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Evidence Guide: CUFDIG506A - Design interaction

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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CUFDIG506A - Design interaction

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

Identify project requirements

  1. Discuss concepts with relevant personnel to ensure that design briefs are fully understood
  2. Discuss with relevant personnel the purpose of the interactive media product
  3. Identify technical parameters of appropriate interactive media products, including format and delivery platform
  4. Identify target audience and user characteristics
Discuss concepts with relevant personnel to ensure that design briefs are fully understood

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss with relevant personnel the purpose of the interactive media product

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify technical parameters of appropriate interactive media products, including format and delivery platform

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify target audience and user characteristics

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Generate ideas for interaction

  1. Research the delivery platform and analyse its potential for human-computer interaction
  2. Generate a range of ideas to broaden and deepen the range of user experiences
  3. Continuously evaluate new ideas and incorporate them as appropriate
  4. Consult relevant personnel to ensure that all possible options are considered
  5. Select a systematic approach that will meet creative, production and technical requirements specified in briefs
Research the delivery platform and analyse its potential for human-computer interaction

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Generate a range of ideas to broaden and deepen the range of user experiences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Continuously evaluate new ideas and incorporate them as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult relevant personnel to ensure that all possible options are considered

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select a systematic approach that will meet creative, production and technical requirements specified in briefs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Draft interaction design specifications

  1. Draft interaction design specifications for all interactive sequences
  2. Select sequences as prototypes and demonstrate prototype interactions using a wire frame
  3. Conduct usability test using appropriate testing techniques
  4. Use prototype to identify logical inconsistencies in design and to measure levels of user engagement
  5. Document all feedback and incorporate into design specifications
Draft interaction design specifications for all interactive sequences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select sequences as prototypes and demonstrate prototype interactions using a wire frame

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct usability test using appropriate testing techniques

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use prototype to identify logical inconsistencies in design and to measure levels of user engagement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document all feedback and incorporate into design specifications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Finalise interaction designs

  1. Re-evaluate interactions on the basis of prototype feedback
  2. Discuss and confirm additional requirements or modifications to the interaction design with relevant personnel
  3. Write final interaction design specifications to reflect all additional requirements or modifications
Re-evaluate interactions on the basis of prototype feedback

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss and confirm additional requirements or modifications to the interaction design with relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Write final interaction design specifications to reflect all additional requirements or modifications

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:

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.

Required Skills and Knowledge

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

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.

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.