Unit 37 Digital Image Creation and Development
Module Booklet
 Qualification | BTEC HND in Computing and Systems Development |
|
Unit
|
Unit 37-Digital Image Creation and Development
|
| Unit level | 5 |
| Unit code | Y/601/6721 |
| Credit Value | 15 |
| Teaching Period | 10 Weeks [Contact Hours: 60] |
| Term Start Date | WC 11 September 2017 |
| Hand out date | WC 11 September 2017 |
| Submission Deadline | 19 November 2017 |
| Lecture | 8 weeks |
| Revision Clinic | 2 Weeks |
| Module Leader | Dr Pav |
| Lecturer | |
Table of Contents
1.0 Introduction
In this unit, learners will work with digital image systems and equipment to produce digital images to a specified brief. They will learn key aspects of digital practice such as file naming conventions, storage, compression and output. They will also work with a range of input devices and software tools.
Learners will be encouraged to explore approaches to developing digital imagery that incorporate creativity and sound technical skills. Learners will evaluate their response to the set brief, and consider areas such as copyright and legislation in commercial and non-commercial contexts in contemporary practice.
Delivery will be primarily practical with the provision of demonstrations of software and Hardware. In addition, theory sessions will facilitate learning in some topic areas, for example file size, formats, resolution and compression.
Learners will be encouraged to adopt an experimental approach to generating imagery. This will enable learners to broaden their creative experiences and their understanding of the creative and potentiality of digital imaging systems.
Tutors will provide a set brief, or facilitate learners in developing their own set brief that meets the requirements of the unit. Learners will prepare designs for images, capture images, save appropriately, and present evidence that demonstrates their understanding. There will be opportunities for learners to focus on the critical evaluation of their own work. This may involve peer group and/or tutor presentation and discussion.
It is anticipated that a major proportion of this unit will be practice-based, and thus learners should demonstrate competent use of digital imaging systems in the production of practical work.
Thus documentary evidence for each outcome will include images, their evaluation, and supporting material that demonstrates knowledge and understanding.
Aim
- This unit aims to develop skills and understanding in sourcing, creating, developing and managing digital images for specific purposes.
Key Objectives
- Be able to create digital images for specific purposes
- Be able to process digital images
- Be able to manipulate digital images to meet requirements
- Understand the use of digital images
2.0 Learning Outcomes & Assessment Criteria
| Learning outcomes | Assessment criteria for pass | |
| On successful completion of | The learner can: | |
| this unit a learner will: | |
| |
| LO1 | 1.1 | identify sources for digital images | |
| Be able to create digital images | 1.2 | create digital images from sources for specific purposes | |
| for specific purposes | | | |
| | | | | |
| LO2 | | 2.1 | identify file formats and fundamentals required to | |
| Be able to process digital images | | | process image data | |
| | | | |
| | | 2.2 | apply digital data management techniques to store | |
| | | | imagery | |
| | | | | |
| LO3 | 3.1 | use software tools to manipulate images | |
| Be able to manipulate digital | 3.2 | prepare image files for output | |
| images to meet requirements | | | |
| | | | |
| LO4 | | 4.1 | evaluate own use of digital images in meeting | |
| Understand the use of digital | | | requirements | |
| | | | |
| images | | 4.2 | evaluate others’ use of digital images in meeting | |
| | | | specified purposes. |
Knowledge and Understanding
- 21st Century Challenges for Digital Multimedia Creation
- Emerging technology of Digital Image and Development
- Innovations and Factual Imagery
- Education & Business Evolving through Digital Image Creation & Development
- Digital Image Gallery and Uses
3.0 Unit/ Module Content
1 Be Able to Create Digital Images for Specific Purposes
Sources: primary; secondary; recording; sampling
Input Devices: e.g., cameras, scanners, external hard-drives, USB devices, mobile phones, video cameras
Acquisition: analogue e.g., continuous tone, transparent, opaque, monochrome, colour, line, halftone; digital e.g., photograph, .jpg, clip art, royalty-free stock photography, internet, creative commons, mobile phone, hand-held device
Input Fundamentals: resolution e.g., screen, print, dpi, lpi, bits per pixels (bpp), CMOS systems, file size, file formats; cross-platform, e.g., PSD, TIFF, JPEG, GIF, PDF
2 Be Able to Process Digital Images
Devices: e.g., portable, online, archive, screen, proofing, printing
File Formats: file naming conventions; file management; applications; image size; compression e.g., lossy and lossless, ISDN
