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DTE401_Assessment3_202406032.pdf Page 1 of 11 DTE401_Assessment 3_20240603 ASSESSMENT 3 BRIEF Subject Code and Title DTE401: Design Thinking Assessment Folio B – Ideation and Prototyping Individual/Group Individual Length 1500 words equivalent (±10%) Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include: a) Articulate and apply the concepts and processes of Design Thinking. b) Identify and evaluate complex problems in a professional context. c) Analyse and critique own capacities and dispositions in relation to processes of innovation. d) Apply high-level research and communication skills to investigate, synthesise, and analyse information from multiple perspectives (including users and scholarship). Submission 12-week duration: Due by 11:55pm AEST/AEDT, Wednesday of Week 12 Weighting 40% Total Marks 100 marks Assessment Task Create a folio to demonstrate your knowledge of innovation and creativity about two stages of the design thinking process: ideation and prototyping. Please refer to the Instructions for details on how to complete this task. Page 2 of 11 DTE401_Assessment 3_20240603 Context This assessment task provides an opportunity for you to demonstrate how your understanding of the design thinking process and concepts has developed through your engagement in the subject so far. To achieve this, the task requires you to establish a folio of posts, where you will respond to key aspects of the two stages (ideation and prototyping) of the design thinking process. This folio further extends your learning through design thinking in terms of identifying and evaluating complex problems in a professional context. It provides a space for you to reflect on your developing understanding of design thinking. Instructions As you conclude the design thinking process in this subject, you need to create your second folio. This final assessment (Assessment 3) is Folio B, covering ideation and prototyping. In Folio B, you are required to respond to the Discussion Forum activities undertaken in the two stages (ideation and prototyping) and reflect on the mindset (in terms of disposition) and the skills and knowledge you have applied. You will also include specific evidence of using the tools generated through the activities in Modules 4 and 5 to support your discussion. Consider the following elements: • Knowledge of the design thinking process in Module 4 – Ideation and Module 5 – Prototyping o You should read widely (including scholarly and non-scholarly sources) and incorporate this reading into your folio. You should explicitly reference resources consulted and activities undertaken in the subject. • Take part in the weekly Discussion Forum o Write posts and engage with the design thinking tools as prompted in the Discussion Forum activities in Modules 4.1, 4.2, 5.1 and 5.2. Your reflections should be written in the first person. • Apply the skills of academic writing and infographics outlined in the Academic Skills webpage. • Format and Structure for: o Part 1: Ideation (750 words equivalent) 1. Participate in the weekly Discussion Forum by writing at least one post responding to the activities in Module 4.1 (Week 7) and Module 4.2 (Week 8). 2. Provide evidence of your engagement with the tools (e.g. Crazy 8s) as stated in the activities. 3. Explicitly identify the target people you empathise with. 4. Then, transfer your posts to your Assessment 3: Folio B document, revise and edit it, add more ideas if necessary, update references and use in-text citations. https://library.torrens.edu.au/academicskills_ap https://library.torrens.edu.au/academicskills_ap Page 3 of 11 DTE401_Assessment 3_20240603 o Part 2: Prototyping (750 words equivalent) 1. Participate in the weekly Discussion Forum by writing at least one post responding to the activities in Module 5.1 (Week 9) and Module 5.2 (Week 10). 2. Provide evidence of your engagement with the tools (e.g. sketches, diagrams, storyboards) as stated in the activities. 3. Then, transfer your posts to your Assessment 3: Folio B document, revise and edit it, add more ideas if necessary, update references and use in-text citations. Note: Alternatively, you can present your Assessment 3: Folio B as a video recording. Please refer to the Submission Instructions on pages 4–5 of this assessment brief for more details. • Referencing: add in-text citations and a reference list according to APA 7th style, using publications within the last 5–10 years wherever possible. • Your submission will be assessed against the following criteria as detailed in the marking rubric on pages 6–10 of this assessment brief: o Knowledge of, and engagement with, the design thinking process, skills and tools. o Depth and analysis in critiquing potential applications and limitations of design thinking. o Depth and analysis of reflection relating to the design thinking disposition. o Clarity of communication and integration of ideas (including spelling, punctuation and grammar. o Citation and referencing according to APA 7th conventions. Referencing You must use the APA 7th referencing style for this assessment. Please see more information on referencing in the Academic Skills webpage. https://library.torrens.edu.au/academicskills/apa/tool