TEIA - Course Developers - TEIA
|ICPDMT321 |
|Capture a digital image |
|Assessment Tool |
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Contents
ICPDMT321 1
Capture a digital image 1
Introduction 1
Section 1 - Unit of competency 3
1.1 Elements of competency and performance criteria 4
1.2 Assessment requirements 5
1.3 Dimensions of competency 6
1.4 Foundation skills 6
1.5 Skill sets 7
1.6 Recognition of prior learning (RPL) 8
1.7 Glossary of terms 8
Section 2 - Assessment tools 13
2.1 Summative assessment 14
2.2 Solutions - General guidance 30
2.3 Solutions – Summative assessment 31
2.4 Evidence of competency 93
2.5 Assessment records 94
Assessment instructions – ICPDMT321 96
Pre-assessment checklist – ICPDMT321 98
Self-assessment record – ICPDMT321 99
Performance evidence checklist – ICPDMT321 100
Knowledge evidence checklist – ICPDMT321 101
Portfolio of evidence checklist – ICPDMT321 102
Workplace assessment checklist – ICPDMT321 103
Observation Checklist/Third Party Report 104
Record of Assessment 107
Request for Qualification Issue 109
Glossary 111
Introduction
This set of assessment tools is for the unit of competency ICPDMT321 Capture a digital image.
The guide is divided into two sections:
Section 1: Unit of competency
Section 2: Assessment resources
Glossary (VET sector terminology)
As the trainer/assessor, you are in the best position to judge the full training and assessment requirements of a unit of competency. The judgments that you make in this regard should form part of your broader training and assessment strategy.
Learners may or may not be employed in the workplace. Where a learner is currently employed, you should endeavour to use relevant workplace documents and resources. Where learners are not currently employed, you must provide example documentation and a simulated environment wherever possible. Encourage classroom learners to take every opportunity to observe a real working environment and discuss what they have seen. Note that observation and assessment in the workplace is mandatory for some units of competency. Refer to section 1.2 of this guide, or to the assessment requirements of the relevant unit of competency, for details of assessment conditions.
This document and set of assessment tools must be used in conjunction with the directions that form part of the qualification’s Training and Assessment Strategy. Assessors must refer to the ICT20115 Training and Assessment Strategy for details on mandatory tool use.
Section 1 - Unit of competency
The Information and Communication Technology Training Package (ICT) was developed by the Innovation & Business Skills Australia (IBSA) and the Industry Skills Council in consultation with industry stakeholders including employers, unions, peak bodies, professional associations, regulatory bodies, registered training organisations (RTOs) and other relevant parties. The training package specifies the skills and knowledge required to perform effectively in the workplace.
Individual units of competency are nationally agreed statements that describe work outcomes and can stand alone when applied in the workplace.
This section outlines the requirements of the unit of competency ICPDMT321 Capture a digital image and other information relevant to it.
It contains the following information:
1.1 Elements of competency and performance criteria
1.2 Assessment requirements
1.3 Dimensions of competency
1.4 Foundation skills
1.5 Skill sets
1.6 Recognition of prior learning (RPL)
1.7 Glossary of terms
1.1 Elements of competency and performance criteria
The elements of competency define the skills required to perform a work activity. They describe the required outcomes that need to be assessed.
The performance criteria define the level of skill necessary to achieve the requirements of the element.
The following table maps the content in the on-line course ICPDMT321 Capture a digital image to the unit of competency.
| ICPDMT321 Capture a digital image |Where covered in on-line course |
|Element 1: Assess digital camera qualities | |
|1.1 Camera software compatibility with hardware system is |Task 1 |
|assessed and appropriate software is selected for job | |
|1.2 Pixel resolution of camera is matched to required quality and|Task 1, Task 2 |
|resolution of outcome | |
|1.3 RAM capacity of camera is checked to be sufficient for number|Task 1 |
|of images required to be captured | |
|1.4 Shutter speed, focal lengths and camera feature modes are |Task 1 |
|assessed as suitable for quality and use of photographic images | |
|required | |
|1.5 Lithium batteries are handled and stored according to work |Task 1, Task 5 |
|health and safety (WHS) requirements | |
|Element 2: Set up for image capture | |
|2.1 Camera is set up for image composition according to job |Task 1 |
|specifications | |
|2.2 Lighting is arranged according to job specifications |Task 1 |
|2.3 Light intensity is set for correct exposure |Task 1 |
|Element 3: Preview image | |
|3.1 Tone curves are adjusted according to job specifications |Task 10 |
|3.2 Neutral balance of image is arranged and adjusted |Task 10 |
|3.3 Adjustments to image composition and exposure are made |Task 10 |
|Element 4: Photograph and upload digital image | |
|4.1 Digital camera is loaded and operated according to |Task 1, Task 5, Task 10 |
|manufacturer’s and job specifications appropriate to quality of | |
|image to be photographed | |
|4.2 File is uploaded on to relevant computer and image saved on |Task 1, Task 2, Task 5, Task 10 |
|hard disk | |
|4.3 Photographic image files are created and stored on computer |Task 1, Task 2, Task 5, Task 10 |
|4.4 Photographic images are enhanced, cropped and altered |Task 2, Task 5, Task 10 |
|electronically to deliver required image | |
|4.5 Photographic images are checked to ensure they meet job brief|Task 1, Task 2, Task 5, Task 10 |
|4.6 Photographic images are delivered using required delivery |Task 2 |
|mode | |
1.2 Assessment requirements
ICPMT321 Capture a digital image covers the outcomes, skills and knowledge required to evaluate and use digital camera technology and alter and upload digital images.
The assessment requirements consist of three criteria:
• Performance evidence: details the skills to be demonstrated, the consistency of performance (for example, on how many occasions, in what range of situations, using what range of equipment) and any licensing, regulatory or registration requirements
• Knowledge evidence: the scope and depth of knowledge required
• Assessment conditions: specify where assessment can take place, what resources are required and what interactions with other people are required
Performance evidence
The performance evidence for the unit ICPDMT321 Capture a digital image consists of at least one event where the candidate:
• find and use information relevant to the task from various sources
• set up a digital camera correctly and safely
• use a digital camera to:
o preview and capture three digital images
o transfer images to a computer
o use relevant software to produce final images that meet job requirements.
Knowledge evidence
The knowledge evidence within the unit ICPDMT321 Capture a digital image consists of:
• identify and explain the key features of the digital camera that impact on the quality of the photographic image
• determine the safety requirements for handling and storing lithium batteries
• explain how to transfer and store images from a camera to a computer list and describe ways that photographic images can be altered or enhanced electronically
• explain why the required delivery mode is important when preparing a photographic image.
Assessment conditions
Skills must be demonstrated in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the digital media field of work.
Simulations and scenarios are acceptable. Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.
The assessment environment must include access to:
• a digital camera
• computer hardware and software
• photographic equipment and materials.
Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors.
1.3 Dimensions of competency
The dimensions of competency relate to all aspects of work performance. The following table explores the four dimensions of competency in more detail.
|Dimensions of competency |What it means |
|Task skills |The candidate must perform the individual skills required to complete a work |
| |activity to the required standard. |
|Task management skills |The candidate must manage a number of different tasks to complete a whole work |
| |activity, such as working to meet deadlines. |
|Contingency management skills |The candidate must use their problem-solving skills to resolve issues that arise |
| |when performing a work activity. |
|Job/role environment skills |The candidate must perform effectively in the workplace when undertaking a work |
| |activity by working well with all stakeholders and following workplace policies |
| |and procedures. |
Assessors and/or their training organisations need to ensure that the range of assessment instruments developed for this unit adequately explore the dimensions of competency.
1.4 Foundation skills
Underpinning all job roles is a set of skills that are essential if learners are to participate successfully in work and be valuable and productive employees.
The foundation skills embedded in this unit of competency are outlined below:
|Skill |Performance Criteria |Description |
|Reading |1.5, 2.1, 2.2, 3.1, 4.1, 4.5 |Interprets textual information to determine and confirm job requirements |
|Writing |4.3 |Uses required conventions to name electronic files |
|Numeracy |1.2-1.4, 2.3 |Recognises mathematical data related to memory capacity |
| | |Uses basic mathematical calculations to select appropriate camera features related to |
| | |shutter speed, focal length or pixel resolutions |
|Navigate the world |1.5 |Adheres to legislative requirements related to own role with specific reference to safety|
|of work | | |
|Get the work done |1.1-1.4, 2.1-2.3, 3.1-3.3, |Plans and implements tasks required to complete jobs according to specifications |
| |4.1-4.6 |Assesses job requirements to make decisions related to camera settings and image outputs |
| | |Analyses image quality problems and identifies and implements appropriate correction |
| | |methods |
| | |Understands the purposes, specific functions and key features of common digital systems |
| | |and tools and operates them effectively to produce digital images |
Do not assume that learners already have these skills; for example, even if you believe they have good writing skills, they may never have written a specific type of report before.
Remember that the learner may not necessarily need all of these skills for a specific task, nor be required to develop them to a high level. This will depend on the nature of the task and the context in which they are working.
Your role is to:
• when planning your assessment program, identify where foundation skills are embedded in the unit of competency and how learners can demonstrate they have acquired the skills
• encourage learners to record in the template that follows the Final Assessment the activities they have performed that demonstrate specific foundation skills; they can do this after completing each chapter in the learner guide.
1.5 Skill sets
Skill sets are single units of competency or combinations of units of competency that link to a licence, regulatory requirement or defined industry need.
Skill sets do not replace qualifications as the foundation for undertaking work in the community sector. Skill sets build on a relevant qualification and enable a qualified worker to move laterally into work areas addressed by the skill set or to broaden their skill base in relation to the services they provide.
1.6 Recognition of prior learning (RPL)
Recognition of prior learning (RPL) is an assessment process that assesses an individual’ s non-formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes, competency outcomes, or standards for entry to, and/or partial or total completion of, a qualification.
To have skills and knowledge formally acknowledged, a learner must supply a range of evidence to verify competency. The trainer then needs to assess this evidence against the criteria for the qualification.
Evidence of competency may include work samples, journals and third-party testimonials. Learners may also need to be observed undertaking set tasks and/or answer set questions.
The full RPL Kit for this qualification is available. The kit consists of four parts:
• Assessor’s Guide
• Candidate’s Guide
• Forms
• Workplace Guide
1.7 Glossary of terms
Previously, units of competency included a ‘Range Statement’ that provided a way of understanding the scope of terms essential to performance criteria. Range Statements are no longer part of the endorsed components of Training Packages, but this section provides some general understanding to many of the concepts used in the ICT qualifications.
Where ever possible and appropriate, knowledge should be contextualised to the learner’s workplace. For example, when dealing with organisational policies and procedures, look at the actual policies and procedures of the workplace.
Aberration: A distortion of image quality or colour rendition in a photographic image caused by optical limitations of the lens used to capture the image.
Absolute resolution: Image resolution as expressed in horizontal versus vertical pixels (e.g. 1600 x 1200 Pixels is the absolute resolution, and is also expressed as 2.1 Megapixel, having more than 2,000,000 pixels on its sensor).
Acquire: To import digital image files into a software application for processing or editing purposes. The term is often applied differently within different types of software.
Adobe RGB: A widely accepted colour space that encompasses a wider range of colour than the more commonly used sRGB colour space. Adobe RGB is the preferred colour space for images intended for prepress applications.
Aliasing: The process by which smooth curves and lines that run diagonally across the screen of a low-resolution digital file take on a jagged look as opposed to a smooth, natural rendition. Smoothing and anti-aliasing techniques can reduce the effects of aliasing.
Anti-Shake (Image Stabilization): Also known as Image Stabilization (IS), Vibration Reduction (VR), or simply image stabilization, anti-shake technology is a method of reducing the effects of camera movement on the photographic image. Image stabilization can be achieved in the lens or in the camera body.
Aperture: The adjustable opening—or f-stop—of a lens determines how much light passes through the lens on its way to the film plane, or nowadays, to the surface of the camera's imaging sensor. “Faster” lenses have wider apertures, which in turn allow for faster shutter speeds. The wider the aperture is set, the shallower the depth of field of the image. Wider apertures allow for selective focus, the ability to isolate your subject from background and foreground within the frame. Conversely, if you stop the lens aperture down to its smallest openings, you increase the depth of field, or the amount of focus from foreground to background. Generally speaking, most lenses display the highest level of resolving power when set to about three stops down from the widest aperture.
Aspect Ratio: Aspect ratio refers to the shape, or format, of the image produced by a camera. The formula is derived by dividing the width of the image by its height. The aspect ratio of a 35mm image is 3:2. Most computer monitors and digicams have a 4:3 aspect ratio. Many digital cameras offer the option of switching between 4:3, 2:3 or 16:9.
Audio: Almost all digital cameras, including the most basic and most advanced, can record audio to go along with their video-capture abilities. Depending on the make and model of the camera, sound can be recorded in monaural or in stereo using the camera’s built-in microphone(s), or via higher-fidelity mics that plug into the camera’s audio jack. Even for still images, most cameras can record short audio annotations that are embedded into the image file.
Autofocus: The ability of the camera and lens to keep the subject in focus during the exposure. Autofocus can be Continuous, meaning focus is maintained regardless of where it moves within the frame, or Single, meaning the point of focus is locked regardless of where the subject may move.
Batch Scan: The ability to scan and process more than one image in a single action. Batch scanning is only recommended if all of the images being scanned or corrected are equal in tonal values.
