Information and Communication Technology Subject Area Syllabus — Sample unit of work — Digital tourism campaign Sample unit of work — Digital tourism campaign The sample unit of work provides teaching strategies and learning experiences that facilitate students’ demonstration of the dimensions and objectives of Information and Communication Technology. This sample demonstrates: organisation and development of a unit that could be used within a course of study aspects of the underpinning factors particular to this unit learning experiences that support the achievement of the objectives described in the dimensions of this syllabus 141023 alignment between core subject matter, learning experiences and assessment. Unit overview The unit description includes a title and a paragraph that outlines the intent of the unit. Title of unit: Digital tourism campaign This unit explores the integration of ICT skills from 3D modelling and video production to produce products based on a client’s needs. It engages students in a problem-solving process to analyse a problem, plan a solution, produce a product and evaluate the problem-solving process and solution and make recommendations. Time allocation: Semester 3, 55 hours A time requirement for the unit is indicated. Dimensions and objectives Knowing and understanding Analysing and applying Producing and evaluating identify and explain hardware analyse ICT problems to identify solutions and software requirements related to ICT problems identify and explain the use of ICT in society communicate ICT information to audiences using visual representations and language conventions and features synthesise ICT concepts and ideas to plan solutions to given ICT problems produce solutions that address ICT problems evaluate the problem-solving processes and solutions, and make recommendations apply software and hardware concepts, ideas and skills to complete tasks in ICT contexts Content to be taught Elective context: Audio and video production From the syllabus the concepts and ideas are identified, together with the relevant knowledge, understanding and skills. Topic Concepts and ideas Knowledge, understanding and skills Hardware Components and peripheral devices of a computer system have specific functions and specifications. use peripheral devices, e.g. microphones, cameras, Computer hardware and components should be identified and selected for specific user needs and purposes. accessories, phones devices to capture audio and video, e.g. cameras, video recorders, microphones, voice recorder device, download of audio and video files devices to transfer and store content, e.g. computer discs, digital video discs (CD/DVDs), hard drive, portable memory Hardware support systems provide technical information to troubleshoot problems. Information and Communication Technology Subject Area Syllabus — Sample unit of work — Digital tourism campaign Page 2 of 8 Queensland Curriculum & Assessment Authority December 2014 Software Software has different purposes, processing and functions. There are both common interface features and specific techniques when using software. Software support systems provide technical information to troubleshoot problems. Data management techniques ensure access, storage, security and organisation of information. peripheral devices, e.g. microphones, sound system, speakers, video cameras, phone devices to capture audio and video, e.g. cameras, video ICT in society Appropriate equipment, procedures and techniques need to be used when working with computers to protect health and ensure safety. Specific practices exist to ensure the ethical use, security and safety of the user. recorders, microphones, voice recorder device, download of audio and video files devices to transfer and store content, e.g. computer discs, digital video discs (CD/DVDs), hard drive, portable memory selection of audio and video hardware and components to suit specific purposes, e.g. webcams, microphones, tripods troubleshooting guides and online tools provide assistance access printed and online user guides and manuals different types of application software, e.g. Vegas, Movie Maker, Acid, Adobe Premiere different factors affect the selection of the application software, e.g. hardware choices, user needs, cost, availability camera operation techniques, e.g. focus, shot angles, lighting; composition and framing, background, distance, dolly importing video clips, animations, audio, images and music editing techniques for: video, e.g. shot screening and viewing, split clips, combine clips, add titles and credits, merge, fade, wipe, fly-ins, etc., motion FX, clip speed, overlays audio, e.g. converting audio files from one format to another, special effects, mixing techniques, time encoding, removing audio post-production techniques, e.g. rendering, saving to format or presentation medium, burn to CD and DVD, control of file size and time management use of manuals and built-in help functions community help forums and crowd-help features and online sources storage implications of various file types and settings, e.g. file size, transportability, security, resolution, frame rate, sample rate DRM, creative commons and copyright laws relating to images preparation for capturing a video or audio, e.g. scripting, outlines, storyboards, shooting schedule, equipment lists, shot list, production roles, mise en scène management and organisation of project files and published files application of safe work practices and procedures relevant to use of audio and visual software and hardware, e.g. compliance with occupational health and safety (OHS), effects of spending long periods of time using audio and video software and hardware without a break, need for regular rest breaks, avoiding eye strain, correct posture and