Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CUAANM302, 'Create 3D digital animations'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Create 3D digital animations' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Clarify animation requirements | 1.1 Clarify 3D animation requirements documented in design briefs with relevant personnel 1.2 Examine models to be animated to determine appropriate animation techniques 1.3 Identify file formats and delivery platform for animated sequences 1.4 Identify factors that may influence animation design approach 1.5 Clarify work flow sequences with relevant personnel to ensure production schedule deadlines are met |
2. Plan approach | 2.1 Research animations, artworks and other creative sources that may inspire ideas 2.2 Generate a range of ideas for animations that are technically feasible, respond to briefs and provide creative solutions to all design issues 2.3 Present ideas to relevant personnel using appropriate design techniques 2.4 Adjust approach to incorporate feedback and agree on final design concept 2.5 Discuss and select 3D animation software with relevant personnel to ensure animated sequences meet technical and creative requirements 2.6 Identify audio assets to support animations as required |
3. Produce animated sequences for review | 3.1 Create 3D animations using software and animation techniques to suit design requirements 3.2 Adopt safe ergonomic practices when using equipment for long periods of time 3.3 Apply basic animation, screen, visual design and communication principles to produce animations 3.4 Apply real world camera techniques to virtual cameras used in 3D animation as required 3.5 Confirm with relevant personnel that models have not infringed copyright 3.6 Render completed animated sequences using appropriate output file formats 3.7 Save and store animated sequences using standard naming conventions and version control protocols 3.8 Demonstrate 3D animated sequences to relevant personnel for evaluation by agreed deadlines |
4. Finalise animated sequences | 4.1 Review animated sequences to assess creative solutions to design briefs, appropriateness to users or audience, and technical feasibility 4.2 Discuss and confirm additional requirements or modifications with relevant personnel, and complete changes as required for signoff |