Worth: 30% (10% per item)

Length: 3 x 3-5 minute videos

Due dates

LOG 1 - Week 4

LOG 2 - Week 8

LOG 3 - Week 12

THE TASK

This task requires you to present three learning log videos at the beginning, middle and end of the term, documenting your experience within the unit. 

Each video log should be between 3-5 minutes in length. 

The video should be you speaking to the camera, or over the top of slides. Do not read from a script.

Further details and support regarding how to record your video will be provided in class. 

Your videos should be reflective, capturing your own personal perspective of engaging with the learning content. It is not an evaluation of the unit content (e.g. assignments/Moodle site) or teaching style (that can be provided at the end of the term via the Student evaluation survey).

Personal prose are entirely acceptable ("I", "my"). Your tone can be more casual/conversational (though it must still be appropriate), and you do not require any references for this task.  

WHAT CAN I TALK ABOUT?

The following questions may serve as inspiration for your videos. You may wish to take notes throughout the term to capture your thoughts, ready to present in your learning log:-

• What has the experience of learning about Indigenous Justice been like for you so far - Has it challenged you? If so, how? Why do you think this is so?
• Have there been any particular topics or issues that have stood out to you/surprised you/captured your attention? Why do you think this is so?
• Do you have a good understanding of Indigenous Justice? How would you rate your understanding? Is there a reason for this? 
• Has your understanding of the key themes changed/improved/developed throughout the term? If so, how? 
• What are some questions that have come up for you which you would like to explore further? 
• Has the unit made you consider your own position, either as an Indigenous or non-indigenous person? If so, in what ways?
• How do you engage with Indigenous knowledge? Would you like to engage more/in different ways? How/Why?
• How could your learning in this unit impact you as an individual, a citizen, a scholar, a practitioner?

You are not bound by these questions and may cover other topics that are relevant to your own learning experience. It is up to you what you include in your log, however, please ensure that it is relevant to the unit content and does not digress too far from the themes of the unit. 

NOTE ON DISCLOSURE AND SELF CARE - It is important to remember that, whilst this is a reflective activity, you are not expected to disclose personal experiences or details that you are not comfortable sharing. Only the unit coordinator will view your submission. If a second marker is required, you will be notified about this to ensure you are comfortable with them viewing your assignment. Should you have any concerns about this task or find it upsetting in any way, please contact the unit coordinator or another source of support, including the freely available CQU counselling service. If you require an alternative to this task for legitimate reason, please discuss with the unit coordinator. 

HOW WILL I BE GRADED?

Each video is worth 10 marks determined by your depth of engagement with and reflection on the learning materials, and the relevance of the entry to the topics studied for that particular part of the term. 

AI use: LEVEL 1 - cannot be used at any point for this task. You must show your core skills and knowledge by ensuring all ideas and writing are your own. Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity

• Quality, depth and relevance of log one /10
• Quality, depth and relevance of log two /10 
• Quality, depth and relevance of log three /10

Worth: 30%

Length: 10-12 mins

Due: Week 5

The task

The purpose of this assessment is to learn from Indigenous communities by researching an issue from an Indigenous perspective.

First, select an issue (this means a problem or dilemma) affecting an Indigenous community from anywhere in the world. Examples will be discussed in class. 

Then, conduct research into the issue/problem based on sources originating from Indigenous peoples' and communities.

The purpose

The purpose of this task is for you to engage with Indigenous perspectives, which are so often left out of academic discussions, policy decisions, and reform initiatives.

At least 6 different sources are required for this assignment. These must come from Indigenous authors or organisations.

You may use a mixture of source typies, including: Scholarly sources (academic journal articles, book chapters); Grey literature (evaluations, project papers, annual reports); Creative outputs such as novels, creative writing, and media (videos, interviews, podcasts); and Policy papers.

So long as the source is authored or produced by Indigenous peoples or an Indigenous led agency/organisation, and represents the perspective of First nations peoples, it can be used. 

Format

Once you have researched the issue, you must present your learnings in a 10-12 minute narrated video presentation. This can be done as audio over the top of slides/visuals or speaking directly to camera (whichever you prefer). If you require assistance with technology please contact the Academic Learning Center, TASAC, or the Unit Coordinator. 

Presentation content

1. Outline the issue clearly - what is it? where is it happening? 
2. Present the findings of your research - what did the research tell you about the issue? For example, how is it impacting First Nations peoples? What do First Nations peoples believe is the source of the issue? What do Indigenous peoples propose can be done about the issue? [in doing so, be sure to note where you got this information from by mentioning the source/authors' name]. 
3. Summarise the importance of listening to and empowering First Nations communities based on your experience undertaking this task. 

What to submit

Submit the video file [MP4] OR a link to the  video [URL] in the comment box on Moodle + submit the full reference list [word file] for marking.

AI USE: LEVEL 2: AI may be used for planning, idea development, and research. This means you can use AI to help identify a relevant issue to choose and to locate appropriate sources of information. It cannot, however, be used to generate the content of your assignment. You must reflect your own learning and understanding of the chosen topic based on the research you have conducted. 

• Depth of engagement with First Nations perspectives /10
• Extent of understanding of the chosen issue /8
• Understanding of the aim and purpose of the assessment task /6
• Quality of presentation (including verbal presentation, slides, length) /6

WORTH: 40% of overall grade

LENGTH: 1800 words (+/- 10%)

DUE: Week 11

THE TASK

Using the issue you chose for your research presentation (ideally), develop a pitch about how the issue/problem can be addressed. The pitch should be grounded in Indigenous knowledge and the perspectives of First Nations communities. 

First, the paper should briefly outline the issue or problem - where is it occurring? what is occurring? why is it happening? who does it impact? etc. However, do not use the same text from assessment 1, as this is considered self-plagiarism. Instead, briefly summarise the issue in your own words. 

Then, make a persuasive, evidence-based pitch to address the issue, including:

• The recommended actions or measures to address the issue - what can be done? 
• The required resources or infrastructure - skills/knowledge/materials/spaces/practices/policies/legislation etc. 
• The risks and challenges of the approach versus the benefits - what should be considered prior to implementing? who will benefit and how? 

SOURCES AND EVIDENCE

In presenting the above, you must support your pitch with evidence and examples. Present examples of initiatives/programs that have been undertaken (anywhere in the world) which have shown success. Site the sources of this information, e.g. evaluations, reviews, journal articles.

Be sure to include references to support your pitch, including sources derived from First Nations perspectives. A minimum of 8 sources should be used. At least 4 of the sources should be from Indigenous perspectives (similiar to the sources used in assessment 1). 

AI use: Level 2 - AI may be used to assist in planning this assessment, including researching and developing ideas. Your final assignment should show that you have refined and developed these ideas further and should be written without the assistance of generative AI. Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity

• Relevance and understanding of chosen issue /5
• Quality and depth of pitch /10
• Integration of evidence and examples to support pitch /9
• Engagement with Indigenous knowledge and perspectives /9
• Quality of written piece (presentation/structure/spelling/grammar) /7