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 ICPMM344B, 'Manipulate and incorporate audio into multimedia presentations'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Manipulate and incorporate audio into multimedia presentations' 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
Elements and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Identify and describe formats of digital audio | 1.1 | The distinguishing features and uses of analogue and digital audio are determined |
1.2 | Terms describing audio characteristics (amplitude, sound waves, frequency, mono and stereo) are used correctly | ||
1.3 | Contemporary digital audio formats and their application in achieving defined outcomes are identified | ||
1.4 | Data rates for major digital sources and their relevance to defined outcomes are determined | ||
1.5 | Appropriate methods for saving and producing digital audio outputs are determined for a range of sources and destinations | ||
1.6 | Sampling techniques and sources for digital audio appropriate to defined outcomes are determined | ||
1.7 | Uses of MIDI technology are determined | ||
2 | Use digital audio software | 2.1 | Appropriate digital audio software is assessed and selected for the job |
2.2 | Programs are used to edit and manipulate audio according to the job brief | ||
3 | Edit digital audio | 3.1 | Single and multiple audio tracks are edited to achieve a defined outcome |
3.2 | Multiple tracks of digital audio are joined according to job specifications | ||
3.3 | Digital effects are employed to modify and integrate digital audio tracks according to job specifications | ||
3.4 | Time encoding is applied to single and multiple edited digital audio tracks according to job specifications | ||
3.5 | An audio track is inserted into a multimedia production sequence according to job specifications | ||
4 | Construct a digital audio track | 4.1 | Techniques for hooking sounds are identified |
4.2 | Defects on sound recordings are eliminated and/or treated | ||
4.3 | Special effects and mixing techniques are used on an audio track according to job specifications | ||
4.4 | Sequencers are used to create digital audio tracks according to job specifications | ||
4.5 | MIDI and sound cards are used to create digital audio according to job specifications | ||
4.6 | An audio track is produced using appropriate track construction software and hardware | ||
4.7 | Audio tracks are saved in the appropriate file formats | ||