This task is a written assignment of about 1,500-2,000 words that you will complete INDIVIDUALLY. It should be written in a formal structure that follows postgraduate level academic writing conventions, including both in-text citations and a detailed reference list.

For this assessment, you will need to critique and analyse two health communication campaigns.

From the list below, you must select two campaigns to focus your assessment on. For each option, you will see that there are resources that provide context about what the campaigns involve and are about.

CAMPAIGN OPTIONS (see Task Description document for hyperlinks to these sources):

Option 1: #EarthOvershootDay Campaign 

• Frontiers | Environmental Science Communication for a Young Audience: A Case Study on the #EarthOvershootDay Campaign on YouTube
• Earth Overshoot Day home - #MoveTheDate
• Earth Overshoot Day: A Measure of Effective Partnerships - 2030.Builders
• Earth Overshoot Day and EMAS: Moving the Date for a Sustainable Future - European Commission

Option 2: One Vax Two Lives Campaign

• One Vax Two Lives: a social media campaign and research program to address COVID-19 vaccine hesitancy in pregnancy - PMC
• Social media campaign and research program to address COVID-19 vaccine hesitancy in pregnancy: correspondence - American Journal of Obstetrics & Gynecology One Vax Two Lives

Option 3: This Girl Can Campaign

• Impact of the first year of the “This Girl Can” physical activity and sport mass media campaign in Australia | BMC Public Health
• This girl can #jointhemovement: Effectiveness of physical functionality-focused campaigns for women’s body satisfaction and exercise intent - ScienceDirect
• This Girl Can – Victoria

Option 4: Stop HIV, Stop Cervical Cancer Campaign

• Strategic health communication on social media: Insights from a Danish social media campaign to address HPV vaccination hesitancy - PubMed
• HPV vaccination crisis and recovery: the Danish case

Option 5: LiveLighter Campaign

• Evaluation of the population-level impacts of the LiveLighter® obesity prevention campaign from 2012 to 2019 based on serial cross-sectional surveys | BMC Public Health | Full Text.
• The LiveLighter® Program - Cancer Council WA. Population-based evaluation of the ‘ LiveLighter’ healthy weight and lifestyle mass media campaign | Health Education Research | Oxford Academic

Option 6: VERB Campaign

• VERB™ — A Social Marketing Campaign to Increase Physical Activity Among Youth - PMC.
• It's What You Do!: Reflections on the VERB™ Campaign - ScienceDirect
• https://www.youtube.com/watch?v=6C1m9mh1Uuw

Part 1: Critique of health promotion action area challenges facing the two campaigns

The first part involves critiquing the challenges of addressing the action areas of the Ottawa Charter (e.g., strengthening community action, creating supportive environments, building healthy public policy, reorienting health services, developing personal skills) for each of the two campaigns that you selected. When critiquing the challenges, you are required to use content from the following article, which includes a framework for optimising the effectiveness of health promotion initiatives: Fry D, Zask A. Applying the Ottawa Charter to inform health promotion programme design. Health Promot Int. 2017 Oct 1;32(5):901-912. doi: 10.1093/heapro/daw022. This article will assist you with the points of critique that you put forth. This article is available in the e-reading list for Week 2. Additionally, you should utilise unit material and other relevant evidence from high-quality academic sources to critique the challenges with addressing the Ottawa Charter’s five action areas in the two campaigns that you are basing your assessment on. To guide you with the critique, some questions to consider answering are:

• What are the challenges the two campaigns face with addressing the action area ‘strengthening community action’?
• What are the challenges the two campaigns face with addressing the action area ‘creating supportive environments’?
• What are the challenges the two campaigns face with addressing the action area ‘building healthy public policy’?
• What are the challenges the two campaigns face with addressing the action area ‘reorienting health services’?
• What are the challenges the two campaigns face with addressing the action area ‘developing personal skills’?
• What action areas of the Ottawa Charter are addressed or not addressed by the two campaigns?
• According to the Fry & Zask (2017) article, how well do the campaigns address the five action areas of the Ottawa Charter and how could they be changed to better overcome the challenges of targeting the action areas? 
• How could the campaigns be improved to better address the five action areas of the Ottawa Charter?

Note: there are several questions here. You are expected to cohesively and concisely discuss such questions in paragraph form. These questions should not be headings, and this part should be written in paragraph form (not bullet points).

Part 2: Synthesis of social innovation concepts

Social innovation is useful for helping us derive novel solutions to complex problems that are often more sustainable, effective, and efficient that existing solutions. In the second part of this assignment, you should critically discuss the utility and application of social innovation concepts to your two selected health communication campaigns. Here, you should synthesise innovation concepts to discuss how they could help address the two campaigns’ challenges with addressing the action areas of the Ottawa Charter that you identified in part one. Additionally, you should discuss how well the campaigns were or were not guided by social innovation concepts. If the campaigns do not mention the use of social innovation, then assume that it was not applied. This section should answer the following questions:

• What principles or concepts of social innovation could have been applied to these two campaigns to enhance them and what are examples of how these principles and concepts could have been used in the campaigns?
• How would these two campaigns benefit from social innovation concepts to overcome challenges with targeting the action areas of the Ottawa Charter? Provide specific examples.

Unit material and other relevant evidence from high-quality academic sources should be used to write this part. An article that will support you with this section is: 

Chris Mason, Jo Barraket, Sharon Friel, Kerryn O'Rourke, Christian-Paul Stenta, Social innovation for the promotion of health equity, Health Promotion International, Volume 30, Issue suppl_2, September 2015, Pages ii116–ii125, https://doi.org/10.1093/heapro/dav076 

Note: there are several questions here. You are expected to cohesively and concisely discuss such questions in paragraph form. These questions should not be headings, and this part should be written in paragraph form (not bullet points).

Part 3: Synthesis of health promotion concepts

In the third part of this assignment, you should synthesise health promotion concepts to critically discuss the challenges facing the two health communication campaigns with respect to targeting action areas of the Ottawa Charter. In your critical discussion, you should also discuss how well the two health communication campaigns were guided by the use of key principles and concepts of health promotion. Here you should answer the following questions:

• How well did these two campaigns draw on health promotion principles and concepts? 
• What could the campaigns have done better and what additional principles or concepts should have been used for “best practice” health promotion?
• What are ways that the two campaigns could better utilise health promotion concepts to strengthen them and maximise their potential impact? 
• How well did the two campaigns address the social determinants of health and the levels of the socio-ecological model, and how could this have been done better?” 

Unit material and other relevant evidence from high-quality academic sources should be used to write this part.

Note: there are several questions here. You are expected to cohesively and concisely discuss such questions in paragraph form. These questions should not be headings, and this part should be written in paragraph form (not bullet points).

Part 4: Interpretation and application of human-centred design thinking concepts

In the fourth part of this assessment, interpret human-centred design thinking concepts to critically discuss how they could have been applied to help strengthen the two health communication campaigns. You should address the following questions in your answer:

• How would these two campaigns benefit from using human-centred design thinking? 
• How could human-centred design thinking concepts have helped the two campaigns to better address the intended health problem? Provide specific examples where possible.
• How could human-centred design thinking concepts have helped the two campaigns to ensure that they were ‘empathising’ with their target audience to fully understand the ‘user’ for whom they were designing for? Provide specific examples where possible.
• How could human-centred design thinking help the two campaigns to generate more meaningful and novel solution(s) that address the target audience (i.e. end-users)? Provide specific examples where possible.
• In what aspects of the health communication campaign planning process (e.g., situation analysis, audience analysis, etc.) could the authors have utilised human-centred design thinking activities and concepts? Be specific.

Unit material and other relevant evidence from high-quality academic sources should be used to write this part. 

Note: there are several questions here. You are expected to cohesively and concisely discuss such questions in paragraph form. These questions should not be headings, and this part should be written in paragraph form (not bullet points).

Part 5: Concept map

In part five, you need to create a concept map to provide a visual depiction of your critique. In this concept map, you should be connecting the health promotion action area challenges facing the two health communication campaigns and the role of social innovation, health promotion, and human-centred design thinking for supporting and strengthening the two campaigns. 

This concept map must be created by hand (i.e. hand drawn) and cannot be developed using digital software, website, or platforms. 

For part five, you do not need to write anything for this section, nor do you need to include references. You only need to include a photo/screenshot of your concept map. Alternatively, you can scan and upload the concept map and submit it in a separate file. Please ensure that the image quality is clear enough that the content can be properly read. 

Level of Generative AI use allowed:

Level 3: You may use Al to assist with specific tasks such as drafting text, refining and evaluating your work. You must critically evaluate and modify any Al-generated content you use.

Referencing

All sources must be cited and referenced appropriately throughout this task in the correct CQUniversity APA 7th style. If you need help with referencing or writing, please consult the Academic Learning Centre as soon as possible for guidance. 

Referencing Edition style

Pleasure ensure to use the CQU Library guide for APA style.

Word count

As per Moodle page and marking rubric +/-10%, excluding the cover page, headings, and the reference list. Calculate your word count minus exclusions before submission and include this on the cover page.

Grading rubric

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

Assessment Criteria

This assignment is worth 40% of the overall mark for the unit. You must achieve a score of at least 50% (20 out of 40) on this assessment in order to pass it. This assignment is due by 4:00pm AEST on Friday of Week 5.

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

This assessment will assess achievement of the following unit learning outcomes:

1.       Critique the challenges that health practitioners face concerning addressing the actionareas of the Ottawa Chater for Health Promotion

2.       Synthesise health promotion and innovation concepts to critically discuss contemporary public health problems

3.       Interpret and apply human-centred design thinking skills to creatively define problems and generate meaningful solutions appropriate to public health practice

Check Moodle for an assessment template and marking criterion/rubric.

Presentation requirements

You must use the Assessment Task One Template located in the Assessment Tile in Moodle.

Submit your document in Microsoft Word (.doc or .docx).

Submission

Online

Use of Generative AI

Level of Generative AI use allowed:

Level 3: You may use Al to assist with specific tasks such as drafting text, refining and evaluating your work. You must critically evaluate and modify any Al-generated content you use.

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. 

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.

Academic Integrity

In this unit, as well as in the rest of your course, you are expected to conform to the standards of academic integrity in all assessment. This means that you must: 1) correctly cite all sources of information used; 2) clearly indicate which ideas are your own and which come from another source; 3) write in your own words, whether you are expressing your own idea or the idea of another person; and 4) identify any phrases or sentences taken directly from a source as a direct quotation. Failure to do these things constitutes plagiarism, a serious form of misconduct, that will have serious consequences that include academic discipline measures. 

Information on plagiarism is available on the University website and can be accessed at: https://www.cqu.edu.au/student-life/services-and-facilities/referencing/what-is-plagiarism

It is your responsibility as a student to ensure that you understand what constitutes plagiarism and to avoid it in all your work. All assignments in this unit will be checked with Turnitin, a text matching software that checks your work against a huge database of online documents that includes papers and assignments submitted to universities worldwide as well as journals articles, books, and webpages. An overview to checking your own drafts with Turnitin can be found at:

https://sportal.cqu.edu.au/__data/assets/pdf_file/0014/61610/Turnitin.pdf

Collusion, which means working together with another student on an assignment that is supposed to be completed as an individual, is also a form of academic misconduct. In this unit, Assessment 1 must be completed individually, and you are not allowed to work with other students on this task or to seek advice or help from any other person. 

Information on all forms of academic misconduct, including plagiarism and collusion, can be found in The Great Guide to University Study available through the Student Portal at: https://sportal.cqu.edu.au/learning-support/student-guides/great-guide-to-university-study

Broadly, you will be assessed on:

• Evidence-informed critique of health promotion action area challenges facing each of the two campaigns
• Evidence-based synthesis of social innovation and health promotion concepts to critically discuss the public health problems presented in each of the two campaigns
• Critical discussion of the application of human-centred design thinking principles to strengthen the campaigns to more creatively define the problem and generate innovative, meaningful solutions
• The development of an original, handwritten concept map connecting the key two campaigns to health promotion challenges, social innovation concepts, human-centred design thinking principles, and health promotion concepts
• Writing a well-structured and well-written essay (i.e. follow academic conventions for post-graduate level) with a consistent voice and showcasing original thoughts 

This assignment is worth 40% of the overall mark for the unit. You must achieve a score of at least 50% (20 out of 40) to pass this assessment.

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

Check Moodle for an assessment template, rubric, and exemplar.

This assessment is a group project with an embedded individual assessment. Groups should have a maximum of 5 people.

This assessment will enable you to showcase your learning as you collaboratively define and articulate a public health problem and generate a novel solution to that problem as part of a health communication campaign plan. Working as a team, you will be exposed to the process of communicating constructively and encouragingly while maintaining time management. Your individual contribution will allow you to reflect on your active contributions as a team member as well as recognise your mastery and integration of the unit material.

For this assessment, you will innovate on what an evidence-based health communication campaign could look like for one of the four topics below:

• preventing type 2 diabetes among First Nations communities in Australia (topic 1), OR
• promoting road safety among rural or remote communities in Australia (topic 2), OR
• promoting social connectedness among migrants or culturally and linguistically diverse communities living in Australia (topic 3), OR
• preventing vaccine hesitancy among disadvantaged communities (e.g., persons with low socio-economic position (topic 4).

You need to select between these four options and your presentation should not focus on all topics (i.e., pick only one).

From Week 3 to Week 10, your group will be working on different components of innovating a health communication campaign while drawing on human-centred design thinking concepts and approaches: from definition of a problem to proposal of a novel solution (this is to be showcased in the group’s planned health communication campaign). Each week, there are human-centred design thinking and health communication activities that you will complete during tutorials to help you progress this assessment, and these activities will be summarised in your submitted final presentation. Therefore, it is IMPERATIVE that you attend tutorials each week as these activities occur during these live tutorial sessions.

There are two parts of this assessment (described below). Therefore, as part of this assessment, you will be preparing two types of documents for submission: 1) PowerPoint Presentation for Part A and 2) Individual Reflection for Part B.

Please note that the PowerPoint Presentation for Part A does not need to be presented during class or narrated.

Part A: Group work

The PowerPoint Presentation that you are required to submit for Assessment 2 is the part that includes group work. More specifically, the group component of this assessment requires you to engage in several health communication and human-centred design thinking activities as you go through a journey of problem-framing and generating a meaningful, user-centred, and novel solution that will be showcased within a broader health communication campaign plan.

These activities are collaborative, require all members to participate, and will mainly occur during tutorials – therefore, this necessitates attendance from everyone in your group. In Week 3, you will form groups.

With your team, you will need to plan a health communication campaign that integrates health promotion, health communication, social innovation, and human-centred design thinking concepts to creatively define a public health problem to address in the campaign and to generate novel or unique solution(s) to that problem.

The presentation components include:

• Introduction to campaign topic (topic 1, 2, 3 or 4) and overall group experience engaging in human-centred design thinking
• Engagement in activities in the 5 human-centred design thinking phases (embedded individual component where different group members will cover each of these sections within the presentation)
  • 5 Why’s
  • User Persona
  • Sailboat (Facilitators and Barriers)
  • Problem Statement
  • How Might We
  • Quick Ideas
  • Brainstorming with Constraints
  • Affinity Mapping
  • Campaign plan concept pitch or storyboard
  • Key details about the health communication campaign to include in the concept pitch are: target audience(s), problem being addressed, campaign and communication goals and objectives, key message(s), strategies, activities, stakeholders/partnerships/gatekeepers, and channels.
  • Solution prototype (this is showcasing your novel solution idea as part of the campaign)
  • Testing results (e.g., including feedback in class and using Feedback Fruits)
• Summary and application of feedback on concept pitch/poster or storyboard
• Final campaign solution and campaign plan based on the feedback received from classmates
• Evidence-based critique of challenges facing health promotion practitioners with addressing the action areas of the Ottawa Charter and how your campaign solution and plan may overcome them

The individual component of this assessment requires you to construct approximately 3-4 slides in the PowerPoint presentation (that is, 3-4 slides per person in the group roughly). The exact number of slides that each individual group member creates in the PowerPoint presentation should be equal across the whole group. In your PowerPoint presentation, you will need to put your name on the slides that you created and include your speaker notes in the ‘notes’ section of the PowerPoint.

Please refer to the PowerPoint presentation template on Moodle for guidance on what to include in each slide. You are permitted to add additional slides to the Template if you cannot fit everything on the slides that are already included.

Part B: Individual Reflection

You will need to create a journey map, illustrating your memorable learning moments throughout this unit. In this journey map, you should showcase the positive and negative experiences of your learning in PBHL29001 from the beginning to the end of the term as you were going through the human-centred design thinking process. In each memorable moment, what were you thinking, feeling and doing? At minimum, your learning journey map and reflection should include 6 memorable learning moments. To guide you with your reflection of your strengths-based approach to public health innovation in your journey map, you should consider reflecting on and discussing the following.

1.       How did learning about and going through the phases of Human-Centred Design Thinking influence your own thinking and creativity?

2.       What were the high and low learning moments of the human-centred design thinking process throughout the term? Describe what you were thinking, feeling, and doing at each moment. What emotions were you feeling at each of these memorable learning moments?

3.       How might the innovative and design thinking skills and knowledge that you have gained from applying Human Centred-Design Thinking to health promotion affect your own practice as a public health professional in the future? 

Another tool to help you with reflecting on the memorable moments is the following reflection framework:

Experience: What happened? What were your thoughts and feelings at the time?
Reflection: Reflect on the experience –What worked well and what didn’t work? Why did I respond the way I did? How does this link to my skills (e.g., creativity), thinking and knowledge?
Conceptualisation: Learn from your experience – Why did the experience play out in this way? How could I improve? What could I have done differently? 
Experimentation: Put your learning into practice - How can I apply what I have learned to future situations? What are my new strategies and why is this relevant?
 

The written component should be between 800-1000 words. The journey map should also include pictures or graphics in the journey map to illustrate your memorable learning moments. These can be digital images or hand-drawn.

Please include this Individual Reflection in the Microsoft Word template. This is the second document to submit for Assessment 2.

Level of Generative AI use allowed:

Level 3: You may use Al to assist with specific tasks such as drafting text, refining and evaluating your work. You must critically evaluate and modify any Al-generated content you use.

Submission

All group members must submit 2 documents: 1) PowerPoint presentation (Microsoft PowerPoint) and 2) Individual Reflection (Microsoft Word). Please note that the PowerPoint presentation that you submit should be the same for each member in your group.

Referencing

Any sourced information (e.g., academic journal articles) needs to have an in-text citation on the relevant slide and appear in the reference list on the last slide. All sources must be cited and referenced appropriately throughout this task in the correct CQUniversity APA 7th referencing style. If you need help with referencing or writing, please consult the Academic Learning Centre as soon as possible for guidance. 

File format

Templates for the Presentation (Microsoft PowerPoint) and the Individual Reflection (Microsoft Word) are provided on Moodle, which you must use for this assessment.

Submit your documents in PowerPoint (.ppt) and Microsoft Word (.doc or .docx).

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.

Assessment Criteria

This assignment is worth 60% of the overall mark for the unit. You must achieve a score of at least 50% (30 out of 60) on this assessment to pass the unit. 

This assignment is due by 4:00pm AEST on Friday of Week 11.

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

This assessment will assess achievement of the following unit learning outcomes: 

1. Critique the challenges that health practitioners face concerning addressing the action areas of the Ottawa Chater for Health Promotion.

2. Synthesise health promotion and innovation concepts to critically discuss contemporary public health problems.

3. Interpret and apply human-centred design thinking skills to creatively define problems and generate meaningful solutions appropriate to public health practice.

4. Reflect on your own strengths-based approach to public health innovation.

Presentation requirements

You must use the Assessment Task Two PowerPoint Template and Assessment 2 Individual Reflection Template located in the Assessment Tile in Moodle.

You must submit the documents as Microsoft PowerPoint and Microsoft Word files.

Submission

Online

Weighting

60% of overall mark for the unit

Minimum marks
You must achieve a score of at least 50% (30 out of 60) on this assessment to pass the unit. 

Use of Generative AI

Level of Generative AI use allowed:

Level 3: You may use Al to assist with specific tasks such as drafting text, refining and evaluating your work. You must critically evaluate and modify any Al-generated content you use.

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. 

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.

Academic Integrity

In this unit, as well as in the rest of your course, you are expected to conform to the standards of academic integrity in all assessment. This means that you must: 1) correctly cite all sources of information used; 2) clearly indicate which ideas are your own and which come from another source; 3) write in your own words, whether you are expressing your own idea or the idea of another person; and 4) identify any phrases or sentences taken directly from a source as a direct quotation. Failure to do these things constitutes plagiarism, a serious form of misconduct, that will have serious consequences that include academic discipline measures. 

Information on plagiarism is available on the University website and can be accessed at: https://www.cqu.edu.au/student-life/services-and-facilities/referencing/what-is-plagiarism

It is your responsibility as a student to ensure that you understand what constitutes plagiarism and to avoid it in all your work. All assignments in this unit will be checked with Turnitin, a text matching software that checks your work against a huge database of online documents that includes papers and assignments submitted to universities worldwide as well as journals articles, books, and webpages. An overview to checking your own drafts with Turnitin can be found at:

https://sportal.cqu.edu.au/__data/assets/pdf_file/0014/61610/Turnitin.pdf

Collusion, which means working together with another student on an assignment that is supposed to be completed as an individual, is also a form of academic misconduct. 

Information on all forms of academic misconduct, including plagiarism and collusion, can be found in The Great Guide to University Study available through the Student Portal at: https://sportal.cqu.edu.au/learning-support/student-guides/great-guide-to-university-study

This assignment is worth 60% of the overall mark for the unit. You must achieve a score of at least 50% (30 out of 60) on this assessment to pass the unit.

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

Broadly, you will be assessed on:

• Critique of health promotion challenges and insightful, evidence-based discussion of health communication and innovation solutions to address these challenges
• Synthesis of health promotion concepts to discuss contemporary public health problems
• Synthesis of innovation concepts to discuss contemporary public health problems
• Interpretation and application of human-centred design thinking to demonstrate high ability to construct a clear, succinct, and insightful statement about a complex problem
• Interpretation and application of human-centred design thinking to propose novel, unique, and creative solution(s) that indicate a deep comprehension of the problem
• Development of an evidence-informed, innovative health communication campaign
• Evaluation of the impact of human-centred design thinking skills
• Reflection of your strengths-based approach to public health innovation using relevant evidence and the reflection framework