Overview
Digital media has dramatically affected and expanded the ways in which we communicate. This unit provides a theoretical and applied understanding of digital communications, including web, social and mobile technologies. You will evaluate a range of digital communications platforms and strategies, and critically examine key social, economic, ethical and regulatory issues. Through a combination of theory and practice, you will develop essential skills for communicators in the digital age, and identify emerging trends and innovations.
Details
Pre-requisites or Co-requisites
Prerequisite: Minimum of 36 credit points
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2019
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Unit Q&A discussion forum and Unit evaluations.
A number of students recommend provision of clearer advice on what is entailed in devising a digital communications strategy evaluation template for assessment item 3. They also requested specific examples.
Review how this template requirement is incorporated into assessment item 3 and how the requirement is explained. Make changes that include provision of specific examples.
- explain and evaluate digital communications platforms and strategies that are presently used by individuals and organisations
- develop and reinforce essential skills for communicators in the digital age, including the creation and consumption of digital media via web, social and mobile technologies
- critically examine key social, economic, ethical and regulatory issues associated with digital communications.
Not applicable
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | ||
---|---|---|---|
1 | 2 | 3 | |
1 - Practical and Written Assessment - 15% | |||
2 - Practical and Written Assessment - 45% | |||
3 - Practical and Written Assessment - 40% |
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes | Learning Outcomes | ||
---|---|---|---|
1 | 2 | 3 | |
1 - Communication | |||
2 - Problem Solving | |||
3 - Critical Thinking | |||
4 - Information Literacy | |||
5 - Team Work | |||
6 - Information Technology Competence | |||
7 - Cross Cultural Competence | |||
8 - Ethical practice | |||
9 - Social Innovation | |||
10 - Aboriginal and Torres Strait Islander Cultures |
Alignment of Assessment Tasks to Graduate Attributes
Assessment Tasks | Graduate Attributes | |||||||||
---|---|---|---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
1 - Practical and Written Assessment - 15% | ||||||||||
2 - Practical and Written Assessment - 45% | ||||||||||
3 - Practical and Written Assessment - 40% |
Textbooks
Digital and Social Media Marketing
(2017)
Authors: Aleksej Heinze, Gordon Fletcher, Tahir Rashid and Ana Cruz
Taylor & Francis Group for Routledge
London and New York, England and USA London and New York, England and USA
ISBN: ISBN ISBN 9781138917910 (pbk) 9781315688763 (ebk)
Binding: Other
Digital Innovations for Mass Communications: Engaging the user
(2014)
Authors: Paul Martin Lester
Taylor & Francis Group for Routledge
ISBN: ISBN ISBN 9780415662949 (pbk) 9780203071816 (ebk)
Binding: Other
Digital Marketing: Integrating strategy and tactics with values
(2015)
Authors: Ira Kaufman & Chris Horton
Taylor & Francis Group for Routledge
ISBN: ISBN ISBN 9780415716758 (pbk) 9781315879451 (ebk)
Binding: Other
Multimedia Storytelling: for digital communicators in a multiplatform world
(2016)
Authors: Seth Gitner
Taylor & Francis Group for Routledge
ISBN: ISBN ISBN 9780765641328 (pbk) 9781315720104 (ebk)
Binding: Other
Persuasion Ethics Today
(2016)
Authors: Margaret Duffy & Esther Thorson
Taylor & Francis Group for Routledge
ISBN: ISBN ISBN 9780765644725 (pbk) 9781315651309 (ebk)
Binding: Other
Social Media Campaigns
(2016)
Authors: Carolyn M. Kim
ISBN: ISBN ISBN 9781138948600 (pbk) 9781315652375 (ebk)
Binding: Other
Social Media Communication: Concepts, Practices, Data, Law and Ethics
(2015)
Authors: Jeremy Harris Lipschult
Taylor & Francis Group for Routledge
ISBN: ISBN ISBN 9781138776456 (pbk) 9781315773162 (ebk)
Binding: Other
Additional Textbook Information
The prescribed text is available as an eBook for reading online for 1 hour per session. Access via the search on the library home page.
