Task 2: Portfolio assignment, equivalent 2400 words, 60%.
Background
During this unit (across Modules 1 and 2), you will be exposed to a range of digital media and tools (let’s call them ‘resources’) through discussions, exploration in class and online, and your own hands-on exploration out of class. During Module 2, you are asked to report back to your peers on three resources that you have explored. This reporting to peers will make use of the online tool, Slack (https://slack.com/), which will be used to post a link to each resource, together with dot-points about (i) how it works; (ii) how it might be used to support teaching and learning; and (iii) what its limitations or potential problems/challenges might be. This reporting back to peers contributes to your mark for Assessment Task 2 (see criterion 1 below). You may choose to use one or two of the resources you share on Slack (or those shared by your fellow students) for inclusion in your Task 2 portfolio submission.
The task
Your Task 2 portfolio should present two digital resources that have potential educational applications, together with an accompanying exegeses for each resource. These two digital resources could be created by you or already existing.
Created by you:
- it could be a resource that would usually be created by a teacher to support student learning,
- it could be a resource that would usually be created by students as part of their learning.
The other resource should be selected from existing resources/tools, for example an existing online tool or site, a mobile application, or existing interactive digital resource. The type of resources that you create and select is largely up to you; if you have any doubts or questions, please contact your lecturer about the type of resources you plan to include.
Your mode of presentation for this task is also up to you – please feel free to use a conventional format (e.g. Word document) or alternative format (e.g. a wiki), based on your preference. If you present this assignment in an alternate format, please ensure it is one that your lecturer will be able to access/open/read.
The exegesis for each resource should cover the following points.
- Write about the operation of the resource – how does it work? What technical actions are needed to use it? What modalities are involved? What hardware is involved? Does it interact with other resources/tools/systems?
- Write about how the resource might be embedded meaningfully within a learning context. What existing processes, resources, goals, etc might it interact with? What purpose(s) might it serve? What value might it contribute? Does this represent an innovation on established practice?
- Critically analyse the resource. What assumptions/presumptions underlay this resource and the usage(s)/purpose(s) described? Whose interests are served? Whose interests do not feature or are potentially damaged? You might consider how you imagine an ideal user of this resource and whether other types of users are excluded or marginalized? What assumptions are being made about learning/learners? You might consider how the resource could be improved.
Summative assessment criteria Task 2
- Participation in resource sharing in the unit’s slack.com group (30/100)
- Each resource is described in operational terms–what it is and how it works. (20/100)
- Each digital resource is contextualised within a particular educational setting (real or hypothetical). (20/100)
- Each digital resource is critically appraised in terms of whose purposes it serves, what assumptions is supports in terms of views of learning, teaching and learners, its limitations and how it might be improved. (20/100)
- Appropriate communication conventions are used effectively, including for the attribution of the words, images and ideas of others (i.e., citation and referencing of set reading and further research). (10/100)
Description and discussion of the resources should be supported by set readings and your own wider reading. The incorporation of reading and research is noted in the assessment rubric for relevant criteria.
2018 Assessment Rubric for EDU303 Task 2. Portfolio assignment
| Fail | Pass | Credit | Distinction | High Distinction | |
| 1. Participation in resource sharing in the unit’s slack.com group | Fewer than three resources are shared in slack.com | Three resources are shared in slack.com but commentaries for resources are missing elements, or are minimal. | Three resources are shared in slack.com, with commentaries for each including (i) how it works; (ii) how it might be used to support teaching and learning; and (iii) what its limitations or potential problems/challenges might be. | Three resources are shared in slack.com, with commentaries for each including (i) how it works; (ii) how it might be used to support teaching and learning; and (iii) what its limitations or potential problems/challenges might be. Very good commentary provided, evidencing a thoughtful analysis of the resource that would help others to understand what the resource is and how it might be useful in an education. | Three resources are shared in slack.com, with commentaries for each including (i) how it works; (ii) how it might be used to support teaching and learning; and (iii) what its limitations or potential problems/challenges might be. Excellent commentary provided, evidencing a thoughtful analysis of the resource that would help others to understand what the resource is and how it might be useful in an education sense, including helpful attention to limitations or critique. |
| 2. Two digital resources are provided and each is described in operational terms. (20 marks/ 100)
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Two digital resources are not provided and/or operational aspects of the resources are not described, or description is inadequate and/or evidences lack of understanding. | Two digital resources are provided, and some operational aspects of the resources are adequately described. | Two digital resources are provided, and operational aspects of the resources are described well, showing sound understanding. Some operational aspects may be treated minimally in terms of explanation. Readings are used to support description of the resources. | Two digital resources are provided, and operational aspects of the resources are described very well, showing an understanding of how the resource works, considering such things as: what technical actions are needed to use it; what modalities are involved; what hardware is involved; whether it interacts with other resources/ tools/ systems. Readings are used to support description of the resources. | Two digital resources are provided. Operational aspects of the resources are described to an excellent level, showing a thorough understanding of how the resource works, considering such things as: what technical actions are needed to use it; what modalities are involved; what hardware is involved; whether it interacts with other resources/ tools/ systems. Readings are used to support description of the resources. |
| 3. Each digital resource is contextualised within a particular educational setting (real or hypothetical) (20 marks / 100)
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Application to a particular educational setting is not described for each resource, or description is inadequate and/or evidences numerous misunderstandings. | Application to a particular educational setting is described to an adequate level of detail and consideration for each resource, engaging with at least two of the following: teacher needs, learner needs, location and infrastructure, curriculum, pedagogy and assessment. While appropriate, the description may lack detail or may lack consideration in some aspects. | Application to a particular educational setting is described to a good level of detail and consideration for each resource, engaging with most of the following: teacher needs, learner needs, location and infrastructure, curriculum, pedagogy and assessment. | Application to a particular educational setting is explained for each resource and is very well-considered and described in detail. Explanation engages with ideas related to most of the following: teacher needs, learner needs, location and infrastructure, curriculum, pedagogy and assessment, and how they relate to one another. | Application to a particular educational setting is explained for each resource and is exceptionally well-considered and described in detail. Explanation engages with ideas related to most of the following: teacher needs, learner needs, location and infrastructure, curriculum, pedagogy and assessment, and how they relate to one another. |
| 4. Each digital resource is critically appraised in terms of whose purposes it serves, and what assumptions is supports in terms of views of learning, teaching and learners. (20 marks / 100) | Discussion of assumptions behind the resources is not provided, or discussion is inadequate and/or evidences misunderstandings. | Each resource is discussed in terms of the assumptions behind it and the particular view of teaching and learning that it supports. While appropriate, this discussion may lack detail or may lack consideration in some aspects. | Each resource is discussed well in terms of the assumptions behind it, with critical attention to the particular views of teaching and learning that it supports. Discussion incorporates readings. | Very good discussion of the assumptions behind each resource, with critical attention to the particular views of teaching and learning that it supports. Discussion incorporates readings. | Consistently excellent discussion of the assumptions behind each resource, with critical attention to the particular view of teaching and learning that it supports. Discussion incorporates readings. |
| 5. Appropriate communication conventions are used effectively, including for the attribution of the words, images and ideas of others (i.e., citation and referencing). (20 marks / 100) | Little evidence of the use of appropriate communication conventions (e.g., sentences, paragraphs, etc if written) to organise ideas. Citation and referencing practices are absent or inconsistent. | Presentation is coherent, but with some problems in terms of organisation and presentation of ideas. Citation and referencing is adequate. | Ideas are well organised and presented with care. Citation and referencing is used well to incorporate the ideas, images, and words of others, including some use of ‘reporting verbs’ to engage directly with other texts. | Ideas are very well organised and presented with care. Citation and referencing is used well to incorporate the ideas, images and words of others, including some use of ‘reporting verbs’ to engage directly with other texts. May evidence some critical engagement with or discussion of other texts. Some variation of quality or a small number of errors may be evident. | Conventions of communication, citation and referencing are used extremely and consistently well to organise ideas. Evidence of critical engagement with or discussion of other texts, which may include synthesis of ideas. Largely error free. |
| Total mark: /100 Assessor:
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