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.

ELEMENT

PERFORMANCE CRITERIA

Identify project requirements

1. Discuss concepts 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 characteristics

4. Identify content to be integrated into or generated by interactive media products

Classify and organise content

5. Research and select appropriate thesaurus and metadata standards if relevant

6. Organise content and construct a content inventory detailing levels of hierarchy using classification techniques

7. Assign labels to content that are appropriate and meaningful for target audiences

8. Identify content search requirements

9. Discuss proposed content classification with relevant personnel to ensure that it meets project requirements

Draft information architecture design specifications

10. Sketch overall architecture showing the relationship between interactive content

11. Design forms that detail content input process if required

12. Specify search functionality and search return displays

13. Construct wire frame of the content architecture and navigation pathways

14. Write draft design specifications to include all relevant advice to development teams

15. Present draft design specifications for discussion with and feedback from other team members

16. Amend draft design specifications to accommodate feedback as required

17. Discuss final draft design specifications with clients to ensure designs are consistent with project requirements

Finalise information architecture designs

18. Conduct usability test using appropriate testing techniques

19. Incorporate design changes to information architecture in design specifications

20. Obtain final agreement from relevant personnel for finished design

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 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.

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.

Unit sector

Visual communication - digital content and imaging

This unit contains employability skills.