General Information
Engagement with digital transformations at all levels of social interaction requires new forms of literacy and fluency. You will learn the fundamentals of digital technologies that are used in an environment of continuous change. You will discover the concepts and processes necessary to build digital literacy for professional and organisational change, including artificial intelligence, mobile and cloud computing, big data and analytics, robotics, information security, and virtual and augmented environments. You will progress from literacy about these technologies to introductory levels of fluency necessary to lead capacity-building programs for digital transformation. You will also use enterprise project and communication tools to demonstrate fluency.
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Details
Academic unit: Transformation CoLab Subject code: DIXN11-200 Subject title: Building Digital Literacy and Fluency Subject level: Undergraduate Semester/Year: September 2024 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Personal Study Hours: x12 (Total hours: 84) - Recommended Study Hours
- Forum: x12 (Total hours: 24) - Weekly Forum
- Tutorial: x12 (Total hours: 12) - Weekly Tutorial
Attendance and learning activities: Every class features lessons and activities geared toward the world of work in the area of digital transformation and guides subject assessment, step-by-step. In-person or remote attendance provides access to lessons and activities that help students learn knowledge and skills related to working in the area of digital transformation. Students are encouraged to attend all subject sessions in order to contribute to the collective experiences that promote engaged, active and authentic learning. -
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 Learning Management System at Bond University and is used to provide access to subject materials, class 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: | Transformation CoLab |
|---|---|
| Subject code: | DIXN11-200 |
| Subject title: | Building Digital Literacy and Fluency |
| Subject level: | Undergraduate |
| Semester/Year: | September 2024 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | Every class features lessons and activities geared toward the world of work in the area of digital transformation and guides subject assessment, step-by-step. In-person or remote attendance provides access to lessons and activities that help students learn knowledge and skills related to working in the area of digital transformation. Students are encouraged to attend all subject sessions in order to contribute to the collective experiences that promote engaged, active and authentic learning. |
| Prescribed resources: | Books
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class 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.
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Assessment details
Type Task % Timing* Outcomes assessed Portfolio Personal Digital Literacy Portfolio Co-developed with Generative Artificial Intelligence 50.00% Week 7 1,2,3 Project Plan Digital Fluency and Transfer Plan Co-authored with Generative Artificial Intelligence 50.00% 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.
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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 |
|---|---|---|---|---|
| Portfolio | Personal Digital Literacy Portfolio Co-developed with Generative Artificial Intelligence | 50.00% | Week 7 | 1,2,3 |
| Project Plan | Digital Fluency and Transfer Plan Co-authored with Generative Artificial Intelligence | 50.00% | 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
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
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
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Literacy: The DX Challenge
Welcome and overview of the subject, including assessments and and main concepts. Learn about the role of communication in digital transformation, generative artificial intelligence, 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.
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Literacy: DX and Change
Explore the continual nature of dynamic transformations in human endeavour, noting pivotal moments of change such as the artificial intelligence era we are experiencing now.
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.
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Literacy: DX and Technology
Evaluate the technologies spreading throughout social, political, and business institutions and the process by which their adoption leads to widespread change. We will discuss diffusion of innovations and use ChatGPT as an example.
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.
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Literacy: DX and Process
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. How generative AI affects process will also be explored.
SLOs included
- Evaluate approaches and frameworks for developing personal digital fluency.
- Develop communication plans to transfer skills to others within and outside organisations.
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Fluency: DX, People, AI, and Robotics
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.
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Fluency: DX and Security for the Office
Map the change in human communication and industry related to the digital and physical office environment, both affected by risks to security, authenticity, identity, and reality.
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.
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Fluency: DX and Big Data
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.
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Fluency: DX on the Move
Evaluate how mobile technologies and associated AI-based automation 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.
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Fluency: DX in the Cloud
Explore how ubiquitous access to content, and content generation through AI 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.
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Fluency: DX in the Mind and Through the Culture
Imagine new ways of conceptualising 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.