Weighting table
Each task contributes to the calculation of the final grade according to the following proportional weightings.
| Task
|
Weighting
|
| Task 1: Apply digital tools to support learning on the Internet for tertiary education purposes
|
15%
|
| Task 2: Explain what digital literacies mean for you in a tertiary education context
|
20%
|
| Task 3: Apply advanced search skills to select credible open resources for a research topic
|
15%
|
| Task 4: Present research findings for tertiary education purposes
|
35%
|
| Task 5: Assess your learning as a reflective digital online learner
|
15%
|
| Total
|
100%
|
Download print version of Assessment description and rubrics for LiDA101 (pdf)
Task 1: Apply digital tools to support learning on the Internet for tertiary education purposes
(Weighting: 15%)
| Criterion
|
Achieved
10 – 9
|
Achieved
8-7
|
Achieved
6-5
|
Not achieved
4-0
|
| Generate an online learning portfolio
|
In addition to the requirements for 8-7 the applicant’s blog is an exemplar portfolio that thoroughly and consistently demonstrates evidence of authentic learning of high academic standard that is professionally presented. The blog has succeeded in attracting regular comments from the peer learning community.
|
In addition to the requirements for 6-5, the applicant provides evidence of:
- Integrating a range of media, such as: video, audio, social media.
- All images are captioned with correct attribution or alternate solution such as footnotes.Application of theme customisations other than the default theme and/or integration of appropriate widget(s).
- A wide range of relevant references with no errors in APA referencing.
The applicant’s blog shows evidence of developing into an authentic portfolio for learning appropriate for a higher education context providing a purposeful collection of evidence that shows a learning journey over a period of time with a minimum of 5 posts.
|
Applicant demonstrates digital competence in maintaining a personal learning blog. The evidence includes:
- Semantically consistent markup for headings, subheadings and text formatting.
- Regular use of embedded hyperlinks
- References to online sources with only a few errors in APA citation rules.
- Use of tags or labels for individual posts.
The applicant’s personal learning blog contains a minimum of three individual posts which demonstrates engagement in learning with topics appropriate for a formal learning context.
|
Applicant has not (one or more of the following):
- Demonstrated basic digital skills in publishing individual blog posts, or
- Provided a valid url to a publicly accessible blog
- Published a minimum of 3 posts.
The applicant’s personal learning blog fails to demonstrate engagement in learning with topics appropriate for a formal learning context
|
| Use a variety of online and digital tools for interacting within a formal learning community.
|
In addition to the requirements for 8-7, the applicant demonstrates positive citizenship by providing evidence of helping and supporting their peers on their learning journey through content specific help, sharing of valuable online resources, providing motivational support and engaging in the learning community, for example voting or liking posts, commenting on posts of peers etc.
|
The applicant demonstrates purposeful use of a variety of online tools as evidenced by relevant supporting statements summarising intent and context for examples provided. Interactions with online communities are authentic and constructive adhering to netiquette conventions for online discourse. The applicant is becoming a regular user of online annotation evidenced by a variety of annotations and replies using Hypothes.isIt is clear that the applicant is generating a library of useful and wide ranging types of resources by populating the required fields correctly.
|
Applicant demonstrates proficiency in using a range of digital tools for interacting with a formal online learning community including forums, social media and online annotation. The applicant provides evidence of using a citation management tool, with a minimum of 5 items but may contain errors in populating the respective library fields.
|
Applicant has not provided valid urls to (one or more of the following):
- Forum posts or replies
- Examples of social media interactions in support of learning.
- Evidence of using a citation management tool.
The evidence does not demonstrate proficiency in using a range of digital tools to support learning.
|
Task 2: Explain what digital literacies mean for you in a tertiary education context
(Weighting: 20%)
| Criterion
|
Achieved
10 – 9
|
Achieved
8-7
|
Achieved
6-5
|
Not achieved
4-0
|
| Define digital literacy and apply the results of a Personal Learning Network (PLN) map to develop an acting plan for improving digital literacies
|
In addition to the requirements of 8-7, the applicant provides an exemplary analysis with thorough and thoughtful detail with the PLN graphic produced to a high professional standard.
|
PLN map incorporating a minimum of 12 or more tools, appropriately allocated to the relevant quadrants.
In addition to the other requirements for 6-5, the applicant also provides evidence of: Comparing and contrasting two or more mainstream definitions of digital literacy before presenting their personal definition;
Clear and detailed action plan incorporating valid reasons why and how they plan to achieve nominated improvements is included.
|
The applicant provides an holistic definition of digital literacies derived from the literature (appropriately referenced) differentiating between skills and literacies and identifies a relevant connection to what digital literacies mean in their formal learning context.
The applicant’s PLN map demonstrates proficiency in using graphics software including a minimum of 8 tools. The PLN graphic shows the spread of different digital tools in the four quadrants depicting the intersection between the following two continuums: personal versus professional, and visitor versus resident. (Consult PLN mapping examples.)
