1. Unit 62: Digital Video Production for Interactive Media
Unit 62: Digital Video Production for Interactive Media
About the unit –
The aim of this unit is to introduce learners to the production and use of digital video material for an interactive media product. Learners will investigate how
video is used in interactive media products and will examine the technology used to produce and manipulate digital video sequences. Learners will plan and
create a video sequence and prepare it for use within an interactive media product.
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Assessment objectives –
1 Understand principles of digital video technology in interactive media
2 Be able to devise a digital video sequence for use in an interactive media product
3 Be able to shoot and source digital video assets for use in an interactive media product
4 Be able to create a digital video sequence for use in an interactive media product following industry
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Expectations
At the end of this unit most students will:
Complete all relevant assignment requirements to a standard which at least meets your TMP or is higher
Some students will not have made so much progress and will:
Be monitored in subsequent assignment work and given guidance and extra support to ensure work reaches TMG.
Some students will have progressed further and will:
Be expected to maintain if not improve on current grade achieved.
1

2. Resources
Textbooks
Baylis P, Freedman A, Procter N et al – BTEC Level 3 National Creative Media Production, Student Book
(Pearson, 2010) ISBN 978-1846906725
Baylis P, Freedman A, Procter N et al – BTEC Level 3 National Creative Media Production, Teaching Resource
Pack (Pearson, 2010) ISBN 978-1846907371
Adobe Creative Team – Adobe Premiere Pro CS3 Classroom in a Book (Adobe, 2007) ISBN 978-0321499806
Jack K – Video Demystified (Newnes, 2007) ISBN 978-0750683951
Kindem G and Musburger R – Introduction to Media Production: The Path to Digital Media Production
(Focal Press, 2009) ISBN 978-0240810829
Underdahl K – Digital Video for Dummies (John Wiley & Sons Ltd, 2006) ISBN 978-0471782780
Watkinson J – The MPEG Handbook (Focal Press, 2004)
Wells P – Digital Video Editing: A User’s Guide (The Crowood Press Ltd, 2007) ISBN 978-1861269522
Wohl M – Advanced Editing Techniques in Final Cut Pro 5 (Peachpit Press, 2006) ISBN 978-0321335494
Journal
DV
Websites
www.adobe.com – the website of this software manufacturer contains useful information and resources, including training materials, forums, downloadable trial
software and players, and news
www.apple.com – the ‘developer’ section of the Apple website offers training, news, reference and resources
www.dv.com – DV magazine website specialises in digital video production news and information
www.lynda.com – specialises in instructional books, CD ROMs and DVDs in creative computing
Enrichment opportunities
Possible work experience
Tutorial organized opportunities e.g. Army Day etc
2

3. Teaching and learning outline 2010-2011
Week Methods of Learning Resources Assessment methods including
Content
Commencing What Learners Do What Teacher Does including use of ILT differentiation
Projector One to one and group discussion
Take notes on unit content and Give overview of whole unit Assignment Brief Students work
1 Introduction to unit content, assignment detail. – Assignment 1- and introduce the content of VLE Q/A
Current uses of video in interactive assignment 1 Internet
Start Assignment 1 media
Produce a newsletter to explain the the Identify range to cover and Projector One to one and group discussion
2 Assignment 1 - Understand current uses of video in interactive media.
relevant task Assignment Brief Students work
current uses of video in VLE Q/A
interactive media. Applications: uses, eg short films, Monitor student’s work in the Internet
promotional material, film trailers, production of the task –
user-generated content, viral ensuring grading criteria is
marketing, advertising, virtual reality being met and range covered.
tours, games, e-learning; platforms,
eg worldwide web, email
attachments, DVD, CD, kiosks,
presentations, mobile devices
Technology: digital video capture;
compression (lossy, lossless); digital
video file formats (.mpg, .mp4, .mov,
.avi, .wmv, .flv, .swf, .3GP, .ASF);
streaming methods (downloading,
progressive downloading,
streaming);
data transfer rate; file size
(resolution, data rate, frame rate,
key frame rate, compressor, audio
settings);
aspect ratio, (4:3, 16:9); media
players (Flash Player, QuickTime,
Windows Media Player, RealMedia
Player, DivX); digital rights management
systems
3

