General Information
Engagement with digital transformations at all levels of social interaction requires new forms of literacy. This subject provides students with the fundamentals of digital technologies that can be applied in an age of continuous change. It covers the concepts and processes necessary to build digital literacy for change including infrastructure, cloud computing, network administration, information security practices, programming tools, hardware, and software. Students will progress from literacy to the levels of fluency necessary to lead capacity-building programs for digital transformation. The subject explores contemporary technologies such as blockchain, artificial intelligence and machine learning, virtual and augmented reality and mobile telephony.
-
Details
Academic unit: Faculty of Society & Design Subject code: DIXN11-200 Subject title: Building Digital Literacy and Fluency Subject level: Undergraduate Semester/Year: September 2021 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Lecture: x12 (Total hours: 24) - Lecture
- Tutorial: x12 (Total hours: 12) - Tutorial
- Personal Study Hours: x12 (Total hours: 84) - Personal Study Hours
Attendance and learning activities: Every class features activities geared toward the world of work in the area of digital transformation and guides subject assessment, step-by-step. -
Resources
Prescribed resources: Books
- Brown, Alan W. (2019). Delivering Digital Transformation. n/a, London Unities Press
- Michael Gale (2017). The Digital Helix. n/a, Austin, TX Greenleaf Book Group 264
iLearn@Bond & Email: iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | DIXN11-200 |
| Subject title: | Building Digital Literacy and Fluency |
| Subject level: | Undergraduate |
| Semester/Year: | September 2021 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | Every class features activities geared toward the world of work in the area of digital transformation and guides subject assessment, step-by-step. |
| Prescribed resources: | Books
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
|
| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Explain the dimensions and types of digital skills necessary for successful functioning in the digital economy.
- Articulate the gaps between lack of literacy, literacy and fluency in digital capacity building.
- Evaluate approaches and frameworks for developing personal digital fluency.
- Develop communication plans to transfer skills to others within and outside organisations.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
-
Assessment details
Type Task % Timing* Outcomes assessed *Showcase Portfolio Personal Digital Literacy Portfolio 50% Week 7 1,2,3 Project Plan Digital Fluency and Transfer Plan 50% Week 12 3,4 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
-
Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| *Showcase Portfolio | Personal Digital Literacy Portfolio | 50% | Week 7 | 1,2,3 |
| Project Plan | Digital Fluency and Transfer Plan | 50% | Week 12 | 3,4 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A student who has not established a basis for an extension in compliance with University and Faculty policy either by 1) not applying before the assessment due date or 2) by having an application rejected due to failure to show a justifiable cause for an extension, will receive a penalty on assessment submitted after its due date. The penalty will be 10% of marks awarded to that assessment for every day late, with the first day counted after the required submission time has passed. No assessment will be accepted for consideration seven calendar days after the due date. Where a student has been granted an extension, the late penalty starts from the new due date and time set out in the extension.
Academic Integrity
The University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Bond University utilises Originality Reporting software to inform academic integrity.Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
Accessibility and Inclusion Support
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Additional subject information
Digital transformation is a knowledge area and a field of professional activity. This subject ensures knowledge and practice meet. It does not require previous knowledge about digital transformation.
Subject curriculum
-
Literacy: The DX Challenge
Welcome to Building Digital Literacy and Fluency. In this session, you are welcomed to the class and informed about the assessments and main concepts. You will learn about the role of communication in digital transformation and the opportunities for professional destinations that this knowledge offers.
SLOs included
- Explain the dimensions and types of digital skills necessary for successful functioning in the digital economy.
- Articulate the gaps between lack of literacy, literacy and fluency in digital capacity building.
- Evaluate approaches and frameworks for developing personal digital fluency.
- Develop communication plans to transfer skills to others within and outside organisations.
-
Literacy: DX and Change
In this session, you will explore the continual nature of dynamic transformations in human endeavour.
SLOs included
- Explain the dimensions and types of digital skills necessary for successful functioning in the digital economy.
- Articulate the gaps between lack of literacy, literacy and fluency in digital capacity building.
-
Literacy: DX and Technology
In this session, you will evaluate the technologies spreading throughout social, political, and business institutions and the process by which their adoption leads to widespread change.
SLOs included
- Articulate the gaps between lack of literacy, literacy and fluency in digital capacity building.
- Evaluate approaches and frameworks for developing personal digital fluency.
-
Literacy: DX and Process
In this session, you will review the processes used in organisations to transform the way we live and work. These include the basics of management and models such as bureaucratic and agile approaches.
SLOs included
- Evaluate approaches and frameworks for developing personal digital fluency.
- Develop communication plans to transfer skills to others within and outside organisations.
-
Fluency: DX, People, AI, and Robotics
In this session, you will learn about the role of people in the digital era, what motivates them, who they are, what they do and how they communicate and cooperate along with artificial intelligence and robotic entities.
SLOs included
- Articulate the gaps between lack of literacy, literacy and fluency in digital capacity building.
- Evaluate approaches and frameworks for developing personal digital fluency.
-
Fluency: DX and Security for the Office
In this session, you will map the change in human communication and industry related to the digital and physical office environment, both affected by risks to security.
SLOs included
- Explain the dimensions and types of digital skills necessary for successful functioning in the digital economy.
- Articulate the gaps between lack of literacy, literacy and fluency in digital capacity building.
- Evaluate approaches and frameworks for developing personal digital fluency.
- Develop communication plans to transfer skills to others within and outside organisations.
-
Fluency: DX and Big Data
In this session, you will outline how people, networking with AI and big data systems manage large-scale analytics to transform their work.
SLOs included
- Evaluate approaches and frameworks for developing personal digital fluency.
- Develop communication plans to transfer skills to others within and outside organisations.
-
Fluency: DX on the Move
In this session, you will evaluate how mobile technologies allow new modes and opportunities for work.
SLOs included
- Evaluate approaches and frameworks for developing personal digital fluency.
- Develop communication plans to transfer skills to others within and outside organisations.
-
Fluency: DX in the Cloud
In this session, you will explore how ubiquitous access to content reshapes work practice and scale.
SLOs included
- Evaluate approaches and frameworks for developing personal digital fluency.
- Develop communication plans to transfer skills to others within and outside organisations.
-
Fluency: DX in the Mind and Through the Culture
In this session, you will imagine new ways of conceptualizing human endeavours based on the examples of past and current thought leaders.
SLOs included
- Articulate the gaps between lack of literacy, literacy and fluency in digital capacity building.
- Develop communication plans to transfer skills to others within and outside organisations.