- CUFDIG402A - Design user interfaces
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CUFDIG402A Mapping and Delivery Guide
Design user interfaces
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | CUFDIG402A - Design user interfaces |
|---|---|---|---|
| Description | This unit describes the performance outcomes, skills and knowledge required to design user interfaces for interactive media products.Prototype testing of interfaces with, for example, focus groups, is a key aspect of the role.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 | This unit requires the application of visual communication principles to the design of user interfaces that form part of interactive media products, such as web environments, games or e-learning resources.People in this role respond to clearly defined briefs. They work collaboratively in a team environment where the expertise of other team members, e.g. designers and programmers, contributes to the final specifications for user interface designs.More complex skills associated with the testing and design of whole interactive media products are covered in:CUFDIG501A Coordinate the testing of interactive media productsCUFDIG502A Design web environmentsCUFDIG503A Design e-learning resourcesCUFDIG504A Design games. | ||
| 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 project requirements |
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| Element: Draft design specifications |
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| Element: Finalise user interface designs |
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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: clearly documented and user-tested user interface design specifications for an interactive media product ability to work effectively as a member of a production team. |
Context of and specific resources for assessment | Assessment must ensure: access to briefs on which to base user interface designs 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 user interfaces designed by the candidate written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit. |
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 CUFDIG403A Create user interfaces. |
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, teamwork and literacy skills sufficient to: interpret and clarify written or verbal instructions interpret design briefs and results of focus tests work collaboratively in a team environment present user interface design concepts to team members for discussion and feedback respond constructively to feedback received from other team members complete workplace documentation conceptual and creative skills to generate a range of ideas for user interfaces technical skills sufficient to create designs using storyboards, maps and other diagrams to specify the architecture and navigation of interactive media products self-management and planning skills sufficient to: prioritise work tasks and 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 sound understanding of the relationship between technical and creative aspects and requirements of interactive media projects issues and challenges that arise in designing user interfaces principles of visual design and communication, including user-centred design principles technical parameters of various platforms and how these impact on user interface designs typical formats and techniques for documenting user interface designs 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. | |
Relevant personnel may include: | art director client educator graphic designer head of department information architect instructional designer programmer technical director technical staff other specialist creative and administrative staff. |
Delivery platform may include: | CD DVD games console internet kiosk mobile phone personal digital assistant (PDA) other wireless/mobile devices. |
Audience and user characteristics may include: | computer literacy demographics, such as: age gender education occupation cultural background location hobbies interests internet literacy language, literacy and numeracy personas specific needs - physical or psychological. |
Information architecture specifications may include: | content inventory diagrams flow charts maps navigation charts plans storyboards wire frames. |
Spatial zones may include: | banners content areas grids headings images logos media assets menu systems subheadings. |
Functional areas may include: | 2D and 3D viewports buttons edit boxes list boxes login facility menus picture boxes radio buttons scroll bars search facility text boxes. |
Look and feel may include: | ambience brand colour combinations design elements meaning message metaphor theme tone. |
Design specifications may include: | composition design features, including: logos banners photographs illustrations diagrams layout look and feel sketches. |
Focus test may include: | documentation of focus test outcomes environment and facilities focus test implementation plan focus test objectives test group members selected according to test plan and criteria, such as: age sex location other socioeconomic factors. |
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 |
|---|---|---|---|
| Discuss concept with relevant personnel to ensure that design briefs are fully understood | |||
| Identify technical parameters of interactive media products, including delivery platform | |||
| Identify target audience and user characteristics | |||
| Obtain information architecture specifications if available | |||
| Visualise concepts and develop preliminary sketches based on content architecture and audience characteristics | |||
| Sketch basic screen layout showing main spatial zones | |||
| Specify functional areas within screen layouts | |||
| Specify metaphors and look and feel of user interfaces | |||
| Develop final detailed sketches taking into consideration all ideas generated | |||
| Gain approval from relevant personnel to ensure that interfaces meet all requirements | |||
| Write user interface design specifications to include relevant advice to development teams | |||
| Develop focus test plans for user interfaces to identify their strengths and weaknesses | |||
| Incorporate design changes to information architecture in design specifications | |||
| Obtain final agreement from relevant personnel for finished designs |
Forms
Assessment Cover Sheet
CUFDIG402A - Design user interfaces
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Assessment Record Sheet
CUFDIG402A - Design user interfaces
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