Task 1: On-Line participation (5 marks)

This task requires you to participate in the Unit iLearn private mail and discussion forum to assist in building your confidence with the on-line learning systems. By 19^th March you will need to:

1. Find out and use effectively your username and password to access the ECED 820 iLearn site.
2. Explore iLearn and understand how to access the recorded lectures (through the ECHO block).
3. Download the unit outline (from iLearn) and read it. Any questions about the unit outline should be posted in the discussion titled "Questions about the unit outline".
4. Make yourself familiar with the information about this unit in iLearn. In particular read all information in the assessment section so you understand the university policy on plagiarism.
5. Make one contribution to the iLearn Discussion tagged as “Who am I?” Each student is to post a brief note of 500 words or less about themselves and their interest in exploring families.
6. Send an email by 6th March to Fay Hadley through iLearn Dialogue: Private communications with your tutor or other students telling her that you have successfully gained access to the iLearn system, have worked out how to listen to the recorded lectures in echo, have downloaded and read the unit outline, have made yourself familiar with iLearn and have completed the discussion task “Who am I”. Do not send this to my university email.

Criteria for assessment: (5 marks)

1. Effective use of Unit webpage and discussion board
2. Email to Fay via iLearn dialogue
3. Ability to contribute to online discussion posting “Who am I” with professionalism and clarity

Task 2: On-Line discussions (15 marks) Due 21st May

The on-line discussions for each module will form an important part of students’ developing understandings and critical interpretation of key readings for each Learning Module.  Students should see the Discussions as an opportunity to express responses to readings, ideas and questions that arise during the course of the unit, as well as receiving feedback from other students enrolled in the unit.

Students are invited to contribute online postings based on their learning in each Module.  There are some key questions to guide students’ learning with each Module. Your postings can be in response to these questions but are not limited to these. Independent and creative thinking by students on any matters raised during each Module is welcomed. 

• There are 11 modules and students must post a discussion on at least 5 of these modules
• Students must respond to at least 5 other students’ posts, these responses do not have to be in the same week you have posted a discussion.
• The posting must occur by the end of the week the module is set for or the student will not receive a mark for that posting. So for example all postings for week 2 would need to be completed by Sunday 12^th March no later than 12pm.
• The posting needs to also include one other reading (peer reviewed journal article or seminal report) with a short description of the main point of the reading. The reading needs to be referenced in APA style.
• There is however no limit on how many or how often you write postings online for each module.
• General feedback from the unit coordinator will be posted in these Discussion forums.

On-line postings are individual in nature and might, for example, offer engaging points of discussion or useful insights/alternative perspectives on focus topics. The structure and content of your posting will depend on the point(s) that you wish to make and your purpose (i.e., whether you are seeking other students’ thoughts/feedback, or wanting to offer relevant personal experiences, etc.). Postings should also provide comments/thoughts on set readings - NOT a summary of content.

Students must select 5 postings and 5 responses and compile into one word assignment. Students will need to show clearly which module the post relates to and which module and discussion post the response relates to (this may require students to screen shot the iLearn page). This is to be submitted through turnitin.

Posting Guidelines

In order for on-line discussions to effectively contribute to students’ learning on the unit, the following guidelines should be considered:

1. Each posting can be between 100 - 300 words; but definitely no longer than 500 words.
2. Postings should reflect students’ understanding of topics studied, on the basis of set readings and your other appropriate source. You can respond to the questions posted in the module OR provide your own reflection.
3. If postings include the expression of personal opinions, ideas or perspectives they should, where possible, be supported by relevant literature.
4. Informed answers and/or responses to questions posed, based on course readings which are appropriately referenced.
5. A single question in itself will not be regarded as a sufficient contribution; some background to the comment/question should be provided in order to stimulate further discussion.
6. APA in text referencing should be included when citing or commenting on a reading or citing sourced evidence.

