This course introduces students to physical technologies that interact with our bodies and environment through sensors and actuators, systems that are already embedded into our daily lives. A field of creative practice that is sometimes referred to as physical or material computing, this course requires no prior knowledge of coding or electronics, providing a hands-on introduction to integrating physical technologies and computing in creative practice. As a part of this course students can create their own devices, instruments, systems or wearables, applying ideas of interaction design to physical experiences. Through investigations of physical computing technologies, discourses and practices the course also introduces critical perspectives, considering how technology is a cultural and creative material, studying and testing how physical computing can be embodied, how it can integrate, mimic and intervene with systems that are environmental and behavioural, natural and engineered. While grounded in design and the visual arts, this course is suitable for any students with an interest in creative approaches to computing and electronics.
Learning Outcomes
Upon successful completion, students will have the knowledge and skills to:
- create designed objects and experiences that incorporate environmental, behavioural and material factors;
- navigate and critically interpret physical computing technologies, discourses and practices and apply research to your creative practice;
- contextualise your work within fields of discourse and practice through writing and reflection; and
- incorporate ethical and critical approaches to technological and material practices.
Additional Course Costs
Students are required to purchase hardware for this class. To begin with an Arduino Uno will be necessary as well as a breadboard, breakout wires and a cable to connect their Arduino to their computer. Students will likely need to purchase additional components to make their projects. These materials are available to purchase from online stores or at select local businesses. A detailed guide is available in the online class resources.
Required Resources
Students are required to bring a laptop to class to work with their Arduino.
Recommended Resources
Whether you are on campus or studying remotely, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.
ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.
Staff Feedback
Students will be given feedback in the following forms in this course:
- written comments
- verbal comments
- feedback to whole class, groups, individuals, focus group etc
Student Feedback
ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.
Class Schedule
| Week/Session | Summary of Activities | Assessment |
|---|---|---|
| 1 | Deep Dive: Introduction to Arduino environment Practical experiments with the basic environment Literature: The Physical Computing Community | |
| 2 | Deep Dive: Digital and analogue inputs Practical experiments with digital and analogue inputs Literature: Bio-sensing, haptics and E-textiles | |
| 3 | Deep Dive: Outputs and actuators Practical experiments with outputs and actuators Literature: Robotics, Sound | |
| 4 | Deep Dive: Inputs and Outputs Together at Last Development and presentation of practical experiments with inputs and outputs. Literature: Audio visual practices | Assessment 1 Presentations in Class |
| 5 | Project development & consultations Practical experiments with inputs and outputs | |
| 6 | Transduction Template Presentations & Discussions | Assessment 2 Presentations in Class |
| 7 | Deep Dive: Expanding From the Arduino Environment Project development & consultations Literature: Processing, Surveillance, Internet of Things | |
| 8 | Deep Dive: Sources of Power Intelligent Interventions Project Pitches & Discussions Literature: Energies in the Arts | Assessment 3 Presentations in Class |
| 9 | Project development & consultations | |
| 10 | Project development & consultations | |
| 11 | Project development & consultations | |
| 12 | Intelligent Interventions Presentations | Assessment 4 Presentations in Class |
| 14 | Assessment 5 Submission Due |
Tutorial Registration
Required: Use TimeTable for Self-Enrolment
Assessment Summary
| Assessment task | Value | Due Date | Return of assessment | Learning Outcomes |
|---|---|---|---|---|
| Inputs and Outputs Design Sprint | 10 % | 17/03/2023 | 31/03/2023 | 1,2 |
| Transduction Template | 30 % | 31/03/2023 | 14/04/2023 | 1,2 |
| Intelligent Interventions Project Pitch | 10 % | 28/04/2023 | 12/05/2023 | 1,2,3,4 |
| Intelligent Interventions Presentations | 20 % | 26/05/2023 | 09/06/2023 | 1,2,3,4 |
| Intelligent Interventions Report | 30 % | 09/06/2023 | 23/06/2023 | 1,2,3,4 |
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
Policies
ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:
- Academic Integrity Policy and Procedure
- Student Assessment (Coursework) Policy and Procedure
- Special Assessment Consideration Guideline and General Information
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
- Code of practice for teaching and learning
Assessment Requirements
The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
Moderation of Assessment
Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Participation
Due to the physical nature of the content this course has been designed for students to attend with a number of opportunities that are assessed and indicative for students to present their work and get feedback. Participation in the weekly classes is essential to fulfilling the learning outcomes of this course. If you cannot attend all of the scheduled classes, please consider a different course. Participation is also essential in online forums and blogs for this class.
Assessment Task 1
Learning Outcomes: 1,2
Inputs and Outputs Design Sprint
The Design Sprint is an excellent place to test, document and develop work. The format is simple, in a limited time-frame, develop a prototype that you can showcase to an audience and discuss with your peers. The sprint has been a popular context for designers, artists and makers of all kind to generate working tests for new ideas. We will use this format inside of our week 4 workshop so come prepared with your kit.
So far we have learned how physical computing implements techniques of sensing and actuation. Inside of this class you will be given exactly 1 hour to develop an Arduino circuit that involves at least one input and one output and present this circuit to the class. The parameters of the circuit are left considerably open so that you can generate tests that align with your own interests. After 1 hour of development students will showcase their circuits to each other to discuss and reflect.
Students are required to upload a photograph of their work and their .ino code file to Wattle for submission. All code should be generously commented including any references to other people's work. Verbal feedback will be delivered in class and a numeric mark will appear on Wattle. This assessment is designed to test the working knowledge and application of physical computing fundamentals. A numerical mark will indicate to the student whether they are ready to move forward or whether they need to revise the content of previous classes and dig deeper to further develop their understanding.
Build and Presentation in class in Week 6
Rubric
| Criteria | High Distinction 80-100% Work of exceptional quali | Distinction 70-79%Work of superior quality, as dem | Credit 60-69% Work of good quality, as demonstrate | Pass 50-59% Work of satisfactory quality, as demon | Fail 0-49% Work in which the attainment of learnin |
|---|---|---|---|---|---|
Create designed objects and experiences that incorporate environmental, behavioural and material factors (50%) LO1 | The object/system is plausible and evocative in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they successfully manifest meaningful and intricate changes in the system. | The object/system is plausible in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they manifest meaningful changes in the system. | The object/system is functional in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they manifest perceivable changes in the system. | The object/system although functional in its presentation and/or the outputs it produces it lacks detail due to minor errors or bugs. Although environmental/behavioural factors have been incorporated as inputs into the work, when interacted with, the system does not appear to change, or change is imperceptible. | The object/system lacks functionality in its presentation and/or the outputs it produces due to errors, bugs or poor development. The design does not incorporate environmental or behavioural factors. |
Navigate and critically interpret physical computing technologies, discourses and practices and apply research to your creative practice (50%) LO2 | The components/circuit and/or code are informed by practitioners/projects and original and novel independent contributions have been developed that are informed by this research. | The components/circuit and/or code in the project reference practitioners/projects and original independent contributions have been developed that are informed by this research. | The components/circuit and/or code in the project appropriates the work of other practitioners/projects and a some attempt has been made to develop independent contributions. | The components/circuit and/or code in the project although functional is sourced entirely from other practitioners without any independent changes/iterations/contributions. | The components/circuit and/or code in the project does not function because it is not appropriately put together. |
Assessment Task 2
Learning Outcomes: 1,2
Transduction Template
So far we have learned how physical computing can be understood as a series of acts of transduction, transforming one form of energy into another (eg. light into sound etc.). This independent project requires you to use the knowledge you have developed from our deep dives into physical computing topics and methodologies and apply these to create your own design that implements techniques of sensing and actuation. You may choose to incorporate analogue and/or digital components, the minimum requirements being the inclusion of at least one sensor and one actuator. These components are to be developed into a prototype that should take into consideration the phenomena and environment for which they are designed to interpret.
Students are required to upload a photograph of their work, a circuit diagram/drawing and their .ino code file to Wattle for submission. All code should be generously commented including any references to other people's work.
Final presentation in class in Week 6.
Rubric
| Criteria | High Distinction 80-100% Work of exceptional quali | Distinction 70-79%Work of superior quality, as dem | Credit 60-69% Work of good quality, as demonstrate | Pass 50-59% Work of satisfactory quality, as demon | Fail 0-49% Work in which the attainment of learnin |
|---|---|---|---|---|---|
Create designed objects and experiences that incorporate environmental, behavioural and material factors (50%) LO1 | The object/system is plausible and evocative in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they successfully manifest meaningful and intricate changes in the system. | The object/system is plausible in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they manifest meaningful changes in the system. | The object/system is functional in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they manifest perceivable changes in the system. | The object/system although functional in its presentation and/or the outputs it produces it lacks detail due to minor errors or bugs. Although environmental/behavioural factors have been incorporated as inputs into the work, when interacted with, the system does not appear to change, or change is imperceptible. | The object/system lacks functionality in its presentation and/or the outputs it produces due to errors, bugs or poor development. The design does not incorporate environmental or behavioural factors. |
Navigate and critically interpret physical computing technologies, discourses and practices and apply research to your creative practice (50%) LO2 | The components/circuit and/or code are informed by practitioners/projects and original and novel independent contributions have been developed that are informed by this research. | The components/circuit and/or code in the project reference practitioners/projects and original independent contributions have been developed that are informed by this research. | The components/circuit and/or code in the project appropriates the work of other practitioners/projects and a some attempt has been made to develop independent contributions. | The components/circuit and/or code in the project although functional is sourced entirely from other practitioners without any independent changes/iterations/contributions. | The components/circuit and/or code in the project does not function because it is not appropriately put together. |
Assessment Task 3
Learning Outcomes: 1,2,3,4
Intelligent Interventions Project Pitch
In this project you will create an interactive system as a part of a collaborative group. Demonstrate your collective knowledge of physical computing by producing an interactive object or environment that engages in an act of critical intervention. Projects may take the shape of (but not be limited to) product design, interactive art, or critical engineering. The system can include more than one Arduino circuit and could be embedded or performative.
Groups should be made up of no less than three and no more than four students.
This project will be developed and assessed iteratively. The first stage is the Project Pitch, the second is the Project Presentation and the last is the Report.
Project Pitch Guidelines:
Each group will give a 5 minute presentation followed by 5 minute Q&A
Presentations should include the following:
- What you want to make
- What you want to discuss/critique/intervene on
- What materials/tech you need
- What you already have
- Who will do what
- How you will achieve what you want to make
Note: as the weeks progress after this point the above may need to change as your project develops.
Rubric
| Criteria | High Distinction 80-100% Work of exceptional quali | High Distinction 80-100% Work of exceptional quali | Credit 60-69% Work of good quality, as demonstrate | Pass 50-59% Work of satisfactory quality, as demon | Fail 0-49% Work in which the attainment of learnin |
|---|---|---|---|---|---|
Create designed objects and experiences that incorporate environmental, behavioural and material factors (25%) LO1 | The object/system is plausible and evocative in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they successfully manifest meaningful and intricate changes in the system. | The object/system is plausible in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they appear to manifest meaningful changes in the system. | The object/system is functional in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they manifest perceivable changes in the system. | The object/system although functional in its presentation and/or the outputs it produces it lacks detail due to minor errors or bugs. Although environmental/behavioural factors have been incorporated as inputs into the work, when interacted with, the system does not appear to change, or change is imperceptible. | The object/system lacks functionality in its presentation and/or the outputs it produces due to errors, bugs or poor development. The design does not incorporate environmental or behavioural factors. |
Navigate and critically interpret physical computing technologies, discourses and practices and apply research to your creative practice (25%) LO2 | The components/circuit and/or code are informed by practitioners/projects and original and novel independent contributions have been developed that are informed by this research. | The components/circuit and/or code in the project reference practitioners/projects and original independent contributions have been developed that are informed by this research. | The components/circuit and/or code in the project appropriates the work of other practitioners/projects and a minimal attempt has been made to develop independent contributions. | The components/circuit and/or code in the project although functional is sourced entirely from other practitioners without any independent changes/iterations/contributions. | The components/circuit and/or code in the project does not function because it is not appropriately put together. |
Contextualise your work within fields of discourse and practice through writing and reflection (25%) LO3 | Development of this project is done in close consultation with a wealth of research into the work of creative and interdisciplinary practitioners and related areas many of which are not discussed in class content. Reflections on this project and its intentions are communicated eloquantly and their details are evidenced by a wide variety media. | Development of this project is done in consultation with research into the work of creative and interdisciplinary practitioners and related areas some of which are not discussed in class content. Reflections on this project and its intentions are well communicated and their details are evidenced by various media. | Development of this project has benefited somewhat from research into the work of creative practitioners and those in related areas some of which are not discussed in class content.? Reflections on this project and its intentions are adequately communicated and some but not all of their details are evidenced by various media. | Development of this project has benefited somewhat from research into the work of creative practitioners of which all have been referenced in class. Reflections on this project and its intentions are communicated but the discussion lacks evidence. | There is no evidence of research into the work of other practitioners in this project. The project has not been situated in the field and lacks reflection. |
Incorporate ethical and critical approaches to technological and material practices (25%) LO4 | Ethical and critical approaches to technological and material practices are communicated not only in the project rationale but by closely informing decisions made in the project's own development and presentation these critical and ethical approaches are made clear in provocative ways for those interacting with the work. | Ethical and critical approaches to technological and material practices are communicated not only in the project rationale but also through decisions made in the project development and presentation, making the discourse apparent to those who interact with the work. | Ethical and critical approaches to technological and material practices are communicated not only in the project rationale but also through decisions made in the projects own development and presentation. | Some consideration of ethical and critical approaches to technological and material practices are communicated here, made apparent in the project rationale but not appearing to inform decisions made in the project development and presentation. | The project does not consider or communicate ethical and critical approaches to technological and material practices. |
Assessment Task 4
Learning Outcomes: 1,2,3,4
Intelligent Interventions Presentations
This presentation is an important milestone to showcase your final project and to test how it might be used and interacted with. Each group will be given time to demonstrate their project. This presentation may be done through performance, games, installation, demonstration... the contexts are open. Consult with your lecturer to confirm how best to showcase your work.
To submit this work, you will be required to document your presentation using as many means as necessary or appropriate. All documentation files need to be hosted in a onedrive folder, the link submitted to Wattle. Make sure the link works in a browser you have not signed into to assure your lecturer has access to the files. Be sure to consider user experience and diverse media types for your documentation and if the circuit is interactive (likely!) make sure to capture how people respond and interact with it. Ideas for forms of documentation could be, circuit diagrams, slides, photographs, audio recordings, videos, arduino ino files etc. All code should be generously commented and referenced. Submissions without the working ino file and circuit diagram/drawing cannot be assessed. These assets will be useful in the the next assessment.
Rubric
| Criteria | High Distinction 80-100% Work of exceptional quali | High Distinction 80-100% Work of exceptional quali | Credit 60-69% Work of good quality, as demonstrate | Pass 50-59% Work of satisfactory quality, as demon | Fail 0-49% Work in which the attainment of learnin |
|---|---|---|---|---|---|
Create designed objects and experiences that incorporate environmental, behavioural and material factors (25%) LO1 | The object/system is plausible and evocative in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they successfully manifest meaningful and intricate changes in the system. | The object/system is plausible in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they appear to manifest meaningful changes in the system. | The object/system is functional in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they manifest perceivable changes in the system. | The object/system although functional in its presentation and/or the outputs it produces it lacks detail due to minor errors or bugs. Although environmental/behavioural factors have been incorporated as inputs into the work, when interacted with, the system does not appear to change, or change is imperceptible. | The object/system lacks functionality in its presentation and/or the outputs it produces due to errors, bugs or poor development. The design does not incorporate environmental or behavioural factors. |
