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Evidence Guide: CUVDES601B - Design innovative products

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

 

CUVDES601B - Design innovative products

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

Identify professional opportunities for creative products

  1. Identify purposes, target market and medium of creative product
  2. Undertake market analysis using appropriate information sources to determine design and production requirements for creative product
  3. Evaluate currency and credibility of information sources and ensure research scope is sufficiently broad
  4. Maintain accurate and comprehensive details of information sources
Identify purposes, target market and medium of creative product

Completed
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Undertake market analysis using appropriate information sources to determine design and production requirements for creative product

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Evaluate currency and credibility of information sources and ensure research scope is sufficiently broad

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Maintain accurate and comprehensive details of information sources

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Formulate and test concepts for creative products

  1. Conceive and develop ideas and styles that complement the market analysis using critical thinking techniques and entrepreneurial attitudes
  2. Communicate concepts using appropriate documentation methods to produce a preliminary representation of the creative product
  3. Critique, review and test design concepts, including objectives and constraints, with appropriate persons
  4. Ensure design concepts incorporate elements and principles of design
  5. Negotiate design solutions with appropriate persons
Conceive and develop ideas and styles that complement the market analysis using critical thinking techniques and entrepreneurial attitudes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Communicate concepts using appropriate documentation methods to produce a preliminary representation of the creative product

Completed
Date:

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Evidence:

 

 

 

 

 

 

 

Critique, review and test design concepts, including objectives and constraints, with appropriate persons

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Ensure design concepts incorporate elements and principles of design

Completed
Date:

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Negotiate design solutions with appropriate persons

Completed
Date:

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Evidence:

 

 

 

 

 

 

 

Develop and promote creative products

  1. Select and organise production resources according to design and production requirements
  2. Develop creative product according to design and production requirements
  3. Supervise or coordinate the production process to ensure creative product meets requirements of target market and the creative vision
  4. Present creative product to appropriate persons in ways that optimise chances of professional success
  5. Maximise professional opportunities within target market
Select and organise production resources according to design and production requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop creative product according to design and production requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Supervise or coordinate the production process to ensure creative product meets requirements of target market and the creative vision

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Present creative product to appropriate persons in ways that optimise chances of professional success

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Maximise professional opportunities within target market

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 ability to:

identify professional opportunities for creative products in relevant area of practice

formulate and develop design concepts

develop and exploit the professional potential of creative products.

Context of and specific resources for assessment

Assessment must ensure access to:

appropriate equipment, media and software used for creative work in the relevant context

appropriate technology and information sources to undertake market analysis.

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:

case studies to assess candidate’s ability to undertake market analysis and research design trends

direct observation of the candidate negotiating design solutions and exploiting creative products

evaluation of design documentation and creative products produced by the candidate

oral or written questioning to assess knowledge of technical and context issues that impact on design in a given industry context

review of portfolios of evidence

review of third-party reports from experienced practitioners.

Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties, such as speakers of languages other than English, remote communities and those with interrupted schooling).

Guidance information for assessment

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

Required Skills and Knowledge

Required skills

literacy skills to:

communicate design concepts

research and evaluate relevant source materials

complete design documentation

numeracy skills to:

assess the financial viability of creative or commercial opportunities

manage budgets

communication skills to review design concepts and negotiate design solutions with stakeholders

creative thinking skills to conceive and develop design ideas and maximise their professional potential

planning and organising skills to:

interpret and respond to design briefs

supervise the production of creative products

undertake market analysis and research into target markets and design trends

problem-solving skills to develop and implement design solutions

technology skills to implement and use design hardware and software.

Required knowledge

common formats and features of design briefs

commonly used research methodologies for market analysis in the relevant area of practice

production processes as they apply to designs in particular industry contexts

quality assurance processes for product design and development applicable to specific industry contexts and art and design disciplines

intellectual property issues and legislation applicable to specific industry contexts and art and design disciplines

OHS requirements relevant to particular work contexts.

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.

Creative product may include:

platforms:

digital media, such as CDs, DVDs, films, games consoles, kiosks, mobile phones, personal digital assistants (PDAs), slide shows, television, videos and websites

tactile media, such as displays, exhibitions, presentations and print publications

two and three-dimensional visual forms:

digital media, such as animation, audio, code/script, film, graphic, image, modelling, text and video

tactile media, such as cardboard, clay, fabric, fibre, film, glass, ink, lacquer, latex, leather, metal, paint, paper, photograph, plaster, plastic, pulp, resin, rubber, sand, stone, wax, wire and wood

types:

business and corporate

community

educational and training

entertainment

ephemeral

experiences

information

personal

promotional.

Information sources may include:

copyright and legal representatives

innovative industry practitioners

electronic and print media, including news, reviews and articles

employee association or union representatives, and other sources of industrial relations information

events, such as industry functions, conferences, trade fairs, community activities, expositions, exhibitions, festivals, social events and symposiums

government bodies and associated publications

industry associations

internet

libraries and archives, such as text, film, video, sound and graphic

lifestyle and contemporary issues magazines

museums, galleries and studios

national and international journals, such as art, computing and design journals

personal observations and experience

professional competitions and awards

retail and wholesale suppliers of products and services

technical publications and reference books

training programs, seminars, workshops, master classes and professional development opportunities.

Design and production requirements may include:

access to resources, such as:

software, including authoring, composition, drafting, drawing, graphics, image capture, image manipulation and page layout

equipment, including computer hardware, drawing tools, and hand and power tools

medium, including digital and tactile

aesthetic considerations, such as:

features

finish

style, including interactive or static

commercial considerations, such as:

budget and costs, including design, production and marketing

business risk

feasibility

manufacturability

marketability

production method, such as mass, batch or one-off

profitability

sustainability

timeframe

viability

cultural, ethical and social considerations, such as:

accessibility

benefits

equity

user friendliness

functional considerations, such as:

efficiency and effectiveness

ergonomics

instructional integrity

reliability

spatial

regulatory and technical considerations, such as:

conditions of use

environmental

health and safety

industry and/or design standards

legal, contractual and copyright

licensing, such as product or open source

medium characteristics and capabilities

ownership and intellectual property.

Critical thinking techniques may include:

analysing and evaluating actions and policies

clarifying issues, values and standards

comparing similar situations

comparing and contrasting ideals with practice

comparing and evaluating beliefs, interpretations and theories

developing criteria for evaluation

distinguishing relevant from irrelevant facts

examining and evaluating assumptions

exploring implications and consequences

generating and assessing solutions

making interdisciplinary connections

making plausible inferences and predictions

noting significant similarities and differences

reading and listening critically

recognising contradictions

transferring insights to new contexts

using critical vocabulary.

Entrepreneurial attitudes may include:

ability to act on intuition and assumptions

ability to think laterally and independently

ability to work within ambiguity and uncertainty

confidence in self and vision

curiosity

desire to take risks

flexibility

interest in pursuing new ideas.

Appropriate documentation methods may include:

diagrams

drawings or sketches: manual or computer-aided design and drafting (CADD)

electronic presentations

illustrations

layouts

mock-ups

models

plans

practice pieces

prototypes

samples

verbal presentations

written notes with rationale or description.

Appropriate persons may include:

clients

commissioning body or organisation

community organisation

competitors

construction staff

design team

early adopters

management staff

manufacturers

material importers and suppliers

mentors

peers

production staff

sales staff

suppliers

target market.

Elements and principles of design may include:

design elements:

colour

direction

form

light

line

mass

point

shape

size

space

texture

time

tone

value

design principles:

balance

contrast

dominance

emphasis

harmony

movement

pattern

proportion

rhythm

unity.

Professional success may relate to:

adoption of design by key businesses or individuals

employment offers

exhibition of work

further opportunities for work

potential for collaboration on future projects

promotion of work by others

sales of work

seemingly unconnected professional opportunities.