Bit: A bit (binary digit) is the smallest unit of digital information. Eight bits equals one byte. Digital images are often described by the number of bits used to represent each pixel, i.e. a 1-bit image is monochrome; an 8-bit image supports 256 colours or grayscales; while 24 or 32-bit supports an even greater range of colour.
Bitmap: A method of storing digital information by mapping out an image bit by bit. The density of the pixels determines how sharp the image resolution will be. Most image files are bitmapped. Bitmap images are compatible with all types of computers.
Blocked Shadows: Term for lack of, or loss of, shadow detail in a photographic image, usually the result of underexposure or images captured by a lower resolution (and less dynamic) imaging sensor.
Blooming: The appearance of a bright or coloured halo around brighter areas of digital image files. Blooming is caused when a portion of the imaging sensor in a digital camera is exposed to too much light, causing signal “leaks” to the neighbouring pixels.
Blowout: Blowout is caused by overexposure, which results in a complete loss of highlight details. With the exception of RAW files captured within two stops of the correct exposure, blown-out highlights are difficult, if not impossible, to correct after the fact.
BMP: A bit-mapped file format used by Microsoft Windows. The BMP format supports RGB, indexed-colour, grayscale and Bitmap colour modes.
Bracketing: Bracketing involves taking multiple images of the same scene, usually in 1/3, 1/2 or full-stop increments in order to have a choice of exposure options.
Buffer Memory: A buffer memory is a temporary “holding area” for image data waiting to be processed in a camera. Buffers enable a camera to continue capturing new image files without having to shut down while previous image files are processed. Printers also make use of buffers, which allow you to queue up several pictures at a time while the printer outputs previously queued-up image files.
Burst Rate: The number of consecutive images a digital camera can capture continuously before filling the memory buffer or memory card.
Card Reader/Writer: A device that allows you to transfer data directly from a camera's removable memory card to the computer without the need to connect the camera to the computer.
CMY Colour (Cyan, Magenta and Yellow): These three secondary colours can be combined to recreate all other colours. Like CMYK, CMY is used in printing to create the colours seen in a print, though with less density in the blacks as compared to CMYK colour. CMY colour is used in some of the least expensive desktop printers.
CMYK Colour (Cyan, Magenta, Yellow, Black): CMYK is the colour space used for commercial offset printing. CMYK is also a common working colour space for inkjet, laser, dye-sublimation and wax thermal printers.
Codec: A codec is an application in a camera or video playback device that encodes or decodes video for recording and playback purposes. Without a codec you cannot record or play video. Codec formats include H.264, MJPEG, MPEG-4 AVC/H.264 and AVCHD.
Colour Calibration: A process by which the image source (digital camera or scanner), monitor and output (printer) are calibrated to use the same or similar colour standard, i.e., Adobe RGB, sRGB, etc.). This ensures that the image viewed on the monitor has the same range of colours as the image that is printed, and any adjustments made to the colour of the image in the computer are accurately represented when the image is printed.
Colour Palette: A palette is the set of available colours. For a given application, the palette may be only a subset of all the colours that can be physically displayed. For example, many computer systems can display 16-million unique colours, but a given program would use only 256 of them at a time if the display is in 256-colour mode. The computer system's palette, therefore, would consist of the 16 million colours, but the program's palette would contain only the 256-colour subset.
Colour Space: The range of colours that can be reproduced on a computer monitor or in print. The most commonly used colour spaces for digital imaging are the baseline sRGB and wider-gamut Adobe RGB (1998).
Compression: A method of reducing the size of a digital image file in order to free up the storage capacity of memory cards and hard drives. Lossless technologies compress image data without removing detail, while "lossy" technologies compress images by removing some detail.
Joint Photographic Experts Group (JPEG) is a lossy compression format supported by JPEG, PDF and PostScript language file formats. Most video formats are also lossy formats. TIFF files are not, and as such, are far more stable than JPEGs and other lossy file formats.
Depth of Field (DOF): Literally, the measure of how much of the background and foreground area before and beyond your subject is in focus. Depth of field is increased by stopping the lens down to smaller apertures. Conversely, opening the lens to a wider aperture narrows the depth of field.
Depth of Focus: Depth of focus is the measurement of the area in focus within an image, from the closest point of focus to the furthest point of focus.
Digital Zoom: Unlike an optical zoom, which is an optically lossless function of the camera’s zoom lens, digital zoom takes the central portion of a digital image and crops into it to achieve the effect of a zoom. This means that the existing data is not enhanced or added to, merely displayed at a lower resolution, thereby giving an illusion of an enlarged image.
DSLR (Digital Single Lens Reflex): A single lens reflex camera that captures digital images.
Dynamic Range: The range of brightness and tonality reproduced in a digital (or traditional) photographic image. Wider dynamic range translates into greater tonal values (and detail) between the darkest shadows and the brightest highlights.
DPI (Dots per Inch): Printing term for resolution. Also referred to as PPI (Pixels per Inch) when describing monitor resolution. The higher the PPI/DPI, the higher the resolution of the resulting image will be. For viewing images at magnifications of up to life size on a computer screen, you only need 72 DPI. For offset printing the image must be set to 300 DPI at the desired print size, and for inkjet prints, anywhere from 180 to 360 DPI at the desired print size, and preferably with a number divisible by 3. Note: DPI settings above 400 can diminish the quality of inkjet output.
Export: The process of sending a file out through a specialized mini-application or plug-in so as to print or compress it. The term is also used to describe the action of saving the data to a specialized file format, i.e. JPEG or GIF.
Exposure: Exposure is the phenomenon of light striking the surface of film or digital imaging sensor. The exposure is determined by the volume of light passing through the lens aperture (f/stop) combined with the duration of the exposure (shutter speed).
F-Stop (Aperture): A term used to describe the aperture, or diaphragm opening of a lens. F-stops are defined numerically: f1/4, f/5.6, f/22, etc. Larger, or wider apertures, allow more light to enter the lens, which calls for faster shutter speeds. “Faster” (wider) apertures also allow for selective focus (narrow depth of field), while slower (smaller) apertures allow for greater depth of field. Wider apertures are preferable for portraits, while smaller apertures are preferable for landscapes.
File Format: The way an image is saved to a digital camera's memory. JPEG, TIFF and RAW (DNG or other proprietary file formats) are the most common file formats found in digital cameras.
Firmware: Software programs or data that have been written to read-only memory (ROM). Firmware is a combination of software and hardware. In digital cameras, the firmware is the program that allows the user to activate and control the features of the camera.
Flash Sync: Flash sync is used to describe either the connection point where you plug an external electronic flash into your camera (usually a PC port or the camera's hot-shoe), or the fastest shutter speed your camera can “sync” with an external flash. Most DSLRs have top sync speeds of 1/125th to 1/320th-second, although some camera/flash combinations can be synced at speeds of up to 1/15,000th-second.
Fringing: Fringing, commonly associated with less expensive lenses, describes the “bleeding” of colour along the edges of contrasty portions of a digital image. Fringing often shows up as cyan blurring on one side of a contrasty object, complemented by red or magenta blurring on the opposite side of the object.
Gain: Gain refers to the relationship between the input signal and the output signal of any electronic system. Higher levels of gain amplify the signal, resulting in greater levels of brightness and contrast. Lower levels of gain will darken the image, and soften the contrast.
GIF: Graphic Interface for using images online. This is a 256-color or 8-bit image.
GPS (Global Positioning System): A technology used for establishing the location of earth-based objects using coordinates obtained by orbiting satellites. These coordinates can be embedded into the headers of digital images as accurate reference points to where the photograph was taken.
GUI (Graphical User Interface): Pronounced "GOO-ey." Refers to a program interface that takes advantage of the computer's graphics capabilities to make the program easier to use.
HDSLR: A digital single lens reflex camera (DSLR) that can also capture high-definition video. Most current DSLRs are also HDSLRs, making the terms almost interchangeable.
Hot Shoe: A “live” accessory shoe, usually located on the top of the camera prism housing, which enables you to mount and trigger an electronic flash or wireless transmitter. Hot shoes can also be used to support external microphones, electronic viewfinders, GPS devices and field monitors.
Inkjet: A printing method in which the printer sprays micro-jets of ionized ink at a sheet of paper in droplet sizes as small as 2-picoliters. Magnetized plates in the ink's path direct the ink onto the paper in the desired shapes and patterns to make an image.
Jaggies: Term for the stair-stepped appearance of curved or angled lines in a digital image file. The smaller the pixels and/or the greater their number, the less apparent are the “jaggies.” Jaggies are most common in photographs captured at lower resolving powers and very cheap digital cameras.
JPEG (Joint Photographic Experts Group): The de facto standard for image compression in digital imaging devices. JPEG is a “lossy”' compression format, capable of reducing digital image files to about 5% of their normal size. The results in decompression of the files can cause "blockiness," the "jaggies" or "pixelization" in certain digital images. The greater the compression levels, the more pixelization or "blockiness" that will occur. The greater the pixel count is the less of a chance there is that pixelization will occur.
Kilobyte: 1,024 bytes, written KB, is used to refer to the size of files, which relates to the amount of information in a file.
Lag Time: Also known as shutter lag, lag time refers to the delay that sometimes occurs between the time the shutter button is pressed and the time the shutter fires. Shutter lag is most prevalent when using less expensive point-and-shoot cameras.
LCD (Liquid Crystal Display): LCD screens, usually found on the rear of digital cameras, allow you to preview and review photographs you are about to take or have taken. LCDs utilize two sheets of polarizing material with a liquid crystal solution between them. An electric current passed through the liquid causes the crystals to align so light cannot pass through them. Each crystal, therefore, is like a shutter, either allowing light to pass through or blocking the light and producing an image in colour or monochrome.
Lithium-Ion: A type of rechargeable battery that was originally developed for use with camcorders and is now used as a power source for most digital still cameras and camcorders.
Lossy: A data-compression technique that can reduce the detail of a digital image file. Most video compression techniques utilize lossy compression.
Megabyte: 1,024 Kilobytes, written MB, is used to refer to the size of files or media such as hard drives. Refers to the amount of information in a file or how much information can be contained on a memory card, CD or DVD, hard drive or disk.
Megapixel: A megapixel contains 1,000,000 pixels and is the unit of measure used to describe the size of the sensor in a digital camera.
Memory: The camera's file-storage medium. Most cameras use flash memory, which is a safe, highly reliable form of storage that doesn't need power to hold the images after they are saved. It won't erase the images unless the user chooses to do so. Some cameras contain a limited quantity of built-in memory, but certainly not enough to capture more than a dozen or so images.
Memory Card: In digital photography, a memory card is a removable device used in digital cameras to store the image information captured by the camera. There are several different types of memory cards available including Compact Flash, SmartMedia, SD/SDHC/SDXC, XD and Memory Stick.
NiCad (Nickel Cadmium): A type of rechargeable battery, the NiCad battery was one of the first successful rechargeable batteries used in small electronics such as digital cameras.
NiMH (Nickel-Metal Hydride): A commonly used rechargeable battery for digital cameras and camcorders. A NiMH battery can have two to three times the capacity of an equivalent size nickel-cadmium battery.
Noise: A common problem of JPEG files, noise is the appearance of colour faults within a digital image. Mostly noticeable in the shadow areas of images captured at higher ISO ratings, the image processors used in many current digital cameras utilize noise-suppression software to minimize the appearance of noise artefacts. Heat build-up due to continuous shooting in hot environments can also cause noise artefacts within digital images. Noise is considered the digital version of grain in film negatives.
Non-lossy (aka lossless): A term that refers to data compression techniques that do not remove image data details in order to achieve compression. This method is generally less effective than lossy methods in terms of reducing file size, but retains the entire original image. See lossy.
Non-Volatile Memory: A type of memory card that retains data when power is turned off. Camera Memory Cards (Compact Flash, SD, SmartMedia, etc.) use non-volatile memory.
Optical Resolution: The physical resolution at which a device can capture an image. The term is used most frequently in reference to optical scanners and digital cameras.
Optical Zoom: Another name for a zoom lens, which is a lens that enables you to change the magnification ratio, i.e., focal length of the lens by either pushing, pulling or rotating the lens barrel. Unlike variable focal length lenses, zooms are constructed to allow a continuously variable focal length, without disturbing focus.
Overexposure: The result of recording too much light when taking a picture, which results in a light image. In digital imaging, overexposure can usually be corrected to a certain extent by the use of image-editing software, depending upon how overexposed your image is. RAW files offer more latitude than JPEGs and TIFFs for correcting overexposure.
Parallax: The difference between the image seen by a viewing system and the image recorded by the imaging sensor.
Pixel: Short for picture element, pixels are the tiny components that capture the digital image record in your camera. Pixels are also the individual components that collectively recreate the image captured with your digital camera on a computer monitor. The more pixels there are, the higher the screen or image resolution will be.
Pixelization: The breakup of a digital image file that has been scaled up (enlarged) to a point where the pixels no longer blend together to form a smooth image. Pixelization can also appear in the form of step-like or choppy curves and angled lines (also known as the jaggies). As a rule, the greater the number of pixels there are within an image, the less likely it is that you will see pixelization in the image.
PNG (Portable Network Graphics): Developed as a patent-free alternative to GIF, this format is used for lossless compression for purposes of displaying images on the World Wide Web. Adopted by the WWW consortium as a replacement for GIF.
RAW Files: Many pro and semi-pro digital cameras have the option of capturing RAW files, which unlike JPEGs, TIFFs, and other file formats contain all of the data captured during the exposure in an unedited format. When processed, RAW files can be adjusted far more extensively than images captured in other imaging formats, and can be saved as JPEGs, TIFFs, etc. The original RAW file remains unaltered and can be reprocessed at any time for other purposes.
Red Eye: Red eye is the term used to describe the reddened pupils of the eyes that sometimes occurs when photographing people or pets with an electronic flash. The red colour appears when the pupil of the eye is dilated, usually in a low-light environment when the light of the flash strikes the rear portion of the eye and illuminates the blood vessels there. Red eye can often be avoided by placing the flash further than 6" from the camera lens. The reason red eye is most common with compact digital cameras is because the flashtube is often adjacent to the lens and enters the pupil of a subject head on. A common pre-capture cure for red eye is to bounce the flash onto an adjacent wall or ceiling, which softens the light and eliminates any red-eye effects.
Red-Eye Reduction: A method of reducing or eliminating red-eye from flash photographs by using a short burst of light, or pre-flash, to momentarily “stop-down” the pupils of the subject’s eyes prior to the actual flash exposure. Some cameras have a built-in pre-flash that fires several times to coax the pupils into contracting, before making the final flash and image capture. Red-eye can also be eliminated electronically after the fact in many photo-editing programs. Many digital cameras contain software applications that electronically eliminate red eye in camera.
Reflex: A reflex camera is one that utilizes a mirror system to reflect the light (the image) coming through the lens to a visible screen. The image seen in the camera's viewfinder is the same image that strikes the camera's imaging sensor (or film plane). This system provides the most accurate way to frame and focus. The reflex system avoids the parallax problem that plagues most direct view cameras. Reflex cameras are also called SLRs or DSLRs.
Remote Capture: The ability to trip the camera shutter from a distance using a cable release or wireless transmitter / transceiver.
Resolution: Refers to the number of pixels, both horizontally and vertically, used to either capture an image or display it. The higher the resolution is, the finer the image details will be.
RGB Colour (Red Green Blue): Computers and other digital devices handle colour information as shades of red, green and blue. A byte is comprised of 8 bits. A 24-bit digital camera, for example, will have 8 bits per channel and can use a total of 8 ones and zeroes for the red, green and blue channels. This allows for 256 different variations, or 28, or 256 different values for each colour.
Saturation: Saturation is the depth of the colours within a photographic image. Photographs with deep levels of colour are described as being heavily saturated. A photograph with lighter levels of saturation is described as having a muted colour palette. A totally desaturated colour photograph becomes monotone—or black and white.
SD Card (Secure Digital): Far smaller than CompactFlash cards (CF), Secure Digital memory cards have enabled camera manufacturers to further reduce the size of digital cameras. They are also commonly found in cell phones, PDAs and other small electronic devices that incorporate removable memory. Newer-generation (and faster) SD cards include SDHC and SDXC memory cards.
Shutter: A mechanism in the camera that controls the duration of transmission the light that reaches the film or sensor.
Shutter speed: The length of time the shutter remains open when the shutter release is activated, most commonly expressed in fractions or multiples of a second.
SLR (Single-Lens-Reflex): A camera that utilizes a prism and mirror system to project the image seen by the lens onto a focusing screen located below the prism housing. The image the user sees in the viewfinder is identical to the image being recorded. The advantage of SLRs is that you get to view the exact scene the camera will be recording.
sRGB: The standard colour gamut for Windows operating systems. sRGB is also the “lowest common denominator” for colour standards, as it can be reproduced on the least expensive computer screens. Adobe RGB is a wider-gamut colour space, and is preferred for those seeking higher accuracy in colour rendition.
Storage Card (Memory Card): A compact memory storage device used to store data captured by a digital camera. Storage card formats include CompactFlash (CF), Secure Digital (SD), xD, SmartMedia, and Memory Sticks.
Thumbnails: Small, contact sheet-sized image files used to reference or edit digital images. The images that appear on a camera's LCD are thumbnail images of the larger file.
TIFF (Tagged-Image File Format): TIFF files are flexible bitmap image files supported by virtually all paint, image editing, and page-layout applications. Also, virtually all desktop scanners can produce TIFF images. This format, which uses the .tif extension, supports CMYK, RGB, Lab, grayscale files with alpha channels and Bitmap files without alpha channels. TIFF also supports LZW compression, a lossless compression format.
Time Lapse: A series of photographs captured over a period of time. These images can be captured in variable or set time intervals over the course of seconds, minutes, hours, days, weeks, etc.
TWAIN: An “acquire” or import interface, developed as a standard for communications between scanners, imaging devices, digital cameras and the computer software. TWAIN allows you to import (acquire) an image into your software. This is the generally the interface of choice for the Windows platform.
Underexposure: The result of recording too little light when taking a picture, which results in a dark image. In digital imaging, underexposure can usually be corrected to a certain extent by the use of image-editing software, depending upon how underexposed your image is. RAW files offer more latitude than JPEGs and TIFFs for correcting underexposure.
Viewfinder: System used for composing and focusing the subject being photographed. Aside from the more traditional rangefinder and reflex viewfinders, many compact digital cameras utilize LCD screens in place of a conventional viewfinder as a method of reducing the size (and number of parts) of the camera.
Vignetting: Darkening of the edges of a photographic image due to the inability of a lens to distribute light evenly to the corners of the frame.
Watermark: Traditionally, a watermark is an image or icon that is embedded into paper for security purposes. In digital photography, a watermark refers to information that is embedded in the image data to protect the copyrights of the image.
White Balance: The camera's ability to correct colour cast or tint under different lighting conditions including daylight, indoor, fluorescent lighting and electronic flash.
Section 2 - Assessment tools
Assessment is all about collecting evidence and making decisions as to whether or not a learner has achieved competency. Assessment confirms that the learner can perform to the expected workplace standard, as outlined in the units of competency.
This section contains the summative assessment tools that are to be used in assessing this unit of competency. The assessment tools have also been mapped against the requirements of unit assessment; these may be reviewed in the TEIA document ICT20115 Mapping Guide. Assessors can use this mapping information to complete required assessment records.
It is an important responsibility of assessors to complete the assessment records themselves. This ensures all additional assessment activities deemed appropriate or required by the assessor, in addition to those within this document, are included in these records.
Section Two contains the following information:
2.1 Summative assessment
2.2 Solutions – general guidance
2.3 Solutions – summative assessment
2.4 Evidence of competency
2.5 Assessment records
2.1 Summative assessment
Task One: Getting ready for business
Task overview
The candidate carries out a number of tasks associated with starting a small business.
Learning and Assessment Sequence
Prepare for business
• Read incoming email (Computer)
• Research the requirements for registering a business name (Internet)
• Complete the Business Planning Document (Bookcase folders)
• Print and complete business name registration form
• Research requirements for registering for an ABN (Internet)
• Complete the Business Planning Document (Bookcase folders)
• Print and complete ABN registration form
Return of work expected from learners
There are a number of activities that the candidate must complete throughout the task. These activities require the candidate to submit their answers to the assessor.
The following outputs need to be sent to the assessor as either an email attachment or through a virtual ‘dropbox’:
– Business Planning Document
– Completed Business Name Registration Form
– Completed ABN Registration Form
Identify computer hardware requirements
• Read incoming email (Computer)
• Read and print Your task (Bookcase folders)
• Identify appropriate computer hardware and peripherals
• Research computer hardware and obtain quotes/pricing (Internet)
• Complete Business Planning Document
Return of work expected from learners
There are a number of activities that the candidate must complete throughout the task. These activities require the candidate to submit their answers to the assessor.
The following outputs need to be sent to the assessor as either an email attachment or through a virtual ‘dropbox’:
– Business Planning Document
– Quotes/Internet pricing & specifications for hardware and peripherals
– Hardware peripherals quiz results
Identify computer software requirements
• Read incoming email (Computer)
• Read and print Your task (Bookcase folders)
• Identify appropriate software to perform the range of tasks indicated
• Research computer software and obtain quotes/pricing (Internet)
• Complete Business Planning Document
Return of work expected from learners
There are a number of activities that the candidate must complete throughout the task. These activities require the candidate to submit their answers to the assessor.
The following outputs need to be sent to the assessor as either an email attachment or through a virtual ‘dropbox’:
– Business Planning Document
– Quotes/Internet pricing & specifications for software
Establish a work area and identify and minimise OH&S issues
• Read and print Your task (Bookcase folders)
• Set up a computer system and connect peripheral devices
• Take a picture/s of the system with peripherals correctly connected
• Print the Hazard Audit Template (Bookcase folders)
• Conduct a health and safety audit of their work area (or area identified by your teacher)
• Take photographs of identified risks
• Complete Business Planning Document
• Take appropriate action to eliminate or reduce risk
• Take photograph/s of hazard reduced work area
Return of work expected from learners
There are a number of activities that the candidate must complete throughout the task. These activities require the candidate to submit their answers to the assessor.
The following outputs need to be sent to the assessor as either an email attachment or through a virtual ‘dropbox’:
– Business Planning Document
– Picture/s of computer and peripheral devices
– Before and after images of workplace hazards
– Completed Hazard Audit Template
Task Two: Promoting your business
Task Overview
In this task, the candidate needs to establish the business requirements, source the computer hardware, software and peripherals that would be suitable to meet the needs of a small IT contractor setting up an office suitable to perform routine functions in an IT rich environment.
Learning and Assessment Sequence
Design a letterhead and business letter
• Read incoming email (Computer)
• Read and print Learning Resources and Your Task (Bookcase folders)
• Learning object – parts of a business letter (Bookcase folders)
• Undertake training in Microsoft Word as required (Bookcase folders, Mouse)
• In Microsoft Word, design a letterhead template using the logo provided. Use your own contact details of create fictitious contact details
• Using the letterhead template create a business letter that introduce your business to your clients (do not include customer names or addresses, instead leave a space where this information would go)
Return of work expected from learners
There are a number of activities that the candidate must complete throughout the task. These activities require the candidate to submit their answers to the assessor.
The following outputs need to be sent to the assessor as either an email attachment or through a virtual ‘dropbox’:
– Letterhead template
– Business letter
Complete a mail merge
• Learning object – Mail Merge (Bookcase folders)
• Read and print the Mailing List document (Bookcase folders)
• Undertake training in Microsoft Excel (Bookcase folders, Mouse)
• Enter mailing list data in Microsoft Excel. Save this data as Mailing List
• Using the letterhead they designed previously in Microsoft Word, create a mail merge document
• Using the Microsoft Excel Mailing List as the data source, merge their letter
• Print the first three merged letters and submit to the assessor
Return of work expected from learners
There are a number of activities that the candidate must complete throughout the task. These activities require the candidate to submit their answers to the assessor.
The following outputs need to be sent to the assessor as either an email attachment or through a virtual ‘dropbox’:
– Mailing List (Excel document)
– Merge letter showing merge fields inserted
– Printed copies of the first three merged letters
– Electronic copies of all merged letters
Creating a brochure
• Learning object – Creating a brochure (Bookcase folders)
• Undertake training in Microsoft Publisher as required (Mouse)
• Using Microsoft Publisher, create a brochure advertising the services that the IT business will offer. The range of units in this qualification may provide a guide. The candidate must illustrate the brochure with images sourced from the Internet or taken with a digital camera.
Return of work expected from learners
There are a number of activities that the candidate must complete throughout the task. These activities require the candidate to submit their answers to the assessor.
The following outputs need to be sent to the assessor as either an email attachment or through a virtual ‘dropbox’:
– Brochure (draft)
– Brochure (final)
Create a business card
• Read and print Your task (Bookcase folders)
• Undertake training in Microsoft Publisher as required (Mouse)
• Access the RAMemberUS logo (Camera)
• Design a business card incorporating their name, business name, logo and contact details
• Save the card as MyBusinessCard and submit to the assessor
Return of work expected from learners
There are a number of activities that the candidate must complete throughout the task. These activities require the candidate to submit their answers to the assessor.
The following outputs need to be sent to the assessor as either an email attachment or through a virtual ‘dropbox’:
– Business card
Create a website
• Read incoming email (Computer)
• Read and print Your task (Bookcase folders)
• Download and install NetObjects Fusion Essentials (Computer) Note: The assessor may substitute an alternative software application.
• Undertake training in NetObjects Fusion Essentials as required (Mouse)
• Create website for RamemberUS and submit to the assessor
Return of work expected from learners
There are a number of activities that the candidate must complete throughout the task. These activities require the candidate to submit their answers to the assessor.
The following outputs need to be sent to the assessor as either an email attachment or through a virtual ‘dropbox’:
– Website (draft)
– Website (final)
Task Five: A new computer system
Task Overview
In this task, the candidate has to research and quote on computer hardware, software and peripheral devices in order to respond to client needs.
Learning and Assessment Sequence
Research client requirements
• Read and print the email from Cameron McKellar (Computer)
• Read and print Learning Resources and Your Task (Bookcase folders)
• Research computer hardware requirements to meet client specified requirement
• Research operating system requirements to meet client needs
• Confirm that computer hardware will support operating system minimum requirements
• Conduct research on peripheral devices suitable for client specifications
• Research software requirements to perform the functions required by client
Return of work expected from learners
There are a number of activities that the candidate must complete throughout the task. These activities require the candidate to submit their answers to the assessor.
The following outputs need to be sent to the assessor as either an email attachment or through a virtual ‘dropbox’:
– Specifications for recommended hardware, software and peripherals
Prepare a quote for a client
• Select appropriate software options for preparation of a quote
• Undertake software training as necessary (Mouse)
• Develop a quote template for RAMemberUS IT Services using appropriate software (Hint: Check software templates as a starting point)
• Using costs that you obtained, use a mark-up of 15%, a labour cost of $110 per hour for computer setup and configuration, develop an itemised quote listing hardware, software and peripherals as separate entries. Estimate 1.5 hours for setup and configuration.
• Include an on-site installation fee as a separate line item on the quote as an optional extra. The fee for this service is an additional $70.00 per hour.
Return of work expected from learners
There are a number of activities that the candidate must complete throughout the task. These activities require the candidate to submit their answers to the assessor.
The following outputs need to be sent to the assessor as either an email attachment or through a virtual ‘dropbox’:
– Quote template
– Itemised quote
Write an accompanying letter
• Revisit email from Cameron McKellar (Computer)
• Identify customer information requirements
• Revise correct letter format as necessary (refer to Task 2)
• Using Microsoft Word, write a letter to accompany quote. Hint: Make sure the letter addresses all client queries
Return of work expected from learners
There are a number of activities that the candidate must complete throughout the task. These activities require the candidate to submit their answers to the assessor.
The following outputs need to be sent to the assessor as either an email attachment or through a virtual ‘dropbox’:
– Detailed letter to client to accompany quote
Respond to a customer email enquiry
• Read and print email from Rob Tanner (Computer)
• Identify customer information requirements
• Research antivirus software options (Internet)
• Research security options to prevent hackers (Internet)
• Research anti-spyware options (Internet)
• Research anti-spam options (Internet)
• Develop an email in response to the client and send to your teacher
Return of work expected from learners
There are a number of activities that the candidate must complete throughout the task. These activities require the candidate to submit their answers to the assessor.
The following outputs need to be sent to the assessor as either an email attachment or through a virtual ‘dropbox’:
– Email response regarding security options
Task Ten: A digital photo project
Task Overview
In this task, the candidate develops their knowledge of PhotoFiltre in order to enhance their photo editing skills. They need to download and install PhotoFiltre and use the help files as required to develop their skills. The candidate needs to edit a series of images to meet the needs of a client.
NOTES: 1. The task may be done in conjunction with the image editing component of Task 8. The assessor should discuss this option with the candidate.
2. While this task specifically makes use of PhotoFiltre, the candidate or assessor may wish to use an alternative image editing program. The assessor should discuss this option with the candidate.
Learning and Assessment Sequence
Locate, download and install image editing application
• Read and print email from Andrew Reid (Computer)
• Read and print Learning Resources and Your Task (Bookcase folders)
• Locate and save PhotoFiltre installation file (Internet)
• Install PhotoFiltre to your computer
Return of work expected from learners
There are a number of activities that the candidate must complete throughout the task. These activities require the candidate to submit their answers to the assessor.
The following outputs need to be sent to the assessor as either an email attachment or through a virtual ‘dropbox’:
– Image editing (e.g. PhotoFiltre) installation file
Edit digital images
• Access the digital images from Andrew Reid (Camera)
• Access email from Andrew Reid
• Refer to the image adjustments required by the client
• Adjust images to meet client requirements
• List steps that you used to edit each image on the accompanying Digital Image Adjustment Record Sheet (Bookcase folders)
• Print final images and submit to your teacher
Return of work expected from learners
There are a number of activities that the candidate must complete throughout the task. These activities require the candidate to submit their answers to the assessor.
The following outputs need to be sent to the assessor as either an email attachment or through a virtual ‘dropbox’:
– Edited images – digital format
– Printed copy of each image
– Digital Image Adjustment Record Sheet
2.2 Solutions - General guidance
Assessors should review the solutions provided and adapt and/or contextualise them (and assessment activities themselves where necessary) to suit the training and assessment context as part of their moderation activities. This will ensure consistency of assessment.
The solutions to assessment activities serve as a reliable guide to the type of information that should be included in the assessment candidate’s response. Refer to the assessment activities when assessing learner responses or evaluating assessment evidence. The answers provided by the assessment candidate will vary due to a number of factors, including the:
▪ candidate’ s own experiences
▪ candidate’ s workplace experiences
▪ training situations and strategies presented by the trainer
▪ interpretation of the assessment activity by the assessment candidate/assessor
▪ type of organisation, work practices, processes and systems encountered by the candidate.
The nature and variety of the tasks presented means that in some cases there will be numerous correct responses, and the solutions provided cannot cater for all contexts and eventualities.
In general terms:
▪ For questions with a single answer, this guide provides the correct answer.
▪ For questions that do not have a single answer, it is understood that answers will vary within certain parameters.
▪ For questions where the candidate has to list a certain number of items, Aspire has provided a more comprehensive listing from which candidate responses may be drawn. However, this list may not in all cases be definitive, and assessors should account for other possible correct responses.
▪ For activities that involve responding to a case study, Aspire has provided an example of how the candidate may respond. Depending on the question, the terminology used will indicate either what the candidate should have included in their response, or may have included. However, assessors should take into account different phrasing used by the candidate, or different responses that may be equally correct.
▪ For activities that take place in the workplace or involve workplace documentation, Aspire can only provide an example response. Assessors should consider whether the candidate has achieved the intent of the activity, taking into account the candidate’s workplace context.
▪ For activities that involve writing reports or completing documentation provided, Aspire can only provide an example response. Assessors should again consider whether the candidate’s response is appropriate to the task within the context of the candidate’s training and/or workplace.
2.3 Solutions – Summative assessment
Task One
Web search for registering a business
Requirements as specified in learning materials:
• Search the web for how to register a business in Queensland, and provide URLs of sites visited.
• Enter the information into Section 1 of the Business Planning Document.
| |
|Websites visited (provide URL) |
| |
| |
| |
| business-name |
| |
| |
| |
| |
Register a business name in Queensland
Requirements as specified in learning materials:
Search for the document used to register a Business name in Queensland, and complete the document to register RAMemberUS IT Services. (The registration process has changed since 28 May 2012 and the students are not able to complete it online as they once could. Therefore, you may advise your students to provide a screen capture and the URL where the online process commences):
- state=15el37c1qz_59&_afrLoop=983936425211000
[pic]
Check availability of the business name
Requirements as specified in learning materials:
Complete a search to check if RAMemberUS IT Services name is available and provide a screen capture of the results.
URL of where search commences: - state=10v4xv58t5_4
[pic]
[pic]
Result screen
Search for how to apply for an ABN
Requirements as specified in learning materials:
Search the web for how to apply for an ABN and give URL of websites visited.
Websites visited (provide URL): 9608-25252a39cd72&NavGraph=ApplyForAbn&View=ApplicationDetail&pid=71&js=1
The URL above is the page where the online application commences.
Hardware research
Requirements as specified in learning materials:
• Search for the external hardware required for the new business.
• Use the tables in the Business Planning document to enter the research results. Required information is as per headings.
• Cost and specifications are also required
Other expected requirements:
Students are to provide information on all hardware which the new business would require. At a minimum it would be:
• laptop or desktop
• printer/scanner
• keyboard/mouse/monitor if choosing a desktop
• wireless router(optional)
• digital camera
• external hard drive for backups
Examples:
| | |
|Item (e.g. printer) |Details (e.g. make, model, specifications) |
| |Acer Aspire TimelineX 5830TG |
|Laptop |Features: |
| |15 inch screen, 8 hours of battery life, decent gaming machine, smooth video player, numeric keypad on the |
| |right |
| |Specifications: |
| |Intel Core i-5 processor, 2300MHz processor, 6Mb RAM, 640Gb storage, , 5 USB ports, Bluetooth capable |
| | |
| |$688.83 |
| |Samsung CLX -3185FN |
|Printer, scanner, copier,|Features: |
|fax |Multi-function printer, scanner, copier, fax; laser printer; high-quality colour printing; compact size; |
| |energy-saving standby mode |
| |Specifications (Tech Specs): |
| |OS Compatibility: Windows 2000/XP/2003/Vista/2008/Windows7/MacOS/Various Linux OS |
| | |
| |$349 |
| |Cisco 877 Integrated Services Router |
|Router |Features: |
| |Operate concurrent services including firewall, VPNs and wireless LANs at broadband speeds. |
| |Specifications: |
| |128MB default DRAM, 256MB maximum DRAM, 52MB maximum flash memory, |
| | |
| |$439.50 |
| |Panasonic Lumix DMC-TZ18 |
|Digital Camera |Features: |
| |HD Movie recording, 3 inch LCD screen, manual controls |
| |Specifications: |
| |Leica DC Lens, 16 optical zoom, HD Movie in Motion, Wide Angle Lens, Super Zoom, 14.1 Megapixel, 4x digital zoom,|
| | |
| |$499 |
| |WD Elements Portable SE |
|External hard drive |Features: |
| |Black colour, 500Gb, Formatted NTFS compatible with Windows XP, Vista, 7; small; lightweight |
| |Specifications: |
| |500GB; USB 2 or 3 interface; .21kg |
| | |
| |$89.99 |
Software research
Requirements as specified in learning materials:
• Search for software required for the new business.
• Use the table in the Business Planning Document to enter the search results. Required information is as per headings.
• Cost and specifications are also required
Other expected requirements:
Students are to provide information on all software which the new business would require. At a minimum it would be:
• Operating system
• Office suite which includes Word, Excel, PowerPoint, Publisher
• Photo editing program such as Photoshop (not freeware)
• Anti-virus program
• Web browser
• Adobe reader
• Email program
Examples:
| | |
|Software |Use (e.g., operating system, desktop publishing application) |
|Microsoft Windows |Operating system |
|7 Ultimate |Features: Windows 7 Ultimate is the most versatile and powerful edition of Windows 7. It combines |
| |remarkable ease-of-use with the entertainment features of Home Premium and the business |
| |capabilities of Professional, including the ability to run many |
| |Windows XP products |
| |System requirements: 1 GHz or faster 32-bit (x86) or 64-bit (x64) processor, 1 GB RAM (32-bit) or 2|
| |GB RAM (64-bit), 16GB available hard disk space (32-bit) or 20GB (64-bit), Direct X9 graphics |
| |device with WDDM1.0 or higher driver. |
| | |
| |$469.00 |
|Microsoft Office | |
|Professional 2010 (must be this |Office Application |
|version of MS Office as it needs | |
|to include Publisher) |Features: For businesses who demand the best, MS Office Professional has what you need to |
| |communicate, create, and share documents from virtually anywhere. You get top of the line tools and|
| |premium customer support for one year to help you run your business and project efficiently. |
| |Includes Word, Excel, Access, PowerPoint, Outlook, Publisher, OneNote |
| | |
| |System requirements: 500MHz processor, 256Mb RAM, 3Gb hard disk |
| | |
| |$499.99 |
Hardware peripherals quiz
Requirements as specified in learning materials:
• Complete the Hardware Peripherals Quiz
• Take a print screen of the result
• The capture is to be pasted into a Word document.
Other expected requirements:
• 100% correct
[pic]
Digital photography – peripherals
Requirements as specified in learning materials:
• Use a digital camera and take photos of the ports on the computer with the peripherals connected, and then another with the peripherals disconnected.
Other expected requirements:
• Images to be clear, focussed, natural colour.
• Images to be provided as .jpg and not pasted into a Word document as Capture a digital image is being assessed.
[pic]
[pic]
Digital images of hazards
Requirements as specified in learning materials:
Take images of hazards/risks in the workplace
Eliminate or reduce the hazard/risk and take further images.
Other expected requirements:
• A minimum of 5 hazards should be identified.
• Images must be clear, in focus and natural colour.
• Images to be provided as .jpg and not pasted into a Word document as Capture a digital image is being assessed.
Examples:
[pic]
Hazard Audit Report
Requirements as specified in learning materials:
• Write up the results of the hazard identification into the Hazard Audit Report provided.
Other expected requirements:
The hazards identified in the photos need to be the ones written up in the Audit Report.
If follow-up is required, this must be indicated and follow-up action stated.
Document must be accurate and contain no typing errors.
• The last section of the Business Planning Document does not need to be completed (altered after National Validation in 2011).
Discussion Questions
Describe your computer experience. What programs, internet applications, social networking sites and computer hardware experience you have. What are your favourite aspects of the IT industry?
Student to describe their computer experience including programs, internet programs, social networking, computer hardware and favourite aspects of IT.
What is the difference between optical zoom and digital zoom?
Optical Zoom: This function of a camera uses the lens within the camera to draw the image closer. Using the optics of the camera the image is bought forward much the same way as binoculars and other such instruments. When using optical zoom quality remains the same and the full resolution of the camera can be used on the zoomed image.
Digital Zoom: The idea behind digital zoom is that it takes a portion of the image and expands that image to the full size of the image. What happens here is that the section of image that you are looking at becomes bigger, not closer. The image does look closer because it has been expanded however all that has happened is that the image quality has been reduced.
Why is it important to carefully check all orders received against the original purchasing documentation? What action should you take if there are discrepancies?
You may receive goods which were not ordered, and may not receive the goods you did order. If there are any discrepancies, you should contact the supplier.
Whilst in a workplace, what action should you take if you observe a hazard in a workplace?
If it is a hazard within my own workspace, I would fix it or eliminate it myself. If it were within the workplace, then I would consult the policy and procedures manual. Generally, I would determine if it is urgent, and if so, then place a sign near it or on it immediately, warning others of the danger. If it is not so urgent, I would complete a Hazard Report Form or report it to my supervisor.
1. A higher pixel resolution does not necessarily mean better quality photographs. Explain this statement. (Some students have interpreted this to explain what makes a quality photo – lens, processor etc.)
