COMM590 Uni Prep 2021 Handbook updated PDF

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Learning in a Digital World COMM590

UNIPREP 2021

MIHI (WELCOME) .......................................................................................................................................... 3 PAPER TEAM: ................................................................................................................................................ 3 PAPER DETAILS .............................................................................................................................................. 3 PRE-REQUISITE/CO-REQUISITE/RESTRICTION REQUIREMENTS ...................................................................... 3 LEARNING OUTCOMES .................................................................................................................................. 3 CONTENT AND THEMES ................................................................................................................................. 4 LEARNING AND TEACHING STRATEGIES: ........................................................................................................ 4 ASSESSMENTS AND METHODS: ..................................................................................................................... 4 DAILY SCHEDULE (SUBJECT TO CHANGE): ....................................................................................................... 5 ASSESSMENT DETAILS ................................................................................................................................... 6 PAPER READINGS AND RESOURCES ............................................................................................................. 10 IMPORTANT INFORMATION ABOUT AUT POLICIES AND ASSESSMENT EXTENSIONS .................................... 12 EXTENSIONS AND OTHER SPECIAL CONSIDERATION APPLICATIONS (SCAS) ....................................................................... 12 COURSE READINGS ARE ON PAGES 13 - 56

Disclaimer: The information in this document was accurate at the time of approval at Board of Studies, 05 December 2020. However, this document is subject to change.

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Mihi ((We We Welcome lcome lcome)) Welcome to the COMM590 paper. In this paper, students acquire essential skills for academic success through enquiry, writing, communicating, and learning with modern digital tools and applications. Through engaging with current approaches to digital literacy, students build capability for evaluating information, producing high quality work, and acting with integrity in online settings. Students also develop their capacity in teamwork and digital citizenship for safe and productive modes of learning in the digital world. This is a level 5 paper, worth 15 points. This UNIPREP version of the paper runs for 5 weeks and students will have 1 session on three days each week, with 3 hours per session, and a 30min break after 1.5hrs. All work and assessments required will be done in class. Rooms can change and are not listed in the paper study guide. Refer to Student Online Hub (http://sdw.aut.ac.nz ) or the AUT Student App for your current timetable. If this is not available it will be provided during UNIPREP orientation. You are expected to attend all classes for your papers and submit all assessments. Experience shows a very high, positive correlation between attending classes, submitting assessments and passing papers.

Paper team: Paper Coordinator Stanley Frielick

Phone X7781

Email [email protected]

Phone Email Teaching Team Contact details are available in Blackboard

Paper Details Students acquire essential skills for academic success through reading, writing, communicating, and learning with modern digital tools and applications. Through engaging with current approaches to digital literacy, students build capability for evaluating information, producing high quality work, and acting with integrity in online settings. Students develop their capacity in teamwork and collaboration for safe and productive modes of learning in the digital world.

Pre Pre--re requisite/Co quisite/Co-requisite/Restriction requirements There are no pre-requisites/co-requisites/restrictions for this paper.

Learning Outcomes Upon successful completion of this paper, the student will be able to: LO1: Demonstrate capability in reading, analysis, and academic writing. LO2: Demonstrate understanding of academic integrity and referencing. LO3: Demonstrate skills in teamwork and collaboration. LO4: Use a range of digital tools and applications to support effective learning.

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Content and Themes This paper helps students learn effectively with a range of digital tools in a university context, and develops skills in: • • • • • • • •

Close reading, analysis, description and explanation – academic writing Effective use of digital tools to enhance communication Academic integrity, paraphrasing, citation, referencing Arguing for a point of view, supported by evidence Appropriate conduct and use of language in online settings Information and digital literacy - computer skills, digital media, online searches, evaluating credibility and identifying false information Communication and presentation skills Teamwork and collaboration

