DECO3500 Social & Mobile Computing
Semester 2, 2025; version 1 Copyright © The University of Queensland 1
1. Annotated Portfolio & Learning Reflection
Due by: 1:00pm 8 October 2025 (Wed); submit via Blackboard.
Weighting: x 3 Individual

Summary:
You will be assigned portfolio tasks to complete individually, or in teams, during teaching
weeks throughout the semester. Students are to complete, document, and collect together
the work product of these tasks into an annotated portfolio for submission through
Blackboard in Week 10. The work product (each task) must be annotated by the student
with short reflections or observations on what they learned, appreciated, struggled with,
were confused by, understood, could appreciate how to apply, etc. through completing the
task. Some tasks will be accompanied by prompts for the annotations; some will not.
Typical tasks may include (a) completing a reading and responding to prompts or
questions, (b) working through a method and applying it to a problem domain, (c) applying
concepts from theory to their own project or a given scenario.
There will be an optional interim submission opportunity for students to receive
formative/indicative feedback on their completed portfolio tasks + annotations mid-way
through semester (~Week 6).
The annotated portfolio submission will include a short (~1000 word) summary reflection on
the student's learning of the course content, learning objectives and critical assessment of
their understanding of social and mobile computing issues.
Note: In rare circumstances of significant team dysfunction, the course coordinator may
refer to a student's individual performance on this item of assessment to scale their
summative grade on the team assignment in the context of their individual contributions to
the team.
Learning objectives assessed:
• Identify and appreciate the people-centred issues underlying the design of successful
technologies in social and mobile settings
• Apply lessons learned from theory and practical experience to the design and
prototyping of social and mobile applications.
• Analyse the social implications of design decisions on people’s experiences with each
other through and around technology in order to articulate contributions to research
and/or technology design


DECO3500 Social & Mobile Computing
Semester 2, 2025; version 1 Copyright © The University of Queensland 2
Brief:
The design of social (collaborative) and mobile (context-sensitive) technologies often
requires different kinds of foci than in conventional human computer interaction.
Throughout the first 9 teaching weeks of semester, specific learning activities intended for
this portfolio submission will be assigned to be completed individually or in teams (but
each student must submit an individual portfolio). These tasks are intended to allow
students to demonstrate how they are meeting the learning objectives. In many cases,
there will be time allowed in studio for students to work on these activities.
A portfolio is a visual + textual collection of completed work. An annotated portfolio
presents this collection with the addition of annotations that point out specific elements or
features of the work that are tied to principles, learnings, reflections and other
considerations that demonstrate not just what work was completed, but show what was
learned (relevant to social/mobile computing) through the completion of the work.
Portfolio activities/tasks will include some exercises undertaken during contacts, but also
tasks completed outside of class time such as collecting data, conducting observations,
reading assigned papers, or sourcing examples. These will be identified as portfolio tasks
during the relevant sessions or lectures and/or via course communication channels. There
will often be more than a single activity in the same week. Some of these tasks will be
accompanied by prompts for your annotations (e.g. some readings will be accompanied by
questions, the answer to which may be the annotation). Where no prompts are given,
students are to identify specific elements of their own learning from doing the task.
As activities are assigned, students are to complete them and save a record of the finished
work. At that time, or sometime later, students are to annotate their work product to
articulate what they have learned.
In addition to completing the annotated portfolio, the student’s blackboard submission will
include a 1000-word summary reflection that will argue through evidence what they have
learned through the course. Students will use their annotations as examples to construct a
narrative that critically treats what they understand they were intended to learn, against
their actual learnings. This may also include critical reflections on the activities (e.g.
critiques of activities that would have made them more effective as a vehicle for learning,
or alternatively that explicate the aspects of the activities that made them effective), but
must still focus on what the student has learned. The emphasis of the 1000-word reflection
should be on what the student has learned and what they would now be able to apply to
other projects or arenas of practice. In preparing their reflection, students should be
reminded of Bloom’s taxonomy of educational goals. Their aim should not be simply to
articulate what they can claim to have learned, instead it should be to demonstrate how
they meet the higher-level goals of learning. In other words, they should seek where
possible to show how they might apply, analyse, evaluate or create with the knowledge they
are identifying as a means of displaying their understanding.


DECO3500 Social & Mobile Computing
Semester 2, 2025; version 1 Copyright © The University of Queensland 3
Criteria:
Students are expected to manage their own individual documentation and participation in
activity tasks. Annotations will be assessed according to the following criteria:
• Quality of and effort given to the completion of the tasks.
• Quality and relevance of annotations (reaching higher levels of Bloom’s taxonomy).
• Evidence-base, depth, and insightfulness of the learning reflection and any meta-
reflections.
Grading:
High distinction: ALL activity tasks + annotations completed to a functional standard, and
learning reflection completed to an exceptional standard.
Distinction: ≥ 85% activity tasks + annotations completed to a functional standard, and
learning reflection completed to an advanced standard.
Credit: ≥ 70% activity tasks + annotations completed to a functional standard, and learning
reflection completed to a proficient standard.
Pass: ≥ 50% activity tasks + annotations completed to a functional standard, learning
reflection completed to a functional standard.
Marginal fail: ≥ 50% activity tasks completed and annotated to a standard below functional,
or learning reflection completed to a standard that is below functional; or ≤ 50% of activity
tasks completed to a functional standard, and learning reflection completed to a functional
standard.
Fail: Minimal evidence of achievement of learning outcomes.

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