INFO5007 Technologies for Information Services Semester 1 ...ctl.curtin.edu.au/teaching_learning_services/unit... · On successful completion of this unit students can: Graduate Attributes

Unit study package code: INFO5007

Mode of study: Internal

Tuition pattern summary: This unit does not have a fieldwork component.

Credit Value: 25.0

Pre-requisite units: Nil

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator: Title: MsName: Kathryn GreenhillPhone: (+618) 9266 7173Email: [email protected]: Building: 209 - Room: 337Consultation times: Twitter: @infoventurer

Teaching Staff: Name: Kathryn GreenhillPhone: (+618) 9266 7173Email: [email protected]: Building: 209 - Room: 337

Administrative contact: Name: MCCA Teaching Support TeamPhone: +618 9266 7598Email: [email protected]: Building: 208 - Room: 428

Learning Management System: Blackboard (lms.curtin.edu.au)

Unit Outline

INFO5007 Technologies for Information Services Semester 1, 2016

Faculty of Humanities Department of Information Studies

INFO5007 Technologies for Information Services Bentley Campus 21 Feb 2016 Department of Information Studies, Faculty of Humanities

Page: 1 of 33CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

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Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Syllabus Use of information and communication technologies in Information Services. Covers the basics of networked computing and the internet; the operation of web search engines; database management; multimedia and large content sharing sites; Web 2.0; social media and the information professional; security, ethical use and archiving of digital information; portals and data remix; and emerging trends in information management technologies.

Introduction Welcome.

This unit provides an introductory overview of the technological applications and issues you need to understand to complete an Information Studies course and to function as an information professional. The focus is on the use of technology in information services, particularly in libraries.

This unit is deliberately designed to give the same opportunity for incremental and social learning as a traditional face-to-face classroom. Small components of assessment due weekly make sure that students understand one concept before progressing to other concepts that build on this. A team work assessment gives contact with other students and provides opportunity to talk to other students about all aspects of the course. Contributions to the discussion board ensure that you are discussing topics covered.

The unit involves weekly, practical, hands-on use of a wide variety of technological tools. The aim is to take you from feeling maybe overwhelmed by technology to confident that with regular perseverance and practice you can understand and evaluate the constantly changing technological toolkit in information services.

The aim of this unit is not just to learn about specific technologies – although you will. The relevance of the tools to information services is contextualised in the notes, discussions and assessments. Learning about the individual tools is not as important as understanding how their use can challenge and shift assumptions about managing personal and organisational information. By the end of the unit you should understand more about how to assess unfamiliar technologies and about the way you and others learn about unfamiliar information technologies. You should understand how to make responsible decisions about the application of technology in your workplace and its incorporation in your practice as an information professional.

Please ensure that you understand the weekly task deadlines, team work deadlines and computing requirements by carefully reading this unit outline. There is something due for Assessment Two or Four in most weeks.

This unit is easily passed with a regular consistent effort each week. It is very difficult to pass this unit if you try to complete the assessed work at the last minute.





Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

Curtin's Graduate Attributes

On successful completion of this unit students can: Graduate Attributes addressed

1 Evaluate the features and functions, and important social and professional issues related to technology for information services

2 Assess and apply information management technologies to successfully complete a range of information profession related tasks

3 Describe and evaluate the use of media-making and online collaborative technologies

within an information services context 4 Research and contextualise the practical application and theoretical issues raised by

evolving technological tools in information management services 5 Communicate effectively using scholarly writing, written reports, multimedia, and social

media

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





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Learning Activities IMPORTANT INFORMATION ABOUT THIS UNIT OUTLINE

This unit outline is long and detailed because it consolidates all information needed to study this unit and complete assessments, apart from online instructions that use images and movies and downloads. The unit involves three months of work, so it is unlikely you can digest the unit outline all in one sitting or from one reading.

You are expected, however, to read through the entire unit outline as soon as you can, and to finish this before you start other work in the unit. Most of the unit work is online and self-paced, even for internally-enrolled students, so it is essential that you use the scaffolding provided in the assessment instructions in this unit outline.

Previous student enquiries on Blackboard have been incorporated into this unit outline. If you are unsure about any aspect of the unit, please start with the <CTRL> <F> function on the electronic version of this document to use "Find" to search for information.

You are required to watch the unit walkthrough movie, published in week 1, that demonstrates how the online Blackboard unit and this unit outline relate. You are advised to re-read the unit outline from front to back again in Week 3, as often things sink in better after you have been studying for a while.

1. WHAT YOU WILL BE LEARNING

Each topic is designed to take about two weeks and includes topic notes, key readings and usually a task to be completed toward Assessment Two. The calendar at the end of the unit outline indicates the weeks that you should work on each topic.

Topic 1 Infrastructure: hardware, platforms, operating systems, software

Topic 2 The Internet and the World Wide Web

Topic 3 Data: structure, customisation and security

Topic 4 Data remix and Web 2.0

Topic 5 Multimedia and Social media

Topic 6 Trends in Technologies for Information Services

2. WHAT YOU WILL BE DOING

2.1 USING BLACKBOARD

You will be studying, communicating with other students and submitting assessment work through Curtin's online Learning Management System, Blackboard. Both these links work:

l Oasis portal http://oasis.curtin.edu.au l Direct access http://lms.curtin.edu.au.

2.2 WHAT TO DO EACH WEEK

Each teaching week all students are expected to:

l read new announcements in the Blackboard Announcements section. Blackboard menu item: Announcements l read any material added by the Unit Coordinator and other students to the Blackboard Discussion Boards (at

least three times weekly. Daily is recommended to make sure you see any clarifications about assessments). Blackboard menu item: Conversation > Discussion Board

l read Topic Notes. Blackboard menu item: Unit Content > Topics, Readings and Tasks l read essential readings. Blackboard menu item: Unit Content > Topics, Readings and Tasks l read the supplementary readings for the topic according to your interest and time. Blackboard menu item:

Unit Content > Topics, Readings and Tasks l work on hands-on tasks and learning responses in an online Learning Journal toward Assessment Two or

Assessment Four Blackboard menu item: Assessment > Assessment Two or Assessment > Assessment Four





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l work with team members to a mutually agreed timetable toward Assessment Three

2.3 QUERIES AND COMMENTS AND CLARIFICATION

All queries and comments about the unit should be posted to the Blackboard Discussion Boards first. This lets students help each other and makes sure that any information provided by the tutor is available to everyone. You are expected to keep up to date with what is being asked on the Blackboard Discussion Boards. Before you post a question you are expected to have used <CTRL> F to see whether the information is in the unit outline and to use the search box to search the Blackboard Discussion Boards for existing information on the topic.

You are encouraged to form a supportive learning environment. "Study groups" meeting in person or using social media such as Facebook can be useful. Please be aware that these are not a substitute for clarification of information by a tutor on Blackboard. In the past students have completed assessments incorrectly when they relied on inaccurate information about unit requirements from sources outside of Blackboard or the unit outline.

Please use the Blackboard email function for personal communications with other students or your Tutor or Unit Coordinator. Please only email the unit coordinator using Blackboard email, as this is filtered into a priority inbox and automatically provides information about the unit in which you are enrolled. Email sent directly to the unit coordinator's email address is not likely to receive a timely reply.

2.2 CREATING PROFILES ON ONLINE SITES

You will create profiles and use tools and services on the World Wide Web. Do not use any of your existing profiles. Create new profiles specifically for use as a student at Curtin University. You will create a new gmail account as part of Assessment One to use to create profiles on websites. Materials created using your online profiles need to have a tone and content appropriate for sharing with your classmates in a university course. Profiles used for class work must be publicly accessible, not locked from public view. How much identifying personal information you share on these accounts is your decision. In previous semesters, many students have created a profile name like “KathrynTIS161”.

2.3 USING ONLINE LEARNING JOURNALS

You will submit Assessments One, Two and Four in separate online Learning Journals. To meet the unit aim that you learn to communicate using online media, you are expected to use the editor to create entries and to embed multimedia in your entries when instructed. Assessment One involves learning how to use the editor. Uploaded files (e.g. pdfs and WORD documents) will not be read or marked unless you have been specifically asked to add them to your Learning Journal or a Discussion Board.

Do not cut and paste into a Learning Journal entry from formatted wordprocessing programs like WORD or from webpages. This leaves messy code underneath that can make your work look bad or stop you from being able to save it. If you do want to cut and paste from elsewhere, please paste the cut text to a .txt document using a program like Notepad or TextEdit, SAVE the file in .txt format, then cut the text again for pasting in the Learning Journal from this document.

The Blackboard Guide to using the Learning Journals is here: http://help.blackboard.com/en-us/Learn/9.1_SP_10_and_SP_11/Student/040_Tools/Journals

Only you and your marker can view your Learning Journal.

The journal for each assessment is under the ASSESSMENT > Assessment number menu on the Blackboard sidebar. Please make sure you are entering content into the correct Learning Journal for the Assessment, as each separate Learning Journal is linked to a marking rubric. Material for an Assessment that has been submitted to another journal will not be read or marked. For the final task for Assessment Two you are specifically instructed to post items to the Blackboard Discussion Boards as well as to the Learning Journal. Please make sure you do this, as if you only post to one and not to the other your work will not be marked.

Note that each entry in each Learning Journal will be stamped with the date/time that it was saved . This will be used to determine whether the entire work in an entry was submitted on time. Do not add more material to an entry after a deadline or else all your work in that post will be marked as late.





http://help.blackboard.com/en-us/Learn/9.1_SP_10_and_SP_11/Student/040_Tools/Journals

http://help.blackboard.com/en-us/Learn/9.1_SP_10_and_SP_11/Student/040_Tools/Journals

You are required to keep backups of your work. Please copy and paste your journal entry into a WORD document and save this on your home computer before you submit it.

3. COMPUTING SKILLS

The unit assumes that you have a basic knowledge of the Windows operating system, Microsoft Office applications and using a web browser. These skills will not be taught. You may find sources such as Lynda.com or your local TAFE useful if you need to upgrade your computing skills before attempting this unit.

4. COMPUTER ACCESS

To successfully complete this unit you must have accessible computing facilities that allow you to view and hear multimedia, including reliable access to the Internet. Requirements are:

l a computer with the Microsoft Windows operating system. You may use an Apple Mac OS X, Linux or other operating system, but most instruction material will use Microsoft Windows as an example. You should be able to complete all required work on all operating systems, but if you are unable to do so you will need to borrow a Windows PC for that work.

l most of the assessed tasks cannot be completed on a mobile device such as an iPad, so you must have access to a desktop or laptop computer to complete these

l administrative access privileges on your computer that allow you to install software. Please note that many workplaces prevent software downloads on work computers. If you intend to use a work computer you will need to double-check before Week One that you can install software.

l a microphone (either built-in or as part of a headset) to record audio on your computer for a multimedia project.

l Microsoft WORD (To allow you to install and use the Zotero plugin for A2) l You must use the most recent stable version of the Firefox web browser for all work involving the World Wide

Web in this unit, including Blackboard access. Downloading and installing Firefox is part of Assessment One.

If you do not have access to the computing facilities listed above please contact the Unit Coordinator before the end of Week One to discuss whether you will be able to complete the unit.

5. TIME DEVOTED TO THE UNIT

You should allocate at least 12 hours per week per unit. Fewer hours are likely to result in poor grades or failure.

This unit requires you to complete or submit something almost every week. It involves working in a team with other students and contributing to discussion boards. You cannot wait and then do all the assessments late at night or over a couple of days, so you must carefully allocate your time for this.

You are strongly advised to set aside two uninterrupted periods of four hours each at a regular time each week when you study this unit; one period to complete topic notes/readings, one period to complete hands-on tasks and reflections for assessment. With this schedule you would still need to complete a further four hours each week.

If you are unable to commit this time then it is likely that your work will not demonstrate your capabilities and that this will be reflected in your marks. If you find family, work and leisure commitments are impacted by study then please consider changing the number of units you are enrolled in before the census date.

6. ESSENTIAL ACTION FOR EACH ASSESSMENT For every assignment in this unit, you are expected to “pre-mark” your own work so that you discover and make

improvements before the marker marks your work. Before submitting your work you must:

1. Check that you have provided all information requested in the question. 2. Check that the work is submitted in the right place (e.g. Correct Learning Journal / Blackboard

Discussion Board/ Blackboard Dropbox/ file upload) 3. Check your final piece against the marking criteria for the assessment in the unit outline 4. Submit your draft to TurnItIn where possible, make any corrections and then submit the

corrected final copy





7. UNIVERSITY REQUIREMENT TO USE TURNITIN The University requires that students check their work using the TurnItIn plagiarism-checking software before

submission. You must do this for the report component of Assessment Three, which is submitted using a TurnItin

Dropbox.

During submission you cannot check your Assessment One or Assessment Two or the multimedia component of

Assessment Three or Assessment Four. You can, however, voluntarily run your work through the "TurnItIn

Presubmission Checking Tool" available on the Blackboard sidebar from the menu Assessments > Check HERE with TurnItIn before submitting work . When you are happy with what you have written, copy and paste your work into a

WORD doc and upload it to the TurnItIn Presubmission Tool to see the Originality Report. To use the checking tool for

the next assessment, just overwrite the old assessment with the next one during upload.

The "Originality Report" that you receive from TurnItIn will tell you:

1) Whether there is some work that is from somewhere else that you have not attributed properly (eg. by in-text

citation and referencing).

2) Whether you have engaged with many external sources or have written your work without using any of these.

You are expected to have checked your work before submission to make sure that you have cited accurately and

engaged with authoritative external sources where required.

You can find out more about Curtin's use of TurnItIn at: http://academicintegrity.curtin.edu.au/students/turnitin.cfm .

You can find more about Academic Integrity at Curtin by reading the Academic Integrity booklet that every student

should read in their first week at Curtin: http://academicintegrity.curtin.edu.au/global/studentbook.cfm. 8. LATE SUBMISSION

For Assessments One and Three, late work will be accepted with a late penalty as follows. Work 1-6 days late will be marked with a 10% penalty for each day it is submitted late. Work not submitted or submitted 7 or more days late will not be marked.

For Assessments Two and Four if you do not have a formal extension, then components date stamped one to six calendar days late will only be marked if you contact the Unit Coordinator before the component is due, to arrange late submission. You will incur a total penalty of one mark if this happens once and a total penalty of two marks if this happens twice. You may request this once only for Assessment Two and once only for one compoent of Assessment Four.

Assessment Two and Four components that are submitted one to six days late without contacting the Unit Coordinator, or are seven or more calendar days late, or are missing, will receive zero marks.

9. DUE DATES AND RETURN OF WORK

Assessments are due at midnight AWST on the due date. Assessments are due on Thursdays to allow staff to support students, who may have last minute enquiries, during the working week.

The Curtin University Assessment and Progression Manual requires that assessments are usually returned 15 working days after submission, with 20 working days being acceptable in some circumstances. All marked worked is moderated by a second marker before return to students, which lengthens the process.

10. FEEDBACK

You may request verbal (live or via Skype/phone) feedback on your Learning Journal or participation at any time during the unit. This will be general discussion about how you are going and where you could improve, rather than an estimate of the numerical mark you would be awarded. To do this you will need to make an appointment with the Unit Coordinator and give at least one week's notice to allow your work to be read. You are strongly encouraged to





http://academicintegrity.curtin.edu.au/students/turnitin.cfm

http://academicintegrity.curtin.edu.au/global/studentbook.cfm

do this at least once before Week 8 so that you know how you are going and can make any improvements while it can count.

11. LECTURES AND WORKSHOPS - INTERNAL AND RECORDED

Lectures for internal Curtin-enrolled students are held 10am - 11am on Mondays in 400:249. A two hour workshop follows immediately in the same venue. A recorded version of the lecture only will be released on Blackboard via iLecture very soon after it has been delivered live. The lectures do not exactly repeat the Topic notes, but develop themes and ideas from the notes and readings to help with understanding. Sometimes workshop activities will be shared in the "Topics, Readings, Tasks" part of Blackboard, so non-internal students can see what has been done.

Internally-enrolled students are required to attend all lectures and workshops. Learning activities in the workshops are designed for students to learn together in the same physical space, and low attendance affects other students' learning experience. If you cannot attend lectures and workshops, then please change your enrolment to fully online. The last A2 task involves a live presentation by internal students, while online students submit a written piece, but otherwise compulsory unit activities are identical for all students.

Students not enrolled internally (including OUA and fully online students) are welcome to attend the lectures and workshops, but please contact the unit coordinator via Blackboard email to confirm this first.

12. TWO ON-CAMPUS WORKSHOPS FOR ALL STUDENTS

There are two on-campus workshops that all students are encouraged to attend, although they are not obligatory for non-internal students and not attending will not affect your progress in the unit.

Week 3 All DIS students meetup and tour of Curtin Library Maker Space Monday 14 March 11:30 am - 12:30pm Curtin University Library. All DIS students in all units are being invited to meet up during a tour of the Curtin Library Maker Space, with a coffee get together afterward.

Week 7 - Audacity/Soundcloud hands-on workshop . Monday 11 April 11:30am - 1pm. PC lab venue to be announced. Assessment Three involves using Soundcloud and this workshop takes you through using this and Audacity. Students will be able to complete Assessment Three equally well without attending this workshop. The workshop will not be recorded. PCs and headsets will be supplied, but it would be best to bring your own laptop and make sure you can connect to campus wifi before the workshop. You may prefer to bring your own audio/mike headset also.

13. Reasonable adjustments for students with disabilities/health circumstances likely to impact on studies (Curtin Access Plan)

If you have ongoing health issues (including anxiety or depression) that may impact on your studies, then you are advised to arrange for a Curtin Access Plan before semester starts.

A Curtin Access Plan (CAP) is a document that outlines the type and level of support recommended by Disability Services to assist a student with disability/ongoing health issues in their studies at Curtin. This support can include extra reading time in examinations, transcriptions of audio/visual material and extensions to be negotiated with unit coordinators without the need for further formal paperwork to prove the health condition exists.

The content of the CAP is negotiated with the student and it will only contain information that the student agrees to release. It can include information about the disability/medical condition if they wish to disclose this information. A CAP has an end date after which it is not valid. This date is determined by the Disability Advisor dependent on a number of factors. In some cases it is valid for the duration of the course. It is the student responsibility to ensure that relevant university staff have a copy of their CAP if they are seeking support and reasonable adjustments for their studies.





Learning Resources Essential texts

The required textbook(s) for this unit are:

l Burke, J. (2013). Neal-Schuman Library Technology Companion: A Basic Guide for Library Staff (4th ed.). Chicago: Neal-Schuman, an imprint of the American Library Association.

This can be downloaded for free from Curtin Library as an ebook: http://www.curtin.eblib.com.au.dbgw.lis.curtin.edu.au/patron/FullRecord.aspx?p=1492915

If you want to purchase a print copy that will arrive by Week One, you may want to consider looking on Booko.com.au:

http://booko.com.au/9781555709150/The-Neal-Schuman-Library-Technology-Companion-Fourth-Edition

(ISBN/ISSN: 978-1-55570-915-0)

l Curtin University Library, (n.d.). LibGuides. Referencing. APA 6th-ed. Retrieved from http://libguides.library.curtin.edu.au/content.php?pid=141214&sid=1335391

Please ensure you have downloaded the most recent version of this guide and know how to cite and reference using APA6 style.

(ISBN/ISSN: 0)

Recommended texts

You do not have to purchase the following textbooks but you may like to refer to them.

l Grellier, J. & Goerke, V. (2014). Communications skills toolkit: Unlocking the secrets of tertiary success. 3 ed. Melbourne: Cengage Learning.

You do not have to purchase this textbook but it is advised. All of it will be extremely useful in your tertiary studies. For Assessment Three you will need to read Chapter 8 – Report Writing. This chapter can be downloaded from Curtin Library’s e-Reserve readings using your student login at http://edocs.library.curtin.edu.au/eres_display.cgi?url=dc60270585.pdf

(ISBN/ISSN: 0-17-024361-3)

Other resources Topic Notes, Readings, Tasks

Topic notes, readings and tasks will be released on Blackboard (Under Unit Content > Topics, Readings, Tasks ) at least one week before they are due to be studied.

All readings are online and linked from the Readings list except those from the text book. Some readings are administered by Curtin Library’s E-Reserve service so require your Curtin login and password for access.

Lectures and workshops - live and recorded

Please see "Learning Activities" for information about these.

Online resources for keeping up to date

Technology for information services changes rapidly. During this unit you are advised to regularly follow updates on at least one of these sites:

Technology General

l ReadWriteWeb. (n.d.). Retrieved from http://www.readwriteweb.com/ l TechCrunch. (n.d.). Retrieved from http://techcrunch.com/ l Fennell, M. (n.d.). Download This Show. Retrieved from

http://www.abc.net.au/radionational/programs/downloadthisshow/





http://www.curtin.eblib.com.au.dbgw.lis.curtin.edu.au/patron/FullRecord.aspx?p=1492915

http://booko.com.au/9781555709150/The-Neal-Schuman-Library-Technology-Companion-Fourth-Edition

http://libguides.library.curtin.edu.au/content.php?pid=141214&sid=1335391

http://edocs.library.curtin.edu.au/eres_display.cgi?url=dc60270585.pdf

http://www.readwriteweb.com/

http://techcrunch.com/

http://www.abc.net.au/radionational/programs/downloadthisshow/

Archives

l Library of Congress. (n.d.). The Signal: Digital Preservation. Retrieved from http://blogs.loc.gov/digitalpreservation/

l Smithsonian Institution Archives. (n.d.). Retrieved from http://siarchives.si.edu/

l Theimer, K. (n.d.). ArchivesNext: well, what will come next?. Retrieved from http://www.archivesnext.com/

l Visser, J. (n.d.). The Museum of the Future: thoughts, examples and best-practices for innovation in museums and the cultural sector. Retrieved from http://themuseumofthefuture.com/

Records Management

l Future Proof – Protecting our digital future: A State Records initiative for the NSW Government. (n.d.). Retrieved from http://futureproof.records.nsw.gov.au/

l Lappin, J. (n.d.). Thinking Records. Retrieved from http://thinkhttp://thinkingrecords.co.uk/ingrecords.co.uk/

Libraries

l Abram, S. (n.d) Stephen's Lighthouse: illuminating library industry trends, innovation and information. Retrieved from http://stephenslighthouse.com/

l Griffey, J. (n.d.). Pattern Recognition. Retrieved from http://jasongriffey.net/wp/

l King, D. L. (n.d.). David Lee King: social web, emerging trends, and libraries. Retrieved from http://www.davidleeking.com/





http://blogs.loc.gov/digitalpreservation/

http://siarchives.si.edu/

http://www.archivesnext.com/

http://themuseumofthefuture.com/

http://futureproof.records.nsw.gov.au/

http://thinkingrecords.co.uk/

http://stephenslighthouse.com/

http://jasongriffey.net/wp/

http://www.davidleeking.com/

Assessment Assessment schedule

Detailed information on assessment tasks

1. ASSESSMENT ONE : Technology tools setup (10%) Due Thursday Week 2 (Date is on Unit Calendar 23:59 AWST) Aim: Set up technological tools for the unit. Clarify own goals for unit. Experience with reflective writing.

Activity: Complete subtasks using the Blackboard Assessment One Learning Journal and various online sites.

Instructions: Found at Blackboard sidebar menu >ASSESSMENT> Assessment One.

Marking criteria

You will receive a marked rubric and a single total mark for this assessment. Whole class feedback will be provided.

Most tasks can only be completed correctly or not at all (e.g. Embedding a screenshot of Firefox). These will get full marks or no marks.

Tasks with written expression involved (e.g. Reflection, Unit Goals) will be marked on:

l evidence of critical engagement with the material (i.e. thinking about the material and drawing logical conclusions that are well explained and backed by evidence).

l evidence of understanding SMART and BHAG goals l evidence of understanding technological terms and processes (don't call something a "thingie"). l suitable grammar, expression and spelling for university work

2. ASSESSMENT TWO Hands-on tasks plus engagement and professional conduct (30 marks) Ongoing deadlines

1. Aim:

l Demonstrate practical proficiency in set technological tasks. l Demonstrate growing critical thinking, subject mastery and support for the learning environment.

2. Components:

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1Exercise 10 percent Week: Week 2

Day: Thursday Time: 23:59 AWST

2,5

2

Investigation 30 percent Week: Continuous assessment with ongoing deadlines. Day: See unit calendar for deadlines Time: 23:59 AWST

1,2,5

3Report 40 percent Week: Week 11

Day: Thursday Time: 23:59 AWST

1,3,5

4

Reflection 20 percent Week: Continuous assessment with ongoing deadlines. Day: See unit calendar for details. Time: 23:59 AWST

1,4,5





l PART A. 80% Five hands-on Topic Tasks l PART B. 20% Engagement and professional conduct on Blackboard Discussion Board

3. Deadlines:

Continuous Deadlines

Each task has its own weekly deadline as indicated on the unit calendar on the last page of the unit outline, with something due roughly every fortnight. Tasks must be entered in the Assessment Two Learning Journal with a date/time stamp before 23:59 AWST on the day it is due.

Due dates are:

l PART A - Topic Tasks l Topic 2 Task Zotero Thursday Week 4 l Topic 3 Task 1 Koha Thursday Week 6 l Topic 3 Task 2 Data Security Thursday Week 7 l Topic 4 Libguides Thursday Week 12 l Topic 6 Tech Trend Summary Thursday Week 13

l PART B - Engagement and Professional Conduct l Engagement and professional conduct Ongoing Monday Week 1 to Friday Week 14

Late penalties

For Assessment Two if you do not have a formal extension, then components date stamped one to six calendar days late will only be marked if you contact the Unit Coordinator before the component is due, to arrange late submission. You will incur a total penalty of one mark if this happens and you can only request this for one component for this assessment.

Assessment Two components that are submitted one to six days late without contacting the Unit Coordinator, or are seven or more calendar days late, or are missing, will receive zero marks

4. Feedback:

You will receive marks on a marking rubric and then a single total mark and one comment for the whole assessment. As outlined under “Learning Activities” in the unit outline, you may request detailed verbal feedback on your A2 Learning Journal at any time. You are strongly encouraged to seek this before completing the Topic 4 task.

5. Instructions and marking criteria

PART A. 80%, Five hands-on Topic Tasks

A.1 Instructions for Topic Tasks

You need to complete the Topic notes and readings before you start the associated Assessment Two task. Tasks will be released with the Topic notes, at least one week before the Topic is studied.

Task instructions are at Blackboard > Unit Content > Topics, Readings, Tasks > Tasks. These often involve watching movies and will need you to download and install software and to explore sites on the World Wide Web. Please ensure that you read the task early during the Topic to allow yourself enough time to complete it. If you have not completed a similar task previously on the computing equipment you are using, factor this in when planning your time.

Each Task will be submitted as an entry in your online Learning Journal at Blackboard > ASSESSMENT > Assessment Two > A2 Learning Journal .

A.2 Marking Criteria for PART A - Topic Tasks

1. Were all instructions followed ? 2. Were practical aspects of the task completed accurately ? 3. Was the task completed carefully to a professional standard? 4. Does completion of the task demonstrate an understanding of disciplinary terms, concepts and





conventions ?

PART B. 20% Engagement and professional conduct on Blackboard Discussion Board

Engagement and professional conduct evidenced by posts on the discussion boards and other interactions with learners

B.1. General technical requests/support

l The discussion boards are there for you to support each other with technical aspects of the unit. l This unit should involve you understanding more about how people request and give support in a

technological environment. For some of you, you will be learning to be more precise with your technological language, document better the steps you have already tried and to have a go at finding the answer online before asking. Others of you will be practiced at this and able to model this process for fellow students. Others will have a wide technological knowledge or recent experience with study and will (hopefully) gain greater understanding of how to offer support in a way that helps the requester better understand the problem and how to solve it. The Blackboard Discussion Boards are a forum where you can develop these skills and demonstrate to the marker that you are developing these.

B.2. Topic discussion

l You are also required to take part in discussions about the material in the topic notes. Students are expected to lead these conversations and keep them going, although the tutor will be monitoring the boards most days. To achieve ANY marks for PART D, during the assessment period you must contribute at least three times to the discussion board in the following way:

l start or add to a thread during Weeks 1-4 l start or add to a thread during Weeks 5-8; and l start or add to a thread at least once from Week 9 onward.

Marking criteria for PART B - engagement and professional conduct

On Blackboard and in other interactions with classmates and tutors how well does the student demonstrate commitment to both his/her own learning and to creating a positive learning environment for staff and other students?

Is the student able to conduct a professional discussion about disciplinary matters using scholarly language and expression?

3. ASSESSMENT THREE Team analytic report and individual multimedia project. (40%) Due: Thursday, Week 12. (Date is on unit calendar. 23:59 WST) Team analytic report: 40% of total marks for this assessment (ie. 16 marks for the entire unit).

Individual multimedia piece: 60% of total marks for this assessment (ie. 24 marks for entire unit)

Aim:

The focus of this assessment is on developing skills to evaluate technology tools for an information service, through hands-on experimentation to understand how they work.

In this case we are evaluating cloud-based collaborative tools, however in an information service you will likely be evaluating tools that do tasks specific to the service (e.g. public PC booking software, an EDRMS, scanning software). Hands-on experimentation plus an understanding of managerial considerations are often essential when doing this kind of evaluation in an information services workplace.

The teamwork is highly scaffolded so that you all have similar exposure to the tools, and are required to actually use them, not just read about them in theory. Everyone in the team will be investigating different types of tools, so you are expected to communicate with your team members the advantages





and disadvantages as you discover them.

The analytic report can be completed successfully if you use the tools together well as a team. The multimedia report can be completed successfully if you get to know the tools well enough as you are creating the report, that you can make an informed judgment and advise your manager about them.

1. Instructions for Team analytic report. You may be interested in reading the following blog post before you begin your team work:

Brown, S. (2013, February 1). Survival Tips for LIS Distance Learners and their Group Projects. Hack Library School. Retrieved from http://hacklibschool.wordpress.com/2013/02/01/survival-tips-for-lis-distance-learners/

1.1 Team Work Deadlines

Please read this thoroughly by the end of Week One and clarify any uncertainties about the requirements or deadlines using the Blackboard Discussion Board.

The assessment instructions involve a number of sub-deadlines to ensure that team work goes smoothly. Please read the details below but particularly note that the work involves these dates:

1.2 Teamwork and Team Action Plan

You should use the gmail account that you created in Assessment One for all work on this assessment, including creating new profiles on online tools.

If you want to do some work toward the assessment before teams are allocated you can investigate the online collaborative tools you will choose from, or the tools/upload process for creating the individual multimedia piece.

1.2.1 Team allocation

You will work in teams of between 4-9, according to unit enrolment numbers. You will be allocated a team and notified of this after the Census date, by Monday Week 5.

Team allocations will be announced on the Blackboard Discussion Board. It is your responsibility to check the team allocation and start working with your team members by the deadline. There are marks penalties for students who do not do this.

Team members may be reallocated if numbers drop to under 3 students before Thursday Week 7. Any student affected by this will be offered extra time to complete the team part of the assessment.

By Monday Week 6, you must have logged again into the unit Slack group, posted in your new team Slack

Do what? By when? (23:59 WST. Dates on Unit Calendar)

Sign up for unit Slack group as part of Assessment One Thursday Week 2Team allocated by Unit Coordinator after Census date and students notified. Check BB.

by Wednesday Week 5

Must have logged into unit Slack group and be working with other team members in Team Slack group on Team Action Plan

Monday Week 6

Decide Team Action plan and add to own Assessment Three Team Action Plan Learning Journal (5 marks penalty for students who do not do this)

Thursday Week 6

The nominated Team Reporter emails required information to Unit Coordinator

Thursday Week 6

Students must be working effectively in a team with a submitted action plan by this date or will receive zero marks for this part of Assessment Three

Monday Week 7

Last day for team mediation Monday Week 10Assessment submitted Thursday Week 11





group and started working with your teammates on creating the Team Action Plan. Students who do not do this, or do not post their Team Action Plan in their Learning Journal by Thursday Week 6, will be penalised 5 marks for this part of the assessment.

Students who do not make contact or work effectively with their team members by Monday Week 7 will not be able to complete the team report and will receive zero marks for this component. They will still be expected to investigate the tools alone and to submit the individual multimedia piece as best they can.

1.2.2 Allocated roles

You should read the question in section 1.4 before reading the rest of this section, so you know what the task involves.

Four roles will be allocated by the tutor when the teams are decided, with two students for each role. Each set of two should work out between themselves who is doing which bit. You may receive more than one role at this stage. When the Team Action Plan is decided, you may re-allocate the roles, just let the tutor know when you submit the Team Action Plan.

The roles initially allocated and responsibilities will be:

1. Two Team Reporters - Informs the tutor if any member has not made contact via Slack by Monday Week 6. Completes the Team Action Plan template and emails it to team members and the tutor via Blackboard email by Thursday Week 6

2. Two Slack Wranglers - finds each team member's profile on the unit Slack group and sets up a separate Slack group for the team and invites all team members by Monday Week 6. Decides and sets up initial channels for the project (please make them public ONLY). Invites tutor ( [email protected]) to Slack channel by Thursday Week 6.

3. Two Schedulers - timetables specific tasks that need to be done and tracks the progress of tasks using the "Project Management" tool. Sets up the tool and makes sure members understand how it will be used. Has a draft schedule (that includes the set points in the Team Action Plan template) completed by Thursday Week 6. Makes sure all team members know about the schedule

4. Two Dropbox Wranglers - sets up a shared Dropbox for all team members and makes sure they understand how it is being used by Thursday Week 6. Dropbox should be used for version control of the final WORD document. Responsible at the end of the project for making sure the Master document for submission is in Dropbox and everyone has it on time for the upload.

For more information about the "Wrangler" roles, please see the description under "2.Roles" below.

1.2.3 Filling in the Team Action Plan Template and deciding roles

Use Slack to decide together your Team Action Plan and any ground rules by Thursday Week 6 . Each member must upload an identical team action plan document to a separate entry in their Assessment Three Learning Journal by Thursday Week 6. The entry should be headed "Team Action Plan". The entry should also contain the sentence "I agree to the attached team action plan and understand that there are marks penalties if I do not follow this".

1.2.3.1 What you need to decide for your Team Action Plan

There is a template for the Team Action Plan on Blackboard under Assessment > Assessment Three. Please use this as the basis of your Team Action Plan. Download and look at this before you read the information below.

1. Tools

First step is to agree to which tools you will use for your team work and use these to start creating a Team Action Plan together. You are expected to use each tool chosen during the report-creation process. This is important because the second component of the assessment involves evaluating these tool and referring to how they were used in this part.

To ensure you are using the tools to capacity:

l DO NOT use email for this assessment unless instructed. l DO NOT use Facebook to communicate about the assessment or to create the report. l You may use WORD to format and create the final report, however you need to set up a collaborative

work space to work on the drafts before the final transfer into WORD.





l You should not meet physically to discuss this assessment.

Please decide on five tools for all members of the team to use:

1. Slack - all teams must use this 2. Dropbox - all teams must use this 3. One Project Management Tool from Remember the Milk, Asana, or Trello 4. One Collaborative Authoring Tool from Google Docs, Evernote or Wikispaces 5. One Voice Chat tool from Skype or Google Hangouts or ooVoo.

l You may only use ONE Google product among your tools. l You should only use the free version of each tool.

Some of these tools integrate well into Slack, so you may want to take this into considereation when choosing them (see: https://slack.com/apps )

All team members must create an account on the tools selected, using the gmail account they set up for this unit, by Monday Week 6, and preferably before. For some tools you may find it easier to use a single shared account, which is fine, but you still should have joined individually so that you can assess it.

2. Roles

Decide together on roles for team members. Every member should indicate the role that they can take on rather than asking other people to allocate them something. Do not allocate roles to members who have not indicated the role they wish to take on. Students not actively working with others to create the TAP will be penalised 5 marks for this assessment. It is the responsibility of the other team members to inform the tutor if this is the case.

All roles should have at least two people allocated to them, and you will have at least 3 roles, very likely more. You must take on at least one "wrangler" role , one "researcher" role and one "writing and proof-reading" role. The writer role can work well if one of the pair initially does the writing and then the other checks / proofreads / edits.

1. Pre-allocated roles (see 1.2.2 above)

1. Two team reporters 2. Two Slack Wranglers 3. Two Dropbox Wranglers 4. Two Schedulers/ proejct management tool wranglers

2. "Wrangler" roles. Responsible for knowing about the tool, working out how it is useful for the project, setting up the collaborative space and helping team members troubleshoot the use

1. 2 Collaborative Authoring Tool Wranglers 2. 2 Voice Chat Tool Wranglers

3. "Researcher" roles. Must provide comprehensive and correct information to the writers, including correct citations for all facts and correctly formatted references. Writers can ask for specific information and are not expected to research it themselves.

1. Two Editors-In-Chief - responsible for checking that the report is formatted correctly, all elements in the marking criteria and question are present, that there are correct in-text citations, the reference list is correct and that the "voice" of the report is consistent

2. Two Vimeo researchers 3. Two Moving Image researchers 4. Two Facebook researchers

4. "Writing and proof-reading" roles. Compiles the research to answer the question. Must work closely with researchers to guide them about the information needed before they start researching.

1. Two Criteria 1, Cover Sheet, Appendix A 2. Two Criteria 2-3 Conclusion, Appendix B 3. Two Criteria 4-5, Recommendations, Appendix C 4. Two Criteria 6, Contents page, Executive Summary, Introduction





https://slack.com/apps

3. Communication

Decide

1. How often team members are expected to communicate and "check in" 2. The tool used to check in 3. The date and time of a weekly meeting that everyone is expected to attend remotely, and the tool used.

If you cannot find one time that suits everyone, then please arrange for two different times during the week. (You may want to look at doodle.com to use it to find a time).

4. What notice/substitute communication is needed if people are unable to make the regular checkin or a weekly meeting.

5. Any other communication ground rules

4. Timetable

The schedulers should create a rough schedule for the work, to be agreed by all members, using the project management tool. It must include the deadlines below. Do not add it in the Team Action Plan, but make sure it is completed and all team members have access to this by Thursday Week 6. All team members are expected to keep to both the sub-deadlines below and the more specific agreed schedule.

1. Monday Week 6 - everyone has checked in on Slack and all team members have accounts on each of the four tools

2. Thursday Week 6 - team reporter sends Team Action Plan to unit coordinator and all members have TAP in their Learning Journal

3. Thursday Week 8 - most research completed 4. Thursday Week 9 - everyone has contributed their first draft of writing, including correct citations and

correctly formatted references 5. Monday Week 10 - last day for mediation with Unit Coordinator 6. Thursday Week 10 - final draft completed 7. Thursday Week 11 - master copy of document created and each team member submits an identical

copy

1.2.4 Marks allocation and mediation

The Team Action Plan is created so that all team members are clear on what is expected. Students who follow the Team Action Plan will all receive the same mark for the team report.

You are adults who are expected to work in an adult and professional way on this task. All students are expected to produce work that meets the Team Action Plan and that includes the information required by the question, observes academic integrity and meets the marking criteria.

1.2.4.1 Mediation

Students who do not follow the Team Action Plan to the satisfaction of other team members may receive a lower mark than other team members, after team mediation with the Unit Coordinator. Students unable to work in a team will be unable to complete the team report, thus receive a mark of zero for this component of Assessment Three.

It is up to team members to request mediation in a timely way if required, by Monday Week 10 at the latest. Please make sure you factor this in and check that all members' contributions are sufficient (both content and amount) by this deadline. Previous experience suggests that it is useful to seek mediation sooner rather than later if you think it may be necessary. Mediation requests will only be considered if you have discussed the matter initially in your team with all members and all members are copied into a Blackboard email to the Unit Coordinator outlining:

l The parts of the action plan not being followed to the satisfaction of the team. Please specify any deadlines missed or how the work that does not answer the question, observe academic integrity or meet the marking criteria.





l How the team agrees that marks should be varied. This could be conditional on work being submitted within an agreed new timeframe or contact being made according to a new schedule.

l Any changes you would like to make to the action plan until the assessment is submitted (eg. frequency or method of contact).

1.4 Scenario

You manage a remote branch of the Australian Whatsit Information Service, a Federal government agency that provides whatsit-related information to government, corporations and the public.

The AWIS is investigating using staff-created movie recordings to publicise some of its information services in different towns. They want to use an iPod Touch to create a number of three minute movies to upload online so that they can show the human face of the organisation. The Movie Project also aims to give information services staff skills in using multimedia to communicate online with their clients. The aim is to allow the best possible access to the movies.

You report directly to the extremely busy Chief Whatsits Officer, Dr Richard Pritchard. He has a PhD in Whatsitology and 35 years of technical experience in the field, including 20 years in managerial positions where he has proved to be an effective, fair and extremely competent manager. His understanding of modern non-Whatsit technology is extremely limited. He particularly has no idea how to record or upload movies. Although he is curious and intelligent he needs even the most basic technological terms and concepts explained in plain, simple language. His managerial success has been partly because he is smart enough to surround himself with people with greater technological knowledge, get them to research and evaluate new developments, and to listen to them when they do.

Sometimes Dr Pritchard's initial requests for technological information can be a bit vague and use technological language inaccurately. Through experience you have learned that you should not request further clarification as it will be even more confusing. You should instead make sure that in any response to a request for information you are very clear about what you believe his vague requests meant, giving accurate information that does not highlight his misunderstanding in a way that might embarrass you both.

Dr Prtichard simply does not have time to read reports more than once or to ask questions to clarify information in them. He often follows up references and citations in reports to make sure that he understands the point being made, so expects the point they are supporting to be clear and the references themselves to be authoritative, current and unbiased. He expects his staff to understand this and to produce clear, comprehensive business reports that can be understood by an intelligent and extremely busy technological novice.

1.5 The email brief from Dr Pritchard

You have received the following email from Dr Pritchard giving you a brief for investigations.

Hello,

We need to upload our movies from the Movie Project to the internet. I know that we used the Moving Image Archive of the Internet Archive for the "Widgets for Whatsits" movies we did last year, but I am not sure that it was the best alternative to get the best possible access to the movies. My daughter at the Australian Thingamibob Centre says that they are using Vimeo. I believe that they are investigating Facebook at the New Zealand Whatsits Information Service. Could you all please work together to produce one of our standard business reports into the issue? You know the required layout.

Can you please use online collaborative tools from the list that was circulated in the last meeting? We will kill two birds with one stone and field-test the online tools to write the report. Can you please report back to me individually using multimedia as we discussed in the meeting last week - killing three birds with the same stone I guess... Details are all in the minutes of the last meeting.

The question I really want answered in the business report is "How do a number of aspects of the Moving Image Archive, Vimeo and Facebook compare at providing the best access for our Movie Project movies ?"

For the comparison of features, please compare the sites as on Monday 2 May 2016 29:59 AWST. I am not interested in features added or changed after this date.





Can you please find the most authoritative sources to answer this? I don't want just opinions. I want solid, recent facts please. I want the sources to be reliable and authoritative. Please refer me to primary sources for statistics, so if another source is quoted in an article to support a fact, please locate and read the quoted source and use that as the reference.

I don't want you to discuss all possible functions, just the ones below.

Can you please create a table in Appendix A of the report giving a summary of how each platform performs on each function, with citations to support the points made?

Can you please decide on the order of importance of the criteria and report on them in the order from most to least important ?

Please let me know under each heading what you understand each function to be, why it is important to the AWIS's movie project, what factors you looked at when measuring it, which service you think performs best on it, and any likely future developments in the area to watch out for.

Here is my list:

1. Ease of uploading a recorded file 2. Ownership of the file once uploaded 3. Likelihood of as many people seeing the movie as possible 4. Discoverability of file on popular search engines such as Google 5. Technical reliability of the site 6. Whether the site will continue to exist

Oh, and in the introduction to the report, can you please give me a bit of background for each service - how long it has been around, amount of market share, stated purpose and what it does and any other information you think would make good background to the investigation. Please let me know in the recommendation whether you think we should seriously re-consider our use of the Moving Image Archive for uploading our movies.

I look forward to receiving your report,

Dr Richard Pritchard

1.6 Standard layout and other expectations for the report

Your task is to collaboratively produce a 1750-2500 word analytic business report. (Word count does not include coversheet, table of contents, appendices or reference list. It includes all other elements. Words over 2500 will not be marked).

To ensure a professional finish and to assist with reading and writing comments, you must use:

l 1.5 line spacing and leave a line space between paragraphs l Left and right margins = 3cm; top and bottom margins = 2.5cm l A standard font and font size. Times New Roman 11 -12 or Arial 10 – 11. l In .doc or .docx format. Do not save as .pdf. l Name the file in the format [lastname]TIS161A3TeamReport l The Appendix A pages may be landscape if you prefer

Your report should follow the language suggestions and style for an analytic report outlined in Chapter Eight of the optional text book for this unit: Grellier, J. & Goerke, V. (2014). Communications skills toolkit: Unlocking the secrets of tertiary success. 3 ed. Melbourne: Cengage Learning. This chapter can be downloaded from Curtin Library’s e-Reserve readings for this unit at http://edocs.library.curtin.edu.au/eres_display.cgi?url=dc60270585.pdf

Your report should include:

l a cover sheet that includes the word count and the names of all team members, but is otherwise suitable for an analytic business report written for the the scenario

l contents page l executive summary (under 300 words) l introduction







l separate heading for each of six evaluative criteria chosen for more detailed comparison l conclusion l recommendation l reference list l Appendix A containing a table showing how ALL services meet EVERY criterion l Appendix B listing the online collaborative tools used during the creation of the report l Appendix C which is a copy of the email that was sent to Dr Richard Pritchard when the report was

attached.

Please search the web and locate some analytic reports relevant to our discipline if you are unfamiliar with the style and layout.

One useful example (although some components and the referencing style are different to that required for this exercise and should not be copied) is:

Australian Library and Information Association. (2013). Library and information services. The future of the profession. Themes and scenarios 2025. Discussion paper, 1 May 2013. Canberra, A.C.T. Retrieved from https://www.alia.org.au/sites/default/files/documents/advocacy/The%20Future%20of%20the%20Profession.pdf

1.7 Appendix A

Please create a table for ALL 3 of the services and ALL 6 of the evaluation criteria. Add it as Appendix A.

It is up to you how you present the data in the table, as long as you have a cell that describes each criterion for each service and it is easy for the reader to independently compare the information. If the table takes more than one page, please make sure the header row is visible on each page of the table. Ensure you indicate the source of your information in the table using APA6 style.

For this task you may use endnotes in the table (with all referenced numbers appearing at the bottom of the last page of the table) although this is not strictly allowed with APA6 formatting. The references themselves should be listed in the general reference list that is at the end of the body of the report. Below is an example table showing APA6 endnotes that will be accepted.

Example Table

1.8 Six detailed criteria in the body of the report

Present the six evaluation criteria in the report in order of most important to least important. Provide more detailed evaluations than given in the Appendix. The three sites should be described/compared/evaluated within each of your six most important criteria rather than discussing each site on its own. Do not just repeat large chunks of information from Appendix A without further explanation and analysis.

Please explain what each criterion means and why it is an important consideration for the AWIS Movie Project, using external sources to back up the information if necessary. Please provide all the information requested by Dr Prtichard in his email.

For technical specifications, do not just give numbers and symbols in this section, but explain what the number means (eg. "Movie quality suitable to view on the web", "extremely reliable backup format") and whether this is adequate for the AWIS.

1.9 Submission

The report should be checked well before submission using the "Turnitin Presubmission Checking Tool". Please see the information about TurnItIn earlier in this unit outline.

Each team member should individually upload to Blackboard, within the same 3 hour window of time (eg. 9am - 12noon AWST Wednesday Week 11), an identical copy of the report following the instructions under "Assessment Three" on the Blackboard sidebar. This should be possible to coordinate using online





https://www.alia.org.au/sites/default/files/documents/advocacy/The%20Future%20of%20the%20Profession.pdf

collaborative tools. Part of the competency that should be demonstrated in this exercise is the ability to create a single master-file on Dropbox, share it with others and upload identical copies from different locations using different hardware/software configurations. Please double-check that you have uploaded a .doc and not a .pdf. All members of a team where one person has uploaded a different version/outside the timeframe will have marks deducted unless it can be shown that there was an agreed master document and the issue was not a team communication problem.

1.10 Marking criteria

Please proof-read your report and ensure that you have fulfilled all the criteria below before submitting it.

TOPIC SPECIFIC – 50% of mark for team report

1. Did the individual student add the Team Action Plan to the correct Learning Journal by the correct deadline?

2. Was every section requested present in the report? 3. Did the report fit the scenario ? 4. Did the transmission email fit the scenario ? 5. Was the table in Appendix A easy to understand ? 6. Was the information in Appendix A correct? 7. All criteria included in Appendix A ? 8. Was there evidence of searching for the most relevant and informative and authoritative sites? 9. Was the order of the six criteria suitably justified in the report?

10. Were the criteria and their importance explained clearly? 11. Terms and concepts used correctly? 12. Terms and concepts clearly explained so that a novice can understand ? 13. Was the recommendation supported by the evidence in the report? 14. Appendix B listing 3 tools? 15. Appendix C appropriate for a business communication 16. Was the report evaluative, not just descriptive?

ANALYSIS – 25% of mark for team report

1. Was the reasoning in the analysis coherent, logical and sensible? 2. Was each new idea clearly defined? 3. Does the writing interest and engage the reader? 4. Were all facts backed up with external sources where necessary? 5. Were external sources relevant to the point they supported? 6. Was there critical engagement with external sources? 7. Was there evidence of the writer’s own thoughts and ideas?

REPORT STRUCTURE, SCHOLARLY WRITING, GENERAL – 25% of mark for team report

REPORT STRUCTURE

1. Was the language suitable for an analytic report? 2. Were the spelling, punctuation and grammar suitable? 3. Were any figures, graphs and screenshots clearly labelled? 4. Were screenshots readable? 5. Were appendices appropriate? 6. Was reference made to the screenshots, figures or appendices to contextualise them? 7. Header row visible on all pages of the Appendix A tableif it is over one page ?

SCHOLARLY WRITING

1. Was there correct APA6 in-text citation? 2. Was there a correct APA6 reference list? 3. Where there were direct quotes, was this correctly indicated? 4. Where there was paraphrase was this correctly indicated? 5. Was it very clear what was the author’s idea and what was an idea from external sources? 6. Was there evidence of evaluation and synthesis of external sources, not just quotation and description?





7. Lack of plagiarism

GENERAL

1. Were all the instructions in the assignment followed? 2. Was word count indicated on the cover sheet? 3. Was it within the word count? 4. Was the assignment handed in on time? 5. Report uploaded within three hours of the co-authors? 6. Is there evidence that the work has been sufficiently proof-read?

2. Instructions for Individual Multimedia piece. 60% of marks for this assessment 2.1 Instructions

You are to individually create a four to seven minute multimedia piece that answers the question:

“What would be the advantages and disadvantages to an information service of scaling up, from private use to corporate use, freely-available cloud-based collaborative tools ? Discuss the managerial implications of this for a 25 branch national information service, using as examples the five tools you used when creating the report. Include issues such as data security, privacy and management of corporate profiles and accounts"

The piece is intended as a report back to the busy manager who requested the evaluation of movie hosting platforms.

You should extrapolate from your small teamwork project to examine “bigger picture” issues of scaling up the use of tools like these across a larger workplace.

Your evaluation should be based on your own experience of using the tools for this assignment, not on external reviews, although you may include information from external sites when considering privacy, security and account management. Please focus on the tools used and how well they worked, how they will scale up, and managerial considerations for using the tools across the organisation, not how well your group worked together.

The report may use just audio, be a movie or other format, as long as the question is answered and the communication is appropriate for a business report back to a busy manager. It needs to be submitted correctly, including upload to YouTube or Soundcloud and embedding in your Learning Journal. Please make sure you are familiar with the submission requirements well before the due date. The multimedia piece MUST:

l include at least 30 seconds of audio of your speaking. l be four to seven minutes long. (Any material after the seven minute mark will not be viewed nor

marked) l include your first name l include the names of the tools you used l include examples from your teamwork about the use of each of the five tools l give advantages and disadvantages in a way that shows critical and analytic thinking, not just a

description l make clear the difference between using tools for a one-off private project and implementing them

organisation-wide, particularly from a managerial point of view l include correct media credits for anyone else’s material that is used, and only use material that you can

legally load to a third party site l be uploaded to http://soundcloud.com (audio) or http://youtube.com (movie) l be able to be accessed for marking, so not made private l be embedded using embed code in an entry in your Assessment Three Learning Journal headed

“Assessment Three – Individual Multimedia Piece [First name] [Last name]”. l have an accompanying separate entry in your Assessment Three Learning Journal headed "Assessment

Three - other information" that includes only:





l the name of any tools you used to create the multimedia file l a hyperlink to the multimedia file on SoundCloud or Youtube l the name of the tools discussed in the piece

Before Week 8 you will be provided with some information about how to record straight to Soundcloud or how to use Audacity to create an audio file, export it to MP3 and upload it to Soundcloud. This exercise is exploratory and partly about you learning how to use these tools for yourself so there will be minimal information provided. An optional hands-on workshop for all students will be held on the Bentley campus in Week 7.

Below is a list of tools that you may also consider using to create the multimedia file, but for which you will not receive instruction.If you chose to use one of these, please upload a test file in the same format to YouTube before you start making your file to make sure you understand how to do this technically. Please pay particular attention to making sure you attribute correctly any intellectual content that you did not create yourself, and that you have legal right to use and upload this intellectual content to a site like YouTube. * direct movie upload to YouTube from your webcam * movie created with your movie camera or phone and uploaded to YouTube * Windows Movie Maker * Windows Live Movie Maker (later version) * iMovie on an Apple Mac * Final Cut Pro on an Apple Mac * Camtasia screencast software 2.2 Marking criteria Main criteria that markers will be using for this part of the assessment are:

CONTENT – 50% of mark for individual piece

1. Understanding of how the collaborative tools are intended to work 2. Understanding of the technological needs of an organisation that are important to an information

service manager 3. Critical engagement with the strengths and weaknesses of the tools 4. Ability to explain why or why not the tools are suitable for a 25-branch national information service 5. Clear understanding and discussion of privacy, security and management of corporate profiles 6. Illustrates points with concrete examples from project work

MESSAGE – 35% of mark for individual piece

1. Whether the piece is logical 2. Whether the piece is engaging and interesting for the intended listener/viewer 3. Whether the tone and language are suitable for the audience 4. Whether the tone, language and expression are suitable for the medium 5. Whether the message is clearly expressed 6. Whether the audio can be heard clearly 7. Technical details do not distract from the message (e.g.background noise, bad lighting, soft audio,

uneven frame rate, blurry focus)

TECHNICAL INSTRUCTIONS – 15% of mark for individual piece

1. Whether any external material was attributed correctly 2. Embedded in Learning Journal correctly 3. Uploaded correctly 4. Whether the deadline was met correctly 5. Two posts in Learning Journal 6. Hyperlink works 7. All technical instructions followed





.

4. ASSESSMENT FOUR - Topic and goal reflections (20 marks) Ongoing deadlines

1. Aim:

l Contextualise, within the employment duties of information professionals, the material covered in each topic

l Demonstrate scholarly engagement with topic materials and readings. l Demonstrate reflective consideration of unit goals

2. Components:

l PART A. 80% Topic Reflections l PART B. 20% Goal Progress checkpoints

3. Deadlines:

Continuous Deadlines

Each entry has its own weekly deadline as indicated on the unit calendar on the last page of the unit outline. Entries must be made in the Assessment Four Learning Journal with a date/time stamp before 23:59 AWST on the day it is due.

Due dates are:

l PART A - Topic Reflections l Topics 1,2,3 Thursday Week 7 l Topics 4,5,6 Thursday Week 14

l PART B - Goal Reflections l Goal reflection half way Thursday Week 7 l Goak reflection final Thursday Week 14

Late penalties

For Assessment Four if you do not have a formal extension, then components date stamped one to six calendar days late will only be marked if you contact the Unit Coordinator before the component is due, to arrange late submission. You will incur a total penalty of one mark if this happens and you can only request this for one component for this assessment.

Assessment Four components that are submitted one to six days late without contacting the Unit Coordinator, or are seven or more calendar days late, or are missing, will receive zero marks

4. Feedback:

You will receive marks on a marking rubric and then a single total mark and one comment for the whole assessment. As outlined under “Learning Activities” in the unit outline, you may request detailed verbal feedback on your A4 Learning Journal at any time. You are strongly encouraged to seek this before completing the Topic 4 task.

5. Instructions and marking criteria

PART A. 80% Topic Reflections

A. Two separate entries in Blackboard > ASSESSMENT > Assessment Four > A4 Learning Journal

These entries should not discuss material submitted for any other assessment, so should not include information about the team report, multimedia report or the tasks. Any material discussing these will not be read or marked.

A.1 The first entry should be headed "Topics 1,2,3 Reflection" and be completed by Thursday Week 7. It should refer to topic material and readings covered in Topics 1,2 and 3.

A.2 The second entry should be headed "Topics 4,5,6 Reflection" and be completed by Thursday Week 14. It





should refer to topic material and readings covered in Topics 1,2 and 3.

A.3 Each entry should have the following subheadings.

1. Contextualisation in the profession 2. New Learning 3. Relevant Scholarly articles

A. 4 Here is what to write under each heading:

A.4.1. Contextualisation in the profession

Find two different job descriptions that each require knowledge of a single different concept covered in separate topics covered during the period. (This means that you will not locate a job relevant to one of the three topics) For each position, use the resources listed below to find a currently existing or advertised job in an information service. It must be performed by somebody who must be qualified as a professional librarian, archivist or records manager. The first position must require knowledge of a specific concept or tool covered in one of the three Topics, the second position should require knowledge of a specific concept or tool covered in a different topic. For each position select just one concept/tool covered during the six week period. Please specify briefly using dot points ONLY, as per the examples:

l the job title (e.g. Records manager; Young peoples services librarian ) l the name and type of information service (e.g. Attorney General's Department records section; Yarra

Plenty Library Service public library) l the number of the relevant Topic (e.g. Topic 2; Topic 5) l a SINGLE relevant specific concept or tool used in this position (e.g. setting parameters for large

application-layer software; using social media software such as blogs and wikis). Do not give a huge list of random skills from the "desirable criteria", unrelated to the topic discussed.

l what activity performed in the position you think would use the knowledge from that topic (e.g. to set up an EDRMs to suit the organisation; to create a "teen reads" blog)

l a correct APA6 citation for the source in the reference list at the end of the reflection.

(This is a simple exercise and your dot points should be concise and relevant.)

Information Services job information If you do not know what type of jobs are available and/or are unfamiliar with different types of information services, please do some research. Try looking at :

l staff directories on websites for large libraries l state and federal public service job vacancies online. l Australian Library and Information Job Vacancy listing ( http://www.alia.org.au/jobs ) l Records and Information Management Professionals Association Careers

( http://careers.rimpa.com.au/careers/ ) l Library and Information Technology Association job listing of the American Library Association

( http://www.ala.org/lita/professional/jobs/looking )

A 4.2. New Learning

(one to three paragraphs plus references in the reference list at the end of the entry. Any paragraphs beyond three will not be marked)

With reference to the topic material and readings in these three topics, what did you learn about the way that you or others or information professionals or information services approach or use technological tools or new ideas about technologies? If you did not learn anything new, then please re-visit the topic readings and read outside topics with which you are familiar.

Do not just list points covered in the topics and lectures here. You are expected to synthesize several points covered across the three topics amd back up your own ideas and express your own opinion in a scholarly way, not to submit a list that looks like study notes.

A 4.3. Relevant scholarly articles

Provide this information about 3 separate articles, one for each of the topics covered in the period.

Search the library and information science subject-specific databases that are listed in the Curtin Library





http://www.alia.org.au/jobs

http://careers.rimpa.com.au/careers/

http://www.ala.org/lita/professional/jobs/looking


Libguide located here: http://libguides.library.curtin.edu.au/content.php?pid=185599&sid=1558723 . Find an authoritative, scholarly journal article published in 2014 or later that discusses both

l connecting people and information l one aspect discussed in the Topic.

Write a one sentence summary of the article (e.g. "Jayne Carlyle, reference librarian at Harvard Law School, compares the perceived merits of blogs and wikis by sampling 25 librarians in North American university libraries that have used both tools for more than four years" ) .

Write another sentence that indicates how the article relates to both information services and an aspect of the topic being discussed (e.g. The use of blogs and wikis in information services, such as libraries examined in Carlyle's study, was discussed in the section about social media in Topic 5").

Provide both a correct APA6 reference for the article and name the specific library and information science subject-specific database that you used to locate the work.

Marking Criteria for PART A - Topic Reflections

1. Is there evidence of a growth of subject knowledge and critical thinking and insight into the topic notes and readings ?

2. Does the entry demonstrate, in a scholarly way, what the student has learned by using: 1. correct technological and disciplinary terms and concepts 2. references to any relevant reading from the assigned readings 3. evidence of reading outside unit material 4. contextualisation of the topics within the information services profession 5. contextualisation of the topics within previous experience with technology or how it is used

outside of the profession if appropriate

3. Were the positions described actual positions that required an information studies qualification? 4. Were the duties highlighted relevant to the topic material? 5. Did the choice of article demonstrat that the student understood the topic content ? 6. Was the disciplinary database, that was used to locate the article, named? 7. Was the article summarised accurately and clearly ? 8. Did the reading have a correct APA6 reference and indicate the database used ? 9. Are factual claims supported with authoritative sources using correct APA6 referencing ?

10. Was the level of analytic thought suitable for postgraduate university work? 11. Are the expression, grammar and spelling suitable for university-level work?

PART B. 20% Goal Reflections

C. Two separate entries in Blackboard > ASSESSMENT > Assessment Two > A2 Learning Journal

C.1 The first entry should be headed "Goal Progress halfway" and be completed by Thursday Week 7.

C.2 The second entry should be headed "Goal Progress final" and be completed by Thursday Week 14.

C.3 The goal reflections are about your experience but should involve clearly explained sensible reasoning and concrete examples to back what you are saying. They can be answered without using external references, unless you are making factual claims that need authoritative support.

C.4 For each goal checkpoint post:

C.4.1. Copy the three goals (one sentence each) from Assessment One in each entry so that your marker knows what these are. If you were asked to rewrite your goals because they did not meet SMART or BHAG criteria after Assessment One was marked, then please make sure you have done so correctly. Goals not rewritten will not be marked.

C.4.2. Goal 1 Did anything happen to bring you closer to learning goal 1 in the last 7 weeks? If so, what? If not, why and how could you have modified your action or goal in response? ( one sentence only)






C.4.3. Goal 2 Did anything happen to bring you closer to learning goal 2 in the last 7 weeks? If so, what? If not, why and how could you have modified your action or goal in response? (one sentence only)

C.4.4. BHAG Did anything happen to bring you closer to your BHAG in the last 7 weeks? If so, what? If not, why and how could you have modified your action or goal in response? (one sentence only)

C.4.5. Write a short reflective paragraph about any other aspect of your progress in the unit so far.

C.4.6. (For "Goal Progress Final" ONLY) From your teamwork experience, what is one tip about how to make teamwork effective, that you would give to teams attempting something similar in the workplace?

Marking Criteria for PART C - Goal Reflections

1. Is there evidence of understanding of unit goals and of insightful reflection on unit progress ? 2. Are comments relevant to material taught in the unit ? 3. Is writing, grammar, expression suitable for university work?

Pass requirements

There are two requirements to receive a "pass" grade in the unit.

1. An over all mark of 50% across the different assessments in the unit. 2. All assessments must be attempted and submitted (ie. submit some work toward Assessment One, some work

toward Assessment Two, some work toward Assessment Three and some work toward Assessment Four).

Failure to attempt and submit an assessment will result in a "Fail-incomplete" grade for the unit irrespective of the mark achieved.

You may receive less than 50% for any individual assessment; however, as long as your Final Mark is 50% or more, you will still pass the unit.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission

(eg a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form





http://policies.curtin.edu.au/policies/teachingandlearning.cfm

(available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

All requests for extension must be submitted to the Unit Coordinator using the Assessment Extension form available from the Current Students forms webpage, or as a Quick Form through your my studies tab in OASIS.

Extensions are normally only granted when arranged prior to the deadline and due to exceptional circumstances beyond a student's control. Extensions are approved at the discretion of the Unit Coordinator and only when a student provides documentary evidence in support. Such exceptional circumstances that may warrant approval of an Assessment Extension include, but are not limited to:

l Student injury, illness or medical condition of such significance that completion of the assessment task was not possible;

l Family issues (for example, family injury or illness, bereavement etc) of such significance that completion of the assessment task was not possible;

l Commitments to participate in elite sport or other activities that warrant favorable consideration; l Commitments to assist with emergency service activities (for example, bushfire protection); l Unavoidable and unexpected work commitments (for example, relocation, changes to fly-in/fly-out schedules).

Where the grounds for applying for an Assessment Extension are injury, illness, disability or medical condition of the student (or a family member), the student will be required to provide a signed statement from a medical practitioner registered by the relevant National Medical Board (http://www.medicalboard.gov.au/) in the form prescribed by the Academic Registrar. Statements signed only by a pharmacist are unacceptable.

A School or Faculty may require students to provide a medical certificate or signed statement as described above from a specific medical practitioner or range of medical practitioners where this is considered warranted. Letters of support from the Disability Service, including Curtin Access Plans* are also acceptable if relevant to the case.

*Note: A Curtin Access Plan is a formal communication document from the Counselling and Disability Services recommending ‘reasonable adjustments’ for students with disabilities/medical conditions.

Where the grounds for applying for an Assessment Extension are work commitments, a letter from the employer clearly supporting the student’s claim is required.

In other situations, documentation appropriate to the circumstances will be required as determined by the unit coordinator, Head of School, or Board of Examiners.

Deferred assessments

If your results show that you have been granted a deferred assessment you should immediately check your OASIS email for details.

Supplementary assessments

Supplementary assessments are not available in this unit.

Referencing style





http://students.curtin.edu.au/administration/

http://students.curtin.edu.au/administration/forms.cfm

http://www.oasis.curtin.edu.au/

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

Please see the ICT requirements under 3. "Computer Skills" and 4. Computer Access" in the "Learning Activities" section of this unit outline.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel





http://libguides.library.curtin.edu.au/referencing

https://academicintegrity.curtin.edu.au/students/AIP.cfm

http://academicintegrity.curtin.edu.au/

https://oasisapps.curtin.edu.au/help/general/support.cfm

http://life.curtin.edu.au/learning-support/learning_centre.htm

Additional information Unit Hashtag - #TIS161

This unit is being studied by four separate groups of students, with separate Blackboard Units. This includes students enrolled through Curtin University directly and enrolled through Open Universities Australia at both postgraduate level and undergraduate level. The unit number is different for all of these student groups. Thus the unit coordinator will sometimes use "TIS161" to refer to the unit when something is relevant to both groups. The hashtag is used on social media, chiefly Twitter. #TIS161 stands for Technologies for Information Services 2016 Delivery 1 .

OASIS Portal

You should regularly go to the OASIS portal (http://oasis.curtin.edu.au) for general student information and announcements from the University, and also to access your personal details. It is a requirement of your enrolment that you check your OASIS account at least once a week, although for this unit, which emphasises online collaboration between students, you are expected to check it daily.

HUM-DIS email list

All Information Studies students MUST join the HUM-DIS email list to keep in touch with internal administrative matters and employment opportunities. This is run by the Information Studies Department for OUA and Curtin students.

Instructions on joining are at: https://lists.curtin.edu.au/mailman/listinfo/hum-dis

Note: The HUM-DIS group is different to the Blackboard discussion forum used for this unit.

Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.





http://oasis.curtin.edu.au/

https://lists.curtin.edu.au/mailman/listinfo/hum-dis

http://students.curtin.edu.au/rights/

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

1. Clarification of key and supplementary readings

2. Fewer, more relevant readings each week

3. Reduction in the number of weekly tasks

4. Greater proportion of marks allocated to tasks and reflections

5. Assessments changed from four to three

6. Assessment instructions consolidated and moved to unit outline

7. Marking rubrics and more marking feedback included

8. Rubrics integrated with Learning Journals

9. Marking criteria explicitly stated

10. Topics consolidated from eleven to six with longer to study each topic

11. Topic notes and readings and learning outcomes all available as one document

12. Teams for team report made larger and allocated by unit coordinator after census date instead of self-selecting before census date, to avoid reallocation of teams due to students withdrawing

13. Proportion of mark for individual multimedia piece increased and proportion for team report decrease

14. Scope of team report decreased

15. Team action plan template provided

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

https://evaluate.curtin.edu.au/info/dates.cfm

Program calendar All work is due 23:59 AWST on the day due

This calendar is available as a single page download from the Blackboard Unit

Week Begin Date

TOPIC FOR STUDY A2

A4

A1 and A3

1. 29 Feb 1. Infrastructure: Hardware, platforms, operating systems, software

Engagement and prof. conduct on Discussion Board considered 29 Feb to 3 June 2016

2. 7 March

1. Infrastructure: Hardware, platforms, operating systems, software

A1 Thurs Wk 2 (10%) 10 March 2016

3. 14 March

2. The Internet and the World Wide Web NOTE: All DIS student meetup and Curtin Library tour 11:30am 14 March

4. 21 March

2. The Internet and the World Wide Web

Topic 2 Task Zotero Thurs Wk 4 24 March 2016

A3 Teams allocated between census date (Fri 25 March) and Wednesday 30 March

5. 28 March

6. 4 April 3. Data: structure, customization and security

Topic 3 Task 1 Koha Thurs Wk 6 7 April 2016

Must have logged into Slack again and be working with team members in a new dedicated team Slack group Monday Wk 6 4 April 2016

TAP must be added to individual Learning Journal to avoid marks penalty. Team Reporter emails Unit Coordinator TAP and Slack Group URL by Thurs Wk 6 7 April 2016

7. 11 April

3. Data: structure, customization and security. NOTE: Lecture is on Topic 4: Data Remix. Audacity/Soundcloud workshop 11:15am 11 April

Topic 3 Task 2 Data Security Thurs Wk 7 14 April 2016

*Reflections Topics 1-3 * Goal progress checkpoint 1 Thurs Wk 7 14 April 2016

Must be working effectively in a team with a submitted TAP by this date or will receive zero marks Monday Wk 7 11 April 2016

9. 18 April

8. 25

4. Data remix and Web 2.0 NOTE: No lecture or





April workshop this week

10. 2 May 4. Data remix and Web 2.0

Last date for team

mediation Monday Wk 10 2 May 2016

11. 9 May 5. Multimedia and Social media A3 Team Report and Individual Multimedia piece submitted Thurs Wk 11 12 May 2016

12. 16 May

5. Multimedia and Social media Topic 4 Task Libguides Thurs Wk 12 19 May 2016

13. 23 May

6. Trends in Technologies for Information Services. Topic 6 Task Tech Trend Summary Thurs Wk 13 26 May 2016

14. 30 May

6. Trends in Technologies for Information Services NOTE: No lecture this week but workshop is possible

*Reflections Topics 1-3 * Goal progress checkpoint 1 Thurs Wk 14 2 June 2016

15. 6 June NO EXAMS FOR THIS UNIT





Documents

INFO5007 Technologies for Information Services Semester 1 ...ctl.curtin.edu.au/teaching_learning_services/unit... · On successful completion of this unit students can: Graduate Attributes