DHI401_Assessment_#3_Brief_Digital Presentation_Module 11 Page 1 of 8
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 |
DHI401_Assessment_#3_Brief_Digital Presentation_Module 11 Page 2 of 8
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 7th 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.
DHI401_Assessment_#3_Brief_Digital Presentation_Module 12 Page 2 of 2
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. |
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% |
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 |