EDUC1006 Interdisciplinary Studies: Crossing the line
EDUC1006 Interdisciplinary Studies: Crossing the line
ASSESSMENT 2: Report
Summary
Title Assessment 2
Type Report
Due Date Sunday, 16 April, 11.59 pm (end of Week 6)
Length 1500 words or equivalent
Weighting 50%
Academic Integrity The use of any form of GenAI is NOT permissible for this assessment task.
Submission Word document or PDF submitted to Turnitin
Unit Learning Outcomes Students will demonstrate the following Unit Learning Outcomes (ULO) on the successful completion of this task:
ULO 1: Identify and critically engage with concepts, principles and theories of disciplinarity, interdisciplinarity and transdisciplinarityULO 3: Identify and understand applications of interdisciplinary approaches to problems or challenges.
ULO 4: Develop and apply an interdisciplinary framework to a specific problem or challenge.
Task Description
Students will engage in observations of learning sites via PExLab videos, then write a Report in which they are positioned as an Interdisciplinary Consultant, commenting on and analysing the interdisciplinarity of the observed learning experiences.
The Report should summarise the students observations of the chosen learning sites in relation to the concepts of disciplinarity, interdisciplinarity, and transdisciplinarity. The Report should also offer recommendations as to which interdisciplinary frameworks would best fit the learning site/experience for future learning.
Rationale
What is the aim/purpose of this assessment?
The purpose of this assessment task is to apply interdisciplinarity concepts to real world contexts.
How does this task address the unit learning outcomes?
This task addresses the Unit Learning Outcomes 1, 2 and 4 as listed above.
How does this task relate to module contents?
The task includes the requirement to define key concepts as presented in Modules 1-6 before analysing and applying them to real world contexts.
How will this task prepare students for the world of work?
This task requires students to write a Report about interdisciplinary practice in educational settings, thus preparing them for future work experiences.
Task Instructions
This assessment task is made up of two parts. The first part requires you to observe and take notes on professional practice in educational settings, via a series of videos from SCUs PExLab. For the second part, you will then become an Interdisciplinary Consultant and, using your observations, write a Report that describes and analyses the interdisciplinarity (or not) of the observed learning site, and makes recommendations for future teaching practice.
PART ONE: PEx LAB OBSERVATIONS
A. Engage in the PExLab Orientation
B. Log into PExLab and choose one of three educational settings: Early Childhood, Primary, or Secondary.
C. View all the videos in the list for that educational setting.
D. Use the Observation Notes template to record your observations during or after viewing each video.
E. Choose a PExLab learning site to analyse for your Report in Part Two. A learning site can be a classroom, a school, or an early childhood centre.
PART TWO: REPORT
A. Title Page - as per APA 7 guidelines
B. Section 1: Overview and definitions (approx. 300-350 words), including:
Brief OVERVIEW of the chosen PExLab learning site. A learning site can be a classroom, a school, or an early childhood centre. The overview should include the name of the learning site, a short description of the site, and any other relevant information you may find about the learning site.
DEFINITIONS of the concepts of disciplinary, interdisciplinary, and transdisciplinary learning. Each definition must include an IMAGE that supports and expands the definition.
DEFINITIONS/ OVERVIEWS of the five disciplinary areas: Language & Literacy, HPE, Humanities, Creative Arts, STEM. Each discipline must include an IMAGE that supports and expands the definition/overview.
Note: All definitions should be supported by credible sources.
C. Section 2: Observations (approx. 250-300 words), including:
Description of disciplines taught during the learning activity/activities
Description of practices observed and whether they are disciplinary, interdisciplinary, and/or transdisciplinary.
Note: Observations may be written in the first person and can be written as dot points.
D. Section 3: Analysis (approx. 400-450 words), including answers to the following questions:
What (if any) is the evidence of interdisciplinarity in the learning site/s? Which disciplines were involved?
How do teaching practices or other factors in the learning site/s support interdisciplinary learning?
How do teaching practices or other factors in the learning site/s inhibit interdisciplinary learning?
If interdisciplinary learning was evident, could benefit to the students be identified?
Is there evidence of superficial interdisciplinary learning that detracts from disciplinary depth?
Is there evidence of transdisciplinary learning?
Note: The Analysis should include support from credible sources.
