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Unit 26 – Application of converging technologies within a digital design proposalDELIVERY GUIDEVersion 1
Cambridge TECHNICALS LEVEL 3
DIGITAL MEDIA
ocr.org.uk/media
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CONTENTS
Introduction 3
Related Activities 5
Key Terms 7
Misconceptions 8
Suggested Activities:
Learning Outcome (LO1) 9
Learning Outcome (LO2) 12
Learning Outcome (LO3) 15
Learning Outcome (LO4) 18
Learning Outcome (LO5) 20
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INTRODUCTIONThis Delivery Guide has been developed to provide practitioners with a variety of creative and practical ideas to support the delivery of this qualification. The Guide is a collection of lesson ideas with associated activities, which you may find helpful as you plan your lessons.
OCR has collaborated with current practitioners to ensure that the ideas put forward in this Delivery Guide are practical, realistic and dynamic. The Guide is structured by learning outcome so you can see how each activity helps you cover the requirements of this unit.
We appreciate that practitioners are knowledgeable in relation to what works for them and their learners. Therefore, the resources we have produced should not restrict or impact on practitioners’ creativity to deliver excellent learning opportunities.
Whether you are an experienced practitioner or new to the sector, we hope you find something in this guide which will help you to deliver excellent learning opportunities.
If you have any feedback on this Delivery Guide or suggestions for other resources you would like OCR to develop, please email [email protected].
Please note The activities suggested in this Delivery Guide MUST NOT be used for assessment purposes. The timings for the suggested activities in this Delivery Guide DO NOT relate to the Guided Learning Hours (GLHs) for each unit.
Assessment guidance can be found within the Unit document available from www.ocr.org.uk. The latest version of this Delivery Guide can be downloaded from the OCR website.
UNIT AIMIn the current technological evolution, every sector is being impacted with new ways of working and different solutions to those historically employed. This requires individuals to be flexible and agile in the way they work, develop and collaborate with new and adapted roles required almost daily.
This unit is designed to raise your awareness of the converging and developing technologies synoptically with your other learning activities enabling you to evaluate historical activities, products and markets within the wider digital media context. This awareness will then provide you with the understanding of how activities have evolved and why; enabling you to innovatively develop creative and persuasive product proposals for cutting-edge product developments. You will have the skills and knowledge to be able to collaborate and manage activities and resources in the digital media sector with practical experience when competing for roles within media development projects.
Your proposal design will focus on a product to reach a new target audience or market using carefully selected elements of available converging technologies to meet the specific needs. Whether you are working with a social media focus, product promotion or repurposed content you will be able to consider the most manageable and cost-effective solutions to meet a need whilst also considering the wider impacts on your audience, society and future markets. Therefore, it is essential that this unit is carried out synoptically when you have secured the relevant knowledge, skills and understanding from other units within this qualification to support your activities.
OPPORTUNITIES FOR ENGLISH AND MATHS SKILLS DEVELOPMENT AND WORK EXPERIENCEWe believe that being able to make good progress in English and maths is essential to learners in both of these contexts and on a range of learning programmes. To help you enable your learners to progress in these subjects, we have signposted opportunities for English and maths skills practice within this resource. We have also identified any potential work experience opportunities within the activities. These suggestions are for guidance only. They are not designed to replace your own subject knowledge and expertise in deciding what is most appropriate for your learners.
