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 products

CUFDIG502A Design web environments

CUFDIG503A Design e-learning resources

CUFDIG504A Design games.

ELEMENT

PERFORMANCE CRITERIA

Identify project requirements

1. Discuss concept with relevant personnel to ensure that design briefs are fully understood

2. Identify technical parameters of interactive media products, including delivery platform

3. Identify target audience and user characteristics

4. Obtain information architecture specifications if available

Draft design specifications

5. Visualise concepts and develop preliminary sketches based on content architecture and audience characteristics

6. Sketch basic screen layout showing main spatial zones

7. Specify functional areas within screen layouts

8. Specify metaphors and look and feel of user interfaces

9. Develop final detailed sketches taking into consideration all ideas generated

10. Gain approval from relevant personnel to ensure that interfaces meet all requirements

11. Write user interface design specifications to include relevant advice to development teams

Finalise user interface designs

12. Develop focus test plans for user interfaces to identify their strengths and weaknesses

13. Incorporate design changes to information architecture in design specifications

14. Obtain final agreement from relevant personnel for finished designs

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 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.

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.

Unit sector

Visual communication - digital content and imaging

This unit contains employability skills.