment

Learners should initially analyse a system where the user has to enter or programmeinformation to receive output, and which contains a panel of controls, switches or buttons,virtual or real, on-screen or not.

Concept designs should be provided in the form of sketches, notes, scripts, flow diagrams,charts, screen designs, storyboards, animatics, visual and audio materials. The overall flow ofthe system should be completed, particularly if the prototype is incomplete.

Flow charts support the production of a prototype system that is only partially operational. Inthis context it could be used by developers to complete the structure of the system, or byassessors to gain an overall feel for the system design. Storyboards can be used to visualisesequential information, for example a series of screen designs, an animation sequence showingkey frames, or a video sequence. Diagrams or screen designs are acceptable forms of evidencefor describing interactive or non-linear material.

If the prototype is not completed, a good interactive structure should be in place together with aconsistent navigational system. Samples of screen design should show consistency,organisation and prioritisation of information, usability and appropriate use of colour and text.The system should show effective use of audio feedback, music and/or speech, visual feedback,animation and/or video, overall aesthetic appeal, innovation and creative thought.

Research techniques may include the library, the internet, CD-Rom, databases, specialistpublications, galleries, exhibitions, observations, evaluations, questionnaires and interviewswith practitioners. Learners should record sources carefully and accurately, citing authors, titlesof books, articles, journals and publications, date of publication, place of publication andcountry of publication.

Links

This unit will enable learners to investigate the use of sound and image in interface design.Learners will be able to explore the subject of sound more thoroughly in Unit 13: SoundProduction and Editing Using Interactive Media, and the subject of image design and video inUnit 25: Digital and Video Post Production and Editing. Unit 9: Interactive MediaProfessional Team Brief will enable learners to use their interface design skills in a teamproject.


90




• Unit 33: Elements 1, 2 and 3.

Resources

At the time of publication, the following software would be of use:

• Illustrator, Photoshop, Freehand

• MacroMedia Director, Authorware, Mtropolis, Visual Basic, Assymetrix Toolbook,HyperCard, SuperCard, HTML, PageMill, BBedit, FlashIt, Flash 2 animation tool

• Sound edit Pro, Sound Deck, CakeWalk

• Premiere, Media 100

Support materials

Books


Heller S and Drennan D — The Digital Designer: The Graphic Arts Guide to New Media(Watson-Guptill Publications, 1997)


Mumford E — Designing Participatively (Manchester Business School Publications, 1983)

Norman D — The Psychology of Everyday Things (Basic Books, 1990)

Papert S — Mindstorms: Children, Computers and Powerful Ideas (Perseus Publishing, 1993)


Rosenzweig G — The Director 6 Book (Ventana Communications Group Inc, 1997)


Schuyler N — The Business of Multimedia (Allworth Press, 1995)

Shneiderman B — Designing the User Interface: Strategies for Effective Human-ComputerInteraction (Addison-Wesley, 1987)


Smith E — Atkinson and Hilgard’s Introduction to Psychology (Wadsworth, 2002)





91

Unit 13: Sound Production and Editing usingInteractive Media

Learning hours: 60


Description of unit

This unit aims to highlight the importance of the sound component in interactive media andintroduces learners to the basics of digital sound recording, editing and processing. Anunderstanding of the close relationship and interdependence of sound and other media isdeveloped. The unit aims to raise learners’ awareness of sound-related issues such as genre,form and audio cohesion.



1 Collect examples of sound and experiment using digital applications

2 Research the utilisation of sound in contemporary media

3 Re-work source material collected to evoke a range of responses

4 Develop source material further to produce an interactive media presentation.


92

Content

1 Digital applications

Sound: incidental, atmospheric, environmental, voice, artificial, tonal etc

Experimental: recording/sampling, sample rates, cutting and pasting, volume modulation,reverberation, delay (echo), blending, special effects (reversing, pitch shifting, chorusing)

Digital application: editing, adding to video file, stripping from video file

File formats: compatibility with other software applications, platforms, video, tapes, DAT(digital audio tapes)

2 Contemporary media

Genre: science fiction, horror, adventure, war, period, romance etc

Applications of sound: successful, unsuccessful, to create effect, efficacy, intention,reinforcement of an action or event to prime a mood, to improve or increase the production,to use as an attraction or as a distraction

3 Range of responses

Responses: manipulating responses, priming of moods or atmospheres, juxtaposition ofmoods or atmosphere, mood transition, testing and evaluating responses to sound

Evaluate and document: source material prior to re-working, objectives, genre, efficacy,failings

4 Interactive media presentation

Develop: edit decision list, storyboard, score, special effects, time lines

Sound cohesion: the audio trail, general logic and form of the sound component

Timing: hit points, tempo, rhythm, the positive use of silence


93




1 Collect examples ofsound and experimentusing digitalapplications

• collect a range of sounds from different sources

• digitise using different sampling rates

• experiment with samples to achieve a range of effects

2 Research the utilisationof sound incontemporary media

• research the utilisation of sound in a number of contrastinggenres

• collect a range of successful and unsuccessful examples ofmedia applications of sound

3 Re-work source materialcollected to evoke arange of responses

• identify successful and unsuccessful examples from researchfor re-working

• adapt and modify to evoke a number of different responses

4 Develop source materialto produce an interactivemedia presentation

• plan and produce the synchronisation of events to sound

• develop and realise planned outcomes


94

Guidance

Delivery

An active experimental approach is required to encourage learners to broaden their thinking andcreativity in this area. Learners will need to demonstrate a variety of research methods, andshould involve themselves in discussions with tutors, professional practitioners and peergroups. The integration of assignments is encouraged wherever possible.

Through research, learners should be encouraged to develop their skills of critical analysis andto acquire an understanding of the background issues of successful and creative sound usage.

Learners should be encouraged to experiment in their own work. Through doing so they willdevelop a deeper understanding of digital editing software and exercise their creativity andediting skills.

Assessment

Critical analysis and evaluation of learners’ own and others’ work may be presented as writtenassignments in an appropriate format and may also be presented to peer groups and/or tutors fordiscussion. Learners should be able to articulate their own thinking using appropriate language,through discussion and evaluation, demonstrating a broader understanding of their creativityand receptivity to sound. Learners will develop an understanding of their own perceptions ofsound and develop their ability to articulate those perceptions rationally through discussion.

Links

This unit will provide an essential element for the learner studying interactive media and couldlink with Unit 4: Interactive Media Web Authoring and Unit 8: Interactive Media Principles. Ifthe learner wants to specialise in sound production then Unit 24: Professional SoundProduction Using Interactive Media should provide sufficient opportunities.





Resources

Useful resources include the library, CD-Rom, the internet, specialist publications, galleries,exhibitions, video, television, radio, questionnaires and interviews with practitioners. Learnersshould record sources carefully and accurately citing authors, titles of books, articles, journalsand publications, date of publication, place of publication and country of publication.

Support materials

Books

Atkinson D — The Sound Production Handbook (Routledge, 1995)

Nardantonio D — Sound Studio Production Techniques (Tab Books, 1990)


95

Unit 14: Computer Programming Principles

Learning hours: 60


Description of unit

In this unit learners will be introduced to the concepts of the programming environment. Thelearner should, after completing the unit, be able to produce well-defined, accurate design andcode completed in an appropriate medium.



1 Understand the concepts of operating systems and programming languages

2 Utilise software design techniques

3 Analyse and apply programming techniques

4 Implement formal testing procedures.


96

Content

1 Operating systems and programming languages

Pros and cons: advantages and disadvantages relating to operating systems and theirfunctions

Programming origins: history and development, languages

2 Software design techniques

Formal design: concepts methodologies, design notation

3 Programming techniques

Construction: main constructs of sequence, selection and iteration in programming code,the use of variables

Coding: simple programs, designs and their appropriate code, implementation of graphicsand sound, commenting programs, logical and compiler errors in relation to programmingcode, streamlining of code to alleviate redundancy

4 Testing procedures

Testing methodologies: concepts of testing a program, formal notations for testing,designing appropriate test data


97




1 Understand the conceptsof operating systemsand programminglanguages

• use an operating system and analyse its functions

• solve a programming problem using an appropriatelanguage

• analyse different programming languages

2 Utilise software designtechniques

• produce well-defined designs using a formal technique

• code designs in an appropriate programming language

• explain the concepts of formal design methodologies

3 Analyse and applyprogrammingtechniques

• use the main constructs of sequence, selection and iterationin programming code

• code simple programs with appropriate tasks

• identify designs and their appropriate code

• produce well-defined code without redundancy

• utilise graphics and sound in program code

4 Implement formal testingprocedures

• explain the concepts of testing a program

• use formal notation to test a program

• design test data


98

Guidance

Delivery

The delivery of this unit should be practically-based while providing the necessary detail atrelevant points. Learners should be encouraged, during programming, to give thought to thecreation of interface graphics that assist in logical navigation through an interactive mediapresentation. Learners with a wide range of programming ability would benefit fromappropriately developed learning support materials.

Assessment

Computers are totally dependent on the design and creation of software to implement processeswhich meet user requirements. Learners should provide a mix of evidence, includingdocumented code and research assignments, in which they examine different programminglanguages, their features and areas of application. The outcome relating to operating systemscan be assessed, for example, through a logbook.

Learners should, ideally, have access to various operating systems and programmingenvironments to provide a variety of experience and the opportunity to collect evidence.

Links

Unit 2: Computing Fundamentals will provide useful underpinning knowledge for learnersstudying this unit. This unit could be delivered and assessed through a vocationally focusedassignment that embraced more than one unit. The programming involved in this unit couldform part of a task that involves some programming.




Resources

Examples of programming languages used at the time of publication include Pascal, C, C++,Visual Basic.

It is expected that most centres will use personal computers. The delivery of the unit does notrequire a particular platform, but a mix of platforms would be beneficial for providing thelearners with experience of different systems. Centres should also offer library resourcesproviding relevant and current information on computing developments.

Support materials

Books

Holmes B — Introductory Pascal (Thomson Learning, 2001)

Morton J — An Introduction to Pascal (Business Education Publishers, 1993)

Saxon S — Mastering Visual Basic (Palgrave MacMillan, 1997)


99

Unit 15: Network and Operating Systems

Learning hours: 60


Description of unit

This unit will enable learners to comprehend the principles of both network and operatingsystems and identify the need for differing types of each and how they interrelate. It will alsoenable learners to design and set up various types of systems and assess the performance ofnetworked systems under a variety of conditions.



1 Demonstrate an understanding of the principles of operating systems

2 Install and configure different types of operating systems

3 Understand the concepts of networked systems

4 Implement a working system from both a hardware and a software perspective.


100

Content

1 Principles of operating systems

Operating systems: system components including service, calls, commands, types of batch,real-time, multitasking, multiuser Unix, DOS, Windows, Macintosh environments

2 Types of operating systems

Install and configure: initial installation and configuration, optimising performance,determining global parameters, including partitioning of disks, paging, segmentation, timeslicing, priority of tasks

3 Networked systems

Networks: physical requirements of a network, network communication standards, local andwide area networks (LANS and WANS)

4 Working system

Implementation: install a range of network devices, configure devices for a variety of userdemands, produce sets of guidelines for all levels of user


101




1 Demonstrate anunderstanding of theprinciples of operatingsystems

• describe the various operating system components

• identify the need for different operating systems

• use a variety of system commands in a number of operatingenvironments

2 Install and configuredifferent types ofoperating systems

• install and configure an operating system

• amend system parameters to effect an increase in responseand performance

• allocate resources to cater for user demand

3 Understand the conceptsof networked systems

• identify and evaluate network requirements

• implement a range of communication standards

• differentiate between local and wide area requirements

4 Implement a workingsystem from both ahardware and a softwareperspective

• install a range of network devices

• configure devices for a variety of user demands

• produce sets of guidelines for all levels of user


102

Guidance

Delivery

This unit should be delivered in a practical way so that learners can learn hands-on. Wherepossible, practical situations should incorporate the problems of mixed platforms and thesubsequent related problems. Visits to off-site locations may be necessary to get a widerappreciation of different network configurations.

Assessment

Evidence of outcomes may be in the form of assignments and/or projects. These may beundertaken individually or as part of a group. It is also suggested that an integrated assessmentapproach is used to bind all the requirements of the outcomes together.

Links

This unit links with Unit 2: Computing Fundamentals. It develops principles explored in thatunit, providing the learner with a broader base of inference of the subject.



• Unit 32: Element 2.

Resources

Centres do not need to use specific hardware/software. However, any hardware and softwareused must be capable of meeting the outcome requirements. Centres will be expected to usenetworked machines to facilitate delivery of outcome 3.

Support materials

Books

Fluckiger F — Understanding Networked Multimedia: Applications and Technologies (PrenticeHall, 1995)


103

Unit 16: Object Oriented Design andProgramming

Learning hours: 60


Description of unit

This unit will provide learners with an understanding of object oriented programming. It willexplore the advantages of using an object oriented approach to programming as opposed to atraditional programming language, in particular for coding software to be used in a graphicalenvironment.



1 Demonstrate an understanding of object oriented design

2 Demonstrate an understanding of the principles of object oriented programming

3 Produce a program from a design using an object oriented language

4 Evaluate the program.


104

Content

1 Object oriented design

Themes: abstraction, encapsulation, information hiding, combining data and behaviour,sharing, emphasis on object structure rather than procedure structure, synergy, abstract datatyping

2 Object oriented programming

Programming: development of, traditional versus object oriented languages, the nature ofobjects, program flow, Applet basics, the user interface, graphics, images, sounds and text,threads

3 Object oriented language

Concepts: object, object identity, class, instance, attributes, attribute type, candidate key,link, association, link attribute, multiplicity role, aggregation, message, message passing,polymorphism method, operation, inheritance, multiple inheritance

Object modelling: static structure of real world, modelling concepts associated with aboveconcepts, constraints

4 Evaluate

Test: produce test plan, evaluate operational characteristics

User: is it useable, clear, aesthetically pleasing


105




1 Demonstrate anunderstanding of objectoriented design

• demonstrate the need for diagrammatic representation ofobject oriented concepts

• apply a suitable methodology

• devise a model which captures the essential features of anobject oriented problem

• explain the requirements for data abstraction, encapsulationand abstract data typing

2 Demonstrate anunderstanding of theprinciples of objectoriented programming

• analyse the differences between structured and objectoriented programming

• describe the role of a class in abstract data types

• explain data encapsulation/information hiding

• apply polymorphism/overloading

3 Produce a program froma design using an objectoriented language

• describe the process of system design

• transform the analysis model as a basis for implementation

• produce the program using an object oriented language

4 Evaluate the program • evaluate the operational characteristics of the program

• evaluate the aesthetic appeal of the program


106

Guidance

Delivery

This unit is intended to develop concepts raised in Unit 14: Computer Programming Principles.A mix of exposition and practical activities will allow the learner to apply knowledge/skillsgained to the development of design and subsequent programs.

Assessment

Evidence of outcomes may be in the form of assignments and/or projects. These may beundertaken individually or as part of a group. It is also suggested that an integrated assessmentapproach is used to bind all the requirements of the outcomes together.

Links

This unit links to Unit 14: Computer Programming Principles in that it develops the principlesin the context of an object based system of program design and development.

Resources

Centres do not need to use a specific object oriented language, but C++ or JAVA would bepreferred.

Appropriate hardware to support the development of programs using these languages will berequired.

Support materials

Books

Holmes B — Introductory Pascal (Thomson Learning, 2001)

Morton J — An Introduction to Pascal (Business Education Publishers, 1993)

Saxon S — Mastering Visual Basic (Palgrave MacMillan, 1997)


107

Unit 17: Computer Systems RequirementsAnalysis

Learning hours: 60


Description of unit

This unit is intended to enable learners to analyse the requirements of an organisation whendeveloping interactive media applications. It will introduce learners to the procedures involvedin assessing an organisation’s present system, through to developing designs in order to createnew applications.



1 Analyse the systems employed and establish the terms of reference

2 Analyse and evaluate the problems associated with a current system

3 Undertake a feasibility study

4 Produce a detailed analysis and design.


108

Content

1 Terms of reference

Terms of reference: the nature of systems currently employed — manual,hardware/software combinations

2 Current system

Problems: defining exit criteria, defining the problem, distinguishing between cause andeffect, formally stating the problem, formally stating the objectives; statement of scope andobjectives

3 Feasibility study

Feasibility study stage: analysing terms of reference, defining exit criteria, reviewingstatement of scope and objectives, developing a logical model of the system, developingalternative physical solutions, preparing a cost-benefit analysis, preparing a requirementsspecification, preparing a feasibility study report

4 Design

Outputs: specifying the form, type, frequency and volume of output, selecting appropriateoutput media

Inputs: designing appropriate data collection and validation methods, identifying the typesof input media available, reliably estimating the volume of input documents, designinginput layouts

Files: selecting appropriate storage media, designing file structures and access methods,specifying appropriate security procedures, designing record layouts

Procedures: identifying and documenting manual and computer procedures, selecting anappropriate program design method, designing a fully refined program module,appreciating the contents and purpose of a system specification


109




1 Analyse the systemsemployed and establishthe terms of reference

• examine and evaluate current systems employed

• develop terms of reference

2 Analyse and evaluate theproblems associated witha current system

• analyse problems of the current system

• report problems using definition documentation

• produce a statement of scope and objectives fordevelopment

3 Undertake a feasibilitystudy

• produce terms of reference to undertake a feasibility study

• design a questionnaire suitable for data acquisition

• analyse questionnaire and the results of the study

4 Produce a detailedanalysis and design

• conceptualise at system level

• model and analyse data flow

• produce a report on the findings

• select and use a design method

• design and outline a system using a structured method


110

Guidance

Delivery

Learners will need to be taught a methodology to aid them in their project work and will needsupervision through all stages of the analysis. The project could be ‘live’ or scenario-based.

Assessment

Evidence will be obtained from documentation learners produce during all stages of work inthis unit. A specific methodology for the project will be at the discretion of the centre, butshould offer learners a comprehensive range of tools to aid them with their project work. It isexpected that evidence would in the main be collected via project/group work.

Links

The unit could be linked with any units within which an application (product) is beingdeveloped. The unit provides the learner with the opportunity to assess the requirements of a‘client’ and, through using a methodology, design a solution from those requirements.

Resources

Relevant texts should be available to learners, to give them supplementary information aboutselected methodologies. Learners will also need access to appropriate word processing andgraphics software to use in producing models, reports etc.

Support materials

Books






111

Unit 18: Website Creation and Management

Learning hours: 60


Description of unit

This unit enables learners to create and manage web-based applications. The focus is on theserver and the mechanisms to link web pages to databases. Although intended for the internet, itcould be taught with reference to an intranet, and the unit will deal with intranet issues.



1 Research and analyse a series of interactive web pages, websites and interactiveapplications

2 Design interactive web pages

3 Design and build websites

4 Develop interactive applications on a web server.


112

Content

1 Research and analyse interactive web pages

Web page design: elements of good page design, assessing readers’ needs,hardware/software constraints, page level factors, cueing factors, publication factors

Markup languages: markup languages (ML), structure of ML, ML tags and theirdocumentation, current ML features (tables, frames etc), current changes to ML standards

Browsers: differences between current browsers and designing to suit them, use ofJavascript, Java Applets etc

Server interaction: linking via a web server/internet with databases using current protocols,eg get, post mailto, isindex, query, ODBC

2 Design interactive web pages

Structure tags: definition lists, unordered lists, ordered lists

Style tags: text styles, images, colours, anchors, lists and lines

Advanced HTML: tables, forms, choices frames, frames and targets, CGI scripts (commongateway interface)

VRML (Virtual Reality Modelling Language): virtual reality browsers, HTML markup forthe inclusion of VRML worlds

3 Websites

Specification: website software, server operating system, server hardware andcommunications requirements, server performance and loading

Server organisation: structure of services, eg internet, ftp, gopher; structure of data, areas,aliases, management and performance analysis tools, portability

Security and integrity: backup, user access rights, file management, testing integrity of thirdparty supplied web pages, protection against aggressive attack, eg firewalls

4 Interactive applications

Server side interaction: accepting data from users and responding with appropriate actionsand responses based on using the CGI (Common Gateway Interface) or equivalent

Database connectivity: the common methods of using/accessing databases from CGIapplications eg ODBC, JDBC, SQL


113




1 Research and analyse aseries of interactive webpages, websites andwebsite interactiveapplications

• research and analyse a wide range of web pages, websitesand interactive applications

2 Design interactive webpages

• create ML web pages, a text editor and software tools

• use appropriate languages to interact with a web server

• produce a complex set of linked interactive web pages

3 Design and buildwebsites

• specify a web server and its necessary resources

• use a web server to provide a service to a range of users

• organise, on the server, relevant files written elsewhereand/or by third parties

• manage the security and currency of files on the server

4 Develop interactiveapplications on a webserver

• design, write and test an interactive application in a suitablelanguage

• link ML requests to database(s) to provide an interactiveservice to users


114

Guidance

Delivery

This unit can be delivered stand-alone if learners have some prior programming experience.The delivery should be mainly practical and centres are advised to use both simple and complexweb specifications. Learners will be expected to be involved in managing associated servers. Inaddition to the technical aspects, learners should be guided in ensuring that the web pages theyproduce are ‘user-friendly’.

Assessment

In addition to completing traditional knowledge-based assignments, learners should be asked toprovide a portfolio of documentation of the web site applications they produce. Presentationsare also appropriate, including ones given at a distance over a network to remote users.

The emphasis should be on the implementation and use of the web as an efficient andextendable source of information, rather than on the theory of networking problems.

Links

Although this unit can be delivered without pre-requisites, it is suggested that, as there aremany possible (for CGI languages (C, C++, Java, Visual Basic, scripts: Perl, Unix, idc/htx etc)learners have appropriate programming skills to use the software. There are links between thisunit and Unit 27: Interactive Media and internet Development in the BTEC Higher National inComputing.

The unit links with the following units in the National Occupational Standards (NOS):



Resources

Resources required are:

• hardware: access to appropriate computers and a LAN with a suitable web server

• software: ML tool, relevant server operating system and appropriate CGI compatiblelanguage

• library: operating system manuals, ML reference.

Support materials

Books





115

Unit 19: Interactive Media Technology

Learning hours: 60


Description of unit

Interactive media development and production needs the application of technology at all stages.This unit identifies the essential technology components that an interactive media developerwill need to use.



