Individual Reflective Journal

KING’S OWN INSTITUTE* Success in Higher Education

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ICT203 HUMAN COMPUTER INTERACTION T120 All information contained within this Subject Outline applies to all students enrolled in the trimester as indicated.

 

1. General Information 1.1 Administrative Details

Associated HE Award(s) Duration Level Subject Coordinator

Bachelor of Information Technology (BIT) 1 trimester Level 1 Dr Sweta Thakur sweta.thakur@koi.edu.au P: 92833583 L: Level 1-2, 17 O’Connell St. Consultation: via Moodle or by appointment.

1.2 Core / Elective Core subject for BIT 1.3 Subject Weighting Indicated below is the weighting of this subject and the total course points.

Subject Credit Points Total Course Credit Points

4 BIT (96 Credit Points)

1.4 Student Workload Indicated below is the expected student workload per week for this subject

No. Timetabled Hours/Week* No. Personal Study Hours/Week**

Total Workload Hours/Week***

4 hours/week (2 hour Lecture + 2 hour Tutorial)

6 hours/week 10 hours/week

* Total time spent per week at lectures and tutorials ** Total time students are expected to spend per week in studying, completing assignments, etc. *** Combination of timetable hours and personal study. 1.5 Mode of Delivery On-campus 1.6 Pre-requisites ICT200 Database Design and Development 1.7 General Study and Resource Requirements o Dedicated computer laboratories are available for student use. Normally, tutorial classes are

conducted in the computer laboratories. o Students are expected to attend classes with the requisite textbook and must read specific chapters

prior to each tutorial. This will allow them to actively take part in discussions. Students should have elementary skills in both word processing and electronic spreadsheet software, such as Office 365 or MS Word and MS Excel.

o Computers and WIFI facilities are extensively available for student use throughout KOI. Students are encouraged to make use of the campus Library for reference materials.

o Students will require access to the internet and email. Where students use their own computers, they should have internet access. KOI will provide access to required software.

Approved by KOI Academic Board for T1 2020

 

 

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Resource requirements specific to this subject: MS Imagine, MS Azure, HTML, CSS, RJ TextEd, NetBeans IDE 8.1, Sublime Text, Notepad++.

2 Academic Details 2.1 Overview of the Subject Human Computer Interaction (HCI) is the study of the design, implementation and evaluation of computer- based applications, focusing particularly on the interfaces between people (users) and computers. In this subject, students learn about the novel ways in which humans interact with computers and design interfaces. This includes the designing of easy-to-use Web-based applications and development phases, both physical and psychological, usability testing, accessibility and analytics. Students will learn to use web-authoring tools to turn design of computer-based applications into working examples. These tools include HTML5 and CSS3. 2.2 Graduate Attributes for Undergraduate Courses Graduates of Bachelor courses from King’s Own Institute (KOI) will be able to demonstrate the attributes of a successful Bachelor degree graduate as outlined in the Australian Qualifications Framework (2nd edition, January 2013). Graduates at this level will be able to apply an advanced body of knowledge across a range of contexts for the purposes of professional practice or academic scholarship, and as a pathway for further learning. King’s Own Institute’s key generic graduate attributes for a Bachelor’s level degree are summarised below:

Across the course, these skills are developed progressively at three levels:

o Level 1 Foundation – Students learn the basic skills, theories and techniques of the subject and apply them in basic, standalone contexts

o Level 2 Intermediate – Students further develop the skills, theories and techniques of the subject and apply them in more complex contexts, and begin to integrate this application with other subjects.

o Level 3 Advanced – Students demonstrate an ability to plan, research and apply the skills, theories and techniques of the subject in complex situations, integrating the subject content with a range of other subject disciplines within the context of the course.

 

KOI Bachelor Degree Graduate Attributes Detailed Description

Knowledge Current, comprehensive, and coherent and connected knowledge

Critical Thinking Critical thinking and creative skills to analyse and synthesise information and evaluate new problems

Communication Communication skills for effective reading, writing, listening and presenting in varied modes and contexts and for the transferring of knowledge and skills to others

Information Literacy Information and technological skills for accessing, evaluating, managing and using information professionally

Problem Solving Skills Skills to apply logical and creative thinking to solve problems and evaluate solutions

Ethical and Cultural Sensitivity

Appreciation of ethical principles, cultural sensitivity and social responsibility, both personally and professionally

Teamwork Leadership and teamwork skills to collaborate, inspire colleagues and manage responsibly with positive results

Professional Skills Professional skills to exercise judgement in planning, problem solving and decision making

Approved by KOI Academic Board for T1 2020

 

 

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2.3 Subject Learning Outcomes This is a Level 2 subject. On successful completion of this subject, students should be able to:

Subject Learning Outcomes Contribution to Course Graduate Attributes

a) Apply the theory and frameworks of human-computer interaction

b) Evaluate the design and functionality of an interactive web- based computer interface.

c) Design and implement an interactive web-based application using HTML and CSS3

d) Analyse the issues involved in human-computer interaction, including user differences, user experience and collaboration

 

2.4 Subject Content and Structure Below are details of the subject content and how it is structured, including specific topics covered in lectures and tutorials. Reading refers to the text unless otherwise indicated. Weekly Planner:

Week (beginning)

Topic covered in each week’s lecture Reading(s)

Expected work as listed in Moodle

1 09 Mar

Usability of interactive systems, guidelines principles and theories

Chs.1, 3 Discuss review questions in the tutorial. Formative not graded.

2 16 Mar

Managing design processes Design Case Studies

Chs.2,6 Discuss review questions in the tutorial. Formative Reflective Journal, Summative assessment 2%

3 23 Mar

Evaluating interface design Design Case Studies

Chs.6, 13 Discuss review questions in the tutorial, work on HTML. Formative not graded.

4 30 Mar

Direct manipulations and virtual environments

Ch.7 Assignment 4 due: summative assessment worth 10% Discuss review questions in the tutorial, work on HTML. Formative not graded. Reflective Journal, Summative assessment 2%

5 06 Apr

Menu selection, form fill-in, and dialogue boxes

Ch.8 Assignment 2 due Summative worth 20%

6 13 Apr

Command and natural languages Mid-Term Exam

Ch.9 Discuss review questions in the tutorial, work on HTML/CSS. Formative not graded. Reflective Journal, Summative assessment 2% Mid-Term Exam (20%)

Approved by KOI Academic Board for T1 2020

 

 

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2.5 Public Holiday Amendments Please note: KOI is closed on all scheduled NSW Public Holidays. T120 has six (6) days of public holidays (Easter Holidays and the Queen’s Birthday) that occurs during classes this trimester. Classes scheduled for these public holidays (Calendar Class Dates) will be rescheduled as per the table below. All other public holidays fall within the mid-trimester break period. This applies to ALL subjects taught in T120. Please see the table below and adjust your class timing as required. Please make sure you have arrangements in place to attend the rescheduled classes if applicable to your T120 enrolment.

19 Apr 2020 –

26 Apr 2020 Mid trimester break

7 27 Apr

Interaction devices Ch. 10 Discuss review questions in the tutorial, work on HTML/CSS. Formative not graded.

8 04 May

Communication and collaboration Ch.11 Discuss review questions in the tutorial, work on HTML /CSS. Formative not graded. Reflective Journal, Summative assessment 2%

9 11 May

Quality of service Ch.5 Discuss review questions in the tutorial, work on HTML/CSS Formative not graded. Deferred mid trimester exams – see Section 2.6 below for more information

10 18 May

Balancing function and fashion Ch.4 Assignment 4: due Summative worth 25% Discuss review questions in the tutorial, work on HTML/CSS. Formative not graded. Reflective Journal, Summative assessment 2%

11 25 May

User documentation and online help

Chs. 12, 14 Discuss review questions in the tutorial, work on HTML/CSS. Formative not graded. Assignment 4: due Summative 15%

12 01 Jun

Information search and visualization

Chs.15, 16 With all subject material

Assignment 4: due Summative 15%

13 07 Jun

Study review week

14 15 Jun

Examination Please see exam timetable for exam date, time and location

15 21 Jun

Student Vacation begins Enrolments for T220 open

16 29 Jun

Results Released 30 Jun 2020 Certification of Grades 03 Jul 2020

T220 begins 06 July 2020

1 06 Jul

Week 1 of classes for T220 Friday 03 Jul 2020 – Review of Grade Day for T120 – see Sections 2.6 and 3.6 below for more information.

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Classes will be conducted at the same time and in the same location as your normally scheduled class except these classes will be held on the date shown below.

Calendar Class Date Rescheduled Class Date

Friday 10 April 2020 (Week 5) Saturday 11 April 2020(Week 5) Monday 13 April 2020 (Week 6)

Tuesday 09 June 2020 (Week 13) Study Review Week Wednesday 10 June 2020 (Week 13) Study Review Week Thursday 11 June 2020 (Week 13) Study Review Week

2.6 Review of Grade, Deferred Exams & Supplementary Exams/Assessments Review of Grade: There may be instances when you believe that your final grade in a subject does not accurately reflect your performance against the subject criteria. Section 8 of the Assessment and Assessment Appeals Policy (www.koi.edu.au) describes the grounds on which you may apply for a Review of Grade. If this happens and you are unable to resolve it with the Academic staff concerned then you can apply for a formal Review of Grade within the timeframes indicated in the following sections of this subject outline – Supplementary Assessments, 3.6 Appeals Process as well as the Assessment and Assessment Appeals Policy. Please ensure you read the Review of Grade information before submitting an application. Review of Grade Day: KOI will hold the Review of Grade Day for all subjects studied in T120 on

 

Friday 03 July 2020

Only final exams will be discussed as all other assessments should have been reviewed during the trimester. If you fail one or more subjects and you wish to consider applying for a Review of Grade you MUST attend the Review of Grade Day. You will have the chance to discuss your final exam with your lecturer, and will be advised if you have valid reasons for applying for a Review of Grade (see Section 3.6 below and Assessment and Assessment Appeals Policy). If you do not attend the Review of Grade Day you are considered to have accepted your results for T120. Deferred Exams: If you wish to apply for a deferred exam, you should submit an Application for Assignment Extension or Deferred Exam Form before the prescribed deadline. If you miss your mid-trimester or final exam there is no guarantee you will be offered a deferred exam. You must apply within the stated timeframe and satisfy the conditions for approval to be offered a deferred exam (see Section 8.1 of the Assessment and Assessment Appeals Policy and the Application for Assignment Extension or Deferred Exam Forms). In assessing your request for a deferred exam, KOI will take into account the information you provide, the severity of the event or circumstance, your performance on other items of assessment in the subject, class attendance and your history of previous applications for special consideration. Deferred mid-trimester exams will be held before the end of week 9. Deferred final exams will be held on two days during week 1 or 2 in the next trimester. You will not normally be granted a deferred exam on the grounds that you mistook the time, date or place of an examination, or that you have made arrangements to be elsewhere at that time; for example, have booked plane tickets.

Approved by KOI Academic Board for T1 2020

 

 

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If you are offered a deferred exam, but do not attend you will be awarded 0 marks for the exam. This may mean it becomes difficult for you to pass the subject. If you apply for a deferred exam within the required time frame and satisfy the conditions you will be advised by email (to your KOI student email address) of the time and date for the deferred exam. Please ensure that you are available to take the exam at this time. Marks awarded for the deferred exam will be the marks awarded for that item of assessment towards your final mark in the subject. Supplementary Assessments (Exams and Assessments): A supplementary assessment may be offered to students to provide a final opportunity to demonstrate successful achievement of the learning outcomes of a subject. Supplementary assessments are only offered at the discretion of the Board of Examiners. In considering whether or not to offer a supplementary assessment, KOI will take into account your performance on all the major assessment items in the subject, your attendance, participation and your history of any previous special considerations. Students are eligible for a supplementary assessment for their final subject in a course where they fail the subject but have successfully completed all other subjects in the course. You must have completed all major assessment tasks for the subject and obtained a passing mark on at least one of the major assessment tasks to be eligible for a supplementary assessment. If you believe you meet the criteria for a supplementary assessment for the final subject in your course, but have not received an offer, complete the “Complaint, Grievance, Appeal Form” and send your form to reception@koi.edu.au. The deadline for applying for supplementary assessment is the Friday of the first week of classes in the next trimester. If you are offered a supplementary assessment, you will be advised by email to your KOI student email address of the time and due date for the supplementary assessment – supplementary exams will normally be held at the same time as deferred final exams during week 1 or week 2 of the next trimester. You must pass the supplementary assessment to pass the subject. The maximum grade you can achieve in a subject based on a supplementary assessment is a PASS grade. If you: o are offered a supplementary assessment, but fail it; o are offered a supplementary exam, but do not attend; or o are offered a supplementary assessment but do not submit by the due date; you will receive a FAIL grade for the subject. 2.7 Teaching Methods/Strategies Briefly described below are the teaching methods/strategies used in this subject:

o On-campus lectures (2 hours/week) are conducted in seminar style and address the subject content, provide motivation and context and draw on the students’ experience and preparatory reading.

o Tutorials (2 hours/week) include class discussion of case studies and research papers, practice sets and problem-solving and syndicate work on group projects. Tutorial participation is an essential component of the subject and contributes to the development of graduate attributes (see section 2.2 above). It is intended that specific tutorial material such as case studies, recommended readings, review questions etc. will be made available each week in Moodle.

o Online teaching resources include class materials, readings, model answers to assignments and exercises and discussion boards. All online materials for this subject as provided by KOI will be found in the Moodle page for this subject. Students should access Moodle regularly as material may be updated at any time during the trimester

o Other contact – academic staff may also contact students either via Moodle messaging, or via email to the email address provided to KOI on enrolment.

 

Approved by KOI Academic Board for T1 2020

 

 

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2.8 Student Assessment

 

Provided below is a schedule of formal assessment tasks and major examinations for the subject.

 

Assessment Type When assessed Weighting Learning Outcomes Assessed

Assessment 1: Reflective journal (500 words)

Week 2 Week 4 Week 6 Week 8 Week 10

2% 2% 2% 2% 2%

Total: 10%

a, b, c, d

Assessment 2: Critical analysis of a nominated website

Week 5 20% a, b

Assessment 3: Mid- trimester test

Week 6 20% a, b

Assessment 4: Website prototype design Group report 2,500 words Group presentation 15 minutes

Project plan: week 4 Group report: week 10 Group presentations: weeks 11-12

10% 25% 15%

Total: 50% c, d

 

 

Assessment is designed to encourage effective student learning and enable students to develop and demonstrate the skills and knowledge identified in the subject learning outcomes. Assessment tasks during the first half of the study period are usually intended to maximise the developmental function of assessment (formative assessment). These assessment tasks include weekly tutorial exercises (as indicated in the weekly planner) and low stakes graded assessment (as shown in the graded assessment table). The major assessment tasks where students demonstrate their knowledge and skills (summative assessment) generally occur later in the study period. These are the major graded assessment items shown in the graded assessment table.

Final grades are awarded by the Board of Examiners in accordance with KOI’s Assessment and Assessment Appeals Policy. The definitions and guidelines for the awarding of final grades within the BIT degree are:

• HD High distinction (85-100%) an outstanding level of achievement in relation to the assessment process.

• DI Distinction (75-84%) a high level of achievement in relation to the assessment process.

• CR Credit (65-74%) a better than satisfactory level of achievement in relation to the assessment process.

• P Pass (50-64%) a satisfactory level of achievement in relation to the assessment process.

• F Fail (0-49%) an unsatisfactory level of achievement in relation to the assessment process.

Approved by KOI Academic Board for T1 2020

 

 

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Requirements to Pass the Subject: To gain a pass or better in this subject, students must gain a minimum of 50% of the total available subject marks. 2.9 Prescribed and Recommended Readings Provided below, in formal reference format, is a list of the prescribed and recommended readings.

Prescribed Texts: Shneiderman, B, Plaisant, C, Cohen, M, Jacobs, S, Elmqvist, N, & Author., 2017. Designing the User Interface: Strategies for Effective Human-Computer Interaction. Global Edition, Pearson Education Limited, Harlow, United Kingdom. Available from: ProQuest Ebook Central. [20 February 2020]. Recommended Readings: E-books: Bidgoli, H., 2018, MIS. Cengage, Mason, OH. Available from: ProQuest Ebook Central. [20 February 2020]. Coronel, C, & Morris, S., 2018, Database Systems: Design, Implementation & Management. Cengage Learning US, Mason, OH. Available from: ProQuest Ebook Central. [20 February 2020]. Kim, Gerard Jounghyun 2015., Human-Computer Interaction: Fundamentals and Practice. CRC Press, Hoboken. Available from: O’Reilly Learning Videos & Books [24 February 2020]. Norman, K, & Kirakowski, J., (eds) 2018, The Wiley Handbook of Human Computer Interaction Set. John Wiley & Sons, Incorporated, Newark. Available from: ProQuest Ebook Central. [20 February 2020]. Perea, P. & Giner, P., 2017. UX Design for Mobile. 1st edn, Packt Publishing, GB. Available from: O’Reilly Learning Videos & Books [24 February 2020]. Articles from electronic journals: Abbas, R., Marsh, S. and Milanovic, K. (2019) ‘Ethics and System Design in a New Era of Human-Computer Interaction [Guest Editorial]’, IEEE Technology & Society Magazine, 38(4), pp. 32–33. <https://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=140253237&site=ehost-live>. Lycett, M. and Radwan, O., 2019. ‘Developing a Quality of Experience (QoE) model for Web Applications’, Information Systems Journal, 29(1), pp. 175–199. Viewed 20 February 2020, <https://search.ebscohost.com/login.aspx?direct=true&db=iih&AN=133481582&site=ehost-live>. References available from EBSCOhost research databases: o ACM Transactions on Computer-Human Interaction (TOCHI) o ACM Transactions on Knowledge Discovery from Data o Advances in Human-Computer Interaction o Data Mining & Knowledge Discovery o IEEE Technology & Society Magazine o Information Systems Journal o Journal of Information Systems Education o Web Intelligence

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Recommended web resources: AISWorld Net – Association for Information Systems. An entry point to resources related to information systems technology for information systems academics and practitioners. https://aisnet.org/ IntechOpen – IntechOpen the world’s leading publisher of Peer Review Quality Open Access books Built by scientists, for scientists. https://www.intechopen.com/books/subject/human-computer-interaction Conference/ Journal Articles: Students are encouraged to read peer reviewed journal articles and conference papers. Google Scholar provides a simple way to broadly search for scholarly literature. From one place, you can search across many disciplines and sources: articles, theses, books, abstracts and court opinions, from academic publishers, professional societies, online repositories, universities and other web sites.

 

3. Assessment Details 3.1 Details of Each Assessment Item The assessments for this subject are described below. Other assessment information and/or assistance can be found in Moodle. Marking guides for assessments follow the assessment descriptions. Students should compare final drafts of their assessment against the marking guide before submission. KOI expects students to submit their own original work in both assignments and exams, or the original work of their group in the case of group assignments. Assessment 1 Assessment type: Individual reflective journal (500 words) Purpose: A reflective journal is a personal record of student’s learning experiences. It is a space where a learner can record and reflect upon their observations and responses to situations, which can then be used to explore and analyse ways of thinking. The purpose of the assessment is to test your understanding of Human Computer Interface Design and its principles applied in the development of a prototype design. The aim of a reflective log is to give you an opportunity to keep a record of the work you undertake, note any existing skills you develop, and learn to identify areas in which you would like to improve. This assessment contributes to learning outcomes a, b, c and d. Value: 10% Due Date: Biweekly submission Submission requirements details: Week 2 (2%) + Week 4 (2%) + Week 6 (2%) + Week 8 (2%) + Week 10 (2%) = Total (10%) Assessment topic: Reflective journal on two week in class activities Task Details: The template for writing biweekly reflective journal will be provided on Moodle. Students will be expected to prepare the reflective journal accordingly.

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Marking Rubric for Assessment 1 (biweekly)

Criteria Fail (0 – 49%) Pass

(50 – 64%) Credit

(65 – 74%) Distinction (75 – 84%)

High Distinction (85 – 100%)

Content Reflection 0.5 Marks

Reflection lacks critical thinking. Superficial connections are made with key course concepts and course materials, activities, and/or assignments

Reflection demonstrates limited critical thinking in applying, analysing, and/or evaluating key course concepts and theories from readings, lectures, media, discussions, activities, and/or assignments Minimal connections made through explanations, inferences, and/or examples.

