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ASSESSMENT 2 BRIEF |
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Subject Code and Title |
TED403: |
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Assessment Task |
Presentation: |
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Individual/Group |
Individual |
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Length |
15 |
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Learning Outcomes |
The Subject Learning a) b) c) d) Apply |
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Submission |
Due |
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Weighting |
40% |
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Total Marks |
100 |
Assessment Task
Create a 15-minute video presentation in which you select a real-world issue in education and propose technology solutions for a chosen learning community.
Please refer to the Instructions for details on how to complete this task.
Context
You will have the opportunity to propose technology solutions to a challenge faced by educators or learners, and explain how those solutions relate to models and concepts of educational technology that you have learned. Your understanding of possible purposes, processes and impacts of educational technology is a central element of this assessment task.
Instructions
To complete this assessment task, you will follow the steps below.
1) Identify a challenge faced by educators or learners in a learning community. You do not have to be a member of that community—it could be your classroom, the school of a family member, or someone else you are connected with. The challenge can be centred on supporting diverse learners, creating an engaging lesson, learning difficulties or any issue faced by the chosen community.
2) Research the challenge to understand its causes, its impacts on the learning community and the concerns of the community members. This research can take the form of online searches, journal articles, books, blogs, video interviews, podcasts and webpages.
3) Research technology tools/apps to address the causes of the selected challenge and propose relevant technology solutions to this challenge. You can refer to this technology tool directory or other resources.
4) Create a 15-minute video presentation that includes a small overlay of yourself in one corner of the screen, using your real voice (not AI-generated voice). This presentation can be a recorded slide deck or a video recording. Use bullet points for brevity and incorporate meaningful images on the slides. You may use PowerPoint, Canva, Prezi or any similar program to record your presentation. Follow the suggested structure below:
a) Title: Choose a title that draws attention and clearly announces what your presentation is about.
b) Introduction: Introduce the challenge by answering these guiding questions:
− What is the selected learning community (e.g., school, university or organisation)?
− What specific challenge in that community are you addressing? − Why does this challenge need to be addressed?
c) Challenge analysis: Analyse causes and impacts of the challenge on the learning community. In-text citations are required. Guiding questions:
− What are the contributing causes (max. 3) of this challenge?
− How is this challenge currently affecting the stakeholders (e.g., students, teachers, administrators etc.) in that community?
d) Technology solutions: Propose your technology solutions to address the challenge.
In-text citations are required. Guiding questions:
− What is the goal for addressing this challenge?
− What technology solutions (max. 3) do you propose to effectively address the challenge? What technology tools/apps will be needed? What can those tools/apps do?
− How will the proposed solutions be implemented in the selected community?
− How are the proposed solutions related to SAMR, TPACK and the Diffusion of Innovation theory?
− What are the criteria to evaluate the effectiveness of the proposed solutions? How would you collect feedback from the stakeholders to improve the proposed solutions?
e) Conclusion: End your presentation with a summary of the key points of your technology solutions and some recommendations. Guiding question: − What are the key takeaways of your technology solutions?
f) Reference list: List full references of all in-text citations using the most up-to-date APA referencing style. You should engage with a broad range of sources from within the subject content and your independently sourced references, including scholarly and non-scholarly resources, preferably within the last 10 years.
Referencing
It is essential that you use current APA style for citing and referencing the sources that you use.
Please see more information on citing and referencing guidelines on the Academic Skills webpage.
Assessment Support
For a range of additional resources and support to help you complete your assessment, please consult the Study Support page on the Student Hub.
Academic Integrity
All students are responsible for ensuring that all work submitted is their own, is academically written and appropriately referenced following the Academic Writing Guide. Students need to have read and be aware of the Torrens University Australia Academic Integrity Policy and Academic Integrity Procedure and subsequent penalties for academic misconduct. For more information, please refer to the Academic Integrity guidelines.
Students must also keep all required evidence in making an assessment, a copy of all submitted material and any assessment drafts.
AI Tools – Statement of Acknowledgment
Torrens University Australia requires all students to submit an Artificial Intelligence (AI) Statement of Acknowledgment with every assessment. If you have used AI tools, you must clearly describe how they were used. If you have not used any AI tools, you must state this clearly in your acknowledgment. Please refer to the Statement of Acknowledgment template and the Torrens University Library for additional guidance on the appropriate use of AI tools or speak with your learning facilitator.
Submission Instructions
Submit this task via Briefs & Submissions in the main navigation menu. Please name your file using the following format:
• SubjectCode_Surname_FirstNameInitial_AssessmentNumber
e.g., TED403_Jones_S_Assessment 2.docx
Your marked assessment can be viewed in MyLearn.
Assessment Due Dates and Late Penalties
You can submit your assessment on or before the due date.
Late penalties apply for assessments that are submitted after the due date, unless an Application for Assessment Special Consideration Form has been submitted to your learning facilitator.
For information on the Torrens University Australia late penalties policy, please consult the Assessment Policy for Higher Education Coursework and ELICOS.
Please consult with your learning facilitator if you need to submit your assessment after the due date.
Special Consideration
To apply for special consideration for a modification to an assessment task or exam due to unexpected or extenuating circumstances, please consult the Assessment Policy for Higher Education Coursework and ELICOS and, if applicable to your circumstance, submit a completed Application for Assessment Special Consideration Form to your learning facilitator.
Assessment Rubric
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Assessment Criteria |
High Distinction (Exceptional) 85-100% |
Distinction (Advanced) 75-84% |
Credit (Proficient) |
Pass (Functional) 50-64% |
Fail (Yet to achieve 0-49% |
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Understanding of educational Percentage |
Demonstrates an Concepts and principles Shows an |
Shows a Concepts and principles Demonstrates |
Demonstrates a clear Concepts and principles Shows some integration of relevant concepts and principles |
Shows a Concepts are mentioned but Limited integration of relevant concepts and principles |
Demonstrates little to no Concepts are misunderstood Lack of relevant |
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Quality of the challenge Percentage |
Challenge identification is exceptionally clear, Causes and impacts are Shows an |
Challenge identification is precise and insightful. Causes and impacts are Demonstrates |
Challenge is clearly Causes and impacts are Shows a reasonable understanding of the problem’s |
Challenge identification is basic and somewhat clear. Causes and impacts are Limited |
Challenge identification Causes and impacts are not Little to no evidence of understanding the significance of |
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Relevance and analysis of Percentage |
Solutions are Shows an outstanding Provides |
Solutions are Demonstrates a thorough Provides |
Solutions are proposed Shows Provides basic analysis of the feasibility or effectiveness |
Solutions are mentioned Limited understanding of Minimal analysis of the feasibility or effectiveness of |
Solutions are absent or Little to no attempt to Lack of understanding of effective solutions or their |
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Effective communication Percentage |
The Information, arguments and Confidently and professionally uses a wide |
The presenter nearly Information, arguments and Confidently |
The presenter speaks Information, arguments and Uses |
The presenter often lacks Information, arguments and Some engaging presentation techniques are used but not |
The presenter lacks Presentation is difficult to understand. Information, |
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range of Employs Spelling, |
techniques (e.g., eye Employs succinct, Spelling, |
(e.g., eye contact; Employs clear and somewhat (e.g., amount of Occasional minor errors in spelling, grammar and/or |
consistently (e.g., eye Employs basic but Some errors are evident in spelling, grammar and/or |
Limited use of engaging Presentation aids are not Frequent |
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Citation and referencing of key Percentage |
Demonstrates Uses the |
Demonstrates use of Uses the |
Demonstrates use of Uses the most recent edition of APA referencing with |
Demonstrates use of Uses the |
Demonstrates inconsistent Referencing does not resemble the most recent edition of |