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Diploma of Interactive Digital Media

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Matt Ross-Smith

on 21 February 2014

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Transcript of Diploma of Interactive Digital Media

Diploma of
Interactive
Digital Media

Skills Building
“Our Skills Building cluster has been designed to prepare you for future studies, assessment tasks and projects within the Web Design, Gaming and Web Development clusters of this creative program.”
CUFRES401A Conduct research
This unit describes the performance outcomes, skills and knowledge required to conduct research in response to a brief.

People responsible for undertaking research in any industry context apply the skills and knowledge described in this unit. They may be full-time research officers or those for whom research forms part of their job. Alternatively, they may provide research services on a contract basis.

Research briefs can cover any topic and research may be undertaken over short or long periods, depending on the complexity of the brief. Even though people at this level work with a fair degree of autonomy, they report to a manager or client.
BSBREL401A Establish networks
BSBPMG522A Undertake project work
This unit describes the performance outcomes, skills and knowledge required to undertake a straightforward project or a section of a larger project. This unit addresses the management of projects, including developing a project plan, administering and monitoring the project, finalising the project, and reviewing the project to identify lessons learned for application to future projects.

The unit focuses on the application of project-management skills and the requirement to meet timelines, quality standards, budgetary limits and other requirements set for the project.
BSBCMM401A Make a presentation
This unit covers the performance outcomes, skills and knowledge required to prepare, deliver and review a presentation to a target audience.

This unit applies to individuals who may be expected to make presentations for a range of purposes, such as marketing, training, promotions, etc. They contribute well developed communication skills in presenting a range of concepts and ideas.
The units above have been chosen to compliment upcoming projects from conceptual briefing through to product delivery. They are listed in sequential order relative to undertaking any interactive digital media project. Professional interpretation of project briefs will enable you to respond accordingly through research which will naturally see you setting up a variety of working relationships whilst you are undertaking all aspects of project work including planning, administration, monitoring, finalising, presenting product and then finally reviewing the entire process for future improvements.
Web Design
“Our Web Design cluster will give you the skills to work collaboratively with others in the creative process of interactive web environment design."
CUFDIG506A
Design interaction

This unit describes the performance outcomes, skills and knowledge required to design the interaction for interactive media products.

People who apply the skills and knowledge outlined in this unit could be responsible for designing products such as games, e-learning resources or websites. Alternatively, they may specialise in the design of interactivity and work collaboratively with other designers.

Liaison with team members is a key feature of this role, as is testing undertaken as part of the design process. A well-developed understanding of the dynamics of human-computer interaction is essential.
CUFDIG502A
Design web environments

This unit describes the performance outcomes, skills and knowledge required to design web environments.

A web environment may consist of one or many web applications and technologies integrated in various combinations.

The design is focused on how these applications and technologies are combined and used, and the way in which interactive content is accessed by users.

A person in this role works with clients to develop design specifications for web environments.


BSBCRT402A
Collaborate in a creative process

This unit describes the performance outcomes, skills and knowledge required to collaborate in a creative process.

This unit applies to individuals who participate in a collaborative creative process in a work or broader life context. It is relevant to individuals who are involved in what is traditionally considered creative endeavour but is also very important in broader business and community activities where creative team effort is highly valued.

The unit focuses on effective engagement in a collaborative process, underpinned by a commitment to trust and ethics as a key feature of collaborative creative effort.
The units above have been chosen to provide both the technical and interpersonal skills required to drive the creative design process in collaboration with others. Human-computer interaction is a key consideration when ensuring your web environments provide an engaging experience to end users. The design process will see you finding solutions to client requirements then integrating the various resulting technical components into their web environments.
Gaming
“Our Gaming cluster has been designed to give you the skills to create games that could be fun, educational, serving a general purpose, or professional simulated need."
CUFDIG504A
Design games

This unit describes the performance outcomes, skills and knowledge required to design games and document the process for developing them.

