Instrument – ITEM I MAJOR PROJECT 2
Major Project 2
Year 12 Semester 3, 2011
Assessment Conditions:
8 weeks, Summative, own & class time, unsupervised.
Work authenticated by journal entries, signed statement, teacher observation.
Date Handed Out: See assessment schedule
Due Dates: See assessment schedule
Part A, Design Phase
Part B, Development Phase
Part C, Evaluation and Printed Documentation Phase
Design Situation
This is an individual practical task. The task is to design, develop and evaluate an interactive learning object
using the Adobe Creative Suite® Version 4. Adobe Flash® will be the main tool for creating the learning object.
Adobe Dreamweaver® will be used for final compiling of learning object. Adobe Fireworks®, Adobe Illustrator®
and Adobe Photoshop® are the three options for creating and manipulating graphics for the interactive learning
object.
Design Brief
You are a senior multimedia designer for an independent education firm called EdMedia. Your senior role for
EdMedia is to research, investigate, design and develop an interactive learning object for children aged 4 to 5
years that will focus on foundational literacy or numeracy skills. In order to fulfil your role as the senior designer,
you will be trialling your newly designed interactive learning object in approx 8 weeks in a visit to a local child care
centre at a negotiated, convenient time. During the visit, you will observe and evaluate children using the
Interactive learning object that you have designed and developed.
Your project managers, Mrs # or Mr # have prepared a client brief based on discussions with the child
care centre. You will have three weeks to design and plan your interactive sequence and five weeks to develop
the Interactive learning object. The peer, child and self evaluation will be completed in class following the testing
of the game at the child care centre.
Summary of Client Brief
Child care centres usually cater for 20 to 25 students aged 4-5 years. There is a range of maturity and experiences
amongst the students but they have a short attention span. Tasks need to be short, interesting and varied to
maintain the student’s interest. They are able to point, click and drag with a mouse and enjoy colouring, sorting,
music, rhythm, sounds and interactivity. The learning objects should focus on literacy and numeracy skills ensuring
lower case letters and numbers follow the Queensland Cursive Script and do not have fancy font styles. Activities
about letters and numbers should also include colour, counting, shapes and classifying where possible, as this
would enhance learning. Baby animals, fairies, dragons, unicorns and non-scary mythical creatures are very
popular.
The interactive learning object should not have a printing option.
Submission Requirements.
Journal:


Ensure all pages of your Journal are clearly and consistently numbered and dates are included.
Include HEADINGS at the beginning of each task i.e. Part A, Design Phase, Part B, Development
Phase.
Complete submission checklist:
Design Phase - Part A
Create three files named MAP2.docx, MAP2_log.docx and MAP2_gantt.xlsx
―
―
―
―
―
―
―
―
―
―
―
―
―
―
―
―
Title Page
(wordprocess in MAP2.docx)
Table of Contents
(wordprocess in MAP2.docx)
Design Situation
(wordprocess in MAP2.docx)
Letter to Childcare Director
(wordprocess in MAP2.docx)
Gantt Chart
(spreadsheet using excel MAP2_gantt.xlsx), screen grab
and add to MAP2.docx.