English Maths Work
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Unit 26 Application of converging technologies within a digital design proposal
LO1 Be able to research the development of digital media technologies to support the planning of a new product
LO2 Be able to correlate the evolution of new media organisational cultures and roles which have impacted on the product proposal
LO3 Be able to illustrate how the legal, ethical, social and moral issues are considered within the product proposal
LO4 Be able to create a proposal using converging technologies to exploit the identified new markets
LO5 Be able to present a planned proposal that will widen audience reach through the use of converging technologies
To find out more about this qualification, go to: http://www.ocr.org.uk/qualifications/cambridge-technicals-digital-media-certificate-extended-certificate-foundation-diploma-diploma-05843-05846-2016-suite
2016 Suite• New suite for first teaching September 2016• Externally assessed content• Eligible for Key Stage 5 performance points from 2018• Designed to meet the DfE technical guidance
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This unit (Unit 26) Title of suggested activity Other units/LOs
LO1 Media products and technologies in the pre-digital era
Unit 1 Media products and audiences LO1 Understand the ownership models of media institutions
Purposes of media products in the pre-digital era Unit 1 Media products and audiences LO1 Understand the ownership models of media institutions
Converging technologies in the digital revolution Unit 26 Application of converging technologies within a digital design proposal
LO4 Be able to create a proposal using converging technologies to exploit the identified new markets
Digital distribution Unit 1 Media products and audiences LO2 Understand how media products are advertised and distributed
Black box devices Unit 1 Media products and audiences LO2 Understand how media products are advertised and distributed
Benefits and drawbacks of new media services Unit 6 Social media and globalisation LO2 Understand the impact of social media and globalisation on media audiences and producers
LO2 Institutional convergence Unit 1 Media products and audiences LO1 Understand the ownership models of media institutions
Vertical integration Unit 7 Journalism and the news industry LO1 Understand the news industry
New media service providers Unit 6 Social media and globalisation LO2 Understand the impact of social media and globalisation on media audiences and producers
Online distribution Unit 1 Media products and audiences LO2 Understand how media products are advertised and distributed box technologies
Types of organisation Unit 7 Journalism and the news industry LO1 Understand the news industry
Evolving job roles Unit 1 Media products and audiences LO1 Understand the ownership models of media institutions
LO3 Copyright and intellectual property Unit 2 Pre-production and planning LO1 Understand the factors that need to be considered during the planning of a media product
Data protection Unit 2 Pre-production and planning LO1 Understand the factors that need to be considered during the planning of a media product
Media regulation Unit 1 Media products and audiences LO6 Be able to evaluate legal, ethical and regulatory issues associated with media products
Unit 2 Pre-production and planning LO1 Understand the factors that need to be considered during the planning of a media product
Citizen journalism Unit 7 Journalism and the news industry LO1 Understand the news industry
Using digital technology Unit 26 Application of converging technologies within a digital design proposal
LO4 Be able to create a proposal using converging technologies to exploit the identified new markets
Anti-social use of online technologies Unit 6 Social media and globalisation LO2 Understand the impact of social media and globalisation on media audiences and producers
The Suggested Activities in this Delivery Guide listed below have also been related to other Cambridge Technicals in Digital Media units/Learning Outcomes (LOs). This could help with delivery planning and enable learners to cover multiple parts of units.
RELATED ACTIVITIES
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This unit (Unit 26) Title of suggested activity Other units/LOs
LO4 Emerging channels of delivery Unit 1 Media products and audiences LO2 Understand how media products are advertised and distributed
Audience engagement Unit 4 Interactive media product LO1 Be able to compare interactive media products
Platforms and hardware Unit 4 Interactive media product LO1 Be able to compare interactive media products
Recapping proposals Unit 3 Create a media product LO1 Be able to create a proposal with sample materials for an original media product to a client brief
Legal and ethical issues Unit 2 Pre-production and planning LO1 Understand the factors that need to be considered during the planning of a media product
Analysing the marketing mix for the proposal Unit 25 Research for product development
LO4 Be able to use research findings to promote the digital media product
LO5 Planning a pitch/presentation to an identified audience
Unit 21 Plan and deliver a pitch for a media product
LO2 Be able to create a proposal and pitch for an original media product based on a given brief
Monitoring campaign effectiveness Unit 6 Social media and globalisation LO4 Know how to plan and manage a social media campaign
Creating and delivering a pitch/presentation to an identified audience
Unit 21 Plan and deliver a pitch for a media product
LO2 Be able to create a proposal and pitch for an original media product based on a given briefLO3 Be able to pitch ideas on a proposed media product and respond to questions
Create a questionnaire to gain feedback Unit 1 Media products and audiences LO5 Be able to evaluate research data used by media institutions
Conducting a focus group interview Unit 1 Media products and audiences LO5 Be able to evaluate research data used by media institutions
Analysing strengths and weaknesses Unit 1 Media products and audiences LO5 Be able to evaluate research data used by media institutions
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KEY TERMSExplanations of the key terms used within this unit, in the context of this unit
Key term Explanation
Augmented reality The creation of an environment that is meant to replicate real life (e.g. MSQRD app).
Black box With reference to digital media technologies, a black box device is a portable piece of hardware that can perform multiple functions owing to technological convergence. It is called a black box owing to the fact that early models of devices such as the Apple iPhone and Samsung mobile phones had a black shell.
