Extracted from BN013391 – Guidance and units – Edexcel Level 3 BTEC Nationals in Art and Design – Issue 1 – October 2004 183
link to suggested reading and Web sites for these units
Unit 28: Multimedia Media, Techniques and Technology
Learning hours: 60
NQF level 3: BTEC National
Description of unit
This unit will enable learners to develop their specialist understanding of multimedia and the potential of the media for effective communication. Learners’ skills will be developed as they explore the techniques and technology of multimedia in design, production and application of multimedia products.
This is an internally assessed unit.
Summary of learning outcomes
To achieve this unit a learner must:
1 Effectively investigate multimedia materials and processes
2 Use multimedia materials and processes safely and skilfully
3 Demonstrate a clear understanding of the characteristics and properties of multimedia materials
4 Clearly evaluate their use of multimedia materials and processes.
Content
1 Multimedia materials and processes
The user’s interaction with information is controlled by the interface. This is how the message is communicated. The user interaction will be dependent upon screen design, and the communication structure and style, for example how much information is presented and how it is prioritised. Designing a map to show how the user will navigate through the multimedia product is a key part of the design process.
The content of the message, exactly what is being communicated, must be carefully considered throughout the design process. For example, a storyboard, which includes words and sketches for each image, together with sound and navigational choice, will enable learners to keep a clear record of their ideas.
When multimedia designers are developing new products they make improvements by reworking, replacing and rearranging the product as a result of evaluation. This evaluation process will occur throughout all the stages in the development of the multimedia product.
Images, text and sound are used together to make communication more appealing and easier to understand. Any available images, text and sound, together with newly generated material, must be put together as planned in the storyboard.
It is important to eliminate risk to yourself and others by applying safe practice when working in a specialist multimedia environment. Learners need to gain awareness of the risks associated with a wide range of work.
Learners should investigate the legislation which affects practice in the multimedia studio.
These are examples of the most important legislation which affects their studio practice:
• the Health and Safety at Work Act (1974)
• Control of Substances Hazardous to Health (COSHH) Regulations (1994)
• the Provision and Use of Work Equipment Regulations (1992)
• Health and Safety at Work (Display Screen Equipment) Regulations (1992). 2 Characteristics and properties of multimedia materials
Multimedia products are designed to be interactive. This means that the needs of the potential user must be carefully researched at an early stage in the design process. Effective research and analysis of users’ needs at this stage is important in ensuring effective communication is able to take place. For example, with an effectively designed multimedia product users can easily find their own way round and track down the information that interests them by pressing a button or link.
3 Evaluate
Learners need to be able to evaluate their own use of materials and processes effectively.
This evaluation may take the form of written piece in a work journal or through sketchbook entries. It may also take the form of a series of visual entries that clearly illustrate how the learner has moved through a series of materials or processes.
Assessment criteria
This unit is internally assessed
In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all of the learning outcomes for the unit. The criteria for a pass grade describe the level of achievement required to pass this unit.
Grading criteria
To achieve a pass grade the evidence must show that the learner is able to: To achieve a merit grade the evidence must show that the learner is able to: To achieve a distinction grade the evidence must show that the learner is able to:
• effectively investigate multimedia materials and processes
• use multimedia materials, techniques, processes and technology safely and skilfully
• demonstrate a clear understanding of the characteristics and properties of multimedia materials
• clearly evaluate the use of multimedia materials and processes.
• use multimedia materials, techniques, processes and technology in a controlled and confident way
• demonstrate an independent and innovative understanding of the characteristics and properties of multimedia materials
• effectively and comprehensively evaluate the use of multimedia resources.
• use multimedia materials, techniques, processes and technology in an imaginative and creative way
• demonstrate a fluent and original understanding of the characteristics and properties of multimedia materials
• imaginatively evaluate the use of multimedia resources.
Essential information for teachers
Delivery strategies
This unit has been designed with three purposes:
• to enable learners to extend their experience of working with a range of specialist techniques and technology
• to encourage learners to investigate the potential of multimedia for effective communication
• to allow learners to use their developing multimedia skills in the design, production and application of multimedia products.
This unit encourages an understanding of the needs of the user of multimedia products’ together with the development of skills in the techniques and technology associated with multimedia design. The unit requires investigation of professionally produced multimedia products. The unit is very broad and the learning programme should be designed to enable learners to pursue areas of interest or aptitude.
In exploring and practising skills in using multimedia techniques and technology learners should firstly establish and practise the correct conventional use of media, techniques and technology before experimenting more widely. Although this unit explores multimedia, this can be achieved with a range of simple equipment and computer technology. ‘Hands-on’ experience
of these technologies is an essential requirement of this unit.