Processing Fundamentals: capture; file format; back-up; import; export; image size resolution; canvas size; resolution; output; image modes e.g., RGB, CMYK, indexed colour, grayscale, duotone
Transmission: download; stream e.g., File Transfer Protocol (FTP)
3 Be Able to Manipulate Digital Images to Meet Requirements
Tools, techniques and palettes: software tools e.g., text, exposure, cropping, adjusting, painting, duplicating, levels, curves, colour balance, hue, saturation, layers, history, paths, masks, channels, filters
4 Understand the use of Digital Images
Own work: evaluate; constraints of brief; originality; aesthetics; context; meaning; emphasis
Others’ work: commercial contexts; design; sources; aesthetics; context; meaning; emphasis
4.0 Programme Specification / Schemes of Work
Programme Specification
Accrediting Body: EDEXCEL
Course: BTEC HND IN Computing and Systems Development
Unit 37: Digital Image Creation and Development
| Week & Session | Lecture Schedule | Outcome of session | Activity/seminar and formative assessment | Resources |
| Week 1
Session 1
| Introduction to Digital Image Creation and Development
| Introduction to the module, awareness of the awarding body, assessment criteria and the mode of assessment
| Role play and individual induction, helping to know each other.
General Overview of the Module and significance of the Module as a component part of the BTEC Higher National
| Module handbook and PowerPoint slides prepared by Module Leader
|
| Week 1
Session 2
| Sources: primary; secondary; recording; sampling
Input devices: e.g., cameras, scanners, external hard-drives, USB devices, mobile phones, video cameras
| At the end of this session, learner’s will be able:
ü Identify sources for digital images
| Case study and addressing the outcome
Activity: Research to make a list of sources for digital images.
| PowerPoint slides from: books and Websites |
| Week 2
Session 3
| Acquisition: analogue e.g., continuous tone, transparent, opaque, monochrome, colour, line, halftone; digital e.g., photograph, .jpg, clip art, royalty-free stock photography, internet, creative commons, mobile phone, hand-held device
| After this session, learners will be able to:
ü to create digital images for specific purposes
| Practical and addressing the learning outcome
Activity: Using different sources such as web, Newspaper, Mobile, camera to create digital image.
| PowerPoint slides
From books and Websites and Lab Practice
|
| Week 2
Session 4
| Input fundamentals: resolution e.g., screen, print, dpi, lpi, bits per pixels (bpp), CMOS systems, file size, file formats; cross-platform, e.g., PSD, TIFF, JPEG, GI, PDF
| After this session, learners will be able to:
ü identify file formats and fundamentals required to process image data
| Practical, case study and addressing the learning outcome
Activity: Conduct Research different file format for digital images.
| PowerPoint slides
From books and Websites and research
|
| Week 3
Session 5
| Devices: e.g., portable, online, archive, screen, proofing, printing
File formats: file naming conventions; file management; applications; image size;
| After this session, learners will be able to:
ü apply digital data management techniques to store imagery
ü
| Case study and addressing the learning outcome
Activity: Create different digital image file format Using PhotoScape, Photoshop, MS Paint.
| PowerPoint slides
From books and Websites and research
|
| Week 3
Session 6
| compression e.g., lossy and lossless, ISDN
Processing fundamentals: capture; file format; back-up; import; export; image size;
| After this session, learners will be able to:
ü use software tools to manipulate images
| Case study and addressing the learning outcome
Activity: Take back up using import and export technique for digital image file using PhotoScape, Photoshop, MS Paint.
| PowerPoint slides
From books and Websites and research
|
| Week 4
Session 7
| CATCH UP FOR LATE STARTERS & REVISION | CATCH UP FOR LATE STARTERS & REVISION | CATCH UP FOR LATE STARTERS & REVISION | CATCH UP FOR LATE STARTERS & REVISION |
| Week 4
Session 8
| CATCH UP FOR LATE STARTERS & REVISION | CATCH UP FOR LATE STARTERS & REVISION | CATCH UP FOR LATE STARTERS & REVISION | CATCH UP FOR LATE STARTERS & REVISION |
| Week 5
Session 9
| resolution; canvas size; resolution; output; image modes e.g., RGB, CMYK, indexed colour, grayscale, duotone
| After this session, learners will be able to:
ü apply digital data management techniques to store imagery
| Practical, case study and addressing the learning outcome
Activity: Practical burning digital images into a CD,DVD, store in different media HDD, Portable HDD,
| PowerPoint slides
From books and Websites and research
|
| Week 5
Session 10
| Transmission: download; stream e.g., File Transfer Protocol (FTP) | After this session, learners will be able to:
ü apply digital data management techniques to store imagery
ü
| Practical, case study and addressing the learning outcome
Practical:
Web and Cloud Storage to store digital images.