Game design requires a high degree of collaboration between script writers, programmers and graphic designers.

Low-end games can be constructed using interactive authoring tools, but for video game productions, designers need to work with high level programmers to ensure that designs are technically feasible.

A lead designer typically applies the skills and knowledge described in this unit, which relate to generating and then working on a game idea until the mechanics and design of the game are fully documented. A lead designer communicates the vision for a game to the rest of the team, takes ideas submitted during design meetings and analyses them to ensure they fit the game's intended objectives. This vision is captured in the game design document.
CUFDIG507A
Design digital simulations

This unit describes the performance outcomes, skills and knowledge required to design digital simulations.

The range of digital simulations covered in this unit is broad, and could include virtual world environments for architecture; virtual instruments and equipment for science and engineering; or natural and technical processes and procedures in medicine, conservation and manufacturing.

As these simulations are based on real world environments and processes, designers need to work closely with experts in the field to understand the dynamics of the processes and to be able to model these in a virtual environment.

The unit also requires working collaboratively with programmers and software authors to ensure the simulation can be technically achieved.
CUFANM503A
Design animation & digital visual effects

This unit describes the skills and knowledge required to design animation and digital visual effects for screen productions.

Designers who specialise in animation or visual effects apply the skills and knowledge described in this unit. They work closely with people such as directors or producers to prepare design specifications for animation or visual effects for projects, which range in scope from television commercials to aspects of feature films, an entire animated film or interactive games.

A high level of creative conceptualisation is required, along with an ability to undertake background research.

Even though designers operate at a senior level with a high degree of autonomy, the process of generating concepts and ideas is collaborative. An ability to work in a team environment and with clients is therefore essential.
CUFPOS402A
Manage media assetts

This unit describes the performance outcomes, skills and knowledge required to manage media assets for screen and media productions and projects.

The skills and knowledge outlined in this unit are typically applied by a person working in a large enterprise on projects or productions that require a wide range of media assets. They work directly with asset creators (audio, video, graphics) to ensure that the asset management system accommodates their needs.

Though reporting to a producer or manager, a person in this role works with a fair degree of autonomy. They are responsible for setting up the conventions for file naming, sourcing, sorting and storing formal documents and media assets, and recording project or production details. They also set up systems to manage these assets effectively. The systems may need to be built by other personnel within the enterprise or production.

The units above have been chosen to compliment the creative technical process of game design and production. A variety of components within your games will need to be researched, designed, collaboratively sourced, tested and delivered including digital simulations, 2D animations and digital visual effects. The proper management of media assett files is essential in maintaining order of which the functionality of the game relies. This will include file naming conventions, version control, storage, archiving, storyboarding, and general process record keeping.
Web Development
“Our Web Development cluster will enable you to complete the web design process, thoroughly test and then upload your website to an internet hosting service provider."
CUFDIG505A
Design information architecture

This unit describes the performance outcomes, skills and knowledge required to design the information architecture of an interactive media product.

Depending on the size and type of organisation, information architects or senior web designers apply the skills and knowledge outlined in this unit. They work collaboratively with senior personnel, such as creative directors and other members of a development team, to develop the content, structure and navigation of interactive media products.

Liaison with clients and team members is a key feature of this role, as is prototype testing (wire framing), which is undertaken as part of the design process. Attention to detail is also required to ensure that all aspects of content are effectively addressed.
CUFDIG501A
Coordinate the testing of interactive media products

This unit describes the performance outcomes, skills and knowledge required to manage the testing of interactive media products.

This is a central team role, working with the whole production team, including designers, authors, programmers and graphic artists.

In larger projects and particularly in games, testing is a continuous process and may have a quality assurance unit devoted to testing.

A person in this position plans and coordinates the testing process and is also responsible for analysing testing results, writing reports and communicating the results to appropriate members of the production team.
ICAWEB424A
Evaluate and select a web hosting service

This unit describes the performance outcomes, skills and knowledge required to evaluate and select an appropriate hosting service for current and future business needs.