Reflection demonstrates some degree of critical thinking in applying, analysing, and/or evaluating key course concepts and theories from readings, lectures, media, discussions activities, and/or assignments. Connections made through explanations, inferences, and/or examples.

Reflection demonstrates a high degree of critical thinking in applying, analysing, and evaluating key course concepts and theories from readings, lectures, media, discussions activities, and/or assignments. Insightful and relevant connections made through contextual explanations, inferences, and examples.

Exceptional reflection demonstrates a high degree of critical thinking in applying, analysing, and evaluating key course concepts and theories from readings, lectures, media, discussions activities, and/or assignments.

Personal growth 1 Marks

Conveys inadequate evidence of reflection on own work in response to the self- assessment questions posed. Personal growth and awareness are not evident and/or demonstrates a neutral experience with negligible personal impact. Lacks sufficient inferences, examples, personal insights and challenges, and/or future implications are overlooked.

Conveys limited evidence of reflection on own work in response to the self- assessment questions posed. Demonstrates less than adequate personal growth and awareness through few or simplistic inferences made, examples, insights, and/or challenges that are not well developed. Minimal thought of the future implications of current experience.

Conveys evidence of reflection on own work with a personal response to the self- assessment questions posed. Demonstrates satisfactory personal growth and awareness through some inferences made, examples, insights, and challenges. Some thought of the future implications of current experience.

Conveys strong evidence of reflection on own work with a personal response to the self- assessment questions posed. Demonstrates significant personal growth and awareness of deeper meaning through inferences made, examples, well developed insights, and substantial depth in perceptions and challenges. Synthesizes current experience into future implications.

Exceptionally conveys strong evidence of reflection on own work with a personal response to the self- assessment questions posed. Demonstrates significant personal growth and awareness of deeper meaning through inferences made, examples, well developed insights, and substantial depth in perceptions and challenges. Synthesizes current experience into future implications.

Writing Quality 0.5 Marks

Poor writing style lacking in standard English, clarity, language used, and/or frequent errors in grammar, punctuation, usage, and spelling. Needs work.

Average and/or casual writing style that is sometimes unclear and/or with some errors in grammar, punctuation, usage, and spelling.

Above average writing style and logically organized using standard English with minor errors in grammar, punctuation, usage, and spelling.

Well written and clearly organized using standard English, characterised by elements of a strong writing style and basically free from grammar, punctuation, usage, and spelling errors.

Exceptionally well written and clearly organised using standard English, characterized by elements of a strong writing style and basically free from grammar, punctuation, usage, and spelling errors.

Assessment 2: Assessment type: Individual written assessment (1,000 words) Purpose: Assessment 1 is a report critically analysing a nominated website. Students must identify all the good interface design principles used in the website design. The report should point out the good and bad practices of interface design. This assessment contributes to learning outcomes a and b. Value: 20% Due Date: Week 5 Assessment topic: Analysis of nominated website

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Task Details: Write an analysis report on one of the following type of websites:

− Educational website − IT company website − Online tours and travels website − E-commerce websites − Social media

The report should include the following points: 1. Introduction: The introduction about your selected website. All the relevant information and background

details should include. 2. Website Structure: The structure of your chosen website should be covered properly. The report

should include how the website is set up, the individual subpages are linked to one another etc. 3. Interface Design: Identify at least 5-6 good and bad interface design principles used in the website

design. Justify the good and bad interface design identified by you. 4. Screenshots: Provide screenshot samples for all the good and bad interface design principles you

have identified in the website and support those with discussion. 5. Conclusion and Recommendations: After the analysis provide a comprehensive summary of the report.

Also, add the limitations you have studied and what will be the future scope to overcome those limitations.

Assessment 2 Marking Rubric: Criteria Unsatisfactory Satisfactory Effective Excellent Exceptional

Answer the given questions

Fail (0 – 49%)

Pass (50 – 64%)

Credit (65 – 74%)

Distinction (75 – 84%)

High Distinction (85 – 100%)

Introduction 3 Marks

No introduction given or most of the introduction is irrelevant

Introduction of the business case is provided with some details and limited cohesion

Introduction of the business case is provided with most of the required details in a cohesive manner

Introduction of the business case is provided with all of the required details in a comprehensive and cohesive manner

Introduction of the business case is provided with all details presented systematically in a comprehensive and cohesive manner

Website Structure 3 Marks

Very difficult to read, unclear structure, and most of the required sections are missing

Some difficulty in reading, not very clear, but important sections are included

Clear and readable, and all required sections are included

Well written and very clear, and all required sections with completed discussion are included

Well written and very clear, all required sections with completed discussion are included, and additional sections have been added for clarity

Interface Design Principles 7 Marks

Not included or irrelevant discussion

3-4 design principles identified with limited discussion

4-5 design principles identified with some discussion

5-6 design principles identified with good discussion

5-6 design principles identified with excellent discussion and supported arguments

Screenshots 3 Marks

No screenshots provided or irrelevant screenshots given

3-4 relevant screenshots provided with limited discussion

4-5 screenshots provided with discussion

All screenshots provided with good discussion

All relevant screenshots provided with excellent discussion and supported arguments

Conclusion and Recommendation 4 Marks

No conclusion or lack of cohesion with the discussion, no or limited recommendations provided

Conclusion does not link back systematically to most sections, some basic recommendations provided

Conclusion links back to some sections of the report, some detailed recommendations provided

Conclusion links back to all sections of the report, detailed recommendations provided

Conclusion demonstrates a deep understanding of the proposed solution and relates back to all sections of the report, detailed recommendations provided

 

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Assessment 3 Assessment type: Individual assessment- Mid-trimester test (1 hour) Assessment purpose: Covers topics of Weeks 1 to 5. This assessment contributes to learning outcomes a and b. Value: 20% Due Date: Week 6 Assessment topic: Mid-trimester test Task details: The assessment will consist of a series of short answer questions relating to subject content from topics covered in weeks 1 to 5 inclusive. Submission requirements details: In class test Marking Rubric:

Unsatisfactory Satisfactory Good Very good Exceptional

Grade Fail Pass Credit Distinction High distinction

Marks 0-49% 50-64% 65-74% 75-84% >84%

Assessment 4 Assessment type: Group assessment Purpose: This assessment will allow students to develop a website. This assessment contributes to learning outcomes c and d. Value: 50% (Project plan 10%; Group report 25%; Group presentation 15%) Due Date: Week 4 (Project plan); Week 10 (Group report); Weeks 11-12 (Group presentations) Assessment topic: Group Project (3-5 members in a group): project plan (500 words – will be discussed in class), report with working prototype (2,500 words) and presentation (15 minutes). Task Details: This assessment requires students to design a website of their choice in their area of interest. Students are required to develop a prototype of the website. The prototype will be used to test the applicability of interface design. Students are allowed to use any software tools of their choice to develop the prototype. A group report needs to be completed and students must present the outcome of their project. Students will be expected to answer the questions during the presentation about their project. The project plan must include: 1) Title and description of the website 2) Design Plan (preliminary sketches of the website) 3) Members role and responsibilities 4) Project Plan (Gantt Chart and other related information) The Report must contain following sections: 1) Introduction of the report 2) Detailed design of the webpages and all interfaces 3) Prototype development with teasing and screenshots 4) Conclusion and Recommendations 5) References Presentation: The students will give 15 min presentation and demonstration of their project.

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Assessment 4 – Rubric Marking for Project Plan (10%), Due week 4

Assessment 4 – Rubric Marking for Group Report (25%), Due week 10

Criteria Unsatisfactory Satisfactory Effective Excellent Exceptional

Answer the given questions

Fail (0 – 49%)

Pass (50 – 64%)

Credit (65 – 74%)

Distinction (75 – 84%)

High Distinction (85 – 100%)

Title and description 4 Marks

Title is not clear and irrelevant to the project, no description of the project provided

Title is specific and relevant; the incomplete project description is provided

Title is specific and relevant; provided the complete project description

Title and project description are very well written

Title and project description are very well written and additional sections have been added for clarity

Design Plan 2 Marks

No specification in the form of a prototype or process; provided the inapplicable design plan

Some specification in the form of a prototype or process is provided in the design plan

Most of the specification in the form of a prototype or process is provided in the design plan

All the specification in the form of a prototype or process is provided in the design plan with some future scope and limitations

All the specification in the form of a prototype or process is provided in the design plan; also covered the future scope and limitations in terms of real-world applications

Members roles and responsibility 2 Marks

Members roles and responsibility are not clear and specific

Members roles and responsibility are clear with some of the specific details

Members roles and responsibility are clear with most of the specific details

Members roles and responsibility are clear; the distribution of the project work is evenly distributed to support their efforts

Members roles and responsibility are very well written; the distribution of their project work is supported with enough evidence

Project plan 2 Marks

The control and execution of a project plan is not clear and convincing

The control and execution of a project plan is clear but the supporting contents which required from a project plan is not provided

The control and execution of a project plan is clear and some of the supporting contents which required from a project plan is also provided

The project plan is well – written with most of the required fields such as a resource list, work breakdown structure, a project schedule, a risk plan and the scope of work statement is provided

The project plan is very well – written with all the required fields such as a resource list, work breakdown structure, a project schedule, a risk plan and the scope of work statement is provided

Criteria Fail (0 – 49%) Pass

(50 – 64%) Credit

(65 – 74%) Distinction (75 – 84%)

High Distinction (85 – 100%)

Introduction

3 Marks

No introduction given or irrelevant details

Introduction section provided with some details

Introduction section provided with most of the required details in a coherence way,

Introduction section provided with all of the required details in a comprehensive and cohesive manner

Introduction section provided with all details presented systematically in a comprehensive and cohesive manner

Quality of Design

6 Marks

No design provided or irrelevant design aspects discussed

Some of the design details are given but not clear

Most design details are provided with limited explanation

Most design details are provided with relevant explanation

Exceptionally good design details are provided with all required explanation and supporting arguments

Prototype, development

8 Marks

Poor quality less than 50% HCI rules implemented. (8 golden rules)

50%-65% HCI rules implemented (8 golden rules)

65%-75% HCI rules implemented (8 golden rules)

Professional appearance prototype submitted. More than 75% HCI rules implemented (8 golden rules)

Exceptionally professional working prototype submitted, All HCI rules Implemented (8 golden rules)

Conclusion, recommendations, etc. 3 Marks

No conclusion or lack of cohesion with the discussion, no or limited

Conclusion does not link back systematically to most sections, some basic

Conclusion links back to some sections of the report, some detailed

Conclusion links back to all sections of the report, detailed recommendations provided

Conclusion demonstrates a deep understanding of the proposed solution and relates back to all

Approved by KOI Academic Board for T1 2020

 

 

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Assessment 4 – Rubric Marking for Group Presentation (15%), Due week 11-12

Criteria Fail (0 – 49%) Pass

(50 – 64%) Credit

(65 – 74%) Distinction (75 – 84%)

High Distinction (85 – 100%)

Visual Appeal (Group) 2.5 Marks

There are many errors in spelling, grammar and punctuation. The slides were difficult to read, not proper color and font used, too much information been copied. No visual appeal.

There are many errors in spelling, grammar and punctuation. Too much information was contained on many slides. Minimal effort made to make slides, too much going on.

There are some errors in spelling, grammar and punctuation. Too much information on two or more slides. Significant visual appeal.

There are no errors in spelling, grammar and punctuation. Information is clear and concise on each slide. Visually appealing and engaging.

Professional looking presentation There are no errors in spelling, grammar and punctuation. Information is clear and concise on each slide. Visually appealing and very engaging.

Content (Group) 2.5 marks

The presentation provides a brief look at the topic but many questions are left unanswered, majority of information is irrelevant and significant points left out

The presentation Is informative but several elements are unanswered, much of the information irrelevant, coverage of some of major points

The presentation is a good summary of the topic, most important information covered, little irrelevant information

The presentation is a concise summary of the topic with all questions answered, comprehensive and complete coverage of information

Exceptionally good summary of the topic and provides extensive supportive elements to aid the ease of understanding of the audience

Preparedness/ participation/ group dynamics (Group) 3 marks

Unbalanced presentation or tension resulting from over-helping. multiple group members not participating, evident lack of preparation/ rehearsal, dependence on slides

Significant controlling by some members with one minimally contributing, primarily prepared but with some dependence on just reading off slides

Slight predominance of One presenter, Members help each other, very well prepared

All presenters know the information, participated equally and help each other as needed, extremely well prepared and rehearsed

Exceptionally good group dynamics, presentation would be considered professional

Presentation Skills (Individual) 7 marks

Minimal eye contact focusing on small part of audience, the audience is not engaged, spoke too quickly or quietly making it difficult to understand, poor body language

Focuses on only part of the audience, sporadic eye contact and the audience is distracted, speaker could be heard by only half of the audience, body language is distracting

Speaks to majority of the audience, steady eye contact, the audience is engaged by the presentation, speaks at a suitable volume, minor problems with body language eg. fidgeting

Regular/constant eye contact, the audience is engaged, and presenter held the audience’s attention, appropriate speaking volume and good body language

Professional presentation skills, excellent audience engagement

 

recommendations provided

recommendations provided

recommendations provided

sections of the report, detailed recommendations provided

Format and References

2.5 Marks

Students did not follow the required format in the report or in referencing

Report includes most of the report sections but not all, referencing incorrect on several occasions

Report includes most of the report format sections but missed at least one section, referencing generally in correct format

Report has used the requested format in an acceptable structure, referencing always in correct format

Report has used the requested format in a well-organized structure, referencing always in correct format

Report Structure

2.5 Marks

Poorly organized; no report cover, no table of contents, and no page numbers

Typed; no report cover, and no table of contents; no use of colour

Typed; clean; neatly organized; no report cover, and no table of contents

Typed; clean; neatly organized with a well- designed report cover; effective use of colour

Exceptionally well typed; clean; neatly organized with a well- designed report cover; effective use of colour

Approved by KOI Academic Board for T1 2020

 

 

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3.2 Late Penalties and Extensions An important part of business life and key to achieving KOI’s graduate outcome of Professional Skills is the ability to manage workloads and meet deadlines. Consequently, any assessment items such as in-class quizzes and assignments missed or submitted after the due date/time will attract a penalty (see below). Students who miss mid-trimester tests and final exams without a valid and accepted reason (see below) may not be granted a deferred exam and will be awarded 0 marks for assessment item. These penalties are designed to encourage students to develop good time management practices, and create equity for all students. Any penalties applied will only be up to the maximum marks available for the specific piece of assessment attracting the penalty. Late penalties, granting of extensions and deferred exams are based on the following: In Class Tests (excluding Mid-Trimester Tests) o No extensions permitted or granted – a make-up test may only be permitted under very special

circumstances where acceptable supporting evidence is provided. The procedures and timing to apply for a make-up test (only if available) are as shown in Section 3.3 Applying for an Extension (below).

o Missing a class test will result in 0 marks for that assessment element unless the above applies. Written Assessments o 5% of the total available marks per calendar day unless an extension is approved (see Section 3.3

below) Presentations o No extensions permitted or granted – no presentation = 0 marks. The rules for make-up presentations

are the same as for missing in-class tests (described above). Mid-Trimester Tests and Final Exams o If students are unable to attend mid-trimester tests or final exams due to illness or some other event

(acceptable to KOI), they must: − Advise KOI in writing (email: academic@koi.edu.au) as soon as possible, but no later than three

(3) working days after the exam date, that they will be / were absent and the reasons. They will be advised in writing (return email) as to whether the circumstances are acceptable.

− Complete the appropriate Application for Extension or Deferred Exam Form available from the Student Information Centre in Moodle, on the KOI Website (Policies and Forms) and the Reception Desk (Market St and Kent St), as soon as possible and email with attachments to academic@koi.edu.au.

− Provide acceptable documentary evidence in the form of a satisfactorily detailed medical certificate, police report or some other evidence that will be accepted by KOI.

− Agree to attend the deferred exam as set by KOI. Deferred exam o There will only be one deferred exam offered. o Marks awarded for the deferred exam will be the marks awarded for that assessment. o If you miss the deferred exam you will be awarded 0 marks for the assessment. This may mean you

are unable to complete (pass) the subject.

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3.3 Applying for an Extension If students are unable to submit or attend an assessment when due, and extensions are possible, they must apply by completing the appropriate Application for Extension form available from the Student Information Centre in Moodle, the KOI Website (Policies and Forms) and the Reception Desk (Market St and Kent St), as soon as possible but no later than three (3) working days of the assessment due date. The completed form must be emailed with supporting documentation to academic@koi.edu.au. Students and lecturers / tutors will be advised of the outcome of the extension request as soon as practicable.

Appropriate documentary evidence to support the request for an extension must be supplied. Please remember there is no guarantee of an extension being granted, and poor organisation is not a satisfactory reason to be granted an extension. 3.4 Referencing and Plagiarism Please remember that all sources used in assessment tasks must be suitably referenced. Failure to acknowledge sources is plagiarism, and as such is a very serious academic issue. Students plagiarising run the risk of severe penalties ranging from a reduction through to 0 marks for a first offence for a single assessment task, to exclusion from KOI in the most serious repeat cases. Exclusion has serious visa implications. The easiest way to avoid plagiarising is to reference all sources. Harvard referencing is the required method – in-text referencing using Author’s Surname (family name) and year of publication. A Referencing Guide, “Harvard Referencing”, and a Referencing Tutorial can be found on the right hand menu strip in Moodle on all subject pages. An effective way to reference correctly is to use Microsoft Word’s referencing function (please note that other versions and programs are likely to be different). To use the referencing function, click on the References Tab in the menu ribbon – students should choose Harvard. Authorship is also an issue under plagiarism – KOI expects students to submit their own original work in both assessment and exams, or the original work of their group in the case of a group project. All students agree to a statement of authorship when submitting assessments online via Moodle, stating that the work submitted is their own original work. The following are examples of academic misconduct and can attract severe penalties: o Handing in work created by someone else (without acknowledgement), whether copied from another

student, written by someone else, or from any published or electronic source, is fraud, and falls under the general Plagiarism guidelines.

o Copying / cheating in tests and exams is academic misconduct. Such incidents will be treated just as seriously as other forms of plagiarism.

o Students who willingly allow another student to copy their work in any assessment may be considered to assisting in copying/cheating, and similar penalties may be applied.

Where a subject coordinator considers that a student might have engaged in academic misconduct, KOI may require the student to undertake an additional oral exam as a part of the assessment for the subject, as a way of testing the student’s understanding of their work. Further information can be found on the KOI website. 3.5 Reasonable Adjustment The Commonwealth Disability Discrimination Act (1992) makes it unlawful to treat people with a disability less fairly than people without a disability. In the context of this subject, the principle of Reasonable Adjustment is applied to ensure that participants with a disability have equitable access to all aspects of the learning situation. For assessment, this means that artificial barriers to their demonstrating competence are removed.

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Examples of reasonable adjustment in assessment may include: o provision of an oral assessment, rather than a written assessment o provision of extra time o use of adaptive technology. The focus of the adjusted assessment should be on enabling the participants to demonstrate that they have achieved the subject purpose, rather than on the method used. 3.6 Appeals Process Full details of the KOI Assessment and Assessment Appeals Policy may be obtained in hard copy from the Library, and on the KOI website www.koi.edu.au under Policies and Forms. Assessments and Mid-Trimester Exams: Where students are not satisfied with the results of an assessment, including mid-trimester exams, they have the right to appeal. The process is as follows: o Discuss the assessment with their tutor or lecturer – students should identify where they feel more

marks should have been awarded – students should provide valid reasons based on the marking guide provided for the assessment. Reasons such as “I worked really hard” are not considered valid.

o If still not satisfied, students should complete an Application for Review of Assessment Marks form, detailing the reason for review. This form can be found on the KOI website and is also available at KOI Reception (Market St and Kent St).

o Application for Review of Assessment Marks forms must be submitted as explained on the form within ten (10) working days of the return of the marked assessment, or within five (5) working days after the return of the assessment if the assessment is returned after the end of the trimester.

Review of Grade – whole of subject and final exams: Where students are not satisfied with the results of the whole subject or with their final exam results, they have the right to request a Review of Grade – see the Assessment and Assessment Appeals Policy for more information. An Application for Review of Grade/Assessment Form (available from the KOI Website under Policies and Forms and from KOI Reception, Market St and Kent St) should be completed clearly explaining the grounds for the application. The completed application should be submitted as explained on the form, with supporting evidence attached, to the Academic Manager.

Approved by KOI Academic Board for T1 2020