Blogging This is when a user of interactive diary blogging services uploads their personal thoughts and ideas on a regular basis. Very often this is to a captive audience and many people make money now as a ‘professional blogger’.
Citizen journalism When audience members create their own news content by uploading photographs, videos and reports to media news sites or social media channels.
Consumerism When audiences buy products from media companies that exist to make a profit.
Digital native This is an individual who was born in the age of digital technologies and so is used to using computers and the internet to perform everyday tasks.
Entrepreneurial skills
When an individual displays characteristics such as teamwork, communication and using their initiative, to create a new business.
GPS GPS is an acronym for Global Positioning System. This is a satellite navigation technology that allows individuals to access geolocation and time information, usually from a portable device such as a Satnav or a smartphone.
Institutional convergence
When media companies work together to offer new media services. This can also be when media companies take over other organisations to access their capabilities (e.g. Google buying YouTube).
Online persona This is when individuals create a media representation of themselves that they wish to convey to others using online social media services, such as Facebook. The persona is created by the photographs, videos and information that the individual wishes to share. A persona can also be an avatar, which is a character created using the technology of the software (e.g. personalised avatars in SIMS, Xbox).
Propaganda This is information, which may be biased, used to promote a political cause or point of view. Social media has become an instant way to distribute propaganda to a mass audience.
Technological convergence
When communication and media technologies come together to create a new product or service (e.g. smartphone).
Technophile This is an individual who enjoys and is comfortable using new media technologies and online services. Very often technophiles are also digital natives.
Technophobe This is an individual who dislikes using technology and is uncomfortable with adapting to using online services for everyday tasks. Generally, technophobes are people who did not grow up using digital technology.
Trolling This is when individuals use social media to harass, bully and cause deliberate offence to other individuals.
User generated content
This is content created by amateur media producers, or prosumers. This content is then distributed using online services such as social media, blogs and VoD channels.
Web 3.0 technologies
Web 3.0 technologies are known as the ‘third’ phase of the world wide web (www) whereby online services can ‘learn’ habits of an individual user. Institutions such as Amazon were early pioneers of this with the ‘recommended’ feature on their shopping service. Web 3.0 can also be known as the ‘semantic web’ and, according to Sir Tim Berners Lee who invited the www interface in 1991, what the service was originally designed to do for users.
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Some common misconceptions and guidance on how they could be overcome
What is the misconception? How can this be overcome? Resources which could help
Tutors and learners may believe that the unit is about the production of a product using converged technologies
Learners should be guided in understanding that the unit is about the creation of a proposal so that they can see how technologies can be used to create and promote a product across a range of platforms.
There are various resources that can help in terms of helping learners understand the cross-promotion of products using converged technologies:http://www.huffingtonpost.com/ira-kalb/the-disney-synergy-machin_b_8776952.htmlhttps://www.technologyreview.com/s/416848/sony/http://smallbusiness.chron.com/crossmedia-advertising-22546.html
Tutors may believe that the unit is based on understanding media industries (Unit 1) rather than how they have developed products using technological convergence
Learners should be guided in looking at contemporary cross-media products that are distributed and advertised across different platforms. Unit 1 could be used as a starting point only as a recap of some of the key concepts.
Tutors could apply some of the concepts in the book:Jenkins, H. (2006) Convergence Culture: Where Old and New Media Collide. NYU Press.
MISCONCEPTIONS
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SUGGESTED ACTIVITIESLO No: 1
LO Title: Be able to research the development of digital media technologies to support the planning of a new product
Title of suggested activity Suggested activities Suggested timings Also related to
Media products and technologies in the pre-digital era
Tutors could encourage learners to explore media products and technologies from the pre-digital era (1900s–1970s).
Tutors could encourage learners to work in small teams. Each team could investigate the types of products and technologies that existed before the advent of internet technology in each of the main media sectors below. Each team could take a different sector and create a short presentation to the class:• print production• radio/audio• music• animation• cinema• TV.
The following resources could be used to support the task:https://www.prepressure.com/printing/history/1900-1999http://www.bemuso.com/musicbiz/musicbusinesstimeline.htmlhttp://history-of-animation.webflow.io/http://www.earlycinema.com/timeline/http://www.bbc.co.uk/historyofthebbc/research/general/tvstory1
1 hour Unit 1 LO1
Purposes of media products in the pre-digital era
Tutors could encourage learners to understand the different purposes of media products in the pre-digital era.
The five main purposes are:• advertising• consumerism• entertainment• propaganda• public information.
Tutors could ask learners to find an example of a media product that was produced for each of the purposes above and explain what the product communicated to the audience.
Learners could complete the task by giving a presentation.
45 minutes Unit 1 LO1
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Title of suggested activity Suggested activities Suggested timings Also related to
Converging technologies in the digital revolution
Tutors could encourage learners to examine the convergence of technologies as part of the digital revolution (1980s- present).
Tutors could split learners into small groups and give each group one of the following technologies:• augmented reality• audio sound systems• gaming technologies• interactive/online media• personal computer• TV and DVD.
Learners could then create a timeline outlining the developments in hardware from the 1980s to the present day. The following resource could be used to create the timeline: http://www.readwritethink.org/files/resources/interactives/timeline_2/
The following resources could be given to learners to research the technologies:http://www.popularmechanics.com/technology/gadgets/g1137/how-80s-technology-made-the-modern-world/http://www.techrepublic.com/pictures/tech-nostalgia-the-top-15-innovations-of-the-1990s/http://www.digitaltrends.com/apple/best-technology-2000-2010-the-decade-in-tech/
2 hours Unit 26 LO4
Digital distribution Tutors could encourage learners to understand the differences in distribution in the digital age.
Using the media sectors listed in the Media products and technologies in the pre-digital era activity, learners could identify how the products in each sector were distributed before and after the introduction of broadband in 2000.
Learners could incorporate an investigation of traditional distribution versus online methods such as on-demand and streaming. Learners could use specific examples of channels and services where possible.
Tutors could discuss theories such as The Long Tail that discuss the changes between physical and digital distribution: http://www.thelongtail.com/the_long_tail/about.html
Learners could create a short report outlining the differences.
1 hour Unit 1 LO2
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Title of suggested activity Suggested activities Suggested timings Also related to
Black box devices Tutors could ask learners to investigate technological convergence by analysing the most common black box devices.
Learners could access their smartphones, tablets and laptops and they could identify all the technologies that were once separate.
Learners could outline all the positives and negatives of having a black box device instead of separate technologies. Learners could feed back their findings to the group.
45 minutes Unit 1 LO2
Benefits and drawbacks of new media services
Tutors could encourage learners to identify all the different types of services that are available owing to online technologies.
Learners could work in pairs to identify all the online services they use daily and why they use them. This is likely to include social media, GPS, online shopping, accessing media products. They could then explore the benefits of these services and any drawbacks. This could include an investigation into trolling and issues of privacy.
Learners could discuss their ideas with the rest of the group.
45 minutes Unit 6 LO2
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LO No: 2
LO Title: Be able to correlate the evolution of new media organisational cultures and roles which have impacted on the product proposal
Title of suggested activity Suggested activities Suggested timings Also related to
Institutional convergence Tutors could ask learners to investigate the evolution of new media ownership owing to diversification and institutional convergence.
Learners could investigate the diversification of companies by picking five new media services they use every day and examining the ownership trail.They could explore services across the following sectors:• TV• Film• News• Gaming• Music.
Tutors could ask learners, working in groups, to investigate the company that owns the service and assess whether it is a new digital company, or a company that has had to diversify into offering digital content.
Learners could make a commentary on any trends in the sectors they have investigated in order to support the product proposal.
1 hour Unit 1 LO1
Vertical integration Tutors could encourage learners to expand on work studied in Unit 1.
Learners could use the case study of online news to look at the evolution of news service providers in becoming fully vertically integrated owing to the convergence of digital technologies.
Learners could pick one of the following online news services:http://www.bbc.co.uk/newshttp://news.sky.com/http://www.itv.com/news/http://www.aljazeera.com/news/https://news.vice.com/
Learners could then investigate how the services produce their news, distribute it and allow audiences to consume and interact with the content. They could do this by picking one current news story.
Learners could create a short presentation to the rest of the group.
1.5 hours Unit 7 LO1
SUGGESTED ACTIVITIES
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Title of suggested activity Suggested activities Suggested timings Also related to
New media service providers Tutors could ask learners to investigate the emergence of online organisations.