4. Week Methods of Learning Resources Assessment methods including
Content
Commencing What Learners Do What Teacher Does including use of ILT differentiation
Projector One to one and group discussion
Assignment 1 - Understand Produce a newsletter to explain the Identify range to cover and Assignment Brief Students work
current uses of video in current uses of video in interactive relevant task VLE Q/A
3 interactive media. media. Internet
Monitor student’s work in the
production of the task –
ensuring grading criteria is
being met and range covered.
4 Assignment 1 - Understand Produce a newsletter to explain the Identify range to cover and Projector One to one and group discussion
current uses of video in the current uses of video in relevant task Assignment Brief Students work
interactive media. interactive media. VLE Q/A
Monitor student’s work in the Internet
Applications: uses, eg short films, production of the task – At completion date, mark the newsletter
promotional material, film trailers, ensuring grading criteria is according to the specified grading criteria
user-generated content, viral being met and range covered. for the unit.
marketing, advertising, virtual reality
tours, games, e-learning; platforms, There will be an opportunity to upgrade if
eg worldwide web, email required.
attachments, DVD, CD, kiosks,
presentations, mobile devices Q/A
Technology: digital video capture;
compression (lossy, lossless); digital
video file formats (.mpg, .mp4, .mov,
.avi, .wmv, .flv, .swf, .3GP, .ASF);
streaming methods (downloading,
progressive downloading,
streaming);
data transfer rate; file size
(resolution, data rate, frame rate,
key frame rate, compressor, audio
settings);
aspect ratio, (4:3, 16:9); media
players (Flash Player, QuickTime,
Windows Media Player, RealMedia
Player, DivX); digital rights
management systems
4

5. Week Methods of Learning Resources Assessment methods including
Content
Commencing What Learners Do What Teacher Does including use of ILT differentiation
Take notes on assignment detail. – Introduce the content of Projector One to one and group discussion
5 Introduction to Assignment Assignment 2- Be able to devise a assignment 2 Assignment Brief Students work
2- Be able to devise a digital digital video sequence for an VLE Q/A
video sequence for an interactive media product Internet
interactive media product
6 Continue with Assignment 2- In teams you are to design and Identify range to cover and Projector One to one and group discussion
Be able to devise a digital create the resources for a looping relevant task Assignment Brief Students work
video sequence for an advert between 30 to 60 secs long VLE Q/A
interactive media product (maximum) video advert suitable for Monitor student’s work in the Internet
insertion into a website. That will production of the task –
promote the product and explain the ensuring grading criteria is
advantages and reasons for buying it. being met and range covered.
Stimulus: eg client brief, own brief,
from market research
Ideas: brainstorming; pre-
visualisation (sketches, storyboard,
script)
Legal and ethical considerations:
legal, eg copyright, libel; ethical, eg
confidentiality, decency;
representation, eg race, gender,
religion, sexuality
Video sequence specification: client
needs; audience; script; storyboard;
technical considerations, eg
platform, file format, file size,
compression, streaming method,
media player
In teams you are to design and
create the resources for a looping
advert between 30 to 60 secs long
(maximum) video advert suitable for
insertion into a website. That will
promote the product and explain the
advantages and reasons for buying it.
5

6. Week Methods of Learning Resources Assessment methods including
Content
Commencing What Learners Do What Teacher Does including use of ILT differentiation
Stimulus: eg client brief, own brief,
7 from market research
Ideas: brainstorming; pre-
visualisation (sketches, storyboard,
script)
Continue with Assignment 2- Identify range to cover and Projector One to one and group discussion
Be able to devise a digital Legal and ethical considerations: relevant task Assignment Brief Students work
video sequence for an legal, eg copyright, libel; ethical, eg VLE Q/A
interactive media product confidentiality, decency; Monitor student’s work in the Internet
representation, eg race, gender, production of the task –
religion, sexuality ensuring grading criteria is
being met and range covered.
Video sequence specification: client
needs; audience; script; storyboard;
technical considerations, eg
platform, file format, file size,
compression, streaming method,
media player
In teams you are to design and
create the resources for a looping
advert between 30 to 60 secs long
(maximum) video advert suitable for
insertion into a website. That will
promote the product and explain the
advantages and reasons for buying it.
Stimulus: eg client brief, own brief,
from market research
Ideas: brainstorming; pre-
visualisation (sketches, storyboard,
script)
Legal and ethical considerations:
legal, eg copyright, libel; ethical, eg
confidentiality, decency;
representation, eg race, gender,
religion, sexuality
6

