DT1.42 BASIC CONCEPTS OF DIGITAL MEDIAassessmentassignment.weebly.com/uploads/1/2/4/0/12401801/9107… · The assessment resource DT1.42: Basic Concepts of Digital Media – Learner’s

TECHNOLOGY

TECHNOLOGY - GENERAL EDUCATION

Digital Technologies 1.42

Teacher’s Assessment Pack

DT1.42 BASIC CONCEPTS OF DIGITAL MEDIA

Internal assessment resource for:

Achievement Standard 91072 - Version 1

Demonstrate understanding of basic concepts of digital media

Level 1, Credits 3

NZQA QAAM Number 3016

DT 1.42: Basic Concepts of Digital Media 2

Teacher’s Assessment Pack 1a © ATC New Zealand Ltd

IMPORTANT This Teacher’s Assessment Pack provides a guide for the assessment process for the internal assessment resource DT1.42: Basic Concepts of Digital Media – Learner’s Assessment Pack.

It is supplied for the use of assessors and moderators only.

Learners must not be given access to this document.

These materials (Learner’s Assessment Pack and Teacher’s Assessment Pack) have being certified by NZQA as meeting the requirements of the national standard. No changes may be made to these assessment materials - except where it is specifically indicated that changes can or should be made to meet the needs of your students/context.

Contents

The following is provided in this document:

Assessment information for teachers.

Sample answers for the activities (where appropriate). These are indicative only.

Assessment schedule with examples of expected responses for Achievement, Achievement with Merit, and Achievement with Excellence.

Important Note:

Throughout this guide, the abbreviation DMO is used for ‘Digital Media Outcome’.

Assessment Information for Teachers The following guidelines are provided to help teachers ensure that they carry out valid and consistent assessment using the internal assessment resource DT1.42: Basic Concepts of Digital Media – Learner’s Assessment Pack.

Assessment Overview

Activities Learners are required to complete three activities.

Activity One and Activity Two are preparatory activities, which will not be assessed.

Activity One: Learners formulate questions they will use to evaluate a given digital media outcome (DMO).

Activity Two: Learners investigate and evaluate the DMO using the questions they compiled in Activity One.

Activity Three: Learners compile the information they have gathered through their investigation and evaluation of the DMO (Activity Two) into a coherent report that demonstrates their understanding of the basic concepts of digital media.



Conditions of Assessment

It is expected that Activity One (the formulation of questions) and Activity Two (the investigation and evaluation of the DMO) will be completed as a combination of in-class and homework activities over a period specified by the assessor.

Activity Three (the compilation of evidence gathered from Activities One and Two into a report) should be completed under assessor supervision to ensure authenticity of student work.

Time available

Students have a total of 30 hours to complete both the learning associated with this activity, and the assessment activity itself.

Indicate to students the date by which their portfolio needs to be submitted (see p. 5 of the Learner’s Assessment Pack).

Group work and individual work

For Activity One learners may work together in groups to compile the questions.

The assessor must check the questions before the learner moves on to complete Activity Two. Where necessary, the assessor should assist students to further refine their questions, so that the questions will be sufficient to cover the requirements of the assessment.

Learners must work individually to investigate and evaluate the DMO and answer the questions they have compiled (Activity Two). They also need to work individually to complete a report in which they demonstrate their understanding of the basic concepts of digital media, with reference to the DMO they have investigated and evaluated (Activity Three).

Resource-based assessment This is a resource-based assessment. Learners should have access to any notes they have made, learning materials they have been provided with, etc. Learners may provide additional resources, as long as these are authentic information sources and are referenced correctly.

Ensuring authenticity To ensure authenticity, the final report should be compiled under teacher supervision and it is recommended that learners’ reports are handed in at the end of each lesson.

Assessors should check that learners have not simply copied information from other sources. Learners must use their own words, and demonstrate their own understanding of the subject matter.

Moderation Requirements

Candidates may demonstrate their understanding of digital media in a report that combines written and oral elements (eg PowerPoint presentation).

Good practice suggests that the oral and/or non-verbal answers should be recorded, preferably in audio-visual form (eg videotape or DVD). NZQA requires that all recordings be put into MP3 format if the candidate’s assessment is submitted for external moderation. This can be done using any digital audio editor, which can easily be downloaded from the Internet.