1 Identify interactive media technologies used in creating and maintaining interactive mediaartefacts

2 Analyse users’ technology needs for the development of an interactive media artefact

3 Develop interactive media products that use a range of technologies

4 Evaluate and select technologies suitable for communication, learning and informationtechnology.


116

Content

1 Interactive media artefacts

Technology constraints: cost, availability, speed, time, facilities, capacity, resolution,functionality

Technology exemplars: scanner, computer, operating systems, graphical user interface,screen, server, mail facilities, attachments to mail, barcode reader, application software, AVmachines, digital camera, camcorder, CD readers and writers, web software, digitising pad,ethernet cards, telecommunications

Storage devices: floppy, tape streamer, zip disk and jaz disk, drives, magneto-optical discs

2 Users’ technology needs

User needs: requirements analysis, soft systems, prototyping, specifying

Technology needs: technical specs, model numbers, version numbers, ancillary learningproducts, eg book, video, CD; leased line, speed, memory capacity

Matching user and technology needs: scenarios specified for different options, rudimentarysystems built for simple options, eg simple website built using PageMill or HTML

3 Interactive media products

Planning and designing: purposes, technologies, design, layout, configuration, links,structure, cost, timescale, prototypes

Prototypes: functionality, ease of use, non-functional requirements, eg response times;interaction with client and user in prototype refinement and acceptance

Development examples: build a website, scan photograph into a CV, apply OCR toplaintext for file conversion to HTML, edit digital video or any new artefact, create a rangeof interactive media products, build on prototypes

4 Communication, learning and information technology

Learning: self-awareness, learning styles, contextualisation and analysis, organisers

Computer and non-computer technology: contemporary technologies, promotion ofinterpersonal communication, learning assistance

New technologies: emergent technologies, new computing or otherwise

Existing technologies: storage disks (floppy, zip, jaz, optical), displays (cathode ray tube,flat screen), software packages, browsers, search engines, printers (ink-jet, colour), CDwriters, processors (Intel, Motorola)

Evaluate: classify, contextualise, scenario analysis


117




1 Identify interactive mediatechnologies used increating and maintaininginteractive mediaartefacts

• understand the effect of a range of constraints on a range oftechnologies and artefacts

• identify key technologies used by interactive mediadesigners

• create a range of interactive media artefacts that use differenttechnologies, within given constraints

2 Analyse users’technology needs for thedevelopment of aninteractive media artefact

• analyse user needs for building a range of artefacts

• analyse technology needs for a range of services andartefacts

• match and evaluate user and technology needs to create arange of options for building a prototype

• select an option from a costed set

3 Develop interactivemedia products that usea range of technologies

• plan and design an artefact within a range of user constraints

• create initial prototypes which will be refined in discussionwith the user

• fully develop a simple artefact that meets the user’s needsand technology constraints

• use appropriate technology within given constraints

4 Evaluate and selecttechnologies suitable forcommunication,learning andinformation technology

• differentiate and analyse computer and non-computertechnology used in communication, learning and IT

• identify, contrast and evaluate a range of computing toolsthat could be used for the same purposes in interpersonalcommunication and learning

• suggest and contrast ways in which emergent technologiescould be used in interpersonal communication and learning


118

Guidance

Delivery

This unit could be delivered by learners working on a group project to cost the technology andassociated needs of a small design office. For example, interactive media equipment will needto be bought to implement a business plan over a three-year period. Costs may include rental,staff pay, equipment, networking issues, internet connections, telephone bills, hardware,software and materials.

Identifying the products needed, and phasing them into the business in order to prevent cashflow problems is a good foundation for learning about the provision of high tech equipment andstaffing.

An individual assignment may contrast several emerging technologies and give reasons whythey are likely to supplant existing technology.

Assessment

Learners will gain the information and insights they need through research, critical study of arange of magazines and by searching the web. Essays, presentations and creating videos are allvalid forms of evidence.

Links

This unit goes beyond the concepts established in Unit 2: Computing Fundamentals, bydeveloping learners’ understanding and use of the latest technologies. This unit links and leadsonto Unit 22: New Technologies in Interactive Media.





Resources

Visits to local interactive media centres of research will be valuable. Many of the InformationService Providers (ISP) on the internet, such as Demon, BT internet and ClaraNet, may beprepared to host visits from centres.

Colleges should have an extensive intranet and access to the internet system set up. Use ofthese resources and knowledge of how they are supported are essential.

Learners’ knowledge of storage devices must go beyond floppy and hard drive to includewriting to CD-Roms, backing up images on Zip and Jaz drives (and knowing which to use), andhosted websites as opposed to owned websites.

Art galleries may have some modern installation art that is of relevance here.


119

Support materials

Books




120


121

Unit 20: Electronic CommunicationApplications

Learning hours: 60


Description of unit

The unit introduces learners to the principles and developments of electronic communications.It provides the learner with the opportunity to set up and use hardware and software to transferfiles and communicate interactively. The unit also examines the major developments in email,video conferencing and the internet.



1 Investigate electronic communications

2 Examine and evaluate data communication transfer methods

3 Understand and use workgroup computing and communications

4 Examine and evaluate electronic communication systems.


122

Content

1 Electronic communications

Historical: history and theory of electronic communications, current electroniccommunication standards (including ISDN), development of new standards

2 Data communication transfer methods

Moving files: file versus data transfer, transfer via global and local systems, multiple/singlesystem transfers, file compression

3 Workgroup computing and communications

Workgroups: workgroup computing, creating and adding to workgroups, resource sharing,security and management of a workgroup

Backup procedures: tapestreamer, DAT tapes

Security levels: password, data encryption/security measures

4 Electronic communication systems

Electronic mail: email features, addressing, mime, mail lists, local area and wide area emailsystems, mail in, mail out, records

Fax: facsimile machines, fax modems, software, internet transmission

Video/teleconferencing: hardware/software requirements, local/wide area conferencing

Internet communications: internet protocol, transmission control protocol (tcp), domainname system, WWW, HTML


123




1 Investigate electroniccommunications

• explain the history and theory of electronic communications

• explain current electronic communication strategies

• analyse the development of new standards

2 Examine and evaluatedata communicationtransfer methods

• use file and data transfer methods

• undertake file and data transfer via local and global systems

• undertake data and file transfer from a multiple system to asingle system

3 Understand and useworkgroup computingand communications

• use workgroup features and share files

• create and amend user profiles

• implement backup procedures

• allocate a variety of security levels

4 Examine and evaluateelectroniccommunication systems

• set up, use and maintain an email system

• develop and use video conferencing systems

• install and customise dedicated fax software

• use different methods for transferring data on the internet

• browse and search for information on the internet


124

Guidance

Delivery

Learners will benefit from a practical approach to developing skills. Establishing links withother institutions through email, video-conferencing and fax will enhance communicationskills.

Assessment

Evidence for outcome 1 can be generated by setting a written assignment. The evidence willneed to show research and understanding of the history of, and standards used in, electroniccommunications.

A practical assignment could produce evidence which would cover outcomes 2, 3 and 4.

Links

This unit is designed to introduce all learners to electronic communications. The unit assumesno prior knowledge of the subject. The unit is designed to provide a framework upon whichlearners could further develop their knowledge and understanding in other units. For example,Unit 14: Computer Programming Principles, Unit 15: Networks and Operating Systems andUnit 16: Object Oriented Design and Programming.



Resources

Because of the practical nature of outcomes 2, 3 and 4 learners will need access to networkedcomputer systems, including the internet. Outcome 4 needs suitable combinations ofhardware/software. Learners will need sufficient rights of access to the system to meet all of theoutcomes.

Information sources will include textbooks on data communications and local area networks,computer magazines, and companies which manufacture communications hardware or softwareand network software, or which offer network access facilities and support.

Support materials

Books

Brown J — Contemporary Electronic Communication (McGraw-Hill, 1989)

Snyder I — Silicon Literacies: Communication, Innovation and Education in the ElectronicAge (Routledge, 2002)

Young P — Electronic Communication Techniques (Macmillan, 1993)


125

Unit 21: Audio Visual Techniques inInteractive Media

Learning hours: 60


Description of unit

The aim of this unit is to help learners develop the skills necessary to create audio and visualassets for inclusion in interactive media products. It also introduces learners to the roles ofaudio and video as communication tools. It enables the learner to appreciate the importance ofpre-production planning and develop skills in efficient digitisation and compressiontechnologies suitable for final output.



1 Understand the concepts involved in pre-production

2 Capture and digitise audio and video materials from a range of sources

3 Understand and use audio and video compression technologies and store materialefficiently

4 Demonstrate an understanding of the use of audio and video sequences to communicateideas and information.


126

Content

1 Pre-production

Planning: scripting, storyboarding and planning for video and audio acquisition

Shooting to edit: (ie the ability to film with editing in mind), cut aways, types of shot, close-ups, long shot

2 Range of sources

Video: use of video camcorders, Hi 8, VHF, types of tape, quality

Audio: use of portable recorders for the capture of audio, spoken work, sounds, events

Technical issues: use of time code, microphone types and uses, recording levels, signalstrength, stereo/mono audio

Digitise: knowledge of video capture software, equipment types, levels of professionalism

3 Compression technologies

Terminology: video and audio protection terminology, codec (compression/decompressiontechnologies) suitability for different purposes and playback rates, resolutions

Storage: managing, organising and storing video and audio clips, choice of storage media,saving preview files etc

Output: MPEG, Quicktime, Mov, AVI, PC Mac formats

Organise: label, file, master, master edit

4 Audio and video sequences

Camera shots: angles, types and their uses in communicating narrative (wide-angle,establishing shot etc), knowledge of target audience

Titling: generating, including static and animated titles and text, colour balance,

Audio: types and uses in communicating narrative

Choice of output media: recording levels, signal strength, stereo/mono audio


127




1 Understand the conceptsinvolved in pre-production

• prepare scripts and storyboard shots prior to the shoot

• provide a shot list which shows consideration for continuityand shooting to edit

• record a video sequence which demonstrates differentcamera shots and angles

• describe the function of shot types and audio clips in theproduction of narrative

2 Capture and digitiseaudio and video materialsfrom a range of sources

• plan and organise for video and audio acquisition

• operate a range of video and audio capture devices

• gather and store appropriate images and sounds for videoand audio sequences

• select the appropriate techniques for the task

3 Understand and use audioand video compressiontechnologies and storematerial efficiently

• compress video and audio sequences at a variety ofresolutions suited to a pre-determined range of finalpurposes

• explain the function of compression and its effects on imagequality and playback rates

• organise and store video and audio clips for future editing

• use appropriate compression technologies in interactivemedia projects

4 Demonstrate anunderstanding of the useof audio and videosequences tocommunicate ideas andinformation

• edit together a series of images and sounds into a coherentfinal sequence

• produce sequences which effectively communicate pre-determined information and ideas


128

Guidance

Delivery

Demonstrations would enable learners to learn to use the appropriate technology. Technicallearning may also be achieved through online learning materials, CD-Roms, lectures, printedmanuals and handouts.

Short screenings of professional and historical work, seminars and critiques of ongoing learnerwork should all be integral methods of delivery. A final group critique should be used to assistassessment.

Assessment

Practical evidence should be generated through setting a project brief which covers all theoutcomes. This should result in a sequence of edited video and audio material along withstoryboards of initial project responses, further notes, sketches and diagrams showing how theproject developed. Submission of notes on technical aspects of production will provide ameasure of the learner’s understanding of the communication processes.

This unit assumes no prior editing skills but introduces learners to the basics of editing audioand video sequences (from capture through digitisation to compilation) so that they candemonstrate an understanding of audio and video as communication tools. The aim is not toprovide learners with editing skills but, as stated, to help learners create assets suitable forinclusion into interactive media products.

Links

This unit provides essential skills for Unit 3: Interactive Media Design and Authoring and Unit9: Interactive Media Professional Team Brief. It provides the pre-requisite skills for thefollowing specialist units; Unit 13: Sound Production and Editing Using Interactive Media andUnit 25: Digital and Video Post Production and Editing.