| PowerPoint slides
From books and Websites and research
|
| Week 6
Session 11 &12
| Mid-Block Assignment Support | | | |
| Week 7
Session 13
| Tools, techniques and palettes: software tools e.g., text, exposure, cropping, adjusting,
painting, duplicating,
| After this session, learners will be able to:
ü use software tools to manipulate images
| Practical, case study and addressing the learning outcome
Activity: Using Photo Scape to manipulate digital images such as text, exposure, cropping, adjusting,
Painting, duplicating.
| PowerPoint slides
From books and Websites and research
|
| Week 7
Session 14
| Tools, techniques and palettes: levels, curves, colour balance, hue, saturation, layers, history, paths, masks, channels, filters | After this session, learners will be able to:
ü prepare image files for output
| Practical, case study and addressing the learning outcome
Activity: Using Photo Scape to manipulate digital images such as levels, curves, colour balance, hue, saturation, layers, history, paths, masks, channels, filters.
| PowerPoint slides
From books and Websites and research
|
| Week 8
Session 15
| Own work: evaluate; constraints of brief; originality; aesthetics;
| After this session, learners will be able to:
ü evaluate own use of digital images in meeting requirements
| Practical, case study and addressing the learning outcome
Activity: Prepare digital images to use in an application such as web application.
| PowerPoint slides
From books and Websites and research
|
| Week 8
Session 16
| Own work: context; meaning; emphasis
.
| After this session, learners will be able to:
ü evaluate own use of digital images in meeting requirements
| Practical, case study and addressing the learning outcome
Activity:
Use Prepared digital images according to user requirements in a web application.
| PowerPoint slides
From books and Websites and research
|
| Week 9
Session 17
| Own work: context; meaning; emphasis
.
| After this session, learners will be able to:
ü evaluate own use of digital images in meeting requirements
| Practical, case study and addressing the learning outcome
Use Prepared digital images according to user requirements in a web application.
| PowerPoint slides
From books and Websites and research
|
| Week 9
Session 18
| Others’ work: commercial contexts; design; sources; aesthetics; context; meaning; emphasis | After this session, learners will be able to:
ü evaluate others’ use of digital images in meeting specified purposes
| Practical, case study and addressing the learning outcome
Activity: Research to find the use of digital images in different environments.
| PowerPoint slides
From books and Websites and research
|
| Week 10
Session 19
| Others’ work: commercial contexts; design; sources; aesthetics; context; meaning; emphasis | After this session, learners will be able to:
ü evaluate others’ use of digital images in meeting specified purposes
| Practical, case study and addressing the learning outcome
Activity: Research to find the use of digital images in different environments.
| PowerPoint slides
From books and Websites and research
|
| Week 10
Session 20
| End- Block Assignment Support | Assignment Support | Assignment Support | Assignment Support |
5.0 Recommended texts and links
- J., Trussell & M. J. Vrhel. (2008). Fundamentals of Digital Imaging. 1st Edition. Cambridge University Press
- Galer & L. Horvat,. (2005). Digital Imaging. 3rdEdition. Elsevier Ltd
EBooks
- Cofield., (2005). Digital Imaging Basics. Information Technology Lab, School of Information: University of Texas at Austin
Websites
- //www.powershow.com/view/b1c09-NDIzN/Creating_Narrated_Stories_From_Digital_Images_Using_Microsoft_Photo_Story_3_powerpoint_ppt_presentation
| Week & Session | Session Update | Date | Signature |
| 1
| | | |
| 2
| | | |
| 3
| | | |
| 4
| | | |
| 5
| | | |
| 6
| | | |
| 7
| | | |
| 8
| | | |
| 9
| | | |
| 10
| Assignment support & feedback | | |
Module Leader: Dr Pav Chera
Lecturer: Dr Pav Chera
Campus: Park Royal
Contact details: pchera@ukcbc.ac.uk
Assessment: The module will be assessed meeting all the LO as specified by the awarding body, Ed Excel.
Please read the instructions carefully while addressing the tasks specified.
- Contribution: 100% of the module
- Outline Details: Individual report 4500 words
- Details enclosed in the assignment brief
- All diagrams used must be appropriate and labelled and sources cited
Teaching and Learning Activities
The module tutor(s) will aim to combine lectures with tutorial activities. This environment will provide opportunities for the student to understand the course material through case study and text and to apply it in a practical way. The intent is to facilitate interactive class activities, and discussion about the significant role of research in a global and local business environment.
Teaching Ethos
The College’s approach towards teaching and learning is simple and effective. The main aim of UKCBC is to assist learners in maximising their potential by ensuring that they are taught clearly and effectively. This will enable students to engage in the learning environment and promote success in both their academic studies and subsequent career.
Methods of Delivery
Lectures
These will be developed around the key concepts as mentioned in the indicative course content and will use a range of live examples and cases from business practice to demonstrate the application of theoretical concepts. This method is primarily used to identify and explain key aspects of the subject so that learners can utilise their private study time more effectively.
Seminars
These are in addition to the lectures. The seminars are designed to give learners the opportunity to test their understanding of the material covered in the lectures and private study with the help of reference books. This methodology usually carries a set of questions identified in advance. Seminars are interactive sessions led by the learners. This method of study gives the learner an excellent opportunity to clarify any points of difficulty with the tutor and simultaneously develop their oral communication skills.
Case Studies
An important learning methodology is the extensive use of case studies. They enable learners to apply the concepts that they learn in their subjects. The learners have to study the case, analyse the facts presented and arrive at conclusions and recommendations. This assists in the assessment of the learner’s ability to apply to the real world the tools and techniques of analysis which they have learnt. The case study serves as a supplement to the theoretical knowledge imparted through the course work.
Plagiarism:
Any act of plagiarism will be seriously dealt with according to the College’s and Awarding Bodies’ Regulations. In this context the definition and scope of plagiarism are presented below:
Plagiarism is presenting someone’s work as your won. It includes copying information directly from the web or books without referencing the material; submitting joint coursework as an individual effort; copying another student’s coursework; stealing coursework form another student and submitting it as your own work. Suspected plagiarism will be investigated and if found to have occurred will be dealt with according to the College procedure. For further details please refer to the plagiarism policy and the student code of conduct.
7.0 Assignment Guidelines for Electronic Submissions
File Format
- Assignments should be uploaded on E-Learning platform before the deadline
- Assignments submitted after the deadline will not be accepted unless mitigating and may be entitled for a late fee.
- Assignments must be submitted in one of the following file formats: .doc, .docx, .xls, .xlsx or .pdf
- Do not submit html files, web pages, CAD files, Visio (.vsd), PowerPoint (.ppt) or zip files unless these are specifically required for your course
- If you are not sure about the file format required contact your lecturer
- Assignment Format
- Use a common format for the questions, for example:
- Introduction (analyse the question.)
- Underpinning Knowledge (write about the relevant theory/points)
- Applied knowledge (Data Analysis)
- Conclusions and Recommendations (summarising the whole scenario keeping in view pass, merit, distinction criteria.)
- In order to PASS you need to address all the LO
- In order to get a MERIT you need to address the characteristics of Pass and address M1, M2,M3
- In order to get a DISTINCTION you need to address the characteristics of Pass, merit and address D1, D2 and D3
Fonts
- Use a clear, readable font such as Verdana, Calibri, Tahoma or Arial, and be consistent and use the same font throughout
- Use black text on a white background. Avoid coloured backgrounds or text in a colour other than black unless you have special permission to use them (for example, if you’re dyslexic)
- Use 12 point for the body of your assignment
- Spacing
- Use 1.5 or double spacing and fairly wide margins: this leaves room for the marker’s comments
- Leave a blank line between paragraphs
- If the questions are short, leave a blank line between each question; If they are long, start each question on a new page
- Left-justify your work (also known as left-aligned). AVOID block-justified (flush left and right); it might look tidy, but it is harder to read as it can result in gaps between words.
- Headings
- Use bold for headings. Do not use underlining or italics
- Essays do not usually require subheadings; reports usually do
- Title Page
- The title and number of the assignment
- The course number and name
- The due date
- Your full name and student number
- This information should be centred, starting approximately one third of the way down the page
- Numbering
- Number all pages except the title page
- Tables and figures must be numbered and clearly labelled
- Table captions are placed above the table, while captions for a figures go below the figure
- Do not number the items in a Reference List
- Headers and Footers
- Insert a header or footer on each page (except the title page). It should contain:
- your name (last name, first name/s)
- your student number
- the assignment number
- the page number
- Word Count
- The (approx) word limit for this assignment 4000 to 4500 words
- Any specified word limit in the assignment brief is for guidance purpose only. It is there to give an indication of the level of depth that may be needed to provide sufficient evidence.
- You will not be penalised for producing work outside this limit but should ensure your word count is adequate to meet the assessment objectives.
- Remember that the title/title page, reference list and appendices are not included in the word count
- Reference List
- You must ensure that all external sources used to provide evidence in your work must be referenced accordingly to avoid plagiarism and collusion
- All work should be comprehensively referenced and all sources must be fully acknowledged, such as books and journals, websites (include the date of visit)
- You must use correct and consistent Harvard referencing style
- A full reference list should be at the end of the assignment, and should start on a new page labelled ‘References’ or ‘Reference List’
- Do not include a ‘Bibliography’
- Appendices
- Use for information that is too long to include in the body of your assignment
- Use for information that supplements or complements the information you are providing
- Start each appendix (if applicable) on a new page. If there’s just one appendix label it ‘Appendix’ without a number, but if there are more than one label them Appendix A, Appendix B, etc. In the main text of your assignment, refer to the Appendix by the label, e.g. Appendix A.
- Guidance in addition to the Pass criteria’s, this assignment gives you the opportunity to submit evidence in order to achieve the following Merit and Distinction grades. Assessment Grid indicating their pass, merit and distinction:
8.0 Contextualisation grid to achieve higher grades
- Unit 37 : Digital Image Creation and Development
| Outcomes/criteria | Indicative characteristics | Contextualised Feedback |
| LO1: Be able to create digital images for specific purpose
LO2: Be able to process digital images
LO3: Be able to manipulate digital images to meet requirements
LO4 Understand the use of digital images
| As per the assessment criteria specified for pass
Do
Do
Do
| Task 1
Task 2
Task 3
Task 4
|
| Merit Grade Description | | Contextualisation |
| M1
Identify and apply strategies to find appropriate solutions
| ü Effective judgments have been made
ü An effective approach to study and research has been used
| To achieve M1 you will need to make effective judgements and show that an effective approach to the study and research has been used across your assignment. |
| M2
Select/design and apply appropriate methods/techniques
| ü A range of methods and techniques have been applied
| To achieve M2 you will need to use a range of methods and techniques and see that the complex data has been synthesised and processed. |
| ü Complex information/data have been synthesised and processed. |
| M3
Present and communicate appropriate findings
| ü Appropriate structure has been used
ü Technical language accurately used
ü A range of methods of presentation has been used
| To achieve M3 you will need to present and communicate appropriate findings with appropriate structure |
| Distinction Grade Description | | |
| D1
Use critical reflection to evaluate own work and justify valid conclusion.
| ü Synthesis has been used to generate and justify valid conclusions
ü Evaluation has taken place using defined criteria Realistic improvements have been proposed against defined characteristics
| Evidence of synthesis with valid conclusions. Evaluation has taken place using the defined criteria.
Realistic improvements have been proposed against defined characteristic
|
| D2
Take responsibility for managing and organising activities.
| ü The importance of interdependence has been recognised. | To achieve D2 you will have demonstrated autonomy across your assignment, with effective independent research and met the deadlines to submit all the tasks and achieve the unit assessment criteria and an interdependence with each learning outcome has been demonstrated |
| D3
Demonstrate convergent, lateral and creative thinking
| ü Ideas generated and decisions taken
ü Lateral thinking have been applied
ü Capacity for innovation and creative thought has been used
ü Receptiveness to new ideas has demonstrated
| Your work demonstrates new ideas or suggestions towards the assigned tasks and your research shows some creative thinking and receptiveness to new ideas across the assignment ma |
9.0 Assignment Brief
| Unit Number and title | HND CSD: Unit 37 Digital Image Creation and Development |
| Qualification | BTEC HND CSD (Level 5) |
| Start Date | WC 11 September2017 |
| Deadline/Hand-in | 19 November 2017 |
| Assessor | Dr Pav Chera |
Task 1 to Task 4: You are required to follow the instructions as specified towards each task and support with a research by using supportive materials like books, websites, videos etc., and give feedback on the findings by relating your arguments to the relevant case studies as specified towards each task as follows:
Case Study & the Challenge
The Kingsmills Hotel is a luxury 4 star hotel in picturesque Chingford, London. Blending their historic hotel building with a modern events space, it is the leading hotel in the London Highlands. You have been hired by Kingsmills, with the aim of:
- creating a website that will increase their brand presence online and showcase exactly what The Kingsmills has to offer
Kingsmills original site was built on an outdated CMS and was in need of updating for both Search Engine Optimisation (SEO) purposes and sales potential. It did not fully portray their offering or reflect the brand image they had spent so long building.
