Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Usha Harris
Contact via usha.harris@mq.edu.au
Y3A 165I
By appointment
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
12cp at 100 level or above
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit is a unique opportunity for students to gain experience in a global context, developing a communication campaign for an overseas non-government organisation (NGO), all without leaving campus. This unit applies theories of development communication, social marketing and persuasion in the design of international communication campaigns to achieve planned social change. The unit aims to investigate how cultural values and assumptions shape communication methods, media choice and audience reception. Using latest research, students identify an area of need, and design a campaign plan using traditional and new media forms that can be delivered across cultures. Case studies of information campaigns developed by governments, non-government organisations (NGOs) and international agencies such as the United Nations are critiqued.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
There are no examinations in this unit.
As participation in team activity during class is linked to and underpins the unit Learning Outcomes, you will need to apply for Special Consideration to cover two or more missed seminars. Group collaboration is essential towards the completion of the final project. You are expected to present yourself for all group meetings and the final in-class presentation at the time and place designated.
Examples of assessments will be discussed in class.
Late Submissions / Special Consideration
Unless a Special Consideration request has been submitted and approved, (a) a penalty for lateness will apply – two (2) marks out of 100 will be deducted per day for assignments submitted after the due date – and (b) no assignment will be accepted more than seven (7) days (incl. weekends) after the original submission deadline. No late submissions will be accepted for timed assessments – e.g. quizzes, online tests.
Feedback
Feedback in this unit is available in multiple forms: as informal feedback through the ‘announcement’ function in iLearn, if there are points of relevance to the whole class; in email communication with individual students by the convenor in response to questions related to unit activities; in personal consultations by phone or face to face as requested by appointment; as general comment, rubric and in-text comments attached to assignments marked in Turnitin; immediate feedback in response to questions completed in the online quiz
ASSESSMENT GRADES AND STATUS
Grade HD Range 85-100 Status ‘Standard Grade’ in AMIS: Pass
Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality, insight or creativity in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the program.
Grade D Range 75-84 Status ‘Standard Grade’ in AMIS: Pass
Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality or creativity in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the program and the audience.
Grade C Range 65-74 Status ‘Standard Grade’ in AMIS: Pass
Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the program.
Grade P Range 50-64 Status ‘Standard Grade’ in AMIS: Pass
Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the program; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the program. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes.
Grade F Range 0-49 Status ‘Standard Grade’ in AMIS: Fail
Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the program.
Name | Weighting | Hurdle | Due |
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Knowledge Quiz | 20% | No | March 24 11.59pm |
Campaign Case Study | 20% | No | Weeks 4 to 9 |
Campaign Plan | 60% | No | June 6 11.59pm |
Due: March 24 11.59pm
Weighting: 20%
Students will take an online quiz to be completed by the end of week 4. This will be in multiple choice format to test students' knowledge and understanding of lectures and unit readings in weeks 2, 3, and 4.
Assessment submission: The quiz can be accessed through iLearn from the beginning of Week 4. Only one attempt will be allowed.
Assessment Criteria
Students will be assessed on their ability to: Demonstrate understanding of key theories and approaches that have informed communication campaigns; Define key concepts covered in the assigned reading; Identify research methods used to inform campaign design.
Due: Weeks 4 to 9
Weighting: 20%
Research and evaluate an existing campaign (social change/development, health, environment) currently being run by one of the United Nations agencies (e.g. FAO, UNDP, UNESCO, UNICEF, UNIFEM, UNAIDS, WHO) or an international NGO. Relate the unit readings and/or other relevant literature in your discussion of the campaign. You may find a campaign on a similar theme to the campaign you are designing for the partner. This will give you an insight into other campaigns that have been designed, what has worked and what hasn't and is valuable desk research towards your final project.
While this presentation will be marked individually, team members allocated for the final project will present in the same week. Each student will have 5 minutes to present your case study using the outline provided in the template and supported by no more than 6 slides.
Written submission: Submit your case study template in Turnitin prior to your presentation date.
Assessment Criteria
Students will be assessed on their ability to: Demonstrate knowledge and understanding of key theories and concepts in the field of communication for social change; Analyse critically the effectiveness of social change campaigns including the key elements of the campaign supported by examples; Research sources of information and integrate that research into the essay; Integrate cross cultural perspectives in their analysis; Apply academic conventions such as the use of appropriate style, correct grammar and citations in written submissions.
This Assessment Task relates to the following Learning Outcomes:
Due: June 6 11.59pm
Weighting: 60%
There are two parts to this assignment - A group presentation and a written report with individual sections.
In your allocated teams develop the assigned communication campaign for an overseas non-government organisation (NGO). This is an exciting opportunity to combine what you learn in the classroom with issues currently affecting communities in our region.
Gain experience of working in a virtual environment with an international partner. The project uses online communications such as OneDrive and email to engage virtually with the partner organisation. Students work in small teams to develop a campaign plan based on a project brief provided by the NGO. These campaigns will aim to create awareness and influence behaviour, attitude and opinion whilst representing marginalised groups' best interests.
At the end of the semester teams will present their campaign plans in class. Teams that provide the best plan in relation to the project brief will present their work to the partner.
Design 30% (Group)
Students will collaboratively design and develop written and audio visual material such as logos, brochures, flyers, Facebook and webpage content, slide shows, and other digital material. The project brief will be available in Week 2. Demonstrate progress by filling the work-in-progress campaign template which will be checked by the convenor during the semester.
All group presentations will take place in weeks 11 and 12 in class. Teams chosen for the best campaign plans will present their work to the partner in week 13.
Report 30% (Individual)
Each student in the team will be responsible for different sections of the report which will be marked individually. However all sections must be collated and submitted as one report clearly identifying the author(s) of each section, and a copy placed in Dropbox for Partner use. For their individual component students will do the following:
Assessment submission: In-class group presentation. Campaign report and attendance record submitted in Turnitin by one person in the group. Self reflection questionnaire submitted individually to turnitin. Leave a copy of the powerpoint and report only in the assigned OneDrive folder.
Assessment Criteria
Students will be assessed on their ability to: Present a clear campaign plan within the required framework; Integrate ethical, sustainable and cross cultural perspectives in project design; Find effective solutions and apply originality in message design; Apply advanced communication skills in written and verbal form including presentation skills using resources and graphics in a virtual environment; Participate in team work by behaving pro-actively, being punctual, meeting deadlines and accepting responsibility in a professional setting.
Delivery
There are no face to face lectures in this unit. Lectures will be recorded and can be accessed on Echo by Monday of each week. Tutorials begin in Wk 2.
All written assignments must be submitted into Turnitin. The online quiz is available via iLearn.
Resources
REQUIRED READING
ICOM204 Unit readings are available online.
RECOMMENDED READING
Recommended texts are available in reserve section of the library or online as follows:
Andreasen, A. (2006). Social Marketing in the 21st Century, Thousand Oaks; London; Delhi:Sage.
Donovan, Rob; Henley, Nadine (2010). Principles and Practice of Social Marketing : An International Perspective. Retrieved from http://www.eblib.com
Ferguson, Sherry Devereaux (1999). Communication Planning: An Integrated Approach, Thousand Oaks: Sage Publications.
Gumucio-Dagron, A. and Tufte, T. (2006). Communication for Social Change Anthology: Historical and Contemporary Readings, New Jersey: Communication for Social Change Consortium.
Hastings, G. (2007). Social Marketing: Why Should the Devil Have all the best Tunes? Oxford: Elsevier.
Melkote, S. and Steeves, L. (2001). Communication for Development in the Third World. New Delhi, Thousand Oaks, London: Sage.
Mody, B. (Ed.) (2003) International and Development Communication: A 21st Century Perspective. Thousand Oaks, London, New Delhi: Sage.
Rice, R. & Atkins, C. (Eds.) (2013). Public Communication Campaigns, 4th Edition. Thousand Oaks: Sage Publications.
