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.

ELEMENT

PERFORMANCE CRITERIA

Plan use of authoring tool

1. Identify a range of appropriate authoring software

2. Discuss with relevant personnel the range of authoring software and their application to various delivery platforms

3. Discuss with relevant personnel design specifications of the project

4. Discuss with relevant personnel technical requirements of the project in order to select authoring software

Prepare to use authoring tool

5. Load selected authoring software

6. Create a new file for the specified task and name file using standard naming conventions

7. Display and use tools and features of authoring software relevant to the authoring process

Produce interactive sequences

8. Produce screens and layout according to design specifications applying basic visual design principles

9. Create interactive media components as required

10. Source text content and apply style sheets to format text

11. Source relevant media assets, optimise if required and integrate using appropriate file formats

12. Produce and link all components according to storyboard and apply templates or themes

13. Manipulate markup code where errors are occurring or to finetune functionality

14. Save in appropriate file format to directory

Check functionality of interactive sequence

15. Check that interactive elements function with minimal error on a variety of systems

16. Present sequence to relevant personnel

17. Incorporate changes as required

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 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.

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

PDF

PICT

RTF

TIFF

WMV.

Unit sector

Visual communication - digital content and imaging

This unit contains employability skills.