However, there are multiple user limits, so you may wish to purchase your own copy, which is available at the CQUni Bookshop here: http://bookshop.cqu.edu.au
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Desktop digital audiovisual recording equipment
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
a.holmes@cqu.edu.au
Module/Topic
Welcome. Introduction to the unit
Digital communications management
in context
Key concepts: Digital Self; iGeneration;
Global Digitalization; Networked Influence.
Chapter
Chapter 0
‘A visual introduction
to digital and social media marketing’, (Gordan Fletcher), in Digital and social media marketing: A
results-driven approach, A. Heinze, G. Fletcher, T. Rashid and A. Cruz,
Eds., Routledge, New York, 2017.
Sections:
0.3 The Buyer Persona
Spring and action-based learning
0.4 The Buyer Persona
Spring.
Refer
also to additional resources via Moodle.
Events and Submissions/Topic
Assessment exercise: Preliminary reviews of the affordances of popular
social network platforms: Facebook, YouTube, Twitter, Instagram, LinkedIn.
Module/Topic
Connectivity and human interactivity
Key concepts: Digital Ecosystems; Swarm Intelligence; New Media; Internet
Geographies.
Chapter
Chapter 9
‘Content marketing’ (Sophie Iredal, Aleksej Heinze and Martin J
Williams).
Sections: from 9.1 up to and including 9.6.
Refer also to
additional resources via Moodle.
Events and Submissions/Topic
Assessment exercises:
2.1 Compare four
website building services that offer a free subscription option;
2.2 Set up your professional blog website.
Module/Topic
Technological innovations in digital communications
Key concepts: Big Data; Linked Data; Open Source; Cloud Computing; Web Analytics.
Chapter
Chapter 12
‘Measuring brand
awareness, campaign evaluation and web analytics’ (Alexander Christov, Verena
Hausmann and Sue Williams).
Sections:
12.4 Web analytics
12.5 Key performance indicators for small and medium enterprises when using
Google Analytics.
Refer also to
additional resources via Moodle.
Events and Submissions/Topic
Assessment exercise:
Transfer your completed
Assessment Exercise tasks 1.1 and 2.1 across to your professional blog.
Module/Topic
The social media revolution
Key concepts: Web 2.0
Technology; The social Web; Social Networking Dynamics; Social Capital.
Chapter
Chapter 8
‘Social media’ (Alex Fenton and Ashley Jones).
Sections: from 8.1 up to and including 8.5.
Refer also to
additional resources via Moodle.
Events and Submissions/Topic
Assessment exercise:
Professional Blog post - What are the similarities with and
differences between:
1) Facebook and WeChat;
2) Pinterest and Instagram;
3) Flickr and DeviantArt;
4) Vimeo and YouTube.
Module/Topic
Life on the go - mobile technology and the rise of the App
Key concepts: Mobile Cultures;
Digital Mobility; Mobile Optimization; Digital Disruption; Mobile Marketing
Expansion; Internet of Things; Wearable Technology.
Chapter
Chapter 11
‘Mobile marketing’, (Bartlomiej Kurzyk, Tahir Rashid and Sayed Ali Hayder).
Sections: from 11.1 up to and including 11.11.
Refer also to additional resources via Moodle.
Events and Submissions/Topic
Assessment exercises:
5.1: Share an infographic on your professional blog.
5.2: Generate a QR code for your professional blog.
Create platform specific content for multiple social media sites Due: Week 5 Friday (16 Aug 2019) 11:30 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Digital communications strategies
Key focus: How can individuals, businesses and organisations best harness the potential of digital communications?
Chapter
Chapter 6
‘Developing an effective digital presence’ (Ana Cruz and Stelios Karatzas).
Sections: from 6.1 up to and including 6.15.
Refer also to additional resources via Moodle.
Events and Submissions/Topic
Assessment exercise:
List common roles and tasks associated with position descriptions pertinent to digital communications management in your professional blog.