Task 1
You are required to carry out research by using supportive materials like books, websites, videos etc., and give feedback on the findings of 1.1 and 1.2. Your answers in the reports should critically meet the requirements for Learning Outcomes 1 (LO1) and relate to the case study of Kingsmills Hotel.
LO1 Be able to create digital images for specific purposes
A.C 1.1 Identify sources for digital images such as primary and secondary sources for the given case study
A.C 1.2 Create digital images from primary and secondary sources by use of input devices such as cameras, scanners, Camcorders, mobile phones, etc for Kingsmills Hotel for their business. Image examples: Selfies, Reservation rooms, Conference rooms, Dining Rooms swimming pools, Hotel buildings etc
Task 2
You are required to carry out research by using supportive materials like books, websites, videos etc., and give feedback of the findings on 2.1 and 2.2. Your answers in the reports should critically meet the requirements for Learning Outcomes 2(LO2) and relate to the case study of Kingsmills Hotel.
LO2 Be able to process digital images
A.C 2.1 Identify file formats and fundamentals required to process image data for Kingsmills Hotel for their Website, Banners, Brochure, etc
A.C 2.2 Apply digital data management techniques to store imagery such as JPEG, TIF, PNG etc for Kingsmills Hotel for their Website, Banners, Brochure etc.
Task 3
You are required to carry out research by using supportive materials like books, websites, videos etc., and give feedback of the findings on 3.1 and 3.2. Your answers in the reports should critically meet the requirements for Learning Outcomes 3 (LO3) and relate to the case study of Kingsmills Hotel.
LO3 Be able to manipulate digital images to meet requirements
A.C 3.1 Use software tools to manipulate the images such as cropping, adjusting, painting, Resizing, enhancement, colour balance, hue, filters for Kingsmills Hotel for their Website, Banners, Brochure and Archiving.
A.C 3.2 Prepare image files for output that should be use in Kingsmills hotel for their Website, Banners, Brochure and Archiving for the selected application software such as Photoshop, GIMP etc.
Task 4
You are required to carry out research by using supportive materials like books, websites, videos etc., and give feedback of the findings on 4.1 and 4.2. Your answers in the reports should critically meet the requirements for Learning Outcomes 4 (LO4) and relate to the case study of Kingsmills Hotel.
LO4 Understand the use of digital images
A.C 4.1
Evaluate own use of digital images such as design constraints; considerations; and originality; emphasis on meeting requirements of Kingsmills Hotel projects.
A.C 4.2
Evaluate others’ (similar organisations) use of digital images such as constraints; considerations; originality; in meeting similar specified purposes.
10: Evidenced Checklist
Unit Outcomes
| Outcome | Evidence for the criteria to pass. | Assessors decision | Internal verification decision.
(agree, disagree)
| |
|
You have been appointed as a Digital image consultant to assist and support the project by managing director, critically discuss and illustrate the significance of digital image resolutions, sizes and pixels and how those images can be reflected on their projects
| |
| TASK LO1
Be able to create digital images for specific purpose
| A.C1.1 Identify sources for digital images such as primary and secondary sources for the given case study.
| A.C1.1
(P,M,D)
| | A.C 1.1
(P,M,D)
| | |
| A.C 1.2
Create digital images from primary and secondary sources by use of input devices for Kingsmills Hotel for their business.
| A.C1.2
(P,M,D)
| | A.C 1.2
(P,M,D)
| | |
| Summarised Feedback for Task 1 (reflecting 1.1 and 1.2 Pass) | | |
| IV comments towards
Task 1
| | |
| TASK 2
You are required to carry out research by using supportive materials like books, websites, etc., and give a feedback of the findings on T2.1 and T2.2. Your answers in the reports should critically meet the requirements for Learning Outcomes LO2 and relate to the case study of Kingsmills Hotel.
