Unit 17 Multimedia P2 - Design: Navigation map

Generate outline ideas for an interactive media product working within appropriate conventions and with some assistance.

Planning and Design

• navigation map

Create a navigation map of the place you chose for your holiday destination.

Unit 17 Multimedia P2 - Design

Generate outline ideas for an interactive media product working within appropriate conventions and with some assistance.

Planning and Design

• navigation map

• storyboarding (e.g. layout, colours, fonts)

• other (e.g. brainstorming, mood boards, script designs)

• source, create and optimise components (e.g. images, animation, sound, video, scripts). 

Create mind map of ideas for multimedia.

P4 Connect Console to Console

Describe how to connect two consoles together for gameplay.

You will need to provide images and a guide of the equipment needed, create the guide as if you are actually connecting the consoles as in the other tasks.

Choose from:

PlayStation 3 to PlayStation 3

Xbox 360 to Xbox 360

Nintendo DS to Nintendo DS

PSP Vita to PSP Vita

M2 & D2

Lesson Objectives

Describe mobile technologies (M2) & evaluate their suitability for game play (D2) 

Lesson Outcomes

Merit - Describe 3 mobile technologies for game platforms

Distinction - Evaluate the suitability of 5 mobile technologies for game play.

Create a report on the different mobile technologies for game platforms and how suitable they are for game play. Look at the mobile technologies used in different game platforms (specificity & handheld mobile). The technologies can be ones identified in the learning outcome of new technologies.

It is important for all technologies you comment on how they affect GAME PLAY and PLAYABILITY.

Mobile Platforms

• iPhones

• Blackberry

• Android phones

• Hybrid machines

• Cellular phones

• iPads

• Other

Add this to the report on hardware technologies for game play.


Playability

Playability is a term in video gaming jargon that is used to describe the ease by which the game can be played.

http://playability.askdefine.com/ 

FROG page http://frogserver/?d=207615

Mobile Technology	Interface	Graphics processor	Memory	Display	Sound	Game Storage	Connectivity	Power
Ipad
Iphone
PS Vita
3DS
Samsung Galaxy S4
Galaxy Note

LO4 Connect & Configure Platforms (2)

LO4 Be able to connect and configure platforms and devices to enable gameplay

 

In groups of 2 or 3 connect the following:

Wireless Keyboard & Mouse

Wired Keyboard & Mouse

Install Mobile Game

Configure Mobile Game

Connect to Wifi

LO4 Connect & Configure Platforms (1)

LO4 Be able to connect and configure platforms and devices to enable gameplay

 

In groups of 2 or 3 connect the following:

Wireless Keyboard & Mouse

Wired Keyboard & Mouse

Install Mobile Game

Configure Mobile Game

Connect to Wifi

Unit 15 - P2 Hardware Technologies

Learners will need to describe at least six of the hardware technologies identified in the teaching content for learning outcome 2 describing their features.

http://frogserver/?d=207615

• human-computer interface e.g. devices; button configurations; user-centred, interactivity;

• processor (e.g. types; speed;)

• graphic processor (e.g. types; speed; pixels, polygons, nurbs)

• memory (e.g. capacity, RAM type, unified)

• display (e.g. built-in/external; colour/monochrome)

• sound (e.g. hardware (Cards and processors), mono/ stereo/3D/surround, memory)

• game storage e.g. medium (DVD, UMD), standard, size

• interfaces (e.g. paddle, wheel, joystick, 360 kinect, voice)

• mobile technologies (e.g. phones/smartphones, PSP, DS, iPad)

• connectivity (e.g. stand alone; controller ports; network, internet, wireless, Bluetooth)

• power supply (e.g. internal and external) 

Example

A learner might note, ‘The joystick is a widely recognised game peripheral. Joysticks give analogue output by rotating potentiometers. Analogue signals must be converted to digital for use by the game platform.’

Unit 1 Checklist

Following on from work with Ms Sharpe on Monday 31/03/14 complete tasks on the Unit 1 check-list and make sure all tasks are completed and submitted on edmodo before end of term.

below is a copy of the check-list 

https://www.edmodo.com/post/235904665

Unit 1 (M1) tasks

Explain the different personal skills that employers may require for specific IT jobs:

• Web Designer
• Programmer
• Systems Engineer
• Graphic Designer

Create a CV listing your skills.

http://www.kent.ac.uk/careers/cv/goodbadCV.htm

Apply for a Job in the IT industry, write a cover letter for a job in the ICT industry explain how you meet the job requirements.

http://www.jobsite.co.uk/jobs/it?gclid=CIPTzIPTrb0CFXMPtAodVysA6w
http://www.totaljobs.com/search/it-internet-jobs
http://www.cwjobs.co.uk/JobSeeking/Ict.html

Complete Missing Unit 1 Work

Development Plan

Learning Style guide.

Need to be completed

Unit 1 LO2 Understand The Principles of Effective Communication

All work must be handed in by the end of the lesson, submit the booklets to edmodo. Export the Publisher files as a PDF before uploading.

P3 - Explain the principles of effective communication

P4 - Discuss potential barriers to effective communication

P5 - Demonstrate a range of effective interpersonal skills

D1 - Explain how some of the potential barriers can be reduced

P4 Demonstrate A Range of Effective Interpersonal Skills

Record yourself saying 'hello' and spelling your name using sign language

Upload the video to your blog page and add the link to edmodo.

Add information on Questioning techniques & Written communication to the booklet / report on interpersonal skills.

This could be evidenced by the use of observation by tutors or others which should be supported by documentary evidence. There must be at least three examples of the use of effective interpersonal skills and the learner should identify the situations they are evidencing and why they thought the skills were appropriate.