Learners could pick one online company/individual that specialises in:• app development (e.g. http://appt-app-design.co.uk/)• online blogging (e.g. http://www.lifehack.org/articles/communication/top-10-most-inspirational-
bloggers-the-world.html)• social media (e.g. https://www.snapchat.com/)• TV and film (e.g. https://www.netflix.com/gb/).
Learners could investigate the benefits and drawbacks of the online service for the producers and the audiences they service.
1 hour Unit 6 LO2
Online distribution Tutors could build on learners’ understanding of online distribution.
Learners could pick a product that is distributed by each of the following services:• e-publishing• music sharing and streaming• video on demand services.
Learners could then identify how this service operates and how audiences can access the product across different devices.
45 minutes Unit 1 LO2
Types of organisation Tutors could demonstrate to learners that the online age has resulted in emerging independent companies.
Using online news as a case study, learners could choose one online news service that has emerged and compare it to an established news service.
Examples of independent services that learners could select include:http://www.alternativenews.com/https://wn.com/http://therealnews.com/t2/#newsletter1
Learners could explore the benefits and drawbacks of being an independent provider compared to an established service.
1 hour Unit 7 LO1
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Title of suggested activity Suggested activities Suggested timings Also related to
Evolving job roles Tutors will need to build on work completed in Unit 1 about job roles and the media production process.
Learners could investigate the convergence of different types of job roles owing to the convergence of technology and online services.
Working in small groups, learners could explain how the roles of either a news reporter, camera operator or photographer may have developed in the digital age, answering the following questions:• What duties do you think the job entails traditionally?• What duties do you think the job could include because of digital technology?• What equipment might they use to fulfil their duties?• How might they be able to distribute material they have produced?
Learners could feed back their answers to the whole group.
45 minutes Unit 1 LO1
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SUGGESTED ACTIVITIESLO No: 3
LO Title: Be able to illustrate how the legal, ethical, social and moral issues are considered within the product proposal
Title of suggested activity Suggested activities Suggested timings Also related to
Copyright and intellectual property
When creating their main proposal learners need to be able to apply copyright and intellectual property laws (Copyright, Designs and Patents Act 1988) to ideas for content, taking into account the way in which products are distributed and used online.
In order to do this tutors could ask learners to choose an audio-visual media product that they have created and ask them to identify all the potential elements that were licenced under copyright law.
Learners could identify the problems and the steps that were put in place when choosing assets as part of the production of the products.
Learners could outline any difficulties they had in gaining permission to use assets (such as sound) and the solutions that they found.
1 hour Unit 2 LO1
Data protection When creating a proposal for a digital product that is accessed by audience members across a variety of platforms learners will need to be able to apply data protection regulation to any information they might gain from audience members.
To help learners revise and recall all the potential problems when creating cross-media products that ask for personal details, tutors could give learners a scenario:
Learners have been hired by a client to create a new website for a local independent cinema. The site asks audience members to give their details so they can receive regular email updates including newsletters and invitations to enter competitions.
Learners could create a mind map all the potential problems and solutions to each of these to ensure that information is secure.
1 hour Unit 2 LO1
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Title of suggested activity Suggested activities Suggested timings Also related to
Media regulation Tutors could remind learners that they need to be aware of the regulatory guidelines from regulators and guidance organisations in order that proposed content for a digital product is acceptable and appropriate.
Learners could identify the main regulators and guidance organisations for the sectors of:• Advertising (http://www.asa.org.uk)• Film (http://www.bbfc.co.uk)• Gaming (http://www.pegi.info)• Press and publishing (http://www.ipso.co.uk)• Radio (http://www.ofcom.org.uk)• TV (http://www.ofcom.org.uk)• Web (http://www.W3.org).
Learners could outline the three main rules in relation to each sector.
To apply this to convergence, learners could discuss what potential guidelines would need to be followed if a documentary TV film was distributed via YouTube.
Learners could feed back their ideas to the group.
1 hour Unit 1 LO6Unit 2 LO1
Citizen journalism Learners could think about media content that is harder to regulate.
Tutors could remind learners that user-generated content (UGC) uploaded to online services by audience members is very often done so instantly and may not have been censored or regulated according to guidelines.