effective equipment position and system ergonomics physical harm minimisation, e.g. volume control, headsets, workplace environment, i.e. natural lighting, Information and Communication Technology Subject Area Syllabus — Sample unit of work — Digital tourism campaign Page 3 of 8 Queensland Curriculum & Assessment Authority December 2014 Society is affected by past, new and emerging ICT. configurable chair and desk, repetitive strain injury (RSI) handle equipment safely and with care choice of suitable shooting locations care and maintenance of hardware ethical and legal issues — copyright, e.g. downloading of propriety video clips role of DRM in controlling access to video and audio techniques employed to reinforce a bias or to promote a point of view, e.g. camera angle, selective editing, choice of music, undue emphasis, and how these are used in current media peer to peer (P2P) networks and the sharing of video and audio files accessibility of audio and video and connection speeds media files can be shared instantly around the world: social implications of this technology emerging trends, e.g. rise of phenomena like viral videos and their social impact Elective context: Digital imaging and modelling Topic Concepts and ideas Knowledge, understanding and skills Hardware Components and peripheral devices of a computer system have specific functions and specifications. different devices are used to capture images, Computer hardware and components should be identified and selected for specific user needs and purposes. e.g. camera, mobile phone, scanner device specifications and features, e.g. operation, settings, storing, capabilities, resolution, methods of use selection of hardware should be based on a range of factors, e.g. meeting client needs, costs, timing output devices and considerations, e.g. 2D or 3D, resolution, materials used identification of possible causes of faults with digital image hardware and devices use troubleshooting guides and online tools to provide Hardware support systems provide technical information to troubleshoot problems. Software Software has different purposes, processing and functions. There are both common interface features and specific techniques when using software. Software support systems provide technical information to troubleshoot problems. assistance identification of digital imagery/modelling software Data management techniques ensure access, storage, security and organisation of information. capabilities, e.g. raster and vector images, 2D and 3D capabilities, compatibility between software packages identification of software for different purposes, e.g. for image creation or manipulation, schematic design, modelling and prototyping common graphical user interfaces (GUI) elements in image software, e.g. layers, editing tools, effects types of images, e.g. bitmapped, vector, gif, jpg, psd, tiff, raw, metafiles techniques used for enhancing images, e.g. filter effects, masking, distortion, overlaying, colour adjusting techniques used for manipulating images, e.g. size, orientation, red, green, blue (RGB) ratio, number of colours, brightness, contrast effect of resolution on file size, resizing and appearance of image on different output devices use of manuals and built-in help functions community help forums and crowd-help features and Information and Communication Technology Subject Area Syllabus — Sample unit of work — Digital tourism campaign Page 4 of 8 Queensland Curriculum & Assessment Authority December 2014 online sources understand the storage implications of various file types and settings, e.g. file size, transportability, security, resolution, canvas size working files versus publishing files ICT in society Appropriate equipment, procedures and techniques need to be used when working with computers to protect health and ensure safety. application of safe work practices and procedures Specific practices exist to ensure the ethical use, security and safety of the user. Society is affected by past, new and emerging ICT. relevant to the production of digital imaging and modelling, e.g. compliance with occupational health and safety (OHS), effects of spending long periods of time using ICT without a break, need for regular rest breaks, avoiding eye strain, correct posture and effective equipment position and system ergonomics physical harm minimisation, e.g. workplace environment, i.e. natural lighting, configurable chair and desk, repetitive strain injury (RSI) considerations choice of suitable shooting locations ethical and legal issues, e.g. copyright, downloading of images and use of image manipulation tools understand how identity management and information releases are required to ensure privacy and legal use of images roles of DRM and creative commons and copyright laws relating to controlling access to images awareness of the speed of image distribution and duplication globally images are no longer records of fact, they are editable images can be shared instantly around the world: social implications of this technology emerging trends, e.g. rise of phenomena like memes and their social impact Information and Communication Technology Subject Area Syllabus — Sample unit of work — Digital tourism campaign Page 5 of 8 Queensland Curriculum & Assessment Authority December 2014 Learning experiences are designed to reflect the objectives and core and elective selected for the unit of work. Learning experiences using a problem-solving process to solve an ICT problem identifying and explaining the problem analysing and examining the problem to identify possible solutions including identification of client requirements and technologies and selecting one feasible option based on the set requirements developing a storyboard to illustrate the process that will be used to compose