The development of close reading, analysis, academic writing skills, and oral presentation is supported through engagement with selected texts by Māori and Pacific writers. The focus is on the work of Ranginui Walker, Epeli Hau’ofa, Konai Thaman, and Haunani-Kay Trask, and how each of these writers connects with overall themes of culture, identity and storytelling. These texts provide entry-points to key issues in contemporary Aotearoa and Oceania that are relevant to students today. The selected texts are supported by a range of videos and other digital sources. Students develop skills in academic and digital literacy though hands-on engagement with a range of systems and applications provided by AUT, including Student Digital Workspace, AUT App, Office 365, Blackboard, Library, Studiosity, Adobe Creative Cloud. In-class and online tutorials are provided to support learning. Academic integrity, referencing skills, and development of thinking skills are supported by Library and other online sources freely available to students at AUT, including Blackboard SafeAssign, Studiosity, and Kialo. Additional resources to support academic and digital literacy are provided online and in the Library workshops.

Learning and teachi teaching ng strategies: • • •

•

In-class close reading, discussion and analysis of core texts. Development of writing skills (in-class and online) through short writing tasks with formative feedback, and writing an academic essay. On-campus tutorials and workshops for hands-on engagement with digital tools and applications. Focus is on the tools freely available for students at AUT, including Student Digital Workspace, Student App, Office 365 (all apps), Blackboard, Library, Studiosity, Adobe Creative Cloud. Facilitating skills of thinking, argument, and oral presentation through teamwork and structured debates in-class and online.

ASSESSMENTS AND METHODS METHODS:: Students are required to attain an overall minimum grade of C- (50%) to pass this paper. Progress against learning outcomes is supported through the learning and teaching strategies, with formative feedback both in-class and online. There are 3 summative assessments for the paper, as detailed in the tables below. All assessments are compulsory.

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Assessment 1. Team presentation 2. Formal debate 3. Academic essay

Learning outcomes LO3 LO1, LO3 LO1, LO2, LO4

Compulsory Yes Yes Yes

Weighting 30% 25% 45% 100%

Daily Schedule ((subject subject to change change): ): Week

Class

Overview of content and activities

1 11-15 Jan

1 Tue 12 Jan

1 11-15 Jan

2 Wed 13 Jan

1 11-15 Jan

3 Thu 14 Jan

2 18-22 Jan

4 Tue 19 Jan

2 18-22 Jan

5 Wed 20 Jan

Whakawhanaungatanga Overview of paper Organise teams Digital tools Creative interpretation - students research in teams: Ranginui Walker Epeli Hau’ofa Creative interpretation - students research in teams: Konai Thaman Haunani-Kay Trask Decide on topic for presentation Team presentation format Blackboard wikis Online planning in wikis Practice team presentation

2 18-22 Jan 3 25-29 Jan

6 Thu 21 Jan 7 Tue 26 Jan

3 25-29 Jan

8 Wed 27 Jan

3 25-29 Jan 4 01-05 Feb

9 Thu 28 Jan 10 Tue 02 Feb

4 01-05 Feb 4 01-05 Feb

11 Wed 03 Feb 12 Thu 04 Feb

5 01-05 Feb

13 Fri 05 Feb

5 08-12 Feb

14 Tue 09 Feb

5 08-12 Feb

15 Wed 10 Feb

Assessment 1 - Team presentation in class Intro to assessment 2 - Debate Information and Digital literacy Academic conventions Library workshop (1.5hr) Evidence, argument Kialo examples Debate – structure, topics, teams Practice for debate Assessment 2 – Formal debate in class Intro to assessment 3 - essay Readings – Ranginui Walker Readings – Epeli Hau’ofa Readings – Konai Thaman Readings - Haunani-Kay Trask Essay structure/requirements Paraphrasing/referencing Essay plan (done in class) Academic integrity Essay formatting, referencing Start essay first draft Complete first draft Feedback – check writing, references Start final draft Complete final draft Submit essay if complete FINAL SUBMISSION DUE Thu 11 Feb 9pm