E. Section 4: Recommendations (approx. 400-450 words), including:
Which of the interdisciplinary frameworks (8 Ways Learning, Complexity Patterning, Australian Curriculum General Capabilities/Cross-curricular Priorities, Early Years Learning Framework, Project-based Learning/Inquiry-based Learning) would be recommended for these particular learning site/s? (Choose only 1 or 2.)
What could be the positive outcomes of implementing this learning framework at this learning site/s?
What could be the challenges of implementing this learning framework at this learning site/s?
Note: Recommendations should include support from credible sources.
F. Section 5: Reference List
Resources
SCU Quickguide How to demonstrate critical judgmentSCU Quickguide Writing analytically and persuasivelyUniversity of Newcastle Centre for Teaching & Learning - Report Writing
Referencing Style
Apply APA 7 referencing style - see https://libguides.scu.edu.au/apaTask Submission
This assessment task should be submitted via the Turnitin portal in the Assessment Tasks & Submission section on the Blackboard EDUC1006 site. All sections of the report should be included in ONE document either a Word document or a PDF is acceptable. The task should include a title page with your name, student number, and assessment title.
Academic Integrity
At Southern Cross University academic integrity means behaving with the values of honesty, fairness, trustworthiness, courage, responsibility, and respect in relation to academic work.
The Southern Cross University Academic Integrity Framework aims to develop a holistic, systematic, and consistent approach to addressing academic integrity across the entire University. For more information see theSCU Academic Integrity Framework
Academic Integrity breaches include poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information.
NOTE: GenAI may NOT be used for the Assessment Tasks in this unit.
Generative Artificial Intelligence (GenAI) tools, such as ChatGPT,may not be usedfor this Assessment Task. You are required to demonstrate if you have developed the units skills and knowledge without the support of GenAI. If you use GenAI tools in your assessment task, it may result in an academic integrity breach against you as described in theStudent Academic and Non-Academic Misconduct Rules, Section 3.
Special Consideration
Students wishing to request special consideration to extend the due date of an assessment task must submit a Request for Special Consideration form via their MyEnrolment page as early as possible and prior to the original due date for that assessment task, along with any accompanying documents, such as medical certificates.
Late Submissions & Penalties
Except when special consideration is awarded, late submission of assessment tasks will lead automatically to the imposition of a penalty. Penalties will be incurred as soon as the deadline is reached.
a penalty of 5% of the available marks will be deducted from the actual mark at one minute after the time listed in the due date
a further penalty of 5% of the available mark will be deducted from the actual mark achieved on each subsequent calendar day until the mark reaches zero.
Grades & Feedback
Assignments that have been submitted by the due date will receive an SCU grade, an originality report and written feedback. Grades and feedback will be posted to Grades & Feedback section on the Blackboard unit site. Please allow 7-working days for marks to be posted.
Assessment Rubric
Marking Criteria and % allocation High Distinction +
100% High Distinction
(8599%) Distinction
(7584%) Credit
(6574%) Pass
(5064%) Marginal Fail
(35-49%) Fail
(1-34%) Not Addressed
(0%)
Criterion 1 (25%)
Overview and Definitions
Overview includes description of the learning site and evidence of understanding of the concepts of disciplinary, interdisciplinary and transdisciplinary learning, supported by images. Definitions and overview of the five disciplinary areas (Language & Literacy, HPE, the Humanities, Creative Arts, STEM) are included, also supported by images. All definitions supported by credible sources.
Overview conveys an extremely astute and highly thoughtful description of the observed learning site, including both human and non-human elements. Exceptional understanding of the concepts of disciplinary, interdisciplinary and transdisciplinary learning is exhibited and supported by images. The definitions of all five disciplinary areas (Language & Literacy, HPE, Humanities, Creative Arts, STEM) are exemplary, and supported by images that augment and expand the definitions in an extremely effective way. This section of the report is supported by an extraordinarily wide range of relevant and thoughtful credible sources.
Overview conveys an astute and highly thoughtful description of the observed learning site, including both human and non-human elements. Excellent understanding of the concepts of disciplinary, interdisciplinary, and transdisciplinary learning is exhibited and supported by images. The definitions of all five disciplinary areas (Language & Literacy, HPE, Humanities, Creative Arts, STEM) are exemplary, and supported by images that augment and expand the definitions in a highly effective way. This section of the report is supported by a very wide range of relevant and thoughtful credible sources.