Investigation into how professional multimedia designers have used ‘similar’ resources and subject matter should be led through visual enquiry and practical exploration. For example, learners could be asked to explore the use of similar combinations of resources with a particular approach or style of working.
Learners’ understanding of health and safety should also be applied in this unit. Learners should understand and apply the correct uses of specialist materials and equipment. The key to good practice is to think of health and safety education as an essential part of their training for future employment. Assessment strategies
The focus of assessment in this unit is on how well learners have developed the skills and understanding needed to work successfully with multimedia resources. Evidence of breadth may come from taught workshops, set or learner-initiated exploratory activities. Depth may best be evidenced through an integrated project which may be related to final project work created for other units. Understanding of how professionals have worked in a multimedia context may also relate to other work explored.
Links
Unit 4: Ideas and Concepts provides useful supporting material for this unit.
There are opportunities for key skills in this unit.
Resources
Adequate resources, work and storage space should be provided for learners to explore the range of materials and techniques identified in the unit.
The following types of traditional design and media equipment would be appropriate to this level:
• video camera
• stills camera
• tape recorder
• basic graphic studio resources.
The following digital equipment would be a minimum requirement:
• multimedia computers with internet access
• input or capture devices used for sound and images
• software used for editing images, text and sound
• appropriate multimedia development tools.
Specialist studios and workshops will be required, equipped with resources and materials appropriate to the pathway, including photocopiers.
Sufficient library resources, including specialist texts on the history and evolution of type and letterforms, should be available to all learners taking this unit. Access to desktop publishing systems and photographic resources would be helpful but is not essential.
link to suggested reading and Web sites for these units
Unit 29: Multimedia Authoring Brief
Learning hours: 60
NQF level 3: BTEC National
Description of unit
This unit introduces learners to aspects of multimedia technology and design. The unit will widen learners’ appreciation of the design processes involved and encourage them to adhere to paper-based concept drawings whilst assembling and designing multimedia products. Learners who are particularly interested in this area of design should be encouraged to assess the current multimedia career opportunities in education, leisure, games industry and finance.
This is an internally assessed unit.
Summary of learning outcomes
To achieve this unit a learner must:
1 Thoroughly investigate and record requirements for multimedia production
2 Plan and produce a range of effective paper-based concept designs
3 Design and assemble a successful multimedia prototype
4 Critically evaluate multimedia outcomes during design development.
Content
1 Requirements
Learners need to learn how to investigate and record the requirements for a multimedia production. In doing so, learners will need to investigate and discuss multimedia examples in the context of screen design, content and interactivity. In doing this learners will need to
learn about the constraints of a system (eg delivery platform) and about input and output devices (eg mouse, touch screen, video camera and keyboard).
Learners will also need to learn about the design and development cycle of a multimedia production. To do this they will need to learn:
• about the language and dynamics of screen design (eg visual feedback, sound, audio feedback)
• about innovation and creativity
• how to present information (eg amount, grouping and prioritising)
• how to present text and graphics (eg highlighting techniques, colour and animation).
Learners will need to learn about users’ needs. This may include investigating, for example, minimum skills, content, organisation of information, learning potential offered and existing systems or methods. Learners will also need to learn about intellectual property rights and
the cultural/contextual issues relative to production.
2 Paper-based concept designs
Learners need to learn about the design and development cycle of a multimedia production.
In doing so, learners will also need to learn how to plan and produce effective paper-based concept designs. This may include:
• system diagram, flow chart/diagrams, structure map and or storyboard (ie to show the depth and breadth of information, the linking of screens and information flow)
• input and output, scripts, musical scores and screen sketches.
Learners will also need to learn how to present and discuss the main concepts and how to review and modify drawings for production.
3 Multimedia prototype
Learners will need to learn how to design and assemble a multimedia prototype. In doing so, they will need to learn how to use simple scripting devices to produce interactive sequences (eg using buttons, simple scripts, variables, properties, behaviours, palettes, transitions, text fields).
Learners will also need to learn how to use moving images, sound, colour, graphics and text when producing effective multimedia communication. This may include:
• film loops, tools, movement paths, acceleration and deceleration
• communication styles (eg menus, windows, navigation systems, direct manipulation, form-filling, question and answer dialogues, tracking)
• sampled sound, speech feedback, generated sound, environmental sound, music, audio feedback sounds made in response to an everyday object or interaction with an element on screen (eg camera click, light switch clicking on and off, turning a page over, to reinforce an action).
4 Evaluate
Learners will need to learn how to check, evaluate and modify multimedia outcomes for usability, accuracy and content. Issues will vary according to the objectives of the work but may include:
• interface design standards and guidelines, copyright laws, cultural and contextual
sensitivity (political, gender, ethnic, religious, particular needs)
• user groups, computer users and non-computer users
• cross-platform compatibility, size, economy, quality and compression techniques
• frames, browser-friendly palettes, different browsers, usability and accuracy.