Resources

It is essential that learners have access to the necessary hardware, software and peripheraldevices to produce the required practical work.

A range of CD-Roms, key websites and appropriate gallery exhibitions will provide importantdemonstrations of current industry work, standards and specifications.


129

Support materials

Magazines and journals

Appropriate business and interactive media journals should be available, for example:

Business Communication

Creative Technology

CGI magazine

Advertising and graphic design journals will address broad issues of time based design forexample:

Advertising International

Creative Review

Eye Graphics Campaign

Contemporary fine art magazines will also be useful sources of information and inspiration forpractical work, for example:

Art Monthly

Art Review

Flash Art

Frieze

Parquette

World Art


130


131

Unit 22: New Technologies in InteractiveMedia

Learning hours: 60


Description of unit

This unit is intended to provide learners with an insight into new developments in interactivemedia-related technologies. Technology is constantly evolving, changing and re-defining theway that we use it. It is important to keep abreast of new developments and view them in thecontext of previous releases. Learners are encouraged to work in a limited way with someaspect of emergent technologies. Their work should be outside the usual areas of existingpractise.



1 Research and evaluate the impact of hardware and software developments

2 Use at least one new technology effectively

3 Using new technology, produce a proposal for an interactive media product

4 Evaluate interactive media products and assess the likely impact on future developments.


132

Content

1 Hardware and software developments

Hardware: sound, video and graphics cards, MMX technology, CD-Roms and writers,DVD, networks for internet access

2 New technology

Software: CBT, home entertainment, web browsers, HTML

Types: 3 generation communications, interactivity, multiused web linked environments

3 Interactive media product

Application: games, display, teaching tool

3 Future developments

Storage: CD-Roms and writers, Jaz and Zip drives, disk technology, archiving andcompressing data

Operating environments: Windows NT, Macintosh, Unix, inter-platform transferability

Developments: keeping up to date, CE compliance (European standards), componentinterchange, future developments


133




1 Research and evaluate theimpact of hardware andsoftware developments

• research and evaluate the impact of software and hardwaredevelopments

2 Use at least one newtechnology effectively

• use a new technology in a project

3 Using new technology,produce a proposal for aninteractive mediaproduct

• produce a prototype interactive media product based on anew technology

4 Evaluate interactivemedia products andassess the likely impacton future developments

• evaluate the potential of the interactive media product interms of the end-user

• assess the likely impact of the new technology used oncurrent interactive media practice


134

Guidance

Delivery

The unit can be delivered as a stand-alone unit if learners have an awareness of interactivemedia. The unit is designed to give learners the opportunity to research developments in newtechnology and in relation to interactive media. Delivery will, in the main, be to guide thelearners rather than direct them. The taught aspects of the unit will be delivered bylectures/seminars and appropriate case studies.

Assessment

Learners should be given the opportunity to develop an awareness of developments in hardwareand software in relation to interactive media. Evidence is likely to be in the form of researchassignments and practical work embracing a new technology. Learners are not expected todevelop full blown solutions, they could work at the prototype stage. However, they shouldwork with a technology that is not readily accessible due to its newness.

Links

This unit is designed to link with all units concerned with interactive media. The unit exploresdevelopments in new technologies in the field of interactive media, and will provide learnerswith an awareness of present, emerging and future technologies across the scope of the course.






Resources

At the time of publication, the following programming languages would be suggested for use:CH, JAVA, Visual Basic, JAVA Script.

Learners will require access to reference material in order to undertake research.

Possible sources for research may include CD-Rom, internet, databases, specialist publications,interactive media trade fairs/publications.

Appropriate hardware/software combinations will be required to facilitate the required researchobjectives.

Centres should also offer library resources providing relevant and current information inrelation to computing developments.


135

Support materials

Books

Greenberger M — Technologies for the 21st Century: On Multimedia (Council for Technologyand the Individual, 1990)

Irwin J D — Emerging Multimedia Communication Technologies (Prentice Hall, 1998)

Liebowitz J — Interactive Multimedia: Technologies, Applications and Trends (LionheartPublishing, 1994)


136


137

Unit 23: Marketing Development UsingInteractive Media

Learning hours: 60


Description of unit

Business success requires effective marketing of products and services. The media play animportant role in most marketing plans and interactive media technologies have enhanced thevitality and immediacy of such marketing plans. Producers of digital media goods and serviceshave to market themselves to gain audiences and clients. Traditional physical distributionchannels are being replaced, particularly for services and entertainment, by digital distributionchannels such as the internet.



1 Prepare a marketing strategy for the launch of a new interactive media service

2 Develop and plan an advertising campaign

3 Understand the changes affecting distribution channels for digital media products

4 Use interactive media tools to create advertising products.


138

Content

1 Interactive media service

Marketing: functions, roles and contributions, internal (in-house) and external (agenciesand consultants), target markets

Concepts: customer focus, the marketing mix, segmentation, branding, promotion,marketing and quality

Research: methods, agencies for different media (press, magazines, radio, television),standards councils, existing advertising and marketing approaches for a given market

Markets and channels: advertising over the web, use of sound and graphics, sale ofsoftware, games, chat lines, financial services, virtual companies, interactive television viasatellite, digital payment systems, eg Visa

2 Advertising campaign

Strategy: objectives, plans, customer needs and wants

Elements: image, content, market spread, segmentation, market share, the marketing mix

Plan: scheduling and advertising, booking space, direct response marketing, subliminalmarketing, budgets, analysing a client brief, identifying audience characteristics,identifying product and/or service characteristics to determine the message or content,delivery channels, advertising campaign, case studies

Promotional work: public relations, supplementary approaches to advertising promotionalactivities, sponsorship, ‘plugs’, gifts, prizes, corporate hospitality, use of celebrities, stagedevents

3 Digital media products

Changes: digitalisation, globalisation, societal forces, economic forces, spending power,political policies of liberalisation, political realignment, competition, convergence, from anagrarian society to an industrial society to technological society

Distribution channels: traditional non-digital goods, mass-production: wholesaler, retailer,

Transportation approaches: road, rail, sea, air, letter and parcel post,

Digital distribution: radio, television, cable, satellite, telephone, email, web and webTV,pagers, GSM (Group Spéciale Mobile — standard European digital cellular system)

Digital business and businesses: selling services on demand, telephone call centres, radio,television, telephone and call minding services, information service providers, digitalonline ticket sales, e-commerce TV shopping channels (virtual malls and stores), web nameregistration services, news and financial services (eg Reuters), digital betting (eg Nationallottery), use of email and web for promotional support, digital cash, secure transactionpayment systems, diversification, digitisation, disintermediation, globalisation


139

4 Advertising products

Interactive media tools: animation, colour, rendering, authoring, interactivity, programming(‘Applets’), editing, modelling, sound files, video and sound editing

Creativity and design: brainstorming, pairing (commercial artist and copy writer, producerand director), creative agencies, pre- and post-production houses, the power of a good idea,turning concept into reality

Digital advertising products: the digitised image, posters, covers (book or CD), flyers, thedigitised logo, animated logo, digitised voice, voice-over, titling, 3D effects for icons, PC-based editing suites, small-scale edited Quicktime movies (like TV commercial suitable forcable TV), registration page, movie clip, digital images


140




1 Prepare a marketingstrategy for the launch ofa new interactive mediaservice

• research a market and use marketing techniques

• critically analyse and contrast market research findings in arange of different media by examining existing campaigns

• identify the advantages of many digital markets anddistribution channels

2 Develop and plan anadvertising campaign

• critically evaluate the different elements in a marketingstrategy

• construct the plan to run an advertising campaign, of anappropriate type in a variety of media

• design packaging and/or products for prototype promotionalartefacts

3 Understand the changesaffecting distributionchannels for digitalmedia products

• determine and analyse the changes taking place in thenetworked interactive media world

• critically evaluate the different distribution channels foradvertising purposes, ranging from broadcasting to narrowcasting

• distinguish between the emerging digital businesses

• analyse the different opportunities for marketing presentedby different emerging digital distribution channels

4 Use interactive mediatools to createadvertising products

• handle and use a range of interactive media authoring tools

• create a range of designs for products in different digitalmedia for an advertising campaign

• produce and edit a digital movie product using a PC-basedediting suite


141

Guidance

Delivery

An active approach is required in small syndicate groups. Each group could be given a pair ofsimilar products to market. Learners will research the market, capture examples of currentadvertising in a range of media, and critically evaluate the opportunities afforded by the newdigital media and associated distribution channels.

Assessment

Research and planning are basic skills for learners at this level. Learners could use theirresearch to produce essays on the marketing theme, produce an advertising campaign and thenimplement it by planning and producing promotional artefacts (CD covers, flyers). As a laterassignment, they could move on to create their own edited TV commercial (cable or radio).Finally they should present their results.

Proposals should be planned, costed and prototypes created. Each learner will produce anindividual report and participate in a formal presentation (or pitch). The presentation shouldinvolve all the team, each member speaking for no more than a minute at any one time. Theoverall duration would be about 20 minutes.

Links

It is likely that some learners will want to carry out similar work on the market researchrequired for producing a television commercial in their final year project.





Resources

At the time of publication Amazon.com is an example of a virtual company; Pipex and Demonare examples of Information Service Providers. Barclay Square on the web is an example of avirtual mall; and Macromind Director, Supercard Premier and Hypercard are examples ofInteractive Media Authoring tools.

Interactive media tools and digital editing software will be essential. Web links will be neededto access many digital services.


142

Support materials

Books

Fletcher K — Marketing Management and Information Technology (Prentice Hall, 1995)

O’Connor J and Galvin E — Marketing and Information Technology (Prentice Hall, 1999)

Proctor T — Essentials of Marketing Research (Prentice Hall, 1999)

Further reading

Marketing Week and Marketing (www.marketing-week.co.uk)


143

Unit 24: Professional Sound Production UsingInteractive Media

Learning hours: 60


Description of unit

This unit aims to develop the learner’s knowledge of digital post-production with particularemphasis on professional practice. It offers opportunities for learners wishing to specialise indigital sound.