Page 4 of 11 DTE401_Assessment 3_20240603 Please ensure that you have attached all components of Assessment 3 (the Written Folio B and List of References in ONE (1) document) to the Assessment 3 submission point before clicking on the Submit button. If want to include Appendix items in your submission, you can save them in a separate document. Please remember to attach this additional document to the Assessment 3 submission point before clicking the Submit button. Submission Instructions You have two submission options for this assessment: • Option A: Submit a 1500-word Written Folio B and a List of References. The List of References is not included in the word count. • Option B: Submit a 10–11-minute Video Presentation of Folio B, showing your face and slides in the video (using in-text citations wherever possible). You also need to submit an accompanying List of References in a separate document. Please ensure that your Written or Video Presentation of Folio B addresses the Format and Structure as outlined on pages 2–3 of this assessment brief. Option A: Written Folio B Submit your Written Folio B via the Assessment link in the main navigation menu of DTE401: Design Thinking in Blackboard. Note: Option B: Video Presentation of Folio B Submit your Video Presentation of Folio B by clicking on the ‘Write Submission’ button to access the Kaltura Media upload function via the Assessment 3 submission point provided in the Assessments area of DTE401: Design Thinking in Blackboard. Please click on the link below for the steps on how to upload your Video Presentation of Folio B. Learning with Technology: https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&c ontent_id=_5480654_1&mode=reset In the Learning with Technology site, please navigate to the ‘Submit a Video Assignment’ tab and watch the video demonstration entitled Submit a video using Kaltura Media. Alternatively, please refer to the technical guidance provided right below the video demonstration. https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&content_id=_5480654_1&mode=reset https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&content_id=_5480654_1&mode=reset Page 5 of 11 DTE401_Assessment 3_20240603 Please ensure that you have attached all components of Assessment 3 (the Video Presentation of Folio B and List of References in a separate document) to the Assessment 3 submission point before clicking on the Submit button. If want to include Appendix items in your submission, you can save them in a separate document. Please remember to attach this additional document to the Assessment 3 submission point before clicking the Submit button. Note: Learning Facilitator Feedback The Learning Facilitator will provide feedback via the Grade Centre in Blackboard. Feedback can be viewed in the My Grades section of DTE401: Design Thinking. Academic Integrity All students are responsible for ensuring that all work submitted is their own and is appropriately referenced and academically written according to the Academic Writing Guide. Students also need to have read and be aware of Torrens University Australia Academic Integrity Policy and Procedure and subsequent penalties for academic misconduct. These are viewable online. Students must also keep a copy of all submitted materials and any assessment drafts. Special Consideration To apply for special consideration for a modification to an assessment or exam due to unexpected or extenuating circumstances, please consult the Assessment Policy for Higher Education Coursework and ELICOS and, if applicable to your circumstance, submit a completed Application for Assessment Special Consideration Form to your Learning Facilitator. https://library.torrens.edu.au/ld.php?content_id=49177661 http://www.torrens.edu.au/policies-and-forms https://laureate-au.blackboard.com/bbcswebdav/xid-4650246_1 https://laureate-au.blackboard.com/bbcswebdav/xid-4650246_1 https://laureate-au.blackboard.com/bbcswebdav/xid-4652143_1 https://laureate-au.blackboard.com/bbcswebdav/xid-4652143_1 Page 6 of 11 DTE401_Assessment 3_20240603 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% Knowledge of, and engagement with, the Ideation and Prototyping stages of the design thinking process, skills and tools Total Percentage for this Assessment Attribute = 20% Demonstrates a limited knowledge of Ideation and Prototyping by: ● not meeting minimum standard as outlined in the format and structure for this assessment ● not discussing the relationship of Ideation and Prototyping, and the underlying concepts ● not engaging with the Ideation and Prototyping tools. Demonstrates a functional knowledge of Ideation and Prototyping by: ● discussing the concepts underpinning Ideation and Prototyping, but further elaboration is required ● focusing on Ideation and Prototyping strategies/tools without acknowledging overarching dispositions required. Demonstrates proficient knowledge of Ideation and Prototyping by: ● clearly discussing Ideation and Prototyping processes, skills, tools and innovation disposition ● exploring different Ideation and Prototyping strategies/tools from own research. Demonstrates advanced knowledge of Ideation and Prototyping by: ● clearly and consistently discussing Ideation and