This unit applies to information technology (IT) personnel who take responsibility for comparing and evaluating internet service provider (ISP) services.
The units above have been chosen for the enhancement and realization of your major projects. Tasks will include the following for both your web design and gaming projects:
- organizing and labeling pages to support usability and find ability.
- incorporate forms and manage database of information gathered.
- document testing plan, coordinate testing process, analyse and report test results.
- select, evaluate and monitor suitable ISP hosting.
BSBWHS501A Ensure a safe workplace
This unit describes the performance outcomes, skills and knowledge required to establish, maintain and evaluate the organisation’s work health and safety (WHS) policies, procedures and programs in the relevant work area according to WHS legislative requirements.

This unit applies to managers working in a range of contexts. It takes a systems approach and addresses compliance with relevant legislative requirements.

Those who have or are likely to have responsibility for WHS as part of their broader management role should undertake this unit.

The unit is relevant for people with obligations under WHS legislation, for example persons conducting a business or undertaking (PCBUs) or their officers (as defined by relevant legislation).
This unit describes the performance outcomes, skills and knowledge required to interpret and creatively respond to a design brief through the production of work.

This unit applies to individuals working in any industry or design context where work is prescribed by a commissioning agent/client in the form of a brief. The unit is holistic in nature and focuses on the integration of the creative, communication and planning processes that support effective response to a design brief.

In practice, this unit supports and is supported by other units describing the specialist skills and knowledge required by specific design disciplines.

Work is carried out independently, although guidance would be available if required.
BSBDES402A Interpret and respond to a design brief
This unit describes the performance outcomes, skills and knowledge required to develop and maintain effective work relationships and networks. It covers the relationship building and negotiation skills required by workers within an organisation as well as freelance or contract workers.

This unit applies to individuals with a broad knowledge of networking and negotiation who contribute well developed skills in creating solutions to unpredictable problems through analysis and evaluation of information from a variety of sources. They may have responsibility to provide guidance or to delegate aspects of tasks to others.
Website Minor Project

WHS
Workbook

Website Major Project

Gaming Minor Project

Gaming Major Project

Assessment 1
Is divided into four sections and includes a range of structured activities involving written responses to questions, written report, practical activities and document review, scenario analysis and document development.

Assessment 2
Practical project 1.– There is one project that focuses on your workplace (My Learning Lounge)

Assessment 3
Practical Project 2. – Develop and deliver WHS training
"Passion Based Learning" is the very essence of your studies with Keystone. You simply work on projects YOU are passionate about. "Full stop"






"Rather than focus on tests and assignments, we have designed this program around real projects where you gain real world experience whilst naturally gathering assessable evidence via industry standard creative project work practices along the way.


"You create a basic website of your choice to establish your skills and knowledge with the fundamental principles of web design"
"You plan, research, collaborate, build, test, enhance, deliver, present and review a comprehensive web environment project based on your own conceptual ideas"
"You will be provided with a Kano Computer Kit, you very simply build, connect and program games into your very own pocket sized custom computer"
"You plan, research, collaborate, build, test, enhance, deliver, present and review a comprehensive gaming project based on your own conceptual ideas"
1. Project Plan
a. Briefing Clarification Summary
b. Document Design Specification
Including interaction, a digital simulation asset, a 2D animation asset and a Digital Visual FX asset.
c. Timeline
d. Outsourcing Plan
e. Hypothetical Financial Plan
f. Risk Assessment
g. Relevant Ethical & Legal Considerations Summary

2. Research Diary
a. Target Audience
b. Similar Website/Game Examples
c. Relative Networking Opportunities

3. Creative Concept Process Diary
a. Idea Generation
b. Concept Development
c. Refine Concept

4. Communications Log
a. Colleagues (fellow students)
i. Briefings for Outsourced Component/s
b. Clients
c. Networks
d. Trainers
e. Support Services

5. Production of Prototype Website
a. Component Identification
b. Outsourced Component/s Production
c. Produce Prototype

6. Testing/Review of Prototype Website
a. Document Testing Plan
b. Coordinate Testing Process
c. Evaluate Against Brief
d. Determine Required Adjustments
e. Peer Testing
f. Document Review including analysis and
reporting of results.