7. Week Methods of Learning Resources Assessment methods including
Content
Commencing What Learners Do What Teacher Does including use of ILT differentiation
Video sequence specification: client
needs; audience; script; storyboard;
8 technical considerations, eg
platform, file format, file size,
compression, streaming method,
media player
Completing work on At completion date, mark the gathering of
Assignment 2- Be able to Take notes on assignment detail. – Identify range to cover and Projector resources for designing the advert
devise a digital video Assignment 3- Be able to shoot and relevant task Assignment Brief according to the specified grading criteria
sequence for an interactive source digital video assets for use in VLE for the unit.
media product an interactive media Monitor student’s work in the Internet
Product production of the task – There will be an opportunity to upgrade if
ensuring grading criteria is required.
being met and range covered.
Q/A
7

8. Week Methods of Learning Resources Assessment methods including
Content
Commencing What Learners Do What Teacher Does including use of ILT differentiation
Start Assignment 3- Be able
9 to shoot and source digital After completing Ass 2 you are Introduce the content of Projector One to one and group discussion
video assets for use in an assignment 3 Assignment Brief Students work
interactive media now required to shoot and source digital VLE Q/A
Product video assets for use in an interactive media Internet
product.
Plan: workflow (scheduling, efficient
time management); deadlines
(production milestones, deliverables,
quality assurance)
Shoot video assets: shot quality
(lighting, focus, depth of field, colour
balance, exposure); shot composition
(camera angle, framing)
Source video assets: eg video library,
online, broadcast, client, peers, tutor
8

9. Week Methods of Learning Resources Assessment methods including
Content
Commencing What Learners Do What Teacher Does including use of ILT differentiation
After completing Ass 2 you are
Assignment 3- Be able to
shoot and source digital now required to shoot and source digitalIdentify range to cover and Projector One to one and group discussion
10 video assets for use in an relevant task
video assets for use in an interactive media Assignment Brief Students work
interactive media product. VLE Q/A
product Monitor student’s work in the Internet
production of the task –
Plan: workflow (scheduling, efficient
ensuring grading criteria is
time management); deadlines
being met and range covered.
(production milestones, deliverables,
quality assurance)
Shoot video assets: shot quality
(lighting, focus, depth of field, colour
balance, exposure); shot composition
(camera angle, framing)
Source video assets: eg video library,
online, broadcast, client, peers, tutor
9

10. Week Methods of Learning Resources Assessment methods including
Content
Commencing What Learners Do What Teacher Does including use of ILT differentiation
After completing Ass 2 you are
Assignment 3- Be able to now required to shoot and source digitalIdentify range to cover and Projector One to one and group discussion
shoot and source digital relevant task
video assets for use in an interactive media Assignment Brief Students work
11 video assets for use in an product. VLE Q/A
interactive media Monitor student’s work in the Internet
product production of the task –
Plan: workflow (scheduling, efficient
ensuring grading criteria is
time management); deadlines
being met and range covered.
(production milestones, deliverables,
quality assurance)
Shoot video assets: shot quality
(lighting, focus, depth of field, colour
balance, exposure); shot composition
(camera angle, framing)
Source video assets: eg video library,
online, broadcast, client, peers, tutor
10

11. Week Methods of Learning Resources Assessment methods including
Content
Commencing What Learners Do What Teacher Does including use of ILT differentiation
Identify range to cover and Projector One to one and group discussion
Completion of Assignment 3- relevant task Assignment Brief Students work
Be able to shoot and source VLE Q/A
12 digital video assets for use in Monitor student’s work in the Internet
an interactive media production of the task – At completion date, mark the edited
product ensuring grading criteria is product according to the specified grading
being met and range covered. criteria for the unit.
There will be an opportunity to upgrade if
required.
Q/A
13 Introduction to Assignment Take notes on assignment detail. – Introduce the content of One to one and group discussion
4- Be able to create a digital Assignment 4- Be able to create a assignment 4 Students work
video sequence for use in an digital video sequence for use in an Q/A
interactive media product interactive media product
following industry practice following industry practice Projector
Assignment Brief
Start Assignment 4 VLE
Internet
use of ILT
11