Pixels are only of most importance when you intend enlarging the photo from 4”x6” to a larger size. A photo taken at .3mp will be of the same quality as a 12mp camera if the image is only going to be printed or viewed at 4”x6”.
What are the health and safety considerations when handling and storing lithium and nickel-metal hydride batteries?
Students may not provide all dot points below, but must provide enough information to demonstrate knowledge of handling and storing of both types of batteries.
|LITHIUM |Keep out of reach of children |
|Handling |Do not puncture or incinerate |
| |If damaged, use tongs or gloves |
| |Can generate high currents if short-circuited |
| |Always follow warnings and instructions |
| |Replace all batteries in a device at the same time |
| |Do not take batteries apart |
| |Clean contacts with a damp cloth and then dry |
|Lithium |Can be stored up to 10 years with little loss of capacity |
|Storage |Store in a cool dry place |
| |Remove battery from equipment |
| |Do not store new and used batteries together |
|NICKEL-METAL HYDRIDE |Keep out of reach of children |
|Handling |Can generate high currents if short-circuited – can cause burns or ignition of flammable |
| |materials |
| |Do not puncture or incinerate |
| |If damaged, use tongs or gloves |
| |Always follow warnings and instructions |
| |Replace all batteries in a device at the same time |
| |Do not take batteries apart |
| |Clean contacts with a damp cloth and then dry |
|NiMh |Can be stored for about three years |
|Storage |Store in freezer as it has major effect on self-discharge rate, or store in fridge at back. |
| |Store in a charged condition |
| |Place in watertight container |
| |Store fully charged |
| |Leave to warm up to room temperature before use |
| |Dry off before use. |
| |Store in dry environment |
Storage in general
NiMH Storage AND Handling
LITHIUM Storage AND Handling
Using the internet, find out what the abbreviation MSDS stand for? Why should these be kept on hand when storing or using potentially dangerous substances?
Material Safety Data Sheets
An MSDS document contains important information about a hazardous chemical (which may be a hazardous substance and/or dangerous good). It is important that everyone in the workplace knows how to read and interpret a MSDS as it contains the necessary information to assist in safely managing the risk from hazardous substance exposure.
Students may also include: The information they contain:
1. the hazardous substance's product name
2. the chemical and generic name of certain ingredients
3. the chemical and physical properties of the hazardous substance
4. health hazard information
5. precautions for safe use and handling
6. the manufacturer's or importer's name, Australian address and telephone number.
Describe the process that you would use to transfer an image from your camera to your computer.
Turn on the computer. Connect the cable from the camera to the computer, open the folder containing the photos, copy and paste, or copy and then delete from the camera.
These instructions will differ depending upon the camera, the computer, the operating system, the method used, e.g. SD card, cable, Bluetooth etc.
Explain the difference between a Manufacturers’ Warranty and a Vendor's Warranty? How might these affect your choice of hardware and peripherals?
It is important to understand that a manufacturer’s warranty applies in addition to the consumer guarantees (vendor’s warranty). Whereas the consumer guarantees apply to all purchases and cannot be waived, manufacturers’ warranties are offered voluntarily and usually apply to certain types of products such as electrical goods, cars and furniture.
The consumer guarantees apply every time you buy goods and services. When you buy goods, the seller (vendor) guarantees that:
• goods will be of acceptable quality
• goods will be fit for a particular purpose
• goods will match their description
• goods will match the sample or demonstration model
• they will honour any express warranties
• you have title to the goods
• you have undisturbed possession of the goods
• there are no undisclosed securities on the goods.
The manufacturer guarantees that:
• goods will be of acceptable quality
• goods will match their description
• they will honour any express warranties
• they will provide repairs or spare parts for a reasonable time.
Additional information can be found at: 49&fn=Consumer%20guarantees%20a%20guide%20for%20consumers.pdf (Page 2)
Task Two
Create a letterhead
Requirements as specified in learning materials:
• Create a letterhead for RAMemberUS IT Services.
• The following information should be included, according to the email received from Small Business Assist:
– Business name
– Business logo
– Address
– Phone
– Mobile
– Fax
– Web - .au
– Email - admin@.au
– Business slogan
Other expected requirements:
• Design principles of contrast, repetition, alignment, proximity to be followed
Possible designs:
Write a promotional letter
Requirements as specified in learning materials:
• Write a promotional letter introducing your business to potential or existing customers
• Use the letterhead created.
• Should be a mail merge document
• Do not include names and addresses but leave a space where this information would go.
• Brochure is to be enclosed with the letter
Other expected requirements:
• Correct letter display to be used
• Letter to include reference, enclosure notation as business card and brochure are being included
• Correct spelling, language, grammar to be used.
• Services offered by RAMemberUS would be mentioned:
• sales of hardware and software
• repair of hardware
• preparation of PowerPoint presentations
• digital photography editing
Prepare a Mailing List
Requirements as specified in learning materials:
• Create a mailing list in Excel.
• Use the names and addresses provided.
Other expected requirements:
• Headings in the first row are not needed, but the information would need to be divided into 8 columns to complete the merge successfully: Title, First name, Surname, Business name, Street, Suburb, State, and Postcode.
• The Suburb should be in all capitals
• Where only the business name is given, 'Manager' or similar should be entered into the Title or First name columns, to ensure there is a suitable salutation, such as Dear Manager
[pic]
Merge promotional letter with mailing list
Requirements as specified in learning materials:
• Merge the promotional letter with the mailing list.
• Save the letter showing merge fields, before completing the merge.
• Print out the first three letters and mail to teacher
• Submit electronic copies of all 48 letters
Other expected requirements:
• Inside address to be displayed as:
Design a brochure
Requirements as specified in learning materials:
• Use Microsoft Publisher or other desktop publishing program
• Create a brochure advertising the services that you offer
• Illustrate brochure with images sources from the web or take your own
• Submit a draft before submitting the final copy
Other expected requirements:
• Brochure design principles to be followed.
• A tri-fold brochure is suitable. Brochure to contain at a minimum:
• Business logo
• Contact details, e.g. telephone, email, web
• Services provided
The following layout would be expected.
Create a business card
Requirements as specified in learning materials:
• Design a business card
• Use Microsoft Publisher
• Can use a wizard or template
• Include your name, business name, logo and contact details
• Save the card as MyBusinessCard
Other expected requirements:
• Design principles of contrast, repetition, alignment and proximity to be followed
• Colours must be complimentary with the RAMemberUS logo.
• The card may be one- or two-sided. It could include a photo of them and list of services in dot point on the 2nd side, but that is not necessary.
Examples:
[pic]
[pic]
Design a web page
Requirements as specified in learning materials:
• Design a web site with a minimum of Home page and 2 linking pages.
• The web page is to provide information about the services offered by RAMemberUS and provide contact details for the business.
• Recommended program is Net Objects Fusion Essentials, but any program can be used as long as permission is gained from teacher.
Other expected requirements:
• A software program such as Blue Griffon or KompoZer would be used rather than a browser-based web design
• Design principles to be followed
• Links to be working
• Images to be used
Discussion Questions
What is the difference between linking and embedding a spreadsheet in a PowerPoint display or Microsoft Word document? Explain the advantages of linking rather than embedding.
HP005243149.aspx
Linked objects
Linking a spreadsheet into a Word document or a PowerPoint presentation means that a representation of the linked data is visible, but the source file is not visible. The linked data is stored in the source file. When the source file is updated/modified, the linked data is updated. This is different from hyperlinking, where you are taken to the source file/data.
When you embed a spreadsheet, information in the Word document will not change, even if you modify the source spreadsheet file. The embedded spreadsheet becomes part of the Word file, and after it is embedded, it is no longer part of the source file. This means that if the source file is updated, the Word document will not update.
It is advantageous to link rather than embed as it takes up less storage space. It is also useful if you want to include information that is maintained independently, such as data collected by a different department, and you need to keep that information up-to-date in a Word document.
List three data sources that could be used in performing a mail merge in Microsoft Word.
A recipient’s list for a mail merge operation can be an Excel sheet, the Office Address Book, Outlook Contacts, a FileMaker Pro database, an MS Access table, a Word document, or a delimited text file.
What purpose does the use of a document template serve in a business organisation?
A template is a file which when opened, will prompt the user to create a copy of the document so the original data is not changed. This saves time for the user, as the document can be pre-formatted with the business logo, contact details etc., and the document doesn’t need to be created from scratch. It also means that a professional image is maintained as all documents coming from the business will be similar in appearance. Using a template means that display, formatting etc. are preserved.
Provide an example of where you would need to import/export data between software applications.
Background information - An application that can export data can create a file in a format that another application understands, enabling the two programs to share the same data. The two programs might be different types of word processors, or one could be a word processor and the other a database application. Exporting implies that the sending application reformats the data for the receiving applications. Importing implies that the receiving application does the reformatting.
Examples of where you would need to import/export data:
• You are a long-time user of Excel, and you are now thinking of moving to Access. You might start by importing your Excel worksheets into one or more new Access databases.
• You are a manager who receives reports in Excel format from your employees. You want to merge the reports with an existing database to update the contents of the database.
• You may want to export email messages from Outlook to Outlook Express.
• You may wish to export contacts from Outlook to Excel
Explain the steps you would use to save a file in a different format. Why might this be necessary?
Provide at least two examples to illustrate your response.
Generally, you would choose the Save As feature and select the required file type. You may wish to save a document as a template, or save a PowerPoint presentation as a PowerPoint show.
It may be required if you are producing a template for a letterhead, for example. Or, you may wish to save a picture as .png, .gif or .jpeg to reduce the file size.
You may need to save a Word document in an earlier version so that someone with an older program can open and read it.
If you are unsure of how to perform an action in a software application, what sources of assistance could you use? Explain the advantages and disadvantages of each.
It would be expected that Students would suggest at least 2 of the following and give advantages and disadvantages:
Help menu within program/On-screen manuals
Advantage - An advantage is that it is very easy to get to because there is almost always a help button on the menu bar, and the information has been created from the designers/creators of the program so should be accurate.
Disadvantage – Sometimes it can be difficult to find the answer if you don’t put in the exact keywords.
World Wide Web
Advantage – There is a lot of information available
Disadvantage – Information is not always reliable; sites don’t always work or allow access; some sites can take you to other inappropriate sites or information; some sites have viruses; can be time-consuming as there are so many sites; difficult to determine if information is accurate.
Work Colleague
Advantage – Works with the same program and as long as they are experienced can give you the information immediately.
Disadvantage – Person may not be available the moment you need assistance.
Forums
Advantage – Generally conversations are in language you can understand; there are usually forums about everything occurring
Disadvantage – Forum could be out of date; Users may put out information which is inaccurate just to annoy people; bad language
Task Five
Research document
Requirements as specified in learning materials:
1. Conduct research for client – he requires hardware, software, peripherals and information on advantages and disadvantages of Linux versus Windows.
2. Submit specifications for hardware, software and peripherals.
Email extracts:
“I have been advised to stay away from Windows and have Linux installed instead. I would like to know a bit more about the pros and cons of this as well and would like your advice here.”
“Good photo quality printer to print up to A3 size”
“SLR digital camera to take really good quality pictures”
“Video camera - I don't think I will do much of this but would like to have a play.”
“Typing up letters and correspondence, designing some brochures, cards etc., doing quotes and setting up mailing lists”
“Open something called PDF files.”
“Serious photo editing”
“Edit movies“
“Give me a quote for a new computer system,”
Other expected requirements:
1. Based on the requests in the email, students are to research operating systems, peripheral devices, software and computer systems.
2. Findings are to be written up into a document:
3. Name of recommended operating system, version, price, specifications, cost
4. Make, model, price, main features for each peripheral recommended
5. Application name, version, price, features for each software application recommended
6. Make, model, price, features, specifications for computer system recommended
7. Advantages and disadvantages of Windows v Linux
8. Possible answers for printer: Canon PIXMA Pro 9500 Mark II A3 Photo Printer; Epson Stylus R3000 Inkjet Printer A3
9. Possible answers for camera: Panasonic Lumix; Canon etc.
Possible answers for software applications: Microsoft Office 2010 Professional (includes, Word, Excel, Publisher); Acrobat Reader X (10.1.0); Photoshop CS5; Adobe Photoshop Elements 9 & Adobe Premiere Elements 9; Movie Maker
Possible answers for computer system: Laptop or Desktop
Design a quote template
Requirements as specified in learning materials:
Design a quote template.
Use a template sourced online or with application.
Other expected requirements:
1. Quote template should include:
2. logo and contact details for RAMemberUS
3. Heading - 'Quote' or 'Sales Quote'
4. ‘Sales tax’ to be replaced with ‘10% GST’
Prepare a quote
Requirements as specified in learning materials:
• Use the quote template designed earlier
• Provide prices for hardware, software, peripherals, computer system and operating system being recommended.
• Prices should include a mark-up of 1% on the prices given in the recommendations document
• Include 1.5 hours for setup and configuration @ $110 per hour
• Include on-site installation fee as an optional extra at $70 per hour
Other expected requirements:
Quote to be displayed as:
• Computer system – make, model, price
• Software – application name, version, price. It is not expected that freeware will be listed in the quote, but accept it if given
• Peripherals – make, model, price
• Operating system – program name, version, price
Sample:
[pic]
Write a letter to accompany the quote
Requirements as specified in learning materials:
• Write a letter to Cameron McKellar using correct letter display.
• Use Word
• Address all client queries
Other expected requirements:
• Use RAMemberUS letterhead.
