MDIA2095 Assessment One: Group Podcast

Rubric Categories Unsatisfactory (>50) Satisfactory (51-64) Good (65-74) Very Good (75-84) Outstanding (85+)
Critical Insights
(30%)

Critical evaluation of
course materials
(ideas, texts and
examples)





The group hasn’t taken their
knowledge of course material in any
new directions – as a result, no critical
insight has been developed that ties
theory to lived experience, or that
draws connections across weeks of
the term.

The work shows foundational
awareness of how theory relates to
lived experience, but these
connections haven’t been
sufficiently developed. Concepts
from across the term haven’t yet
been effectively synthesised, and
so there isn’t a clear indication of
why the relationship between
technology and the self is
significant. Limited critical analysis.


The podcasters are forming some links
between theory and lived experience,
and there are promising ventures into
synthesizing theory from across
various weeks. The conversation has
made preliminary gestures towards
exploring the significance of seeing
technology and the self as mutually
co-constituted. Sufficiently detailed
critical analysis.

Thoughtful and engaging connections are
forming between theory, lived experience
and the various weeks of the term. The
synthesis of ideas from the subject works
well to explore the significance of seeing
technology and the self in tandem -
although there are details that call for
further investigation of why this study
matters/is relevant. Evidence of rigorous
and sophisticated critical analysis.

Fantastic insights are emerging from an
astute and focused synthesis of ideas
from across the term. The episode makes
great critical use of scholarly concepts in
engaging conversations about the
significance and relevance of exploring
self/technology as symbiotic.
Sophisticated, original and rigorous
critical analysis.
Background Research
(30%)

Analysis and
engagement with
course material

It is evident the team has not read
course material or sufficiently
responded to Moodle prompts prior
to recording any of their sessions
together. Clear understanding of
concepts is lacking, and theory has not
been applied to digital experience.

There are moments where the
podcast demonstrates
foundational prep work on subject
concepts prior to recording –
however, there are missed
opportunities to take the Moodle
prompts to new places, and theory
isn’t yet effectively balanced with
experience for a critically informed
discussion.

The group has put good thought into
key concepts to inform their
podcasting, although more active
application of concepts would deepen
the exploration of digital experiences.
The planning of the podcast still leans
a bit towards what was already
discussed in the lectures and readings.
Combining theory and digital
experience to further enrich one
another is required.

Critically informed conversation has
clearly benefited from thoughtful
engagement with Moodle prompts. The
group has moved beyond the scope of
lectures and readings and incorporated
conceptual nuances in their conversation
on digital life – there is room to unpack
some details in the application of theory
to experience.

Students enrich discussion via active and
creative engagement with podcast
prompts, lectures and readings. Excellent
preparation is evident in the ways the
group beautifully integrates theory with
experience/real world examples to
deepen group knowledge/
understanding. The team has astutely
engaged with the prompts to stretch
their conversational learning in unique
and informed ways.

Active Participation &
Responsiveness
(20%)

Group dynamics and
engagement with
group members

Students have reduced opportunities
for conversational learning as
questions are minimal and/or
uninformed. The conversation
struggles to move forward as
podcasters are not responsive to one
another.

Students ask questions with
potential for conversational
exploration, but more peer-
support is needed to generate
responsiveness in one another.
Conceptual exploration receives
minimal attention because of the
need for further collaborative
development.


Students collaborate with energy,
although could create more space for
active listening. Team members pose
good questions/offer thoughtful
responses, but discussions
could venture further outside of
springboard material offered in the
subject resources.

Great collaboration in stimulating
discussion – the students extend on
ideas through the development of strong
questions/insightful responses. There is
room for the group to be bolder in
critically (but respectfully) challenging
ideas.

Group members elicit responses through
insightful questions and astute
awareness of theory/the groups’
experiences. The group enlivens
discussion through informed/respectful
challenges and extensions to one
another’s ideas.
Presentation &
Delivery
(10%)

Clarity and coherence
in recording and
editing the podcast

There has been insufficient
consideration of how to engage a
listening audience through the use of
sound and podcast format/s. The style
of presentation is too clumsy to
convey the intentions for the tone or
style for the podcast. Further
consideration of the intended
audience is needed to develop
effective use of the medium/genre.

There are some initial ventures into
using the style and presentation of
the episode to engage a specific
audience, but the intention of the
podcast is still quite vague and
could be rendered more cohesive
through more judicious application
of sound and podcast format/s.

The presentation and delivery are
conveying the intentions of the
podcast through a reasonably
consistent style and tone. The
intended audience is engaged,
although there are ways that the use
of sound and podcast format/s could
form a more cohesive final product.

Creative and engaging strategies have
been used to deliver this podcast with
a cohesive tone and style. There are a
few moments where the editing could be
enhanced for smooth pacing, but the
episode (as a whole) is thoughtfully
composed to appeal to the intended
audience, and the podcast format/s
generate engagement.

Spotless presentation and delivery – this
podcast is smoothly presented and
delivered to communicate a specific tone
and style to a particular audience.
Creative use of the podcast format/s and
the medium of sound are coupled with
effective editing to grasp the listener’s
attention.
Self Evaluation
(10%)

Reflecting on your role
and contribution
The roles and tasks undertaken are
unclear and the contribution to the
podcast cannot be gathered. Poor
reflection on what they did well in the
podcast and improvements. Discusses
the group without discussing their
role.
The roles and tasks undertaken are
unclear but contribution to the
podcast can be gathered. Some
observations on what they did well
in the podcast and what they can
improve on in group projects in the
future. Adequate reflection on self-
improvements is not
demonstrated.
The roles and tasks undertaken are
clearly explained. Evidence of
contribution to the podcast is
somewhat present. Satisfactory
explanation of what they did well in
the podcast and what they can
improve on in group projects in the
future. Careful reflection on self-
improvements could have been
included.
The roles and tasks undertaken are
clearly explained. Evidence of
contribution is present. Adequate
reflection on what they did well in the
podcast and what they can improve on in
group projects in the future. Excellent
awareness of one’s role in a group
project.
The roles and tasks undertaken are
clearly articulated. Evidence of
contribution is adequately present.
Clearly explains what they did well in the
podcast and what they can improve on in
group projects in the future. High self-
awareness is demonstrated.


学霸联盟