COURSE CODE
COURSE NAME
SEMESTER 2, 2014
Students are advised to read this Course Outline in conjunction with the General Student
Information guide, which provides essential information for all students and is available under
‘Students’ on the COFA website cofa.unsw.edu.au.
COURSE INFORMATION
Units of Credit: 6
Teaching Times and Locations: Type here
Online Course Support: Type here (Moodle, Omnium, course blog etc. Please put web link). Contact Paul
Rogers paul.rogers@unsw.edu.au for exact link.
Parallel Teaching: Type here
DELETE AFTER COMPLETING: Put the names of any courses taught in the same class(es) as this courses
here.
COURSE STAFF
Course Convenor: Type here
E-mail: Type here
Phone: Type here
Room: Type here
Consultation times: Type here
OTHER TEACHING STAFF: Type here
E-mail: Type here
Consultation times: Type here
Developed by the Office of the Associate Dean (Academic) – Last updated June 2014
1
COURSE OVERVIEW
COURSE SUMMARY
Type here
DELETE AFTER COMPLETING: This section identifies the general purpose or place of the course in
relation to the programs it is part of and provides a brief overview of course content. For consistency, be sure to
check, duplicate or extend upon the current UNSW Handbook entry for this course. For instance: “This course
will focus on (insert appropriate content) and will explore these ideas from the viewpoint of (. . XXX)”.
COURSE AIMS
Type here
DELETE AFTER COMPLETING: This is designed to make explicit to the students what YOU as the
lecturer wish to achieve by teaching this course. They should express why this course is important to the learner and
provide an overall big picture vision for student learning. Course aims should be clearly aligned with the
curriculum learning and assessment outcomes of the course components. It is highly recommended that no
more than TWO aims be provided. Too many aims suggest a scattergun approach. For instance:
1.
This course will enable you to explore and gain further experience in (. . XXX) through the
investigation of (. . XXX) with a direct emphasis on the application to real world situations in the field
of (. . XXX)
STUDENT LEARNING OUTCOMES
At the conclusion of this core course, students should be able to:
1. Type here
2. Type here
3. Type here
DELETE AFTER COMPLETING: Learning outcomes specify what the STUDENTS who are undertaking
your course will achieve by its conclusion. Learning outcomes could cover content based (knowledge), cognitive
(attitudes, analysis and interpretation) and application (skills based) outcomes. Learning Outcomes are also
what your assessment tasks test and each task must be linked to one or more outcomes, so think
carefully about what students are achieving by completing this course.
NOTE only these learning outcomes should be linked to assessment later in the document – do NOT invent new
learning outcomes for individual assessments.
It is recommended that no more than THREE or FOUR learning outcomes be provided, for example:
“By the conclusion of this course student will:
1. Develop knowledge and be able to apply skills in using online communication through a group project that
focuses on contributing to a series of Blog entries that (. . XXX)”
Developed by the Office of the Associate Dean (Academic) – Last updated June 2014
2
TEACHING STRATEGIES & APPROACH TO LEARNING
Type here
DELETE AFTER COMPLETING: Indicate the teaching strategies used in the course (e.g. lectures, seminars,
tutorials, studios, blended learning, practicum) and how the students are expected to participate and learn in these
various components.
In terms of the approach to learning, briefly describe the values and beliefs you bring to your teaching and how
these have informed the course design. This should indicate the way course content enhances the experiences of
learning for the student. When writing this rationale you may find it helpful to draw on the Guidelines on
Learning that Inform Teaching at UNSW. The UNSW Guidelines are available at:
guidelinesonlearning.unsw.edu.au.
For Example: “This course enables students to develop particular communications skills that will enhance their
practice as a (. . XXX). It reflects a view that professional practice within the field will require advanced levels of
communication to support ongoing development of (. . XXX).”
EXPECTATIONS OF STUDENTS IN THIS COURSE
Attendance/Participation
An integral part of this course is engagement in class activities. Consequently you may fail the course if
you do not attend regularly even if you complete all assignments. Regular attendance is at least 80% of
classes. You must actively participate in classes and complete all set work to a satisfactory standard as
discussed in class.
Assessment
Type here
DELETE AFTER COMPLETING: Describe any specific assessment requirements for the course, especially in
cases where it deviates from standard (such as a choice of different assessment pathways etc).
Risk of Failure Warnings
Program Administrators will send official risk of failure warnings to under-performing students via
UNSW zMail at an appropriate time during the semester. The email explains that unless immediate
action is taken, the student will likely fail the course. The email also details any action that maybe taken
to avoid this, or recommend withdrawal from the course if appropriate. The following circumstances
will put a student at risk of failure:
 Grades achieved in assessments indicate that a student will not pass the course
 Students fail to complete enough assessment tasks to pass the course
 Students are absent from 20% of the course. In an online course of 12 weeks, this would be
around 2 weeks of inactivity
NOTE - If the warning email is sent to a student’s UNSW zMail address it is considered as being read
by the student whether they check their UNSW email or not, as per the 2010 UNSW Email Policy,
section 2.12 ‘Use of email for delivery of official information’:
gs.unsw.edu.au/policy/documents/emailpolicy.pdf.
Developed by the Office of the Associate Dean (Academic) – Last updated June 2014
3
Late Submission Penalties
a) Is late submission allowed?
If you believe that circumstances will prevent you from submitting an assessment on time, please notify
your lecturer as soon as possible. In some instances late submission may not be allowed, meaning you
may receive a mark of zero for that assessment. In instances where a late submission is allowed, please
not the penalties below.
b) Special consideration
Please note that the University’s Special Consideration process allows students to apply for an
extension within 3 days of the assessment due date. This provides for more extensive extensions,
subject to documentation, and Course Convenor approval. You can apply for special consideration
online through my.UNSW.edu.au. More information about special consideration can be found here
https://my.unsw.edu.au/student/atoz/SpecialConsideration.html.
b) Where late submission is allowed
If late submission is accepted by your lecturer, then there will be penalties applied for being late and a
clear ‘no later than’ date beyond which submission won’t be accepted. Where a Special Consideration is
not applied for, and a student is late, the following guidelines apply:
1. Up to 5 days after due date, a penalty of 10% (of maximum mark for assignment) will be applied for
each day late (e.g. an assignment worth 30% handed in 3 days late would have its mark discounted
by 9%)
2. Beyond 5 days late, no submission will be accepted.
CONTINUAL COURSE IMPROVEMENT
Student responses to Course and Teaching Evaluation & Improvement (CATEI) surveys are gathered
every time this course is taught, using online evaluation forms. Student responses are taken seriously,
and continual improvements are made to the course based in part on such feedback. Significant changes
to the course will be communicated to subsequent cohorts of students taking the course.
It is important that students complete the CATEI course and teaching surveys for this course. This
is completely anonymous and provides important student observations and suggestions to ensure
that the course is continually improved.
Over the past semesters we have, for example:
1. Type here
2. Type here
DELETE AFTER COMPLETING: Please describe improvements that have been made to the course since it
last ran, and describe how you have responded to student comments and feedback via CATEI.
Developed by the Office of the Associate Dean (Academic) – Last updated June 2014
4
ASSESSMENT
NOTES ABOUT ASSESSMENT. DELETE AFTER COMPLETING: Limit course assessment to no
more than THREE tasks - one or two of which may include the stages of a bigger task. Remember that not every
task needs to be formally assessed for marks and students can be asked to provide a draft, for example, without it
needing to have marks attached. Please include assessment details in the Course Outline so that all students know
from the outset what is expected to pass the course.
Assessment Task 1
Title: Type here
Due: Type here
Weighting: Type here (No task should be worth more than 65%, with most tasks it is desirable to limit the
size (and risk) to 50% weighting. Weighting should reflect the complexity of the task. A larger weighting might
mean more criteria being assessed, while a smaller weighting should have less criteria (see below).
Assessment Brief: Type here (This can be a summary of the project brief that outlines the aims of the task,
what you want students to do and where they need to submit)
Assessment Criteria With Marking Rubric:
Assessment Criteria:
FAIL
PASS
Unsatisfactory
performance, below
minimum expected level.
Poor or incomplete work,
which shows a significant
lack of understanding of
the topic or its context.
Satisfactory
performance. Addresses
assessment requirements
and demonstrates
acceptable understanding
of the issues entailed.
CREDIT
Good performance.
Demonstrates analysis
and contextual thinking.
Understands/presents
alternative points of
view/perspectives and
supporting evidence.
DISTINCTION
HIGH DISTINCTION
Very Good performance.
Demonstrates superior
ability to consider the
course and its
assessment requirements
from a number of
perspectives and to
explore their interrelation.
Outstanding
performance. Indicates
the student has produced
excellent work, and
demonstrates a high level
of understanding,
application and synthesis
of the assessable criteria.
1.
2.
3.
FL (Fail) – PS (Pass) – CR (Credit) – DN (Distinction) – HD (High Distinction)
TOTAL GRADE
FOR GUIDE TO UNSW GRADES SEE: https://my.unsw.edu.au/student/academiclife/assessment/GuideToUNSWGrades.html
DELETE AFTER COMPLETING: NOTE – Students MUST be issued a copy of a filled in rubric along
with written or recorded feedback for EACH assessment.
Student Learning Outcomes addressed in this task:
1. Type here
2. Type here
DELETE AFTER COMPLETING: NOTE - Only use those of your own learning outcomes that you
defined in the beginning of this document. DO NOT create new ones specifically for individual assessments. All
assessments within the course must be aligned to the stated learning outcomes of the course. You do not however
have to link all of your learning outcomes to each assessment – use only those that the assessment is testing or
Developed by the Office of the Associate Dean (Academic) – Last updated June 2014
5
building capacity within.
UNSW Graduate Attributes addressed in this task:
1. Type here
2. Type here
DELETE AFTER COMPLETING: NOTE – Your assessment criteria should each directly relate to a
UNSW Graduate Attribute https://my.unsw.edu.au/student/atoz/GraduateAttributes.html. This ensures that
you and your students can understand how one assessment contributes to the larger picture of the overall
assessment in your course. In addition, it allows course convenors and program directors to ensure that all
attributes are being addressed across the courses within a program.
REVIEW GRADING SOFTWARE TO SIMPLIFY ASSESSMENT – Once you have aligned your
criteria to UNSW Graduate Attributes, you can quickly set up your assessment marking in the grading
software ‘Review’. This enables you to manage your marking quickly and easily online, greatly reducing the
marking workload. To get your course set up in Review please speak to our educational developer Paul Rogers
paul.rogers@unsw.edu.au. We will also run workshops before seemster for helping people get set up in Review.
For help understanding how to align your assessable criteria with UNSW Graduate Attributes
please download the guide called Example of how to relate assessable criteria to UNSW Graduate Attributes from
the Review help website cofalearning.unsw.wikispaces.net/Home#Review. For additional support please contact
Simon McIntyre s.mcintyre@unsw.edu.au.
Feedback strategy for this task:
Type here
DELETE AFTER COMPLETING: You must provide feedback for every assessment, and you should provide
students with information here on how they will get feedback on this task. Provide here information on whether
feedback will be written or spoken, and when it will be given. NOTE – Feedback should be delivered in a timely
manner (no more than two weeks from the date of submission), be succinct and clear, and also personalised for each
student.
Assessment Task 2
Title: Type here
Due: Type here
Weighting: Type here
Assessment Brief: Type here
Assessment Criteria With Marking Rubric:
Assessment Criteria:
FAIL
PASS
Unsatisfactory
performance, below
minimum expected level.
Poor or incomplete work,
which shows a significant
lack of understanding of
the topic or its context.
Satisfactory
performance. Addresses
assessment requirements
and demonstrates
acceptable understanding
of the issues entailed.
CREDIT
Good performance.
Demonstrates analysis
and contextual thinking.
Understands/presents
alternative points of
view/perspectives and
supporting evidence.
DISTINCTION
HIGH DISTINCTION
Very Good performance.
Demonstrates superior
ability to consider the
course and its
assessment requirements
from a number of
perspectives and to
explore their interrelation.
Outstanding
performance. Indicates
the student has produced
excellent work, and
demonstrates a high level
of understanding,
application and synthesis
of the assessable criteria.
1.
2.
Developed by the Office of the Associate Dean (Academic) – Last updated June 2014
6
3.
FL (Fail) – PS (Pass) – CR (Credit) – DN (Distinction) – HD (High Distinction)
TOTAL GRADE
FOR GUIDE TO UNSW GRADES SEE: https://my.unsw.edu.au/student/academiclife/assessment/GuideToUNSWGrades.html
Student Learning Outcomes addressed in this task:
1. Type here
2. Type here
Feedback strategy for this task:
Type here
Assessment Task 3
Title: Type here
Due: Type here
Weighting: Type here
Assessment Brief: Type here
Assessment Criteria With Marking Rubric:
Assessment Criteria:
FAIL
PASS
Unsatisfactory
performance, below
minimum expected level.
Poor or incomplete work,
which shows a significant
lack of understanding of
the topic or its context.
Satisfactory
performance. Addresses
assessment requirements
and demonstrates
acceptable understanding
of the issues entailed.
CREDIT
Good performance.
Demonstrates analysis
and contextual thinking.
Understands/presents
alternative points of
view/perspectives and
supporting evidence.
DISTINCTION
HIGH DISTINCTION
Very Good performance.
Demonstrates superior
ability to consider the
course and its
assessment requirements
from a number of
perspectives and to
explore their interrelation.
Outstanding
performance. Indicates
the student has produced
excellent work, and
demonstrates a high level
of understanding,
application and synthesis
of the assessable criteria.
1.
2.
3.
FL (Fail) – PS (Pass) – CR (Credit) – DN (Distinction) – HD (High Distinction)
TOTAL GRADE
FOR GUIDE TO UNSW GRADES SEE: https://my.unsw.edu.au/student/academiclife/assessment/GuideToUNSWGrades.html
Student Learning Outcomes addressed in this task:
1. Type here
Developed by the Office of the Associate Dean (Academic) – Last updated June 2014
7
2. Type here
Feedback strategy for this task:
Type here
Other discipline-specific assessment criteria:
Type here
Developed by the Office of the Associate Dean (Academic) – Last updated June 2014
8
TOPICS AND DATES
Week
Date
1
28 July
2
4 August
3
11 August
4
18 August
5
25 August
6
1 September
7
8 September
8
15 September
9
22 September
Topic Name
Tasks Due
Non-Teaching Week
Mid-Semester Break
10
6 October
11
13 October
12
20 October
13
27 October
Developed by the Office of the Associate Dean (Academic) – Last updated June 2014
9
DETAILED WEEKLY COURSE SCHEDULE
Week 1:
28/07/14 – 1/08/14
TOPIC: Type here
READINGS: Type here
ACTIVITIES: Type here
Week 2:
4/08/14 – 8/08/14
TOPIC:
READINGS: Type here
ACTIVITIES: Type here
Week 3:
11/08/14 – 15/08/14
TOPIC:
READINGS: Type here
ACTIVITIES: Type here
Week 4:
18/08/14 – 22/08/14
TOPIC:
READINGS: Type here
ACTIVITIES: Type here
Week 5:
25/08/14 – 29/08/14
TOPIC:
READINGS: Type here
ACTIVITIES: Type here
Week 6:
1/09/14 – 5/09/14
TOPIC:
READINGS: Type here
ACTIVITIES: Type here
Week 7:
8/09/14 – 12/09/14
TOPIC:
READINGS: Type here
ACTIVITIES: Type here
Week 8:
15/09/14 – 19/09/14
READINGS: Type here
ACTIVITIES: Type here
TOPIC:
Week 9: Non-Teaching Week 22/09/14 – 26/09/14
Mid-Semester Break
29/09/14 – 03/10/14
Developed by the Office of the Associate Dean (Academic) – Last updated June 2014
10
Week 10:
06/10/14 – 10/10/14
TOPIC:
READINGS: Type here
ACTIVITIES: Type here
Week 11
13/10/14 – 17/10/14
TOPIC:
READINGS: Type here
ACTIVITIES: Type here
Week 12
20/10/14 – 24/10/14
TOPIC:
READINGS: Type here
ACTIVITIES: Type here
Week 13
27/10/14 – 31/10/14
TOPIC:
READINGS: Type here
ACTIVITIES: Type here
Developed by the Office of the Associate Dean (Academic) – Last updated June 2014
11
RESOURCES FOR STUDENTS
References and other resources for this course
Type here
DELETE AFTER COMPLETING: Provide a list of required and/or useful resources that can include
amongst others:
 details of online materials or blended learning support provided
 textbook details, including title, author, publisher, edition, year of publication
 references or links to required and additional readings
 confirmed active URLs for recommended websites
 advice on industry publications or other contact information (e.g. galleries, museums, practitioner
networks, professional associations, research repositories, government authorities in Australia or overseas)
 information on relevant material sources and equipment suppliers.
REFRESH YOUR COURSE RESOURCES – The UNSW Library is constantly updating its collection,
increasingly adding many scholarly online resources in addition to print journals, books, image collections and
video libraries. Contact the COFA outreach Librarian Amy Barker amy.barker@unsw.edu.au for a personal
consultation about your course to see what new resources are available, or to request new resources.
INTEGRATING RESOURCES INTO MOODLE - You can now embed many online resources from the
UNSW Library directly into Moodle for students. For more information please speak to our educational developer
Paul Rogers paul.rogers@unsw.edu.au.
Information Literacy
To assist in the development of online information literacy skills, students will be directed to:


ELISE for new Students (Enabling Library Information Skills for Everyone), an online
information tutorial about finding and using information at UNSW Library:
http://subjectguides.library.unsw.edu.au/elise
Online subject guides designed by the COFA Library to accompany specific Art and Design
discipline areas: http://subjectguides.library.unsw.edu.au/art and
http://subjectguides.library.unsw.edu.au/design
http://subjectguides.library.unsw.edu.au/media
Library How to Use Guides (includes Using Sirius and Using the LRD):
http://library.unsw.edu.au/HowDoI
Endnote Tutorials to learn how to use EndNote bibliographic software to store, organise
and manage your references: http://www.endnote.com/training
General


UNSW Library Home Page: http://www.library.unsw.edu.au
The UNSW Library Catalogue: http://lrd.library.unsw.edu.au
E-Journals
Developed by the Office of the Associate Dean (Academic) – Last updated June 2014
12
Access to UNSW e-Journal subscriptions is available via the LRD or Sirius, e.g.: UNSW Library
Home page > Sirius > Find e-Journal > Title
Examples include:




Art, Design and Communication in
Higher Education
Creativity Research Journal Design
issues
Graphis Journal of Visual Culture
Leonardo



Media International Australia
Visual Communication
Working papers in Art & Design
UNSW Library Databases
Access to UNSW Database subscriptions is available via the LRD or Sirius, e.g.: UNSW Library
Home page > Sirius > Find Resource > Title ... (type in database name)
Examples include:





ArtBibliographies Modern
Art Full-Text
Avery
Business Source Premier
Communication and Mass Media
Complete






Design and Applied Arts Index
Factiva
JSTOR
Project MUSE
ProQuest
Sage Full Text Collections
Image Collections
>ARTstor Digital Collection > Digital Collections Subject Guide > Creative Commons Image
search: http://search.creativecommons.org (to find images you can use, mix and share).
Developed by the Office of the Associate Dean (Academic) – Last updated June 2014
13