Elements and Performance Criteria

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.

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.