Industry standard authoring software
(wordprocess in MAP2.docx)
Skills needed to develop project
(wordprocess in MAP2.docx)
Technical documentation – folder structure, storage/disc space(s), storage devices, delivery
platform, file formats and final delivery platform (expand on; embedded swf for web platform)
wordprocess in MAP2.docx
Navigation design / Sitemap
(wordprocess in MAP2.docx)
Design Concepts – annotated storyboarding (Journal)
Disaster Recovery Plan, including on and off campus (wordprocess in MAP2.docx)
Cost analysis - engagement and invoicing (wordprocess in MAP2.docx)
Project Manager Feedback on Design Concepts (Journal and MAP2.docx)
Project Manager Sign off Design Concepts (sign off in journal)
Peer Feedback of design
(teacher will provide peer questions)
Log meetings and daily work
(wordprocess in MAP2_log.docx)
NOTE: DON’T PRINT DOCUMENT AT END OF DESIGN PHASE
Develop – Part B
Create Adobe Flash file student number######.fla
―
―
―
―
―
―
―
―
―
Template / Actions / Layer design
(wordprocess in MAP2.docx)
User testing evidence, include dates
(wordprocess in MAP2.docx)
Technical Recording evidence of advanced software application features (i.e., layers in
Photoshop®, timeline scripting in Flash®, sound authoring in Sound Booth®)(wordprocess in
MAP2.docx or in journal)
Submission of Beta version of your game approx one week prior to final development signoff
Sign off Beta Version
(sign off in journal – scan and add to MAP2.docx)
Peer Feedback of learning object (teacher will provide peer questions)
Log meetings and daily work
(cont from design phase wordprocess in MAP2.docx)
Sign off Final Version
(sign off in journal – scan and add to MAP2.docx)
Submission of learning object
see assessment schedule
Evaluate – Part C
―
―
―
―
Final Evaluation using the CIPP model
Child Observation
Manager sign off
User instruction documentation
(wordprocess in MAP2.docx)
(wordprocess in MAP2.docx)
(sign off in journal)
(wordprocess in MAP2.docx)
Part C Continued
User and Technical Documentation in more depth
Prepare the user and technical documentation for your Project Manager and the client.
The documentation will form part of MAP2.docx and should include:
―
―
―
―
a description of the interactive learning object
notes and visual elements on how to load and start the Interactive learning object in a web browser
environment
select one important element related to editing the interactive learning object. For example, editing a
graphic in Adobe Photoshop® then and importing to Adobe Flash®
any advice that may affect the use of the Adobe Flash movie, i.e.; Having Adobe Flash Player installed
Use Arial font 11pt size as appropriate. Line spacing 1.5. Consider the use of subheadings where appropriate
Final Evaluation
Evaluate the project using the CIPP model – that is, in terms of the CONTEXT, INPUT, PROCESS AND
PRODUCT. More detail regarding the CIPP model can be found in your COMMON shared directory for this
subject. Include screenshots of your Interactive learning object as well as annotations for explanations.
Under PROCESS and PRODUCT sections ensure you discuss;
―
―
―
―
―
―
―
the Adobe Flash® skills used
problems encountered and how they were solved
changes to original planning and reasons for the changes
recommended improvements assuming you had the extra time and skills
technical concerns that occurred during the development of the learning object
advanced skills gained
include one coloured screenshot of your movie. Annotate it to indicate your testing of the spelling and
grammar, as well the functionality of the movie, for example animations and successful interactivity
It is recommended that you include feedback from the child care centre visit and any other peer reviews.
Assessment for MAP2 – Part A
Criteria
Familiar application
 kn owledge
 s imple application
Standard A
Standard B
The student:
The student:
 recalls a wide range of multimedia
 recalls a range of multimedia
 recalls multimedia terminology
 reca lls multimedia
terminology, methods and procedures,
terminology, methods and
and some related methods and
concepts and processes and illustrates
procedures, concepts and
with detailed and relevant examples
processes and provides relevant
procedures, concepts and
processes
relating to the design of interactive
learning objects
examples relating to the design of
interactive learning objects
plans and applies related multimedia
knowledge to produce quality a design
phase
knowledge to produce
outcomes.
design phase
The student:
The student:
The student:
 provides detailed analysis
 identifies, classifies and
 ide ntifies and classifies
client requirements, hardware and
software specifications
 develops effective and efficient
processes and products, with detailed
justification and against appropriate
criteria
incorporating client requirements,
describes client requirements,
client requirements,
hardware and software
specifications
hardware and software
specifications
hardware and software
specifications in a
 develops effective multimedia
solutions for the client
 dev elops multimedia solutions
for the client
 evaluates contexts, inputs,
 e valuates contexts, inputs,
processes and products, with
justification and against appropriate
criteria
The student recalls some
multimedia facts and
terminology.