Module/Topic
Marketing social networks
Key concepts: Honeycomb
Framework; Social Influence; Social Credibility; Social Media Streamlining.
Chapter
Chapter 8
‘Social media’ (Alex Fenton and Ashley Jones).
Sections: from 8.6 up to and including 8.11.
Refer also to additional resources via Moodle.
Events and Submissions/Topic
Assessment exercises:
7.1: Complete the free Google Analytics for Beginners course at Google Academy and post your certificate to your professional blog.
7.2: Produce a 2-Minute podcast and embed it into your professional blog.
Module/Topic
Doing business with digital communications
Key Concepts: Digital
relationships B2B, B2C, B2P
Chapter
Chapter 0
‘A visual introduction to digital and social media marketing’ (Gordan Fletcher).
Finish reading this chapter.
Chapter 7
‘Search engine optimisation: strategy implementation’ (Aleksej Heinze),
Sections: from 7.1 up to and including 7.7.
Refer also to additional resources via Moodle.
Events and Submissions/Topic
Assessment exercises:
8.1: Identify the advantages of employing LinkedIn for maintaining business relationships. Post your evaluation to your professional blog.
8.2: Once you have an RSS Feed function activated for your professional blog, share your Exercise 7.2 podcast about ‘Social Credibility’ as an RSS Feed.
Module/Topic
Digital communications evaluation - measuring success
Key Concepts: Measurement
Models, Impact Metrics, Audience Centricity; Return on Investment.
Chapter
Chapter 12
‘Measuring brand awareness, campaign evaluation and web analytics’ (Alexander Christof and Verena Hausmann).
Sections: from 12.6 up to and including 12.11
Refer also to additional resources via Moodle.
Events and Submissions/Topic
Assessment exercise:
Using the digital communications evaluation template you designed in Learning activity 9.0, assess the effectiveness of the digital communications strategy of the entity you selected for analysis and evaluation.
Establish and develop a professional blog site Due: Week 9 Monday (16 Sept 2019) 9:00 am AEST
Module/Topic
Visual storytelling – digital presentations and online video
Key Concepts: Visual
Storytelling; Social Video and Audio; Video Marketing; Video for Engagement;
Crowdfunding
Chapter
Note: The following chapter is not from the prescribed text. It is available as a Course Resource Online (CRO) from CQUniversity library via this link.
Chapter 9
‘Multimedia storytelling in strategic communications’, Seth Gitner, in Multimedia Storytelling for Digital Communicators in a Multiplatform World, Routledge, New York, 2016.
Refer also to additional resources via Moodle.
Events and Submissions/Topic
Assessment exercises:
10.1 Complete the evaluation and analysis of your entity’s digital media communication practices.
10.2 Prepare a recorded presentation of your strategic recommendations.
Module/Topic
Privacy and security in the digital age
Key Concepts: Privacy and Security, Intellectual Property, Governance,
Ethical Practice
Chapter
Note: The following chapter is not from the prescribed text.It is in the text below which is available as an e-book from the CQUniversity library.
Chapter 3 ‘Strategic design – developing a data informed social media campaign’, in Carolyn Mae Kim, Social media campaigns: strategies for public relations and marketing, Routledge, New York, 2016.
Read the section called ‘Social media ethics’ on pages 78-87.
Refer also to additional resources via Moodle.
Events and Submissions/Topic
Assessment exercise:
Once you have recorded it, embed your MP4 formatted video into your professional blog. Also provide a URL link to your presentation in Assessment 3 submission section of your DGTL12007 Moodle site.
Module/Topic
Digital communications management – practice and profession
- summary of topics covered in the unit;
- general discussion on the opportunities and challenges for digital communications practitioners in the future.
Chapter
No required reading this week.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Practical and Written Assessment
Overview
The purpose of this assignment is to help you to think about
how to craft online professional communications. It is about adapting content
to meet the constraints and specifications of key social media platforms,
keeping in mind typical audience expectations each social media ‘genre’, and
best practices for engaging those audiences.
