hcs102 - communication and human services table of contents · hcs102 201930 w d version 2 -...

HCS102 - Communication and Human Services

Table of Contents

Subject Summary ...................................................................................................................2Subject Coordinator ...............................................................................................................2

Subject Coordinator ..................................................................................................2Email ..........................................................................................................................2Phone .........................................................................................................................2Campus ......................................................................................................................2Consultation procedures ..........................................................................................2

Subject Overview....................................................................................................................2Abstract ......................................................................................................................2Learning outcomes....................................................................................................3Subject content .........................................................................................................3Key subjects...............................................................................................................5

Subject Schedule & Delivery ..................................................................................................5Prescribed text...........................................................................................................5Class/tutorial times and location .............................................................................6Schedule ....................................................................................................................6Learning materials...................................................................................................12Learning, teaching and support strategies ............................................................12Recommended student time commitment ...........................................................16

Assessment Items .................................................................................................................17Essential requirements to pass this subject...........................................................17Items ........................................................................................................................17

Initial research & investigation task ..........................................................17Online presentation [PPT to WIKI or Blog]................................................24Final learning stage - critical reflections ...................................................33

Assessment Information ......................................................................................................42Academic integrity ..................................................................................................42Referencing..............................................................................................................42How to submit your assessment items ..................................................................42

Online submission process........................................................................42Postal submission process ........................................................................43Hand delivered submission process .........................................................43

Extensions................................................................................................................43How to apply for special consideration..................................................................44Penalties for late submission..................................................................................44Resubmission ..........................................................................................................44Feedback processes ................................................................................................44Assessment return...................................................................................................45

Student Feedback & Learning Analytics ..............................................................................45Evaluation of subjects .............................................................................................45Changes and actions based on student feedback .................................................46

Charles Sturt University Subject OutlineHCS102 201930 W DVersion 2 - Published 13 February 2019

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Learning analytics ...................................................................................................46Services & Support ...............................................................................................................46

Develop your study skills ........................................................................................46Library Services .......................................................................................................46

CSU Policies & Regulations...................................................................................................46Subject Outline as a reference document..............................................................47

Subject Summary

HCS102 - Communication and Human ServicesSession 1 2019Faculty of Arts and EducationSchool of Humanities and Social SciencesDistance ModeCredit Points 8

Welcome to a new session of study at Charles Sturt University. Please refer to the University'sAcknowledgement of Country (http://student.csu.edu.au/study/acknowledgement-of-country).

Subject Coordinator

Subject Coordinator Ignatius ChidaEmail [email protected] (02) 68857371Campus Dubbo

Consultation procedures

The subject coordinator will be available for student consultation. You will normally beinformed of the details of such consultation via your subject site or other method.

Subject Overview

Abstract

This is the first communication subject relating to work in the Human Services and is forstudents who have either not studied at university previously, and/or require furtherorientation to communicating in the Human Services profession. The subject incorporates theconcepts of being, thinking and doing, and provides challenging learning experiences thatcover a range of topics to illustrate communication on personal, social, organisational /political, and even spiritual levels. Students are required to actively do two things: to describeand to reflect critically upon their understanding and experience of communication; and tocritique how and where, when and what, is communicated in those experiences. In doing so,


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http://student.csu.edu.au/study/acknowledgement-of-country

http://student.csu.edu.au/study/acknowledgement-of-country

students consider their own values and ethics in the context of the values and ethics of thehelping professions, in order to demonstrate critical judgement about what content/information is appropriate in decision-making. The subject commences the process ofcritiquing research and arguments, through teaching thinking skills, including structuredthinking, critical thinking, systemic thinking and lateral thinking. Students developcommunication skills in the written form necessary for human services work, as well asknowledge about different levels of communication, including: intra-personal, inter-personal,trans-systems, and extra-dimensional communication.

Learning outcomes

Upon successful completion of this subject, students should:

• be able to demonstrate an ability to study in an academic environment by applyingbasic principles of learning and research required for university study

• be able to demonstrate an identification with, and have a basic understanding of, thevalues needed in the Human Services and an understanding of own values andapproaches

• be able to communicate in writing as required for successful university study and acareer in the Human Services

• be able to demonstrate the acquisition of introductory skills in critical thinking, criticalreasoning, research and various forms of communicating in an academic environment

• be able to apply knowledge of the different levels of communication competence,including intra-personal, inter-personal, trans-systems, and extra-dimensional layers,to study and work in the Human Services.

Subject content

IntroductionThe subject intends to be a provocative and challenging learning experience. That is, there isan explicit requirement for students to discuss a range of topics that illustrate communicationexperiences of a personal, social, organisational /political, and even spiritual nature. This canseem overwhelming, particularly with some of the language and texts used, however studentsare pursuing a career where such exchange and constant seeking of knowledge is critical tothe practice of the profession. Therefore,

• Students are expected to demonstrate critical judgment about what content/information is appropriate, and how they will contribute to any discussion, especiallyinformation about a personal nature.

• Students should be considerate and respectful of the experiences of others in terms ofdifferent abilities, gender, sexuality, culture, faith and belonging.

How this subject is taughtThe subject is presented by multi-layered themes [ideas, topics, areas of interest] to reflect thestructure of communication itself. To illustrate this point we have adopted the symbolicrepresentation of Matryoshka (Ma-Tre`-osh-ka) or Russian Nesting Dolls, and particularly inrelation to the adult communication management model from Kaye (2014, as cited inMlcek, Moorhead, Morrissey, & Norris [Compilers], 2014, pp. 75-96).


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We use the analogy of the dolls in two ways:• to visually represent how communication envelopes [surrounds] us and those around us,and• to illustrate how this subject attempts to unpack and re-stack your understanding andperceptions of the course you are commencing, the profession you aspire to work in, and theidea of academe - belonging to an academy or institution for higher learning (OED online).

TopicsThis subject uses a flexible structure for integrating learning [pulling things together]. In thisstructure, there are three (3) distinct themes (Thinking, Being and Doing) related tocommunication in the practice of human services work across all Modules, including; Intra-Self, Inter-Personal, Trans-System and Extra-Dimensional Communication. The relationshipsbetween themes and modules could look like this:

Thinking Being Doing

Intra-self Extra-dimensional Trans-system

Inter-personal Intra-self Extra-dimensional

Trans-system Inter-personal Intra-self

Extra-dimensional Trans-system Inter-personal

Each study module comprises topics related to the themes. Integrating learning means thatthe themes can appear at different stages and are not in any particular order, but altogetherthe topics within them, make up the whole module. Refer to the above Schedule for furtherdetails.


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Key subjects

Passing a key subject is one of the indicators of satisfactory academic progress through yourcourse. You must pass the key subjects in your course at no more than two attempts. The firsttime you fail a key subject you will be at risk of exclusion; if you fail a second time you will beexcluded from the course.

The Academic Progress Policy (https://policy.csu.edu.au/view.current.php?id=00250) sets outthe requirements and procedures for satisfactory academic progress, for the exclusion ofstudents who fail to progress satisfactorily and for the termination of enrolment for studentswho fail to complete in the maximum allowed time.

Subject Schedule & Delivery

Prescribed text

The textbooks required for each of your enrolled subjects can also be found via the StudentPortal Textbooks (http://student.csu.edu.au/study/study-essentials/textbooks) page.Prescribed text(s)Students are recommended to purchase the following text [you can order a copy through theonline Coop bookshop], which is a compiled custom book that includes work from fourdifferent sources (Kaye, 2010; Kossen, Kiernan, & Lawrence, 2013; Marshall, & Rowland, 2006;Mlcek, Moorhead, Morrissey, & Norris, 2014). How to reference work taken from the compiledtext is shown in the first few pages of that book. Please note the correct way to reference thewhole book as shown below [*NB: the second line ought to be indented as per APA guidelines,but is not possible in this template]:

Mlcek, S., Moorhead, B., Morrissey, J., & Norris, G. (Comps.) (2014). Communicationmanagement and beyond (2nd ed.). Frenchs Forest, Australia: Pearson Australia. (Custom bookcompiled from: M. Kaye, 2010; C. Kossen, E. Kiernan, & J. Lawrence, 2013; L. Marshall, & F.Rowland, 2006; S. Mlcek, B. Moorhead, J. Morrissey, & G. Norris, 2014).

This book includes Kaye’s (2010) very important Chapter 1-Introduction to CommunicationManagement, and is one that could well be shared by groups of students working in acommon geographic setting. You might also, in anticipation, have been able to get a hold ofthe following books which hold the Kaye text, and these also have the important informationrequired for the subject. However, please be aware that they do not have all the informationcompiled in the above textbook.

Mlcek, S., Moorhead, B., & Norris, G. (Comps.) (2013). Communication management andbeyond. Frenchs Forest, Australia: Pearson Australia. (Custom book compiled from: M. Kaye,2010; C. Kossen, E. Kiernan, & J. Lawrence, 2013; L. Marshall, & F. Rowland, 2006).

Kaye, M. (1994, 2010 custom reprint). Communication Management (compiled for: CharlesSturt University). Frenchs Forest, Sydney, Australia: Pearson Australia.


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https://policy.csu.edu.au/view.current.php?id=00250

http://student.csu.edu.au/study/study-essentials/textbooks

Class/tutorial times and location

Your class times can be found at Timetable @ CSU (http://timetable.csu.edu.au/), noting that atimetable may not apply to this online offering. Find out how to use Timetable @ CSU via theStudent Portal Class Timetable (http://student.csu.edu.au/study/study-essentials/timetable)page.

Schedule

SUBJECT DELIVERY SCHEDULE [plan your studies]

SessionWeek **Topic/Module

Key readings & learningactivities: most of the Kaye text isnow embedded into a CSUcustom textbook for 2014,compiled by Mlcek, Moorhead,Morrissey, & Norris (2014, 2ndEdition) and is one that youshould consult as and whereneeded.

O'Week

25February

Post an introduction messageonline to the relevant DiscussionBoard/Forum from OrientationWeek beginning 18 February.

Module 1 - Foundations for study

1 4 March

Getting started - Introductionto subject

**Getting started via Interact;subject overview/outline &assessment items; subjectadministration - check the toolson the Interact2 site such asEASTS, Discussions,Announcements; check Modulesfor this subject. Take note of theassessments/assignments, andthe subject delivery schedule.

• Read pp. vii - xxv of thecompiled textbook,Introduction -communication andlearning; two sides of thesame coins and Chapter 5of the compiled textbook(Section 2, pp. 79-96- Introduction toCommunicationManagement). Kaye'schapter is also in PrimoSearch in CSU Library].*NB: This Chapterreading can be spreadover the first threeweeks. You will be askedto refer to this work inyour first assignment.


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http://timetable.csu.edu.au/

http://student.csu.edu.au/study/study-essentials/timetable

• Start to read Module 1from Interact2 site.

• Skim read [more abouthow to do this in anAnnouncement] Section 1- Engaging incommunication from thestart - transition touniversity, pp. 4-73,compiled customtextbook. *NB: Read overthe first 3-4 weeks - itdoes not have to be readall at once.

1 4 March -continued

Academic & Professionalstandards

**Communication as learning;understanding academicstandards: academic culture &freedoms (being); ethos ofscholarship (thinking); academicreferencing and argument(doing). Awareness ofprofessional standards:professional identity andintegrity (being); professionalethics and values (thinking);reflection and journaling(doing).

• Read further informationfound in Module 1.

• Read Chapter 6 of thecompiled text [Section 2,pp. 97-118 -ContemporaryPerspectives of HumanCommunication]

• Complete the 'Tip of theIceberg' Activity - fromthe Interact2 site.

• Participate on the Forum- generate discussionabout the above, or anylearning activities foundin your Module 1, andyour readings so far[these are notcompulsory - try tobalance your study time].

Assignment 1 Start: Friday 15March 2019 -Initial learning -research & investigationtask. Online - open book. CheckAnnouncements and Discussion


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Board for further instructions.Assignment 1 Finish: Monday18 March 2019 - Initial learning- research & investigationtask [Details of this open-booktask will be uploaded for accessfrom 7am on Friday 27.03.19 -students will have 3 days tocomplete - there are noextensions for this assignment]

Module 2: Intra-self communication [NB: that the previous Module complements thisnext Module, that is, academic & professional standards have to be part of intra-selfcommunication]

2 11 March

Thinking about Intra-selfCommunication: Selfawareness and regard

**Motivation for human servicework: values & beliefs; self-awareness & self-knowledge.

• Read Module informationand further informationprovided throughAnnouncements.

• Check out parts of theKaye text in the compiledtextbook -skimread Chapter 8 - The Useof Language, and parts ofChapter 10 - Listening andAssertiveness [Section 2,pp. 141-166; pp. 199-221].

211 March-continued

Doing Intra-selfCommunication

**Learning styles; journaling;critical self-reflection.

• Read Module informationand any furtherinformation provided inInteract2.

• Check out AASW (2010)Code of Ethics ReadSandra Kerka (1996)Journal writing (checkweb browsers or inInteract2)

3 18 March

Being, through Intra-selfCommunication

**Being informed - developingself - self-concept; value offeelings; interpreting meanings

• Read Module informationand further Readingsprovided


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through cultural and socialcontexts; the effect of‘worldview’ on identity &language.

• Read Kaye text in thecompiled textbook -Chapter 7 [Section 2, pp.119-140 - CommunicationManagementCompetence].

Module 3: Inter-personal communication

4 25 March

Thinking about [&Doing], Inter-personalCommunication – intrainforms inter **Perspectivetransformation – reviewed againat Week 9

• Read Module informationand further Readingsprovided: ReadIntroduction in thecompiled textbook - pp.vii to xxv.

Friday 29 March 2019Census date for Session 1

Deadline for applications forautomatic withdrawal fromSession 2 subjects and to applyfor leave of absence.Deadline for students whocancel their Session 2 enrolmentto receive a refund of their fees.START THINKING ABOUTASSIGNMENT 2

5 1 April

Further thinking about [&Doing], Inter-personalCommunication

**Phatic communication;sociograms.

• Read Module informationand further Readingsprovided.

• Revisit the Kaye text inthe compiled textbook -Chapter 10 [Section 2, pp.208-225 - Listening andAssertiveness. See Kaye'sreference to 'phaticcommunication' on page217].

• Read Hogan (1995) SAIDModel [check webbrowsers or in Interact2]

6-7 8 April - MID SESSION BREAK. Teaching


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18 April

resumes Week 8.Catch up on the Readings fromWeek 5, and work on self-directed reading and research,in preparation for Assignment 2.

8 22 April

Participating (Doing) via Inter-personal Communication

**Cultural transmission -Understanding & beingunderstood; translation andhegemony; propositional &performative communication;collaboration.


• Read the compiledtextbook - Chapter 4 -Social Media - Untanglingthe Web [Section 1, pp.56-73].

• Read Kossen, Kiernan, &Lawrence text in thecompiled textbook -Chapter 15 InterculturalCommunication [Section2, pp. 338-364, compiledcustom textbook].

8 22 April -continued

Being, through Inter-personalCommunication **Perspectivetransformation – a review fromWeek 4.


• Read Jan Fook (2004)Critical Reflection andTransformativePossibilities ReadMezirow, J. (1997)Transformative Learning:Theory to Practice[Modules or check webbrowsers or in Interact2]

Assignment 2 Due: Variable upload [final date = Friday 26/04/19] -Online Presentation [PPT to Blog - further details viaAnnouncements].

Module 4: Trans-system communication

9 29 AprilIdentity (Being) within Trans-system Communication • Read Wenger, E. (1999)


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**Being responsive in place andspace through communities ofpractice; ethical conflict &contention in belonging tocommunities; double looplearning.

Communities of practice[Modules or check webbrowsers or in Interact2].

10 6 May

Exchange (Doing) via Trans-system Communication

**Communication strategies –responding within groups andwith others.


• Check the Kaye texts fromthe compiled textbook -over the next five weeks,read relevant parts ofChapters 4, 5, 6, 7, 8, & 9[Section 2].

• View studentpresentations to helpwith final assessmentitem.

11 13 May

Thinking, about Trans-systemCommunication

**Systems & life-worlds.

• Read Paquette, & Ryan(2001) [Modules or checkweb browsers or inInteract2].

• View studentpresentations to helpwith final assessmentitem.

Module 5: Extra-dimensional communication

12 20 May

Extra DimensionalCommunication: Thinking,Being and Doing as unified andinevitable expressions of self

**Praxis as communication withintent: practicing purposefulenquiry & practicing advocacyand negotiation, includingconciliation; mediation;advocacy; intervention.


• Review Kevin Rudd StolenGenerationApology [check webbrowsers or in Interact2].


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• Revisit the compiledtextbook - Chapter 15[Section 2, and especiallypp. 317-334].

• View studentpresentations to provideinter-personal feedback.

13 27 May Assignment 3 Due: Monday 27/05/19 - Final learning stage - criticalreflections essay - there are no extensions for this final assignment;Students will need to complete a Special Consideration Form for aGrade Pending if they cannot submit on time, or because ofextenuating circumstances.

14 27 May -continued

Revision, Feedback &Evaluations

• Complete subjectevaluations online[voluntary].

Friday 31/05/19 = End of on-campus classes No exam for this subject [for those doingexams in other subjects, this period goes from 3/05/19 to 14/05/19]

Learning materials

Details of learning materials that support your success in this subject can be found in theInteract2 Subject Site.

Learning, teaching and support strategies

How is the subject structured to help your learning?

*NB: The assessment load has a developmental rather than a performance emphasis. Thatis, there will be several times during the session when students will be advised to think moreabout process, than content; are instructions and tasks being followed? are references beingattributed correctly? do the assignments being submitted reflect the work that has been askedfor? To help achieve the learning outcomes [Lo] students will participate in at least thefollowing learning activities [La] (some are repeated and aligned to assessment tasks), in orderto build knowledge, skills and attitudes that can be transferred, applied and adapted todifferent professional work contexts:

1. [Lo] be able to demonstrate their identification with, and have a basic understandingof, the values needed in the Human Services and an understanding of their own values


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and approaches.1. [La] Students will:i. Explain the source of their personal values, through communication posts to the Forum orBlogs.ii. Compare and contrast their values and those values required for human service work, informal written work.iii. Review a range of resources and references to demonstrate understanding of values thatimpact learning and communication in the Human Services, in formal written work.

2. [Lo] be able to apply the basic principles of learning and research operative in auniversity environment.2. [La] Students will:i. Research general learning styles, and provide an evaluation of own style, in the context offormally-set project work.ii. View other student peer research projects and communicate constructive feedback, throughonline Forum, Blog and WIKI Comments.iii. Create and upload an online presentation about a research topic relating to humanservices.

3. [Lo] be able to communicate in writing as required for successful university study and acareer in the Human Services.3. [La] Students will:i. Demonstrate understanding of the conventions of formal writing including the purpose anduse of appropriate written texts, through all formal assessment (assignment) tasks.ii. Respond to learning activities that require students to critique their own practice and that ofothers, in multiple written modes.iii. Create relevant pieces of written assessment (assignment) items that demonstrate criticalreflection in the giving and responding to feedback from lecturers and fellow students.

4. [Lo] be able to demonstrate the acquisition of introductory skills in critical thinking,critical reasoning, research and various forms of communicating in an academicenvironment.4. [La] Students will:i. Research and review their preferred styles of learning, in the context of a peer presentation.ii. Evaluate the links between different levels of communication, and their effect on study atuniversity, using different forms of written tasks.iii. Critically reflect on the work of self and others, through various engagements, for example,Forum, and Blog participation, as well as formal assessment (assignment) tasks.

The following table provides another way to make links between learning activities,assessment processes and/or tasks for this subject in order to achieve the aim of thesubject and its learning outcomes:

Learning outcomes[Lo]

Learning activity and/or Assessment process/task

1.i; ii; iii

As part of valuing the processes within human services work, alllearning outcomes require learning activities that encourage:


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participating; giving constructive feedback; sharing ideas, followinginstructions and guidelines, as well as,Assignment 1 – address professional and academic values throughfollowing instructions in the online research and investigative taskAssignment 2 – write ‘values statement’ Introduction, in the onlinepresentationAssignment 3 – in the spirit of praxis [of intent], follow guidelines tocomplete the critical reflection essay

2.i; ii; iii

Assignment 1 – engage in an online research and investigative taskAssignment 2 – provide an analysis of learning styles, andpresentation of research topic content in the online projectAssignment 3 – identify & apply learning and communication topicsin the critical reflection essay

3.i; ii; iii

In all the assignments, be able to follow instructions, and presentwork that follows formal academic and professional integrity, as wellas,Assignment 1 – reference correctly in written short-answers toquestions in the online research and investigative taskAssignment 2 – reference and format correctly, research and specificwritten elements for the online presentationAssignment 3 – reference correctly and follow conventions of formalessay-writing in the critical reflection essay

4.i; ii; iii

In all the assignments, be able to follow instructions and guidelines,as well as,Assignment 1 – make appropriate choices in the online research andinvestigative taskAssignment 2 – plan, organise, and address specific processes andcritical reflection criteria [including a sociogram and sociogramanalysis] for the online presentationAssignment 3 – follow conventions of academic integrity andappropriate reflection models [for example, the SAID model] in thecritical reflection essay

Resources: This subject introduces you to the language and texts of university as well asthe human services. We share a number of critical concepts for pursuing learning activities inthis subject and the course. This is very important to understand in relation to the outcomes ofthis subject; it does not mean that you have to be an 'expert' about every new concept that isintroduced. Some of these concepts will immediately make sense to you and have a betterconnection to your studies, work and life, than others. Some of the outcomes for this subjectmay not be fully realised by the end of this session - improving communication is an ongoingprocess.

Students are provided with primary resources through the online learning environment CSUInteract2. In addition, check out the CSU Online Learning homepage www.csu.edu.au/


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http://www.csu.edu.au/division/studserv/online/

division/studserv/online/

and Learning Skills homepage which has helpful 'How Do I' Guides down the side menu onthat page.

Forum and Announcements: Where appropriate, students will be guided to communicateonline to ask all questions related to subject content and assessment requirements. Thesubject coordinator will also use Announcements and Blogs, and/or sub-Forums to post to allstudents, tutorial and assessment advice, as well as subject administration information.

This subject has an explicit requirement for posting to the Forum in order to prepare forassessment tasks. Overall comment and discussion on matters related to communication andhuman services, is encouraged. *NB: This practice will help students to gain confidence in'developing their own voice'. Please,*NB: However, this is not an invitation to 'criticise' aspects of the subject delivery or

assessment items.

Note about online communication - Forum; sub-Forums; Blogs:

• Managing time and use: Reading posted online messages and materials can become'overwhelming' if not managed sensibly. That is, leaving Forum participation to justonce per week is not a good idea; in just a couple of days, those unread messagenumbers could increase by dozens in a very short time. Try to ensure that ALL lecturermessages are read first, and then pick those ones from student peers, that have veryclear subject lines indicated [more on that later]. *NB: This is not an invitation toprint off pages and pages of lecturer Announcements or Blog posts - your printingmust be chosen wisely.

• Ethical conduct: Online engagement [includes all social networking platforms inInteract2] is not to be used to criticise aspects of the subject delivery, includingassessment; any such issues should be discussed with the subject coordinator/lecturer via email or phone.

• Professional conduct & cultural competence: Please exercise critical judgmentabout the appropriateness of what you contribute in relation to abilities, gender,sexuality, culture and faith and community of place or space of others who may readyour contribution. This particularly applies to the sharing of personal information andexperience.

• Disclosure & exposure: The subject coordinator/lecturer will actively monitor theonline learning environment and may seek to remove contributions that do not haveclear relevance to the learning objectives of the subject, or expose possiblevulnerabilities, or are contrary to the University Code of Conduct, or professional andethical standards. Please be aware that there are also strict rules about postingattachments or other information that does not have proper publication releasepermission.

Models of behaviour: This subject is about communication and the human services sector.Consequently there is an emphasis upon promoting students' interactions with each otherand teaching staff. Students who are not familiar or comfortable with using such technology


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http://www.csu.edu.au/division/studserv/online/

like the Internet, Online Forums and Email, should approach this requirement as a componentof their learning objectives for the subject. *NB: In all communication modes, the lecturerwill 'model' the kind of language and style of communication that is required atUniversity and in professional work. Copy that model of inter-personal communication asan important component of this subject, and in preparation for other subjects.

Networking: Students are encouraged to establish networks with their peers based upongeographical location or interests, including establishing for example, real or virtual studygroups.

Individual consultation with the subject coordinator by phone or email will be available forstudents to discuss individual matters related to their own progress and completion of thesubject only.

Recommended student time commitment

This subject code is an 8 point subject. The CSU Subject Policy states that a standard 8 pointsubject should require you to spend up to 160 hours engaged in the learning and teachingactivities. These activities include the time spent in preparation for assessment, includingstudy for examinations, tests, and assignment preparation.

The following is a recommended guide to hours required to complete the subject:

• Attendance and engagement with this subject starts right at the beginning of the session inOrientation Week.

• Access academic learning skills help [from ALLaNs Advisors] in a timely manner [see theInteract2 site for online assistance for all modes of delivery].

• Commit to:1. Forum and Announcements on Interact2 [which is the main ongoing 'teaching tool' fordistance students], or lectures and tutorial workshops [used mainly for internal students]:approximately 2.5 - 3 hours per week. This is extremely important to realise - time on theForum can become very overwhelming if students do not allocate an average of about 15minutes per day to check messages; this practice is actually no different from checkingFacebook or other forms of social media [if used]2. Assessment Preparation: approximately 2 hours per week3. Reading/Research (following the delivery schedule, Modules and Resources information onInteract): approximately 3 hours per week including mid-session break4. Reading/Research (self-directed): approximately 3 hours per week including mid-sessionbreak).

A critical aspect for all university study, is to build reading resilience to at least being able toread 40 pages per week.

• That is, in order to become familiar with the language and texts of both academic work andthat of the human services profession, build reading resilience of at least 40 pages per week byreading approximately 5-8 pages per day. This requires systematic practice and first-year


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students actually find that they can easily achieve 80 pages per week, once they get into aroutine.

Assessment Items

Essential requirements to pass this subject

In order to achieve a passing grade in this subject, students must complete all assessmentitems and attain a minimum passing standard in the overall total mark.

Items

Item No. Title Value Due Date* Return Date**

1 Initial research & investigation task 25% 18-Mar-2019 08-Apr-2019

2 Online presentation [PPT to WIKI or Blog] 45% 26-Apr-2019 20-May-2019

3 Final learning stage - critical reflections 30% 27-May-2019 19-Jun-2019

* Due date is the last date for assessment items to be received at the University** Applies only to assessment items submitted by the due date

Assessment item 1

Initial research & investigation task

Value: 25%Due Date: 18-Mar-2019Return Date: 08-Apr-2019Length: 600-900 words approx. re-choice of questionsSubmission method options: EASTS (online)

Task

You will have three days to complete this research and investigation task. The exact details canbe downloaded from the HCS102 Interact2 subject site after 7am on Friday 15 March. Save theassignment document to a separate drive (such as a USB or your home computer/laptop),complete the task and submit the document for marking via EASTS by no later than 11.45pmon the due date of Monday 18 March. The assignment task will not be accessible after thatdate/time.

Overall, you need to respond to 12 questions that relate to content from mainly Module1-Foundations for Study [Weeks 1-4]. There are two parts [Part A & Part B] of the task tocomplete.

PART A = Reviewing and summarising information. Answer with a paragraph of 4-6 sentencesto each of four (4) questions provided.


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*Notes to help you:

• You will answer questions around the following themes/topics: the Iceberg Analogy;the Matryoushka Doll Analogy/the adult communication management model; anEthos of Scholarship, and reflective practice.

• You will get a chance to practise writing this type of response through examplequestions, on the online Forum.

• Make sure you include correct referencing which follows the APA Guidelines.• In Part A, you will have to use the library Primo Search tool [the link will be in the

HCS102 Interact2 subject site] to find a specific resource to help answer the questionhere that relates to 'reflective practice': Visit Primo Search and access the reading byThompson and Thompson (2008). What are one or two significant ideas from the authorsthat give you a better understanding about ‘reflective practice’?.

PART B = Investigating and researching content so far. Choose eight (8) short-answerquestions to answer - which may be made up of multiple choice answers, Yes/No answers, orshort-paragraph answers - from a bank of questions [approximately 32].

*Notes to help you:

• Answers to questions may be in any of the following formats:• Short-paragraph answer required, for example, What are values and where do they

come from? (These examples will provide you with an opportunity for self-reflectionand critical engagement with different topics.)

• Yes/No answer required, for example, Does the Human Services Profession includesocial work? Yes/No

• Multiple-choice questions where you review, identify, and select the correct answerfrom a number of choices, for example, What are APA Referencing Guidelines? a)shows referencing format used by CSU, or b) shows the correct way to referenceresources to support your academic work, or c) both a) and b), or d) neither a) nor b).

Rationale

This assessment task will assess the following learning outcome/s:• be able to demonstrate an ability to study in an academic environment by applying

basic principles of learning and research required for university study• be able to demonstrate an identification with, and have a basic understanding of, the

values needed in the Human Services and an understanding of own values andapproaches


Marking criteria and standards

The following Assignment 1 Marking Rubric provides information for how short-answerquestions and multiple choice questions will be marked in this task:


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• • Marking criteria – what students need to produce to complete the task and cover thispart of their learning

• • Differentiation of performance standards against each criterion.

Assignment 1 Marking Criteria/Rubric

Task Name: Assignment 1 HCS102 - Initial research& investigation task Weighting %: 25% Student name:

CRITERIA –short answer

questions -PART A &

PART B

PERFORMANCE STANDARDS

High Distinction[possible marks

>3.4/4]

Distinction[possible

marks >3/4]

Credit[possible

marks >2.6/4]

Pass[possible

marks >2/4]

Fail[possiblemarks <2/

4]

Criterion 1 -KnowledgeThe ability toaccess anddemonstrateunderstandingof the subjectcontentthroughprovidinglogicalinformation,and engagedideas throughcriticalthinking andreasoning.

The answersshow asophisticatedlevel ofconceptualunderstandingand evidence ofcritical thinkingand reasoning inthe responses,through specificapplicationexamples oftheory topractice.

Responses arelogicallystructured anddraw insightfullyand creativelyfrom subjectmaterials. Thereis evidence ofsuperior researchwith additionalprofessional andscholarlyresources usedappropriately toprovidesupportingevidence.

The answersshow aproficient levelof conceptualunderstandingandapplication ofcriticalthinking andreasoning inthe responses,and also ananalytical levelof reasoningand thinkingabout somedefiniteconnections oftheory topractice.

Responses arelogicallystructured anddrawpurposefullyandknowledgeablyfrom subjectmaterials.There isevidence ofsome excellent

The answersshow soundconceptualunderstandingand sufficientapplication ofcriticalthinking andreasoning inthe responses,together witha sound levelof reasoningand thinkingabout someway thattheory couldbe connectedor linked topractice.

Responses aremostly logicalin structureand drawsufficientrelevantinformationfrom subjectmaterials.Variablequalityevident in the

The answersare mostlycorrect,however, withsomeimportantaspectsmissing. Thebeginnings ofcriticalthinking andreasoning aredemonstratedin the correctresponses,with a basicdescription oftheory and itspossiblelinkage topractice.

n fromsubjectmaterials.Minimal useofprofessionaland scholarlyresources toprovidesupportingevidence.

Theanswersmay beincorrect,and showinadequateor incorrectdescriptionof theoryand little tono possiblelinkage topractice.

Responseslack logicalclarity andshowinadequatereference tosubjectmaterials.Noprofessionalandscholarlyresourcesare used toprovidesupportingevidence.


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research usingfurtherprofessionaland scholarlyresources toprovidesupportingevidence.

selection anduse of furtherprofessionaland scholarlyresources toprovidesupportingevidence.