• Letter is to be addressed to Cameron McKellar, PO Box 234, Anytown Qld 4098. (State not given, but should be included – address given at bottom of email).
• Letter needs to justify choices made for peripherals and software and any explanations which are required.
• Letter needs to give pros and cons of a Windows and a Linux operating system and recommendation for one or the other. Students may also advise a Mac system. Student responses on the advantages and disadvantages of Windows and Linux need to discuss at least:
– Cost
– Security
– Software
– Ease of use
Sample responses:
Advantages of Linux:
Cost - Free to obtain; can be installed on any number of computers
Security - Strong security; very secure operating system - no viruses, spyware and adware and has been around since early 90s. If any were to happen, hundreds of patches would be released immediately.
Choice –you have the power to control just about every aspect of the operating system. Two major features you have control of are your desktops look and feel by way of numerous Window Managers, and the kernel.
Software - There are so many software choices when it comes to doing any specific task. You could search for a text editor on Freshmeat and yield hundreds, if not thousands of results. Regular users and programmers contribute applications all the time. Sometimes it’s a simple modification or feature enhancement of an already existing piece of software, sometimes it’s a brand new application software. Best of all, the vast majority of Linux software, utilities and games are free and open source. Many of the Linux variants and many Linux programs are open source and enable users to customize or modify the code however they wish to.
Hardware - Linux is perfect for those old computers with barely any processing power or memory you have sitting in your garage or basement collecting dust. Install Linux and use it as a firewall, a file server, or a backup server. There are endless possibilities. Old 386 or 486 computers with barely any RAM run Linux without any issue.
Reliability - The majority of Linux variants and versions are notoriously reliable and can often run for months and years without needing to be rebooted.
Support - Although it may be more difficult to find users familiar with all Linux variants, there are vast amounts of available online documentation and help, available books, and support available.
Disadvantages of Linux:
Understanding – Becoming familiar with the Linux operating system requires patience as well as a strong learning curve. You must have the desire to read and figure things out on your own, rather than having everything done for you.
Compatibility – Because of its free nature, Linux is sometimes behind the curve when it comes to brand new hardware compatibility. Though the kernel contributors and maintainers work hard at keeping the kernel up to date, Linux does not have as much of a corporate backing as alternative operating systems. Sometimes you can find third party applications, sometimes you can’t.
Alternative Programs – Though Linux developers have done a great job at creating alternatives to popular Windows applications, there are still some applications that exist on Windows that have no equivalent Linux application.
Hardware - Linux companies and hardware manufacturers have made great advancements in hardware support for Linux and today Linux will support most hardware devices. However, many companies still do not offer drivers or support for their hardware in Linux.
Advantages of Windows:
Understanding - Easy to use
Compatibility – Good third party applications
Software – Large selection of programs, utilities and games
Hardware - Because of the amount of Microsoft Windows users and the broader driver support, Windows has a much larger support for hardware devices and a good majority of hardware manufacturers will support their products in Microsoft Windows.
Support - Microsoft Windows includes its own help section, has vast amount of available online documentation and help, as well as books on each of the versions of Windows.
Disadvantages of Windows:
Security - Although Microsoft has made great improvements over the years with security on their operating system, their operating system continues to be the most vulnerable to viruses and other attacks.
Cost - Microsoft products are available for a hefty and sometimes recurring fee. Microsoft licenses typically are only allowed to be installed on a single computer,
Choice - In Windows, you’re either stuck using the boring default desktop theme, or risking corruption or failure by installing a third-party shell.
Software - Although Windows does have software programs, utilities, and games for free, the majority of the programs will cost anywhere between $20.00 - $200.00 + dollars per copy.
Additional information available at:
Compilation of email
Requirements as specified in learning materials:
• Compose an email response to an email received from Rob Tanner.
• Send email to teacher.
• Rob has questions regarding computer security. Students are to follow email etiquette, and include all information asked for.
Summary of email content:
• Antivirus software - student to recommend a program; free or commercial
• Hacking – student to explain how to stop hackers getting banking details; is there software available to stop this?
• Junk mail – student to explain what programs can be used to stop junk mail? How much do they cost?
• Spyware - Recommendations on how to stop spyware and an idea of prices. Explain what spyware is as customer wants to know.
Possible recommendations: Nortons 360; AVG Anti-virus 2012; Malware Bytes; Spybot Search and Destroy, etc. Correct application name and version must be provided.
Facebook Security Guide
Requirements as specified in learning materials:
• Research Facebook security issues.
• Develop a security guide demonstrating how to protect privacy in Facebook as per client specification: “Give me a brief instruction guide on how to protect my privacy. I know that there are settings somewhere that allow me to do this but have no idea what to do.”
Other expected requirements:
• Guide to include a heading
• Guide to include screen captures
• Guide to include steps
• Guide to include different fonts, font styles to emphasise points, etc.
Social Media Review
Requirements as specified in learning materials:
Use Word
Students are to conduct web research on social media.
They are to develop a social media review as per client specification which is: “As a small business owner with a unique product, I would also like to start using the social media that I keep hearing so much about through other business colleagues to promote my business. I would like you to develop a simple review for me on what social media options are available and what recommendations might be suitable for a small business such as my own. If you could include for me details about:
• what social media is
• social media types and examples of these
• advantages and disadvantages of each type
• recommendations of what sites you would recommend for a small business like mine
• an overview of each recommended social media site
• links to each recommended site.”
Suggested response:
Response should explain what social media is, and include the fact that there are 11 different types of social media. The types and examples of the types can be obtained at and are provided below:
1. Publishing Media (suitable for his small business)
These are websites (or platforms) that allow for the easy publishing of articles and information, usually in a longer, slightly less casual manner. Good examples of publishing media are blogs and wikis. The main ones are:
WordPress
Blogger
Wikipedia
Wikia
2. Content Sharing (suitable for his small business)
These are sites and services that allow you to share content with your social network. What you share can be anything from music to photos to movies or links you found online. Most allow for some amount of commenting and discussion as well.
YouTube
Flickr
Digg
Last.fm
Del.icio.us
3. Discussion (suitable for his small business)
Many services have been developed for the simple task of quick communication through chatting or video conferencing. Some of the most commonly used are:
Yahoo Messenger
MSN Messenger
Google Talk
Skype
4. Social Networks (suitable for his small business)
This is what most of us commonly think of when we think of Social Media. These networks can vary greatly in how difficult they are to become a part of as well as how specific their area of interest is. For example Facebook is a social network with a very general area of interest and is open to most of the public, Behance is a social network only for people interested in art and design and you must go through a review process to be accepted into the network. Here’s a list of some of the more popular social networking resources:
Facebook
MySpace
LinkedIn
Ning
5. MicoBlogging (suitable for his small business)
Microblogging is very similar to regular blogging and the publishing media except that’s its done in much smaller chunks. Twitter only allows 140 characters for example. Many of these services are very easy to set up and are built for the users to share information frequently and freely.
Twitter
Posterous
Plurk
Tumblr
6. Livestreaming
These are mainly applications that allow the users to create a one-stop-shop for all the feeds that they are generating through other social media. It aggregates a user’s activity around the web and presents it all in one location.
FriendFeed
Lifestream
7. Livecasting
While broadcasting your entire life may not be for you, it has become an internet sensation with a lot of users. Below are some examples of sites that allow you to broadcast your life or sit back and watch others.
Livestream
8. Virtual Worlds
Virtual Worlds are entire online environments, usually in a digital three dimensional environment where users can create personalities and avatars and interact with other users with a more graphic representation of a physical space. These are only a few of the main ones:
Second Life
There
imvu
9. Social Games
As we all know, games are extremely popular online and maybe none more so than the ones that include your friends in the game play. Some of these can be stand alone websites or they can also be applications that are used within existing social networks.
Farmville
Doof
Pogo
10. MMO (Massive Multiplayer Online) Games
These are very similar to a combination of #8 and #9. They usually take place in a digital 3D environment, but unlike a virtual world, there is usually a common goal or task to accomplish that you share with your friends. Here’s some of the most well known:
Word of Warcraft
Webkinz
Club Penguin
11. Location
Probably the newest genre in the mix, location based networks are of course based around your location. Sometimes there are games involved or competition. Sometimes they are just used for reviewing businesses. The three standouts in the field so far are:
Foursquare
Gowalla
Yelp
The advantages and disadvantages may not be extensive as each social media is used for a particular purpose.
Discussion Questions
1. What is the difference between freeware and shareware?
Freeware is software which is available for free download. Generally, very little technical support is provided for the application, but users have unlimited use. It may not be a full-featured program, meaning that it may not contain all the features of a paid-for program.
Shareware is software that is distributed on a trial basis with the understanding by the users of the software that there may be a small charge by the author to continue to use it. Most shareware is delivered free of charge by downloading it from the internet either from the author's website or from a software download site. By registering the software and paying the fee, you become registered with the author and can receive technical support and software updates when they become available.
You can copy shareware and pass it along to friends and colleagues, as long as it is the trial version of the software and not the registered version. You are also expected to pay a registration fee if you intend on using the software regularly beyond the trial period.
The trial period of the computer software is entirely dependent on the software author and can vary a great deal. Typically, the trial period can be anywhere from 10-30 days or even 45-60 days. Some trial periods are based on usage and only allow users to open the program a limited number of times.
2. What are the possible consequences of failure to comply with software licensing requirements? Use the web to research and explain possible penalties that might apply.
When you click 'I agree' on a software licence you are committing yourself to the legal requirements and can be prosecuted if you don’t comply. It is safer to read the information you are agreeing to.
There are now three tiered offences for most offences in the Copyright Act 1968. The amendments create indictable, summary and strict liability offences relating to copyright piracy. The tiered offences contain similar physical elements, but have different fault elements to reflect the offences’ different levels of seriousness.
For example, the most serious offences are indictable. They have default fault elements of intention and recklessness. They have maximum penalties of 5 years imprisonment and/or between 550 ($60,500) to 850 ($93,500) penalty units for natural persons.
The summary offences have a lower threshold, with most containing fault elements of intention (by default) and negligence. They have maximum penalties of 2 years imprisonment and/or 120 ($13,200) penalty units.
Software Licencing is important! Non-compliance with software licences is illegal and carries with it the potential for hefty fines, civil court case damages and jail sentences.
Under the Copyright Act, making illegal copies for sale is a criminal offence and offenders are liable for:
Fines up to $93,500 and /or up to five years imprisonment for individuals
Fines up to $467,500 and/or up to five years imprisonment for companies.
FROM:
Keyword: Infringement >Penalties
3. Make a list of software applications that you might use to browse the World Wide Web. Against each application, list the developer/owner and from where it can be obtained.
Microsoft Internet Explorer - Microsoft - (ie) Apple Safari - Apple (safari)
Google Chrome - Google (chrome)
Mozilla Firefox – The Mozilla Foundation, a non-profit organisation (firefox) Telenor Opera - Telenor ()
4. A client is concerned about their children accidentally accessing inappropriate websites on their home computer. What advice and recommendations would you give the client?
The student may give a combination of the following. It would be expected they would suggest a commercial program for optimum security.
Supervision - I would firstly recommend that parents don't let their children have lots of access to the internet without talking to them and checking what they are doing.
Web browser Security Settings – Change the security settings on the web browser to prevent access to sites considered inappropriate. There are web browsers for children which are easier for children to use and will filter out unwanted words or images.
Search engines like Google and Yahoo can filter out inappropriate content.
Software internet tools – There are many software programs available such as NetNanny. There is a site which gives advice by asking you to select what you wish to do e.g. block outgoing info, limit time, filter violence etc., and then providing the options –
Block the net – the computer settings can be changed to completely block access to the internet unless under parental supervision.
Internet Service Providers offer parental controls at no additional charge.
5. When upgrading to a new operating system, what are some of the potential issues that you might encounter? List the actions that you could take to overcome these.
Older applications may not run any longer - Sometimes older applications may not run on the new operating system. You may need to upgrade these applications if you wish to continue using them.
OS incompatibility with earlier version - Sometimes you need to downgrade to a lower version before upgrading e.g. you may need to downgrade XP Professional to XP Home before upgrading to Vista Home Premium.
Loss of files - You may lose files, so it is very important to back up all files.
Current system may not support an upgrade - Before you upgrade you need to check the system requirements of the new OS to make sure your computer can run it properly.
operating-system/282
6. Why is it a good idea to ensure that your operating system always has the latest available updates installed? List and explain each reason.
Microsoft and Apple release security updates for their operating systems to keep up to date with new viruses and security risks.
Updates also improve the stability of operating systems because they include bug fixes that they become aware of. When you send an error report to the software developer, they take note of it and if there are enough errors about a similar problem, they will release an update to fix it.
OS updates sometimes include new features to improve the product.
With Windows, if you don't keep installing the updates or if you install a version of Windows that is out of date, you have to download so many updates to catch up that it may take quite a while.
7. Explain how cultural differences might impact on the way that you might interact with customers and clients.
It may not be easy to understand clients because of the language. This might mean that we need to listen more attentively and ask more questions. There may be differences in dress and customs also.
Task Ten
Screen captures of social media site
Requirements as specified in learning materials:
• Engage in a collaborative project.
• Edit a series of images to meet the needs of a client and share these with other team members for their feedback and comments via a common social media site.
• Submit 3 screen captures of social media site at key points in the project.
• Best to be done as a collaborative project.
Screen capture of PhotoFiltre Installation Guide
Requirements as specified in learning materials:
Take a screen capture of the .exe file for Photo Filtre and paste into a Word document.