7. Development of Website
a. Progress Diary
b. Research suitable ISP hosting
c. Evaluate ISP hosting
d. Monitor ISP hosting

8. Presentation of Completed Website
a. Online Presentation Storyboard
b. Recorded Presentation
c. Evaluation form for peer evaluation
d. Records of evaluation form data

9. Review of Project
a. Peer & Self Evaluation
b. Document findings
c. Hypothetical Financial Report


1. Project Plan
a. Briefing Clarification Summary
b. Document Design Specification
Including interaction, a digital simulation asset, a 2D animation asset and a Digital Visual FX asset.
c. Timeline
d. Outsourcing Plan
e. Hypothetical Financial Plan
f. Risk Assessment
g. Relevant Ethical & Legal Considerations Summary

2. Research Diary
a. Target Audience
b. Similar Website/Game Examples
c. Relative Networking Opportunities

3. Creative Concept Process Diary
a. Idea Generation
b. Concept Development
c. Refine Concept

4. Communications Log
a. Colleagues (fellow students)
i. Briefings for Outsourced Component/s
b. Clients
c. Networks
d. Trainers
e. Support Services

5. Production of Prototype Game
a. Component Identification
b. Outsourced Component/s Production
c. Produce Prototype

6. Testing/Review of Prototype Game
a. Document Testing Plan
b. Coordinate Testing Process
c. Evaluate Against Brief
d. Determine Required Adjustments
e. Peer Testing
f. Document Review including analysis and
reporting of results.

7. Development of Game
a. Progress Diary
b. Research suitable ISP hosting
c. Evaluate ISP hosting
d. Monitor ISP hosting

8. Presentation of Completed Game
a. Online Presentation Storyboard
b. Recorded Presentation
c. Evaluation form for peer evaluation
d. Records of evaluation form data

9. Review of Project
a. Peer & Self Evaluation
b. Document findings
c. Hypothetical Financial Report


Schedule
The rotating schedule has been designed to provide students with flexible options to attend recurring sessions throughout the first three weeks. It enables students to attend all sessions in a row if they so desire (highlighted in
yellow
) or should they only be available to attend one particular day of the week (example day highlighted in
green
).
Information Sessions (45min) to be included:

Induction
• Course Overview
• Administration Induction
• General WHS including Evacuation Procedures

WHS
• Ergonomics – Computer Use
• Legislation Referencing
• Hazard Identification
• Risk Assessment
• Record Keeping/Documentation

Copyright
• Copyright Legislation
• Moral Rights
• Intellectual Property

Research Skills
• Information Sources
• Research & Data Gathering Techniques
• Research Tool Design

Induction Repeated
• Same as Induction, to ensure at least four induction sessions are scheduled per week


Practical Sessions (1hr) to be included:

Colour Theory
• The Colour Wheel
• Colour Types – Primary, Secondary & Tertiary.
• Colour Harmony
• Colour Context.

Typography
• What is Typography
• Lines
• Leading
• Tracking
• Kerning
• Alignment

Layout & Composition
• Anatomy of Page Layout
o Grids
o Alignment
o Balance
o Consistency
o Contrast
o White Space
o Proximity
• Composition Explained
o Single Visual
o Focal Point
o The Golden Ratio
o Grid Design
o Gesalt Laws
o “Z” & “F”Layouts

Creative Thinking
• Fluency
• Flexibility
• Originality
• Elaboration

Web Design Overview
• Overview of Cluster
• Website Planning
• Golden Rule: Fulfilling user needs



Full transcript