12. Week Methods of Learning Resources Assessment methods including
Content
Commencing What Learners Do What Teacher Does including use of ILT differentiation
14 Assignment 4- Be able to Following on from Assignment 3 (filmingIdentify range to cover and Projector One to one and group discussion
create a digital video the product) you are now required to edit relevant task Assignment Brief Students work
sequence for use in an the advert, export for use on the web and VLE Q/A
interactive media product evaluate your finished product. Monitor student’s work in the Internet
following industry practice production of the task –
Asset management: importing (shot video, ensuring grading criteria is
sourced video); organising (file storage and met and range covered.
being
retrieval, naming conventions)
Post-production software techniques:
workspace, eg browser/project
window, timeline window, toolbox
window, effects tab, audio mixer tab;
creating a new project; importing;
editing decisions (logging, edit
decision lists, editing to sound,
editing for continuity, creating
narrative flow), editing clips
(trimming clips,
three point editing, rolling and ripple
edits); transitions (transition setting,
adding, editing); creating a still
image sequence; colour correction;
video effects; audio (editing, gain,
fade); titles (static, rolling); colour
separation
overlay; compositing
Exporting digital video for interactive
media products: platforms, eg
worldwide web, CD, DVD, kiosks,
presentations, mobile devices;
compression; digital video file
formats, eg .mpg, .mp4, .mov, .avi,
.wmv, .flv, .swf, .3GP, .ASF; streaming
method, eg downloading,
progressive downloading, streaming;
data transfer rate; file size, eg
resolution, data rate, frame rate, key
frame rate, compressor, audio
12

13. Week Methods of Learning Resources Assessment methods including
Content
Commencing What Learners Do What Teacher Does including use of ILT differentiation
settings;
aspect ratio, eg 4:3, 16:9; media
players, eg Flash Player, QuickTime,
Windows Media Player, RealMedia
Player, DivX
Industry practice: reflect on finished
product (compared with original
intentions, fitness for purpose,
technical qualities); production skills
(ideas generation, video sequence
specification, workflow and time
management, technical competence,
teamwork)
15 Assignment 4- Be able to Following on from Assignment 3 (filmingIdentify range to cover and Projector One to one and group discussion
create a digital video the product) you are now required to edit
relevant task Assignment Brief Students work
sequence for use in an the advert, export for use on the web and VLE Q/A
interactive media product evaluate your finished product. Monitor student’s work in the Internet
following industry practice production of the task –
ensuring grading criteria is
being met and range covered.
13

14. Week Methods of Learning Resources Assessment methods including
Content
Commencing What Learners Do What Teacher Does including use of ILT differentiation
16 Completion of Assignment 4 Following on from Assignment 3 (filmingIdentify range to cover and Projector One to one and group discussion
- Be able to create a digital the product) you are now required to edit
relevant task Assignment Brief Students work
video sequence for use in an the advert, export for use on the web and VLE Q/A
interactive media product evaluate your finished product. Monitor student’s work in the Internet
following industry practice production of the task – At completion date, mark the edited
Asset management: importing (shot ensuring grading criteria is advert, how it’s been converted for the
video, sourced video); organising (file being met and range covered. web and the evaluation according to the
storage and retrieval, naming specified grading criteria for the unit.
conventions)
There will be an opportunity to upgrade if
Post-production software techniques: required.
workspace, eg browser/project
window, timeline window, toolbox Q/A
window, effects tab, audio mixer tab;
creating a new project; importing;
editing decisions (logging, edit
decision lists, editing to sound,
editing for continuity, creating
narrative flow), editing clips
(trimming clips,
three point editing, rolling and ripple
edits); transitions (transition setting,
adding, editing); creating a still
image sequence; colour correction;
video effects; audio (editing, gain,
fade); titles (static, rolling);
colourseparation
overlay; compositing
Exporting digital video for interactive
media products: platforms, eg
worldwide web, CD, DVD, kiosks,
presentations, mobile devices;
compression; digital video file
formats, eg .mpg, .mp4, .mov, .avi,
.wmv,
.flv, .swf, .3GP, .ASF; streaming
method, eg downloading,
progressive downloading, streaming;
data
14

15. Week Methods of Learning Resources Assessment methods including
Content
Commencing What Learners Do What Teacher Does including use of ILT differentiation
transfer rate; file size, eg resolution,
data rate, frame rate, key frame rate,
compressor, audio settings;
aspect ratio, eg 4:3, 16:9; media
players, eg Flash Player, QuickTime,
Windows Media Player, RealMedia
Player, DivX
Industry practice: reflect on finished
product (compared with original
intentions, fitness for purpose,
technical qualities); production skills
(ideas generation, video sequence
specification, workflow and time
management, technical competence,
teamwork)
15

