Working with multimedia: Difference between revisions

|Learning Objectives='''Professional and reflective practitioner skills'''<br />At the completion of this course, students should be able to:<br />* understand how to use the e-skills Staffroom to allocate activities to learners and assess uploaded content from learners, <br />* understand how testing and change management activities should be incorporated into the project and their contribution to the completed product, <br />* work with learners to evaluate the finished product and identify action plans for improvement of it,<br />* identify areas where personal, learning and thinking skills can be developed and assessed within the multimedia unit.<br />'''Practical skills'''<br />At the completion of this course, students should be able to:<br />* work with learners to create a project plan based on a client brief and to undertake audience and competitor research, <br />* work with learners to build a website with images, text, audio and video, <br />* apply the assessment criteria for the appropriate awarding body to learners’ outcomes generated by activities in the e-skills UK resources, <br />* recognise and assess the functional skills demonstrated by learners as they complete tasks and activities in the multimedia unit.<br />'''Knowledge and understanding'''<br />At the completion of this course, students should be able to demonstrate:<br />* an understanding of how to use the e-skills Staffroom teaching and learning resources, <br />* an understanding of how students can upload outcomes from each activity and task to the Staffroom for assessment purposes, <br />* an understanding of the mapping of the Diploma in IT specification to the two projects available as learning journeys for the multimedia unit, <br />* an understanding of how to assess the process of creating a multimedia product through the completion of a learning journey.<br />'''Cognitive skills'''<br />At the completion of this course, students should be able to:<br />* identify the particular challenges of the initiation and closure phases of the multimedia learning journey and reflect upon strategies to support students through the tasks related to these phases, <br />* identify opportunities to work with local employers to create a suitably explicit and well specified client brief that can be addressed by students and associated with a project plan.