CQUniversity Unit Profile.

Assessment 1 Analytical Curation

Due: Thursday, Week 4 at 5:00PM AEST

Weighting: 20%, no minimum mark

Description:

Before we can educate others, we need to be comfortable with our own understanding of community, safety and education.

1. What safety issue captures your interest? The safety issue you choose will form the basis of your assessments in this unit. Please note that the selected issue must relate to the emergency and disaster management context (e.g., natural disaster, infectious disease outbreak, road safety). 
2. Once you have selected a safety issue to focus your assessment on, you will need to also select a community of interest who is related to or impacted by the issue. For example, if I choose road safety as a safety issue, then the community might be young drivers in NSW under age 25 years. You can select the community based on geographical location (Melbourne community), identity (e.g., Greek community), and/or similar interests (e.g., volunteer group).
3. Once you have selected a safety issue and community, then you will need to create a Pinterest board curation illustrating this safety issue and the selected community, which you will need to seek feedback on through collaborative discussions with a classmate that will be assigned to you by your lecturer and then improve it based on their suggestion(s). You will need to write 1) a summary of this discussion and any recommended improvements mentioned by the collaborator and 2) state how you have explicitly addressed the collaborator’s feedback.
4. Lastly, you will write an analytical written piece analysing the a) safety issue, b) the chosen community and their safety and education needs, c) your collaborative discussion, and d) educational safety activities that are appropriate for the safety issue and the safety and education needs of the selected community. With the exception of the collaborative discussion with another person, the other components should draw on relevant, high-quality academic literature. 

Assessment 1 requires three parts.

Part one requires you to create and populate a Pinterest board curation with items relevant to your chosen safety issue and your chosen community. Items may include websites, news/journal articles, videos, books, images etc. You must have at least 10 items uploaded to your Pinterest board. These 10 items should include content (e.g., images, journal articles, websites) on your chosen safety topic AND chosen community, and at least one item must be an educational safety activity related to your chosen safety issue. The educational safety activity should relate to prevention, preparedness, response or recovery.

Part two requires you to collaborate with a classmate by giving and receiving feedback to one another on your Pinterest board curation. Your lecturer will assign this classmate to you. They will need to provide you with feedback on your Pinterest board curation, and you will need to provide feedback on their Pinterest board curation. In one or two sentences, can they summarise what your curation is about? Can they determine what your chosen safety issue is and the community you have chosen to focus on? From this person's interpretation and understanding of your curation, they must provide at least one recommendation for improvement to your curation. For example, they may suggest including a different type of educational safety activity that might be more appropriate for the community. In this assignment, you will need to thoroughly describe your collaborative discussions with this person and also describe their recommendation(s) for improvement. Additionally, you must include some reflection of community education as relevant to the chosen safety issue and community of interest and discuss how you have improved the Pinterest board curation based on the feedback that you received from the collaborator.  

Part three requires you to assess the items of your Pinterest board curation and develop a concise but analytical written piece of 750 words (+/10%), whilst drawing on relevant, high-quality academic literature. It will analyse the safety issue in-depth and appraise the perceived safety meanings of the community in relation to the issue (e.g., perceived risks, knowledge factors, cultural norms, societal attitudes, etc.). The analytical written piece should also include an in-depth analysis of the safety and education needs of your chosen community for the selected safety issue and based on this context, make evidence-informed judgements about several appropriate educational safety activities concerning prevention, preparedness, response and/or recovery. Please note that it should be explicitly stated which category (prevention, preparedness, response, recovery) each educational safety activity falls under. There should be at least one educational safety activity for prevention, preparedness, response, and recovery.

At minimum, your written piece should include a screenshot of your Pinterest board curation and answer the following questions:

• What is your chosen safety issue?
• What are various relevant factors concerning the safety issue?
• What community have you chosen to target?
• What are the perceived safety meanings for the target community, including risks, societal attitudes, cultural norms, educational aspects, demands of everyday life, and other factors?
• What are the safety and education needs of the target community?
• What story does your Pinterest board curation tell about the selected safety issue and chosen target community?
• What story does your Pinterest board curation tell about the safety and education needs of your community?
• What was the summary statement of feedback about your Pinterest board curation that you received from your collaborator?
• How have you improved your Pinterest board curation based on your collaborator’s feedback and recommendation(s) for improvement?
• Based on your collaborative discussion, what reflections do you have concerning community education as relevant to the chosen safety issue and community of interest?
• What are suitable educational safety activities (concerning prevention, preparedness, response, recovery) for your chosen community based on their safety and education needs as related to the selected safety issue?
• For each recommended educational safety activity, is it for prevention, preparedness, response or recovery?