[pic]
Edited Images
Requirements as specified in learning materials:
• Adjust each photo according to the email. Requirements are under each image below.
Other expected requirements:
• Images are to be submitted as .jpg and not pasted into a Word document, as ‘Capture a digital image’ is being assessed.
|[pic] |[pic] |
Picture 1 - Bird - it looks a bit too bright and the contrast could really be better
|[pic] |[pic] |
Picture 2 - Frog - get rid of the background to just include the frog. It is just the frog that I am after. I think there is also a bit too much light from the camera flash.
Picture 3 - Hong Kong - straighten this up
[pic]
Picture 4 - Painted Trees - I had this drawn but would like all the text removed. I know this will be a bit difficult where the writing runs over the branch but told this can be restored. Once this is done, I would to get rid of all the white space where the writing would have been.
|[pic] |[pic] |
Picture 5 - Tower Bridge, London - the picture is a bit crooked. It would be good if you could straighten it up. The colour is also a bit washed out.
Printed Copy of each Image
Requirements as specified in learning materials:
Print out a copy of after images of each photo (with adjustments) and send to teacher.
Digital Image Adjustment Record Sheet
Students are to complete the image adjustment record sheet stepping through exactly how they altered/edited the image. Instructions are to be specific.
Discussion Questions
1. Explain the various methods that may be used for backup and storage of your digital images.
To create a backup on your own computer, go to control panel and select backup and restore.
You may choose to backup to your computer’s hard drive or to an external drive. Choose the files that you want to backup and then start backing up those files.
Choose the schedule for regular backups: e.g. every Monday at 10 am and type in a starting date.
Once this is setup the computer will regularly backup the files on the specified day and time if the computer is turned on otherwise back up will start when the computer is turned on.
2. Digital images may be saved in many formats. What are the advantages of each of the following?
JPEG (or JPG); GIF; RAW; BMP
JPEG stands for Joint Photographic Experts Group and was named after the committee that wrote the Standard. JPEG is an image compression mechanism designed for compressing full colour or gray scale images of natural real world scenes. It works well on photographs and similar material but not on lettering, simple cartoons or line drawings. The advantages of JPEG are that it makes the image file size smaller but they still appear the same as the original. It also stores full colour information and loses less information than GIF.
GIF stands for Graphic Interchange Format and it is an image format that is widely used on the web but it will only store 8 bits per pixel or 256 or fewer colours. It is better used on an inexpensive computer display. GIF format is not suited for photography and is more suited for graphics and logos on the web.
RAW stands for a raw image file that contains minimally processed data from the image sensor of a digital camera or scanner. They are not yet processed and are not ready to be printed or edited. A Raw file is the digital equivalent to a negative. An advantage of the digital RAW file format is that it offers the photographer more control over how the final JPEG image is composed. A raw file is developed into a JPEG image in several steps and each step may contain several irreversible image adjustments. The advantage is that the photographer can postpone applying these adjustments until later and then using then in a way that suits each image the best.
BMP is short for bitmap format which is a commonly used raster or paint graphic format used for saving image files. BMP format stores colour data for each pixel in the image without compression. This method of storing information gives crisp, high quality images but produces large file sizes. Another advantage of BMP format is that using photo editing software the BMP image can be changed, small details can be refined and effects can be intensified.
3. Describe the process that you would use to convert an image from JPEG to another file format.
Right click the image
Choose Open with and choose Paint.
Click on File and click Save as.
Change the type to the one required
Click Save
4. Explain the relationship between light levels, shutter speed and aperture opening. How might these apply in low light conditions?
Light level is the amount of light that is available as either natural light or artificial light. Shutter speed is the exposure or length of time the shutter is open to allow light into the sensor. The aperture opening is the diameter that the lens opens to control the amount of light that reaches the sensor. In low light conditions the shutter speed is slower so that more light is allowed in to the sensor and the aperture opening is wider to allow more light to reach the sensor.
5. Using the Internet locate 2 photo sharing sites where users can upload, view, search, and share photos. Provide the web address of each along with a brief description. 2 possibilities are provided below:
Flickr - -
[pic]
[pic]
6. Considering the nature of Task 10, what social media site do you believe is the most appropriate for a collaborative workspace of this type? Why?
EdStudio – protected environment; less susceptible to hackers
7. What copyright provisions might apply to online content such as images and video? How can you check these provisions?
Copyright provisions definitely apply to online content. Copyright information is generally at the bottom of the webpage.
2.4 Evidence of competency
Evidence is information gathered that provides proof of competency. While evidence must be sufficient, trainers and assessors must focus on the quality of evidence rather than the quantity of evidence.
Rules of evidence
There are four rules of evidence that guide the collection of evidence. Evidence must be:
▪ valid – it must cover the performance evidence and knowledge evidence
▪ sufficient – it must be enough to satisfy the competency
▪ current – skills and knowledge must be up to date
▪ authentic – it must be the learner’s own work and supporting documents must be genuine.
Principles of assessment
High quality assessments must be:
▪ fair – assessments are not discriminatory and do not disadvantage the candidate
▪ flexible – assessments meet the candidate’ s needs and include an appropriate range of assessment methods
▪ valid – assessments assess the unit/s of competency performance evidence and knowledge evidence
▪ reliable – there is a common interpretation of the assessments.
Types of evidence
Types of evidence that can be collected, sighted or validated include:
▪ work records such as position descriptions, performance reviews, products developed and processes followed and/or implemented
▪ third-party reports from customers, managers and/or supervisors
▪ training records and other recognised qualifications
▪ skills and knowledge assessments
▪ volunteer work.
Gathering evidence
Evidence can be gathered through:
▪ real work/real-time activities through observation and third-party reports
▪ structured activities.
Evidence can also be gathered through:
▪ formative assessments: where assessment is progressive throughout the learning process and validated along the way by the trainer – also known as assessment for learning
▪ summative assessment: where assessment is an exercise or simulation at the end of the learning process – also known as assessment of learning.
Evaluating evidence
The following steps may help you evaluate evidence.
|Step 1: Evidence is gathered. | | | | |
|Step 2: Rules of evidence are applied – evidence is valid, sufficient, current | | | |
|and authentic. | | | |
|Step 3: Evidence meets the full requirements of the unit/s of competency. | | |
|Step 4: The assessment process is valid, reliable, fair and flexible. | |
|Step 5: The trainer or assessor makes a straightforward and informed judgment about the candidate and completes assessment |
|records. |
2.5 Assessment records
Learners must provide evidence of how they have complied with the performance and knowledge evidence requirements outlined in the unit of competency. These requirements should be assessed in the workplace or in a simulated workplace; assessment conditions are specified in each unit of competency.
You can use the following assessment forms to record the learner’s evidence of competency:
▪ The Assessment Instructions Checklist helps the trainer/assessor provide clear instructions to the candidate as to which assessment activities to complete.
▪ The Pre-Assessment Checklist helps the trainer determine if the learner is ready for assessment.
▪ The Self-Assessment Record allows the learner to assess their own abilities against the requirements of the unit of competency.
▪ The Performance Evidence Checklist facilitates the observation process; it allows trainers to identify skill gaps and provide useful feedback to learners.
▪ The Knowledge Evidence Checklist can be used to record the learner’s understanding of the knowledge evidence; it allows trainers to identify knowledge gaps and to provide useful feedback to learners.
▪ The Portfolio of Evidence Checklist helps the trainer annotate or detail aspects of the learner’s portfolio of evidence.
▪ The Workplace Assessment Checklist can be used by the learner’s supervisor to show workplace-based evidence of competence.
▪ The Observation Checklist/Third Party Report records the candidate’s performance in the workplace.
▪ The Record of Assessment form is used to summarise the outcomes of the assessment process in this unit.
▪ The Request for Qualification Issue is used by the assessor to inform the RTO authorities that the process for issuing a Statement of Attainment or Qualification may commence.
Assessment instructions – ICPDMT321
|Candidate’ s name: |
|Unit of competency: ICPDMT321 Capture a digital image |
|Trainer/assessor: |
|Date: |
|The candidate must complete the following assessment activities, provided by the trainer/assessor: |
| |Y/N |Whole activity/ specific questions |
|Candidate Self-assessment | | |
|Final assessment - Task 1 | | |
|Final assessment - Task 2 | | |
|Final Assessment – Task 5 | | |
|Final Assessment – Task 10 | | |
|Portfolio | | |
|Workplace Assessment | | |
|Workplace Assessment (video) | | |
|Competency Conversation (using RPL) | | |
|Workplace Observation | | |
|Third Party Report | | |
|Other assessment activities as detailed below: | | |
| | | |
| | | |
| | | |
|Candidate signature: | |Date: | |
|Assessor/trainer signature: | |Date: | |
Pre-assessment checklist – ICPDMT321
|Candidate’ s name: |
|Unit of competency: ICPDMT321 Capture a digital image |
|Trainer/assessor: |
|Date: |
|Checklist |
|Talked to the candidate about the purpose of the assessment | Yes No |
|Explained the unit of competency | Yes No |
|Discussed the various methods of assessment | Yes No |
|In consultation with trainer/assessor, the following assessment methods will be used: |
| Question/answer | Observation/Demonstration | Log, Journal, Diary |
| Case study | Portfolio, work samples | Third Party Reports |
| Reports | | |
|Assessment environment and process |
|When will assessment occur? |
| |
|Where will assessment occur? |
| |
|Special needs (if any) |
| |
|How many workplace visits are required (if appropriate)? |
| |
|What resources are required? |
|Information has been provided on the following: |
| Confidentiality procedures | Re-assessment policy | Appeals process |
| Regulatory information | Authenticity of candidate’ s work |
|Discussed self-assessment process | Yes No |
|Summarised information and allowed candidate to ask questions | Yes No |
|Candidate signature: | |Date: | |
|Assessor/trainer signature: | |Date: | |
Self-assessment record – ICPDMT321
|Candidate’ s name: |Part D |
|Unit of competency: ICPDMT321 Capture a digital image |
|Trainer/assessor: |
|Date: |
|Tasks |I do the workplace task… |Candidate’s comments |
| |…very well |…quite well |…no, or not well| |
| |I’m sure I can |I think I can do|I don’t (or | |
| |do the task |the task |can’t) do the | |
| | | |task | |
|I am able to find information relevant to my | | | | |
|technical task from a variety of sources. | | | | |
|I can set up and use a digital camera | | | | |
|correctly and safely in accordance with the | | | | |
|manufacturer’s instructions. | | | | |
|I can take a range of digital photographs in | | | | |
|a wide variety of contexts and lighting | | | | |
|environments. | | | | |
|I can use a digital camera’s preview and edit| | | | |
|functions. | | | | |
|I transfer images from a digital camera to a | | | | |
|computer and other storage devices. | | | | |
|I make use of image editing software to | | | | |
|produce final images that meet the work | | | | |
|specifications for the customer. | | | | |
|I can use the features of a digital camera to| | | | |
|alter and enhance the quality of a | | | | |
|photographic image. | | | | |
|I safely handle and store lithium batteries. | | | | |
|I understand and apply a number of techniques| | | | |
|to ensure the photographic image is able to | | | | |
|be delivered in the intended way. | | | | |
|Candidate signature: | |Date: | |
Performance evidence checklist – ICPDMT321
|Candidate’s name: |
|Unit of competency: ICPDMT321 Capture a digital image |
|Trainer/assessor: |
|Date: |
|Did the candidate demonstrate the following performance evidence at least once: |Yes |No |N/A |
|Find and use information relevant to the task from various sources | | | |
|Set up a digital camera correctly and safely | | | |
|Use a digital camera to: | | | |
|preview and capture three digital images | | | |
|transfer images to a computer | | | |
|use relevant software to produce final images that meet job requirements. | | | |
|In the assessment/s of the candidate’s performance evidence, did they demonstrate the four dimensions of competency? |
|Task skills | | | |
|Task management skills | | | |
|Contingency management skills | | | |
|Job/role environment skills | | | |
|The candidate’ s performance was: | Not satisfactory | Satisfactory |
|Feedback to candidate: |
| |
|Candidate signature: | |Date: | |
|Assessor/trainer signature: | |Date: | |
Knowledge evidence checklist – ICPDMT321
|Candidate’s name: |
|Unit of competency: ICPDMT321 Capture a digital image |
|Trainer/assessor: |
|Date: |
|Did the candidate show their knowledge of the following: |Yes |No |N/A |
|Can use the key features of the digital camera that impact on the quality of the photographic image | | | |
|The safety requirements for handling and storing lithium batteries | | | |
|Transfer and store images from a camera to a computer list and describe ways that photographic images can| | | |
|be altered or enhanced electronically | | | |
|Selects the appropriate delivery mode when preparing a photographic image. | | | |
|The principles of digital imaging and file formats, video and sound file formats, file management and | | | |
|transfer systems | | | |
|In the assessment/s of the candidate’s knowledge evidence, did they demonstrate the four dimensions of competency? |
|Task skills | | | |
|Task management skills | | | |
|Contingency management skills | | | |
|Job/role environment skills | | | |
|The candidate’ s performance was: | Not satisfactory | Satisfactory |
|Feedback to candidate: |
| |
|Candidate signature: | |Date: | |
|Assessor/trainer signature: | |Date: | |
Portfolio of evidence checklist – ICPDMT321
|Candidate’s name: |Part E |
|Unit of competency: ICPDMT321 Capture a digital image |
|Trainer/assessor: |
|Date: |
|Description of evidence to |Assessor’ s comments |Tick* |
|include in portfolio | | |
| | |V |S |C |A |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
|Candidate signature: | |Date: | |
|Assessor/trainer signature: | |Date: | |
* V = Valid; S = Sufficient: C = Current; A = Authentic
Workplace assessment checklist – ICPDMT321
|Candidate’s name: |Part F |
|Unit of competency: ICPDMT321 Capture a digital image |
|Trainer/assessor: |
|Date: |
|Name of organisation: |
|Address: |
|Telephone: Email: |
|Workplace supervisor: |
|Performance evidence |Evidence provided/observation comments |
|Candidate demonstrates the ability to: | |
| |find and use information relevant to the task from various sources | |
| |set up a digital camera correctly and safely | |
| |use a digital camera to: | |
| |preview and capture three digital images | |
| |transfer images to a computer | |
| |use relevant software to produce final images that meet job requirements.| |
|Knowledge evidence | |
|Candidate knows and understands: | |
| |can use the key features of the digital camera that impact on the quality| |
| |of the photographic image | |
| |the safety requirements for handling and storing lithium batteries | |
| |transfer and store images from a camera to a computer list and describe | |
| |ways that photographic images can be altered or enhanced electronically | |
| |selects the appropriate delivery mode when preparing a photographic | |
| |image. | |
| |the principles of digital imaging and file formats, video and sound file | |
| |formats, file management and transfer systems | |
|Workplace supervisor’ s signature: | |Date: | |
|TEIA Ltd |
|Observation Checklist/Third Party Report |
|This is a confidential report. It is for the perusal of the supervisor, the candidate and the assessor. (Part G) |
|Name of candidate: | |
|Units of competency: | ICPDMT321 Capture a digital image |
As part of the assessment for the units of competency above we are seeking evidence to support a judgement about the above candidate’s competence. This report may be completed as either an Assessor Observation Checklist or a Third Party Report where the candidate has access to a suitable work environment. Multiple reports may be completed where a single person is unable to verify all elements.
