INFS1001 Business Information Systems Assignment Overview Are you watching closely? As an information system becomes more useful, it becomes a habitual part of our life. Barriers to use are removed or reduced, and the information system begins to insert itself into our knowledge, routines, attitudes and processes. To understand how these information systems are used, we need to observe them, as they are, in our daily lives. In this assignment, we will collect data about our information systems use and the use of others, and analyse it in order to understand the personal, social and business implications of this use. Learning Outcomes This assignment aims to address the following course learning outcomes:  Understand and interpret the personal, social and business implications of using information systems  Observe and explain the real-world use of information systems, citing practical examples  Evaluate and critically analyse problems Requirements Part 1 The first part of the assignment requires you to conduct empirical research by collecting data about your use of media and communication technology. For this part, you must keep track of all the information and communication technology you use for a single 24 hour period. For the purposes of this assignment, ‘information systems’ includes smartphones (e.g. voice and texting), desktop PCs, tablets, and also newspapers, CDs, DVDs, books, the internet, email, MP3s, television, radio, and telephones. Keep a written record for one full day of the information and communication technology used, the duration of time for that instance of use, and a brief description of why you were using it (for instance, for university work, for entertainment, to spend time with friends, or something else), and what else you were doing while the media was being used (for instance, reading and listening to the radio, talking with friends, etc). You must record each and every instance of your media and technology use (for example, if you texted a friend while you were studying in the afternoon, make a note of each and every time you reached for your phone – don’t just write that you used for phone over a three hour period). Start from the time you wake up – do you have a clock radio set to play a radio station as your alarm? Keep a record until you go to bed – do you watch TV or play video games to fall asleep? Is there a TV on in the place where you eat? Do you listen to the radio or to a portable audio device in the car or on the bus? Do you read magazines while you work out, or is there a TV on in the gym? Do you read the newspaper? When you are using more than one at a time, keep a record of this multi-use. For simplicity, you should keep a hand-written record with pen and paper. Include details: the more information you have, the easier the report will be to write. Then, transcribe your notes later - consider using an Excel spreadsheet for this purpose, possibly using the following format: No. Duration Technology Task Location Additional Notes Part 2 Having explored how, when and why you interact with your own information systems, in the second part of the assignment, you must observe the use of information systems in the outside world. Where to Observe In a non-coronavirus world, we could easily visit a location and then observe the environment, the actors, and the events that take place at that location. However, lockdowns and travel restrictions may mean that you are unable to leave home. There are two options you can use to conduct your observation. Physical observation: If you are allowed to leave home, and you can do so safely, then you can physically conduct an observation at a real location. You should choose a location that features some commercial activity (i.e. don’t choose an empty field or a quiet forest– it will be harder to gather your data). Example locations include a supermarket, a cafe, a night club, a library – if you’re not sure, feel free to post in the course forums, or ask Sigi. You must observe for long enough to get a good sense of what’s going on (at least 30 minutes). Virtual Observation: Alternatively, if you cannot leave home or if you feel uncomfortable doing so, you can observe activity using an online webcam. Here are some example webcams to choose from (these webcams are located around the world, and may have differing levels of information use depending on the time of day), or you can choose another (be sure to clearly name and identify the webcam in your assignment): Times Square, New York, United States https://www.earthcam.com/cams/newyork/timessquare/?cam=tsrobo1 Place Centrale, Verbier, Switzerland https://www.youtube.com/watch?v=yDKJMdZTEXQ Shibuya Crossing, Tokyo, Japan https://www.youtube.com/watch?v=HpdO5Kq3o7Y South Ferry, Shelter Island, New York, United States https://www.youtube.com/watch?v=0QOIXqdhgm8 Grote Markt, Groningen, Netherlands https://www.youtube.com/watch?v=ZjfFGJlkjmE Michael Weiss Street, Brasov, Transylvania https://www.youtube.com/watch?v=G05wmWFDtSo De Vischmarkt Elburg, Elburg, Netherlands https://www.youtube.com/watch?v=UWZNkLXKDpo What to Observe The main focus of your observation is on the information systems you can observe. Apply the theory from the first topics of the course for this purpose:  Processing: What tools for information processing do you see? What types of data and information? How are they being used?  Knowledge: What tacit and explicit knowledge types and sharing do you observe?  Communication: What types of communication can you see at this location?  Decision Making: Do you see evidence of decision making and, if so, what types of decisions? During your observation, you should note the setting and context (the location you have chosen, and any events or situational circumstances that affect this location) and the actors, actions and their activities (the people you see in your chosen location, and what they are doing). Record your observations and examples in a set of field notes. Over the course of the observation period, detail your experiences with specific examples as necessary. The more detailed you make your field notes, the easier your analysis will be. Deliverables Using the data you collected in each of the two stages above, write a report (maximum of fifteen pages), analysing your findings. Your analysis should be divided into two main sections. In section 1, discuss your information and communications technology use based on your data and notes from Part 1. The section must cover the topics and answer the questions below: 1. Summarize your media and technology use – totals, types of media used, media you used the most, time of day you used the most media, the least media, and type(s) of media you most often used at the same time, etc. Why do you use these technologies? Identify specific reasons that seem to go with specific media. Are there tasks or moods that cause you to tend to use one media or technology over others? 