- CUFDIG507A - Design digital simulations
Assessor Resource
CUFDIG507A
Design digital simulations
Assessment tool
Version 1.0
Issue Date: April 2024
The range of digital simulations covered in this unit is broad, and could include virtual world environments for architecture; virtual instruments and equipment for science and engineering; or natural and technical processes and procedures in medicine, conservation and manufacturing.
As these simulations are based on real world environments and processes, designers need to work closely with experts in the field to understand the dynamics of the processes and to be able to model these in a virtual environment.
The unit also requires working collaboratively with programmers and software authors to ensure the simulation can be technically achieved.
As the application for simulation is broad, including demonstration and training, this unit relates to other design units, including:
CUFDIG503A Design e-learning resources
CUFDIG504A Design games.
This unit describes the performance outcomes, skills and knowledge required to design digital simulations.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Employability Skills
This unit contains employability skills.
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. | |
Overview of assessment | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the following is essential: design specifications for digital simulations that: are well documented and clearly presented meet performance requirements are technically feasible ability to work effectively as a member of a design team. |
Context of and specific resources for assessment | Assessment must ensure: practical demonstration of skills through the design of at least two digital simulations access to briefs for digital simulations on which designs can be based access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed. |
Method of assessment | A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of digital simulation designs documented by the candidate and of their quality in terms of meeting performance requirements written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit case studies to assess ability to develop digital simulations for a range of real world environments. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG503A Design e-learning resources CUFDIG504A Design games CUFDIG506A Design interaction. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
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Required skills |
communication, teamwork and literacy skills sufficient to: interpret and clarify project briefs establish rapport with clients work collaboratively in a team environment to find the best design solutions clearly and concisely document specifications for the design of the digital simulation initiative and enterprise in the context of: generating ideas for the design of digital simulations that meet the specified performance objectives thinking laterally when developing ideas maintaining design integrity technical skills sufficient to: create storyboards, state-charts and other diagrams to specify the architecture and navigation of digital simulations design simulations that represent a real world environment to the required level of fidelity self-management skills sufficient to: meet deadlines provide appropriate and timely documentation |
Required knowledge |
industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders issues and challenges that arise in the context of designing and developing digital simulations typical formats and techniques for documenting the design of digital simulations OHS standards as they relate to working for periods of time on computers way in which algorithms, laws, rules and mathematical formulas can represent real world processes intellectual property rights and copyright clearance procedures |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. | |
Relevant personnel may include: | art director client designer expert graphic artist head of department programmer publisher script writer software engineer other technical and creative staff. |
Delivery platforms may include: | CD/DVD games console internet mobile phone personal digital assistant (PDA) other wireless/mobile devices. |
Real world environments may include: | device equipment machine natural habitat procedure process social environment spatial environment system tool. |
Performance objectives may include: | control dexterity judgement knowledge memory perception proficiency recall reflection speed and accuracy of decision making and problem solving understanding. |
Production requirements may include: | budget schedules staff expertise timelines. |
Authoring tools may include: | authoring software, such as: Dreamweaver GoLive Contribute Breeze Captivate Authorware Flash Director PageMill RoboDemo simulation software, such as LabView scripting using languages, such as: CC++ Java ActionScript Lingo. |
Processes may include: | astrological biological chemical electrical environmental mechanical mental physical social. |
Control objects may include: | algorithms forces laws mathematical formulas rules. |
User interface controls may include: | buttons clocks dials gauges handles joysticks keyboards keypads knobs lamps levers meters sliders switches timers valves wheels. |
Simulation design documents may include: | diagrams flow charts maps plans state-charts storyboards technical specifications user interface mock-ups wire frames. |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Confirm objectives and desired outcomes of briefs in consultation with relevant personnel | |||
| Identify target audience and determine format and delivery platform of simulations through discussion with relevant personnel | |||
| Investigate fully the real world environment that is to be simulated | |||
| Obtain designs, plans and other information that may assist in modelling the real world environment | |||
| Determine the performance objectives, task complexity and required levels of user skill | |||
| Determine the required depth of physical and functional fidelity, taking into account production requirements | |||
| Research and select appropriate simulation authoring tools | |||
| Discuss ideas and collaborate, as required, with relevant personnel to ensure contribution of a range of ideas and creative solutions | |||
| Identify the processes that determine the functional behaviour and specify how this behaviour is to be represented by control objects | |||
| Define the underlying functionality in a model that specifies the essential settings, states, conditions and parameters | |||
| Specify the user interface controls that enable users to interact with simulations | |||
| Identify critical impacts, alerts or costs for incorrect user operation | |||
| Specify positive and negative user feedback | |||
| Specify the sequencing of levels of difficulty | |||
| Present draft simulation design documents for discussion with and feedback from other team members | |||
| Review designs against required project outcomes and performance objectives | |||
| Review designs to ensure they meet creative, technical and legislative requirements | |||
| Adjust designs as necessary after discussions with relevant personnel and incorporating user feedback | |||
| Save and archive user interface controls for other projects |
Forms
Assessment Cover Sheet
CUFDIG507A - Design digital simulations
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Assessment Record Sheet
CUFDIG507A - Design digital simulations
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