 a pplies multimedia
 applies related multimedia
knowledge to produce a valid
multimedia knowledge to plan and
produce a valid design phase
terminology, and related
concepts
 provides comprehensive analysis of
 consistently evaluates contexts, inputs,
processes and products
against appropriate criteria
The student identifies client
requirements, hardware and
software specifications in a
simple way but rarely
provides multimedia
solutions for the client
simplistic way
 produces simple or partial
multimedia solutions for
the client
 ev aluates superficially
The student:
The student:
The student:
The student:
The student:
 consistently transforms, constructs and
 co nsistently transforms, constructs
 constructs and presents
 constructs and presents
 prese nts information
presents information and
and presents information and
documentation and information
information and
documentation to succinctly represent
documentation to effectively
to represent the intended
documentation but may
the intended meaning, effectively
represent the intended meaning,
integrating multimedia design
principles
effectively applying multimedia
design principles
meaning, using some
multimedia design principles
miss the intended
meaning
 uses a wide vocabulary and
 uses a wide vocabulary with
RESULT A+
 consistently applies related
Standard E
The student:
multimedia solutions for the client
Communication
 repres enting
information
 u sing language
Standard D
The student:
 effectively and consistently selects,
Problem solving
 ana lysis
 s ynthesis
 ev aluation
Standard C
The student:
discrimination and consistently applies
consistently applies conventions of
conventions of language to convey
language to convey meaning
meaning appropriate to the multimedia
context.
appropriate to the multimedia
context.
A
A-
B+
B
B-
 use s vocabulary and
 use s language, although
 uses language to convey
conventions of language to
meaning, although the
convey meaning appropriate to
the multimedia context.
meaning conveyed is not
C+
D+
C
meaning is sometimes
unclear or inappropriate.
C-
always appropriate to the
multimedia context.
D
D-
E+
E
E-
Assessment Section: Student ownership statement: The work I have submitted for this
assignment is all my own work except where specifically acknowledged in
the accompanying work or documentation.
Signed: _________________________________
Teacher Statement: By monitoring the development of student work in
progress in class, student discussion and drafting where appropriate, I
verify and endorse this student’s ownership statement.
Signed: _________________________________
Overall Standards associated with exit criteria for this assessment task: Familiar Application
Problem Solving
Communication
Note: 
VET Compliance Statement: Evidence that students have met competencies can be shown in a variety of ways –observation by your teacher, technical documentation, journal entries by you and your client and actual work produced. 
Students who are not awarded part or full competency for this assignment will get another opportunity in later assessment items. Students must check with teacher when this will occur. Answer the following questions: 1. Have the purpose and consequences of the assessment been explained? 2. Have you received copies of the relevant unit/s of competency? 3. Do you understand what evidence is to be collected? 4. Have your rights and the appeal system been fully explained? 5. Have you discussed any special needs to be considered during assessment? Yes / No Yes / No Yes / No Yes / No Yes / No Competencies (from Part A, Part B & Journal entries)
Certificate II in Information Technology (ICA05)
* towards
competency
Required competencies
BSBCMN106B
Follow workplace safety procedures
ICAD2012B
Design organisational documents using computing packages
ICAD3218B Crea
te user documentation
ICAU2005B O
perate computer hardware
ICAU2006B O
perate computing packages
ICAU2013B
Integrate commercial computing packages
ICAU2231B
Use a computer operating system
ICAU3019B
Migrate to new technology
ICAW2001B
Work effectively in an IT environment
ICAW2002B
Communicate in the workplace
Other competencies
ICAU3028B
Customise packaged software applications for clients
ICAU3126B
Use advanced features of computer applications
ICAB3018B
Develop macros and templates for clients using standard products
* This table is an indicator of your success in demonstrating learning outcomes in this assessment item only. At the exit
of this course your folio of assessment items will determine competency.