IMPORTANT NOTE

The assessment resource DT1.42: Basic Concepts of Digital Media – Learner’s Assessment Pack requires learners to investigate, evaluate, and report on a website — www.livescience.com

However, you should use a different DMO or website if one is better suited to your learners and/or the context. It is important that the DMO chosen is sufficiently complex and of sufficient quality to allow the learner to meet the standard (to excellence grade).

Suggestions for alternative websites to use in the activity include:

o www.stuff.co.nz

o www.time.com

o www.cnet.com

o http://www.army.mil.nz/

o www.nzopera.com

NOTE: To ensure authenticity, learners should NOT be asked to evaluate the National Geographic website (www.nationalgeographic.com) as the exemplars provided in the Learner’s Assessment Pack are based on this website.

Teacher Information — Activities

The following teacher information is provided to assist teachers in the assessment process. It provides information on the following.

What learners are expected to know, understand, and/or be able to do before they begin each activity. Teachers need to ensure that learners have this knowledge/ understanding/skill and provide further opportunities for learners to develop their knowledge/understanding/skills where necessary.

Additional notes and explanations relating to each activity.

Activity One: Prepare to evaluate the digital media outcome

What should learners already know, understand, and/or be able to do?

Learners should already be familiar with and understand the following terminology, as it is used in the context of this assessment.

Digital Media Outcome (DMO): A digital media outcome (DMO), in the context of this standard, refers to a media outcome (item) created using digital (computer) technology. For the purposes of this standard, the focus is on three specific examples of DMOs: movies, websites, and desktop published documents.

http://www.livescience.com/

http://www.stuff.co.nz/

http://www.time.com/

http://www.cnet.com/

http://www.army.mil.nz/

http://www.nzopera.com/

http://www.nationalgeographic.com/



Communication Purpose: Why the website was created and what its intended function is. The communication purpose the website was created to fulfil. Examples of possible communication purposes include advertising, education, entertainment, a warning or instruction.

Digital media types: The different types of digital media that have been integrated into the website. Examples include audio, video, graphics, animation, still images.

Design elements: The appearance, layout, and structure of the website and how these elements have been prioritised. Examples of design elements include colour, line, shape, texture, clarity, scale, contrast, space, proximity.

Distinguishing Characteristics: The way in which digital media types have been integrated and the way in which design elements have been prioritised is what gives the website it ‘distinguishing characteristics’ or features (ie what makes it different from other websites). For the website to be ‘fit for purpose’, the distinguishing characteristics of the website should support its communication purpose.

Software resources: The software used to create the DMO itself as well as to create and/or manipulate the digital media types integrated into the DMO (eg audio, video, animation, images). Learners do not need to be able to identify the specific brands used, but do need to be able to identify the type(s) of software used (eg “web authoring software such as Adobe Dreamweaver® or MS Expression Web® was used”).

Software techniques: What techniques were used in the creation of the DMO (eg “a combination of CSS and XTHML has been used to ensure that the website has a consistent ‘look’ across all web pages and to ensure simple and clear navigation of the site.”)

Technical quality: The technical quality of a DMO is affected by the software resources and techniques the designer/creator has chosen to use.

Ethical considerations: These are the ethical/moral considerations which need to be considered when creating a particular DMO. They can (and should) impact on the decisions a designer/creator makes when creating the DMO. Examples include privacy, licensing, intellectual property, copyright, and social implications of the website.

IMPORTANT NOTE

At this level learners are not required to consider legal issues related to the creation of a DMO. They only need to think about the ethical/moral issues which may be relevant. For example, they do not need to refer to any copyright laws. Instead, they could refer to the fact that to use someone else’s words, images, etc without their permission is tantamount to stealing, which is not ethical/morally acceptable.



Assessors need to provide learners with the opportunity to explore a range of digital media outcomes in order to develop their knowledge and understanding of the following.

What is meant by ‘digital media’, and examples of DMOs.

How communication purpose and ethical considerations influence the creation of a DMO. Learners need to be given an opportunity to investigate the different communication purposes which a range of DMOs may have, as well as the ethical issues which may need to be considered when creating these DMOs. In particular, learners need to understand how the communication purpose of the DMO and ethical considerations related to the DMO can (and should) affect the decisions made regarding the design and creation of the DMO.

The main digital media types and the ways in which these can be integrated in the DMO.

The design elements which may be used in the creation of a DMO.

How the way in which digital media types have been integrated, and design elements have been prioritised, give a DMO its distinguishing characteristics.

How these distinguishing characteristics can support the communication purpose of the DMO.

The types of software resources used to create DMOs (including any digital media such as video, audio, animation, and graphics/photos integrated into the outcome).