Tufte, T. and P. Mefalopulos (2009). Participatory Communication: A Practical Guide. Washington, DC, The World Bank.
Wilkins, Karin Gwinn; Tufte, Thomas; Obregon, Rafael (2014). Handbook of Development Communication and Social Change. Retrieved from http://www.eblib.com
Useful Online Resources
United Nations http://www.un.org/english/
Sustainable Development Goals http://www.un.org/sustainabledevelopment/sustainable-development-goals/
UNDP http://www.ua.undp.org/content/undp/en/home/sdgoverview/post-2015-development-agenda.html
World Bank http://www.worldbank.org/
Communication For Social Change www.communicationforsocialchange.org/
Communication Initiative Network www.comminit.com/
UNIFEM's 'Say NO to Violence against Women' http://www.unifem.org/campaigns/vaw_25nov/
Worldaids campaign http://www.worldaidscampaign.info/static/en/campaigns/in_country_campaigns/
GetUp! Action for Australia http://www.getup.org.au/campaigns/
Greenpeace http://www.greenpeace.org/international/en/
The Community Tool Box http://ctb.ku.edu/en/tablecontents/
Week 1 Unit Overview and Introduction to the field |
An overview of the unit and introduction to the field. Who are the main actors (NGOs, UN, Government agencies) and what are the employment opportunities in the field? What are the Sustainable Development Goals? |
Week 2 Approaches to Information Campaigns |
Development communication, social marketing and public communication campaigns are different ways of achieving the same goal; to bring about planned social change using information in a relatively well defined audience |
Week 3 Theories that Inform the Field |
Over the years theories of modernisation, empowerment, stages of change and health belief models have informed campaign design. |
Week 4 Research Techniques |
Formative evaluation research provides vital information about target audiences and their orientation which is useful in message creation and implementation to achieve the desired outcome.
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Week 5 Planning the Campaign |
Through a case study of a social marketing campaign various aspects of campaign planning and implementation are discussed and critiqued. |
Week 6 Campaign Objective and Strategy |
Developing a public communication campaign requires clear articulation of the objectives and strategies which are critical to a campaign’s success. These relate to the types of behaviour change in the target group, and choice of message and media. |
Week 7 Target Groups - Cultural and Gender Awareness |
In developing an international campaign, organisers must have a deep cross-cultural awareness. This includes understanding the interplay of verbal communication, non-verbal communication, the cultural context and gender considerations. |
Week 8 Media Selection |
Choosing appropriate media for message delivery is important in reaching the targeted group. As people’s use of media varies, a combination of different media is essential. Media selection can include print, radio and TV, as well as folk theatre, community media and the emerging new media such as the internet. |
Week 9 Message Design and Principles of Persuasion |
Modern messages are constructed using theories of perception, cognition and information acquisition. An understanding of these theories helps in the design and construction of messages that have an impact on the target audience and their behaviour. |
Week 10 Implementation and Ethics |
Campaigners should have an awareness of moral guidelines during the implementation phase. |
Week 11 Feedback and Evaluation |
A look at the least researched area of communication campaigns. Many campaigns fail to carry out feedback and evaluation which can provide valuable knowledge to other campaign organisers and social marketers on how to improve on past mistakes or integrate best practices. |
Week 12 and 13 Issues to consider in the future |
Finalise your campaign and present your campaign plan to the partner organisation. |
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ICOM204 was previously offered under unit codes ICOM/ICOZ202. Assessments 2 and 3 have been updated.
This unit offers students a unique opportunity to develop communication campaigns for an overseas non-government organisation (NGO) without leaving campus! You will contribute to the efforts of an NGO working on issues affecting our region while also gaining real life work experience in international communication in an ever changing technological environment. Students will use online communications such as Skype and email to engage virtually with the partner organisation. Working in small teams, students develop a campaign plan based on a project brief provided by the NGO. This is an exciting opportunity to combine classroom learning with a real world issue delivered in a cross-cultural context.