CCQ103 Debates in Digital Culture
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | CCQ103 |
|---|---|
| Equivalent(s): | CCN103 |
| Credit points: | 6 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| Domestic tuition unit fee | $1,488 |
| International unit fee | $2,022 |
Unit Outline: Session-2A 2024, QUT Online, Online
| Unit code: | CCQ103 |
|---|---|
| Credit points: | 6 |
| Equivalent: | CCN103 |
Overview
This unit addresses key debates and different perspectives about the role and impacts of digital technologies on contemporary culture and society. As such, the unit develops your academic skills to assess, draw on and contribute to scholarly research in the context of such debates. Issues such as the role of social media, filter bubbles, echo chambers and the changing nature of power will be focussed on. The ability to consider different perspectives and draw on current research to discuss the debates around digital technologies and their impact is crucial for critically informed communication professionals.
Learning Outcomes
On successful completion of this unit you will be able to:
- Critically analyse and evaluate the effects and impacts of digital communication technologies upon culture and society.
- Engage with debates about the impacts of digital technologies on culture and society from a critical and informed perspective.
- Use information literacy skills to research and evaluate a contemporary issue and present findings in a Literature Review.
- Present a well justified, convincing written argument to a specific audience.
Content
This unit will explore topics such as:
- The social and cultural dimensions of digital disruption
- How digital media scholarship frames key debates about the impact of digital technologies on culture and society
- Contemporary debates such as social media celebrity and influencers; filter bubbles and echo chambers; digital media and power; diversity, identity, inclusion and social media.
- The art of argument and intellectual debate.
Learning Approaches
This unit will be delivered fully online and may include intensive delivery. It will be facilitated by a unit coordinator using a flipped learning approach. This approach requires you to complete online pre-workshop activities independently, prior to attending the online workshop. Indicative learning experiences in this unit may include:
- critically analysing, evaluating and debating current and emerging issues relating to the disruption of the media industries.
- viewing mini-lecture videos
- listening to podcasts
- contributing to a hypothetical scenario
- completing self-check exercises
- engaging in social media listening activities related to current social media issues
- participating in class discussions and debates addressing recent scholarship on digital media and culture
- analysing of the merits of various scholarly perspectives on key debates about impacts of digital media on culture and society
- observing a social media debate
- using online collaboration tools and technologies to facilitate and manage group work and team communication outside the classroom.
Feedback opportunities from members of the teaching team and your peers will be integrated into the unit as outlined in the Feedback to students section of this unit outline.
Feedback on Learning and Assessment
You will receive feedback on your learning in a variety of ways, including:
- Informal formative feedback will be provided via quizzes, self-assessment tools, peer feedback and through individual or whole of class feedback, the debriefing of learning activities or via comments in online communities.
- Formal written or recorded feedback will be received on both formative and summative assessment tasks, in addition to the grade on the Criterion Reference Assessment sheet.
Feedback on your formative assessment task will be received prior to the submission of your summative assessment task.
Assessment
Overview
You will be required to complete one assessment task, a debate literature review. The assessment in the unit has been designed to provide you with the opportunity to demonstrate your capacity to contribute to current digital culture debates by drawing on relevant scholarship in the field and develop the capability to form a logical, coherent, persuasive and well justified written argument.
Opportunities to complete formative activities, which mirror the assessment tasks will be available to help you to gauge your progress.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Debate Literature Review
You will select a debate topic and research the different perspectives on the debate.
You are required to conduct desk research (academic research and industry research sources) to identify relevant sources that you will draw on to inform and write a literature review. The literature review you write will describe and analyse the sources in relation to the debate topic you have selected. You will evaluate the evidence and arguments provided by the literature sources and then explain how they support a side of the debate topic that you have chosen. You will provide a persuasive and convincing argument that addresses the debate topic.
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
- Cite|Write
- Unit site
Risk Assessment Statement
You are advised to back-up your digital files on a regular basis to ensure work is not lost if there is a hardware failure. Information about the free file storage provided by QUT for students is available on the Storing your files page.
