- CUFDIG302A - Author interactive sequences
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CUFDIG302A Mapping and Delivery Guide
Author interactive sequences
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | CUFDIG302A - Author interactive sequences |
|---|---|---|---|
| Description | This unit describes the performance outcomes, skills and knowledge required to use an authoring tool to produce discrete interactive sequences.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. | ||
| Employability Skills | This unit contains employability skills. | ||
| Learning Outcomes and Application | People responsible for developing small components to be integrated into a larger project apply the skills and knowledge described in this unit. They could be working under the direction of an interactive author or programmer to produce several web pages, or a sequence of screens for other forms of delivery.They need to draw on technical assistance from a programmer or other technical support personnel to produce sequences for server side technologies.In all cases, they are collaborating with other members of a team and need a sound understanding of the project on which they are working.More complex skills associated with authoring are covered in:CUFDIG401A Author interactive media CUFDIG404A Apply scripting language in authoring. | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
||
| Prerequisites/co-requisites | |||
| Competency Field | Visual communication - digital content and imaging | ||
| Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
|---|---|---|---|---|---|---|---|---|
| Elements of Competency | Performance Criteria | |||||||
| Element: Plan use of authoring tool |
| |||||||
| Element: Prepare to use authoring tool |
| |||||||
| Element: Produce interactive sequences |
| |||||||
| Element: Check functionality of interactive sequence |
| |||||||
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: development of several discrete interactive media sequences that function as planned and demonstrate an understanding of basic visual design principles accuracy and attention to detail in the process of developing interactive media sequences. |
Context of and specific resources for assessment | Assessment must ensure: access toa range of resources, equipment and current industry-standard software, as listed in the range statement 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 interactive sequences authored by the candidate written or oral questioning to test knowledge of file formats and delivery platforms. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG304A Create visual design components. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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.
|
Required skills |
communication and literacy skills sufficient to: interpret and clarify written or verbal instructions and design specifications interpret and apply information in user manuals for software applications ability to work as a member of a production team - both independently on assignment and under direction technical skills sufficient to: use appropriate authoring software to proficiently author the sequences applying style sheets, templates or themes integrate media assets for specific bandwidths manage files and create appropriate directories efficiently use a computer, including keyboard shortcuts self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise |
Required knowledge |
industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders basic understanding of the relationship between technical and creative aspects and requirements of interactive media projects basic knowledge of the features of a range of delivery platforms file formats of digital media assets and basic optimisation techniques HTML W3C Accessibility standards relevant to text and images basic visual design principles as listed in the range statement OHS standards as they relate to working for periods of time on computers |
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. | |
Authoring software may include: | Director Dreamweaver Flash FrontPage PageMill. |
Relevant personnel may include: | designer graphic designer information architect interaction designer programmer supervisor trainer user interface designer other specialist staff. |
Delivery platforms may include: | CD DVD internet kiosk mobile phone personal digital assistant (PDA) other wireless/mobile devices. |
Design specifications may include: | content inventory interactive script personas storyboard target audience technical requirements, such as: delivery platform screen resolution and size templates, style sheets and themes bandwidth information user interface design. |
Projects may include: | production of interactive sequences to be incorporated in a: game educational product promotional product information product training product e-commerce. |
Visual design principles may include: | balance emphasis focal point movement perspective proportion scale unity. |
Interactive media components may include: | backgrounds banners icons interactive buttons interactive controls logos text titles user interfaces. |
Media assets may include: | animation audio documents, such as PDF, Word, PowerPoint and Excel graphics photo images text video. |
File formats may include: | DIR/DCR FLA/SWF GIF HTML JPEG MOV MPEG PICT RTF TIFF WMV. |
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 |
|---|---|---|---|
| Identify a range of appropriate authoring software | |||
| Discuss with relevant personnel the range of authoring software and their application to various delivery platforms | |||
| Discuss with relevant personnel design specifications of the project | |||
| Discuss with relevant personnel technical requirements of the project in order to select authoring software | |||
| Load selected authoring software | |||
| Create a new file for the specified task and name file using standard naming conventions | |||
| Display and use tools and features of authoring software relevant to the authoring process | |||
| Produce screens and layout according to design specifications applying basic visual design principles | |||
| Create interactive media components as required | |||
| Source text content and apply style sheets to format text | |||
| Source relevant media assets, optimise if required and integrate using appropriate file formats | |||
| Produce and link all components according to storyboard and apply templates or themes | |||
| Manipulate markup code where errors are occurring or to finetune functionality | |||
| Save in appropriate file format to directory | |||
| Check that interactive elements function with minimal error on a variety of systems | |||
| Present sequence to relevant personnel | |||
| Incorporate changes as required |
Forms
Assessment Cover Sheet
CUFDIG302A - Author interactive sequences
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
CUFDIG302A - Author interactive sequences
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: