GLMI 706 Assessment Overview Semester Two, 2023
Weighting Learning
outcomes
Due date Learning reflections 45% (3 @ 15% each) 1, 4 Saturday at 11.59pm weeks 2-11 (inclusive) Mini-seminar group projects 30% 1, 2, 3, 5 To be allocated in week 2 Individual video presentation of vision board 25% 1, 2, 4 10 minute in person presentation to Helen or Patricia on Week 12/13
(in week 1 we’ll ask the class to choose which week is preferable)
1. Learning reflections, 45%
• Three learning reflections, each worth 15%
• Each reflection is 1,000-1,200 words maximum
• From weeks 2-11 (inclusive), you choose 3 weeks on which to base 3 reflections.
• The learning reflection is due on the Saturday at 11.59pm of the week to which it relates
o i.e. If you want to write a reflection based on week 3’s content, you need to hand it in by Saturday of Week 3.
• Upload to Canvas
• Best 3 of 5 (students can hand in up to 5 reflections and the best 3 grades will be selected).
• Grading rubric is available on Canvas in the assignment section The purpose of this assessment is to consider how what we are learning throughout the semester relates to your own experiences, beliefs, questions, and actions (past, present and future). It is an opportunity to connect with theory and ideas and consider to what extent it is relevant to your own life. In doing so, you may better understand your own assumptions and actions. You may question, challenge or extend your beliefs, and consider alternatives for future action.
For more detailed information, please attend the week 2 assignment workshop. Please
read Ann Cunliffe’s article available in the ‘Week 2’ module on Canvas.
2. Mini-Seminar Group Projects, 30%
• In groups of 5-6, deliver two seminars in class based on an allocated reading
• The first seminar will be marked out of 5 points (detailed feedback will be given to assist with the development of the second seminar)
• The second seminar will be marked out of 20 points
• Peer evaluation will account for 5 points
• Delivered weeks 4-11
• Grading rubric is available on Canvas in the assignment section This assessment focuses on developing your individual presentation and communication skills, your knowledge of the course content, and collaboration skills. At the start of semester, you will be organised into small groups. Your group will be allocated two seminar slots and the associated readings. You will need to design a 30-minute seminar that teaches important insights from your reading(s) to the other members of the course. In your mini-seminar you can also relate your insights to other relevant topics, class discussions, or your own research and/or experiences which you think are applicable.
We’d like you to think about the following for each of your seminars: 1. What is/are the key insights from your assigned reading(s)? 2. Does the insight(s) relate to other materials in ways that add value for the audience? 3. Do you have any critical issues with the reading that are important to share? Are there any weaknesses, biases, problematic assumptions and/or omissions in the argument? You can choose to use any aids available to you in the classroom such as PowerPoints, handouts, discussions, role-plays, multimedia and the board to deliver your content effectively. These are therefore not just standard presentations but mini-seminars in which you should aim to
increase your fellow classmates’ understanding of a topic. Creativity is encouraged! With this objective in mind, you will need to present these mini-seminars in a formal and well-structured manner to ensure that you effectively communicate the topic to the other members of your class. Think about the most effective teaching you have received: How did those sessions work? What did your teachers do to make the content interesting for you? How did they communicate with students to make sure they were engaged?
To help improve and develop each group’s communication and presentation skills, detailed formative feedback will be provided after the initial seminar is completed. 3. Individual presentation of vision board, 25%
• You will create a vision board that visually represents your answer to the question: What do you desire most when it comes to your future working life?
• You will book a 10-minute slot with either Helen or Patricia to come along and present your vision board (5-minute presentation followed by Q and A).
• Presentation times will be held week 13
• Grading rubric is available on Canvas in the assignment section In this course, we will consider several trends and forces that are shaping the future of work and the implications for workers. We will consider how work can be a meaningful and enriching part of our fuller lives, as well as how it can also be demanding and diminishing. We’ll consider the role of various actors in how to create more positive work experiences. The purpose of this assessment is to put yourself centre stage and express your dream scenario of your future
working life. Understanding our aspirations can help us make intentional choices along the way in a world that can feel quite complex.
You’ll need to draw on relevant theory from the course that has informed and inspired your vision board. You’ll also need to critically analyse the doubts, challenges and tensions of creating this future working life, based on what we have learned about the world of work. Here are some ideas you might discuss in the video (be selective):
• What are the key themes, features, hopes for your desired working life?
• Why are these features important to you?
• What questions or concerns do you harbour about creating this future?
• How could you step closer towards creating it? How could others support you to do so?
• How could your university learning and experience assist in realising this vision? This assessment will also develop your visual and creative communication skills, as well as your oral and presentation skills.