2. Do you multi-task using more than one technology at a time or do other things while using technology and media? When and why? Or why not? 3. What are your conclusions based on the data you collected about your own technology use? What have you learned about your technology consumption and usage habits? Did anything surprise you about the data you collected? In section 2, discuss your observations of media and communications technology, based on your field notes in Part 2. The section must cover the topics and answer the questions below: 1. Summarize your overall reactions and behaviour at this location. Give an overview of the setting and context, the actors, actions and activities, and the tools and technologies at this location. You can draw a map if it assists your description. 2. Explain your findings and observations of processing tools, knowledge, communication and decision making. 3. What overall conclusions can you make about how information systems are used in everyday life? Did anything surprise you about what you have observed? You may wish to refer also to the data and analysis you conducted for Section 1. Structuring for this assignment is at your discretion: you may find a conventional essay structure is easier to write, but a report is easier to structure. Make use of your notes – be specific, and give examples to support your ideas. You can write in the first person (e.g. “I”, “me” and “my”) if you wish. The report must be entirely your own work. You must use your own words and ideas: any other sources you use must be clearly and correctly cited. If you source ideas from the other areas, such as journal articles or the World Wide Web, be sure to reference these sources in a bibliography in your report (the bibliography, if you choose to have one, is not included in the page limit). You are also advised to upload your data from Part 1, and you may also upload your field notes from Part 2, should you wish to do so. These data items are not included in the page limit. A rubric for this assignment is provided on the next page. Administrative Maximum marks for this assignment are 100 marks out of 100. This is an individual assignment. The ANU Rules and Code of Practice for Student Academic Honesty form part of the rules for this assignment. Any incidences of plagiarism will be treated with the utmost severity. The ANU Code of Practice for Student Academic Honesty is available at http://academichonesty.anu.edu.au/ Assignment Rubric Grade band Exemplary (HD) Accomplished (D) Developing (CR/P) Beginning (P/F) Competence Sophisticated Advanced Competent Not Yet Competent Introduction (the opening or ‘front door’ to your paper) Clearly and eloquently identifies a central argument, focus or goal. Gives the reader a clear sense of the explanation that will follow. Reveals the paper’s structure. Guides the reader smoothly and logically into body of paper. Identifies a central argument, focus or goal. Gives the reader a generally or reasonably good sense of the nature of evidence that will follow. Briefly notes the organisational structure of the paper. Identifies a central argument, focus or goal that is not feasible or not stated clearly. Does not guide the reader into the body of the paper, or does not introduce the material. Structure is summarily explained. Does not have a discernible central argument or goal. The argument, goal or focus is not feasible or does not accord with the assignment specification. Structure is not explained. Body, Data and Analysis (the conversion and synthesis of your data into ideas) Paper goes beyond the assignment specifications to explore the implications of arguments or evidence in rich, thoughtful, insightful, and/or original ways. Data is appropriately analysed, and arguments, concepts or ideas flow or arise from the analysis. Demonstrates originality of thought and synthesis of ideas. Paper presents arguments, evidence and conclusions accurately, fairly, eloquently, richly and convincingly. Demonstrates good understanding of implications of arguments. Appropriately applies or refers to concepts discussed in class (e.g. workshops, webcasts). Paper fully meets the specifications of the assignment but does not exceed them. Implications of arguments are discussed. Data is analysed, and arguments, concepts or ideas mostly flow or arise from this analysis. Some original thought and linking of ideas. Analysis is extensive. Paper presents the author’s arguments, evidence and conclusions accurately. Some application to class concepts (e.g. workshops, webcasts). Paper does not address some aspects of the assignment. Data is broadly analysed, but arguments, concepts or ideas only partially or do not flow or arise from this analysis. Focuses narrowly on specific topic or single activity. Analysis is functional, narrow or plain. Paper presents arguments, evidence and conclusions accurately though not sufficiently clearly. Little or no conceptualisation from class topics, examples or concepts. Paper does not address the assignment. Data is not analysed, arguments, concepts or ideas have little to no relation to this analysis. Paper does not synthesize ideas or demonstrates little originality. Analysis is light, missing or incoherent. Paper makes many assumptions, or fails to challenge assumptions. No conceptualisation from class topics, examples or concepts. Conclusions or Summary (the closing or finish to your paper) Elegantly synthesizes, summarises and frames key points from the paper. Suggests new perspectives or questions relevant to the central argument, and brings closure. Claims made are relevant to the analysis. Synthesizes and brings some closure but does not examine new perspectives or questions. Claims made are relevant to the analysis. Restates the same points as the topic paragraph without reframing them. Paper does not conclude (e.g. introduces new material until the end) or conclusion is cursory. Claims are not relevant to the analysis. Paper does not conclude (conclusion is missing or paper introduces new material until the end of the paper). Repeats the introduction. Claims are unfounded, unrelated, exaggerated or hyperbolic. Organisation, Structure and Presentation (the paper’s layout and configuration) Organisation of paper as a whole is logical and quickly apparent. Transitions between paragraphs are smooth. Flow between points is smooth. Paper is professionally and consistently presented. No incomplete sentences, spelling or grammatical errors Quotations and references, if used, are consistently and correctly attributed and cited. Organisation of paper is logical and apparent, but flow between points is not smooth. Paper is professionally and consistently presented. No spelling or grammatical errors. Quotations and references, if used, are consistently and correctly attributed and cited. Organisation of paper as a whole can only be discerned with effort. Not all parts of the paper fit the organizational structure. Sentences do not connect logically. Paper lacks presentation items (e.g. name, Uni ID, title, headings, page numbers) Some spelling and/or grammatical errors. Quotations and references, if used, are inconsistently or incompletely cited or attributed. Organisation is not logical. Paper does not follow norms of structure or layout. Sections or headings are missing. Paper missing many presentation items (e.g. name, Uni ID, title, headings, page numbers) Convoluted language. Significant padding or irrelevant material. Paper is sloppy, incomplete or inconsistent. Quotations and references, if used, are not attributed or improperly cited.