- CUFDIG505A - Design information architecture
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CUFDIG505A Mapping and Delivery Guide
Design information architecture
Version 1.0
Issue Date: March 2024
Qualification | - |
Unit of Competency | CUFDIG505A - Design information architecture |
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Description | This unit describes the performance outcomes, skills and knowledge required to design the information architecture of an interactive media product.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 | Depending on the size and type of organisation, information architects or senior web designers apply the skills and knowledge outlined in this unit. They work collaboratively with senior personnel, such as creative directors and other members of a development team, to develop the content, structure and navigation of interactive media products.Liaison with clients and team members is a key feature of this role, as is prototype testing (wire framing), which is undertaken as part of the design process. Attention to detail is also required to ensure that all aspects of content are effectively addressed.Skills associated with testing interactive media products are covered in:CUFDIG501A Coordinate the testing of interactive media products. | ||
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: Classify and organise content |
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Element: Draft information architecture design specifications |
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Element: Finalise information architecture 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 design specifications for the information architecture of an interactive media product ability to work effectively as a member of a design team high level of attention to detail. |
Context of and specific resources for assessment | Assessment must ensure: practical demonstration of skills through the design of information architecture for at least two interactive media products access to interactive media proposals or briefs on which designs can be based that information architecture designs can be tested 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 information architecture designs documented by the candidate and of their effectiveness in terms of meeting requirements observation of a candidate presenting his/her information architecture design to team members and explaining how it meets 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 information architecture designs for a range of interactive media products. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG501A Coordinate the testing of interactive media products CUFDIG502A Design web environments 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, 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 proposals and creative briefs work collaboratively in a team environment present information architecture designs for discussion and feedback from team members and clients document clearly and concisely the information architecture design for an interactive media product initiative and flexibility in the context of: analysing, processing and classifying content finding solutions to content classification problems finding ways to minimise the effect of technical constraints ensuring there is an intuitive and logical flow to the navigation of an interactive media product technical skills sufficient to: create complex designs using storyboards, maps and other diagrams to specify the architecture and navigation of interactive media products construct wire frames 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 content classification techniques of taxonomy and folksonomy metadata standards as they apply to specific products technical parameters of various platforms and how these impact on information architecture issues and challenges that arise in designing games understanding the way users scan and read or view interactive content typical formats and techniques for documenting information architecture 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 instructional designer programmer technical director technical staff user interface designer 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 characteristics may include: | computer literacy demographics, such as: age gender education occupation location cultural background hobbies interests internet literacy language, literacy and numeracy personas specific needs - physical or psychological. |
Content may include: | animation audio/visual files, such as PowerPoint graphics images text text documents, such as PDF and Word. |
Metadata standards may include: | Australian Government Locator Service (AGLS) CIDOC Conceptual Reference Model (CRM) Dublin Core EdNa metadata standards other standards as appropriate. |
Organising content may include: | categorisation, based on: alphabet numbers location time continuum subject category random chunking graphical message metadata metaphor. |
Classification techniques may include: | folksonomy taxonomy. |
Search requirements may include: | advanced search browse via menu systems browse via quick search metadata search search site by text box. |
Project requirements may include: | access to facilities and resources budget deliverables milestones personnel, including: number availability expertise prototyping technical issues, including: delivery platform disk space bandwidth testing plan timelines. |
Wire frames may include: | digital software, such as: PowerPoint Dreamweaver paper-based. |
Design specifications may include: | content inventory diagrams flow charts maps navigation charts plans search functions and search display storyboards technical specifications wire frames. |
Testing techniques may include: | card sorting focus group heuristic analysis inspection user trial. |
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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Discuss concepts with relevant personnel to ensure that design briefs are fully understood | |||
Identify technical parameters of interactive media products, including delivery platform | |||
Identify target audience characteristics | |||
Identify content to be integrated into or generated by interactive media products | |||
Research and select appropriate thesaurus and metadata standards if relevant | |||
Organise content and construct a content inventory detailing levels of hierarchy using classification techniques | |||
Assign labels to content that are appropriate and meaningful for target audiences | |||
Identify content search requirements | |||
Discuss proposed content classification with relevant personnel to ensure that it meets project requirements | |||
Sketch overall architecture showing the relationship between interactive content | |||
Design forms that detail content input process if required | |||
Specify search functionality and search return displays | |||
Construct wire frame of the content architecture and navigation pathways | |||
Write draft design specifications to include all relevant advice to development teams | |||
Present draft design specifications for discussion with and feedback from other team members | |||
Amend draft design specifications to accommodate feedback as required | |||
Discuss final draft design specifications with clients to ensure designs are consistent with project requirements | |||
Conduct usability test using appropriate testing techniques | |||
Incorporate design changes to information architecture in design specifications | |||
Obtain final agreement from relevant personnel for finished design |
Forms
Assessment Cover Sheet
CUFDIG505A - Design information architecture
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Assessment Record Sheet
CUFDIG505A - Design information architecture
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