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
educator
graphic designer
head of department
instructional designer
programmer
technical director
technical staff
user interface designer
other specialist creative and administrative staff.
Delivery platform may include:
CD/DVD
games console
internet
kiosk
mobile phone
personal digital assistant (PDA)
other wireless/mobile devices.
Audience characteristics may include:
computer literacy
demographics, such as:
age
gender
education
occupation
location
cultural background
hobbies
interests
internet literacy
language, literacy and numeracy
personas
specific needs - physical or psychological.
Content may include:
animation
audio/visual files, such as PowerPoint
graphics
images
text
text documents, such as PDF and Word.
Metadata standards may include:
Australian Government Locator Service (AGLS)
CIDOC Conceptual Reference Model (CRM)
Dublin Core
EdNa metadata standards
other standards as appropriate.
Organising content may include:
categorisation, based on:
alphabet
numbers
location
time
continuum
subject category
random
chunking
graphical
message
metadata
metaphor.
Classification techniques may include:
folksonomy
taxonomy.
Search requirements may include:
advanced search
browse via menu systems
browse via quick search
metadata search
search site by text box.
Project requirements may include:
access to facilities and resources
budget
deliverables
milestones
personnel, including:
number
availability
expertise
prototyping
technical issues, including:
delivery platform
disk space
bandwidth
testing plan
timelines.
Wire frames may include:
digital software, such as:
PowerPoint
Dreamweaver
paper-based.
Design specifications may include:
content inventory
diagrams
flow charts
maps
navigation charts
plans
search functions and search display
storyboards
technical specifications
wire frames.
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 design specifications for the information architecture of an interactive media product
ability to work effectively as a member of a design team
high level of attention to detail.

Context of and specific resources for assessment
Assessment must ensure:
practical demonstration of skills through the design of information architecture for at least two interactive media products
access to interactive media proposals or briefs on which designs can be based
that information architecture 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 information architecture designs documented by the candidate and of their effectiveness in terms of meeting requirements
observation of a candidate presenting his/her information architecture 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 information architecture 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
CUFDIG502A Design web environments
CUFDIG503A Design e-learning resources
CUFDIG504A Design games
CUFDIG506A Design interaction.