1 Analyse, experiment and document narrative sound and use sound processing techniques

2 Experiment with combining sounds of different types and analyse their relationships

3 Experiment with combining sound and image and analyse their relationships

4 Develop own work using an assortment of sound editing and processing techniques.


144

Content

1 Narrative sound

Narrative styles: for different uses, spoken, non-spoken, sung, dialects, powerful, dominant,assured, sexy, innocent

Delivery: speed, rhythm, tone, volume, pace

Sound processing techniques: de-essing, pitch shifting, noise gates, equalising,manipulating, sampling of parts separately and mixing, position placement and panning,reverberation, sampling synthesisers, echo, distortion, volume modulation, delay, echo,blending, special effects, reversing, pitch shift, chorusing

Sound editing techniques: digital wave file editing applications, sample rates, bits persample, cutting and pasting, understanding formats of other files

Utilisation of sound: evoking responses, smoothing transitions, priming and establishingatmospheres, reinforcing actions and events, listeners’ expectations — working with themor against them, qualifying or reinforcing sounds, connotations of sound

2 Combining sounds

Sound types: narration, music, synthesised, natural, ambient, incidental, othercombinations, synergistic sound pairs

Composition and interplay: combining of several sounds, form, logic, and coherence

Spatial context: spatial placement through panning, frequency placement and mixing

Volume modulation: complementary, volume subsidence and interplay

3 Combining sound and image

Sound and image: advertising commercials, music concerts, synaesthesia (Kandinski andothers), awareness of when and when not to combine, the effect of sound without image,preparing or priming for image, the effect of image without sound, subordination of imageor sound, engineering an overall effect

Mood: anticipation of events, evoking response, smoothing transitions, reinforcing actions,listeners’ expectations, juxtaposition of moods or atmosphere, hit points and timing,engineering an overall effect

Digital editing software: industrial standard

4 Sound editing and processing techniques

Organise: planning, logistics, professional conduct

Record presentation: video recording, questionnaires, interview, present and discussresponses with peers, tutors, and others

Prepared environment: selected by the learner, location for presentation, effects of thechosen location


145




1 Analyse, experiment anddocument narrativesound and use soundprocessing techniques

• research, analyse, and document narrative sound, presentingexamples of its usage and efficacy

• experiment with narrative sound through a range of ownwork, demonstrating an understanding of narrative styles andgenres

• use sound processing and editing techniques to refine andrecord work

2 Experiment withcombining sounds ofdifferent types andanalyse theirrelationships

• experiment with pairs of sound types in own work, showingimagination in their composition and interplay

• show an awareness of spatial context and volumemodulation

3 Experiment withcombining sound andimage and analyse theirrelationships

• research, analyse and document links between sound andimage

• portray an understanding of mood in the combination ofsound and image through own work

4 Develop own work usingan assortment of soundediting and processingtechniques

• initiate and define own project

• prepare an edit decision list, demonstrating an understandingof form, timing and use of sound

• develop and refine sound through editing and processingtechniques

• organise and present sound work in a prepared environment


146

Guidance

Delivery

An active experimental approach is required to encourage learners to broaden their thinking andcreativity. Learners will be required to demonstrate a variety of research methods, and shouldinvolve themselves in discussions with tutors, professional practitioners and peer groups. Theintegration of assignments with other units is encouraged, wherever possible.

Assessment

Through research, learners should be encouraged to develop their skills of critical analysis andto acquire an understanding of the background issues of successful, creative and professionalsound usage.

Learners should be encouraged to experiment in their own work. Through doing so they willdevelop a deeper understanding of digital editing software and exercise their creativity.Completed work should be refined to a professional standard, where possible through theapplication of sound processing techniques through discussion and evaluation.

Learners should be able to articulate their own thinking using appropriate language,demonstrating a broad understanding of their creativity and receptivity to sound. Learnersshould be encouraged to explain research findings and demonstrate their work in groups. Thiswill develop in them a deeper understanding of their own perceptions of sound and furtherdevelop their ability to articulate those preconceptions rationally.

Links

This unit aims to build on the experience the learner has gained from Unit 13: SoundProduction and Editing Using Interactive Media. This unit will provide essential skills for thelearner studying interactive media design or computing who wants to specialise in sound. Itcould also be linked to Unit 9: Interactive Media Professional Team Brief.





Resources

Digital editing software at the time of publication includes: Adobe Premier, Cakewalk, SoundEdit Pro, Media 100, Sound Forge.

Other resources include the Learning Resource Centre, CD-Rom, the internet, specialistpublications, galleries, exhibitions, video, television, radio, questionnaires and interviews withpractitioners. Learners should record sources carefully and accurately citing authors, titles ofbooks, articles, journals and publications, date of publication, place of publication and countryof publication.


147

Support materials

Books

Feerer M — Premiere with a Passion (Peachpit Press, 1994)

Newquist H P — Music and Technology (Watson-Guptill Publications, 1994)

Rumsey F — MIDI Systems and Control (Focal Press, 1994)

Russ N — Sound Synthesis and Sampling (Focal Press, 1996)

Website

Adobe magazine www.adobe.com


148


149

Unit 25: Digital and Video Post Productionand Editing

Learning hours: 60


Description of unit

The aim of this unit is for learners to develop the necessary skills in digital editing. It developslearners’ knowledge of the specific technical and professional skills involved in digital post-production.



1 Digitise material using a range of methods and apply compression technology

2 Understand the different processes involved in off-line, online and digital video editingfacilities

3 Demonstrate motion forms and flow in editing

4 Utilise a range of effects and transitions in the production of edited sequences.


150

Content

1 Digitise material

Capturing methods: batch capture, movie capture, stop motion, import file/multiple

Settings: presets, preview size, timebase, frame size, frame rate, audio sampling rate, outputoptions

Input: video — source, image and compression, sound — source, sample and compression

Settings: frame size, frame rate, sampling rate, key frame, resolution

Terminology: codec, mpeg, mov, avi, quicktime, PC and Mac compression formats

2 Video editing

Off-line: use of analogue non-linear editing suite, rough cut, digital rushes, outputting tostorage medium

Online: use of digital editing suite and layout (why layout is as it is), edit with effects,transitions etc

Processes: generation of edit decision lists (EDL) on/off live site, use of time code,tapelogs etc

Digital: tool palette — in and out markers, crop, cut, zoom, select

3 Motion forms and flow

Forms: editing with and without sound

Flow: movement in editing (link to pre-production), pacing in editing, parallel cutting,audio split editing, continuity

4 Edited sequences

Operation of software: generation of edit decision lists, use of A/B roll, multitrack audio

Effects: use of transitions, filters, motion effects, types and applications

Image manipulation software: export as filmstrip and manipulate in Photoshop or similar


151




1 Digitise material by arange of methods andapply compressiontechnology

• select and set up appropriate equipment for requirements

• produce high-quality digitised material while ensuringoptimum compression

• use compression technology efficiently to apply optimumcompression without adversely affecting quality of audio orvideo

2 Understand the differentprocesses involved in off-line, online and digitalvideo editing facilities

• identify and summarise similarities and differences betweenanalogue and digital systems

• edit using A/B roll and multitrack, and differentiatebetween analogue deck editing and digital equivalent

• generate edit decision lists (EDL) and describe the processof editing from decision lists

• edit using digital editing equipment and adapt appropriatemedia

3 Demonstrate motionforms and flow inediting

• edit with and without sound

• use parallel cutting techniques to communicate narrative

• use audio split editing in the production of a sequence

• show pacing in editing of image and sound

4 Utilise a range of effectsand transitions in theproduction of editedsequences

• produce a sequence demonstrating editing skills in thecreative application of effects and filters

• describe and analyse the function of effects in thetransmission of information and ideas

• use effects to enhance the transmission of ideas

• use image manipulation software to manipulate video


152

Guidance

Delivery

Delivery should be primarily practical, with software demonstrations to facilitate technicallearning. Theory sessions will supplement practical sessions covering, for example, file formatsand compression technologies.

It is suggested that learners shoot one piece of video footage, digitise the sequence and use it inall subsequent edits, thereby gaining an understanding of the power of editing (by creatingdramatically different effects from the same footage).

Assessment

Production of a short series of edits will fulfil the requirements of outcomes 1 to 4. Althoughpre-production and planning is not separately assessed within this unit, it is an inherent part ofany production and/or editing work and, therefore, learners must provide evidence of ideageneration and consideration of continuity in the form of idea sheets, sketches, storyboards andshot lists.

Links

Unit 21: Audio Visual Techniques in Interactive Media is a pre-requisite for this unit andprovides the learner with the fundamental concepts of pre-production and planning. It is alsorecommended for Unit 9: Interactive Media Professional Team Brief.



Resources

Learners should read a range of industry magazines for example: Broadcast, A/V, Television,Post Update, Screen International, Creative Review.

Online resources at the time of publication include Avid online (www.avid.com).

Learners will need the following equipment:

• hardware: non-linear editing suite/equipment, digital editing suite/equipment eg Avid, Sony

• software: Premier, Avid Videoshop, Media 100.

Interactive CD-Rom Tutorials in Premier or other editing software will also need to beavailable.


153

Support materials

Books

Anderson G — Video Editing and Post-production: A Professional Guide (Focal Press, 1998)

Caruso J — Video Editing and Post Production (Prentice Hall, 1992)

Rose J — Audio Post Production for Digital Video (R&D, 2002)


154


155

Unit 26: Image Manipulation Applications

Learning hours: 60


Description of unit

The aim of this unit is for learners to capture, digitise, manipulate and create images to producehigh-quality graphics and interfaces for use in interactive media applications, video, animationsand internet applications. Learners will have opportunities to review the work of digital artists.


In order to achieve this unit a learner must:

1 Research and evaluate a range of digital artwork

2 Access, handle and work with images effectively

3 Demonstrate the ability to use image manipulation tools and techniques creatively

4 Record image manipulation work, demonstrating the ability to use advanced techniquescreatively.


156

Content

1 Digital artwork

Purpose: eg commercial, artistic, audience

2 Work with images

Access images: using scanner, digital camera, video camera (stop-motion), conventionalcamera, transparencies, clip art, graphics tablets and internet

Output: file and compression formats for different applications (eg EPS, PICT, GIF, PSD,JPEG), save with attachments, layers and channels

Colour modes: eg GREYSCALE, RGB, CMYK, INDEXED

Resolution issues: scanning resolution for screen and print, dpi, lpi, ppi, bits, pixels,monitor resolution, colour depth

3 Manipulation tools and techniques

Basic concepts: image size, canvas size, resolution issues

Tools: toolbox — drawing and painting, adjustment, cloning, text, selection and navigationtools

Transformation techniques: eg scale, rotate, distort, filters and effects, levels and curves

Palettes: layers palette, colour palettes, navigation palette

4 Advanced techniques

Selection techniques: eg creating, loading and saving selections, use of channels, paths,colour range and calculations (Photoshop 4.0) or similar features in other imagemanipulation software

Layering techniques: eg adjustment layers, inks, calculations, layer masks (Photoshop 4.0)or similar features in other image manipulation software

Adjustment techniques: adjustment layers; variations eg hue/saturation, brightness/contrast


157




1 Research and evaluate arange of digital artwork

• research and evaluate a range of digital artwork effectively

• record observations and opinions on styles and techniquesindependently

2 Access, handle and workwith images effectively

• access, manipulate and adapt images to meet individualrequirements

• output images to a range of sources and store in anappropriate file format

3 Demonstrate the ability touse image manipulationtools and techniquescreatively

• select and use the appropriate tool, technique and palette fora specific task

• use a range of filters and effects in the manipulation andcreation of images

4 Record imagemanipulation work,demonstrating the abilityto use advancedtechniques creatively

• use a range of advanced techniques to manipulate andenhance the quality of digital imagery produced creatively

• use tools, filters and effects in the production of original on-screen graphics creatively


158

Guidance

Delivery

Delivery should be primarily practical with software demonstrations provided to facilitatetechnical learning. Theory sessions will supplement practical sessions covering, for example,file formats and resolution issues. Learners should be encouraged to adopt an experimentalapproach to their work.

Assessment

Evidence can be generated through a series of image manipulation tasks but as far as possiblethe unit should be assessed through integrated projects rather than in isolation. It is expectedthat the assessment of outcome 3 will involve observation, but generally, the quality of on-screen graphics will provide an accurate measure of the learner’s understanding andcompetency.

In order to satisfy the criteria for outcome 4 learners should fully exploit the functionality andfeatures of image manipulation software, demonstrating creative use of the software to produceoriginal imagery.

Links

This unit links with specialist units which are dependent on skills and understanding of imagemanipulation applications, for example Unit 10: Animation Techniques and Unit 21: AudioVisual Techniques in Interactive Media.



