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Evidence Guide: CUFDIG507A - Design digital simulations

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!

From the Wiki University

 

CUFDIG507A - Design digital simulations

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

Identify project requirements

  1. Confirm objectives and desired outcomes of briefs in consultation with relevant personnel
  2. Identify target audience and determine format and delivery platform of simulations through discussion with relevant personnel
Confirm objectives and desired outcomes of briefs in consultation with relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify target audience and determine format and delivery platform of simulations through discussion with relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Research and plan approach

  1. Investigate fully the real world environment that is to be simulated
  2. Obtain designs, plans and other information that may assist in modelling the real world environment
  3. Determine the performance objectives, task complexity and required levels of user skill
  4. Determine the required depth of physical and functional fidelity, taking into account production requirements
  5. Research and select appropriate simulation authoring tools
  6. Discuss ideas and collaborate, as required, with relevant personnel to ensure contribution of a range of ideas and creative solutions
Investigate fully the real world environment that is to be simulated

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain designs, plans and other information that may assist in modelling the real world environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the performance objectives, task complexity and required levels of user skill

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the required depth of physical and functional fidelity, taking into account production requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Research and select appropriate simulation authoring tools

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss ideas and collaborate, as required, with relevant personnel to ensure contribution of a range of ideas and creative solutions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Draft simulation design documents

  1. Identify the processes that determine the functional behaviour and specify how this behaviour is to be represented by control objects
  2. Define the underlying functionality in a model that specifies the essential settings, states, conditions and parameters
  3. Specify the user interface controls that enable users to interact with simulations
  4. Identify critical impacts, alerts or costs for incorrect user operation
  5. Specify positive and negative user feedback
  6. Specify the sequencing of levels of difficulty
  7. Present draft simulation design documents for discussion with and feedback from other team members
Identify the processes that determine the functional behaviour and specify how this behaviour is to be represented by control objects

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Define the underlying functionality in a model that specifies the essential settings, states, conditions and parameters

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Specify the user interface controls that enable users to interact with simulations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify critical impacts, alerts or costs for incorrect user operation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Specify positive and negative user feedback

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Specify the sequencing of levels of difficulty

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present draft simulation design documents for discussion with and feedback from other team members

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Finalise simulation design documents

  1. Review designs against required project outcomes and performance objectives
  2. Review designs to ensure they meet creative, technical and legislative requirements
  3. Adjust designs as necessary after discussions with relevant personnel and incorporating user feedback
  4. Save and archive user interface controls for other projects
Review designs against required project outcomes and performance objectives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review designs to ensure they meet creative, technical and legislative requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adjust designs as necessary after discussions with relevant personnel and incorporating user feedback

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Save and archive user interface controls for other projects

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:

design specifications for digital simulations that:

are well documented and clearly presented

meet performance requirements

are technically feasible

ability to work effectively as a member of a design team.

Context of and specific resources for assessment

Assessment must ensure:

practical demonstration of skills through the design of at least two digital simulations

access to briefs for digital simulations on which designs can be based

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 digital simulation designs documented by the candidate and of their quality in terms of meeting performance 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 digital simulations for a range of real world environments.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

CUFDIG503A Design e-learning resources

CUFDIG504A Design games

CUFDIG506A Design interaction.

Required Skills and Knowledge

Required skills

communication, teamwork and literacy skills sufficient to:

interpret and clarify project briefs

establish rapport with clients

work collaboratively in a team environment to find the best design solutions

clearly and concisely document specifications for the design of the digital simulation

initiative and enterprise in the context of:

generating ideas for the design of digital simulations that meet the specified performance objectives

thinking laterally when developing ideas

maintaining design integrity

technical skills sufficient to:

create storyboards, state-charts and other diagrams to specify the architecture and navigation of digital simulations

design simulations that represent a real world environment to the required level of fidelity

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

issues and challenges that arise in the context of designing and developing digital simulations

typical formats and techniques for documenting the design of digital simulations

OHS standards as they relate to working for periods of time on computers

way in which algorithms, laws, rules and mathematical formulas can represent real world processes

intellectual property rights and copyright clearance procedures

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

expert

graphic artist

head of department

programmer

publisher

script writer

software engineer

other technical and creative staff.

Delivery platforms may include:

CD/DVD

games console

internet

mobile phone

personal digital assistant (PDA)

other wireless/mobile devices.

Real world environments may include:

device

equipment

machine

natural habitat

procedure

process

social environment

spatial environment

system

tool.

Performance objectives may include:

control

dexterity

judgement

knowledge

memory

perception

proficiency

recall

reflection

speed and accuracy of decision making and problem solving

understanding.

Production requirements may include:

budget

schedules

staff expertise

timelines.

Authoring tools may include:

authoring software, such as:

Dreamweaver

GoLive

Contribute

Breeze

Captivate

Authorware

Flash

Director

PageMill

RoboDemo

simulation software, such as LabView

scripting using languages, such as:

CC++

Java

ActionScript

Lingo.

Processes may include:

astrological

biological

chemical

electrical

environmental

mechanical

mental

physical

social.

Control objects may include:

algorithms

forces

laws

mathematical formulas

rules.

User interface controls may include:

buttons

clocks

dials

gauges

handles

joysticks

keyboards

keypads

knobs

lamps

levers

meters

sliders

switches

timers

valves

wheels.

Simulation design documents may include:

diagrams

flow charts

maps

plans

state-charts

storyboards

technical specifications

user interface mock-ups

wire frames.