Assessment Guidelines

Assessment one is submitted via Moodle in the form of a Microsoft Word document. There is an optional template provided on Moodle to use for this assessment. You are free to present the response in a written format that best suits you, however, it must include:

1. Title page,
2. Screenshot of Pinterest board and hyperlink to your Pinterest board,
3. Response to the questions identified above,
4. References, and;
5. Self-marked rubric
6. Referencing

Grading rubric

Please refer to the Moodle site for additional assessment information, such as the assignment marking rubric and template.

Turnitin

All submissions are subject to Turnitin scans, and all Turnitin reports are scrutinised. All instances of plagiarism are reported to the Academic Misconduct Board for review.

Presentation requirements

An optional template is provided on Moodle.

Please submit your assessment in the format of Microsoft Word (.doc or .docx).

Submission

Online

Please upload the assessment document AND a self-marked rubric for your submission.

Late submissions: Late submissions will be accepted, but penalties will accrue at 5% for every partial or full calendar day past the due date.

Use of Generative Artificial Intelligence

In accordance with CQUniversity policy, please note that a declaration must be provided if Generative Artificial Intelligence is used on this assessment and Generative Artificial Intelligence must also be included in-text citations and the reference list. The use of Generative Artificial Intelligence includes using it to brainstorm, summarise ideas, understand the key points of an academic article, paraphrase, modify wording, correct grammatical or spelling errors, etc. When in doubt, please check with your Lecturer about appropriate uses and declarations of Generative Artificial Intelligence.

Please note that if you used Generative Artificial Intelligence tools for the aforementioned permitted uses, then you MUST: 1) include a declaration in your assessment stating the use of Generative Artificial Intelligence and how it was used and 2) you need to cite it in-text and in the reference list. Please see resources on the Moodle site for guidance on appropriate declaring and referencing of Generative Artificial Intelligence. Examples of Generative Artificial Intelligence tools include but are not limited to: ChatGPT, Copilot, Claude, Gemini, Grammarly AI, DALL-E, and Bard.

Level of GenAI use allowed: Level 2

Level 2: You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas. AI may be used for pre-task activities, such as brainstorming, outlining, and initial research. This level focuses on the effective use of AI for planning, synthesis, and ideation, but assessments should emphasise the ability to develop and refine these ideas independently. 

The assessment criteria for this unit are in the form of a detailed rubric which is available from the Moodle site.

Broadly, you will be assessed on:

• Analysis of your safety issue of interest
• Analysing the safety and education needs of your chosen community within the context of the safety issue that you have selected
• Appraising how certain characteristics of a community impact community safety and education
• Summarising the feedback received through collaborative discussions with another person and how you have improved the Pinterest board curation accordingly, whilst reflecting on community education as relevant to the chosen safety issue and community of interest based on this conversation
• Analysis of the literature to determine appropriate educational safety activities (concerning prevention, preparedness, response, recovery) for your chosen community based on their safety and education needs as related to the selected safety 
• Communicating a clear and compelling written analytical curation of safety education

Assessment 2 Op-ed

Due: Thursday, Week 8 at 5:00PM AEST

Weighting: 40%, no minimum mark

Description:

Building upon your findings from Assessment 1, you will further examine the chosen safety issue for your targeted community in-depth using relevant, high-quality academic evidence (i.e., you focus on the same safety issue and targeted community as the previous assessment). 

1. You will first conduct an in-depth analysis of the safety issue and its root causes, and then based on this, you will formulate one educational activity that is appropriate for addressing the safety issue for individuals and groups within your targeted community, while accounting for those with complex needs. It should be explicitly stated what the complex needs are of the community and how the educational activity will cater to these needs.
2.  Additionally, you will investigate the factors that shape an understanding of the safety issue as well as evaluate the targeted community’s learning using the Preston et al. (2015) contemporary perspective and educational model on community-based learning in community response during disasters. Using the Preston et al. (2015) ecological model of learning, you will need to ascertain where you think your targeted community sits in terms of their community learning (navigation, organisation, reframing) and their learning loops (large and/or small).