Overview conveys an astute and thoughtful description of the observed learning site, including both human and non-human elements. A high level of understanding of the concepts of disciplinary, interdisciplinary and transdisciplinary learning is exhibited and supported by images. The definitions of all five disciplinary areas (Language & Literacy, HPE, Humanities, Creative Arts, STEM) are excellent, and supported by images that augment and expand the definitions in a very effective way. This section of the report is supported by a wide range of relevant credible sources.
Overview conveys a thoughtful description of the observed learning site, including both human and non-human elements. A solid level of understanding of the concepts of disciplinary, interdisciplinary and transdisciplinary learning is exhibited and supported by images. The definitions of all or most of the five disciplinary areas (Language & Literacy, HPE, Humanities, Creative Arts, STEM) are good, and mostly supported by images that augment and expand the definitions in an effective way. This section of the report is supported by relevant credible sources.
Overview conveys some description of the observed learning site. Some understanding of the concepts of disciplinary, interdisciplinary, and transdisciplinary learning is exhibited and may be supported by images. The definitions of most of the five disciplinary areas (Language & Literacy, HPE, Humanities, Creative Arts, STEM) are satisfactory, and mostly supported by images. This section of the report is supported by at least some relevant credible sources.
Overview may or may not convey a description of the observed learning site. An acceptable level of understanding of all of the concepts of disciplinary, interdisciplinary and transdisciplinary learning is either not exhibited clearly or supported by images. The definitions of the five disciplinary areas (Language & Literacy, HPE, Humanities, Creative Arts, STEM) are not included or are not satisfactory, and may not be supported by images. This section of the report is not supported by relevant credible sources.
Overview does not include a description of the observed learning site. An understanding of the concepts of disciplinary, interdisciplinary and transdisciplinary learning is not exhibited or supported by images. The definitions of the five disciplinary areas (Language & Literacy, HPE, Humanities, Creative Arts, STEM) are not included or are not satisfactory, and are not be supported by images. This section of the report is not supported by relevant credible sources.
This section of the report was not included in the submission.
Criterion 2 (15%)
Observations
Observations include description of the learning site, the disciplines taught during the learning activity, and the interdisciplinary nature (or not) of the practices observed.
The observations include an exceptionally clear and perceptive portrayal of which disciplines were included, and any interdisciplinary or transdisciplinary practices observed.
The observations include a very clear and highly perceptive portrayal of which disciplines were included, and any interdisciplinary or transdisciplinary practices observed.
The observations include a clear and very perceptive portrayal of which disciplines were included, and any interdisciplinary or transdisciplinary practices observed.
The observations include a clear and somewhat perceptive portrayal of which disciplines were included, and any interdisciplinary or transdisciplinary practices observed.
The observations include a portrayal of which disciplines were included, and any interdisciplinary or transdisciplinary practices observed.
The observations include only a limited portrayal of which disciplines were included, or any interdisciplinary or transdisciplinary practices observed.
The observations do not include a clear portrayal of which disciplines were included, or any interdisciplinary or transdisciplinary practices observed.
This section of the report was not included in the submission.
Criterion 3 (25%)
Analysis
Evidence of reflection, analysis, and synthesis of interdisciplinary pedagogies and practice in the learning site. Analysis is based on unit concepts and supported by credible sources.
Analysis includes an exceptional level of comprehension of observed interdisciplinary practices in the learning site, and exhibits a very strong synthesis with learned concepts and frameworks. The analysis is very strongly supported by a wide range of credible and relevant sources. Analysis includes a high level of comprehension of observed interdisciplinary practices in the learning site, and exhibits a strong synthesis with learned concepts and frameworks. The analysis is strongly supported by a wide range of credible and relevant sources. Analysis includes a high level of comprehension of observed interdisciplinary practices in the learning site, and exhibits a strong synthesis with learned concepts and frameworks. The analysis is highly supported by a solid range of credible and relevant sources. Analysis includes a solid level of comprehension of observed interdisciplinary practices in the learning site, and exhibits a good synthesis with learned concepts and frameworks. The analysis is supported by credible and relevant sources. Analysis includes some comprehension of observed interdisciplinary practices in the learning site, and exhibits some synthesis with learned concepts and frameworks. The analysis is supported by some relevant credible sources. Analysis does not include an acceptable level of comprehension of observed interdisciplinary practices in the learning sites. It does not exhibit synthesis with learned concepts and frameworks. The analysis is not supported clearly by relevant credible sources. Analysis does not include any comprehension of observed interdisciplinary practices in the learning sites. It does not exhibit synthesis with learned concepts and frameworks. The analysis is not supported by relevant credible sources. This section of the report was not included in the submission.