LOW; MEDIUM;HIGH

LOW;MEDIUM;HIGH

LOW;MEDIUM;HIGH

LOW;MEDIUM;HIGH

LOW;MEDIUM;HIGH

Feedback:

Criterion 2 -PresentationThe quality ofwriting isappropriateandtechnicallycorrect, usingAPAReferencingGuidelines,and soundsentence andparagraphstructure.Languageused supportsmeaning byclearlyarticulatingthe preferredanswer to aquestionthrough well-definedconcepts,theories,evidence,analysis andreflection.

Languageconsistentlydemonstrates ahigh level ofclarity andfluencythroughout, inconveyingconcepts,theories,evidence,analysis andreflection.

The writing istechnicallycorrect and freeof APA andtypographicalerrors. Althoughthere may be 1 or2 minor errors,these do notimpact meaning.

Languagedemonstratesa significantdegree ofclarity andfluency inconveyingconcepts,theories,evidence,thoughtfulanalysis andreflection withlittle variabilityin quality.

The writing isalmost alltechnicallycorrect, andalmost free ofAPA andtypographicalerrors,although couldhave amaximum of 2or 3 minorerrors, whichdo not impactmeaning.

Languagedemonstratesa competentdegree ofclarity andfluency inconveyingconcepts,theories,evidence,analysis andreflection,thoughvariable inquality.

The writingshows somevariability butis mostlytechnicallycorrect,althoughcould have amaximum of 3minor errorsin APAreferencingand intypographicalerrors, but thewriting stillsupportsmeaning

Languagesatisfies aminimumstandard ofclarity andfluency inconveyingconcepts,theories,evidence,analysis andreflection.

The writingshows a basiclevel oftechnicalcorrectness,with up to acombinationof more than4 minor and/or significanterrors,omissions, orlapses inclarity, in APAreferencingand intypographicalerrors thatcould impedemeaning attimes.

The writingis below theminimumstandard,interruptingfluency andsignificantlyreducingclarity inconveyingconcepts,theories,evidenceandreflection.

The writinghasconsistenttechnical,APAreferencingandtypographicerrors thatsignificantlyaffect itscorrectnessandimpedesexpressionandmeaning forthe most


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sufficiently. part.

LOW; MEDIUM;HIGH

LOW;MEDIUM;HIGH

LOW;MEDIUM;HIGH

LOW;MEDIUM;HIGH

LOW;MEDIUM;HIGH

Feedback:

CRITERIA –multiplechoicequestions -PART B.Criterion 1Select,research, andrecall correcttheories,ideas,concepts, andinformation toanswermultiplechoicequestions,where chosen,in Part B ofthe task.

Responses foreight questionshave beenselected,researched, andrecalled clearly,accurately andcomprehensively,although theremay be 1 or 2minor errorsallowed for someof the choices[for example,those asked torewrite or formatcorrectly].

Responses foreightquestions havebeen selected,researched,and recalledalmost allaccurately,although theremay be up to 2minor errors,omissions, orlapses inclarity allowedfor some of thechoices [forexample, thoseasked torewrite orformatcorrectly].

Responses foreightquestionshave beenselected andrecalledmostlycorrectly,althoughthere may beup to 3 minorerrors,omissions, orlapses inclarityallowed forsome of thechoices [forexample,those asked torewrite orformatcorrectly].

Responses foreightquestionshave beenselected andidentified,althoughthere may beacombinationof more than4 minor and/or significanterrors,omissions, orlapses inclarityallowed forsome of thechoices [forexample,those askedto rewrite orformatcorrectly].

Responsesindicate thestudent hasnotselected,researchedandrecalled theone bestand correctansweroption fromfouravailablechoices foreach of thequestions inPart B.There aremultipleerrorsthroughout.

Feedback:What you did well:What you need to improve:How your grade is related to the assessment criteria for the assessment task:MARKER:

Total Mark: /25% REVIEWER:

High DistinctionOutstandingwork

DistinctionExcellent workOverall DI

CreditVery goodOverall CR

PassGood/satisfactory

FailPoor/couldbe better


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Overall HD grade:21.25/25 to 25/25]

grade: 18.75/25 to 21/25]

grade: 16/25to 18.5/25]

Overall PSgrade: 14.5/25 to 16.25/25]

Overall FLgrade:14.25/25,and below]

LOW; MEDIUM;HIGH

LOW;MEDIUM;HIGH

LOW;MEDIUM;HIGH

LOW;MEDIUM;HIGH

LOW;MEDIUM;HIGH

Presentation

1. If possible, write your answers on the document you download at the start of the task[Friday 28th July].

2. Follow the specific instructions given on the day, related to numbering of questions toanswer, providing name and student ID, and the ways to save and submit work.

3. Include both in-text and full citation references to support your work. Referencingmust follow the APA formatting guidelines (see APA referencing guide:http://www.csu.edu.au/division/studserv/my-studies/learning/_pdfs/apa.pdf )

4. Ensure work can be marked easily; do not use coloured highlights.

Requirements

• Answer all questions in Part A – this is a mandatory section; those not answered willdemonstrate non-achievement and non-engagement with the initial learningoutcomes for this subject and will result in work being returned with the option ofcompleting for a Pass only in this assignment.

• Consider your situation. Be mindful and committed in how you organise your timeacross the 3-day window of opportunity to complete this task (some will completethe task in two hours, but many will complete in two days doing a bit at a time).

• Access the questions, via the subject Interact2 site, from Friday 15.03.19 [end-Week3] until Monday 18.03.19. These will not be released earlier than that date.

• Practise, practise, practise. Take advantage of the ample opportunity to practiseprior to the task.

• Example questions and possible answers to prepare for this task, can be found:In the section of Module 1 titled, Sound-bytes of knowledge.In the Announcements leading up to the task.On the relevant practise-writing sub-Forum.

• Organise and plan enough time to engage with the subject materials to complete thistask.

• Look out for further specific instructions in the lead up to the task opening online


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[please check Announcements and Discussion Board/Forum on a regular basis].

• There are NO extensions for this assignment. Any extraordinary situation that mayimpact your completing the task on time should be discussed with the subjectcoordinator. Please note however, that ‘extraordinary’ does not relate tocircumstances like: a holiday cruise; a family birthday party; a wedding; or other socialgatherings.

• Finally, submit this assignment online via the EASTS tool in Interact2.


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Assessment item 2

Online presentation [PPT to WIKI or Blog]

Value: 45%Due Date: 26-Apr-2019Return Date: 20-May-2019Length: 1500 words approximatelySubmission method options: EASTS (online)

Task

Complete a presentation, using PowerPoint [PPT], and following the Presentation instructionsbelow, about an issue that falls within the area of human services [for example, homelessness,Indigenous issues, aged care, the effects of natural disasters, etc].

You can do this as part of an individual or group project, and upload this work to the Interact2site for peer appraisal and interaction [you must check Announcements and the DiscussionForums on a regular basis to access further process details, or check in class if studying as aninternal student].

Rationale

This assessment task will assess the following learning outcome/s:• be able to demonstrate an ability to study in an academic environment by applying

basic principles of learning and research required for university study• be able to demonstrate an identification with, and have a basic understanding of, the

values needed in the Human Services and an understanding of own values andapproaches


• be able to demonstrate the acquisition of introductory skills in critical thinking, criticalreasoning, research and various forms of communicating in an academic environment


ASSIGNMENT 2 MARKING CRITERIA/ Rubric

Task Name: Assignment 2 HCS102 - Blog - Online PPTPresentation

Weighting %: 45%


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Student name (s):

Topic:

CRITERIA – Taskstandards

PERFORMANCE STANDARDS

High Distinction Distinction Credit Pass

This Criterion 1 coversthe following threeElements:

1. Work is clearand well-structured,demonstratingorganisationandpresentation ofinformation ina logical,creative andthematic styleusing anappropriatelayout andformat, as wellas use oftechnology andincludingvarious media(10 marks)

2. Thepresentation isprofessionaland ethical,reflected in theway thatresearch hasbeenundertakenand presentedwith clarity,reason, andsoundjudgement inchoice of topic

[possible marks :17.5-20/20]

Material is wellpresented in asuperior style andlayout, showing aseamless integrationof elements of thetask through ahighly creative andschematicallyorganised piece ofwork, whichdisplaysconsiderable insightin terms of theapplication of digitalliteracy through anoutstanding use oftechnology as well,as per Element 1 inthe first column.

• Presentationshowsbreadth anddepth ofethicalresearchevidencedthrough aprofessionalandcomplexsynthesis ofideas andinformation,showingsuperiorjudgementof choice

[possiblemarks :15.5-17/20]

The layout andstyle of thepresentationleads thereader throughthe topic, withcreativity inthe work beingof a very highstandard andevidentthrough a well-balancedorganisation ofwork thatindicatesimaginativeand focusedengagement,as per Element1 in the firstcolumn.

Thepresentationdemonstratesa very highlevel of ethicalandprofessionalconsiderationin handling thetopic and inthe way thatresearch hasbeenundertaken toensure clarity,


The presentation iscoherent, showing amore-than-basicgrasp [competency]of the requirementsof a well-structuredand logical piece ofwork that is creativeand well-balanced intext and visualmaterial that is alsosoundly-organised,interesting andinformative in amore thanappropriate layoutand style ofpresentation, as perElement 1 in the firstcolumn.

• Thepresentationis ethicalandprofessional,evidentthroughsoundjudgementin choice oftopic, aswell as areasonedmanner inthe way thatinformationandelements of

[possible marks10-13/20]

The presentation isadequate, covering thebasic requirementthe task, but macould be presenta more coherentlogical fashion; thepresentation shosome structure in theway that the viemoved through a sand layout ofpresentation to rengagement at a blevel, as per Element 1in the first column.

• Professionaland ethicapplication isat a still-developmentlevelindicatingtheseelementthe task havnot beencovered orconsiderall parts of thepresentaas per Element2 in the fircolumn.

Attribution of sourand references tGuidelines is applied


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(5 marks).

3. There isconsistent andcorrectattribution[using APAreferencingguidelines] ofsources ofinformation,throughout thepresentationand in a finalReference List(5 marks).

and reasonthroughout,as perElement 2 inthe firstcolumn.

Alignment ofinformation, in-textreferences andcorrect full citationreferences indicatesan outstanding levelof error-free care inmaintainingacademic integrity,as per Element 3 inthe first column.

Marks are awardedin the following way:Element 1: HD= >8.45/10.Element 2: HD=4.25/5.Element 3: HD=4.25/5.

expert, andexcellentjudgement ofchoice andreasonthroughout, asper Element 2in the firstcolumn.