Even news content and the way it is reported by citizen journalists may differ. To explore this further, tutors could ask learners to choose a UGC news website from the following resource: http://www.sourcewatch.org/index.php/List_of_citizen_journalism_websites
Learners could then select a news website from an official provider (e.g. BBC, The Daily Mail, Sky News, The Guardian) and identify whether there are any differences in:• subject of articles• imagery/captions• headlines• use of language in articles.
Learners could present their findings to the whole group.
1.5 hours Unit 7 LO1
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Title of suggested activity Suggested activities Suggested timings Also related to
Using digital technology Tutors could remind learners that not all users of digital media products are digital natives and that some older users find them difficult to use.
Learners could undertake a short investigation to help inform the design of their proposal. Learners could ask a small sample of digital natives what five things they like and five things they dislike about using black box devices such as smartphones. They could then ask the same questions to users who were not brought up with Web 2.0 technologies and converging hardware.
Learners could then analyse the answers from each and think of at least one way that they could change the design of the smartphone to make it more user friendly.
Learners could feed back their findings to the group.
1.5 hours Unit 26 LO4
Anti-social use of online technologies
Tutors could draw attention to the fact that there are many social problems associated with using online services and digital products. Using social media as a case study, learners could identify three problems for individuals using different social media channels, and find a news article for each that discusses the problem.
Tutors could guide learners in discussing data protection, privacy, trolling and harassment, regulation of content.
Learners could discuss their ideas with the whole group and identify what they would need to think about when developing a proposal for a digital product that allows user comments and networking.
1 hour Unit 6 LO2
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SUGGESTED ACTIVITIESLO No: 4
LO Title: Be able to create a proposal using converging technologies to exploit the identified new markets
Title of suggested activity Suggested activities Suggested timings Also related to
Emerging channels of delivery
Tutors could remind learners about how the distribution of media products has changed.
Learners could work in pairs and pick one media product that they have used in the past week and think about:• The converging and online technologies that distribute it.• The ways the converging and online technologies advertise the product.• The format of the advertisements across converging technologies.• The cost or restrictions of use of the product.
Learners could think about how the above could be applied to a range of modern digital media products by creating a mind map.
Learners could discuss their answers with another pair who have analysed a different product. Learners could take the ideas into account when creating the proposal for the set brief.
1 hour Unit 1 LO2
Audience engagement Learners could use work completed in the Emerging channels of delivery activity above, to think about how audiences can interact and engage with the product using the capabilities of converging technologies.
Learners could make a screen recording of the product within the technology it is being distributed and/or advertised by and then create a vlog that demonstrates its interactive use.
Learners could then incorporate the most successful interactive features to engage the audience with their proposal.
2 hours Unit 4 LO1
Platforms and hardware Tutors could recap the types of platforms and converging hardware that can be used to access different digital media products.
Learners could create a list of portable/mobile and fixed technologies. They could outline the advantages and disadvantages of accessing products on these technologies.
Based on their findings, learners could select the most suitable platforms that the product in their proposal could be available on, using any advantages identified to justify their decisions.
1 hour Unit 4 LO1
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Title of suggested activity Suggested activities Suggested timings Also related to
Recapping proposals Tutors could provide or make proposals for two different types of digital media products, or encourage learners to use their Unit 3 Learning Outcome 1 proposal.
Learners could recap the techniques and format of a proposal in order to start writing their own aims, objectives and drivers for this unit.
Using the information in their Unit 3 proposal and previous activities, learners could identify what was missing from their Unit 3 work that they would need in their Unit 26 proposal to demonstrate they are using converging technologies.
30 minutes Unit 3 LO1
Legal and ethical issues Using work completed in the Learning Outcome 3 activities, learners could work in groups, to identify the potential legal and ethical issues for their proposal and discuss how they intend to resolve them.
30 minutes Unit 2 LO1
Analysing the marketing mix for the proposal
Tutors should ensure that learners understand that information will need to be gathered and understood about all areas of a product’s marketing mix in order to create a successful and cohesive advertising campaign.
Learners could pick an existing media product that closely resembles the idea in their proposal. They could identify all areas of the marketing mix for the particular product and what appropriate methods of advertising were used to support each area.
The resources for the Disney brand as a whole and Fox Entertainment could be used to support this task:http://www.marketing91.com/marketing-mix-walt-disney/http://www.marketingteacher.com/fox-entertainment-marketing-mix/
Learners could present their findings to the group.
