General Information
This subject introduces students to digital solutions 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 Solutions Subject level: Pathway Semester/Year: January 2025 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Forum: x12 (Total hours: 24) - Weekly Forum
- Personal Study Hours: x6 (Total hours: 72) - No Description
- Computer Lab: x12 (Total hours: 24) - Computer Lab
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. Foundation program students must attend 80% of their classes each semester. -
Resources
Prescribed resources: Books
- Michelle Schwartz (Ed.) (2019). Digital Citizenship Toolkit. n/a, Ryerson University Pressbooks
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class 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 Solutions |
| Subject level: | Pathway |
| Semester/Year: | January 2025 |
| 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. Foundation program students must attend 80% of their classes each semester. |
| Prescribed resources: | Books
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class 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 Presentation Students will deliver a presentation on a set digital literacy solutions with the aid of presentation media built to suit further studies. 30.00% Week 8 1,2,4 Written Report Students will investigate selected topics from the subject and will apply key skills to produce a professionally designed written report. 30.00% Week 13 1,4 Portfolio Students will complete a variety of tasks to demonstrate ongoing participation in the subject, as well as continued efforts to develop their digital literacy skills. 30.00% Ongoing 1,2,3,4 Student Engagement Students will attend forums and tutorials to engage and participate in class discussions on digital solutions. 10.00% Ongoing 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 |
|---|---|---|---|---|
| Presentation | Students will deliver a presentation on a set digital literacy solutions with the aid of presentation media built to suit further studies. | 30.00% | Week 8 | 1,2,4 |
| Written Report | Students will investigate selected topics from the subject and will apply key skills to produce a professionally designed written report. | 30.00% | Week 13 | 1,4 |
| Portfolio | Students will complete a variety of tasks to demonstrate ongoing participation in the subject, as well as continued efforts to develop their digital literacy skills. | 30.00% | Ongoing | 1,2,3,4 |
| Student Engagement | Students will attend forums and tutorials to engage and participate in class discussions on digital solutions. | 10.00% | Ongoing | 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
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
Subject curriculum
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Introduction to Digital Solutions
Students are introduced to the concept of digital solutions, 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 Citizenship
Students are introduced to the concept of the digital society and consider their role as a digital citizen. There will be an introductory workshop on Generative Artificial Intelligence (GAI) in Week 2.
SLOs included
- Demonstrate critical thought about digital citizenship and participation in the 21st century.
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Digital Society and the Online Environment
Students explore the concept of media communication, the history of communication technology, and characteristics of the online communication environment.
SLOs included
- Demonstrate critical thought about digital citizenship and participation in the 21st century.
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Navigating the Online Environment
Students examine the different types of mis- and dis-information. Weeks 4-6 will include workshops on PowerPoint.
SLOs included
- 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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PowerPoint Presentation Preparation
Week 7 is dedicated to presentation preparation.
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.
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The Online Self
Students analyse the role of online identity and the cost of interacting online, including their digital footprint, and the benefits of building a personal brand online.
SLOs included
- 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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Digital Participation and Activism
Students explore the role of the online environment to influence social change. Weeks 10-11 will include workshops on Word.
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Digital Culture and Consequences
Students are introduced to the effects of digital technology use through the lens of technological determinism and human agency, further exploring the consequences of this connectedness.
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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The Digital Divide
Students reflect on their digital literacy journey and apply their knowledge to understanding the inequality of digital access and literacy.
SLOs included
- Use the computer responsibly to manage and communicate information.
- Demonstrate critical thought about digital citizenship and participation in the 21st century.