CQUniversity Unit Profile.

You must come up with a design problem following the template provided on Moodle. You will include a statement of the problem and identification of the stakeholders in the design as well as provide evidence of your external engagement. The submission will also include an idea flow diagram or mind map showing how you brainstormed on the identified problem. Your ideas should be presented concisely and enticing to attract students to further develop your idea.

You should now be ready to select your teammates and form your team on Moodle.

AI ASSESSMENT SCALE -  AI PLANNING

You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas.

A Marking Rubric is provided on Moodle that includes indicators of attainment at the ‘Sound’, ‘Good’ and ‘Excellent’ levels for all aspects of the assignment such as your problem idea statement, the problems and opportunities identified, the realism of your idea, the potential to create rapid prototypes, opportunities for sustainable development and external stakeholder engagement. The problem identified should give ample opportunities to be creative and allow an iterative process of refinements, developing into a creative project as opposed to providing a one-off solution.  

In teams, you will prepare an initial concept for your design project. This will include early thoughts on the design specifications, who the key stakeholders are, and what prototypes to create. Design changes as and when they appear must be registered on the Moodle form to use as evidence in future submissions.

AI ASSESSMENT SCALE -  AI PLANNING

You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas.

A Marking Rubric is provided on Moodle that includes indicators of attainment at the ‘Sound’, ‘Good’ and ‘Excellent’ levels for all aspects of the assignment such as your design idea statement, the problems and opportunities identified, the realism of your idea, the potential to create rapid prototypes, and opportunities for sustainable development and external engagement. The initial design specifications should then lead to further refinement and contribute towards multiple design changes. 

In your team, record and present the evolution of your design through rapid prototyping and seeking continual feedback from your stakeholders. The written component of this assessment will include the collation of design improvement logs submitted from Week 5 and onwards. The group presentation will take place later in the term and must be attended by all students. 

AI ASSESSMENT SCALE -  AI PLANNING

You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas.

A Marking Rubric is provided on Moodle that includes indicators of attainment at the ‘Sound’, ‘Good’ and ‘Excellent’ levels for all aspects of the assignment including methods of engaging with stakeholders, types of prototypes produced, and evidence of incorporating user feedback into the design. The creativity process and technical specifications are communicated by means of visual storytelling taking into account of a wider audience as opposed to discipline specific demonstration. 

Individually prepare a written document as evidence of your achievements towards the unit learning outcomes throughout the term. The document must be prepared using the Microsoft Word template provided on Moodle, and it shall contain only your work. The document must contain the following compulsory sections. Activities for this task will be based initially on Project Management tasks followed by developing a design idea through rapid prototyping and refinement. 

Grade Nomination: A self-assessment of your level of achievement (‘Sound’, ‘Good’ or ‘Excellent’) that you believe should be awarded for each task listed in the assessment marking rubric on Moodle. For each task, you will need to substantiate your claim by including the active document links and page numbers to entries that contain evidence of meeting the associated indicators of attainment from the marking rubric. Evidence of your learning achievements will come from subsequent sections including entries in your Workbook, and Reflective Journal. An example of a Grade Nomination is provided on Moodle.

Workbook:

• The workbook can be typed, handwritten (then scanned) or a combination of both but must be neat, chronological and legible.
• The workbook contains all your individual work and contributions to the team throughout the term. It should contain separate entries with headings and the date, such as: ‘April 20 – Stakeholder engagement plan’. These entries will show when you worked on each element of the project and how your ideas and capabilities have developed through the unit.
• You should not go back and edit old entries as this may prohibit demonstrating skills development. The workbook will principally contain responses to set activities that will help your team to collaborate on your design project. You cannot complete these tasks retrospectively so you must be prepared to add entries to your workbook each week while working on the team project.
• Entries should demonstrate a variety of technical and creative skills. It is good practice to add entries to your Workbook first and then share your work with your team to ensure you retain the original work.

Reflective Journal:

• As with your workbook, it can be typed, handwritten (then scanned) or a combination of both but must be neat, chronological and legible. The Reflective Journal contains your thoughts about how you and your team are progressing with the project and what you have learnt and experienced either directly by doing the work or indirectly through observing others.
• It should contain entries each week while working on the project. Entries must have headings with the date and a title, such as: ‘April 20 – Why I think Risk Assessment is important for engineers’. Reflective entries can demonstrate a variety of achievements like understanding how and when you learnt something, identifying effective ways to communicate and work with your peers, and comprehending the relevance of what you have learnt and experienced towards your future engineering career. 
• You should not go back and edit old entries as this may prohibit demonstrating your development. Thus, the Reflective Journal cannot be completed retrospectively. Refer to the Reflective Writing Guide on Moodle.

You should expect that your lecturer will ask to see your Workbook and Reflective Journal at any time during the team project to ensure that you are progressing suitably towards achieving the associated unit learning outcomes.

AI ASSESSMENT SCALE - NO AI

You must not use Al at any point during the assessment. You must demonstrate your core skills and knowledge.

A Marking Rubric is provided on Moodle that includes indicators of attainment at the ‘Sound’, ‘Good’ and ‘Excellent’ levels for all tasks. Excellent level requires substantial evidence and related software certifications proving a high-level of individual effort and documenting of multiple design change notes. Students are required to document their entire creative engineering journey not limited to keeping evidence for team meeting minutes, stakeholder engagement and online individual submission of design change notes and include these as evidence towards achieving the learning outcomes. The workbook must be chronological with reflections documented with regards to interaction with the unit material and lectures. Tasks are based on the Project Management theory and rapid development of your design idea through prototyping and stakeholder feedback.