Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CUFDIG506A Mapping and Delivery Guide
Design interaction

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CUFDIG506A - Design interaction
Description This unit describes the performance outcomes, skills and knowledge required to design the interaction for interactive media products.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 who apply the skills and knowledge outlined in this unit could be responsible for designing products such as games, e-learning resources or websites. Alternatively, they may specialise in the design of interactivity and work collaboratively with other designers.Liaison with team members is a key feature of this role, as is testing undertaken as part of the design process. A well-developed understanding of the dynamics of human-computer interaction is essential. Skills associated with designing specific products are covered in:CUFDIG502A 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.
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: Identify project requirements
  • Discuss concepts with relevant personnel to ensure that design briefs are fully understood
  • Discuss with relevant personnel the purpose of the interactive media product
  • Identify technical parameters of appropriate interactive media products, including format and delivery platform
  • Identify target audience and user characteristics
       
Element: Generate ideas for interaction
  • Research the delivery platform and analyse its potential for human-computer interaction
  • Generate a range of ideas to broaden and deepen the range of user experiences
  • Continuously evaluate new ideas and incorporate them as appropriate
  • Consult relevant personnel to ensure that all possible options are considered
  • Select a systematic approach that will meet creative, production and technical requirements specified in briefs
       
Element: Draft interaction design specifications
  • Draft interaction design specifications for all interactive sequences
  • Select sequences as prototypes and demonstrate prototype interactions using a wire frame
  • Conduct usability test using appropriate testing techniques
  • Use prototype to identify logical inconsistencies in design and to measure levels of user engagement
  • Document all feedback and incorporate into design specifications
       
Element: Finalise interaction designs
  • Re-evaluate interactions on the basis of prototype feedback
  • Discuss and confirm additional requirements or modifications to the interaction design with relevant personnel
  • Write final interaction design specifications to reflect all additional requirements or modifications
       


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 interaction design specifications for an interactive media product

ability to work effectively as a member of a design team

well-developed understanding of the principles of interactivity from a user perspective.

Context of and specific resources for assessment

Assessment must ensure:

practical demonstration of skills through the design of interactivity for at least two interactive media products

access to proposals or briefs on which designs can be based

that interactivity 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 interactivity designs designed and documented by the candidate and of their effectiveness in meeting requirements

observation of a candidate presenting his/her interactivity 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 interactivity 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

CUFPPM404A Create storyboards.

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, teamwork and literacy skills sufficient to:

interpret and clarify written proposals and creative briefs

work collaboratively in a team environment

present interactivity designs for discussion and feedback from team members and clients

document clearly and concisely the interaction design for an interactive media product

initiative, creativity and flexibility in the context of:

generating a range of ideas for deepening and broadening user experiences and interactions

finding solutions to interactivity challenges

finding ways to minimise the effect of technical constraints

ensuring that interaction is intuitive and logical

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

sound understanding of the relationship between technical and creative aspects and requirements of interactive media projects

issues and challenges that arise in designing interaction

technical parameters of various platforms and how these impact on the potential of interactivity

OHS standards as they apply to computers and environments in which testing may be conducted

sound understanding of the dynamics of human-computer interactions

typical formats and techniques for documenting interactivity designs

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

director

graphic artist

head of department

producer

programmer

publisher

script writer

software engineer

technical and creative staff.

Purpose may include:

communication

data

e-learning resource

game

information

knowledge

virtual world or simulation

web environment.

Delivery platforms may include:

CD/DVD

digital television set

games console

internet

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.

Human-computer interaction may include:

adaptation

communication

control

creativity

feedback

productivity.

User experiences may include:

composing

conversing

creating

making

participating

performing

playing

reading

thinking

viewing

writing.

Interaction design specifications may include:

diagrams

flow charts

interactive sequences

maps

navigation charts

plans

storyboards

technical specifications

wire frames.

Wire frames may include:

digital software, such as:

PowerPoint

Dreamweaver

paper-based.

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
Discuss concepts with relevant personnel to ensure that design briefs are fully understood 
Discuss with relevant personnel the purpose of the interactive media product 
Identify technical parameters of appropriate interactive media products, including format and delivery platform 
Identify target audience and user characteristics 
Research the delivery platform and analyse its potential for human-computer interaction 
Generate a range of ideas to broaden and deepen the range of user experiences 
Continuously evaluate new ideas and incorporate them as appropriate 
Consult relevant personnel to ensure that all possible options are considered 
Select a systematic approach that will meet creative, production and technical requirements specified in briefs 
Draft interaction design specifications for all interactive sequences 
Select sequences as prototypes and demonstrate prototype interactions using a wire frame 
Conduct usability test using appropriate testing techniques 
Use prototype to identify logical inconsistencies in design and to measure levels of user engagement 
Document all feedback and incorporate into design specifications 
Re-evaluate interactions on the basis of prototype feedback 
Discuss and confirm additional requirements or modifications to the interaction design with relevant personnel 
Write final interaction design specifications to reflect all additional requirements or modifications 

Forms

Assessment Cover Sheet

CUFDIG506A - Design interaction
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

CUFDIG506A - Design interaction

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: