| 300134 Introduction to Information Technology | Autumn 2018 |
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Project for Creating Information Resource
Worth 15%, due in Week 13
[6:00pm Fri 1st June]
Purpose and Context: Collecting, organising and presenting information
This unit involves collecting, organising and presenting information. This major project for
creating an Information Resource involves all these aspects.
Task specification
You are required to create an interactive, digital learning resource for a topic related to one
of your university units you have studied (or are currently studying) or a topic of Introduction
to Information Technology unit. You need to select one topic only. The aim is to produce a
collection of learning resource that other students would find useful, interesting and actually
teach them the selected topic so they can use these learning resources as reliable
references for studying the unit. The type of resource could include:
• eBook chapters (creating stylish iBook chapters for unit 300134 Intro to IT is
strongly encouraged)
• a WordPress content management design for creating a website or blog
• a wiki content management design in a collaborative website environment
• a YouTube video followed by a quiz
• an interactive PDF or a simulation using hyperlinks in Powerpoint
• a narrated Powerpoint presentation or a Prezi presentation
• a mobile app (for computing students) or
• something creative (you’re own idea that matches the marking criteria)
How to create the learning resources
The learning resources content must be presented using multimedia (i.e. Text, Images,
Audio, and Video) and links that lead to further information. In order to design a wellstructured good quality learning resource, a disciplined development scheme should be
adopted. Your learning resource needs to go through 5 stages of development:
1. Design: Generating headings and subheadings of the learning resources and
showing the learning objectives. This activity can develop skills of taxonomies,
planning and structuring. Tools: concept maps.
2. Collect: Aggregating a set of references that can be used while developing the
learning resources. Use university library website or Google scholar. This activity can
develop skills of online information search, organising, structuring and sequencing,
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note-taking, comparing and evaluating information from different resources. Tools:
search engines and open educational resources repositories.
3. Reuse: Using the collected references or adapting previously created learning
resources as components of the whole project. This activity can develop skills of rerepresenting information, making summaries, designing diagrams and generating
new understanding. Tools: existing open educational resources.
4. Authoring: arrange headings, add main content, reuse existing work and don’t
reinvite the wheel (i.e.: pre-generated videos, images, text but you always need to
attribute the original author), create quizzes through the learning resource, generate
glossary of the terms, add references at the end of your work, and use in-content
citation. Make your work looks like actual learning resource that would actually teach
the unit topic. Add your personal touch, where you think the topic can be explained in
a better way for other learners. This activity open ways for students’ creativity in
using new technologies in reconstruction of existing knowledge. Tools: content
authoring software tools specified in the following section.
5. Licensing: Associating the learning resource with open licenses that describe how it
can be reused by others. Further details about this process will be discussed at
vUWS discussion board. This activity hands students the authorship of generated
resources. Tools: Open licenses such as Creative Commons.
The project artefacts can be of different size and quality, which are subject to the
information resource context and a set of features to be implemented. The aspects of this
project are determined by the type of information resource, media format, development
platforms, technical skills, time and budget, potential users of the product etc.
The project topic and size should be worked out during the design stage. You are asked
to relate a chosen topic to ONE concept only, which is to avoid an oversized work and
make the topic cohesive and manageable.
The project work is diverse and with creative ideas, there might not be a well pre-defined
model. However, there are examples and applicable guidelines to refer to. Detailed
instructions and examples of each type of the above will be placed in vUWS (please see
the next page). We also provided a Learning Resource Card, which outlines the project
management stages (please see the next page).
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Instructions and examples and Learning Resource Card
Detailed instructions and examples of each type of the above will be placed in vUWS.
Please check the link in vUWS.
You can download the “Learning Resource Card” from the following link:
Software tools you can use to create the learning resource
To develop stylish interactive learning resources, you need to use powerful software tools,
for instance:
• Video shooting or on-screen video capture: Camtasia Studio, Adobe Captivate,
iSpring Pro etc. For getting quality video from a smartphone, you may need
Googling some tips.
• iBook Author: if you are a user of Apple Macintosh computer you can use iBook
Author to create interactive learning resources.
• WordPress (content management system) for creating an interactive website, with
multimedia (i.e.: text, images and video) to be used to improve the interactivity of the
learning content and engage the learner with your learning resource.
• Creative idea where you create an interactive and engaging learning resource using
software tool of your own choice.
Further assistance with more resources and development toolkit
While more resources and development toolkit can be provided for further assistance, it is
not guaranteed. The link will be activated when having been fully prepared.
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Submission
The artefact of the project (information resource and associated document) will need to be
uploaded to corresponding drop-box on vUWS in week 13.
You are asked to upload your work into the drop-box allocated for your tutorial group that
you originally registered (a drop-box will also be created for external students). Submission
may not be accepted (not be marked) if being placed into a wrong drop-box (especially
uploading the Project work into a Portfolio drop-box).
Make sure the work uploaded are right file(s) and in right format. It’s desired to have your
product well released that is ready to view on typical platforms. If the work submitted is
broken or cannot be opened on typical platforms, a zero mark may be awarded. If your
work is deployed on a specific platform, please provide a readme file to detail the
deployment steps. We suggest you test your work before uploading it. Faulty submissions
(e.g. in wrong drop-box, wrong file, broken file, cannot be opened, inaccessible links) will
receive a zero mark.
If you submit an external link to your product (e.g. a Web address of Youtube video or a
Prezi presentation), it’s suggested to place this external link into a Word document and
submit the Word document as attachment. Add the following details to the document:
• Your name and student ID number
• Tutorial details (time, day and campus)
• Name of the learning resource
• Link to the web address
• Save the file in the following format:
studentID_LastName_ShortNameofYourLearning Resource.docx
e.g: 12345678_Smith_CompNetworks.docx
Merely placing the external link in the comment area may not draw enough attention of the
marker to your link.
Special considerations
The project specification and other relevant documents have been released in early of the
semester; students should have enough time for topic selection, reading background
materials, resource design, project prototyping, features implementation, draft artefact
testing etc.
The development of the project is not one-step event but over a few phases with an ongoing effort throughout the semester. A minor misadventure shouldn’t affect much on the
development of the major project.
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All students are treated fairly and equally; they are studying in a “level-playing field” that no
one suffers from any disadvantage and no one is offered more advantages over others.
In particular, please be aware of the following requirements for lodging special
consideration application:
1. To lodge an application, you can complete the Special Consideration eForm.
2. Applications must be submitted BEFORE the due date or no later than 5.00 p.m. of
the 2nd working day after the due date of the assessment task. Only students who
can provide evidence to support extenuating circumstances affecting submission of
the application may be granted permission to submit applications after this time.
3. The Project draft you have constructed thus far must be submitted as one supporting
document for the special consideration. You can submit your Project (any draft work
you have partially developed) onto vUWS if the corresponding drop-box is opened;
contact your tutor otherwise.
Data Safety
You should understand that data safety is an essential skill in IT. This unit doesn’t take into
account of data lost as a special consideration. For example, “computer broken”, “file
crashed”, “USB drive lost or corrupted” will not be considered a suitable reason to grant an
extension. One effective way to avoid the problem is to have multiple copies, more
specifically, to make the OFF-SITE backups.
Please refer to Practical 2 – Activity 2, which is about data backups. Data backups (in
particular the OFF-SITE backups) are extremely important for data safety.
Marking Criteria
In the large, the following features of your artefacts would be checked: Interest &
Usefulness, Design, Interactivity, Multimedia, and Final Product.
| Marking Criteria | Unsatisfactory | Pass | Credit | Distinction | High Distinction |
| Interest and Usefulness |
Couldn’t really be used by students as a learning resource |
Students wouldn’t find this resource interesting unless improvements were made |
Could be used as is, but could still be improved. Has educational value. |
Could be used in future classes without further improvement. |
Students would be very motivated to use this resource. |
| Design | Not aesthetic at all |
Some effort to make the design look aesthetic and professional. |
Mostly professional design, but with room for improvement. Illustrates learning design. |
Looks good enough to use internally at UWS for future classes |
Looks good enough to use externally to showcase UWS student work |
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| Exhibits Interface design |
|||||
| Interactivity | No interactivity | Limited interactivity |
Interactive. Communication in practice |
Very interactive | Highly interactive |
| Multimedia | Not multimedia (one medium only) |
Limited use of multimedia |
Uses at least 3 types of media |
Uses a range of media |
Very good use of a range of media |
| Final Product |
Not really a learning resource |
Limited, contains errors or lack of functionality |
Nearly complete. Some areas require improvement. Uses simple techniques with known expertise. Integrated and well published. Reusable. |
Complete. Few errors reported when examined. More complex development which requires learning some new skills. Highly integrated and well published. |
Complete. Little or no errors found. Development requires learning new, complex skills. Highly integrated and well published. |
In the small, the following rubrics will be used to check your artefact (see the next page).
Therefore, it is highly recommended that you keep an eye on these criteria while
developing your learning resource.
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| Definition of criteria |
Unsatisfactory | Pass | Credit | Distinction | Distinction High | ||
| Technical | Design and navigation |
Applying the proper level of consistency of colours, graphics and fonts. Ease of navigation using headings and subheading through the whole resource. |
Poor consistency of integrating colours, graphics and fonts. Learner has no control on navigation through the learning resource. |
Somehow consistent with using colours, graphics and fonts. Navigation is not efficient through the learning resource. |
Consistent with using colours, graphics and fonts and sufficient level of navigation through the learning resource. Needs some modifications in order to be used by others as a learning resource. |
Very well designed, with proper level of consistency colours, graphics and fonts, and properly structured using headings and subheading that facilitate navigation through the learning resource. Slight modifications can be done in order to be used by other learners. |
Professionally designed with proper level of integrating multimedia, very well structured with headings and subheadings. Navigation is easy and clear where everything is. Can be used by other learners without any further modification. |
| Interactivity and use of multimedia |
Ability of learning resource of promoting constructive activity, providing the learner with sufficient control, and level of interactivity through the proper use of multimedia. |
No interactivity, and lack use of multimedia (one medium only), learner has no control of using the learning resource. |
Limited interactivity and limited use of multimedia. |
Interactive through providing response and actions based on learners input. Interactivity supported with use of range of media. |
Very interactive though providing learners with feedback based on their input. Can be slightly modified so other learners can use it effectively. |
Highly interactive by responding to learner’s action with proper use of multimedia. Professionally developed and can be recommended for other learners without any further modification. |
|
| References and licensing |
Listing references and resources that were used to develop the learning resources. The learning resource is licensed with a flexible publishing licence in the least restrictive manner. |
The learning resource doesn’t provide any references, and it is not licensed with any open license. |
The learning resource provides very few references however, all of references are not recent, and there is no clear link between the references and knowledge presented. No use of open license. |
The learning resource provides a complete references list at the end. Some of the references are recent and relevant however, majority is not |
The learning resource provides a complete references list at the end. Some of the references are recent and relevant however, majority is not recent. There is well established link with previous knowledge. Proper use of open |
The learning resource provides a complete references list at the end. References are all recent and used successfully to build links with previous knowledge. Use of |
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| recent. There is well established link with previous knowledge .No use of open license. |
license. | least restrictive open license. |
|||||
| Educational | Content accuracy |
The learning material is free from errors and connects important associated concepts within the subject matter, has non-biased presentation of ideas, and provides comprehensive information effectively that the target audience should be able to understand the subject matter |
Content is inaccurate and there is no value of its information. |
The content has several errors related to accuracy of content and being biased or misses information that could mislead learners. Claims are not supported by evidence and there is no logical argument among presentation of ideas. It also lacks of appropriate level of detail. |
The content has some errors related to accuracy of content. In general the content has non biased information. More evidences and logical argument are needed here with appropriate details that connect important concepts. |
The content is free of error and presented without bias or omissions that could mislead learners. It falls short on being excellent in that it has some inaccuracy in making connections among main concepts within the subject matter. |
The content is free of error and presented without bias or omissions that could mislead learners. Claims are supported by evidence or logical argument. Presentations emphasize key points and significant ideas with an appropriate level of detail. Connects important associated concepts within the subject matter. Differences among cultural and ethnic groups are represented in a balanced and sensitive manner. |
| Motivation | Motivation is defined as ability to motivate and interest an identified population of learners. The resource has the potentiality to motivate and generate |
The learning resource fails to engage and motivate the learners, that is it lacks questions and there are no motives for learners to pursue exploring the subject |
The learning resource provides weak opportunities to engage and motivate the learners. Limited questions available throughout the learning resource. |
The learning resource somehow engages the learner by providing some questions throughout the |
The learning resource engages the learner by providing some questions throughout the learning resource. There are clear motives for The learners to explore |
The learning resource engages the learner by asking questions and waiting for feedback from the learner either throughout the |
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| interest in the subject that is addressed, and offers a representation of reality-based content, this could be through multimedia, interactivity, humor, drama and / or challenges through games that stimulate student interest. |
area. | learning resource. There are some attempts to motive the learners to explore more in the subject area. |
more in the subject area. |
learning resource or at the posttest (i.e.: quiz at the end). The learning resource also motivates learner to explore more in the subject area. |
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Questions
Questions about this assessment item can be placed in the vUWS discussion area in the
topic ‘Information Resource Project Questions’ (if available).
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