The techniques used to create DMOs (including digital media integrated into the outcome).

How these software resources and techniques impact on the technical quality of the DMO.

Learners should have had the opportunity to investigate a range of software resources used in the creation of digital media outcomes, and the tools and techniques that can be employed using these software applications.

Additional notes for activity

This is a preparatory activity, which is not assessed. Learners can work in groups in the classroom and/or formulate their questions at home.

The questions learners formulate in this Activity should allow them to meet the criteria for Excellence. They need to be able to identify, describe, explain, discuss how and why, and evaluate the different concepts related to the website.

It is important that the assessor checks the learners’ questions before they move on to Activity Two and Activity Three. Where necessary, the assessor should assist learners to refine their questions to ensure that these are sufficient to allow learners to meet the Achievement Standard (with Excellence). [Refer to the example which follows]



Example

The following is an example of the types of questions that could be asked regarding ethical considerations.

1. Which of the following ethical considerations apply to this DMO? Briefly describe any relevant ethical considerations. [Achieved]

Privacy

Licensing

Intellectual property and copyright

Social implications of the DMO

Other (specify)

2. Describe how the above ethical considerations are important to the DMO? [Merit]

3. Explain why the above ethical considerations were important in the creation of the DMO? [Excellence]

Below are some more examples of possible questions, although these are by no means definitive.

Sample Questions — Activity One

Communication Purpose and Distinguishing Characteristics

What is the communication purpose of this website?

Who is the website aimed at attracting (ie, who is the target audience)?

What are the different media types used in this website? How are they integrated?

Identify the different design elements:

o What colours are used? Are they suitable for the target audience?

o Do the colours allow text to be read easily?

o Is scale used effectively? In what way?

o Are the pages well laid out?

o How are lines and shape used on the site? Why were they used in this way? What purpose do they serve?

o Is texture used on the site? If so, what purpose does it serve? Is it used effectively?

o Is contrast used on the site? If so, what purpose does it serve? Is it used effectively?

o How clear are the images on the site?



How does the use of the above design elements impact on the effectiveness of the website in terms of achieving its communication purpose? Could any of the design elements have been used more effectively? Are there additional design elements that could have been used to enhance the site further?

Are the digital media types and design elements used in the site suitable and appropriate for the target audience? How and why?

Does the design and the way the digital media types have been integrated support the communication purpose of the site? How and why?

Technical quality

What type(s) of software and software techniques were used in the creation of this site?

Why would this particular software be used?

Was the choice of software effective? What effect did it have on the quality of the site?

Is there another more effective type of software that could have been used?

Why were these techniques used? How does using these techniques affect the quality of the site?

What software resources and techniques would have been used to create/manipulate the different digital media types integrated into the website?

Why were these software resources and techniques used to create/manipulate the digital media types integrated into the website? How did using them to create/manipulate the digital media types in the website impact on the technical quality of the website as a whole?

Would the digital media (eg video or animation) run on my computer, or do I need to install players?

Ethical considerations

[See earlier example]



Activity Two: Gather information and evaluate the site

What should learners already know, understand, and/or be able to do?

As for Activity One.

Additional notes for activity

Learners will need Internet access for this activity. This should preferably be broadband access so that learners can view videos, etc on the websites they evaluate.

Learners only need to answer their questions in note form at this stage. However, remind learners that their notes need to be sufficiently detailed for them to be able to use these notes to compile their report. In the report, they must be able to demonstrate their understanding of basic concepts of digital media by referring to the specific DMO they have investigated and analysed.

Learners should be allowed to consult their notes, and any other relevant resources to complete this activity. The Internet can be one good source of information, but the assessor may need to assist learners to ensure they consult reliable, quality sources of information on the Internet.

Activity Three: Report your findings

The learner must compile a report to detail their findings from Activity Two. This report must demonstrate their understanding of the basic concepts of digital media with reference to the website www.livescience.com.

The report can be in any suitable format including: written, oral (with visual aids such as PowerPoint), or electronic. The learner should get assessor approval for the report format of their choice before they begin compiling the report.




Assessment Schedule for DT1.42: Basic Concepts of Digital Media

Task Evidence/Judgements for Achievement

Evidence/Judgements for Achievement with Merit

Evidence/Judgements for Achievement with Excellence

Report The learner effectively demonstrated their understanding of basic concepts of digital media by:

describing the communication purpose of a digital media outcome

identifying the digital media types in a digital media outcome

describing design elements in a digital media outcome

describing the software resources used to create a digital media outcome

describing the techniques used to create a digital media outcome

describing the ethical considerations related to a digital media outcome.

The learner effectively demonstrated an in-depth

understanding of basic concepts of digital media by:




describing how the distinguishing characteristics of a digital media outcome support its communication purpose



explaining how software resources and techniques used affected the technical quality of a digital media outcome

describing the ethical considerations related to a digital media outcome

describing the importance of ethical considerations applied in the creation of a digital media outcome.

As for Merit PLUS:

The learner effectively demonstrated a comprehensive understanding of basic concepts of digital media by:




describing how the distinguishing characteristics of a digital media outcome support its communication purpose

discussing why the distinguishing characteristics of a digital media outcome supports its communication purpose



explaining how software resources and techniques used affected the technical quality of a digital media outcome

discussing why software resources and techniques were used to create a digital media outcome and how they affected its technical quality

describing the ethical considerations related to a digital media outcome

describing the importance of ethical considerations applied in the creation of a digital media outcome

explaining why ethical considerations were important in the creation of a digital media outcome.

Examples Refer to annotated exemplar.

IMPORTANT NOTE: The exemplar is indicative only and is only an extract from a completed report.

Refer to annotated exemplar.


Refer to annotated exemplar.




Indicative Exemplar - Extract

Important Notes: The exemplar provided below is indicative only and is only an extract from a completed report. It is provided as an indication of the type of responses expected for Achieved, Merit, and Excellence grades. The content builds from Achieved, to Merit and finally to Excellence.

The content given is not definitive. Other tools, techniques, or elements than those listed may be considered.

The exemplar is based on the website www.nationalgeographic.com. If a different DMO is used, the report content will differ.

Communication Purpose and Distinguishing Characteristics (media types and design elements)

A C H I E V E D

The main communication purpose of this website is to:

support the National Geographic’s mission to ‘Inspire people to care about the planet’ (refer to Figure 1, A) by providing quality information about the world around us in an attractive and interesting way

promote the National Geographic brand and magazines.

Assessor’s Comments

Achieved

Valid description of communication purpose(s) of site given.

A

Figure 1

National Geographic Homepage

<http://www.nationalgeographic.com/>

(Accessed on 17 March 2011).

A





A C H I E V E D

A wide range of digital media types have been integrated into the website. These include:

video, eg Featured Video and a ‘Video’ link(see Figure 2, A & B)

audio, eg music page (separated into genres, artists, or regions) (see Figure 2, C)

graphics, eg National Geographic logo that identifies the company (see Figure 2, D)

images (still), eg photographs of numerous still images of topical interest, eg Photo of the Day, and the photo slideshow on the homepage which shows new photographs each day (see Figure 2, E & F).


Achieved

Range of digital media types used on the website correctly identified.

C A D

E

B

Figure 2




F




A C H I E V E D

A number of design elements have also been used including:

Colour: main colour scheme of black and yellow, with a white background.

Contrast: the black, yellow, and white colours create contrast on the page.

Space: there is plenty of white space on the page and elements are not cluttered.

Proximity and lines: related elements are grouped together with lines used to separate different groups (see Figure 3)

Figure 3





Achieved

Range of design elements used in the site correctly described.




STEP UP TO

M E R I T

The way in which digital media types have been integrated and the design elements have been prioritised supports the website’s communication purpose.

The effective use of white space, and grouping related elements together, makes the information on the website easy for the user to access, read, and interpret. The use of contrasting colours helps to give the site a clean, professional look and make the text easy to read on the screen.

The use of bright colours, cartoons, and animations on the Kids pages make these attractive and interesting for younger users (See Figure 4). Like the National Geographic Magazine itself, these pages are not ‘text-heavy’ but are dominated by interesting, cute or ‘weird’ images which aim to grab the users’ attention and to get them to be more interested in the world around them - supporting the site’s purpose of getting people to care about the planet.

….


Merit

Description given of how the media types have been integrated and the design elements have been prioritised (ie the distinguishing characteristics of the DMO), and how these distinguishing characteristics support the communication purpose of the site.