The applicant provides a plausible plan for improving their digital literacies.
|
The applicant has not explained the concept of digital literacies and the evidence only shows superficial use of a very narrow range of digital tools without generating a PLN map.
|
Task 3: Apply advanced search skills to select credible open resources for a research topic
Weighting: 15%
| Criterion
|
Achieved
10 – 9
|
Achieved
8-7
|
Achieved
6-5
|
Not achieved
4-0
|
| Publish an annotated bibliography for a research question applying a framework to evaluate the credibility of online resources.
|
The applicant publishes an exemplary annotated bibliography of outstanding academic quality including a minimum of 10 credible and reliable resources relating to the stated research topic demonstrating considerable discernment in the selection of references for the research topic. There are no errors in applying the APA style.
|
In addition to the requirements for 6-5, the applicant provides a wider range of bibliographic references (minimum of 8 sources) that provide evidence of multiple perspectives, for example, opposing views, of the topic under consideration.
Summaries are of a high academic standard.
There are no errors in applying the APA style.
|
The applicant states an achievable research question providing a valid justification (in a sentence) why the selected topic is suitable for a short research project at the 1st year tertiary education level.
The applicant provides evidence of advanced search strategies and database searches to select relevant sources by publishing an annotated bibliography for a minimum of 4 online resources (i.e. 2 sources identified from advanced search strategies and 2 sources from online database searches). All resources must be legally accessible as open access without the need for a paid subscription. (Papers sourced, for instance, from Sci-hub are not permitted.)
The bibliography must be presented alphabetically using the APA reference style with each bibliographic entry including:
- A confirmation of the type of search approach i.e. online search using advanced search techniques or database search.
- Correct url to the sourceConcise summary of the resource
- A statement identifying how the resource relates to the research question.
- A justification (with reference to an evaluation framework) why the resource is credible and reliable for tertiary education purposes. (A few minor errors in the APA style are acceptable).
|
The applicant has not provided a suitable research question and the annotated bibliography does not meet minimum specified requirements.
|
Task 4: Present research findings for tertiary education purposes
Weighting: 35%
| Criterion
|
Achieved
10 – 9
|
Achieved
8-7
|
Achieved
6-5
|
Not achieved
4-0
|
| Evaluate evidence and produce defensible academic argument
|
In addition to the requirements for 8-7, the applicant has produced an essay that could be used as a model answer for the research question. The submission is is an exemplar of an analytic essay for objective academic writing and ability to evaluate evidence and generate a defensible argument.
|
The applicant produces an essay that applies the structural conventions for an analytic essay, including: a thesis statement, main position, alternative perspectives, justification of the main position and conclusion.
The applicant has demonstrated clear capability to investigate a research question, evaluate evidence and generate an academically defensible argument. Both sides of an argument are presented and there are no unjustified assertions that would reasonably require justification. The applicant shows above average competence in objective academic writing.
|
The applicant produces an essay broadly adhering to the accepted structural conventions for an analytical essay with an introduction, body and conclusion.
The essay shows reasonable ability of the applicant to evaluate evidence and generate a defensible argument, but the applicant does not always present both sides of an argument, and a some assertions are not justified by the literature. The applicant has used objective academic writing for the majority of the essay but shows room from improvement.
|
The analytical essay is poorly structured and provides little evidence of a defensible academic argument. Frequent use of unjustified opinion and generalisations.
|
| Demonstrate digital skills for presenting research findings
|
- Essay provides at least 10 credible sources with in-text citations and references using the APA style.
- There are no APA style errors.
- There are no spelling errors, and preferred English spelling preference (for example American, Australian, Canadian, United Kingdom etc) is applied consistently throughout the essay. There are no contestable grammatical errors.
- There are no errors in applying the specified style guidelines.There is clear evidence of generating citations and references using citation management software.
|
- Essay provides at least 8 credible sources with in-text citations and references using the APA style. One or two APA style errors are acceptable.
- There are no more than two spelling or grammar errors and the preferred English spelling preference (for example American, Australian, Canadian, United Kingdom etc) is used consistently.
- The essay has adhered to the specified style guidelines with no more than two errors demonstrating consistent semantic markup applied by using word processor styles for formatting features, eg headings and subheadings, quotations etc..
- There is clear evidence of generating citations and references using citation management software.
|
- Essay provides a minimum of 5 credible sources with in-text citations and references using the APA style. Only a few APA style errors.
- The essay demonstrates application of the preferred English spelling preference (for example American, Australian, Canadian, United Kingdom etc) with reasonable consistency and only a few spelling, grammatical or consistency errors.
- The essay is presented professionally and with reasonably consistent layout but has not applied the style guidelines in a few instances.