16. Unit 62 content
1 Understand principles of digital video technology in interactive media
Applications: uses, eg short films, promotional material, film trailers, user-generated content, viral marketing, advertising, virtual reality tours, games, e-learning;
platforms, eg worldwide web, email attachments, DVD, CD, kiosks, presentations, mobile devices
Technology: digital video capture; compression (lossy, lossless); digital video file formats (.mpg, .mp4, .mov, .avi, .wmv, .flv, .swf, .3GP, .ASF); streaming methods
(downloading, progressive downloading, streaming); data transfer rate; file size (resolution, data rate, frame rate, key frame rate, compressor, audio settings);
aspect ratio, (4:3, 16:9); media players (Flash Player, QuickTime, Windows Media Player, RealMedia Player, DivX); digital rights management systems
2 Be able to devise a digital video sequence for an interactive media product
Stimulus: eg client brief, own brief, from market research
Ideas: brainstorming; pre-visualisation (sketches, storyboard, script)
Legal and ethical considerations: legal, eg copyright, libel; ethical, eg confidentiality, decency; representation, eg race, gender, religion, sexuality
Video sequence specification: client needs; audience; script; storyboard; technical considerations, eg platform, file format, file size, compression, streaming method,
media player
3 Be able to shoot and source digital video assets for use in an interactive media product
Plan: workflow (scheduling, efficient time management); deadlines (production milestones, deliverables, quality assurance)
Shoot video assets: shot quality (lighting, focus, depth of field, colour balance, exposure); shot composition (camera angle, framing)
Source video assets: eg video library, online, broadcast, client, peers, tutor
16

17. 4 Be able to create a digital video sequence for use in an interactive media product following industry practice
Asset management: importing (shot video, sourced video); organising (file storage and retrieval, naming conventions)
Post-production software techniques: workspace, eg browser/project window, timeline window, toolbox window, effects tab, audio mixer tab; creating a new
project; importing; editing decisions (logging, edit decision lists, editing to sound, editing for continuity, creating narrative flow), editing clips (trimming clips, three
point editing, rolling and ripple edits); transitions (transition setting, adding, editing); creating a still image sequence; colour correction; video effects; audio (editing,
gain, fade); titles (static, rolling); colourseparation overlay; compositing
Exporting digital video for interactive media products: platforms, eg worldwide web, CD, DVD, kiosks, presentations, mobile devices; compression; digital video file
formats, eg .mpg, .mp4, .mov, .avi, .wmv, .flv, .swf, .3GP, .ASF; streaming method, eg downloading, progressive downloading, streaming; data transfer rate; file size,
eg resolution, data rate, frame rate, key frame rate, compressor, audio settings; aspect ratio, eg 4:3, 16:9; media players, eg Flash Player, QuickTime, Windows
Media Player, RealMedia Player, DivX
Industry practice: reflect on finished product (compared with original intentions, fitness for purpose, technical qualities); production skills (ideas generation, video
sequence specification, workflow and time management, technical competence, teamwork)
17

18. GRADING CRITERIA for Unit 62
Grading Criteria Unit 62
To achieve a pass grade the evidence must show To achieve a merit grade the evidence must show that you To achieve a distinction grade the evidence must show that you are
that you are able to: are able to: able to:
P1 summarise accurately the M1 explain the principles of D1 comprehensively explain
principles of digital video digital video technology the principles of digital video
technology in interactive in interactive media with technology in interactive
media using some subject reference to detailed media with elucidated
terminology appropriately illustrative examples and examples and consistently
with generally correct use of using subject terminology
subject terminology correctly
P2 generate outline ideas for M2 generate detailed ideas for D2 generate thoroughly thought through
a digital video sequence a digital video sequence ideas for a digital
working within appropriate showing some imagination video sequence showing
conventions and with some and with only occasional creativity and flair and
assistance assistance working independently to
professional expectations
P3 generate digital video assets M3 generate digital video assets D3 generate digital video assets
with some assistance competently with only to near-professional standards
occasional assistance working independently to
professional expectations
P4 create a digital video M4 create a digital video D4 create a digital video
sequence for use in an sequence for use in an sequence for use in an
interactive media product interactive media product interactive media product
following industry practice, working to a good technical working to near-professional
working within appropriate standard following industry standards following industry
conventions and with some practice, showing some practice, showing creativity
assistance. imagination and with only and flair and working
occasional assistance. independently to professional
expectations.
18