Alignment ofinformation,in-textreferences andfull citationreferencesindicates analmost error-free andrigorouscommitmentto a high levelof ethical andprofessionalapplication ofthe APAGuidelines, asper Element 3in the firstcolumn.

Marks areawarded in thefollowing way:Element 1: DI=7.45 – 8.4/10.Element 2:DI=3.75/5.Element 3:DI=3.75/5.

the task areincludedthroughout,as perElement 2 inthe firstcolumn.

There are few-to-noerrors in the waythat information ispresented,especially in termsof referencingattribution andformatting regardingthe APA ReferencingGuidelines, as perElement 3 in the firstcolumn.

Marks are awardedin the following way:Element 1: CR=6.45-7.4/10.Element 2: CR=3.25/5.Element 3: CR=3.25/5.

with still some errwhich detract frviewing of thepresentation, as perElement 3 in the fircolumn.

Marks are awarded inthe following way:Element 1: PS=5-6.4/10.Element 2: PS=2.5/5.Element 3: PS=2.5/5.

Criterion 1 sub-total: /20%

High Distinction (#1)[Outstanding work –Overall HD marks forCriterion 1:

Distinction(#1)[Excellentwork – Overall

Credit (#1)[Very good work –Overall CR marks forCriterion 1:

Pass (#1)[Good/satisfactorOverall PS marks fCriterion 1:


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>17.5-20/20. DI marks forCriterion 1:15.5-17/20.

13.5-15/20. 10-13/20.

LOW; MEDIUM;HIGH

LOW;MEDIUM;HIGH

LOW; MEDIUM;HIGH

LOW; MEDIUM; HIGH

Criterion 2 – Contentaspect (20 marks)

This Criterion 2 coversthe following fourElements:

1. The workprovidesopportunity forengagement inconversationallearning withpeers, througha clear valuesstatement, andinteresting andfocusedresearch (5marks).

2. The workdemonstratesan ability toconstruct asociogram toshow choice inthe lines ofcommunicationand interpret/analyse this (5marks).

3. Viewers areprovided with aclearidentificationandexplanation ofthe learning


Conversationallearning with peersis achieved througha rigorous andchallengingdialogue that isprefaced by a highlyarticulate valuesstatement, showingempathy andintentionalengagement, andcontinues throughinto highly-focusedresearch, as perElement 1 in the firstcolumn.

The work includes adynamic, creativeand informativesociogram andanalysis, as perElement 2 in the firstcolumn.

The strong andpassionate directionof the work isfurther-captured inthe identificationand complexexplanation of well-aligned learningstyles to informengagement withthe topic, as per

[possiblemarks :15.5-17/20]

Conversationallearning ispromoted withpeers throughan articulate,passionatediscussion ofthe topic in ananalyticallymeaningfulandinformativemanner,beginning witha valuesstatement thatis clear andprofound,offeringdeeper levelsofengagement,as per Element1 in the firstcolumn.

The sociogramand analysisare both well-executed to ahigh level anddegree ofrelevance andengagement,as per Element2 in the first


Conversationallearning with peersis demonstratedthrough discussionof the topic that ispassionate; raisinginterest through aclear valuesstatement, and oncertain levels,instructional in itspromotion offocused researchthat is at a very goodlevel of analysis, asper Element 1 in thefirst column.

There is a very goodattempt made atsome analysis andreflection comingthrough in thesociogram andanalysis, as perElement 2 in the firstcolumn.

There is a clear andsound identificationand explanation ofthe learning stylesused in helping tocreate thepresentation, as perElement 3 in the firstcolumn.

[possible marks10-13/20]

Conversationallearning with peerachieved at a basiclevel throughdiscussion of a tthat is relevant,interesting andcredible, with prof a well-roundedpiece of work thafocused anddescriptive, as perElement 1 in the fircolumn.

• There is bengagementwith mosthe mainelementthe taskanalysis andreflectioncomingthrough inrelation tsociogram andanalysis, asper Element 2in the fircolumn.

The reflection onlearning styles is bwith some soundidentification of hothis helped in cr


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styles used inhelping tocreate thepresentation (5marks).

4. The workdemonstratescriticalreflectionthrough theuse of theMatryoushkaDoll Analogy toexplain aspectsof the researchtopic andpresentation (5marks).

Element 3 in the firstcolumn.

The presentationuses aspects of theMatryoushka DollAnalogy expertly;there is a complexlayering of ideas toshow insightfulengagement,creativity and aprofound expansionof critical reflection,as per Element 4 inthe first column.

Marks are awardedin the following way:Element 1: HD=4.25/5.Element 2: HD=4.25/5.Element 3: HD=4.25/5.Element 4: HD=4.25/5

column.

The reflectionon learningstyles andother aspectsof the subjectcontent isdynamic, andinsightful withmore thanappropriateapplication toaspects of thepresentation,as per Element3 in the firstcolumn.

The reflectionon theMatryoushkaDoll Analogyto aspects ofthe workshows deepcriticalreflection anddynamic andcreativeengagementthat is morethan at a verygood level, asper Element 4in the firstcolumn.

Marks areawarded in thefollowing way:Element 1:DI=3.75/5.Element 2:DI=3.75/5.Element 3:DI=3.75/5.Element 4:DI=3.75/5.

• The reflection onthe MatryoushkaDoll Analogy toaspects of the workshows very goodengagement that ismore than at a basiclevel of engagementwith criticalreflection, as perElement 4 in the firstcolumn.

Marks are awardedin the following way:Element 1: CR=3.25/5.Element 2: CR=3.25/5.Element 3: CR=3.25/5.Element 4: CR=3.25/5.

the presentation, asper Element 3 in thefirst column.

There is some basicdescription of aspecof the MatryoushkDoll Analogy butcritical reflection maybe minimal or lacking,to parts of the wper Element 4 in thefirst column.

Marks are awarded inthe following way:Element 1: PS=2.5/5.Element 2: PS=2.5/5.Element 3: PS=2.5/5.Element 4: PS=2.5/5.


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High Distinction (#2)[Outstanding work –Overall HD marks forCriterion 2:>17.5-20/20.

Distinction(#2)[Excellentwork – OverallDI marks forCriterion 2:15.5-17/20.

Credit (#2)[Very good work –Overall CR marks forCriterion 2:13.5-15/20.

Pass (#2)[Good/satisfactorOverall PS marks fCriterion 2:610-13/20.

LOW; MEDIUM;HIGH

LOW;MEDIUM;HIGH

LOW; MEDIUM;HIGH

LOW; MEDIUM; HIGH

Criterion 3 – Process Elements (5 marks)Students will show engagement with theprocess of the task by including the followingprocess elements in their presentation. Each ofthese 10 specific elements will receive 0.5marks when completed correctly and asrequired.

1. Title page [ ]

2. Table of Contents [ ]

3. Introduction & Values Statement [ ]

4. Research [approx. 6-8 slides] [ ]

5. Sociogram [ ]

6. Sociogram Analysis [ ]

7. Reflection on Learning Styles [ ]

8. Conclusion, with reference to therelevance of Kaye's (various dates)Adult Communication Model [theMatryoushka Doll Analogy] [ ]

9. n-text References – must follow APAGuidelines; must include a reference toKaye’s work, and also to Kolb’s workon learning styles [ ]

>Performance standards for this part of the task will be rpossible marks being awarded in the Criterion 3 sub-t5 >A mark of 0.5, or part thereof, will be awarded for correcthe process elements. >Distinction: 3.5-4/5 >A mark of 0.5, or pawarded for correct engagement with each of the process elementmark of 0.5, or part thereof, will be awarded for correct engprocess elements. >Pass: 2.5/5 >A mark of 0.5, or part thercorrect engagement with each of the process elements. >


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10. Reference List – following APAGuidelines; must align to the in-textreferences [ ]


Feedback:

What you did well:

What you need to improve:

How your grade is related to the assessment criteria for the assessment task:

MARKER:

>Total Mark: /45% REVIEWER:

High Distinction[Overall HD grade :>38/

45]

Distinction [OverallDI grade >33.5/45]

Credit [OverallCR grade >29/45]

Pass [Overall PS grade 22.5/45]

LOW; MEDIUM; HIGH LOW; MEDIUM; HIGH LOW; MEDIUM;HIGH LOW; MEDIUM; HIGH

Presentation

Keep the following guidelines/information somewhere that you can refer back to - theyare very specific about what is required in this PPT task [again, process more than content;following instructions]:

Allow 4-6 weeks to prepare and complete this assignment [including time spent in the mid-session break - Weeks 7 & 8] by the due date towards the end of Week 9.What to include in the actual presentation; content & process.

An effective presentation will be one that gets the balance right, and after all, this is adevelopmental and learning process. If you are not familiar with either the WIKI or Blogplatforms in online learning, these are just examples of media to capture and shareinformation, similar to face-to-face classroom presentations, but in this case, done online.When you upload something there, then all other members of that Interact2 site can see and


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comment at their own pace and time [this works very well in generating and practising 'inter-personal & systems communication'].

The PowerPoint presentation will be NO MORE than 12-15 slides maximum - whether you aredoing this on an individual basis or within a group. Students engaged in a group project mustaccept a mark in common.

The presentation, in line with the learning outcomes for HCS102, will be more about PROCESSthan CONTENT. Having said that however, the presentation must relate to a relevant aspect of'human services' and attempt to engage peers in conversational learning [more on this later,but essentially this just means to encourage and motivate others to comment, discuss, debate,and reflect through further research].

Your presentation will be on the basis that you could have been in a 'normal' face-to-facesituation, talking and presenting for approximately 30 minutes, to 1 hour - hence the 12-15slide maximum - no audience wants to have 'PPT overload'. Most presenters will talk for 3-5minutes on each slide. However, this assessment item requires all students to engage with theonline environment; with technology; to complete a virtual presentation so that peers canview the work online [via Blog]. Students are encouraged to make positive and interactivecomments in the same way that useful inter-personal communication is developed.

You should complete a presentation that is creative but not overwhelming; use a combinationof styles and fonts, colour and light, visuals and graphs, music and video inclusion, withcaution. Work is required to be saved and opened without putting a drain on upload andaccess - if something is too 'huge' and complex for others' systems to try to open, then thechances are that they will not bother and interesting work is then 'lost' to viewing andcomment.

Here's how to put together a good presentation that will encourage conversational learningwith peers, that is, work that is interesting and well-informed, that covers all the elementsoutlined in the Marking Criteria Rubric Table, that will engage others, invite comment, raiseawareness, and leave viewers with a sense of satisfaction about time well-spent.

Your presentation WILL INCLUDE:

1. Slide 1 - Title of topic, your name [leave off your Student ID - that should beconfidential]

2. Slide 2 - Table of Contents - this should list at least the following (you can reword):Introduction - values statement; sub-headings of the next 4-5 slides about your topic;Sociogram; Sociogram Analysis; Learning Styles; Conclusion; References.

