General Information
This subject introduces students to digital literacy and the use of interactive multimedia required for higher education and beyond. Students will explore multimedia channels to enhance their academic performance through collaboration, self-reflection, and learning activities. Students will also develop a greater understanding of their citizenship in an increasingly digital world, and will able to engage in critical thought and discussion about key digital issues. |
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Details
Academic unit: Bond University College Subject code: BCPP01-003 Subject title: Digital Literacy Subject level: Pathway Semester/Year: September 2020 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Seminar: x12 (Total hours: 36) - Weekly seminar
Attendance and learning activities: Attendance at all class sessions is expected. Students are expected to notify the instructor of any absences with as much advance notice as possible. -
Resources
Prescribed resources: No Prescribed resources.
After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.iLearn@Bond & Email: iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Bond University College |
|---|---|
| Subject code: | BCPP01-003 |
| Subject title: | Digital Literacy |
| Subject level: | Pathway |
| Semester/Year: | September 2020 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
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| Attendance and learning activities: | Attendance at all class sessions is expected. Students are expected to notify the instructor of any absences with as much advance notice as possible. |
| Prescribed resources: | No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List. |
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Demonstrate effective computer literacy skills for the purpose of learning and assessment development.
- Develop relevant and practical computing skills with associated knowledge, understanding, attitudes, decision-making and problem-solving skills.
- Use the computer responsibly to manage and communicate information.
- Demonstrate critical thought about digital citizenship and participation in the 21st century.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Activity Students will request and provide structured feedback within a peer group on the development of their presentation. 10.00% Week 8 1,2,3 Presentation Students will deliver an individual informative presentation with the aid of presentation media on an emerging technology topic. 20.00% Week 9 1,2,3 Written Report Students will produce a written report in which they reflect on and discuss their learning in the subject, as well as their readiness to participate and thrive in the digital world. 30.00% Week 13 1,2,3,4 *Online Discussion Students will participate in an online class discussion on a digital literacy topic in Weeks 3 and 5. 20.00% Fortnightly 1,2,3,4 *Showcase Portfolio Students will complete, collect and present evidence of tasks that develop their digital literacy skills. 20.00% Progressive 1,2,3,4 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Activity | Students will request and provide structured feedback within a peer group on the development of their presentation. | 10.00% | Week 8 | 1,2,3 |
| Presentation | Students will deliver an individual informative presentation with the aid of presentation media on an emerging technology topic. | 20.00% | Week 9 | 1,2,3 |
| Written Report | Students will produce a written report in which they reflect on and discuss their learning in the subject, as well as their readiness to participate and thrive in the digital world. | 30.00% | Week 13 | 1,2,3,4 |
| *Online Discussion | Students will participate in an online class discussion on a digital literacy topic in Weeks 3 and 5. | 20.00% | Fortnightly | 1,2,3,4 |
| *Showcase Portfolio | Students will complete, collect and present evidence of tasks that develop their digital literacy skills. | 20.00% | Progressive | 1,2,3,4 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
The University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Bond University utilises Originality Reporting software to inform academic integrity.Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
Accessibility and Inclusion Support
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Additional subject information
Subject curriculum
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Introduction to Digital Literacy
Students are introduced to the concept of digital literacy, as well as the key skills and attitudes needed to be a digitally literate person.
SLOs included
- Develop relevant and practical computing skills with associated knowledge, understanding, attitudes, decision-making and problem-solving skills.
- Demonstrate critical thought about digital citizenship and participation in the 21st century.
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Digital Society & Digital Citizenship
Students are introduced to the concept of the digital society and consider their role as a digital citizen.
SLOs included
- Demonstrate critical thought about digital citizenship and participation in the 21st century.
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Online Interaction & Identity
Students examine and reflect on self-presentation and communication in the online world.
SLOs included
- Develop relevant and practical computing skills with associated knowledge, understanding, attitudes, decision-making and problem-solving skills.
- Use the computer responsibly to manage and communicate information.
- Demonstrate critical thought about digital citizenship and participation in the 21st century.
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Navigating Effectively Online
Students consider the challenging nature of the online environment and the importance of media/information literacy. They also consider the issue of misinformation and structures that perpetuate this phenomenon.
SLOs included
- Develop relevant and practical computing skills with associated knowledge, understanding, attitudes, decision-making and problem-solving skills.
- Use the computer responsibly to manage and communicate information.
- Demonstrate critical thought about digital citizenship and participation in the 21st century.
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Emerging Technologies & Their Implications
Students consider the positive and negative implications of a range of emerging technologies.
SLOs included
- Demonstrate critical thought about digital citizenship and participation in the 21st century.
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Microsoft Office 365 (Word, PowerPoint, Excel, Teams)
Students develop knowledge and practical skills related to use of relevant information processing and communication tools for academic and professional life.
SLOs included
- Demonstrate effective computer literacy skills for the purpose of learning and assessment development.
- Develop relevant and practical computing skills with associated knowledge, understanding, attitudes, decision-making and problem-solving skills.
- Use the computer responsibly to manage and communicate information.
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Digital Culture and Consequences
Students reflect on social shifts brought on by the digital society, and reflect on the positive and negative consequences of mobile culture.
SLOs included
- Develop relevant and practical computing skills with associated knowledge, understanding, attitudes, decision-making and problem-solving skills.
- Demonstrate critical thought about digital citizenship and participation in the 21st century.