There are no out of the ordinary risks associated with this unit.
Unit Outline: Session-4A 2024, QUT Online, Online
| Unit code: | CCQ103 |
|---|---|
| Credit points: | 6 |
| Equivalent: | CCN103 |
Overview
This unit addresses key debates and different perspectives about the role and impacts of digital technologies on contemporary culture and society. As such, the unit develops your academic skills to assess, draw on and contribute to scholarly research in the context of such debates. Issues such as the role of social media, filter bubbles, echo chambers and the changing nature of power will be focussed on. The ability to consider different perspectives and draw on current research to discuss the debates around digital technologies and their impact is crucial for critically informed communication professionals.
Learning Outcomes
On successful completion of this unit you will be able to:
- Critically analyse and evaluate the effects and impacts of digital communication technologies upon culture and society.
- Engage with debates about the impacts of digital technologies on culture and society from a critical and informed perspective.
- Use information literacy skills to research and evaluate a contemporary issue and present findings in a Literature Review.
- Present a well justified, convincing written argument to a specific audience.
Content
This unit will explore topics such as:
- The social and cultural dimensions of digital disruption
- How digital media scholarship frames key debates about the impact of digital technologies on culture and society
- Contemporary debates such as social media celebrity and influencers; filter bubbles and echo chambers; digital media and power; diversity, identity, inclusion and social media.
- The art of argument and intellectual debate.
Learning Approaches
This unit will be delivered fully online and may include intensive delivery. It will be facilitated by a unit coordinator using a flipped learning approach. This approach requires you to complete online pre-workshop activities independently, prior to attending the online workshop. Indicative learning experiences in this unit may include:
- critically analysing, evaluating and debating current and emerging issues relating to the disruption of the media industries.
- viewing mini-lecture videos
- listening to podcasts
- contributing to a hypothetical scenario
- completing self-check exercises
- engaging in social media listening activities related to current social media issues
- participating in class discussions and debates addressing recent scholarship on digital media and culture
- analysing of the merits of various scholarly perspectives on key debates about impacts of digital media on culture and society
- observing a social media debate
- using online collaboration tools and technologies to facilitate and manage group work and team communication outside the classroom.
Feedback opportunities from members of the teaching team and your peers will be integrated into the unit as outlined in the Feedback to students section of this unit outline.
Feedback on Learning and Assessment
You will receive feedback on your learning in a variety of ways, including:
- Informal formative feedback will be provided via quizzes, self-assessment tools, peer feedback and through individual or whole of class feedback, the debriefing of learning activities or via comments in online communities.
- Formal written or recorded feedback will be received on both formative and summative assessment tasks, in addition to the grade on the Criterion Reference Assessment sheet.
Feedback on your formative assessment task will be received prior to the submission of your summative assessment task.
Assessment
Overview
You will be required to complete one assessment task, a debate literature review. The assessment in the unit has been designed to provide you with the opportunity to demonstrate your capacity to contribute to current digital culture debates by drawing on relevant scholarship in the field and develop the capability to form a logical, coherent, persuasive and well justified written argument.
Opportunities to complete formative activities, which mirror the assessment tasks will be available to help you to gauge your progress.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Debate Literature Review
You will select a debate topic and research the different perspectives on the debate.
You are required to conduct desk research (academic research and industry research sources) to identify relevant sources that you will draw on to inform and write a literature review. The literature review you write will describe and analyse the sources in relation to the debate topic you have selected. You will evaluate the evidence and arguments provided by the literature sources and then explain how they support a side of the debate topic that you have chosen. You will provide a persuasive and convincing argument that addresses the debate topic.
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
- Cite|Write
- Unit site
Risk Assessment Statement
You are advised to back-up your digital files on a regular basis to ensure work is not lost if there is a hardware failure. Information about the free file storage provided by QUT for students is available on the Storing your files page.
There are no out of the ordinary risks associated with this unit.