Note that assessors may also use this document to record and confirm competency in routine tasks associated with a learning program over an extended period of time, i.e. accumulated evidence.
|This report is being completed as: | Assessor Observation Third Party Report |
|Name of Supervisor: | |
|Position of Supervisor: | |
|Workplace: | |
|Address: | |
|Telephone: | |
|Email: | |
|Has the purpose of the candidate's assessment been explained to you? | Yes No |
|Are you aware that the candidate will see a copy of this form? | Yes No |
|Are you willing to be contacted should further verification of this statement be required? | Yes No |
|What is your relationship to the candidate? | |
|How long have you worked with the person | |
|being assessed? | |
|How closely do you work with the candidate in| |
|the area being assessed? | |
|What is your experience and/or | |
|qualification(s) in the area being assessed? | |
|(Include teaching qualifications if | |
|relevant.) | |
|Does the candidate consistently perform the following workplace activities? |Yes |No |
|Find and use information relevant to the task from various sources | | |
|Set up a digital camera correctly and safely | | |
|Use a digital camera to: | | |
|preview and capture three digital images | | |
|transfer images to a computer | | |
|use relevant software to produce final images that meet job requirements. | | |
|Use the key features of the digital camera that impact on the quality of the photographic image | | |
|Follows safety requirements for handling and storing lithium batteries | | |
|Transfer and store images from a camera to a computer list and describe ways that photographic images can be | | |
|altered or enhanced electronically | | |
|Selects the appropriate delivery mode when preparing a photographic image. | | |
|The principles of digital imaging and file formats, video and sound file formats, file management and transfer | | |
|systems | | |
|Task 1 | | |
|Take a digital image as directed by the supervisor. Download this image and adjust if required. Print out for the | | |
|supervisor. | | |
|Comment (if relevant): |
| |
|Task 2 | | |
|Provide your supervisor/assessor with a briefing on the functions and features of the digital camera you are | | |
|using/they provide. | | |
|Comment (if relevant): |
| |
|Does the candidate: |Yes |No |
|perform job tasks to industry standards? | | |
|manage job tasks effectively? | | |
|implement safe working practices? | | |
|solve problems on-the-job? | | |
|work well with others? | | |
|adapt to new tasks? | | |
|cope with unusual or non-routine situations? | | |
| | | |
|Overall, do you believe the candidate performs to the standard required by the units of competency on a | Yes No |
|consistent basis? | |
|Identify any further training in this area that the candidate may require: |
| |
|Comments: |
| |
|Supervisor’s Signature: |Date: |
|Record of Assessment |
|ICPDMT321 Capture a digital image |
|Name of candidate | |
|Name of assessor | |
|Use the checklist below as a basis for judging whether the candidate’s document and supporting evidence meets the required competency standard. |
| |Yes No |
|Assess digital camera qualities | |
|1.1 Camera software compatibility with hardware system is assessed and appropriate software is selected for job | |
|1.2 Pixel resolution of camera is matched to required quality and resolution of outcome | |
|1.3 RAM capacity of camera is checked to be sufficient for number of images required to be captured | |
|1.4 Shutter speed, focal lengths and camera feature modes are assessed as suitable for quality and use of photographic | |
|images required | |
|1.5 Lithium batteries are handled and stored according to work health and safety (WHS) requirements | |
| | |
|Set up for image capture | |
|2.1 Camera is set up for image composition according to job specifications | |
|2.2 Lighting is arranged according to job specifications | |
|2.3 Light intensity is set for correct exposure | |
|Preview image | |
|3.1 Tone curves are adjusted according to job specifications | |
|3.2 Neutral balance of image is arranged and adjusted | |
|3.3 Adjustments to image composition and exposure are made | |
|Photograph and upload digital image | |
|4.1 Digital camera is loaded and operated according to manufacturer’s and job specifications appropriate to quality of image| |
|to be photographed | |
|4.2 File is uploaded on to relevant computer and image saved on hard disk | |
|4.3 Photographic image files are created and stored on computer | |
|4.4 Photographic images are enhanced, cropped and altered electronically to deliver required image | |
|4.5 Photographic images are checked to ensure they meet job brief | |
|4.6 Photographic images are delivered using required delivery mode | |
|How candidate meets unit of competency requirements as a whole. |
| |Yes |No |
|Critical evidence requirements met | |
|Underpinning knowledge and understanding demonstrated | |
|Key competencies / Employability skills demonstrated at appropriate level | |
|Sufficiency of evidence | |
| |
|Evidence provided for this unit of competency is… |Valid |Authentic |Current |
| | | | |
| |
|Candidate is: |
|Competent | |Not competent at this time | |
|Withdrawn after participation | |Withdrawn without participation | |
|Not seeking assessment | | | |
| |
|Signed by the assessor: Date: |
|Feedback to candidate |
| |
Request for Qualification Issue
As the assessor this course working with this learner, my records indicate the following Statements of Attainment/Qualification should be issued as detailed below:
|Student’s Name: | |
|Organisation: | |
Qualification/Statements of Attainment Details
|Statement/s of Attainment | |Full Qualification | |
|Units of Competency to be issued |Tick if SOA |ICT20115 Certificate II in Information, Digital |Tick if Qualification |
| |required |Media and Technology |required |
| |BSBWHS201 Contribute to the health and safety of self and| |BSBWHS201 Contribute to the health and safety of self and others|
| |others | | |
| |BSBSUS201 Participate in environmentally sustainable work| |BSBSUS201 Participate in environmentally sustainable work |
| |practices | |practices |
| |ICTICT201 Use computer operating systems and hardware | |ICTICT201 Use computer operating systems and hardware |
| |ICTICT202 Work and communicate effectively in an ICT | |ICTICT202 Work and communicate effectively in an ICT environment|
| |environment | | |
| |ICTICT203 Operate application software packages | |ICTICT203 Operate application software packages |
| |ICTICT204 Operate a digital media technology package | |ICTICT204 Operate a digital media technology package |
| |ICTWEB201 Use social media tools for collaboration and | |ICTWEB201 Use social media tools for collaboration and |
| |engagement | |engagement |
| |ICPDMT321 Capture a digital image | |ICPDMT321 Capture a digital image |
| |ICTICT205 Design basic organisational documents using | |ICTICT205 Design basic organisational documents using computing |
| |computing packages | |packages |
| |ICTICT206 Install software applications | |ICTICT206 Install software applications |
| |ICTICT209 Interact with ICT clients | |ICTICT209 Interact with ICT clients |
| |ICTSAS203 Connect hardware peripherals | |ICTSAS203 Connect hardware peripherals |
| |ICTICT303 Connect internal hardware components | |ICTICT303 Connect internal hardware components |
| |ICTICT301 Create user documentation | |ICTICT301 Create user documentation |
| | | | |
| | | | |
| | | | |
Assessor’s Review
|As the assessor I have… |Yes |No |
|Checked that all units of competency listed have been judged Competent. | | |
|Checked other Training Package requirements have been addressed (e.g. foundation skills, essential elements, | | |
|etc.) | | |
|Confirmed Literacy and Numeracy requirements as per qualification have been achieved. | | |
|Comments: |
| |
|Assessor’s Name: | |
|Assessor’s Email: | |Assessor’s Telephone: | |
|Authorised by School/Institution | |
|Representative: | |
| | |
|Date: | |
|Processed at RTO by: | |
|Date: | |
Note: The issuing of the qualification incurs a fee. This may change so contact TEIA for the most current arrangement. An invoice will accompany the printed documents and be returned by post to either the candidate or the funding organisation.
Glossary
This glossary explains common terminology used in the VET sector and in this trainer’s and assessor’s guide.
Access and equity: Applying access and equity principles to training and assessment means meeting the individual needs of learners without discriminating in terms of age, gender, ethnicity, disability, sexuality, language, literacy and numeracy level, etc.
Assessment: Assessment means collecting evidence and making decisions as to whether or not a learner has achieved competency. Assessment confirms the learner can perform to the expected workplace standard, as outlined in the units of competency.
Assessment mapping: Assessment mapping ensures assessments meet the requirements of the unit/s of competency through a process of cross-referencing.
Assessment records: Assessment records are the documentation used to record the learner’s evidence of competency.
Assessment tools: Assessment tools are the instruments and procedures used to gather, interpret and evaluate evidence.
AQTF: The AQTF is the Australian Quality Training Framework. It was superseded by the VET Quality Framework and the Standards for NVR Registered Training Organisations in some jurisdictions in July 2011.
AQTF standards: The AQTF standards are national standards designed to ensure high-quality training and assessment outcomes. They were superseded by the VET Quality Framework and the Standards for NVR Registered Training Organisations in some jurisdictions in July 2011.
ASQA: ASQA is the Australian Skills Quality Authority, the national regulator for Australia’s vocational education and training sector. ASQA regulates courses and training providers to ensure nationally approved quality standards are met.
Authentic/authenticity: Authenticity is one of the rules of evidence. It means the learner’s work and supporting documents must be genuinely their own.
Competency: Competency relates to the learner’s ability to meet the requirements of the unit/s of competency in terms of skills and knowledge.
Current/currency: Currency is one of the rules of evidence. It means ensuring the learner’s skills and knowledge are up to date.
Delivery plans: Delivery plans are lesson plans that guide the process of instruction for trainers.
Dimensions of competency: The dimensions of competency relate to all aspects of work performance. There are four dimensions of competency: task skills, task management skills, contingency management skills and job/role environment skills.
Fair/fairness: Fairness is one of the principles of assessment. It means assessments must not be discriminatory and must not disadvantage the candidate.
Flexible/flexibility: Flexibility is one of the principles of assessment. It means assessments must meet the candidate’s needs and include an appropriate range of assessment methods.
Knowledge evidence: Knowledge evidence is specified in the unit of competency. It identifies what a person needs to know to perform the work in an informed way.
Performance evidence: Performance evidence is specified in the unit of competency. It describes how the knowledge evidence is applied in the workplace.
Principles of assessment: Principles of assessment ensure quality outcomes. There are four principles of assessment – fair, flexible, valid and reliable.
Recognition: Recognition is an assessment process where learners match their previous training, work or life experience with the performance and knowledge evidence outlined in the units of competency relevant for a qualification.
Reliable/reliability: Reliability is one of the principles of assessment. It means that assessment must have a common interpretation.
Rules of evidence: Rules of evidence guide the collection of evidence. There are four rules of evidence – it must be valid, sufficient, current and authentic.
Skill sets: Skill sets are single units of competency or combinations of units of competency that link to a licence, regulatory requirement or defined industry need. They build on a relevant qualification.
Standards for NVR Registered Training Organisations 2011: The Standards for NVR Registered Training Organisations superseded the AQTF in some jurisdictions in July 2011. They are designed to ensure nationally consistent, high-quality training and assessment services for the clients of Australia’ s vocational education and training (VET) system.
Sufficient/sufficiency: Sufficiency is one of the rules of evidence. Sufficiency of evidence means there is enough to satisfy the unit/s of competency.
Training and assessment strategy: A training and assessment strategy must be developed by training organisations for all their training programs. It is a framework that guides the learning requirements.
Valid: The term valid relates to the rules of evidence and principles of assessment. It means meeting the unit/s of competency’s performance and knowledge evidence requirements.
Validation of assessment: Validation of assessment means a range of assessors must review, compare and evaluate assessments and assessment processes on a regular basis to ensure they meet the unit/s of competency assessed. The evaluation process must be documented and form part of the RTO’s continuous improvement process.
VET Quality Framework: The VET Quality Framework superseded the AQTF in some jurisdictions in July 2011. It is aimed at achieving greater national consistency in the way providers are registered and monitored and in how standards in the VET sector are enforced.
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