Application
People who apply the skills and knowledge outlined in this unit could be responsible for designing products such as games, e-learning resources or websites. Alternatively, they may specialise in the design of interactivity and work collaboratively with other designers. Liaison with team members is a key feature of this role, as is testing undertaken as part of the design process. A well-developed understanding of the dynamics of human-computer interaction is essential. Skills associated with designing specific products are covered in: CUFDIG502A Design web environments CUFDIG503A Design e-learning resources CUFDIG504A Design games. |
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
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 |
Generate ideas for interaction | 5. Research the delivery platform and analyse its potential for human-computer interaction 6. Generate a range of ideas to broaden and deepen the range of user experiences 7. Continuously evaluate new ideas and incorporate them as appropriate 8. Consult relevant personnel to ensure that all possible options are considered 9. Select a systematic approach that will meet creative, production and technical requirements specified in briefs |
Draft interaction design specifications | 10. Draft interaction design specifications for all interactive sequences 11. Select sequences as prototypes and demonstrate prototype interactions using a wire frame 12. Conduct usability test using appropriate testing techniques 13. Use prototype to identify logical inconsistencies in design and to measure levels of user engagement 14. Document all feedback and incorporate into design specifications |
Finalise interaction designs | 15. Re-evaluate interactions on the basis of prototype feedback 16. Discuss and confirm additional requirements or modifications to the interaction design with relevant personnel 17. Write final interaction design specifications to reflect all additional requirements or modifications |
Required Skills
|
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 |
Evidence Required
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. |
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. |
Sectors
Unit sector |
Competency Field
Visual communication - digital content and imaging |
Employability Skills
This unit contains employability skills. |
Licensing Information
Not applicable.