Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver BSBMKG420, 'Create digital media user experiences'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Create digital media user experiences' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Specify intent | 1.1 Document objectives for digital engagement 1.2 Specify characteristics of product, brand or organisation 1.3 Identify and work within legislation, regulation and policy frameworks relevant to digital user experiences |
2. Classify users and conversation types | 2.1 Classify users according to engagement patterns, socio-economic, and digital platform characteristics 2.2 Identify user and conversation types from data analysis of similar known user experience journeys 2.3 Draw schematics to represent typical conversation types based on device, platform, client and user intent |
3. Profile user journeys and interventions | 3.1 Identify and document the digital enclaves and engagement patterns of users 3.2 Nominate and classify points of digital contact with client product, brand or organisation 3.3 Model an atypical user journey 3.4 Select location, style and triggers for intervention in the user journey |
4. Design engagement opportunities and events | 4.1 Develop user stories from multiple perspectives that promote positive engagement 4.2 Design digital and/or analogue events that stimulate user engagement and enhance the experience 4.3 Ensure user interface design meets user, brand, product and organisation style and expectations 4.4 Establish performance indicators for user experiences and engagement |
5. Converse, monitor and respond to users | 5.1 Facilitate real time interaction with users according to design 5.2 Monitor user engagement using relevant digital tools and techniques 5.3 Respond to users within relevant performance indicator parameters |
6. Review and evaluate user experiences | 6.1 Collate digital data on user experience journeys 6.2 Moderate data to identify exceptions from expectations 6.3 Document issues and recommendations to improve further user experiences |