Criterion 4 (25%)
Recommendations
Evidence of clear recommenda-tions of which interdisciplinary framework (8 Ways Learning, Complexity Patterning, Australian Curriculum General Capabilities/Cross-curricular Priorities, Early Years Learning Framework, Project-based Learning, Inquiry-based Learning) is most relevant for the chosen learning site. Possible benefits and potential challenges are analysed. Recommenda-tions are supported by credible sources. One or more of the relevant interdisciplinary frameworks are incorporated into this section in an outstandingly professional and perceptive manner. A clear set of opportunities and challenges involved in implementing this framework are concisely delineated. The recommenda-tions are very strongly supported by a wide range of credible sources.
One or more of the relevant interdisciplinary frameworks are incorporated into this section in a professional and perceptive manner. A clear set of opportunities and challenges involved in implementing this framework are concisely delineated. The recommenda-tions are strongly supported by a wide range of credible sources.
One or more of the relevant interdisciplinary frameworks are widely incorporated into this section. Opportunities and challenges involved in implementing this framework are clearly delineated. The recommenda-tions are solidly supported by a range of credible sources.
One or more of the relevant interdisciplinary frameworks are suitably incorporated into this section. Some of the opportunities and challenges involved in implementing this framework are clearly delineated. The recommenda-tions are supported by a range of credible sources.
One or more of the relevant interdisciplinary frameworks are incorporated into this section. Some of the opportunities and/or challenges involved in implementing this framework are delineated. The recommenda-tions are supported by some credible sources.
Relevant interdisciplinary frameworks are not incorporated into this section in an acceptable manner. Neither the opportunities or challenges involved in implementing this framework are delineated. The recommenda-tions are not supported by credible sources.
No relevant interdisciplinary frameworks are incorporated into this section in an acceptable manner. Neither the opportunities or challenges involved in implementing this framework are delineated. The recommenda-tions are not supported by credible sources.
Criterion 5 (10%)
Academic Literacy
Clarity of expression and evidence of the use of appropriate academic conventions including report formatting and APA 7 referencing. Correct word count. Assignment is written and presented in a publishable standard, with no grammatical/ structural errors. Correct report formatting and referencing is used with no errors, and submission is within word count guidelines. Assignment is extremely well written and professionally presented, with no grammatical/ structural errors. A very high level of consistent / correct referencing and report formatting is used, and submission is within word count guidelines. Assignment is very well written and professionally presented, with few or no grammatical/ structural errors. A high level of consistent / correct referencing and report formatting is used, and submission is within word count guidelines. Assignment is well written and professionally presented, with some minor grammatical/ structural errors. A sound level of consistent / correct referencing and report formatting is used, and submission is within word count guidelines. Assignment is acceptably written and presented, with some grammatical/ structural errors. An acceptable level of correct referencing and report formatting is evident with some errors. Submission may or may not be within word count guidelines. Assignment is not acceptably written and presented, and contains major grammatical/ expression/
structural errors. Correct referencing is not evident. Submission is not within word count guidelines.
Assignment is not acceptably written and presented, and contains major grammatical/ expression/
structural errors. Referencing is not included. Submission is not within word count guidelines.
Academic literacy is not evident in this submission.
Description of SCU Grades
High Distinction:
The students performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The students performance could be described as outstanding in relation to the learning requirements specified.
Distinction:
The students performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The students performance could be described as distinguished in relation to the learning requirements specified.
Credit:
The students performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying relevant skills and concepts. The students performance could be described as competent in relation to the learning requirements specified.
Pass:
The students performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. The students performance could be described as satisfactory in relation to the learning requirements specified.
Fail:
The students performance fails to satisfy the learning requirements specified.