Assessment 2 requires you to write an 800–1000-word Op-ed. The Op-ed was historically a column in the print newspaper opposite the opinion piece. An Op-ed is an informed written piece about a writer's own thoughts about a specific issue for a particular audience. These short pieces position the voice of the writer to advocate a specific point of view.

The aim of this Op-ed is to provide the community with a critical, evidence-based assessment of your chosen safety issue and formulate an education activity that is appropriate for the safety issue and your chosen community. The Op-ed is a balance between description and analysis. Your submission must be a high-level analysis, capable of being published in your local newspaper, a blog (e.g., Public Health Association of Australia's Intouch blog) or in an academic journal, such as the Australian Journal of Emergency Management or the Australian and New Zealand Journal of Public Health.

In addition to writing an Op-ed, you will need to record a 3-minute video pitch to the editor of a journal or local newspaper about your Op-ed, with the goal of them selecting your pitch idea and inviting you to publish your full written Op-ed in their journal or newspaper. This should be recorded in Zoom and submitted as an .mp4 file. Your camera must be on when you are delivering the pitch in the recorded pitch presentation. You may use 1 PowerPoint slide maximum as a visual aid to support your pitch.

Assessment 2 includes four parts.

Part one requires you to describe and analyse the safety issue and relevant factors concerning the issue using relevant academic sources. In particular, the evidence-based analysis should discuss the root causes of the safety issue in detail. When analysing the safety issue, the complex safety and learning/education needs of the targeted community should be discussed.

Part two requires you to formulate an evidence-based educational activity for the targeted community that accounts for their complex needs. This activity should be appropriate for the safety issue, the targeted community, and the specific safety and learning/education needs of the community. The educational activity should define and apply a relevant educational theory and include an explicit educational safety message. The steps, actions and recommendations of the educational activity should be detailed.

Part three involves using the Preston et al. (2015) framework to describe in detail where you think your targeted community sits in terms of the different phases of community learning (navigation, organisation, reframing) and learning loops (i.e., whether large or small loop learning is present).

Parts one, two and three should all be written in the Op-ed (800-1000 words).

Part four involves recording a 3-minute video pitch to the editor of a journal or local newspaper about your Op-ed, with the goal of them selecting your pitch idea and inviting you to publish your full written Op-ed in their journal or newspaper. The 3-minute pitch should include a summary of the safety issue, an overview of the targeted community’s safety and education needs, a summary of the evidence-based educational activity that you have formulated, and the key safety message of the Op-ed. In your pitch, it is important to highlight why your Op-ed is significant. In other words, why do readers need to know about this? This pitch should be recorded in Zoom and submitted as an .mp4 file. Your camera must be on when you are delivering the pitch in the recorded pitch presentation. You may use 1 PowerPoint slide maximum as a visual aid to support your pitch. It is not required to use a PowerPoint slide as visual aid, but if you choose to use one, then this must be submitted with for Assessment 2 with the written Op-Ed and the recorded pitch file.  

 At minimum, your assessment should cover the following:

• A detailed description and analysis of your safety issue supported by academic evidence
• Critical evidence-informed analysis and discussion of the root causes of the safety issue
• Explicit evidence-based analysis of the safety and education needs of the targeted community
• Formulate an evidence-based educational activity for the targeted community and chosen safety issue that should be conducted as supported by relevant academic evidence. You should define and apply an educational theory, and the educational activity should include a clear, eloquent safety message that is appropriate for the targeted community. The educational activity should be described in sufficient detail that the steps, actions and recommendations are clear.
• Using the Preston et al. (2015) educational model of learning, ascertain where you think your targeted community sits in terms of their community learning (navigation, organisation, reframing) and learning loops.
• A 3-minute video engaging pitch (camera on) about your written Op-ed, including a summary of the safety issue, an overview of the targeted community’s safety and education needs, a summary of the evidence-based educational activity that you have formulated, and the key safety message of the Op-Ed.

Please upload a self-marked rubric in addition to the Op-ed in your submission. The Op-ed submission should include your written Op-ed (.doc or .docx), the Zoom recording with video of your pitch (.mp4), and the 1 slide PowerPoint (only if you used it in your video as this is not mandatory).

Word count

The written portion of this assessment has a word limit of 800-1000 words (+/- 10%). This excludes the cover page, in-text citations, the reference list. Calculate your word count minus exclusions before submission and include this on the cover page of your assessment. There is no word limit for the 3-minute recorded video Op-ed pitch.

Grading rubric

Please refer to the Moodle site for additional assessment information, such as the assignment marking rubric and optional template.

Turnitin

All submissions are subject to Turnitin scans, and all Turnitin reports are scrutinised. All instances of plagiarism are reported to the Academic Misconduct Board for review.

Presentation requirements

An optional template is provided on Moodle.

Please submit the written Op-ed in the format of Microsoft Word (.doc or .docx). Submit the 3-minute video recorded pitch as an .mp4 file with video on of you providing the pitch (camera on). If you used a PowerPoint as a visual aid for your pitch, then please submit this as well as a .ppt file. It is not mandatory to use a visual aid for your pitch.

Submission

Online

Please upload the assessment documents (Microsoft Word and Video recording) AND a self-marked rubric for your submission.

Late submissions: Late submissions will be accepted, but penalties will accrue at 5% for every partial or full calendar day past the due date.

Use of Generative Artificial Intelligence

In accordance with CQUniversity policy, please note that a declaration must be provided if Generative Artificial Intelligence is used on this assessment and Generative Artificial Intelligence must also be included in-text citations and the reference list. The use of Generative Artificial Intelligence includes using it to brainstorm, summarise ideas, understand the key points of an academic article, paraphrase, modify wording, correct grammatical or spelling errors, etc. When in doubt, please check with your Lecturer about appropriate uses and declarations of Generative Artificial Intelligence.

Please note that if you used Generative Artificial Intelligence tools for the aforementioned permitted uses, then you MUST: 1) include a declaration in your assessment stating the use of Generative Artificial Intelligence and how it was used and 2) you need to cite it in-text and in the reference list. Please see resources on the Moodle site for guidance on appropriate declaring and referencing of Generative Artificial Intelligence. Examples of Generative Artificial Intelligence tools include but are not limited to: ChatGPT, Copilot, Claude, Gemini, Grammarly AI, DALL-E, and Bard.

Level of GenAI use allowed: Level 2

Level 2: You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas. AI may be used for pre-task activities, such as brainstorming, outlining, and initial research. This level focuses on the effective use of AI for planning, synthesis, and ideation, but assessments should emphasise the ability to develop and refine these ideas independently. 

The assessment criteria for this unit are in the form of a detailed rubric which is available from the Moodle site.

Broadly, you will be assessed on:

• Describing the safety issue thoroughly with support of relevant literature
• Appraising the root causes of an identified safety issue
• Formulating an educational activity that should be conducted to address the issue with support of relevant literature
• Ascertaining where your community sits in terms of their type of community learning (i.e., which learning phases and engagement in small or large loop learning) according to the Preston et al. (2015) article
• Communicating a persuasive and compelling high-level analysis of the safety issue and description of an appropriate educational activity
• A 3-minute engaging pitch about your written Op-ed, including a summary of the safety issue, an overview of the targeted community’s safety and education needs, a summary of the evidence-based educational activity that you have formulated, and the key safety message of the Op-Ed.

Assessment 3 Safety and Education Activity

Due: Thursday, Week 12 at 5:00PM AEST

Weighting: 40%, no minimum mark

Description:

Assessment 3 is a recorded presentation with annotated speaker notes documenting your problem-posing educational approach. This recorded PowerPoint presentation of 22 slides (20 main slides with content, plus a title slide and references slide) with a maximum of 10 minutes in length.

This assessment builds on your previous two assignments for this unit and focuses on the same safety issue and selected targeted community as what you focused on for Assessments 1 and 2.

Education is a basic element of social change. A community strengths-based approach to safety education places you as a facilitator to help others broaden their understanding of their own lives. By understanding their own lives, people may then be able to strategise changes in response to emergency and disaster situations, such as a natural disaster or pandemic.

The problem-posing educational approach introduced in this unit in Themes 4 and 5 is a contemporary and useful way to collaborate in the education process with community members and is particularly relevant to safety education. Additionally, the problem-posing educational approach provides an educational opportunity to develop a discussion object/discussion starter and strategise actions in response to your chosen safety issue for the selected community.

Given this, in Assessment 3 you will focus on the application of this problem-posing educational approach to formulate a safety and education activity, through collaboration with another person (a classmate assigned to you by your lecturer). For Assessment 3, you will need to use peer-reviewed academic literature to critically analyse the safety issue. The problem-posing educational approach and the use of relevant peer-reviewed academic literature should be used to critically analyse the safety and community needs of your chosen community and to guide the development of a safety education activity for the targeted community.

