Task Summary

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Task Summary
Your group will be presented with challenge scenarios (a scenario-based problem). You will all need
to undertake an analysis considering inter- and intra-personal relationships, public-private
partnership context and potential applications of digital health.
As a group, select
ONE of the given scenarios (located in the folder for this assessment task in
Blackboard), identify the problem, and evaluate strategies, tools and techniques to solve the
problem. Identify gaps in existing strategies and recommend solutions in a 15-minute digitally
recorded presentation where all the members will participate in the recording.
Context Summary
The scenarios presented are based on current developments in the Australian context. Limited
background information is provided. Your group can make “reasonable” assumptions based on
current evidence. However, you must also build on the given context of the scenarios (see next
page), so that efficient solutions can be recommended.
This assessment evaluates your understanding of inter- and intra-personal relationships and publicprivate partnerships as they relate to digital health. It provides you with the ability to work in a
collegial environment and learn from each other as a cohesive group. It aims to develop your
understanding on how to transfer relevant knowledge and skills in Australian digital health
environments.

ASSESSMENT 3 BRIEF
Subject Code and Title DHI401 Digital Health and Informatics
Assessment Digital Presentation
Individual/Group Group
Length 15 minutes
Learning Outcomes The Subject Learning Outcomes demonstrated by successful
completion of the task below include:
e) Critically analyse the role of public and private partnerships in
digital health and informatics
f) Demonstrate inter- and intra-professional collaboration and
communication to reflect on Australian digital health practices
Submission Due by 11:55pm AEST/AEDT Sunday end of Module 11 (Week 11).
Weighting 40%
Total Marks 100 marks

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Task Instructions:
1. Review only ONE challenge scenario in your group.
2. Identify the challenge within the context, current strategies and gaps.
3. Assume roles according to the specific scenario.
4. Identify risks associated with the scenario.
5. Provide informed summary and actionable steps to resolve the challenges via a group
audio digital presentation (see below).
Structure of the Slide Deck


Introductory slide – Chairperson will introduce the group members.
Subsequent slides – Each representative will prepare 1 to 2 slides (maximum) based on their
perspective.
Concluding slide – Chairperson will offer a summary and actionable steps with the
representative leading that action.
Reference list – A set of relevant resources must be included on the last slide (not to be
presented) that informed your discussions. These resources must follow the correct APA 7
th
edition referencing style.

Please refer to the rubric at the end of this document for the assessment criteria.
Recording Instructions

You can record your group presentation using the web conferencing app of your preference,
for example, Zoom, Skype, Microsoft Teams, etc.
o Please note that ad-hoc university tech support for web conferencing apps is not
available.
Please refer to the following useful information to guide you in compressing and uploading
your video presentation:

o Steps Required to Record your Video Presentation
Referencing
It is essential that you use appropriate APA style for citing and referencing research or images used.
All referencing must be in accordance with the university’s APA Referencing and Academic Writing
Guide. For more information on referencing, go to
https://library.torrens.edu.au/academicskills/apa/tool
DHI401_Assessment_#3_Brief_Digital Presentation_Module 11 Page 3 of 8
Submission Instructions
Submit your Digital Presentation via the Assessment 3 link in the main navigation menu in the
DHI401: Digital Health and Informatics Blackboard portal. There is only ONE group submission and
only one person will submit it on behalf of the group.
Your Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can
be viewed in My Grades.
Academic Integrity Declaration
We declare that, except where we have referenced, the work we are submitting for this assessment
task is our own work. We have read and are aware of Torrens University Australia Academic Integrity
Policy and Procedure viewable online at
http://www.torrens.edu.au/policies-and-forms
We are aware that we need to keep a copy of all submitted material and their drafts, and we will do
so accordingly.

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Assessment Rubric

Assessment
Attributes
Fail
(Yet to achieve
minimum standard)
0-49%
Pass
(Functional)
50-64%
Credit
(Proficient)
65-74%
Distinction
(Advanced)
75-84%
High Distinction
(Exceptional)
85-100%
Evaluation of
information based on
the scenario
Makes logical
assumptions based
on information
available
Exhibits sound
understanding of
the context via
wider research and
evaluation of
evidence
30%
Demonstrates very limited
understanding of
information to support
the scenario.
Confuses logic and
emotion. Information
taken from reliable
sources but without a
coherent analysis or
synthesis.
Demonstrates analysis and
evaluation of information to
support the scenario.
Often conflates/confuses
assertion of personal opinion
with information
substantiated by evidence
from the research/course
materials.
Analysis and evaluation do
not reflect expert judgement,
intellectual independence,
rigor and adaptability.
Supports opinions and
information substantiated
by evidence from the
research/course materials.
Demonstrates a capacity to
explain and apply relevant
concepts.
Identifies logical flaws.
Discriminates between
providing personal opinion
and information supported
by robust evidence from
the research/course
materials and extended
reading.
Well demonstrated capacity
to explain and apply
relevant concepts.
Analysis and evaluation
reflect growing judgement,
intellectual independence,
rigor and adaptability.
Systematically and critically
discriminates between
providing personal opinion
and information supported
by robust evidence from
the research/course
materials and extended
reading.
Information is taken from
sources with a high level of
interpretation/evaluation
to develop a
comprehensive critical
analysis or synthesis of the
information.
Identifies gaps in
knowledge.
Exhibits intellectual
independence, rigor, good
judgement and
adaptability.

