JSB228 Technology and Crime

Unit Outline: Semester 1 2024, Kelvin Grove, Internal

Overview

Technology is becoming increasingly used within society and is an important domain of knowledge and skills for justice professionals. This unit provides students with a grounding in how technology may be used to perpetrate crime and respond to crime problems. Students will learn about different types of crime that may be perpetrated using technology, such as cybercrime, image-based abuse, and technology facilitated coercive control. Students will also learn how technologies may be used in modern policing practices, including the use of body worn cameras, apps and other technologies. At completion of this unit students will be able to consider the implications of technology in the practice of justice.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Evaluate the challenges and opportunities facing the justice system and justice professionals in the use of technology to perpetrate crime and respond to crime (CLOs 1.1, 1.3)
2. Crtically assess the social, ethical and human rights implications of technology and its use in the justice profession (CLOs 2.1, 2.2, 2.4)
3. Apply research methodologies to find and synthesize accurate information from academic sources and make recommendations based on the evidence sourced (CLOs 4.1, 4.2, 4.3)
4. Communicate research effectively about technology and crime for both academic and non-academic audiences (CLOs 3.1, 3.2)

Content

Learning Approaches

This unit adopts a blended learning approach that aims to meet various learning modalities among students. Students enrolled on campus will be taught using face-to-face Lectorials. Students enrolled off-campus will have the opportunity to participate in online collaborative learning activities. The emphasis will be on complimenting students learning modalities through the adoption of a number of different learning strategies, such as group work, independent self-directed activities, and spatial/visual approaches to communication of ideas (i.e., mapping). Students will be expected to engage in weekly reading linked to Lectorial content, through critical analysis and reflection. Lectorials and online activities will be delivered by a team of staff from the School of Justice, and all Lectorials will be available in both audio and media formats via the QUT Learning Management System following the time of presentation as per the Study Plan. Students will be provided with the opportunity to test discipline related knowledge and develop their skills of analysis and evaluation using online quiz platforms.

Feedback on Learning and Assessment

Students will receive feedback in various forms throughout the semester, which may include:

• informal: worked examples, such as verbal feedback in lectorials, personal consultation with staff
• formal: in writing, e.g. criteria sheets, written or verbal feedback
• direct: to individual students, either in written form or in consultation
• indirect: to the whole class

Assessment

Overview

There are two distinct forms of assessment used in this unit - formative and summative. Formative assessment provides students with either written or verbal feedback for a piece of assessment and summative assessment provides students with a mark that will contribute to their final grade in the unit. Marks are awarded at the discretion of qualified markers and reflect the overall quality of a student's assessment item in respect to criteria.  

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Media Analysis

Students will undertake a media analysis related to the use of a particular type of technology in the perpetration of crime or in the process of justice. The analysis must address the nature of the problem being discussed, how the technology has been used, and the wider social, ethical, and human rights implication of this issue. 

This is an assignment for the purposes of an extension.

Assessment: Case study Analysis

Students will act as a policy maker working for a local government technology task force. They will be tasked with responding to a case involving the use of technology in the perpetration of crime or in the process of justice. Students will conduct an analysis of research literature related to the technology used in their case, apply this literature to the case, and develop recommendations for addressing the problem.

This is an assignment for the purposes of an extension.

Academic Integrity

Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.

Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.

Resources

Risk Assessment Statement

Students are advised that some content in justice units may be confronting. If you are concerned that the content of a unit may impact your completion of the course, please see the unit coordinator. You can also access free student counselling through QUT Counselling via the QUT Student Homepage.