| |
| Task LO2
Be able to process digital images
| A.C 2.1 Identify file formats and fundamentals required to process image data for Kingsmills Hotel for their Website, Banners, Brochure, etc.
| A.C 2.1
(P,M,D)
| | A.C 2.1
(P,M,D)
| | |
| A.C 2.2 Apply digital data management techniques to store imagery such as JPE.G.,, TIF,PNG etc for Kingsmills Hotel for their Website, Banners, Brochure etc.
[In class demonstration required]
| A.C 2.2
(P,M,D)
| | A.C 2.2
(P,M,D)
| | |
| Summarised Feedback for Task 2 (reflecting 2.1 and 2.2 Pass) | | |
| IV comments towards
Task 2
| | |
| TASK 3
You are required to carry out research by using supportive materials like books, websites, etc., and give a feedback of the findings on T3.1 and T3.2. Your answers in the reports should critically meet the requirements for Learning Outcomes LO3 and relate to the case study of Kingsmills Hotel.
| |
| Task LO3
Be able to manipulate digital images to meet requirements
| A.C 3.1 use software tools to manipulate the images such as cropping, adjusting, painting, Resizing, enhancement, colour balance, hue, filters for Kingsmills Hotel for their Website, Banners, Brochure and Archiving.
| A.C 3.1
(P,M,D)
| | A.C 3.1
(P,M,D)
| | |
| A.C 3.2 Prepare image files for output that should be use in Kingsmills hotel for their Website, Banners, Brochure and Archiving for the selected application software such as Photoshop, GIMP etc.
| A.C 3.2
(P,M,D)
| | A.C 3.2
(P,M,D)
| | |
| Summarised Feedback for Task 3 (reflecting 3.1 and 3.2,Pass) | | |
| IV comments towards
Task 3
| | |
| TASK 4
You are required to carry out research by using supportive materials like books, websites, etc., and give a feedback of the findings on T4.1and T4.2. Your answers in the reports should critically meet the requirements for Learning Outcomes LO4 and relate to the case study of Kingsmills Hotel.
| |
| TASK LO4
Understand the use of digital images
| A.C 4.1 Evaluate own use of digital images such as design constraints; considerations; and originality; emphasis on meeting requirements of Kingsmills Hotel projects.
| A.C 4.1
(P,M,D)
| | A.C4.1
(P,M,D)
| | |
| A.C 4.2 Evaluate others’ use of digital images such as constraints; considerations; originality; in meeting similar specified purposes.
| A.C 4.2
(P,M,D)
| | A.C 4.2
(P,M,D)
| | |
| Summarised Feedback for Task 4 (reflecting 4.1, and 4.2 Pass) | | |
| IV comments towards
Task 4
| | |
| Pass grades awarded | M1 | | M2 | | M3 | | P1 | | P2 | | P3 | | P4 | | |
| Merit Grades Awarded | D1 | | D2 | | D3 | | Resubmit : |
| Any other comments | |
| Grade given by the tutor:
Pass Merit Distinction
Tutors Signature: Date:
| |
| IV Grading Check: Comments if any:
Agree
Disagree Modify grade to
IV signature:
Date:
| |
| Student feedback:
Student signature: Date:
| |
| Plagiarism:
Any act of plagiarism will be seriously dealt with according to the College’s and awarding bodies’ regulations. In this context the definition and scope of plagiarism are presented below:
Plagiarism is presenting someone’s work as your won. It includes copying information directly from the web or books without referencing the material; submitting joint coursework as an individual effort; copying another student’s coursework; stealing coursework form another student and submitting it as your own work. Suspected plagiarism will be investigated and if found to have occurred will be dealt with according to the College procedure. (For further details please refer to the plagiarism policy and the student code of conduct.)
| |
| | | | | | | | | | | | | | | | | | | | | |
11 : Glossary of terms used for internally assessed units
This is a summary of the key terms used to define the requirements within units.
| Term | Definition |
| Analyse | Present the outcome of methodical and detailed examination either:
● breaking down a theme, topic or situation in order to interpret and study the interrelationships between the parts and/or
● of information or data to interpret and study key trends and interrelationships.