Navigate and critically interpret physical computing technologies, discourses and practices and apply research to your creative practice (25%) LO2 | The components/circuit and/or code are informed by practitioners/projects and original and novel independent contributions have been developed that are informed by this research. | The components/circuit and/or code in the project reference practitioners/projects and original independent contributions have been developed that are informed by this research. | The components/circuit and/or code in the project appropriates the work of other practitioners/projects and a minimal attempt has been made to develop independent contributions. | The components/circuit and/or code in the project although functional is sourced entirely from other practitioners without any independent changes/iterations/contributions. | The components/circuit and/or code in the project does not function because it is not appropriately put together. |
Contextualise your work within fields of discourse and practice through writing and reflection (25%) LO3 | Development of this project is done in close consultation with a wealth of research into the work of creative and interdisciplinary practitioners and related areas many of which are not discussed in class content. Reflections on this project and its intentions are communicated eloquantly and their details are evidenced by a wide variety media. | Development of this project is done in consultation with research into the work of creative and interdisciplinary practitioners and related areas some of which are not discussed in class content. Reflections on this project and its intentions are well communicated and their details are evidenced by various media. | Development of this project has benefited somewhat from research into the work of creative practitioners and those in related areas some of which are not discussed in class content. Reflections on this project and its intentions are adequately communicated and some but not all of their details are evidenced by various media. | Development of this project has benefited somewhat from research into the work of creative practitioners of which all have been referenced in class. Reflections on this project and its intentions are communicated but the discussion lacks evidence. | There is no evidence of research into the work of other practitioners in this project. The project has not been situated in the field and lacks reflection. |
Incorporate ethical and critical approaches to technological and material practices (25%) LO4 | Ethical and critical approaches to technological and material practices are communicated not only in the project rationale but by closely informing decisions made in the project's own development and presentation these critical and ethical approaches are made clear in provocative ways for those interacting with the work. | Ethical and critical approaches to technological and material practices are communicated not only in the project rationale but also through decisions made in the project development and presentation, making the discourse apparent to those who interact with the work. | Ethical and critical approaches to technological and material practices are communicated not only in the project rationale but also through decisions made in the projects own development and presentation. | Some consideration of ethical and critical approaches to technological and material practices are communicated here, made apparent in the project rationale but not appearing to inform decisions made in the project development and presentation. | The project does not consider or communicate ethical and critical approaches to technological and material practices. |
Assessment Task 5
Learning Outcomes: 1,2,3,4
Intelligent Interventions Report
The process of researching and developing a project relies heavily on documentation and literature reviews. This work is not often shown in a project's presentation while it has been instrumental for the development of the project. This report is a place to collate this information and documentation and reflect and take stock of what was developed and learned during this project.
This report should be a rich document to discuss your practical experiments, theorectical reflections and project development in and outside of class. For this reason it is vital that you get into the habit of documenting your work. The document should link to and embed many different media types eg. code files, drawings, photos, videos etc. The report will also be an opportunity to share your research with reference the work of “peers”, be that designers, artists, critical makers you find relevant to the projects you’re developing and importantly, the work of your fellow students. Discuss, critique, compare and analyse your work along with practitioners in the field. Be sure to reference all of the media and sources, adhering to academic standard. Analyse how your work was received by your class mates in week 12. You may discuss successes and failures and how you might choose to further develop the project if you had a chance. Submissions without the working ino file and circuit diagram/drawing cannot be assessed.
Group Submission.