There are three main parts to this presentation that align with the problem-posing educational approach: naming, dialogue and reflection, and strategy. To reflect a community strengths-based approach, you will be collaborating with a classmate assigned to you by your lecturer to complete the activities of the problem-posing educational approach. This presentation should be recorded with video on and submitted as an .mp4 file. Your camera must be on when you are delivering the recorded presentation. There is an optional template to use.

When designing this presentation, the following questions must be answered:

 NAMING

1. What does the literature say about your chosen safety issue and the selected community's safety, education and learning needs?

 DIALOGUE AND REFLECTION

2. What is your discussion object/discussion starter for the safety issue and how does it reflect the issue?

3. What were the results of the problem-posing discussion with your collaborator? What insights did you gain through this process regarding the safety and education needs of your chosen community? (Referring back to Theme 4, example discussion questions include: What do you see is happening here from your own viewpoint? Why do you think is happening?)

 STRATEGY

4. What feasible strategies were discussed for the chosen community based on their safety and education needs regarding the safety issue?

5. What aspect(s) of this problem-posing process will you develop into a safety education activity to meet the community's safety and education needs regarding the safety issue?

6. How is this problem-posing approach useful for safety and community-based learning? (Using the literature, you must provide a rationale for or refutation of this approach)

Note that there are six questions or points that need to be covered in this presentation. However, you have multiple slides available to provide sufficient detail to answer each question, with around 3 slides per question. You will need to include your annotated speech directly into the speaker notes section of the PowerPoint presentation. Content from Themes 4 and 5 will be particularly useful for this assessment.

There are three files to submit. Please upload PowerPoint slide presentation, the recorded presentation, and self-marked rubric to the Moodle.

Word count

There is no word limit, but instead there is a time limit of 10 minutes for this presentation.

Grading rubric

Please refer to the Moodle site for additional assessment information, such as the assignment marking rubric and optional template.

Turnitin

All submissions are subject to Turnitin scans, and all Turnitin reports are scrutinised. All instances of plagiarism are reported to the Academic Misconduct Board for review.

Presentation requirements

An optional template is provided on Moodle.

There are assessment two files to submit: 1) the PowerPoint slides and 2) the recorded presentation with your video on (.mp4). Please submit your assessment in the format of Microsoft PowerPoint (.ppt) and a Video recording (.mp4). In addition, please upload a self-marked rubric.  

Submission

Online

Late submissions: Late submissions will be accepted, but penalties will accrue at 5% for every partial or full calendar day past the due date.

Use of Generative Artificial Intelligence

In accordance with CQUniversity policy, please note that a declaration must be provided if Generative Artificial Intelligence is used on this assessment and Generative Artificial Intelligence must also be included in-text citations and the reference list. The use of Generative Artificial Intelligence includes using it to brainstorm, summarise ideas, understand the key points of an academic article, paraphrase, modify wording, correct grammatical or spelling errors, etc. When in doubt, please check with your Lecturer about appropriate uses and declarations of Generative Artificial Intelligence.

Please note that if you used Generative Artificial Intelligence tools for the aforementioned permitted uses, then you MUST: 1) include a declaration in your assessment stating the use of Generative Artificial Intelligence and how it was used and 2) you need to cite it in-text and in the reference list. Please see resources on the Moodle site for guidance on appropriate declaring and referencing of Generative Artificial Intelligence. Examples of Generative Artificial Intelligence tools include but are not limited to: ChatGPT, Copilot, Claude, Gemini, Grammarly AI, DALL-E, and Bard.

Level of GenAI use allowed: Level 2

Level 2: You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas. AI may be used for pre-task activities, such as brainstorming, outlining, and initial research. This level focuses on the effective use of AI for planning, synthesis, and ideation, but assessments should emphasise the ability to develop and refine these ideas independently. 

The assessment criteria for this unit are in the form of a detailed rubric which is available from the Moodle site.

Broadly, you will be assessed on:

• Creating a discussion object
• Evidencing your collaborative approach
• Formulating an appropriate educational activity for your chosen safety issue in collaboration with a collaborator of your choosing
• Evaluating the problem-posing approach for safety and community-based learning
• Communicating a concise and visually appealing presentation