3. Slide 3 - Introduction & Values statement [Why do you want to do this topic? Whatinfluences/events/experiences have made you want to do this topic?] More about thislater - you will be shown how to write a values statement that is not too personal, ordoes not overtly identify others, or that does not breach confidentiality.

4. Slides 4-8 approximately - Content of your topic - this is where your sub-headingscome in as you work through what you want to say.

5. Slide 9 [approx.] - Sociogram: this can indicate connections and processes related toyour research topic that you want to discuss. The main point however, is to provide asociogram that shows the communication connections you made, to do your researchand reflection in order to achieve this assignment.

6. Slide 10 [approx.] - Sociogram Analysis - this allows you to 'critically analyse'


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communication that you perceive in the making of this PPT. NB: to ‘critically analyse’ isNOT to criticise or be negative, but rather to critique by being honest and open toawareness-raising change.

7. Slide 11 [approx.] - Reflection on Learning Styles - how did you go about the process;what does this tell you about how you learn, for example? You will be expected to havesome reference to Kolb's learning cycle here. If you are in a group, then you might takeup 2 slides to complete this element of the task.

8. Slide 12 [approx.] - Conclusion - tell us what you set out to do - summarise the mainpoints, or, in the spirit of praxis, what else could you do for future research on thetopic. Make some relevant link to the Matryoushka Doll Analogy from your subjectmaterials.

9. Slide 13 [approx.] - References - and yes, there MUST BE A REFERENCE LIST - for thistask, as well as in-text references which should match your References list -approximately 6-8. Use APA Referencing Guidelines.

10. Slides 14 & 15 are there as a 'back-up' if you need to add more Content, or visuals, orif you are in a group and need another slide for the other aspects of the presentation.

Note PPT1: The word count and presentation for this assessment task is a guide only. For thisexercise don't forget viewers will be looking at these on their own; from the computer and so,a lot has to be conveyed to them because you won't be there to 'talk' to your slides. There willprobably be more text than what is 'normal' on each slide; along with 'headings', there will bea series of statements, or sentences. Even a couple of paragraphs on a slide can bemanageable. The good thing about PPT is that information can be timed to 'come in' to thepresentation in a way that is not as overwhelming as seeing a mass of information just sittingon the one slide. Do not add Notes to the work.

Note PPT2: You will be provided with more information and examples of how you couldapproach writing and completing some of the above elements.

Requirements

• Refer to the Marking Criteria and Presentation sections above.

• Check that you have the appropriate PowerPoint software and if you do not, thenstudents have free upload of this from CSU [details to follow].

• There are specific upload details that you must follow in order to engage in the peerappraisal and interaction process.

• You will be advised to upload your work to a designated place most probably via aBlog in the HCS102 Interact2 site where it can be viewed and commented on, by yourfellow peers. As part of the assessment process, submit a notification page/documentvia EASTS to indicate the task has been completed and ready to be marked. Detailsand examples of this, will include a checklist of all 10 elements to this task, and begiven via Announcements or in a Blog entry.

• AVOID trying to submit your PPT via EASTS - it will not be accepted unless it is saved asa .pdf document.


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The following five-step process will further guide you in thinking about the process:

1. Topic: Topic examples could be: domestic violence; child protection; people withdisability; the effects of mental illness; community capacity-building; environmentaleffects on individual and family well-being – and flag this on the Forum.

2. Group or Individual: Establish whether this will be an individual or group project, andunderstand why this choice has been made. By flagging on the Forum there may bethe chance to collaborate and join forces with others who have chosen a similar topic,but bear in mind that working as part of a group entails specific skills.

3. Undertake research: Organise information and present in the most effective waypossible. Ensure that the research is ethical and professional - DO NOT CONDUCTINTERVIEWS OR GROUP WORKSHOPS to find out information about your topic.

4. Submission: Upload completed work to the relevant places indicated in the Interact2site indicated. Remember to submit an assignment notification page via EASTS.

5. View others’ PPTs, when possible, and provide constructive and supportive feedback.

Assessment item 3

Final learning stage - critical reflections

Value: 30%Due Date: 27-May-2019Return Date: 19-Jun-2019Length: 1200 - 1500 words approx.Submission method options: EASTS (online)

Task

You will complete a written, critical reflection essay about communication, taken from a'communication event', in which you have been involved, and that could come from one ofthe following choices:

• within one of the Assignment 2 presentations from other students, or• within an organisational context [at work or at university], or• within an ‘institutional’ context [for example, a family, a relationship, a group of

friends].

Your choice of topic or context must relate to ideas and concepts found in all or some parts ofthe Matryoushka or Russian Doll Analogy related to adult communication managementcompetence, and as presented by Kaye [2014; various dates] in his text. Use the followingstatements to guide your reflection:

1. Briefly describe your communication event. In your Introduction there should be aclear statement about your topic [for example, topic: communicating within families];


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a clear explanation of your focus [for example, looking specifically at the way familiesset out rules for social interaction with others]; and a clear idea of the scope of thework [for example, looking particularly at the case for establishing boundaries aboutgoing out at night].

2. Choose and discuss how this event relates to relevant layers of the Russian DollAnalogy

3. Analyse and critique how this event relates to a minimum of one other concept fromthis subject (you can include more if appropriate, for example, ethos of scholarship;values; locus of control; types of communication; learning styles)

4. Discuss extra-dimensional communication within this event (for example, presence/absence/how it could be attained or improved for future communication - this is thecritical element)

5. Evaluate what you have learnt as a result of reflecting on this communication event(more of the critical element).

Please note that an 'Essay Template' will be provided in the preparation stages to helpguide you to complete the task. This Template will include further details, information,advice and examples of text, to assist in every stage of the essay-writing process. At leasttwo of the paragraphs in your final work can be taken from what you submitted inAssignments 1 & 2 [more information later].

Rationale

This assessment task will assess the following learning outcome/s:• be able to demonstrate the acquisition of introductory skills in critical thinking, critical

reasoning, research and various forms of communicating in an academic environment• be able to apply knowledge of the different levels of communication competence,

including intra-personal, inter-personal, trans-systems, and extra-dimensional layers,to study and work in the Human Services.


• Check the Elements of each Criterion in the Task Standard below – there are 7Elements in total, across 2 criteria [#1 & #2]

• The Marker will indicate in the grade columns, the particular Element that matches thestandard of your work

• The Marker will provide a sub-total for each of the criteria, and then highlight whetheryour work falls into a low [L], medium [M], or high [H] category of marks

• A final total of marks is given at the end of the rubric table, along with writtenfeedback from the Marker

• You should compare the Elements indicated, the category of marks highlighted, andthe written feedback, against the Task Standard, in order to see how you can improvefuture work

• Please note: Work may be reviewed as part of the University Assessment andModeration Policy.


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TASK NAME: Final learning stage - critical reflection essay

ASSESSMENT VALUE: 30% [30 marks]

STUDENT NAME:

CRITERION #1 Task Standard - Presentation and technical aspects [ /12 marks]:

The presentation of the work must address several technical aspects within each of thefollowing four Elements:

1. ORGANISATION OF THE ESSAY has a well-defined and logical structure, that isachieved through the inclusion of an Introduction, Body Paragraphs, Conclusion,and Reference List [not a Bibliography] (3 marks); FL=<1.5/3; PS=1.5-1.76/3; CR=2/3;DI=2.25-2.5/3; HD=>2.5/3.

2. SENTENCES & PARAGRAPHS are written in clear and correctly-expressed language;the sentences are complete, and organised into well-structured paragraphs of up to5-6 sentences (3 marks); FL=<1.5/3; PS=1.5-1.76/3; CR=2/3; DI=2.25-2.5/3; HD=>2.5/3.

3. SPELLING, GRAMMAR, PUNCTUATION are all correct and formally expressed; theycontribute significantly to the fluency and clarity of the work [for example, noabbreviations in academic work] (3 marks); FL=<1.5/3; PS=1.5-1.76/3; CR=2/3;DI=2.25-2.5/3; HD=>2.5/3.

4. CITATIONS/REFERENCING IN-TEXT; REFERENCE LIST are correct as per APAGuidelines, as well as relevant and appropriate [as a guide for a 1000-1200-wordassignment = 6-8 references] (3 marks); FL=<1.5/3; PS=1.5-1.76/3; CR=2/3;DI=2.25-2.5/3; HD=>2.5/3.

HighDistinction(#1)

Outstandingwork

Distinction (#1)

Excellent work

Credit (#1)

very goodwork

Pass (#1)

Good/satisfactory

Fail (#1)

Poor/could bebetter

The work is ofa very highstandard,demonstratingoriginality anduniqueness inits layout andstructure infollowingElement 1above.

As well, thereis evidence of

The work is of a highstandard,demonstratingsome initiative inthe writing; well-written andstylistically-strong inboth its organisationand structure of textas per Element 1above.

There is someinteresting analysis

There is careshown in thework to a morethansatisfactorystandard;demonstratingwell-organisedwriting that isstylistically-sound; thatincludes aneasy-to-readstructure, as

The work issatisfactory; itis adequatelywritten,showing somebasic andsatisfactoryorganisationand structureto the essay asper Element 1above.

There is a good

There is littleattention paidto structureandorganisation ofthe writing, asper Element 1above.

There aremajor concernswith languageexpression,sentence and


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STUDENT NAME:

exceptionalwriting skillsthat aresophisticatedin style andexpression,through a highlevel ofcompletesentence andparagraphstructure;there is clarityand creativity,as perElement 2above.

There isoutstandingarticulationand effortlessflow of well-synthesisedideas throughwriting that isalmost error-free regardingspelling,grammar andpunctuation,as perElement 3above. Thework includeswell-researched,appropriate,correct andwell-alignedreferencesthat follow theAPA

and critiquedemonstratedthrough dynamiclanguage expressionand alignment ofideas within well-structuredsentences andparagraphs, as perElement 2 above.

The writing flowseasily from one ideato the next, assistedby few to mostly noerrors in regards tospelling, grammarand punctuation, asper Element 3above.

The essay shows anappropriate andextended use ofreferences that arepresented mostlyerror-free, andfollowing the APAGuidelines, as perElement 4 above.

Marks are awardedin the following way:

Element 1:DI=2.25-2.5/3.Element 2:DI=2.25-2.5/3.Element 3:DI=2.25-2.5/3.Element 4:DI=2.25-2.5/3.

per Element 1above.

The work isassisted byclearly-expressedlanguage incompletesentences andparagraphstructure as perElement 2above.

There may beminimalsentence,spelling andgrammatical/punctuationerrors, butthese do notoverly interruptthe mostlyclear flow ofthe essay, asper Element 3above.