1 hour Unit 25 LO4
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LO No: 5
LO Title: Be able to present a planned proposal that will widen audience reach through the use of converging technologies
Title of suggested activity Suggested activities Suggested timings Also related to
Planning a pitch/presentation to an identified audience
Tutors could encourage learners to create a pitch to an identified audience in order for them to explore how they are widening reach using converged technology.
Learners, working in production teams, could plan and create a presentation that enables them to discuss:• purpose of their production/rationale• target market/segment• distribution and scheduling/channels• content• product style.
Learners could set up a focus group on a specified day and time. Learners could provide evidence of this contact using emails sent when arranging the focus group, or social media.
1 hour Unit 21 LO2
Monitoring campaign effectiveness
Learners could identify all the possible ways that the marketing of their product could be monitored.
Tutors could encourage learners to build on work completed in Unit 6 and learners could analyse how information can be gathered via:• social media channels (e.g. Facebook and Twitter)• online feedback forms• direct marketing (and feedback)• financial data (e.g. sales and orders).
Learners could add this information to the pitch before it is delivered.
1 hour Unit 6 LO4
SUGGESTED ACTIVITIES
CA
MBRID
GE TEC
HN
ICA
LS IN D
IGITA
L MED
IALEVEL 3 U
NIT 26
21
Title of suggested activity Suggested activities Suggested timings Also related to
Creating and delivering a pitch/presentation to an identified audience
Tutors could ask learners to plan and deliver a presentation as part of a team.
Learners could plan what content each team member will present. This could be in the form of a short script.
The presentation could include visuals (learners could test that all images and videos load and function if using online software). For example, learners could use the following online software to create an interactive presentation: https://prezi.com/signup/public/
The presentation could include an embedded version of their production. Learners could be asked to ensure that the presentation room is set up and that all technology is working and seating is arranged.
Learners could then present the pitch and this could be recorded by the tutor.
1 hour Unit 21 LO2, LO3
Create a questionnaire to gain feedback
Learners could create a questionnaire in order to gain feedback on their presentation. Tutors and learners could use learning and skills developed in Unit 1.
Learners could create a questionnaire that asks at least 10 questions and assesses:• understanding of purpose/rationale• understanding of target audience• distribution channels• quality and appropriateness of content ideas• style and design.
Learners could include a mixture of quantitative and qualitative questions.
The questionnaires could be created using an online survey maker such as:https://www.surveymonkey.co.uk/https://www.zoho.com/survey/
Learners could then distribute the questionnaire and give a timescale for feedback.
1 hour Unit 1 LO5
CA
MBRID
GE TEC
HN
ICA
LS IN D
IGITA
L MED
IALEVEL 3 U
NIT 26
22
Title of suggested activity Suggested activities Suggested timings Also related to
Conducting a focus group interview
Learners could interview their focus group as a research method in order to gain feedback on their presentation. Learners could use learning and skills developed in Unit 1.
Learners could outline the protocol for conducting a focus group interview. Focus group participants will be asked questions about the quality of the proposal. Learners could use the criteria developed in the Create a questionnaire to gain feedback activity above to help them formulate the qualitative questions.
Learners could set up a microphone in advance of the date and time for the focus group. Learners could greet the focus group participants and outline:• the purpose of the focus group• what their responses will be used for• that the event will be recorded using a visible microphone so that responses can be taken and
verified• the session will not go over the designated time set by the interviewers.
Learners could then conduct the focus group.
1 hour Unit 1 LO5
Analysing strengths and weaknesses
Tutors could ask learners to analyse the strengths and weaknesses of their proposal based on the feedback from their questionnaires and/or focus group responses.
Learners could tally the number of quantitative and qualitative responses. A simple table could be used to support the analysis of data and an example can be found at: https://www.economicsnetwork.ac.uk/handbook/questionnaires/23
Learners could evaluate the strengths and weaknesses of their proposal based on the following criteria:• Purpose and meeting the practice brief/scenario• Appropriateness of content and design ideas.
Learners could then identify at least five ways that the production could be improved, based on the above, as part of a final evaluation.
1 hour Unit 1 LO5
The
smal
l pri
nt Cambridge Technicals Level 3
Digital Media textbook
Developed in partnership with Hodder Education this book covers a range of units within this qualification. http://www.hoddereducation.co.uk/Product/9781471874734
Publication date: 5 Sep 2016
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