- The applicant provides acceptable evidence for generating citations and references using citation management software.
|
Presentation is inconsistent and hasn’t adhered to the specified style guidelines. There is no evidence of using citation management software for generating references and / or citations.
|
Task 5: Assess your learning as a reflective digital online learner
Weighting: 15%
| Criterion
|
Achieved
10 – 9
|
Achieved
8-7
|
Achieved
6-5
|
Not achieved
4-0
|
|
Evaluate your learning as a reflective practitioner
|
In addition to the requirements for 8-7, the reflection submitted is exemplary, and incorporates planning for how the current learning experience will inform learning in the future.
|
The applicant clearly identifies what they have learned and how they have learned it with clear examples to illustrate connections between prior experience and new learning. The reflection is structured under relevant subheadings.
|
The applicant provides a short reflection illustrating examples of what they learned about digital literacies for online learning. The reflection provides adequate evidence of personal learning, that is, learning acquired through participation in this Edubit but does not establish appropriate connections between experience (what the learner already knew) and new learning and/or reflect on how new knowledge or competencies were acquired. The reflection is not structured under appropriate subheadings.
|
The applicant is unable to provide evidence of learning using reflective learning techniques. There is no connection between experience and new learning or the reflection does not relate to digital literacies for online learning.
|
Weighting table
Each task contributes to the calculation of the final grade according to the following proportional weightings.
Download print version of Assessment description and rubrics for LiDA101 (pdf)
Task 1: Apply digital tools to support learning on the Internet for tertiary education purposes
(Weighting: 15%)
10 – 9
8-7
6-5
4-0
The applicant’s blog shows evidence of developing into an authentic portfolio for learning appropriate for a higher education context providing a purposeful collection of evidence that shows a learning journey over a period of time with a minimum of 5 posts.
The applicant’s personal learning blog contains a minimum of three individual posts which demonstrates engagement in learning with topics appropriate for a formal learning context.
The applicant’s personal learning blog fails to demonstrate engagement in learning with topics appropriate for a formal learning context
The evidence does not demonstrate proficiency in using a range of digital tools to support learning.
Task 2: Explain what digital literacies mean for you in a tertiary education context
(Weighting: 20%)
10 – 9
8-7
6-5
4-0
In addition to the other requirements for 6-5, the applicant also provides evidence of: Comparing and contrasting two or more mainstream definitions of digital literacy before presenting their personal definition;
Clear and detailed action plan incorporating valid reasons why and how they plan to achieve nominated improvements is included.
The applicant’s PLN map demonstrates proficiency in using graphics software including a minimum of 8 tools. The PLN graphic shows the spread of different digital tools in the four quadrants depicting the intersection between the following two continuums: personal versus professional, and visitor versus resident. (Consult PLN mapping examples.)
The applicant provides a plausible plan for improving their digital literacies.
Task 3: Apply advanced search skills to select credible open resources for a research topic
Weighting: 15%
10 – 9
8-7
6-5
4-0
Summaries are of a high academic standard.
There are no errors in applying the APA style.
The applicant provides evidence of advanced search strategies and database searches to select relevant sources by publishing an annotated bibliography for a minimum of 4 online resources (i.e. 2 sources identified from advanced search strategies and 2 sources from online database searches). All resources must be legally accessible as open access without the need for a paid subscription. (Papers sourced, for instance, from Sci-hub are not permitted.)
The bibliography must be presented alphabetically using the APA reference style with each bibliographic entry including:
Task 4: Present research findings for tertiary education purposes
Weighting: 35%
10 – 9
8-7
6-5
4-0
The applicant has demonstrated clear capability to investigate a research question, evaluate evidence and generate an academically defensible argument. Both sides of an argument are presented and there are no unjustified assertions that would reasonably require justification. The applicant shows above average competence in objective academic writing.
The essay shows reasonable ability of the applicant to evaluate evidence and generate a defensible argument, but the applicant does not always present both sides of an argument, and a some assertions are not justified by the literature. The applicant has used objective academic writing for the majority of the essay but shows room from improvement.
Task 5: Assess your learning as a reflective digital online learner
Weighting: 15%
10 – 9
8-7
6-5
4-0
Evaluate your learning as a reflective practitioner
In addition to the requirements for 8-7, the reflection submitted is exemplary, and incorporates planning for how the current learning experience will inform learning in the future.
The applicant clearly identifies what they have learned and how they have learned it with clear examples to illustrate connections between prior experience and new learning. The reflection is structured under relevant subheadings.
The applicant provides a short reflection illustrating examples of what they learned about digital literacies for online learning. The reflection provides adequate evidence of personal learning, that is, learning acquired through participation in this Edubit but does not establish appropriate connections between experience (what the learner already knew) and new learning and/or reflect on how new knowledge or competencies were acquired. The reflection is not structured under appropriate subheadings.
The applicant is unable to provide evidence of learning using reflective learning techniques. There is no connection between experience and new learning or the reflection does not relate to digital literacies for online learning.