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Assessment
Attributes
Fail
(Yet to achieve
minimum standard)
0-49%
Pass
(Functional)
50-64%
Credit
(Proficient)
65-74%
Distinction
(Advanced)
75-84%
High Distinction
(Exceptional)
85-100%
Effective
Communication
(Presentation/Oral)
Assumes the
representative role
effectively
Clear, accurate,
concise
presentation of
facts in 2 to 3
minutes per slide
30%
Difficult to understand for
audience, no logical/clear
structure, poor flow of
ideas, argument lacks
supporting evidence.
Stilted, awkward and/or
oversimplified delivery.
Specialised language and
terminology are rarely or
inaccurately employed.
Presentation aids are not
employed or developed as
directed.
Presentation is sometimes
difficult to follow.
Information, arguments and
evidence are presented in a
way that is not always clear
and logical.
Correct, but often stilted or
awkward delivery.
Employs some specialised
language and terminology
with accuracy.
Employs basic, but generally
accurate presentation aids as
directed. A number of
aspects require further
refinement (for example,
amount of information,
styling, editing).
Presentation is easy to
follow.
Information, arguments and
evidence are well
presented, with a mostly
clear flow of ideas and
arguments.
Correct, but occasionally
stilted or awkward delivery.
Accurately employs
specialised language and
terminology.
Employs clear and
somewhat engaging
presentation aids as
directed. A few aspects
require further refinement
(for example, amount of
information, styling,
editing).
Engages audience interest.
Information, arguments and
evidence are very well
presented; the presentation
is logical, clear and well
supported by evidence.
Clear and confident
delivery.
Accurately employs a wide
range of specialised
language and terminology.
Employs succinct, styled
and engaging presentation
aids that incorporate a
range of elements (for
example, graphics, multi
media, text, charts).
Engages and sustains
audience interest.
Expertly presented; the
presentation is logical,
persuasive, and well
supported by evidence,
demonstrating a clear flow
of ideas and arguments.
Clear, confident and
persuasive delivery.
Discerningly selects and
precisely employs a wide
range of specialised
language and terminology.
Employs succinct, creative
and engaging presentation
aids that effectively
integrate a wide range of
elements (for example,
graphics, multi-media, text,
charts).

DHI401_Assessment_#3_Brief_Digital Presentation_Module 12 Page 2 of 2

Assessment
Attributes
Fail
(Yet to achieve
minimum standard)
0-49%
Pass
(Functional)
50-64%
Credit
(Proficient)
65-74%
Distinction
(Advanced)
75-84%
High Distinction
(Exceptional)
85-100%
Team Work
Peer Evaluation of
content suggests
collegiality and
professionalism
Works as part of
the team, while
undertaking own
work/role as
reflected in
presentation flow
30%
Does not participate
effectively in a team
environment.
Places individual goals
ahead of the group
responsibility.
Hinders the group process
and upsets the schedule.
Participates effectively in a
team environment.
Identifies team and individual
goals, tasks, responsibilities
and schedules.
Contributes to group
processes.
Supports the team.
Contributes to small group
discussions to reach
agreement on issues.
Works together with others
towards shared goals.
Renegotiates responsibilities
to meet needed change.
Understands group
dynamics and team roles.
Facilitates team
development.
Renegotiates
responsibilities, tasks and
schedules to meet needed
change.
Builds team’s identity and
commitment.
Leads teams.
Evaluates teams’ outcomes.
Implements strategies for
enhancing team
effectiveness.

DHI401_Assessment_#3_Brief_Digital Presentation_Module 12 Page 2 of 2

Assessment
Attributes
Fail
(Yet to achieve
minimum standard)
0-49%
Pass
(Functional)
50-64%
Credit
(Proficient)
65-74%
Distinction
(Advanced)
75-84%
High Distinction
(Exceptional)
85-100%
Correct citation of key
resources and evidence
10%
Demonstrates
inconsistent use of good
quality, credible and
relevant resources to
support and develop
ideas.
APA citations and
referencing are omitted or
incorrectly addressed.
Demonstrates use of credible
and relevant resources to
support and develop ideas,
but these are not always
explicit or well developed.
APA citations and referencing
are basic, with frequent or
repeated errors
Demonstrates use of
credible resources to
support and develop ideas.
APA citations and
referencing are adequate,
with occasional errors.
Demonstrates use of good
quality, credible and
relevant resources to
support and develop
arguments and statements.
Shows evidence of wide
scope within the
organisation for sourcing
evidence.
Applies APA citation and
referencing techniques with
no errors.
Demonstrates use of high
quality, credible and
relevant resources to
support and develop
arguments and position
statements.
Shows evidence of wide
scope within and without
the organisation for
sourcing evidence.
Applies APA citation and
referencing techniques
with no errors.

DHI401_Assessment_#3_Brief_Digital Presentation_Module 12 Page 2 of 2

The following Subject Learning Outcomes are addressed in this assessment
SLO e) Critically analyse the role of public, private and government partnerships in digital health and informatics
SLO f) Demonstrate inter and intra-professional collaboration and communication to reflect on Australian digital health practices