Look in the student book for some helpful information on Question Types & Written communication.

http://vle.cityacademy.bristol.sch.uk/user/74/146284.pdf

• Questioning techniques (e.g. closed, open, probing questions, response times)
• Written communication (e.g. emotions, note taking, reports, letters, faxes, email)
• Proofing documents (e.g. grammar checking, spell checking, proofreading, punctuation).

D1 explain how some of the potential barriers can be reduced

D1 explain how some of the potential barriers can be reduced

"learners must demonstrate their understanding explaining how some of the identified potential barriers to communication can be reduced or removed. This could be presented in the form of a report or presentation that explains their options and solutions and why they are appropriate"

Add the information to your report / booklet.

Unit 1 - P3 - Discuss Potential Barriers to Effective Communication

To communicate effectively, you need to prevent or reduce the effect of communication barriers as much
as possible. For example, for an audience to hear you, your voice should be clear and loud enough, without
any distortion or interference. Therefore, it is important not to position the mouthpiece of a telephone under your chin and, in direct communication, you should face your audience.


- Barriers to effective communication (e.g. language, distraction, noise, lack of concentration)

Links

http://www.skillsyouneed.com/ips/barriers-communication.html

Unit 1 P2 - Effective Communication (Lesson 2)

Create a booklet for people looking to work in the ICT industry on 'Effective Communication' including information on each of the categories listed below.

It is important that all the skills are covered in your report including all the information included in the brackets.

• Interpersonal skills (e.g. verbal conversation, lip reading, signing)

http://www.british-sign.co.uk/bsl-british-sign-language/fingerspelling-alphabet-charts/

• Cues in verbal exchanges (e.g. body language, use of intonation, nodding, summarising and paraphrasing)

http://vle.cityacademy.bristol.sch.uk/user/74/146284.pdf

Unit 1 - P2 Explain the Principles of Effective Communication

LO2 Understand the Principles of Effective Communication

P2 Explain the principles of effective communication

Learners could produce a report or presentation explaining the principles of effective communication and the potential barriers. This must draw on a range of different examples and show knowledge and understanding of all the categories identified in the Teaching Content. Learners should explain these giving examples in context.

http://vle.cityacademy.bristol.sch.uk/user/74/146284.pdf

Create a booklet for people looking to work in the ICT industry on 'Effective Communication' including information on each of the categories listed below.

It is important that all the skills are covered in your report including all the information included in the brackets.

• Interpersonal skills (e.g. verbal conversation, lip reading, signing)

• Cues in verbal exchanges (e.g. body language, use of intonation, nodding, summarising and paraphrasing)

D1 Refresher - Compare Issues

Compare legal, ethical and operational issues that may affect organisations

evidence must include a comparison of at least two criteria for each of the legal, ethical and operational issues and how they affect at least two different organisation types.

This evidence could be an extension of P3 but should compare the examples. Evidence of effects on the organisation must be clearly explained within the learner evidence.

example of table layout, you can choose any of the issues listed below the table

	Issue	Sector
		Public	Private
Legal	Data Protection Act
	Copyright
Ethical Issues	Disability
	Internal Policies
Operational Issues	Continuance Planning
	Security of Information

Legal issues
• data protection legislation (e.g. Data Protection Act 1998)
• Freedom of Information Act 2000
• other relevant legislation (e.g. Computer Misuse Act
1990)
• copyright considerations.

Ethical issues
• examples of ethical issues (e.g. moral, whistle blowing,
disability, use of information)
• codes of practice (e.g. email, internet, internal policies,
intellectual property, content)
• other (e.g. reporting bad practice or breaches).

Operational Issues
• security of information (e.g. backups)
• health and safety (e.g. processes, procedures,
regulations)
• organisational policies
• costs (e.g. for development, modification, training,
system upgrades)
• continuance planning.

Unit 2 Deadlines

Complete all Unit 2 Tasks and submit work by Friday 20th December 2013

P3 - Explain the issues related to the use of information - Legal, Ethical & operational Issues Report

https://www.edmodo.com/post/167362925

D1 - Explain the issues related to the use of information - Compare legal, ethical & operational issues

https://www.edmodo.com/post/178892177

P4 - Know the features and functions of information systems - Describe the features and functions of information systems
P5 - Know the features and functions of information systems - identify the information systems used in a specified organisation (City Academy)

https://www.edmodo.com/post/182535161

all work should all be handed in to Mr Stewart in the edmodo group. Code = sg5bbi

D2 -analyse the legal and ethical implications of the illustrated input and outputs

analyse the legal and ethical implications on the data flows that they have identified in their diagrams. Their diagrams could be annotated to identify these and/or a separate detailed report used.

P5 - Systems Used in a Specified Organisation

P5 - Identify the information systems used in a specified organisation.

Frog Page http://vle.cityacademy.bristol.sch.uk/index.phtml?d=207331

City Academy is a large organisation that uses many business/organisational systems in order to deal with pupil information (many parts to this) financial recording and planning, booking, communication with parents, communicating with students and transport to name a few.

Produce a report or presentation (add to P4 presentation) with accompanying notes to show four information systems that are used within school. For each system cover the following:

• The name of the system;
• Type of system
• Which department(s) uses it
• The purpose of the information system
• The specific features and functions
• The effectiveness of the system (benefits, weaknesses and is it fit for purpose)

Types of information systems:

• management information systems (MIS) including features, benefits and suitability for purpose
• marketing analysis
• human resources (HR) (e.g. staffing, training and development)
• financial (e.g. sales, costings, investment returns)
• competitors.
• customer relationship management (CRM)
• decision support system

Hierarchy of decision making
• senior management
• middle management
• support staff