the product modifying and implementing a solution by applying production methods from storyboard(s) to produce elements required testing the product based on peer and user feedback finalising the product for distribution evaluating the effectiveness of the problem-solving processes and solution in order to make recommendations developing an understanding of 3D animated product production including software choices and output options communicating ICT information about common ICT concepts to an audience using visual and language conventions and features demonstrating preparation for capturing a video or audio, e.g. scripting, outlines, storyboards, shooting schedule, equipment lists, shot list, production roles, mise en scène using peripheral devices to capture audio and video, e.g. microphones, cameras, accessories, phones choosing suitable shooting locations demonstrating care and maintenance of hardware demonstrating editing techniques for audio and video demonstrating knowledge of ethical and legal issues, e.g. copyright, downloading of images and use of image manipulation tools identifying and using different types of images, e.g. bitmapped, vector, gif, jpg, psd, tiff, raw, metafiles comparing the effect of resolution on file size, resizing and appearance of images on different output devices, and consequences for storage space and end use demonstrating core skills for work, e.g. planning and organising, making decisions, identifying and solving problems, creating and innovating, connecting and working with others and independently Underpinning factors, e.g. Core Skills for Work are embedded in each unit of work. Information and Communication Technology Subject Area Syllabus — Sample unit of work — Digital tourism campaign Page 6 of 8 Queensland Curriculum & Assessment Authority December 2014 The technique of project assesses a response to a single task, situation and/or scenario in a unit of work. Assessment Assessment: Assessment instrument 1 — Digital tourism campaign Dimensions assessed Knowing and understanding Analysing and applying Producing and evaluating Assessment technique Project Type of instrument Complete project includes product component and written component Assessment conditions In class Group work possible Product component: Continuous class time provided to develop Written component: 500–900 words Description of instrument Product component: Design and develop a 3D animated character to act as an ambassador for an upcoming local tourism campaign. The different components within a project can be delivered at different times throughout a unit of work. However, one overall result is given for the completed project. Learning experiences support the assessment possibilities indicated. A project consists of a number of components in a single assessment and occurs over a set period of time. Written component: Communicate a clear design plan including character sketches, storyboard and justification of design elements. The design plan will also detail the project objectives and document the process undertaken, which may be completed as a learning/activity log. Evaluate the process undertaken and the end product and make recommendations. The learning/activity log will include screenshots and design diagrams to illustrate work. A rendered video of the character with the accompanying design plan is to be submitted. Assessment: Assessment instrument 2 — Digital tourism campaign Dimensions assessed Knowing and understanding Analysing and applying Producing and evaluating Assessment technique Project Type of instrument The complete project includes a written component and a product component. Assessment conditions In class Group work possible Product component: Continuous class time provided to develop Written component: 500–900 words Information and Communication Technology Subject Area Syllabus — Sample unit of work — Digital tourism campaign Page 7 of 8 Queensland Curriculum & Assessment Authority December 2014 Description of instrument Product component: Produce a short promotional video for a client to promote tourism by using a combination of still images of the local area and a 3D ambassador figure. The video must be suitable for use in a variety of environments, e.g. websites, digital signage or mobile devices. The video will include: background images of the local area an animated 3D ambassador narration to tell the story The video will provide an interesting perspective on the area to be promoted which will entice visitors to visit the area and find out more information. Written component 1: Proposal for the client Produce a written proposal to submit to the client, which includes character sketches, storyboard and justification of design elements. Written component 2: Communicate the development of the product using a learning log which must list all used resources, the project objectives, and the process undertaken. Evaluate the process undertaken and the product, and make recommendations for the future development of similar resources. A rendered promotional video with the accompanying client proposal and learning log is to be submitted. Possible resources Blender www.blender.org Blender tutorials www.blender.org/support/tutorials design principles www.swinburne.edu.au/design/tutorials/design/design Audacity basics https://multimedia.journalism.berkeley.edu/tutorials/audacity/audio-editing landscape photography tips www.digitalcameraworld.com/2010/09/09/10-quick-landscape-photography-tips graphical representational tools, e.g. flowcharting software, SmartArt in Word, mind mapping software cameras internet access Information and Communication Technology Subject Area Syllabus — Sample unit of work — Digital tourism campaign Page 8 of 8 Queensland Curriculum & Assessment Authority December 2014