Figure 4

National Geographics (Kids Homepage) <http://kids.nationalgeographic.com> (Accessed on 17 March 2011)

http://kids.nationalgeographic.com/



STEP UP TO

E X C E L L E N C E

As the National Geographic brand colours are black and yellow, the web designers wanted to link the website to the National Geographic brand by using black and yellow throughout the site. The website and brand are also linked by the use of the National Geographic logo in a prominent position on each page (see Figure 5, A). An advertisement to encourage users to subscribe to National Geographic Magazine (see Figure 5, B), as well as a ‘Subscriptions’ link (see Figure 5, C) are also placed in a prominent position on the page. The designers have used red for the word SHOP on the shop tab (see Figure 5, D). This link takes users to a page where they can buy a variety of National Geographic products. This red contrasts to all other tabs where yellow or white are used, therefore making it stand out more. …


Excellence

Discussion given of why the distinguishing characteristics (ie the way in which the media types have been integrated and the design elements have been prioritised) support the communication purpose of the site.

Figure 5




A

B

C

D




M E R I T

The photographs on the site are all of high quality and show remarkable, fascinating pictures of the world around us. They are often combined with audio and video linked to the same subject matter. For example, a photograph of a bird may have a link on top of it which allows the user to hear the sound of that bird’s call.

This helps to engage the users of the site and make them more interested in the world around them. As people become more interested in the world around them, they are also more likely to care about, and want to preserve, these animals, landscapes, etc. This supports the purpose of the website to inspire people to care about the planet.

….

E X C E L L E N C E

The photographs used on the site have all been chosen to grab the user’s attention and to support the site’s purpose of ‘inspiring people to care about the planet’. For example, many of the images of animals show the very best, most beautiful aspects of the animal kingdom (see Figure 6).

….


Merit

Description given of how the media types have been integrated and the design elements have been prioritised (ie the distinguishing characteristics of the DMO), and how these distinguishing characteristics support the communication purpose of the site.


Excellence




E X C E L L E N C E

Many of the photographs also show unusual, spectacular or awe-inspiring images. This helps to capture and keep the user’s attention and to encourage them to find out more about the subject matter (see Figure 7).

…

Figure 6

National Geographic (Animals homepage) <http://animals.nationalgeographic.com> (Accessed on 17 March 2011)


Excellence


http://animals.nationalgeographic.com/



Figure 7







E X C E L L E N C E

Users are encouraged to participate and contribute to the site. For example on the Kids page, one of the slideshow images asks: “Is your pet cuter than this?” (see Figure 8, A). The user can click on the image, which takes them to a page where they can upload their own photographs of their pets. By encouraging participation in the site, the communication purpose of inspiring people to be interested and concerned about the Earth is supported. This is because people tend to care more about things they are personally involved in.


Excellence


Figure 8

National Geographics (Kids Homepage) <http://kids.nationalgeographic.com> (Accessed on 17 March 2011)

A

http://kids.nationalgeographic.com/



Technical Quality (software resources and techniques) A range of software resources and techniques have been used to create the website itself as well as the digital media types which are integrated into the website.

Software resources and techniques used to create the website

A C H I E V E D

Web-authoring software such as Adobe Dreamweaver® has been used to create this site. This software allows the designer to build a webpage and then preview it to see what it would look like in different web browsers.

The website uses a combination of XHTML (eXtensible HyperText Markup Language) and CSS (Cascading Style Sheets), which enables a separation of content and design.

XHTML uses (div) tags for layout. These enable the designer to place divisions on the page which separate the elements (text, image, etc) on the page.

STEP UP TO

M E R I T

XHTML is a markup language which is recommended by the World Wide Web Consortium (W3C). Most web browsers are able to interpret the content of an XHTML document (ie load the page) and present the information in a graphical form (rather than as code). XHTML also allows images and objects to be embedded and can be used to create interactive forms.

The use of CSS attached as a separate style sheet ensures the website has a consistent format (layout and structure) across different pages on the site.


Achieved

Description given of the software resources and techniques used to create the website.


Merit

Explanation given of how the software resources and techniques used have affected the technical quality of the site.



STEP UP TO

Software resources and techniques used to create digital media types integrated into the site

A C H I E V E D

There are a number of embedded animations on the site (especially in the Kids section) that have been created using Adobe Flash. Flash is also used in video and games on the site.

…

E X C E L L E N C E

The designer has used CSS to help create a consistent ‘look’ across the different pages and to improve navigation of the site. For example, the user knows that regardless of the particular page of the site they are on, the main menu, sub-menus, etc will always be in the same place. (Compare the Homepage and Animals main page shown earlier in Figures 5 & 6). If the pages did not have a consistent layout, it would make it difficult for users to know where to find the information and/or links they need.

