- CUFDIG401A - Author interactive media
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CUFDIG401A Mapping and Delivery Guide
Author interactive media
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | CUFDIG401A - Author interactive media |
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| Description | This unit describes the performance outcomes, skills and knowledge required to author a complete interactive media product, for example, a whole website.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 in this role need a sound understanding of mark-up languages (HTML and XML). In addition, they need to be familiar enough with scripting languages to use script libraries in authoring software to provide interactive features.Authors work primarily on client-side technologies. In the construction of dynamic websites, for example, they develop the templates, themes and style sheets for the programmers and technical support team to integrate into the database and install on a web server. Authors also develop forms and form objects, but the scripting for form processing is provided by programmers.Authors may also use a variety of authoring software to produce complex interactions such as digital simulations, games and puzzles.In interactive media development, authors are working with a team, including user interface designers, interactive designers, asset creators and server-side programmers.Skills associated with scripting are covered in:CUFDIG404A Apply scripting language in authoring. | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| 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 | |
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| Elements of Competency | Performance Criteria | |||||||
| Element: Identify multimedia elements |
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| Element: Identify scope of authoring software |
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| Element: Use authoring software |
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| Element: Create interactive sequence |
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| Element: Evaluate interactive prototype |
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| Element: Seek confirmation from relevant personnel to transform prototype into final product |
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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 an integrated and fully functional interactive media product that: conforms to design specifications meets W3C Accessibility standards demonstrates creativity in design solutions collaborative approach to work. |
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 at least two interactive products authored by the candidate written or oral questioning to test knowledge of the processes followed to develop an interactive product and the respective roles and responsibilities of team members. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG404A Apply scripting language in authoring ICAU4207B Apply web authoring tool to convert client data for websites. |
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.
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Required skills |
communication and literacy skills sufficient to interpret and clarify written or verbal instructions ability to work as a member of a production team - both independently on assignment and under direction technical skills sufficient to: correctly interpret design briefs, and design and technical specifications proficiently use appropriate authoring and graphics software seamlessly integrate and optimise a range of media assets to highest levels of technical performance create and apply style sheets, templates or themes to conform with W3CAccessibility standards as they apply to client-side technology manage files and directories using standard naming conventions and version control protocols initiative and flexibility in the context of troubleshooting and solving problems as they arise during the authoring process self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance as required |
Required knowledge |
scope and applicability of industry-standard authoring software technical requirements for integrating digital content for use on a range of delivery platforms, including: animation graphics text video audio user-centred design principles design principles of layout and composition industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders sound understanding of the relationship between technical and creative aspects and requirements of interactive media projects sound knowledge of the features of a range of delivery platforms markup and scripting languages as they apply to relevant authoring software W3C Accessibility standards purpose and process of validation and the role of interoperability standards issues and challenges that arise in developing interactive media products OHS standards as they relate to working on computers for periods of time |
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. | |
Design specifications may include: | creative requirements navigation design priority levels of W3C Accessibility standards storyboards technical specifications, including: disk space delivery platform file format for final product time user interface design. |
Productions may include: | e-commerce educational product game information product interactive application promotional product training product website. |
Media assets may include: | animation audio graphics images text video. |
Relevant personnel may include: | animator artist asset creator graphic designer graphic interface designer instructional designer navigation designer programmer project manager sound engineer video producer other specialist staff. |
Industry-standard authoring software may include: | Authorware Breeze Captivate Contribute Director Dreamweaver Flash GoLive PageMill RoboDemo graphics software, including: Photoshop Fireworks Illustrator simulation software, such as LabView. |
Delivery platform may include: | CD DVD internet kiosk mobile phone personal digital assistant (PDA) other wireless/mobile devices. |
Markup and scripting languages may include: | ActionScript HTML JavaScript Lingo XML other proprietary scripting languages. |
Output file formats may include: | DIR/DCR FLA/SWF HTML PDB PRC TXT WAP XML other proprietary formats. |
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 |
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| Obtain design specifications | |||
| Locate content required for productions | |||
| Discuss issues of integration and formats of media assets with relevant personnel | |||
| Determine with relevant personnel an interactive sequence to become the prototype | |||
| Identify range of industry-standard authoring software | |||
| Assess the authoring software in relation to specified delivery platform | |||
| Discuss selection of authoring software with relevant personnel to ensure selection will meet specified outcomes | |||
| Select authoring software best suited to job requirements | |||
| Load authoring software | |||
| Create a new file for the specified task and name using standard naming conventions | |||
| Display and use tools and features of authoring software relevant to the authoring process | |||
| Slice and reassemble the user interface appropriate to the authoring software | |||
| Import and assemble components in appropriate sequence according to creative requirements | |||
| Create interactive features according to creative and technical requirements, sourcing and writing appropriate markup and scripting languages as required | |||
| Check that interactive sequence conforms to navigation design | |||
| Integrate media assets to ensure highest levels of technical performance | |||
| Check that interactive sequence conforms to loading specifications | |||
| Test for interoperability, eliminate all bugs and validate scripting | |||
| Present interactive sequence as a prototype ensuring that sequence meets creative, production and technical requirements | |||
| Save output file formats and identify for specified purpose | |||
| Present prototype to relevant personnel | |||
| Evaluate prototype against design specifications, including achievement of a creative and user-centred product | |||
| Discuss and agree on required changes | |||
| Assist in user trials as required | |||
| Evaluate feedback from user trials | |||
| Seek confirmation from relevant personnel to transform prototype into final product | |||
| Make necessary changes as indicated by user trials | |||
| Replicate prototype functionality to complete the interactive product | |||
| Make final checks to ensure sequences conform to design specifications | |||
| Test for interoperability, eliminate bugs and validate scripting | |||
| Save to specified storage system accessible to production team | |||
| Assist in loading product to specified platform as required |
Forms
Assessment Cover Sheet
CUFDIG401A - Author interactive media
Assessment task 1: [title]
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I declare that the assessment tasks submitted for this unit are my own work.
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Result: Competent Not yet competent
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Assessment Record Sheet
CUFDIG401A - Author interactive media
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
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Feedback to student:
Overall assessment result: Competent Not yet competent
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