While theremay be few toalmost noreferencingerrors, as perthe APAGuidelines, thework indicatesalmost allcorrect linkagebetween in-textand full citationreferencing inthe final

attempt madein regards towriting withsoundlanguageexpression tocompletesentences, andwell-structuredparagraphs, asper Element 2above.

There may besome sentence,spelling andgrammatical/punctuationerrors thatinterrupt theclarity and flowof the essay, asper Element 3above.

There may alsobe somereferencingerrors,however, thegeneral formatfor referencingas per the APAGuidelines, isreproducedcorrectly, as is asatisfactoryeffort toprovide correctlinkagebetween in-textand finalreferencing list,

paragraphstructure, asper Element 2above, as wellas severalerrors inspelling andgrammar/punctuation, asper Element 3above.

The workdemonstrates alack ofacademicintegrity, re-plagiarism;there is little-to-noengagementwith correctreferencing asper the APAReferencingGuidelines;requires morework andpractice, as perElement 4above.

Marks areawarded in thefollowing way:

Element 1:FL=<1.5/3.Element 2:FL=<1.5/3.Element 3:FL=<1.5/3.Element 4:


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STUDENT NAME:

Guidelineswith almostno errors, asper Element 4above.

Marks areawarded inthe followingway:

Element 1:HD= >2.5/3.Element 2:HD=>2.5/3.Element 3:HD=>2.5/3.Element 4:HD=>2.5/3

reference list,as per Element4 above.


Element 1:CR=2/3-2.2/3.Element 2:CR=2/3-2.2/3.Element 3:CR=2/3-2.2/3.Element 4:CR=2/3-2.2/3.

as per Element4 above.


Element 1:PS=1.5-1.9/3.Element 2:PS=1.5-1.9/3.Element 3:PS=1.5-1.9/3.Element 4:PS=1.5-1.9/3.

FL=<1.5/3.

Criterion 1 sub-total: /12 marks

HighDistinction(#1)[Outstandingwork – OverallHD marks forCriterion 1:>10.25/12.Overall HDgrade: 25.5/30to 30/30]

Distinction (#1)[Excellent work –Overall DI marks forCriterion 1: 9/12 to10/12.Overall DI grade:22.5/30 to 25/30]

Credit (#1)[Very goodwork – OverallCR marks forCriterion 1:7.75/12 to 8.9/12.Overall CRgrade: 19.5/30to 22/30]

Pass (#1)[Good/satisfactory –Overall PSmarks forCriterion 1: 6/12 to 7.7/12.Overall PSgrade: 15/30 to19/30]

Fail (#1) [Poor/could be better– Overall FLmarks forCriterion 1: <6/12.Overall FLgrade: 14.5/30,and below]

LOW;MEDIUM;HIGH

LOW; MEDIUM;HIGH

LOW; MEDIUM;HIGH

LOW; MEDIUM;HIGH

LOW; MEDIUM;HIGH

Criterion #2 Task Standard – Content aspect [ /18 marks]: The work must include all thefollowing three Elements:

1. AN INTRODUCTION that includes establishing topic, focus & scope that are clearlydefined up front (6 marks); FL=<3/6; PS=3-3.75/6; CR=4-4.25/6; DI=4.5-5/6; HD=>5/6.

2. AT LEAST ONE CONCEPT FROM THE SUBJECT which is included within the body of


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STUDENT NAME:

the work to expand engagement through: logic of argument; clear description;analysis of what is going on; critique of ideas, and critical reflection; especiallymaking links to extra-dimensional communication and aspects of the MatryoushkaDoll Analogy [that is, competence layers of communication] (6 marks); FL=<3/6;PS=3-3.75/6; CR=4-4.25/6; DI=4.5-5/6; HD=>5/6.

3. A CONCLUSION that summarises all the ideas in regards to reflection and makes theessay more critical by noting intentional improvements for the future [praxis] (6marks); FL=<3/6; PS=3-3.75/6; CR=4-4.25/6; DI=4.5-5/6; HD=>5/6.

HighDistinction(#2)Outstandingwork

Distinction (#2)Excellent work

Credit (#2)Very goodwork

Pass (#2)Good/satisfactorywork

Fail (#2) Poor/could bebetter

All elements inthe criterionare addressedto anoutstandinglevel.

The topicproposed isextremelyrelevant to theassessmenttask; its focusand scope aresignificantly-established ina highly-definedIntroduction,as perElement 1above.

The workdiscussesmain themes

All elements in thecriterion areaddressed stronglyand to an excellentlevel.

The topic proposedis highly relevant tothe assessmenttask; its focus andscope are strongly-identified in astrongly-definedIntroduction, as perElement 1 above.

The work is of a highstandard thatdemonstratescreativeunderstanding,extra-dimensionalinterpretation andpresentation ofideas andarguments related

All elements ofthe criterionare addressedclearly and to avery good level.

The topicproposed isvery relevant tothe assessmenttask and itsfocus andscope clearly-identified in awell-definedIntroduction,as per Element1 above.

The work is of avery goodstandarddemonstratingclearunderstanding,some extra-

Most elementsof the criterionare addressedadequately andto a good level.

The topicproposed isrelevant to theassessmenttask, but thefocus andscope are notas clearlystated ordefined as theycould be in theIntroduction,as per Element1 above.

The workdemonstrates asatisfactoryunderstandingof ideas and

Most elementsof this criterionare not clearlyor adequatelyaddressed to abasic level.

The work hasgaps insatisfyingminimumrequirementsto define aclear topic,focus or scopein theIntroduction; itneedsimprovementas per thestandard inElement 1above.

The work haslittle


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STUDENT NAME:

drawn fromthe subjectconcepts,especially inrelation to adeep criticalthinking abouttheMatryoushkaDoll Analogy,which reflectsexpertidentificationandarticulation ina manner thatpromises acohesive,extra-dimensional,and well-argued pieceof work, as perElement 2above.

The work isoutstandingandexceptional interms oforiginality,high-levelunderstandingabout thepower ofpraxis to beeffortlessly-applied toimprovecurrent andfuturecontexts.

to one or severalconcepts, andespecially in relationto a solidly-engagedcritical thinkingabout theMatryoushka DollAnalogy, as perElement 2 above.The work provides ahighly relevant andimaginativeConclusion thatdemonstrates anexcellentunderstanding andsummary of ideasthat have beencorrectly applied tothe context, with asolid indication ofthe importantapplication of praxisto intentionallyimprove futuresituations, as perElement 3 above.

Marks are awardedin the following way:

Element 1: DI=4.5/6– 5/6.Element 2: DI=4.5/6– 5/6.Element 3: DI=4.5/6– 5/6.

dimensionalinterpretationandpresentation ofideas andargumentsrelated to oneor severalconcepts, andespecially inrelation tosound criticalthinking abouttheMatryoushkaDoll Analogy,as per Element2 above.

The workprovides a well-summarisedand clearly-definedConclusionwith somesoundindication ofthe importanceof praxis tointentionallyinfluencefuturecommunicationsituations, asper Element 3above.


completion ofthe minimumrequirements,through asound choice ofone or severalconcepts thatshows somepromise interms of extra-dimensionalthinking andmay includethe beginningsof criticallythinking abouttheMatryoushkaDoll Analogy,as per Element2 above.

The work mayor may notprovide aclearly definedConclusion andsummary ofideas may beminimal; theremay be someindication ofthe importanceof praxis tointentionallyinfluencefuturecommunicationsituations, butthis will be at abasic level, asper Element 3above.

engagementwith relevantconcepts fromthe subject;there is littleunderstandingdemonstratedin relation tocriticallythinking abouttheMatryoushkaDoll Analogy toalign withcommunicationmanagement,or even as anopportunity toestablish someform of extra-dimensionalthinking, as perElement 2above.

The work maynot provide aclearly definedConclusion,anddemonstrateslittle or nounderstandingof the conceptsof criticalthinking, andpraxis toinfluencefuturecommunicationsituations, asper Element 3above.


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STUDENT NAME:

Overall, thework showsan advancedsynthesis ofideas,complexanalysis, andcritique,culminating ina thoughtfulandprovocativeConclusion, asper Element 3above.

Marks areawarded inthe followingway:

Element 1:HD= >5.1/6.Element 2:HD=>5.1/6.Element 3:HD=>5.1/6.

Element 1:CR=3.9/6 –4.45/6.Element 2:CR=3.9/6 –4.45/6.Element 3:CR=3.9/6 –4.45/6.


Element 1:PS=3/6 – 3.85/6.Element 2:PS=3/6 – 3.85/6.Element 3:PS=3/6 – 3.85/6.


Element 1: FL=<3/6.Element 2:FL=<3/6.Element 3:FL=<3/6.

Criterion 2 sub-total: /18 marks

HighDistinction(#2)[Outstandingwork – OverallHD marks forCriterion 2:>15.25/18.Overall HDgrade: 25.5/30

Distinction (#2)[Excellent work –Overall DI marks forCriterion 2: 13.5/18to 15.15/18.Overall DI grade:22.5/30 to 25/30]

Credit (#2)[Very goodwork – OverallCR marks forCriterion 2:11.7/18 to13.25/18.Overall CRgrade: 19.5/30to 22/30]

Pass (#2)[Good/satisfactory –Overall PSmarks forCriterion 2: 9/18 to 11.5/18.Overall PSgrade: 15/30 to19/30]

Fail (#2) [Poor/could be better– Overall FLmarks forCriterion 2: <9/18.Overall FLgrade: 14.5/30,and below]


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STUDENT NAME:

to 30/30]

LOW;MEDIUM;HIGH

LOW; MEDIUM;HIGH

LOW; MEDIUM;HIGH

LOW; MEDIUM;HIGH

LOW; MEDIUM;HIGH

Feedback: What you did well:

What you need to improve:

How your grade is related to the assessment criteria for the assessment task:

MARKER:

Total Mark: /30% REVIEWER:

LOW;MEDIUM;HIGH

LOW; MEDIUM;HIGH

LOW; MEDIUM;HIGH

LOW; MEDIUM;HIGH

LOW; MEDIUM;HIGH

Presentation

• The academic paper will be in an essay-style format that covers: an introduction[what is the context and relationship of ideas about this context?]; an exposition [ofideas about what are some of the communication activities that go on/happen in thatcontext?]; any complication/s [what are some issues that arise within that context, andwhy?]; suitable resolution and analysis [of the problems or issues in that context], andconclusion [include critical reflection and further actions for the future].

• You can include relevant sub-headings for paragraphs [especially as each paragraphwill have one main idea when written in an essay format structure].

• Your work will include ‘critique’ which therefore requires some opinion, which must besupported by relevant references [as a guide for 1200 words, aim for between 6-8references from a variety of sources, including at least the Kaye (various dates) textthat relates to the Matryoushka Doll Analogy].