It is a content design challenge. You are to create a layout
incorporating image(s) or video still, and text as appropriate, in the form of a pretend post
called a ‘mock-up’ for each of the 5 social media platforms listed. Each
graphic layout will look like a real post, but you are NOT required to actually
post the message.
The task
Create platform-specific content mock-ups for five (5)
popular social media sites, using current layout requirements and dimensions
for each site. Those platforms are: Facebook, Instagram, LinkedIn, Pinterest and
Twitter.
You will need to research online to find out what the current
specifications are (there are some suggestions in Module 2). Tailor the content
to suit the site’s typical user demographics, your intended audience, and the site's current page
layout requirements. If there is more than one kind of presentation
specification for a platform, then choose one. In your introduction, state
which you have chosen and why.
You may use Canva.com
or other ready-made graphic design templates, or you can design your own if you
are proficient with graphic design tools.
Topic and content for the posts
Choose one of your previous module discussions or exercise tasks or create a new story that you will share across multiple platforms, adapting it appropriately for each. There is no set word-count. It is up to you to decide what is suitable and the text may vary, especially where it is determined by a platform’s specifications. Support your written information with an image (infographic, photo, video still), hashtags, and/or URL links. Be sure to make use of the affordances that each platform offers in your mock-ups. Once you have created each mock-up save it as a JPG image.
Presentation and submission
In Word insert a title page with the unit name and number, term of offer, assessment name, and
your name and student number.
Provide an introduction. This can be an adaptation of your response to the assessment exercise week 1 (comparative review) as the introduction to your portfolio. Then insert the mock-up images. Number them sequentially including the name of the intended site.
Save the Word document to PDF. Upload the.pdf document to
Moodle and submit.
Week 5 Friday (16 Aug 2019) 11:30 pm AEST
Within approximately 14 days
1/ Content adapted with one example created for each of the following specific platform media requirements in a recommended format and proportional dimension (as per Module 2 lesson resource):
Up to 1 mark will be applied for each of the above (up to 5 marks for these criteria).
2/ Overall concept makes use of modular copy principle for multi-platform use:
- short sentences and short paragraphs
- arresting image or graphic creates interest and is easy to take in at a glance
- engages with a primary emotion
- has 'voice' appropriate for message and its target audience
- uses site-specific networking affordances (e.g. hash-tags, hyperlinks, tags, comments etc)
Up to 2 marks will be applied for each of the above (up to 10 marks for these criteria).
3/ The required introduction is an adaption for the week 1 blog post and so is marked as part of Assessment Item 2. However, if there is no introduction to this work provided as required, then 2 marks will be deducted from this assessment total.
Up to 15 marks altogether are available for this assessment item.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
- explain and evaluate digital communications platforms and strategies that are presently used by individuals and organisations
- develop and reinforce essential skills for communicators in the digital age, including the creation and consumption of digital media via web, social and mobile technologies
- critically examine key social, economic, ethical and regulatory issues associated with digital communications.
2 Practical and Written Assessment
Establish a professional online presence by setting up a personalised website using a free website building service.
Complete the compulsory digital communications tasks, identified as ‘Assessment exercises’ which are contained in the weekly unit modules; these are identified as ‘summative assessment components of Assessment 2 – Professional Blog Site’ (PBS). The website and its digital content will be professionally presented and submitted for assessment. The website building service you choose to deliver your assessment requirements will primarily function as a blogging platform.
The site must have the capacity to:
- post plain text, images, infographics and hyperlinks;
- share photos, external links, chat snippets etc.;
- host RSS feeds and HTML-based widgets;
- embed audio including music tracks and podcasts;
- embed videos which can be uploaded as ‘in-feed native videos’ or imported from websites such as YouTube, TedTalks or Vimeo;
- make use of its own analytics tools or have the capability of integrating another, for example Google Analytics.
Following is a list of the exercises. Refer to the weekly modules for details.