• Unit 32: Element 1, 2 and 3



Resources

It is important that learners have access to the necessary hardware, software and peripherals:

• software: should be of industry standard. At the time of writing, Adobe Photoshop 4.0 orequivalent plus a selection of filters and plug-ins

• hardware: Power Macintosh or equivalent with minimum 16MB RAM

• CD-Roms: Interactive CD-Rom tutorials in Adobe Photoshop and Photoshop Filters.


159

Support materials

Books

Crystal D — Language and the internet (Cambridge University Press, 2001)

Marvin B — Digital Typography (K Schowalter, 1997)

Popper F — Art of the Electronic Age (Thames and Hudson, 1997)

Magazines

Computer Arts

MacPower

Creative Review


160


161

Unit 27: Project Management for LearningUsing Interactive Media

Learning hours: 60


Description of unit

This unit aims to develop learners’ ability to manage and organise their personal attributes andqualities in preparation for management. It aims to give interactive media learners practice andinsight into the management of a range of possible client projects. The unit also considers thelearning demands implicit in meeting a client’s needs.



1 Analyse and reflect on personal learning, aspirations and motivation in coursework andcareer development

2 Propose and initiate change in a professional and a personal context

3 Plan the systematic development and delivery of interactive media project products

4 Evaluate management of people, time, costs and resources.


162

Content

1 Coursework and career development

Learning: self-organised, active generative learning, articulation of purpose, choosing tolearn, learning styles, psychology of learning, Myers Brigg’s psychological types, Belbin’sTeam Roles

Goals and aspirations: the desire to do well, the will to complete, the production of animpressive portfolio of work, the determination to produce a fully authored high qualityinteractive media system, the need to impress others with professional attitudes (good workhabits, for example)

Motivation: theories, eg Taylor, Maslow, McGregor, Kelly; ideas of self as ‘personalscientist’, awareness of personality types, psychological type, team roles, preferences, theneed to lead others, the need to follow others; the nature of management

2 Professional and personal context

Client projects: initiation/acceptance, possible projects and clients, soft systemsapproaches, selecting a project from a shortlist, use of learner-generated personal criteria,selection techniques

Presentations: convincing an audience, planning a presentation, speaking confidently,generating criteria for making selections, spreadsheet modelling of scoring criteria

System demonstration: system testing, system acceptance, user guide

Project feasibility: terms of reference, requirements analysis, impact analysis, fact finding,storyboarding

Sources and resources: help systems, manuals, interview techniques, configure computersystems, information retrieval and capture techniques, risk management, website nameregistration, copyright and data protection law

3 Interactive media project products

Planning: Gantt charts, project activities, critical path techniques (including both activity-on-arrow and activity-on-node)

Estimating: assessing effort, assessing time to learn a technique, to deliver project products,to explain them formally at meetings

Project management methodologies: needs of business users, technical users, qualityassurance users, needs of small-scale projects contrasted with needs of large-scale projects

Preparation: project shape and qualities, interaction costs, communication overhead withina large team, intrinsic effort over time (Rayleigh Curve), extrinsic effort over time (levelstraight line manpower loading), slippage interaction costs, prototyping

Demonstration and acceptance: documentation report, user guides, screen shots, test data,costing, maintenance, user acceptance


163

4 People, time, costs and resources

Personnel: leadership, delegation, collaboration, hiring and firing personnel, self-employed,employed, professionalism versus professional bodies, ethics and codes of conduct,interpersonal skills, teamwork

Time management: using time effectively, making and keeping appointments, workingsteadily rather than erratically, time-sensitive cost models, time for learning, estimating tasktime (partitionable tasks, non-partitionable tasks)

Costs: budgeting, costing, billing, manpower costs, work break-down structures, financialincentives, indemnity, contracts

Physical resources: backups, security, volumetrics, compression, equipment maintenance,equipment configuration


164




1 Analyse and reflect onpersonal learning,aspirations andmotivation incoursework and careerdevelopment

• articulate personal learning purposes

• convince an audience of successful progression towardspersonally significant project goals

• analyse and understand a range of factors that affectmotivation

2 Propose and initiatechange in a professionaland a personal context

• initiate, articulate and present a range of possible purposesand changes regarding client projects

• convince an audience of the selection and feasibility of aproject through rational consideration of a range of relevantcriteria

• use a wide range of sources and resources in convincing anaudience that desired change will occur

3 Plan the systematicdevelopment and deliveryof interactive mediaproject products

• plan, organise, act and review progress throughout theproject

• make reliable estimates of the time different tasks will takeunder different conditions

• recognise the advantages of applying differentmethodologies in running small projects

• handle project management problems

• prepare the templates and content for a seamlessprofessional report and interactive media artefact

• present and support both the individual project report andthe group team brief artefact to a critical audience

4 Evaluate management ofpeople, time, costs andresources

• communicate and liaise effectively with a range of people

• manage time by keeping the project on schedule

• keep all expenditure within acceptable agreed limits

• maintain backups and security for both the interactive mediasystem and the written report


165

Guidance

Delivery

Learners should work in teams which are balanced as far as possible in terms of Belbin roles. Auseful tactic would be for learners to form pairs that work well and ask pairs to make groups offour. In this way, course leaders may find some teams pick themselves. However, team rolesand psychological type should be identified at the outset. Teams that are not balanced accordingto preferred team roles are unlikely to work well.

Equally, team members may include clients and outside agents such as printers andphotographers: these are human resources which need to be managed.

The team should spend time identifying and selecting a brief that they would like to do, fromseveral available options. Once identified, a feasibility study can be carried out.

For feedback purposes, year 2 learners could give a project presentation to year 1 learners. Thispresentation will include work completed in the integrated assignment between this unit and theteam brief project. This presentation to year 1 by year 2 gives an important link between thelevels of the course.

Centres should consider using a learning coach for supporting both this unit and the team brief.The learning coach should face problems with the whole group (or team of teams) rather thanassign an individual supervisor within each team. The learning coach should be a carefullyselected and supportive staff member. The role of the learning coach is to be empathetic,resourceful, to help teams face and resolve specific learning problems and to draw the groups’attention to common problems and difficulties.

Assessment

Evidence can be generated in a practical way by asking learners to do project managementexercises based on their own concurrent team brief. Learners are encouraged to consult with atleast three external clients who need an interactive media project completed. Local small tomedium sized enterprises may be a good source of project ideas for a team brief.

After finding out the needs and requirements of these clients, learners will give details of theirpersonal choices, fact finding and feasibility of their chosen project. Presentations, both groupand individual, will be a strong source of evidence of the progress being made. Furtherassignments and a test on the content may provide sources of evidence.

The project report must be individually written and assessed. The final interactive mediaproduct must be demonstrated by the team in a professional manner.

Minutes should be taken of regular meetings. These could be posted on the college intranet.Learners should keep a regular log of their team brief activities. This log will contribute to thewriting of each team members individually written and assessed report. The final artefactsshould be demonstrated as a group to more than one assessor.

A time-constrained assessment on the content is expected at the end of the unit.


166

Links

This unit, in strong association with Unit 3: Interactive Media Design and Authoring, isdesigned to show learners the many facets of managing a project. There is a good opportunityfor an integrated assignment between this unit and Unit 9: Interactive Media Professional TeamBrief. Centres are advised to take the opportunity of running this specialist unit with the teambrief.

Learners will come to the unit with an awareness of the problems inherent in small assignmenttasks and their first year Unit 4: Interactive Media Web Authoring project. However, this unittakes a much wider view to encompass teams, clients, personal preferences, presentations,constructing digital media elements, planning, estimating and evaluation.


• Unit 3M: Elements 1, 2, 3 and 4

• Unit W: Elements 1, 2 and 3.

Resources

On-line and off-line questionnaires may be used in learners’ investigation of their psychologicaltype and their preferred team roles. A resource here is the CD-Rom How to Build a SuccessfulTeam ... the Belbin Way (ISBN 0 7506 2777 8).

Presentations will require good access to acetate production services and slide show facilitieswith ‘barco’ display technology. Project management software will give insight to criticalmanagement and control techniques.

Online resources at the time of publication include:

• The APM Body of Knowledge (www.apm.org.uk)

• The international scene (www.ipma.ch)

• Psychological type (www.freshy.com)

Support materials

Books

Belbin M — Beyond the Team (Butterworth-Heinemann, 1998)

Belbin M –Team Roles at Work (Butterworth-Heinemann, 1996)

DeMarco T — Controlling Software Projects (Ashgate Publishing Group, 1983)


Harri-Augstein S and Webb I M — Learning to Change (McGraw-Hill, 1995)

Patching D — Practical Soft Systems Analysis (Prentice Hall, 1990)



167

Unit 28: 2D, 3D, 4D Digital Applications

Learning hours: 60


Description of unit

The aim of this unit is to broaden the learner’s knowledge of a range of software applicationsthrough the use of digital drawing and painting. It will enable learners to draw and paint usingbitmap and vector graphic applications. 3D objects will be modelled and animated using 3Dsoftware applications. Outcomes will be presented using 4D time-based digital technology.



1 Explore drawing and painting techniques using a range of 2D software tools

2 Manipulate outcomes using a range of methods

3 Model and animate simple objects using 3D modelling software

4 Combine and present outcomes using 4D presentation software.


168

Content

1 2D software tools

Software: industry standard

Bitmap and vector graphics: pixels, picture elements, painting, objects, bounding boxes,stretch, distort, paths, pen tool, file formats, digital mark-making techniques

Drawing devices: graphics tablet and light pen, mouse, touch-screen, at the time ofpublication

2 Range of methods

Manipulation: adjust colour, contrast, brightness, size, resolution, texture, form, cut, copy,paste, repeat, collage, layer with other images or elements, add text, cyclical process ofprint out, rework printed copy, and re-scan

Use: distortion, filters, other software devices or routines

3 3D modelling software

Simple objects: articulated household objects, eg watch, hair-slide, shoe, belt with buckle,spectacles, simple tools, bracket, hinge, padlock, scissors, pliers, can opener, nut crackers

Animation: movement of selected objects, animation facilities in a 3D modellingprogramme

Render: surface textures, define surface colour, light sources, reflective light, qualities ofshiny surfaces

4 4D presentation software

Presentation: preparation of files, consideration of the final output, consideration ofphysical size and resolution; printing requirements, combining with other files, filecompatibility, economy, physical size, palette and screen resolution


169




1 Explore drawing andpainting techniques usinga range of 2D softwaretools

• research examples of digital drawing, painting and imagemanipulation within the contemporary art, craft and designindustry

• research and compare bitmap or raster and vector graphics

• use 2D software tools to produce a range of drawingsdirectly onto the screen

• prepare files in appropriate formats

2 Manipulate outcomesusing a range ofmethods

• use a range of digital image manipulation techniques

• record and document image manipulation process

3 Model and animatesimple objects using 3Dmodelling software

• select and model simple objects using 3D modellingsoftware

• render models with appropriate surface texture and lighting

• animate models using accurate parameters of movement

4 Combine and presentoutcomes using 4Dpresentation software

• research and explore a range of 4D presentation software

• combine and present 2D drawings, image manipulation andanimated 3D objects into a presentation software application

• modify and adapt presentation

• evaluate and present outcomes


170

Guidance

Delivery

An active experimental approach will encourage learners to broaden their visual thinking andcreativity. Analytical and/or observational drawing and digital technology should be promotedwidely to cross-fertilise creativity and fully integrate computers with traditional art practice.

Learners should be encouraged wherever possible to combine traditional drawing and paintingtechniques with digital techniques. For example, a digital drawing could be printed out. Theprinted drawing could be developed using traditional drawing techniques. The developed printcould then be digitised and reworked on screen and so on. This type of cyclical creative processoccurs naturally in the traditional studio but should be explored in the digital environment.