…

…

M E R I T

The vast majority of web users have the flash player needed to play the animations and those that don’t can easily and quickly download the necessary software. The exception is for some handheld devices, in particular Apple® products such as iPhone® and iPad®.


Excellence

Discussion given of why the software resources and techniques were used to create the site, and how this has affected the technical quality of the site.


Achieved

Description given of some of the software resources and techniques used to create the website.


Merit

Explanation given of how the software resources and techniques used have affected the technical quality of the site.



Ethical Considerations

There are a number of ethical issues which the creators of the National Geographic website would need to consider when making decisions regarding the content, design, and creation of the site.

These include the following.

A C H I E V E D

Intellectual Property and Copyright. The creators of the site need to make sure that they don’t copy the design or content from other websites or publications because this would not be ethical.

E X C E L L E N C E

Flash allows the designer to animate graphics using motion tweening. This is a process by which the software automatically creates the frames between one keyframe and another to make smooth movement of the object from one place to another. This technique is used for many of the animations on the Kids section of the website. In many cases, to save the animator time and to keep the file small, the ‘gaps’ between key frames is large. The result is that the movement is not as smooth as if each frame were to be on a separate key frame and no motion tweening was used. However, for those animations on the site which use motion tweening this slight ‘jerkiness’ actually adds to the sense of vibrancy and energy of the animation.

…


Excellence

Discussion given of why the software resources and techniques were used to create the site, and how this has affected the technical quality of the site.


Achieved

Description given of some of the ethical considerations related to the site.



M E R I T

It is important that the creators of the site have permission to use any photographs, images or other content created by a third person, and that these have been properly credited to the person created this content. If they don’t, it would be like stealing the person’s property.

E X C E L L E N C E

Not only is this unethical, but it also does not portray the company (National Geographic) in a good light if they use other people’s content without permission.

The creators of this site have clearly seen copyright considerations as important in the creation of this site. They have taken care to credit all content created by third parties. For example, in the article shown in the screenshot below (Figure 9), credit is given to both the person who took the photograph (A) and the writer of the article (B).

They have also included information on the copyright restrictions on their Terms of Service page (http://www.nationalgeographic.com/community/terms/).


Merit

Description given of how the media elements have been integrated and the design elements have been prioritised and how this supports the communication purpose of the site.


Excellence

Explanation given of why the ethical considerations were important in the creation of the site.


Merit

Description given of the importance of the ethical considerations applied in the creation of the site.

http://www.nationalgeographic.com/community/terms/



Screenshot from National Geographic Daily News Page.

Screenshot is of article: “Sleeping” Volcanoes can Wake Up Faster Than Thought by Christine Dell’Amore (National Geographic News). <http://news.nationalgeographic.com/news/2011/03/110310-most-dangerous-volcanoes-magma-chamber-dormant-science/>

(Accessed on 17 March 2011)

Figure 9

B

A

http://news.nationalgeographic.com/news/2011/03/110310-most-dangerous-volcanoes-magma-chamber-dormant-science/



A C H I E V E D

Social Responsibility. The creators of the site need to think carefully about the content they decide to include on the site. They need to make sure that the content is suitable and appropriate for the general public, and that it does not cause offence.

M E R I T

This site is targeted at a wide audience, including young children. This means that the creators need to think carefully about whether any of the images, text, or other content matter on the site may be unsuitable or harmful to users of the site.

E X C E L L E N C E

The reason it is important for the creators to give this consideration is to ensure that nothing on their site causes distress, conflict, disharmony, psychological harm or is offensive to any particular person or group of people. If the site contains images or content that people feel is unacceptable, then they may no longer use the site or may not allow their children to use the site. This would mean that the site would not be able to meet its purpose and it would also reflect negatively on National Geographic.

…


Achieved

Description given of some of the ethical considerations related to the site.

NOTES



NOTES



DT1.42: Basic Concepts of Digital Media

(Teacher’s Assessment Pack)

Internal assessment resource for:

Achievement Standard 91072 - Version 1

Demonstrate understanding of basic concepts of

digital media (Level 1, Credits 3)

The greatest possible care has been taken in the preparation of the content in this publication. However, Instant Education Solutions does not accept any liability for

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please contact us.

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Documents

DT1.42 BASIC CONCEPTS OF DIGITAL MEDIAassessmentassignment.weebly.com/uploads/1/2/4/0/12401801/9107… · The assessment resource DT1.42: Basic Concepts of Digital Media – Learner’s