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Evidence Guide: CUFDIG302A - Author interactive sequences

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

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CUFDIG302A - Author interactive sequences

What evidence can you provide to prove your understanding of each of the following citeria?

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
Identify a range of appropriate authoring software

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss with relevant personnel design specifications of the project

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare to use authoring tool

  1. Load selected authoring software
  2. Create a new file for the specified task and name file using standard naming conventions
  3. Display and use tools and features of authoring software relevant to the authoring process
Load selected authoring software

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Produce interactive sequences

  1. Produce screens and layout according to design specifications applying basic visual design principles
  2. Create interactive media components as required
  3. Source text content and apply style sheets to format text
  4. Source relevant media assets, optimise if required and integrate using appropriate file formats
  5. Produce and link all components according to storyboard and apply templates or themes
  6. Manipulate markup code where errors are occurring or to finetune functionality
  7. Save in appropriate file format to directory
Produce screens and layout according to design specifications applying basic visual design principles

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create interactive media components as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Source text content and apply style sheets to format text

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manipulate markup code where errors are occurring or to finetune functionality

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Save in appropriate file format to directory

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check functionality of interactive sequence

  1. Check that interactive elements function with minimal error on a variety of systems
  2. Present sequence to relevant personnel
  3. Incorporate changes as required
Check that interactive elements function with minimal error on a variety of systems

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present sequence to relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Incorporate changes as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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.

Required Skills and Knowledge

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

Range Statement

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.