Research is developed through this unit in order to broaden visual thinking and creativity indigital drawing, painting, animation and presentation techniques.

Assessment

Learners will be required to demonstrate digital mark-making techniques, research ability,health and safety practice in the use of equipment, and should involve themselves in relevantdiscussions with tutors, professional practitioners and peer groups. The integration ofassignment methods is encouraged across units wherever possible. For presentations, whenlearners are combining files in a presentation software application, then issues of filecompatibility, as well as economy, physical size, palettes and screen resolution should beconsidered.

Learners should record and research sources carefully and accurately, citing authors, titles ofbooks, articles, journals, date of publication, place of publication, and country of publication.

Links

This unit will give learners a broad overview of 2D, 3D and time-based 4D digital presentationapplications.





Resources

Learners should have access to a range of computers with colour monitors. Both black andwhite and colour printing facilities should be available. At least one colour scanner per 15computers is recommended. The computer area should be spacious, well ventilated, with goodlighting, adjustable seats and window blinds to prevent strong sunlight on the screens. Screenfilters and mouse mats should be freely available as should access to the internet, CD-Romdatabases which should be available to all learners for research and inspiration.

The library should contain a selection of specialist publications, books, slides, videos andjournal, newspapers and magazines which are available to every learner.


171

First-hand research should be encouraged through visits to galleries, exhibitions, collections,studios, workshops etc.

At the time of publication, software used might include:

• Adobe PhotoShop, Painter, Paintshop Pro, Claris Paint, Claris Draw, *EPSF, *PICT, *TIFF,*BMP

• Swivel 3-D, Renderman, Zoom 3-D, Stratavision, 3-D, Ray Dream Designer, Studiomax,Corel Dream 3-D, Extreme 3-D

• Macromedia Director, Assymetrix Toolbook, MTropolis, SuperCard, HyperCard and so on

Support materials

Books


Duncan J P and Law K K — Computer Aided Sculpture (Cambridge University Press, 1990)

Failing P — Doris Chase, Artist in Motion: From Painting and Sculpture to Video Art(University of Washington Press, 1991)



Further reading

Artists Newsletter

Computer Arts

Creative Review Magazine

Design Magazine


172


173

Unit 29: Effective Lifelong Learning

Learning hours: 60


Description of unit

This unit emphasises self-managed learning through examination of personal learningprocesses, experiences and outcomes. The unit supports learner development for the HigherNational Diploma as a whole and the appraisal of key competences for interactive media.Learners will examine their learning experience, activities and potential as self-managedlearners. They will assess their current level of skills, target their immediate development needsand practise a range of approaches to improve their performance as self-organised learners.



1 Demonstrate personal management skills in learning activities

2 Develop and follow self-managed learning plans

3 Review learning processes and synthesise appropriate methods of feedback

4 Communicate and apply learning skills to a professional context

5 Evaluate and communicate learning outcomes.


174

Content

1 Learning activities

Targets: aims and requirements, preferences, personal orientation achievement goals,identification of what has to be learnt, dates for achievement

Effective learning: skills of personal assessment, planning, organisation and evaluation

Plan: learning/development plan, checklists, priority and time management

Assess and evaluate: roles, relationships and contributions in the learner, peer group, tutorrelationship, likes and dislikes in the learning experience, personal strengths andweaknesses, coping with stress, conflict, criticism

Change: improving learning habits, using software-based ‘help systems’

2 Self-managed learning plans

Learning contracts: a commitment to learn, (contract range for (a) six months and (b) alifetime), professional bodies, their implied learning contract

Learning: robotic tasks, improving tasks and making progress, from experience, throughpersonal inquiry, curiosity, exploration

Communication: sender/receiver, message/information, encoding/decoding, media, noise,interpretation, audience, non-verbal communication, business reports, contact managementfor example

Investigative techniques and recording methods: interviews, questionnaires, letters, memos,collecting existing documents, identifying and using information sources, bibliographytechniques, appendices, indexes, contents pages, website reference lists

3 Methods of feedback

Participation: at meetings, seminars, interviews, lectures, listening, contributing,influencing, providing feedback, range of settings and methods

Qualities: assertion, persuasion, sensitivity, accuracy

4 Professional context

Learning skills: interview skills, preparation, contact, information gathering,summarising/clarifying, closure, follow-up

Professional context: business problems, purpose (why are we here?), analysis andsynthesis of ideas, questions (why, what and how), soft and hard systems, approaches

Investigation: procedures and techniques, factors, description, evaluation, projectmanagement, situation/problem analysis, objective setting, use of data sources, groupworking and creativity techniques

Analyse and propose: diagrams, pictures, explanations

Solutions: options, decision taking, plans, relevant, client-based for a brief


175

5 Learning outcomes

Assessment and articulation: skill, improved ability range with personal learning, evidenceof improved levels of skill, learning achievements and disappointments


176




1 Demonstrate personalmanagement skills inlearning activities

• assess and evaluate learning experiences to date

• plan personal learning activities

• identify learning targets, desired achievements, dates andlevel of competence to aim for

2 Develop and follow self-managed learning plans

• develop and manage learning contracts successfully over asix-month period

• plan and develop the learning necessary for the progressionof a career and subsequent lifetime

• use investigative techniques and recording methods incommunication and learning

3 Review learningprocesses and synthesiseappropriate methods offeedback

• assess progress along the self-directed learning plan

• diagnose needs, respond to feedback and participateeffectively in tutorials and meetings

• evaluate own learning plan and those of two other learnersand constructively criticise progress

4 Communicate and applylearning skills to aprofessional context

• apply learning skills to a professional interactive mediacontext

• analyse a problem and propose solutions

• use a range of sources in investigating an issue

• communicate and participate within a professional groupcontext

5 Evaluate andcommunicate learningoutcomes

• assess and articulate what has been learned in a givendomain against the personal learning contract

• report and summarise successful learning objectives

• give a presentation on progress in the six-month learningactivity


177

Guidance

Delivery

Learning is the focus of this unit. The interactive media learner will work in an industry whichplaces great emphasis on the ability to learn quickly and well. This industry is emerging at atime when knowledge is doubling every seven years.

As a self-employed professional, or employee for an organisation, the learner will bechallenged by knowledge and skills dating quickly. The learner’s livelihood is dependent ondeveloping good and effective learning habits early in life, for learning needs to be life long.

The learner will be challenged by managing group work, supported by short lessons, tutorialsand individual investigations and reporting. The approach will be based on well-developedmodels of self-managed learning and will be fully integrated with the assessment strategy. Arange of learning materials should be developed by both the centre and learners to support unitdevelopment.

Assessment

A coursework portfolio (3000 word equivalent) should be submitted in which learners shouldreport the learning processes, tasks and outcomes illustrating their command of processes,methods, skills and achievements as self-managed learners. Items will include evidence of self-analysis, planning and targeting, investigation and fact finding, the management ofdevelopment activities and the evaluation of outcomes. Evaluation will include peer feedbackon skills and outcomes and will test learners’ communication skills.

Links

This unit has strong links with Unit 4: Interactive Media Web Authoring, Unit 6: InteractiveMedia Professional Practice, Unit 9: Interactive Media Professional Team Brief and Unit 27:Project Management for Learning Using Interactive Media.

Resources

Many professional bodies have codes of practice and codes of conduct which should be broughtto learners’ attention. A discussion on how a learner enters a profession (as a CharteredEngineer or a Chartered designer) would be invaluable. The notion of ‘ProfessionalDevelopment’ may be explained in this context too.

Learners following the computing route within this course may wish to explore the websitewww.bcs.org — with a view to becoming a learner member.


178

Support materials

Books

Buzan T — Use Your Head (BBC Consumer Publishing, 2003)

De Bono E — Serious Creativity: Using the Power of Lateral Thinking to Create New Ideas(HarperCollins, 1995)

Goldberg R — Multimedia Producers Bible: Managing Projects and Teams (John Wiley &Sons Limited, 1996)

Harri-Augstein S and Webb I — Learning to Change (McGraw-Hill, 1995)

Pedler M — Manager's Guide to Self Development (McGraw-Hill, 2001)

Roberts M — Skills for Self-Managed Learning (Education Now Publishing Co-operative,1994)


179

Annex A

QCA codes

The QCA National Qualifications Framework (NQF) code is known as a QualificationAccreditation Number (QAN). Each unit within a qualification will also have a QCA NQF unitcode.

The QCA qualification and unit codes will appear on the learner’s final certificationdocumentation.

The QANs for qualifications in this publication are:

100/4733/5 Edexcel Level 5 BTEC Higher National Certificate in Interactive Media

100/4734/7 Edexcel Level 5 BTEC Higher National Diploma in Interactive Media


180


181

Annex B

Mapping against NVQ in Design — Level 3

The following grid maps the knowledge covered in the NVQ in Design Level 3 against the underpinning knowledge of the BTEC Higher NationalDiploma/Certificate in Interactive Media.

HND/C titles

NVQ unit titles

Uni

t 1: C

ompu

ter

App

licat

ions

in A

rt a

ndD

esig

n

Uni

t 2: C

ompu

ting

Fund

amen

tals

Uni

t 3: I

nter

activ

e M

edia

Des

ign

and

Aut

hori

ng

Uni

t 4: I

nter

activ

e M

edia

Web

Aut

hori

ng

Uni

t 5: H

isto

rica

l and

Con

text

ual R

efer

enci

ng

Uni

t 6: I

nter

activ

e M

edia

Prof

essi

onal

Pra

ctic

e

Uni

t 7: C

ultu

ral

Inte

rpre

tatio

n

Uni

t 8: I

nter

activ

e M

edia

Prin

cipl

es

Uni

t 9: I

nter

activ

e M

edia

Prof

essi

onal

Tea

m B

rief

Uni

t 10:

Ani

mat

ion

Tec

hniq

ues

Uni

t 11:

3D

Com

pute

rM

odel

ling

and

Ani

mat

ion

Uni

t 12:

Com

pute

r In

terf

ace

Des

ign

Prin

cipl

esU

nit 1

3: S

ound

Pro

duct

ion

and

Edi

ting

usin

g In

tera

ctiv

eM

edia

Uni

t 14:

Com

pute

rPr

ogra

mm

ing

Prin

cipl

es

Uni

t 15:

Net

wor

ks a

ndO

pera

ting

Syst

ems

Uni

t 16:

Obj

ect O

rien

ted

Des

ign

and

Prog

ram

min

g

Uni

t 17:

Com

pute

r Sy

stem

sR

equi

rem

ents

Ana

lysi

s

Uni

t 18:

Web

site

Cre

atio

nan

d M

anag

emen

t

Uni

t 19:

Inte

ract

ive

Med

iaT

echn

olog

y

Uni

t 20:

Ele

ctro

nic

Com

mun

icat

ion

App

licat

ions

31: Clarify briefs and research information � � � � � � � � � � �

32: Develop design ideas using materials, processes and technology

� � � � � � � � � �

33: Develop and present suitable design responses

� � �

34: Produce and present detailed design proposals

3D: Research design trends and developments in materials and technology

� � � � � � � � �

3M: Plan and manage designwork � �


182

HND/C titles

NVQ unit titles

Uni

t 1: C

ompu

ter

App

licat

ions

in A

rt a

ndD

esig

n

Uni

t 2: C

ompu

ting

Fund

amen

tals

Uni

t 3: I

nter

activ

e M

edia

Des

ign

and

Aut

hori

ng

Uni

t 4: I

nter

activ

e M

edia

Web

Aut

hori

ng

Uni

t 5: H

isto

rica

l and

Con

text

ual R

efer

enci

ng

Uni

t 6: I

nter

activ

e M

edia

Prof

essi

onal

Pra

ctic

e

Uni

t 7: C

ultu

ral

Inte

rpre

tatio

n in

Des

ign

Uni

t 8: I

nter

activ

e M

edia

Prin

cipl

es

Uni

t 9: I

nter

activ

e M

edia

Prof

essi

onal

Tea

m B

rief

Uni

t 10:

