Data Story Project Guide
COMM5501
Introduction
The major project for COMM5501 is structured to provide students a step-by-step guide to building
their own data story on a topic of their own choosing, related to the UN Sustainable Development
Goals (SDGs). A link to the SDGs is included HERE for your convenience.
Students will need to select a contemporary challenge related to the SDGs, find the relevant data,
process and present this data in an insightful and coherent manner, and apply their own judgement
based on their findings to give an evidence-based recommendation to the identified challenge.
The first three components of the Data Story Project will focus on building content for the data story.
The fourth component will combine the content from the previous components into the final version
of the data story, and students will present their collated work in an appropriate format (guidance
will be provided). The fifth component will require students to showcase their work as part of their
professional portfolio.
The project has a combined 80% weighting towards the final grade for COMM5501. It consists of
5 components that students will have to submit throughout the semester. The key details for each
component are provided below.
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Contents
1 Choosing your Challenge 3
1.1 Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.2 Supporting Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.3 Deliverables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.4 Due Date . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.5 What makes a good submission? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
2 Good Graph, or Good Grief 5
2.1 Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2.2 Supporting Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2.3 Deliverables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2.3.1 Growing my Graph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2.3.2 Key Learnings and Action Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
2.4 Due Date . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
2.5 What makes a good submission? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
2.5.1 Good and Bad Visualisations . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
2.5.2 Key Learnings and Action Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
3 Writing a Wrong 9
3.1 Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3.2 Supporting Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3.3 Deliverables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3.4 Due Date . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
3.5 What makes a good submission? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
4 Making your Case 12
4.1 Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
4.2 Supporting Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
4.3 Deliverables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
4.4 Due Date . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
4.5 What makes a good submission? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
5 Publish your work 14
5.1 Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
5.2 Supporting Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
5.3 Deliverables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
5.4 Due Date . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
5.5 What makes a good submission? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
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1 Choosing your Challenge
1.1 Description
The first component of the Data Story Project will introduce students into this task by proposing a
topic that is both of interest to them and has a meaningful impact to the broader society. The chosen
topic will need to connect to at least one if the UN SDGs.
Students will propose a topic question/statement for their chosen challenge, create an Impact State-
ment explaining why their chosen topic is important, and identify a relevant data set from a reputable
source that can support their claim. This will serve as a starting point for subsequent components of
the Data Story Project.
The purpose of this submission is to receive feedback from a tutor as well (students would already
have received peer feedback before submitting), and students can then refine their Impact Statement
further for use in their finalised Data Story (the fourth component).
NOTE: Students are NOT locked into this choice for the final version of their data story, and are
allowed to adjust their topic statement/question as they progress through the semester.
This component is has a 5% weighting towards your final grade.
1.2 Supporting Activities
Topic 1 will contain various activities to support students in exploring the SDGs broadly. The lecture
for Topic 2 will provide an introduction into writing an effective Impact Statement, and the correspond-
ing workshop in week 2 will contain a guided activity for students to write their own Impact Statement.
Students will also post a copy of this component for their formative forum post for week 2, where they
will receive peer feedback. Students are encouraged to take any additional feedback they receive here
into consideration before submitting the deliverable for this task.
1.3 Deliverables
Students will gather all the feedback they’ve received and make any changes they feel are necessary,
then post an updated version of their work to a different (but clearly labelled) forum on Moodle to
receive tutor feedback. Your post will need to contain the following:
• A single-sentence topic statement/question
• The Impact Statement. (max 200 words)
• A link to the chosen data set, a brief description of the data set, and a proposal for how the
chosen data set might be used to support the Impact Statement. (max 100 words)
1.4 Due Date
Early week 3 if you want to guarantee feedback from a tutor. If you submit later during week 3,
there’s a chance the tutor has already completed giving feedback and you may miss out.
If you submit after week 3, there will not be a mark penalty, but you will not receive tutor feedback.
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1.5 What makes a good submission?
N/A, the first component is formative in nature and it is assumed that students have already incor-
porated feedback they’ve received. Students will receive some additional feedback from their tutor for
their Impact Statement.
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2 Good Graph, or Good Grief
2.1 Description
The second component of the Data Story Project will take the ideas of “good” and “bad” data visu-
alisations and apply them to their chosen topic.
Students will take the data set they chose from the “Choosing your Challenge” component (or another
data set if necessary) and document their process of improving their first chart, the types of feedback
they received, and how they implemented this feedback.
This task serves multiple purposes:
• Documenting the process with clear notes creates a reusable resource for referring back to the
process you used to create your graph.
• It reduces the chance of repeating the same mistakes and speeds up the process for creating your
subsequent graphs.
• More broadly, it reinforces the learning process. You are very likely learning a relatively new
skill, and it’s very easy to forget a detail if you don’t write it down (this is still true if you’re
refining an existing skill).
You will receive peer feedback throughout this process. This component will have very limited tutor
feedback.
This component is has a 15% weighting towards your final grade.
2.2 Supporting Activities
The lab in week 3 will contain guided activities to help students build effective data visualisations,
and receive peer feedback on their work before submitting. The formative forum post in week 3 will
give students an opportunity to get additional feedback from other students. The lab in week 4 will
also have an activity to help you start on the Key Learnings and Action Plan deliverable (Section
2.3.2).
Some of the elements from Topic 4 on stakeholders may also be relevant for this component, as a large
portion of understanding the purpose of a graph comes from understanding the target audience as a
stakeholder.
2.3 Deliverables
There are 2 sets of deliverables for this second component.
2.3.1 Growing my Graph
Students will submit a single PDF document to Turnitin containing the main iterations of their graph
supporting the Impact Statement. You do not need to include every single version of your graph, just
key checkpoints and major changes.
This document also needs to have brief notes on the changes made between each iteration. These
notes should contain not only the change being made, but should also mention the rationale behind
the change (i.e. Why did you make that change?). The notes can be dot points, but you can also have
more text if you feel this is necessary.
These notes should be detailed enough to be a convenient reference material for yourself later in the
term.
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2.3.2 Key Learnings and Action Plan
Students will make a forum post summarising the process of developing their first graph, as well as
the development of their Data Visualisation skills so far. This post will need to contain:
• A brief summary of the core purpose of the chart. This can be a summary of the first section of
the “Good Graph or Good Grief” worksheet. (max 2 sentences)
• The original (i.e. your first draft) and current (the most recent one you have) versions of the
graph. You do not need to include the versions in between, but you can if you wish.
• A reflection on the process of developing your first graph, and how your overall data visualisation
skills have developed so far. This can be a few brief dot points if you wish, but students wanting
to give a more detailed self analysis are encouraged to use the Gibbs’ Reflective Learning Cycle
as to assist them. You can also use your “Good Graph or Good Grief” worksheet as a starting
point for your post. The questions below are some suggestions for what this post may consider:
– What were some of the main changes you made to your original graph?
– Why did you make these changes? Was it based on external feedback, your own experi-
mentation with the graph, a combination of both, or an entirely different reason?
– Did your feedback contain any unexpected comments? Why were these comments unex-
pected?
– Did you have any blind spots that the peer feedback revealed? How did you try to address
these blind spots?
– Were there any details in your original graph that were unnecessary? Why were they
included in the first place? How did you come to the conclusion they were unnecessary?
– What were your key “lessons learned” from this process that you can apply
when making more graphs for your Data Story?
– In light of what you have said in your post, what are some key action items
relating to your Data Story moving forward?
You don’t need to address every question on this list, and you can also discuss other relevant
ideas that don’t appear on this list. The only exception is the final two questions in bold, which
are MANDATORY. We also do not impose any specific word limit here, but remember that
you are making a forum post. A rule of thumb in terms of length would be whether you yourself
would be willing to read that post.
More details on reflective writing can also be found in the UNSW Reflective Writing Guide.
• A self-assessed score for your post. This score is based on the table in Section 2.5.2 of this
document and should be a whole number out of 10. Be careful though, this self-assessed score
will need to be part of your forum post (i.e. everyone else can see it), and students that give
themselves a very high score might be asked to share with the class in-person!
2.4 Due Date
Friday week 5 if you want to maximise the chances of getting feedback from one of your peers (unfor-
tunately, we can’t guarantee peer feedback).
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2.5 What makes a good submission?
The point of this both deliverables is again to create a record that you can revisit when making sub-
sequent data visualisations to speed up that process and make better visualisations. The information
below is a more detailed guide for making a better set of resources for yourself (traditionally, this
might sometimes be called a “marking guide”).
2.5.1 Good and Bad Visualisations
What separates a poor from a useful resource lies in the notes. It’s entirely possible that you created
a very good graph in your first attempt and you didn’t need to make many changes. If there were
elements of your first draft that were good that you deliberately kept the same, document your reasons
for doing that as well.
Poor
There is little documentation explaining the process of iterating the
graph. At best, the documentation is largely declarative, e.g. “colour
scheme changed from bright red to dark blue”, instead of explanatory,
e.g. “The bright red colour scheme was uncomfortable to look at, so I
changed to dark blue. Much more comfortable”.
Acceptable
Changes (or lack thereof) are largely driven by the visualisation prin-
ciples covered in class (e.g. Gestalt or Tufte’s principles), and this is
documented.
Excellent
Changes are driven primarily by the underlying purpose of the graph:
the message being conveyed and the target audience. The visualisation
principles covered in class are also considered, but these are secondary
concerns.
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2.5.2 Key Learnings and Action Plan
The “formal” term for this deliverable is a “reflection”, and should be based on the Gibbs’ Reflective
Learning Cycle. For example, if you want to reflect on a particular piece of feedback (e.g. your group
did not see the pattern you intended in your graph), then run through the six steps. Use the table
below to help you write your reflection, then again to help you make a self-assessment.
Criteria Poor Acceptable Excellent
Use of
reflective
process
The reflection does not
seem to engage with the
reflective cycle at all or
only minimally, missing
a number of elements or
misunderstanding their
purpose. There does
not appear to be any
genuine attempt to en-
gage with feedback re-
ceived.
The reflection covers
most of Gibbs’ Reflec-
tive Cycle adequately,
perhaps lacking com-
prehensive coverage in
some places. At least
attempts to genuinely
engage with the reflec-
tive process linked to
the feedback received.
Covers all aspects of
Gibbs’ Reflective Cycle
to an appropriate de-
gree, showing genuine
engagement with the re-
flective process directly
linked to the feedback
received.
Areas of
Improvement
Does not highlight any
areas for improvement,
perhaps believing there
are no gaps or opportu-
nities to grow.
Highlights some ar-
eas for improvement,
whether self-assessed or
noted by teammates,
and provides limited
reasoning as to why
these gaps occurred.
Reflects on what else
could have been done,
but this may be lim-
ited, perfunctory, or not
particularly relevant.
Shows strong self-
awareness by high-
lighting areas for
improvement, whether
self-assessed or noted
by teammates, and
provides clear reasoning
as to why these gaps
occurred. Displays
a growth mindset by
reflecting substantially
on what else could have
been done.
Action Plan Does not include an ac-
tion plan for the fu-
ture, or does so to a
bare minimum in a way
that is not particularly
specific, actionable, rel-
evant or realistic.
Has outline a reason-
able action plan for self-
improvement, though it
may not be specific or
clearly actionable in the
near future.
Has clearly outlined
an actionable, realistic,
relevant and specific
action plan for self-
improvement in the
future.
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3 Writing a Wrong
3.1 Description
The third component of the Data Story Project will explore an opposing perspective to that chosen
by the student. It is very easy to find information supporting any given perspective (confirmation
bias), so students will need to genuinely consider this opposing perspective, assess its merits, and
create an appropriate counter-argument. Students will need to find a source that opposes their chosen
stance, analyse this stakeholder using the framework from Topic 4, and provide an evidence-based
assessment of the validity of this source. The focus of this component is to use data to provide the
counter-argument.
The purpose of this task is for students to show versatility by working outside their own boundaries
and considering an opposing perspective. There will again be opportunities to receive feedback from
peers and from a tutor.
Please note that this component is a summative task and will be graded by tutors.
This component is has a 25% weighting towards your final grade
3.2 Supporting Activities
The lab in weeks 5 will contain guided activities to help students nominate and analyse the opposing
perspective, including identifying the corresponding stakeholder that might hold this opposing per-
spective. The stakeholder framework from Topic 4 can then be used to understand this stakeholder
further, so that a response can be planned. The lab in week 7 will then contain a guided activity to
help students put together this response and pitch to group members for feedback.
As with previous components, there will also be formative discussion forum posts for getting further
peer feedback.
3.3 Deliverables
Students will submit a single PDF document to Turnitin containing their finalised work from the
weeks 5 and 7 labs. This document will need to include:
• Citing the chosen opposing perspective (for example, a link would suffice), and the likely stake-
holder with this view.
• A brief summary of the opposing perspective. (max 200 words)
• Any relevant data visualisations used in the opposing perspective (clearly label and caption these
as appropriate).
• Data visualisations created by the student that form the bulk of the counter-argument.
• Accompanying written notes to give context to student’s data visualisations and express the
overall approach of the counter-argument. (max 200 words)
To help markers, students will also include their topic question/statement and summary of the chal-
lenge for reference. This will not be marked. This can be the same as what was submitted in the first
component of the Data Story Project, or changed as appropriate if the topic question/statement has
changed since submitting the first component.
NOTE: Whilst the stakeholder framework from week 4 is not an explicit part of the deliverables for
this component, it is highly recommended that you use it to help structure your counter-argument.
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3.4 Due Date
Friday week 8. The tutors will try to do our best to provide feedback in a timely manner. Unfortu-
nately, as we are getting close to the end of term and tutors are likely also marking other assessments,
we cannot guarantee a 1-week turnaround. However, there will still be peer feedback from the week 5
formative assessment to help you refine this third component for use in the fourth (and fifth) compo-
nent(s).
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3.5 What makes a good submission?
Unlike the previous components, this component will be graded by a tutor. Treat the following
table as guide for compiling a brilliant counter-argument.
Criteria More Effort Needed Minimally Acceptable Good Job Brilliant Mind Blowing!
Summary of
opposing per-
spective and
related data
visualisations
Does not summarise the
opposing perspective and
related data visualisations,
or does so overly briefly
or without any real under-
standing shown.
Attempts to summarise
opposing perspective but
may omit key points alto-
gether, indicating poor un-
derstanding of the source.
Provides a summary based
on the opposing perspec-
tive and related data visu-
alisations, however may be
somewhat underdeveloped
or unclear.
Provides a clear summary
based on the opposing per-
spective and related data
visualisations.
Provides a clear and con-
cise summary based on op-
posing perspective and re-
lated data visualisations.
Impactful
data visuali-
sations clearly
showing the
intended trend
Visual formatting choices
are not included or cause
confusion or distraction
from the counter-argument
evidence.
Visual elements only mini-
mally add to the clarity or
coherence of the intended
trend but avoid causing
confusion or distraction.
May include excess clut-
ter, detail, or elements
which detract from clearly
illustrating/supporting the
counter-argument.
Visual elements are some-
what used to communicate
key trends; includes some
good formatting choices
using colour, sizing,
axis headings and inclu-
sion/highlighting of most
relevant details only.
Visual elements are used
to communicate key
trends through format-
ting choices using colour,
sizing, axis headings and
inclusion/highlighting of
most relevant details only.
Visual elements are con-
sistently used to commu-
nicate key trends through
impactful, sleek formatting
choices using colour, sizing,
axis headings and inclu-
sion/highlighting of most
relevant details only.
Relevance
of counter-
arguments
to opposing
perspective
Altogether inappropri-
ate choice of counter-
arguments to oppos-
ing perspective, or not
counter-arguments pro-
vided.
Shows limited under-
standing of the opposing
perspective’s limitations;
links between counter-
arguments and opposing
points may be omitted or
unclear.
Shows some understanding
of the opposing perspec-
tive’s limitations; may
not clearly link counter-
arguments to opposing
points in all instances.
Shows good understand-
ing of the opposing per-
spective’s limitations by
making counter-arguments
linked to opposing points.
Shows strong understand-
ing of the opposing per-
spective and its limitations
by making compelling
counter-arguments linked
to opposing points.
Consistent and
clear structure
of counter-
arguments
Counter-argument is con-
fusing, with minimal to
no structure and signifi-
cant components omitted.
Overall structure of the
counter-argument is weak
with some elements (e.g.
link to summary, data ev-
idence, explanation) omit-
ted.
Overall structure of the
counter-argument is sound
with all elements (e.g. link
to summary, data evi-
dence, explanation) pro-
vided.
Overall structure of the
counter-argument is clear
and flows generally well.
Overall structure of the
counter-argument is not
only clear, but also com-
pelling, written with flow
and sophistication.
4 Making your Case
4.1 Description
The fourth component of the Data Story Project will put together all three components that students
have created so far, as well as all feedback received in the process, to create a final artifact for their
professional portfolio.
The format of this artifact is (almost) completely open-ended! Students are encouraged to be creative
with the format of this artifact. For example, it can be a report, a video presentation, an infographic,
or a self-produced music video, the possibilities are endless! However, the chosen format MUST be
appropriate for the chosen target audience.
This artifact for the student’s professional portfolio. You will also publish this presentation in the
final component of this project. This artifact gives insight into your own passions, who you are as a
professional, and possibly where you want to go in your future career.
Please note that this component is a summative task and will be graded by tutors.
This component is has a 25% weighting towards your final grade
4.2 Supporting Activities
The labs in weeks 8, 9, and 10 will contain guided activities to help students put together your artifact.
More specifically:
• The week 8 lab will help students plan a narrative to give overarching structure to their data
story.
• The week 9 lab will give guidelines to help students plan their data story more concretely.
• The week 10 lab will be a final opportunity for students to get feedback on their artifact.
4.3 Deliverables
Students will submit a single PDF document to Moodle. This document will need to include a cover
page containing the student’s name and zID, as well as either:
• The artifact itself, if it is static media (such as a poster or infographic)
• Basic instructions for accessing the artifact if it is a non-static format (e.g. a video presentation
or a music video). This might simply be a YouTube link.
• A separate bibliography citing data sets and any other resources you have used.
If you are unsure about your chosen format, please speak with your tutor or the LIC for clarification.
Whilst the list above contains a separate bibliography, your artifact also needs to explicitly show your
bibliography. Please also make sure your any links you’ve included in this deliverable works and can
be accessed by anyone with the link (for example, you can send it to one of your group members to
confirm it works).
4.4 Due Date
Friday week 11. Specific instructions for submission will be provided on Moodle.
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4.5 What makes a good submission?
This component will be graded by a tutor. Treat the following table as guide for compiling a
brilliant artifact.
Criteria More Effort Needed Minimally Acceptable Good Job Brilliant Mind Blowing!
Effective use of
data visualisa-
tions
Data visualisations are
not included or are con-
fusing or disconnected
from the rest of the pre-
sentation.
Data visualisations only
minimally add to the
clarity or coherence of
the presentation but
avoid introducing con-
fusion or distraction.
Data visualisations are
sometimes used to make
complex concepts and
conclusions easily under-
stood and actionable. At
times they also help guide
the audience to the most
relevant aspects of the
presentation.
Data visualisations are mostly
used to make complex con-
cepts and conclusions easily
understood and actionable, as
well as generally helping guide
the audience to the most rel-
evant aspects of the presenta-
tion.
Data visualisations are consis-
tently used to make complex
concepts and conclusions eas-
ily understood and actionable,
as well as helping guide the
audience to the most relevant
aspects of the presentation.
Suitability
of presenta-
tion to target
stakeholder
The presentation con-
tent and methods are
not appropriate to the
target stakeholder.
The presentation con-
tent and methods are
sometimes or partially
appropriate to the tar-
get stakeholder.
Presentation content and
methods are mostly well
adapted to the target
stakeholder and attempt
to appropriately blend
practicality, theory, and
complexity.
Presentation content and
methods are consistently
well adapted to the tar-
get stakeholder and mostly
use an appropriate blend
of practicality, theory, and
complexity.
Presentation content and
methods are excellently
adapted to the target stake-
holder and use an appropriate
blend of practicality, theory,
and complexity.
Cohesion of
the presenta-
tion
The presentation does
not provide a clear
structure or flow of
ideas. Transitions be-
tween different slides or
ideas are abrupt and
confusing.
The presentation shows
some attempts at co-
hesion but lacks con-
sistency. The transi-
tions between different
slides or ideas gener-
ally are not smooth or
well-integrated, causing
some confusion.
The presentation demon-
strates a clear structure
and flow of ideas. Tran-
sitions between different
slides or ideas are gener-
ally smooth and the over-
all message can be under-
stood.
The presentation demon-
strates a well-developed
and consistent flow of ideas
throughout. Transitions
between different slides or
ideas are seamless, enhancing
the understanding of and
engagement with the ideas
being presented.
The presentation demon-
strates a strong and logical
structure, with all ideas
interconnected and building
upon each other effectively.
Transitions between sections
or topics are flawless, result-
ing in a highly coherent and
engaging presentation.
5 Publish your work
5.1 Description
The fifth and final component of the Data Story Project will share the student’s work on the profes-
sional social networking platform LinkedIn (alternatives will be discussed in more detail later in the
term) as part of the student’s professional portfolio.
Students will use the artifact they have created in the fourth component as part of a LinkedIn post
to showcase their work. The post will also give students an opportunity to introduce their work (and
possibly themselves) to the online professional community. Students are also encouraged to share
why their chosen topic is important to them as part of this post, and any other relevant information
(guidance will be provided here).
This component is has a 10% weighting towards your final grade, and is a HURDLE assessment (you
just have to complete this component, you don’t necessarily need to have 5 marks). This means that
students MUST complete this final fifth component to be eligible to pass this course.
5.2 Supporting Activities
There will be time in the week 10 lecture and lab allocated to helping students with this final compo-
nent. There will also be relevant instructional resources posted on Moodle to guide students. We will
also discuss the requirements of this post in the week 10 lecture.
5.3 Deliverables
Students will need to upload a screenshot of their LinkedIn post to Moodle as evidence that this
component has been complete. Note that the LinkedIn post needs to meet the requirements that we
will discuss in week 10.
5.4 Due Date
Friday week 11. Specific instructions for submission will be provided on Moodle.
5.5 What makes a good submission?
The 10% weighting for this component will be based on a student self assessment. As part of the
LinkedIn post, students will need to give themselves a rating of their work out of 10 for their work.
We recommend using the table in Section 4.5 as the criteria for this rating. This self-rating will be
the mark they receive for this component.
Weighting Summary
A table containing the weighting of each component towards the final grade is included below for your
convenience.
Component 1 2 3 4 5 Total
Weighting 5% 15% 25% 25% 10% 80%