Criteria for assessment: (15 marks)

• Level of participation in discussions – demonstration of engagement with peers by stimulating and adding to ongoing discussions.
• Provided discussion in 5 modules and in the timeframe set.
• Provided 5 responses to other students’ posts and in the timeframe set.
• Clarity of written communication.
• Correct APA referencing

Major Essay  based on the analysis of selected topic(s)  focusing on Families Images and the Role of the Media (2000 words)

The purpose of this assignment is to promote critical analysis of portrayal of families in the media with reference to the academic literature on families. For the assignment, you are required to collect one or more media artefacts that reflect a particular aspect of “family” in contemporary society. These ‘artefacts’ may be a YouTube video or an article from a newspaper or a popular magazine or a collection of 2-3 images of families from one type of media or an episode from a TV series.  It should act as a stimulus or focus point for a specific area of discussion based on one of the modules (about families) identified in this unit.

Using your readings and studies in this unit, you are required to construct a critical analysis of perspectives presented in your selected media image(s). Use the selected media image(s) to argue

1. How the media influences and/or reflects public perceptions of families.
2. How the media examples you have chosen impact on the family module you have selected. Clearly identify the topic or Module that your essay is targeting.
3. The relevance of this type of media for your work. Your work or profession could include you as an early childhood professional, school teacher or policy maker.  Please make it clear what profession your discussion is referring to.

Ensure that your analysis is constructed with reference to scholarly, evidence-based perspectives on theories and concepts of families.

Assessment Criteria

Your overall mark on this assignment will be based on the following:

• Clear definition of your topic/Module of interest and key arguments presented in your assignment.
• Use of scholarly theories and concepts of family in constructing a critical analysis of readings used to inform your discussion.
• Quality of discussion about the relevance of the media example and the module/topic
• Quality of discussion about the relevance in promoting sensitivity when working with children and their families in the profession you have outlined.

• A well-constructed analysis in APA style that is linked to your learning in this unit.

Philosophy paper  - reflections on working with families (2000 words)

In Australia, under the National Quality Standard (NQF) (ACECQA 2011) new regulations and standards have been developed for assessing the quality of centres providing early childhood care and education. Quality Area 6 is titled “Collaborative partnerships with families and communities” (p. 145) and is based on the premise that such relationships are “fundamental to achieve quality outcomes for children.”  Primary schools are also now being encouraged to think deeply about developing partnerships with families as strong parent involvement is linked to better educational outcomes for children.

Reflect on the material covered in this unit to date and consider what key elements or principles you would want to communicate to families and staff in a service (eg long day care centre, school, family support agency, family service etc).

1. Write an introductory statement outlining your vision in relation to ‘collaboration with families’ for your centre, school, agency or service. 
2. List 5-8 principles that elaborate on the vision statement and that address the key elements that you consider important. These might include how you communicate with families, their rights, responsibilities, diversity or supporting and sharing with families.
3. Explain the rationale for each principle chosen in relation to vision statement. Your discussion will make reference to supporting evidence from the materials covered in the unit and/or additional readings.

A key expected learning outcome of this unit is students’ enhanced awareness of and sensitivity to diversity in families. In order to maintain engagement in all the topics presented, and with the assessment tasks it will be necessary for students to reflect on issues raised at tutorials and/or in the on-line discussions on a weekly basis. These reflections would best be recorded in a notebook or collection of notes in a style that suits individual students. Such a notebook will not be assessed but could be particularly helpful for Assessment Task #3 as it comes at the end of the teaching weeks for this unit.

Assessment Criteria:

Your overall mark for Assessment task 3 will be based on the following:

• A clearly articulated statement of position or philosophy concerning ‘collaboration with families’
• Several (5 -8) principles that elaborate on the statement of philosophy and that address key relevant elements for your centre, school, classroom or service.
• A clearly articulated rationale for each principle chosen  in relation to the vision statement.
• The assignment shows clear evidence of integrated learning across the material, discussions and reflections covered in this unit, and the ability to apply this understanding and knowledge to an early childhood context.  Appropriately cited evidence (literature and research) is used to support all aspects of the assignment.