Ani

mat

ion

Tec

hniq

ues

Uni

t 11:

3D

Com

pute

rM

odel

ling

and

Ani

mat

ion

Uni

t 12:

Com

pute

r In

terf

ace

Des

ign

Prin

cipl

esU

nit 1

3: S

ound

Pro

duct

ion

and

Edi

ting

usin

g In

tera

ctiv

eM

edia

Uni

t 14:

Com

pute

rPr

ogra

mm

ing

Prin

cipl

es

Uni

t 15:

Net

wor

ks a

ndO

pera

ting

Syst

ems

Uni

t 16:

Obj

ect O

rien

ted

Des

ign

and

Prog

ram

min

g

Uni

t 17:

Com

pute

r Sy

stem

sR

equi

rem

ents

Ana

lysi

s

Uni

t 18:

Web

site

Cre

atio

nan

d M

anag

emen

t

Uni

t 19:

Inte

ract

ive

Med

iaT

echn

olog

y

Uni

t 20:

Ele

ctro

nic

Com

mun

icat

ion

App

licat

ions

W: Create and maintain safe and effective working relationships

�

3P: Realise design prototypes

3R: Plan and contribute to therealisation of final designor design product(s)

F: Undertake freelance work

S: Sell and promote designsand design services


183

HND/C titles

NVQ unit titles

Uni

t 21:

Aud

io V

isua

lT

echn

ique

s in

Inte

ract

ive

Med

ia

Uni

t 22:

New

Tec

hnol

ogie

s in

Inte

ract

ive

Med

ia

Uni

t 23:

Mar

ketin

gD

evel

opm

ent U

sing

Inte

ract

ive

Med

ia

Uni

t 24:

Pro

fess

iona

l Sou

ndPr

oduc

tion

Usi

ng In

tera

ctiv

eM

edia

Uni

t 25:

Dig

ital a

nd V

ideo

Post

Pro

duct

ion

and

Edi

ting

Uni

t 26:

Imag

e M

anip

ulat

ion

App

licat

ions

Uni

t 27:

Pro

ject

Man

agem

ent

for

Lea

rnin

g U

sing

Inte

ract

ive

Med

ia

Uni

t 28:

2D

, 3D

and

4D

Dig

ital A

pplic

atio

ns

Uni

t 29:

Eff

ectiv

e L

ifelo

ngL

earn

ing

31: Clarify briefs and research information � � � � � �

32: Develop design ideas using materials, processes and technology

� � � � � �

33: Develop and present suitable design responses

� � �

34: Produce and present detailed design proposals

3D: Research design trends and developments in materials and technology

� � � �

3M: Plan and manage designwork �

W: Create and maintain safe and effective working relationships

�

3P: Realise design prototypes


184

HND/C titles

NVQ unit titles Uni

t 21:

Aud

io V

isua

lT

echn

ique

s in

Inte

ract

ive

Med

ia

Uni

t 22:

New

Tec

hnol

ogie

s in

Inte

ract

ive

Med

ia

Uni

t 23:

Mar

ketin

gD

evel

opm

ent u

sing

Inte

ract

ive

Med

ia

Uni

t 24:

Pro

fess

iona

l Sou

ndPr

oduc

tion

usin

g In

tera

ctiv

eM

edia

Uni

t 25:

Dig

ital a

nd V

ideo

Post

Pro

duct

ion

and

Edi

ting

Uni

t 26:

Imag

e M

anip

ulat

ion

App

licat

ions

Uni

t 27:

Pro

ject

Man

agem

ent

for

Lea

rnin

g us

ing

Inte

ract

ive

Med

ia

Uni

t 28:

2D

, 3D

and

4D

Dig

ital A

pplic

atio

ns

Uni

t 29:

Eff

ectiv

e L

ifelo

ngL

earn

ing

3R: Plan and contribute to therealisation of final designor design product(s)

F: Undertake freelance work

S: Sell and promote designs and design services


185

Annex C

Wider curriculum mapping

All units have health and safety dimensions. The programme has a strong practical emphasis sothe issues related to health and safety may occur naturally in external and internal assessment.Learners must be made aware of this issue during the development of these qualifications.Some specialist units have specialist health and safety features.

Design and construction units will need to take into account safe workshop practice andCOSHH standards.

Wider social, cultural and European issues may be explored throughout the qualifications.Specialist units may provide opportunities to explore these factors as single units or incombination. Listed below are some potential areas for exploration.

Cultural and social issues

Unit 5: Historical andContextual Referencing

Issues may be raised in this unit dependent on theme. European artand non-European art may be appropriate source material to beexplored. World art forms may also provide material.

Unit 6: Interactive MediaProfessional Practice

This unit would provide the opportunity to explore issues ofemployment and equal rights. The rights and responsibilities of theworkers in the cultural industries will feature as part of the contentof this unit. Issues related to Europe-wide employment contextsmay provide a theme for the learner.

Unit 7: CulturalInterpretation

This unit may offer the potential for an overview of the cultural,ethical and moral context of the development of interactive media.This may best be delivered through a case study approach.

Unit 9: Interactive MediaProfessional Team Brief

This unit offers the opportunity for the learner following a design-based approach to explore the wider visual arts context in theresearch and development of production ideas.

Unit 23: MarketingDevelopment UsingInteractive Media

A practical unit which presents the opportunity for the explorationof cultural and social themes related to the chosen theme.


186


187

Annex D

Qualification Requirement

BTEC Higher Nationals in Interactive Media

This Qualification Requirement should be read in conjunction with overarching guidance fromEdexcel.

Rationale

The BTEC Higher Nationals in Interactive Media should be developed to focus on:

• providing education and training for a range of careers in interactive media

• providing opportunities for full-time learners to gain a nationally recognised vocationallyspecific qualification to enable them to enter employment in interactive media or progressto higher education vocational qualifications such as a full-time degree in interactive mediaor related area

• developing the knowledge, understanding and skills of learners in the field of interactivemedia

• providing opportunities for learners to focus on the development of higher-level skills in aninteractive media context

• providing opportunities for learners to develop a range of skills and techniques andattributes essential for successful performance in working life

• developing learners’ ability to manage themselves

• developing learners’ critical awareness and their ability to research and synthesise complexinformation

• developing learners’ skills in communication and presentation

• developing learners’ ability to handle information.

Aims of the qualification

The BTEC Higher National Certificate and Diploma in Interactive Media should meet the needsof the above rationale by:

• equipping individuals with knowledge, understanding and skills for success in employmentin the interactive media area

• enabling progression to an undergraduate degree or further professional qualification ininteractive media or related area

• providing opportunities for specialist study relevant to individual vocations and contexts

• to support individuals employed, or entering employment, in the interactive media area

• developing the individual’s ability in the interactive media area through effective use andcombination of the knowledge and skills gained in different parts of the programme

• developing a range of skills and techniques, personal qualities and attributes essential forsuccessful performance in working life and thereby enable learners to make an immediatecontribution to interactive media


188

• providing flexibility, knowledge, skills and motivation as a basis for future studies andcareer development in the interactive media area.

Mandatory curriculum

Computers in art and design: learners should explore the creative potential of computers inthe context of 2D art, craft and design.

Computing fundamentals: learners should be introduced to systems hardware and software, interms of their operational characteristics and appropriateness for different applications.

Interactive media design: learners should design and evaluate a prototype interactive mediasystem, designing the structure, interaction and components of the interface.

Web authoring: learners should produce interactive web pages that have interactive mediacontent using HTML (Hypertext Markup Language) code.

Context: learners should study cultural history that informs current thought and debate withininteractive media. The emphasis should be on research and study skills and on learnersacquiring source material and knowledge.

Professional practice: learners should relate practical studies in interactive media to aprofessional context.

Optional curriculum

Optional specialist routes through the qualification can be developed in the following contexts.

Website design: where learners will investigate interactive media design and authoring. Theywill design, produce and publish interactive web pages that have interactive media content.Learners should gain a broad understanding of the psychology, the principles and the practiceof user interface design.

Editing and production: where learners will explore the post-production of digital sounds andimages, employing a variety of editing and processing techniques. They should research the useof sound and image in contemporary media and explore techniques and technologies involvedin digital recording, editing and processing.

Animation: where learners will explore the principles of 2D and 3D animation and investigateand use appropriate techniques and technologies, including Quick Time Virtual Reality.Learners should be able to visualise and design three dimensional space and will have workingknowledge of 3D computer modelling and animation software.

Programming: where learners should be able to produce well-defined, accurate design andcode completed in an appropriate medium. They should also explore the advantages of using anobject oriented approach to programming, in particular for coding software to be used in agraphical environment.

Professional body recognition

The BTEC Higher Nationals in Interactive Media have been developed with career progressionand recognition by professional bodies in mind. It is essential that learners gain the maximumbenefit from their programme of study.

Links to National Occupational Standards

There is the opportunity for programmes in interactive media to provide some of theunderpinning knowledge, understanding and skills for the Level 3 NVQ Design.


189

Entry prerequisites

There are no particular entry requirements for this qualification. Please refer to Edexcel’sguidance on entry requirements (to be developed). Learners who enter with at least one of thefollowing are likely to benefit more readily from the programme: a BTEC National, AdvancedGNVQ or AVCE in an Art and Design related subject, a relevant GCE profile with appropriatesupporting passes at GCSE, appropriate work experience.

Higher-level skills and abilities

Learners will be expected to develop the following skills during the programme of study:

• analysing, synthesising and summarising information critically

• the ability to read and use appropriate literature and contextual information with a full andcritical understanding

• the ability to think independently and solve problems

• the ability to take responsibility for their own learning and recognise their own learningstyle

• obtaining and integrating several lines of subject-specific evidence to formulate anddevelop ideas

• applying subject knowledge and understanding to address familiar and unfamiliar problems

• recognising the moral and ethical issues of design based enquiry and experimentation andappreciating the need for ethical standards and professional codes of conduct

• designing, planning, conducting and reporting on assignments

• undertaking studio practice in a responsible, safe and ethical manner

• develop an appreciation of the interdisciplinary nature of interactive media, and thecapacity to give a clear and accurate account of a subject, marshal arguments in a matureway and engage in debate and dialogue both with specialists and non-specialists.

856sb220305S:LT\PD\HIGHER NATIONALS\BH015809 HNCD INTERACTIVE MEDIA L5.DOC.1-198/3

Further copies of this publication are available fromEdexcel Publications, Adamsway, Mansfield, Notts, NG18 4FN

Telephone: 01623 467467Fax: 01623 450481Email: [email protected]

Publications Code BH015809 March 2005

For more information on Edexcel and BTEC qualifications please contactCustomer Services on 0870 240 9800or http://enquiries.edexcel.org.ukor visit our website: www.edexcel.org.uk

Edexcel Limited. Registered in England and Wales No. 4496750Registered Office: One90 High Holborn, London WC1V 7BH

Date post:	30-Oct-2014
Category:	Documents
Upload:	rock-asmighouse
View:	46 times
Download:	0 times

HND in Interactive Media -Syllabus

Documents