Please note 1: The end-of-text Reference list is NOT part of the final word count.

Please note 2: Because this is a critical reflection essay, you are permitted to write in the'first person'; the subjective voice; the 'I' voice. If this is a new text type for you, and youhave not written in this style before, please consider consulting an Academic Learning Advisor


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who will provide further help about text types required in academic writing. To ensure thestyle of the text is correct, we may also refer to the resource below, as part of your preparation:http://www.slideshare.net/dalwritingcentre/critical-reflective-writing

Requirements

Before submitting your assignment via EASTS, check these final points regarding your work:

• ensure there is a maximum of 1000 -1200 words [NB. References is NOT included]• format appropriately at 1.5 line-spacing• include structurally sound sentences and paragraphs• include at least an Introduction, Conclusion, and Reference List [which is not the same

as a Bibliography]• include not just description, but analysis and reflection as well• include appropriate in-text references and a Reference list that have been formatted

according to APA guidelines• save as a normal Word document in order for it to be marked.

Assessment Information

Academic integrity

Academic integrity means acting with honesty, fairness and responsibility, and involvesobserving and maintaining ethical standards in all aspects of academic work. This subjectassumes that you understand what constitutes plagiarism, cheating and collusion. If you are anew student we expect you to complete the modules called Academic Integrity at CSU.(https://interact2.csu.edu.au/webapps/blackboard/execute/courseMain?course_id=_16412_1&task=true&src=)

CSU treats plagiarism seriously. We may use Turnitin to check your submitted work forplagiarism. You can use Turnitin to check for plagiarism (http://student.csu.edu.au/library/integrity/referencing-at-csu/checking) in your assessments before submission.

Referencing

Referencing is an important component of academic work. All assessment tasks should beappropriately referenced. The specific details of the referencing requirements are included ineach assessment task description. Get referencing style guides and help(http://student.csu.edu.au/library/integrity/referencing-at-csu) to use for your assessments.

How to submit your assessment items

Online submission process


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https://interact2.csu.edu.au/webapps/blackboard/execute/courseMain?course_id=_16412_1&task=true&src=



http://student.csu.edu.au/library/integrity/referencing-at-csu/checking

http://student.csu.edu.au/library/integrity/referencing-at-csu/checking

http://student.csu.edu.au/library/integrity/referencing-at-csu

http://student.csu.edu.au/library/integrity/referencing-at-csu

Assessment tasks can be submitted electronically to the CSU Assignment Section via EASTS(Electronic Assignment Submission Tracking System).

In order to access EASTS, click on the EASTS link in the menu bar on the left hand side. This willtake you to the EASTS site where you are provided with step-by-step instructions to guide youthrough the online submission process. EASTS has a help function that will allow you to printout instructions to assist you in this process if required.

Note:

• A message will be sent to the email address, as recorded on the system under 'MyEmail', confirming the receipt of your assessment task via EASTS.

• A duplicate assignment cover sheet will be attached to the assessment task on receiptat CSU.

Postal submission process

Assignments must be uploaded to EASTS.

Hand delivered submission process

Extensions

Please do all in your power to meet assignment deadlines. The last possible date of anextension is the end of teaching session. Should you require more time after that date, youmust apply for a special consideration. Pro-rata reductions in the awarded mark (5% percalendar day) are made for items received late without a granted extension.

If it becomes obvious that you are not going to be able to submit an assignment on timebecause of an unavoidable problem, submit your request for an extension by email prior tothe due date. Include a copy of the email approving your extension with your assignment.Extensions can only be granted by the subject coordinator. Please note: Because of thenature of completion opportunity for Assignment 1, there will be NO extensions for thisassessment task.

In order to ensure that final grades are processed in a timely manner, subject coordinatorscannot grant extensions beyond the end of the session without Special Consideration. In thiscase you should apply for an incomplete grade (GP) or subject withdrawal.

In circumstances where you have been granted an approved extension, the last date forreceipt of assignments at the University is the last day of the teaching session (prior to theexam period).

We understand that you may face unforeseen and unavoidable problems that prevent youfrom submitting assignments before the end of session. In these instances contact yoursubject coordinator and consider applying for ‘special consideration’. Work and family relatedpressures do not normally constitute sufficient reasons for the granting of specialconsideration.


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How to apply for special consideration

Academic regulations provide for special consideration to be given if you suffer misadventureor extenuating circumstances during the session (including the examination period) whichprevents you from meeting acceptable standards or deadlines. Find the form on the StudentPortal Special Consideration, Misadventure, Advice and Appeals (http://student.csu.edu.au/study/academic-advice) page.

Penalties for late submission

For reasons of equity and fairness, pro-rata reductions in the awarded mark (5% per calendarday) will be made for items received late without a granted extension.

For more information see the section called ‘extensions’

Resubmission

Re-submissions are normally not permitted in this subject. However:

Resubmission of failing assessment tasks only may be considered. Unless otherwiseoffered, a student who has failed an assessment task may request to resubmit that taskre-worked for reconsideration to pass the task. If the student’s request for resubmissionis accepted by the Subject Convenor/Coordinator, the following procedures andconditions apply:• Resubmission requires that the student submits a fresh attempt at the item, includingsupplying the marker with a copy of the original failed assessment task.• Normally resubmission must be within a 14 day period after the receipt of the returnedassessment task.• Resubmitted assignments may achieve no more than a minimum pass (50%) of the fullvalue of that assessment item.• Students may only resubmit once for each assessment item in the subject.

Students can apply to the Head of School for a review of grade under certain conditions (seeassessment policy at https://policy.csu.edu.au/masterlist.php ).

Feedback processes

You would normally expect feedback to contain comments based on the 'School Standard':• What you did well• What you need to improve• How your grade is related to the assessment criteria for the assessment item

Please see the marking criteria or rubric table in the assessment information for eachassignment. The feedback will relate to these criteria.


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http://student.csu.edu.au/study/academic-advice

http://student.csu.edu.au/study/academic-advice

Students need to be aware that with such a large number of students undertaking this subject,it is more than likely that for one or two of the assessment items, other Markers apart from thesubject coordinator, will be marking the work, and feedback may vary from one Marker toanother. Students can expect to receive a common feedback sheet [the Marking Criteria RubricTable] however, that will clearly show the Marker's response to the quality of the work, andinclude all those points listed in the School Standard.

Students will receive feedback on all assignments submitted via EASTS. This is particularlyimportant for the second assessment item in this subject, which requires a two-stepsubmission process:1. students to upload their completed work to the Interact2 site [via the Blog tool - furtherspecific instructions will be given], and2. submit the completed document provided in an Announcement, via EASTS, to indicate thishas occurred.

Note: Students cannot expect more than the very minimal feedback [in some cases, a markonly, or Pass only for that task] when assessment tasks have been given extensions, completedand submitted way beyond the close of session.

Assessment return

You should normally expect your marked assignment to be despatched/returned to you within15 working days of the due date, if your assignment was submitted on time. If an assignmentis submitted on time but not returned by the return date, you should make enquiries in thefirst instance to the subject coordinator. If the subject coordinator is not available, contactStudent Central on 1800 275 278.

Student Feedback & Learning Analytics

Evaluation of subjects

CSU values constructive feedback and relies on high response rates to Subject ExperienceSurveys (SES) to enhance teaching. Responses are fed back anonymously to SubjectCoordinators and Heads of Schools to form the basis for subject enhancement and recognitionof excellence in teaching. Schools report on their evaluation data; highlighting good practiceand documenting how problems have been addressed. You can view a summary of surveyresults via the Student Portal SES Results (https://student.csu.edu.au/study/subject-experience-survey-results) page.

We strongly encourage you to complete your online Subject Experience Surveys. You will beprovided with links to your surveys via email when they open three [3] weeks before the end ofsession.


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https://student.csu.edu.au/study/subject-experience-survey-results

https://student.csu.edu.au/study/subject-experience-survey-results

Changes and actions based on student feedback

Improvements to this subject have been undertaken based on student feedback, and peerdiscussion and collaboration, as well as responses to a number of University initiatives andpolicies.

Learning analytics

Learning Analytics refers to the collection and analysis of student data for the purpose ofimproving learning and teaching. It enables the University to personalise the support weprovide our students. All Learning Analytics activities will take place in accordance with theCSU Learning Analytics Code of Practice. For more information, please visit CSU's LearningAnalytics (http://www.csu.edu.au/division/student-learning/home/analytics-and-evaluations/learning-analytics) website.Data about your activity in the Interact2 site and other learning technologies for this subjectwill be recorded and can be reviewed by teaching staff to inform their communication,support and teaching practices.

Based on past analytics, changes made to the subject included online scale-up teacherpresence and assessment tasks.

Services & Support

Your Student Portal (http://student.csu.edu.au/) tells you can how you can seek services andsupport. These include study, admin, residential, library, careers, financial, and personalsupport.

Develop your study skills

Develop your study skills (https://student.csu.edu.au/study/skills) with our free study services.We have services online, on campus and near you. These services can help you develop yourEnglish language, literacy, and numeracy.

Library Services

CSU Library (https://student.csu.edu.au/library) provides access to the eBooks, journalarticles, books, and multimedia resources needed for your studies and assessments. Get themost out of these resources by contacting Library staff either online or in person, or make useof the many Library Resource Guides, videos and online workshops available.

CSU Policies & Regulations

This subject outline should be read in conjunction with all academic policies and regulations,e.g. Student Academic Misconduct Policy, Assessment Policy - Coursework Subjects,Assessment Principles Policy, Special Consideration Policy, Academic Progress Policy,Academic Communication with Students Policy, Student Charter, etc.


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http://www.csu.edu.au/division/student-learning/home/analytics-and-evaluations/learning-analytics



http://student.csu.edu.au/

https://student.csu.edu.au/study/skills

https://student.csu.edu.au/library

Please refer to the collated list of policies and regulations relevant to studying your subject(s)(http://student.csu.edu.au/administration/policies-regulations-subjects) which includes linksto the CSU Policy Library (http://www.csu.edu.au/about/policy) - the sole authoritative sourceof official academic and administrative policies, procedures, guidelines, rules and regulationsof the University.

Subject Outline as a reference document

This Subject Outline is an accurate and historical record of the curriculum and scope of yoursubject. CSU's Subject Outlines Policy (https://policy.csu.edu.au/view.current.php?id=00267)requires that you retain a copy of the Subject Outline for future use such as for accreditationpurposes.


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http://student.csu.edu.au/administration/policies-regulations-subjects

http://student.csu.edu.au/administration/policies-regulations-subjects

http://www.csu.edu.au/about/policy

https://policy.csu.edu.au/view.current.php?id=00267

hcs102 - communication and human services table of contents · hcs102 201930 w d version 2 -...

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