The outcomes will vary according to the design brief but may include screen-based presentation, point of sale, educational, entertainment, information kiosk, CD-Rom pressing and worldwide web publishing.
Assessment criteria
This unit is internally assessed.
In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all of the learning outcomes for the unit. The criteria for a pass grade describe the level of achievement required to pass this unit.
Grading criteria
To achieve a pass grade the evidence must show that the learner is able to: To achieve a merit grade the evidence must show that the learner is able to: To achieve a distinction grade the evidence must show that the learner is able to:
• thoroughly investigate and record requirements for multimedia production
• plan and produce a range of effective paper-based concept designs
• design and assemble a successful multimedia prototype
• critically evaluate multimedia outcomes during design development.
• show an independent and systematic approach to investigating the requirements for the production of multimedia
• organise a broad range of appropriate planning information, and consistently show clear direction when designing and assembling a successful multimedia prototype.
• continuously use analysis and evaluation to create a multimedia prototype which shows a discriminating and creative response together with the effective synthesis of ideas and techniques.
Essential information for teachers
Delivery strategies
Delivery of this unit will be through workshops, discussions, tutorials, lectures, demonstrations and independent study. It is highly recommended that visits are arranged to galleries, exhibitions, and multimedia companies. Learners should be encouraged to organise observations, evaluations and interviews with practitioners themselves.
With the ever-increasing demand for multimedia on the web, in education, and in the leisure industry, learners should be aware that not everyone uses the same delivery hardware. Development for the web brings a host of complicated issues for the multimedia developer. Learners should, at this stage in their learning, be alerted to these difficulties.
Assessment strategies
Managing an interactive multimedia project, whether for education, training, or entertainment purposes, requires careful consideration of the various elements.
In outcome 1 learners are asked to consider the production of a multimedia product from concept to completion. Evidence for this could be provided as a fairly substantial research file. Learners should be encouraged to check facts by cross-referencing. Learners should record sources carefully and accurately by citing relevant information in an authoritative manner. This should include authors, titles, articles, journals and publications, date of publication, place of publication and country of publication.
Concept designs for multimedia outcomes should be provided in the form of sketches, notes, scripts, flow diagrams, charts, screen designs, storyboards, animatics, visual and audio materials — any combination of these will provide evidence of the planning and development for outcome 2.
A prototype multimedia system is required for evidence in outcome 3. Learners should make design decisions about how much of a ‘system’ they intend to produce. However, there should be evidence of a good interactive structure in place, together with consistent navigational systems and sample screen designs. Screen designs should show consistency, organisation and prioritisation of information, consideration for usability, appropriate use of colour and text.
Multimedia outcomes should show effective use of basic audio feedback, music and/or speech, visual feedback, animation and/or video, overall aesthetic appeal, innovation and creative thought. Consideration must be given to the cultural and contextual sensitivity of the content.
Intellectual property rights are at the heart of any professional multimedia production. This unit will enable learners to investigate and understand how these rights are created, protected, acquired and exploited. Evidence may be presented in the research file as part of outcome 1.
Iterative evaluation is recommended as good practice and is an important aspect of the design process. Outcome 4 asks learners to evaluate and describe potential development of multimedia outcomes. Learners should be encouraged, as far as possible, to use a cycle of repetitive evaluation and development. In the time available for this unit learners will probably not be able to evaluate more than once. However, they should discuss or report on future alterations as a result of this evaluation.
Links
Many units could be linked with this unit because of the very nature of multimedia. Specialist Unit 10: Professional Practice would provide underpinning knowledge for good design practice and professionalism. Unit 9: Design Methods provides useful information on the design and development cycle referred to in outcome 1. There are opportunities for key skills in this unit.
Resources
Hardware resources should be sufficient to supply each learner with a computer in a well- ventilated and spacious environment. Each machine should reflect the multimedia industry standard and be capable of running appropriate software that also reflects industry standards.
Information resources should include access to a library, the internet and the worldwide web, CD-Rom, databases and specialist publications.
Learners will need access to appropriate work space for the production of paper-based designs which are required as part of this unit.
link to suggested reading and Web sites for these units
Dreamweaver links Unit 30: Website Design
Learning hours: 60
NQF level 3: BTEC National
Description of unit
This unit aims to provide learners with the basic skills required for website design. The unit promotes a sound understanding of basic coding practices and styles and explores the elements required for good website design. The unit looks at issues of content and overall site style and
investigates advanced internet technologies and their applications.