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Assessment deta details ils Assessment 1: Team presentation Week 2 Due date Team presentations in class: Thursday 21 January 30% Weighting Team presentation Type 5-8 minutes Length Teamwork in Blackboard, presentation in class. Submission This task engages with: Learning LO3: Demonstrate skills in teamwork and collaboration. Outcomes and LO4: Use a range of digital tools and applications to support effective Assessment learning. Requirements Our core readings for this course are written by four famous Māori and Pacific writers: Ranginui Walker, Epeli Hau’ofa, Konai Thaman, and Haunani-Kay Trask. For this team presentation you will work together in a small team (4-5 students) to plan and perform a presentation about one of the writers. The presentation must tell a story of some kind about one of the four writers. The story could be a summary of the writer’s life, a creative interpretation of one of their poems or stories, an analysis of the issues they write about, a particular incident or time in their life, or something else that gives more insight into their work. The choice is up to your team, but you must discuss the topic of your story with your teacher before doing the detailed planning. You are encouraged to be creative in how you perform the presentation. Good stories can be performed in a range of formats. Your team could choose to sing a song, do rap / slam / spoken word poetry, perform a poem by the writer, create a short drama, make posters and talk about them, design a digital presentation including video and music (with Adobe Spark), do a more formal academic presentation using Powerpoint, or think of something completely different. The choice is up to your team, but you must discuss the format with your teacher before doing the detailed planning. Your team will plan the presentation in class and make use of the Wiki tool in Blackboard. You should use the required readings by the chosen writer as the primary source for your planning, and also consult the supplementary sources provided for the paper. You can also search the AUT Library and other internet sources for more information. Marks will be allocated by the teacher for how the team works together for this planning. Your mark for the presentation will be decided by the other teams (peer marking) and the teacher. Marking criteria

See table below

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Assessment rubric (marking criteria) for assessment 1 Learning outcome LO3 Demonstrate skills in teamwork and collaboration.

LO4 Use a range of digital tools and applications to support effective learning.

A range 25-30 Excellent presentation and teamwork, showing deep insights into the chosen writer. Highly creative presentation format. All team members contribute equally. 9-10 Excellent use of Blackboard for research and planning.

B range 20-24 Good presentation and teamwork, showing understanding of the chosen writer. Good creativity in format. Some variation in individual contribution to team. 7-8 Good use of Blackboard for research and planning.

C range 15-19 Acceptable presentation and teamwork, showing basic knowledge of the chosen writer. Creativity could be improved. Some members show little contribution. 5-6 Adequate use of Blackboard for research and planning.

D range 0-14 None or little evidence of understanding or engagement in task.

0-4 None or little evidence of understanding or engagement in task.

Assessment 2: Formal debate Week 3 Due date Thursday 28 January (in-class assessment) 25% Weighting In-class debate and online preparation Type n/a Length In-class activity Submission This task engages with: Learning LO1: Demonstrate capability in reading, analysis, and academic writing. Outcomes and LO3: Demonstrate skills in teamwork and collaboration. Assessment Requirements Academic literacy is about the ability to read and write, make sense of ideas, and communicate clearly in a range of written forms. This overlaps with the concept of ‘citizenship’. In the most common meaning, citizenship refers to the country that is your primary home and where you have a right stay (i.e. a passport). But citizenship in an academic sense means the ways in which you belong to and participate in a community. At AUT, this is about our core values of tika, pono and aroha (integrity, respect and compassion) and how these guide the ways in which we act, behave and relate to others. Digital literacy is about the ability to access relevant information, evaluate its credibility, and communicate clearly in a range of digital modes. In our world today, we get most of information from digital sources. The formal debate provides an opportunity to learn about how to identify false information (fake news), use evidence to support a point of view, and argue for this point of view with integrity and respect. This assessment is an in-class debate about a relevant social or political issue. You will work in small teams to assemble evidence and arguments for a particular position on the issue, that will demonstrate skills in literacy and citizenship. Your team will develop the arguments and list the evidence using the Wiki tool in Blackboard.

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Your team will then participate in a formal debate against another team. Rules and structure for the debate will be provided.

Marking criteria

Marks will be allocated by the teacher. See table below

Assessment rubric (marking criteria) for assessment 2 Learning outcome LO1 Demonstrate capability in reading, analysis, and academic writing. LO3 Demonstrate skills in teamwork and collaboration.

A range

B range

C range

9-10 7-8 5-6 Excellent research, Good research, analysis Competent research, analysis and collation of and collation of analysis and collation of evidence as shown in evidence as shown in evidence as shown in Blackboard wiki. Blackboard wiki. Blackboard wiki.

13-15 Excellent teamwork and collaboration showing deep insights into issue. Excellent debating skills in team.

10-12 Good teamwork and collaboration showing understanding of issue. Good debating skills in team.

7.5-9 Acceptable teamwork and collaboration showing basic knowledge of issue. Basic debating skills in team.

D range 0-4 No evidence of understanding or engagement in task.

0-7 No evidence of understanding or engagement in task.

Assessment 3 – Academic Essay Week 5 Due date Thu 11 Feb 9pm 45% Weighting Essay – formatted in Word Type 1,200 words Length Online – using Blackboard Submission The academic essay assesses the following learning outcomes: Learning Outcomes and LO1: Demonstrate capability in reading, analysis, and academic writing. Assessment LO2: Demonstrate understanding of academic integrity and referencing. Requirements LO4: Use a range of digital tools and applications to support effective learning. Epeli Hau’ofa, Konai Helu Thaman, Haunani-Kay Trask, and Ranginui Walker are all superlative writers and thinkers, who provide many insights and lessons about Pacific and Māori culture and identity. All four authors address an array of issues in the required readings and supplementary resources. The essay question invites students to consider ideas that link all four writers together, and then to think about key lessons you have learned from one specific writer. For example, all four authors write about the themes of identity and journeys in different ways, and each writer tries to convey some essential ideas and perspectives about Pacific life and culture.

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Essay question There are two parts to the essay question. Ensure you give equal time and writing to both parts of the essay. Part one: Consider all the required readings and online resources by the four writers and identify one issue or theme for each writer that is important for you. Write 4 paragraphs (one for each writer) that the describes the issue or theme. Part two: Focus on one writer and explain three lessons that the writer has taught you about aspects of Pacific or Māori culture and identity. Write 3 paragraphs that each explain a different lesson you have learned from the writer. Essay structure: Paragraph 1 – introductory paragraph for the whole essay (150-200 words) Paragraphs 3- 5: Four paragraphs that each describe one issue that each writer addresses in each of the readings (450-500 words total). Paragraphs 6-8: Three paragraphs that each explain a different lesson you have learned from the writer (450-500 words total). Concluding paragraph – sum up the main points of your essay (150-200 words). Utilise academic referencing in APA format. Provide examples from the readings and supplementary resources to back up your points. Note: References are not included in the total word count. The total word count does not have to be exactly 1,200 words, but you should aim for at least 1,150 words and not more than 1,300 words.

Marking criteria

Minimum required formatting specifications • Word-processed on A4 paper, portrait, with correct margins • Use 12pt font • Use 1.5 spacing • Header includes essay title and your name • Footer includes page numbers and date • Styles are applied to headings and the body text • Dictionary settings set to New Zealand English • Spelling and Grammar tool is used i.e. no spelling (red) or grammar (blue) errors • The reference page is indented correctly with 1 or 1.5 line spacing. See table below

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Assessment rubric (marking criteria) for assessment 4 Learning outcome

A range

LO1 25-30 Demonstrate capability An excellent essay that in reading, analysis, shows deep insight into and academic writing. issues addressed and lessons learned. Essay is well-structured with clear explanation and description, and excellent writing skills.

LO2 Demonstrate understanding of academic integrity and referencing.

9-10 Excellent citation of sources and presentation of references in APA format. No errors.

B range 20-24 A good essay that shows understanding of issues addressed and lessons learned. Essay has a good structure with competent explanation and description, and good writing skills with some minor errors.

7-8 Good citation of sources and presentation of references in APA fo...