Word Limit 1500
Rubric
| Criteria | High Distinction 80-100% Work of exceptional quali | Distinction 70-79%Work of superior quality, as dem | Credit 60-69% Work of good quality, as demonstrate | Pass 50-59% Work of satisfactory quality, as demon | Fail 0-49% Work in which the attainment of learnin |
|---|---|---|---|---|---|
Create designed objects and experiences that incorporate environmental, behavioural and material factors (25%) LO1 | The experiments documented in this report incorporates environmental/behavioural factors as inputs and manifest meaningful and detailed changes in the system. A wealth of research into phenomena outside of those discussed in class are documented in the report. | The experiments documented in this report incorporate environmental/behavioural factors as inputs and manifest meaningful and clear changes in the system. A good amount of research into phenomena outside of those discussed in class are documented in the report. | The experiments documented in this report incorporate environmental/behavioural factors as inputs and manifest changes in the system. Some research into phenomena outside of those discussed in class are documented in the report. | The experiments documented in this report incorporate environmental/behavioural factors as inputs and manifest changes in the system but are limited to those discussed in class. | There are insufficient experiments documented in this report. The report fails to communicate how environmental/behavioural factors have been incorporated as inputs to manifest changes in the system. |
Navigate and critically interpret physical computing technologies, discourses and practices and apply research to your creative practice (25%) LO2 | Consistent and careful attention has been made in this report to evidence creative projects that influenced the development of the project. The independent interpretations evidenced here of these projects have been informative and have been incorporated as practical/theoretical elements in the project. Evidence of attempts made to develop independent contributions to this research are seen through out the report. A considerable amount of independent research is evidenced here in the amount of examples shown that are outside of the class content. Excellent work has been done here to discuss the work of peers or contemporary practitioners. | Continued attention has been made in this report to evidence creative projects that influenced the development of the project. The independent interpretations evidenced here of these projects have been informative and have been incorporated as practical/theoretical elements in the project. Evidence of attempts made to develop independent contributions to this research are seen in some of the report. Minimal work has been done to find references outside of class content. A good amount of work has been done here to discuss the work of peers or contemporary practitioners. | Some of the content evidences physical computing projects that have been influential in the development of the project. While these projects have been interpreted and attempts have been made to appropriate and incorporate practical/theoretical ideas minimal attempt has been made to develop independent contributions. More work was needed to find references outside of class content. Some work has been done here to discuss the work of peers or contemporary practitioners. | Minimal work has been made to connect and interpret physical computing technologies and practices in the report. No work has been done here to discuss the work of peers or contemporary practitioners. | There is no consideration of physical computing technologies and practices presented in the report. |
Contextualise your work within fields of discourse and practice through writing and reflection (25%) LO3 | Consistent and insightful connections are made to discourses and practices discussed in class and considerable and rigorous work is done to connect with research outside of the class content. Excellent consistent documentation is provided that evidences this discussion with a variety of media employed. | Consistent connections are made to discourses and practices discussed in class and considerable work is done to connect with research outside of the class content. Some good consistent documentation is provided that evidences this discussion with a variety of media employed. | Connections are made to discourses and practices discussed in class and work is done to connect with research outside of the class content. Some good documentation is provided that evidences this discussion. | Little connection is made to discourses and practices discussed in class nor to connect with research outside of the class content. Minimal documentation is provided that evidences this discussion. | No connection is made to discourses and practices discussed in class nor is work done to connect with research outside of the class content. Little to no documentation is provided that evidences this discussion. |
Incorporate ethical and critical approaches to technological and material practices (25%) LO4 | The report carefully considers and explicitly communicates a number of ethical and critical approaches to technological and material practices. These considerations are communicated throughout the report through documentation of practical experiments in a variety of media and engaging, critical and eloquent writing. Care and attention has been made to participating in constructive discussion of the work of fellow peers, solutions being offered. | The report considers and communicates a number of ethical and critical approaches to technological and material practices. These considerations are communicated through the majority of the report in documentation of practical experiments with a variety of media and through engaging writing. Care and attention has been made to participating in constructive discussion of the work of fellow peers. | The report considers and communicates a number of ethical and critical approaches to technological and material practices. These considerations are communicated through some of the report and in documentation of practical experiments. Some attention has been made to participating in constructive discussion of the work of fellow peers. | The report makes reference to ethical and critical approaches to technological and material practices. These considerations are communicated sparsely and in documentation of practical experiments. Little attention has been made to participating in constructive discussion of the work of fellow peers. | The report makes no reference to ethical and critical approaches to technological and material practices. No attention has been made to participating in constructive discussion of the work of fellow peers. |
Academic Integrity
Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.
The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.
The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.
The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.
Online Submission
You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.
Hardcopy Submission
For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Late Submission
Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:
- Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
Referencing Requirements
The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Privacy Notice
The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.
Distribution of grades policy
Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.
Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for students
The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Access and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Convener
|
|
|||
Research Interests |
||||
Pia van Gelder
|
|
|