Analysis can be through activity, practice, written or verbal presentation.
|
| Apply | Put into operation or use.
Use relevant skills/knowledge/understanding appropriate to context.
|
| Arrange | Organise or make plans. |
| Assess | Offer a reasoned judgement of the standard/quality of a situation or a skill informed by relevant facts. |
| Calculate | Generate a numerical answer with workings shown. |
| Compare | Identify the main factors relating to two or more items/situations or aspects of a subject that is extended to explain the similarities, differences, advantages and disadvantages.
This is used to show depth of knowledge through selection of characteristics.
|
| Compose | Create or make up or form. |
| Communicate | Convey ideas or information to others.
Create/construct skills to make or do something, for example a display or set of accounts.
|
| Create/Const ruct | Skills to make or do something, for example, a display or set of accounts. |
| Critically
analyse
| Separate information into components and identify characteristics with depth to the justification. |
| Critically evaluate | Make a judgement taking into account different factors and using available knowledge/experience/evidence where the judgement is supported in depth. |
| Term | Definition |
| Define | State the nature, scope or meaning. |
| Describe | Give an account, including all the relevant characteristics, qualities and events. |
| Discuss | Consider different aspects of a theme or topic, how they interrelate, and the extent to which they are important. |
| Demonstrate | Show knowledge and understanding. |
| Design | Plan and present ideas to show the layout/function/workings/object/system/process. |
| Develop | Grow or progress a plan, ideas, skills and understanding |
| Differentiate | Recognise or determine what makes something different. |
| Discuss | Give an account that addresses a range of ideas and arguments. |
| Evaluate | Work draws on varied information, themes or concepts to consider aspects, such as:
● strengths or weaknesses
● advantages or disadvantages
● alternative actions
● relevance or significance.
Students’ inquiries should lead to a supported judgement showing relationship to its context. This will often be in a conclusion. Evidence will often be written but could be through presentation or activity.
|
| Explain | To give an account of the purposes or reasons. |
| Explore | Skills and/or knowledge involving practical research or testing. |
| Identify | Indicate the main features or purpose of something by recognising it and/or being able to discern and understand facts or qualities. |
| Illustrate | Make clear by using examples or provide diagrams. |
| Indicate | Point out, show. |
| Interpret | State the meaning, purpose or qualities of something through the use of images, words or other expression. |
| Investigate | Conduct an inquiry or study into something to discover and examine facts and information. |
| Justify | Learners give reasons or evidence to:
● support an opinion
● prove something is right or reasonable.
|
| Outline | Set out the main points/characteristics. |
| Plan | Consider, set out and communicate what is to be done. |
| Term | Definition |
| Produce | To bring into existence. |
| Reconstruct | To assemble again/reorganise/form an impression. |
| Report | Adhere to protocols, codes and conventions where findings or judgements are set down in an objective way. |
| Review | Make a formal assessment of work produced.
The assessment allows learners to:
● appraise existing information or prior events
● reconsider information with the intention of making changes, if necessary.
|
| Show how | Demonstrate the application of certain methods/theories/concepts. |
| Stage and manage | Organisation and management skills, for example, running an event or a business pitch. |
| State | Express. |
| Suggest | Give possible alternatives, produce an idea, put forward, for example, an idea or plan, for consideration. |
| Undertake/ carry out | Use a range of skills to perform a task, research or activity. |
This is a key summary of the types of evidence used for BTEC Higher Nationals:
| Type of evidence | Definition |
| Case study | A specific example to which all students must select and apply knowledge. |
| Project | A large scale activity requiring self-direction of selection of outcome, planning, research, exploration, outcome and review. |
| Independent research | An analysis of substantive research organised by the student from secondary sources and, if applicable, primary sources. |
| Written task or report | Individual completion of a task in a work-related format, for example, a report, marketing communication, set of instructions, giving information. |
| Simulated activity/role play | A multi-faceted activity mimicking realistic work situations. |
| Team task | Students work together to show skills in defining and structuring activity as a team. |
| Presentation | Oral or through demonstration. |
| Production of plan/business plan | Students produce a plan as an outcome related to a given or limited task. |
| Reflective journal | Completion of a journal from work experience, detailing skills acquired for employability. |
| Poster/leaflet | Documents providing well-presented information for a given purpose. |
interface should be the objective. Innovation in the food and beverage and hospitality services should be brought about. The concept of entrepreneur was given by Richard Cantillon (1759).