- Exercise Task 1.1: Preliminary reviews of the various digital tools available on specific popular social network sites: Facebook, Instagram, LinkedIn, Pinterest and Twitter. (>600 words)
- Exercise Task 2.1: Compare four website building products that offer a free subscription option, for example: Wordpress, Wix, Weebly, Tumblr, Blogger, Jimdo, Squarespace. Write a comparative summary. (>300 words)
- Exercise Task 2.2: Set up your professional blog web site (PBS)
- Exercise Task 3.1: Transfer your completed Assessment Exercise tasks 1.1 and 2.1 across to your PBS.
- Exercise Task 4.1: Further comparative reviews of specified social media and networking sites to be posted to your PBS. Refer to the Week 4 module. Post your comparative reviews and Illustrate your post with a Creative Commons image. The image is to be appropriately attributed according to creative commons copyright standards. (>350 words)
- Exercise Task 5.1: Share a specified infographic on your PBS.
- Exercise Task 5.2: Generate a QR code for your PBS.
- Exercise Task 6.1: Research and list the common roles and tasks associated with position descriptions pertinent to digital communications management on your PBS.
- Exercise Task 7.1: Post to your PBS evidence of your completion of the free Google Analytics for Beginners course.
- Exercise Task 7.2: Write a two-minute podcast script on the topic of 'Social Credibility'; produce an MP3 podcast and embed it into your PBS.
- Exercise Task 8.1: Evaluate LinkedIn and post evaluation to your PBS.
- Exercise Task 8.2: Create an RSS feed and share your Exercise 7.2 podcast as a news feed.
Week 9 Monday (16 Sept 2019) 9:00 am AEST
Within approximately 14 days
Task | Marks available |
1.1 | 5 |
2.1 | 3 |
4.1 | 4 |
5.1 | .5 |
5.2 | .5 |
6.1 | 5 |
7.1 | 10 |
7.2 | 10 |
8.1 | 3 |
8.2 | 2 |
Total | 45 |
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
- explain and evaluate digital communications platforms and strategies that are presently used by individuals and organisations
- develop and reinforce essential skills for communicators in the digital age, including the creation and consumption of digital media via web, social and mobile technologies
- critically examine key social, economic, ethical and regulatory issues associated with digital communications.
3 Practical and Written Assessment
Complete a detailed analysis of the ‘digital footprint’ of one of the entities listed below. Identify the digital communications strategy as evidenced by the entity's online presence. Evaluate the effectiveness of the digital communications strategy employed. Make commendations about the entity's successful practices and recommendations for improvement where applicable. Illustrate your observations with examples and explain your reasoning with reference to this unit's learning resources. Submit your analysis, evaluation, commendations and recommendations as a multimedia video presentation (8–10 minutes).
- Select an entity from the list below (or you may choose
an entity, but it must be approved by the Unit Coordinator):
- Getup! https://www.getup.org.au/
- Great Barrier Reef Foundation https://www.barrierreef.org/
- Greenpeace https://www.greenpeace.org.au/
- Oxfam Australia https://www.oxfam.org.au/
- Red Cross Australia https://www.redcross.org.au/
- Using online search techniques, detect the entity’s
digital footprint (online presence);
- refer to Module 6, digital communications strategies across sectors;
- refer to Module 7, information about marketing social networks including guidance on advanced online search techniques;
- refer to Module 7, specifically Exercise task 7.1 (online search techniques).
- Develop a set of evaluation questions based on your
understanding of what makes an effective digital communications strategy;
- refer to Module 6, specifically Learning activity 6.1 (preliminary evaluation questions);
- refer to Module 8, knowledge of digital communications strategies and essential content management tools for implementation of an effective digital communications strategy.
- Identify the digital communications strategy currently
being employed, listing all digital platforms, services and tools being
used;
- refer to Module 9, the importance of measuring the success of a digital communications strategy including a range of digital communications evaluation models and methodologies; Learning activity 9.0 and Assessment Exercise task 9 (developing a digital communications evaluation template and carrying out evaluation).