This is an internally assessed unit. Summary of learning outcomes
To achieve this unit a learner must:
1 Use a web browser confidently and effectively
2 Examine and critically analyse website design issues
3 Produce meaningful web pages
4 Investigate a range of relevant advanced web technologies.
Content
1 Web browser
Learners will need to learn about the main functions and features of a web browser. To do so they will need to learn how to use a browser effectively, access and modify browser options and use current terminology. This may include:
• functions and features such as network preferences, protocols, general preferences, editor preferences (eg publish, options) and appearance (eg fonts, colours, images)
• terms such as cookie, proxies, ftp, http, protocol, defaults, preview, browse, reload, load images, publish, bookmarks and plugins.
2 Design issues
Learners will need to learn how to develop a website. To do so they will need to evaluate the good and bad design elements in a range of websites and learn about site management.
This may include:
• design elements such as layout, fonts, colours, readability, navigation, HCI, usability and target audience
• site management such as conventions, good practice, site structure and storage (eg assets/elements, relative versus absolute paths/addresses).
Learners will also need to be taught about the constraints affecting web design such as file sizes, download time/bandwidth, layout, colour palette, file formats, suitable graphical formats (eg JPEG, GIF, appropriate sound, video formats, images) size and suitability. 3 Web pages
Learners will need to learn how to produce web pages. To do so, they will need to learn how to produce code to create a web page which reflects a prescribed style/design. This involves:
• editing source, viewing source code, modifying code (eg colours, styles and text), writing HTML code (eg paragraph, text, font, colour, style)
• inserting graphics and files
• defining links/anchors
• creating tables and frames.
Learners will also need to be taught how to use a range of web-authoring applications in the production of web pages which incorporate a range of design elements (eg text, graphics, animation, sound, video, movies, background image, borders, bullets and tables).
4 Advanced web technologies
Learners will need to learn about the functions, features and applications of advanced web technologies, they will also need to learn about the associated terms. The terms associated with advanced web technologies will vary as technology develops. Examples at the time of publication include database connectivity, CGI scripts, server side interaction, Shockwave, Java, Javascript, DHTML and VRML.
Assessment criteria
This unit is internally assessed
In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all of the learning outcomes for the unit. The criteria for a pass grade describe the level of achievement required to pass this unit.
Grading criteria
To achieve a pass grade the evidence must show that the learner is able to: To achieve a merit grade the evidence must show that the learner is able to: To achieve a distinction grade the evidence must show that the learner is able to:
• use a web browser confidently and effectively
• examine and critically analyse website design issues
• produce meaningful web pages
• investigate a range of relevant advanced web technologies.
• research and effectively organise a broad range of information to draw coherent conclusions about website design issues and advanced web technologies
• show an individual and creative approach to the design of web pages.
• show independence in developing theoretical understanding of website design issues and advanced web technologies and creating and presenting functionally and aesthetically assured web page designs.
Essential information for teachers
Delivery strategies
Delivery of this unit is not platform specific but centres must provide appropriate hardware and software for learners to meet outcome requirements. Learners should have regular access to the internet and centres should also offer access to relevant and current information in relation to web-authoring developments (eg Dreamweaver, Flash, DHTML).
The delivery of this unit should be mainly practical with predominantly learner-centred activities although theoretical concepts may need to be delivered more traditionally.
Learners should be aware that there are a number of cross-platform and browser issues which they will need to consider when creating web pages. Another browser may display the page differently and learners should test ‘early and often’ on different platforms and with different browsers. Early versions of browsers cannot display frames and layers, and applications such as ‘Flash’ require a plugin to be loaded on the user’s machine. Assessment strategies
It is suggested that learners who have no experience of coding web pages may be provided with
an example of a web page, and access to the code in order to modify it. This exercise can prove successful in introducing the learner to the effect of changes to code in terms of format and colour, for example.
Learners should provide evidence of completion of a set of practical tasks. These tasks should include the evaluation of a number of websites in terms of design and usability and the production of a website. Production of a site composed of a number of different web pages should make it possible to cover the content range for issues, web page content and HTML coding.
Links
This unit builds on all the core units but links with a number of specialist units including Unit 11: Computers in Art and Design, Unit 28: Multimedia Media, Techniques and Technology and Unit 29: Multimedia Authoring Brief, but will be particularly relevant to learners interested in interface design. There are opportunities for key skills in this unit.
Resources
Learners should have access to suitable web-authoring software to give them the opportunity to generate evidence. This should be in addition to a text-based HTML editor.
Software used by learners should reflect current software. At the time of writing this includes:
NetObjects Fusion, Claris Home Page, Macromedia Dreamweaver, Cyberstudio, Microsoft Word, Netscape Communicator, HotDog, Microsoft Front Page, Flash 3.0, Macromedia Fireworks. Learners will also need access to a range of ‘Visual Quick’ start guides specific to the software available.
Hardware should be capable of running a web-authoring application in conjunction with a web browser so that learners can preview pages in development.
link to suggested reading and Web sites for these units |