- Design a simple digital communications strategy
evaluation template and use the template to assess the effectiveness of
the observed digital communications strategy. Evaluate the effectiveness of the digital communications strategy observed;
- refer to Module 9, advice and guidance on how to measure the success of digital communications strategies and how to develop recommendations to improve those strategies.
- Draft commendations about the entity's successful practices and recommendations for improvement where applicable. Illustrate your observations with examples and explain your reasoning with reference to this unit's learning resources. Plan and script a multimedia video presentation of 8-10 minutes;
- refer to Module 10, information and guidance on creating different styles of videos for a range of digital platforms and for a variety of purposes and audiences; also specifically Assessment Exercise task 10.2 and Learning activity 10;
- the video presentation can be in the style of a TEDx talk, a narrated presentation in Slideshare or Powerpoint, a speak-to-camera YouTube-style presentation, or another video presentation style that provides visual and audio capabilities and can be embedded as an MP4 file.
- Record a multimedia video presentation your findings;
- refer to Module 10, discussion links provide advice on how to produce native videos for social networks and digital presentations for websites and blogs. - Embed the video into your Professional Blog Site as an
‘in-feed native video’;
- Provide a link (URL) to your multi-media presentation
embedded in your Professional Blog Site via the DGTL12007 Moodle,
Assessment 3 submission portal.
Week 12 Wednesday (9 Oct 2019) 9:00 am AEST
By certification date for Term 2.
The assessment will be evaluated according to how successfully students have incorporated the advice from unit texts and resources in accordance with learning objectives.
The following marking rubric will be applied.
Detailed research and analysis of an organisation's ‘digital
footprint’ has been carried out: |
|
Demonstrated knowledge of digital communications platforms,
tools and techniques relevant to developing an effective online
presence. |
Up to 4 marks |
Deployment of a range of online search engine techniques to
detect, analyse and present for evaluation the selected entity’s digital
footprint (online presence). |
Up to 4 marks |
The ability to identify the digital communications management
strategy apparent by the selected entity’s digital footprint and online
presence is demonstrated: |
|
Demonstrated clear understanding of the value of the digital
platforms and tools available for designing an effective digital
communications strategy. |
Up to 4 marks |
Evidence of the development of an instructive set of evaluation
questions based on knowledge and understanding of this unit’s resources
pertinent to digital communications managements strategies. |
Up to 4 marks |
Sophistication is demonstrated in the student’s evaluation of
the effectiveness of the digital communications management strategy currently
employed by the entity: |
|
Demonstrated capacity to explain and evaluate digital
communications platforms, tools and strategies that are presently used by
individuals and organisations. |
Up to 5 marks |
Evidence of a considered evaluation based on the understanding
that a well-designed digital communications strategy will support and
maintain an effective digital presence over time through a consistent online
presence and reliable, quality content.
|
Up to 5 marks |
There is originality and practicality in the student's
commendations of the entity’s current digital communications management practices
and recommendations for improvement (if any): |
|
Evidence of the development of considered commendations of the
entity’s current practices for successful of digital communications
management and credible recommendations to improve them (if any). These are illustrated
and explained using professional terminology based on this unit’s learning
resources. |
Up to 10 marks |
Information has been clearly and professionally communicated
adhering to the presentation requirement (audio-visual via professional
blog). |
|
Effective evaluation and recommendations presented as a
professional multimedia video presentation, embedded into the student’s
Professional Blog Site as an ‘in-feed native video’/or equivalent. |
Up to 2 |
Evidence of discerning selection, organisation and synthesis of
relevant and substantive subject matter to support opinions and perspectives
including academic referencing where appropriate. |
Up to 2 |
TOTAL MARKS AVAILABLE |
40 |
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
- explain and evaluate digital communications platforms and strategies that are presently used by individuals and organisations
- develop and reinforce essential skills for communicators in the digital age, including the creation and consumption of digital media via web, social and mobile technologies
- critically examine key social, economic, ethical and regulatory issues associated with digital communications.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.