Prototyping processes, skills, tools and innovation disposition in depth in the achievement of insights • integrating a range of different Ideation and Prototyping strategies/tools beyond those outlined in the subject. Demonstrates exceptional knowledge of Ideation and Prototyping by: ● clearly, consistently, systematically and critically discussing Ideation and Prototyping processes, skills, tools and innovation disposition in the achievement of insights ● integrating a broad range of strategies and tools beyond those outlined in the subject, including offering critique and analysis. Page 7 of 11 DTE401_Assessment 3_20240603 Critiquing depth and analysis of the potential applications and limitations to the Ideation and Prototyping stages of the design thinking process Total Percentage for this Assessment Attribute = 30% Demonstrates a partially developed analysis and critique of potential applications and limitations by: ● not attempting to consider the potential applications of the Ideation and Prototyping stages beyond the subject experience ● not offering a critique regarding the limits of how the Ideation and Prototyping stages might be applied. Demonstrates a functional analysis and critique of potential applications and limitations by: ● offering a developing analysis of the potential application of the Ideation and Prototyping stages; this is limited in scope and detail ● where critique is presented, it is adequately structured and supported by a limited range of evidence. Demonstrates proficient analysis and critique of potential applications and limitations by: ● thoroughly offering a critique of the appropriateness of the Ideation and Prototyping stages in relation to professional contexts; experiences and literature are referenced that support or challenge the typical applications ● providing a well- developed analysis and critique of the Ideation and Prototyping stages; an adequate range of evidence supports the analysis well. Demonstrates advanced analysis and critique of potential applications and limitations by: ● analysing (in depth) the potential applications and limitations of the Ideation and Prototyping stages, including the relationships and comparisons between them; professional contexts are carefully considered and there is limited reference to the broader scope beyond your professional contexts ● presenting new ideas within a professional context; relationships between the different limitations and challenges are analysed to a high level. Demonstrates exceptional analysis and critique of potential applications and limitations by: ● systematically offering a sophisticated critique of the limitations in how the Ideation and Prototyping stages can be applied within a professional context; this includes considered reference to other contexts drawn from relevant literature ● comprehensively synthesising the key strengths and potential application of the Ideation and Prototyping stages with insights drawn from own experiences and literature; original concepts and ideas are shared to develop the existing models and Page 8 of 11 DTE401_Assessment 3_20240603 new domains where the process might be applied. Depth and analysis of reflection relating to the Ideation and Prototyping stages of the design thinking disposition Total Percentage for this Assessment Attribute = 25% Demonstrates a partially developed analysis and reflection by: ● presenting description (i.e. recounting experience) with no attempt to analyse or draw meaning from this experience ● not attempting to move beyond own experience or to extend understanding through other positions or points of view. Demonstrates a functional analysis and reflection by: ● presenting description of experiences related to the topic and drawing out some key learnings ● focusing primarily on deepening understanding of own position or experience with limited analysis of positions/points of view of others beyond own context. Demonstrates proficient analysis and reflection by: ● presenting experiences related to the topic as a basis for identifying and discussing key developments in thinking about innovation ● acknowledging and analysing others’ points of view and revealing new questions and challenges. Demonstrates advanced analysis and reflection by: ● drawing on past and current experiences to engage with abstract concepts relating to empathy, synthesis, innovation and change ● articulating key changes in disposition and knowledge, taking into account the complexities of the issue(s) and a range of other points of view gained from literature. Demonstrates exceptional analysis and reflection by: ● identifying developments in thinking and formulating conclusions and a substantial position regarding innovation in professional settings ● supporting this position with relevant experiences and insightful analysis of own and others’ points of view related to Ideation and Prototyping. Page 9 of 11 DTE401_Assessment 3_20240603 Clarity of communication and integration of ideas Total Percentage for this Assessment Attribute = 15% Demonstrates a partially developed communication and integration of ideas by: ● repeatedly obscuring meaning through errors in the communication of ideas, including structure, sequence, spelling, grammar, punctuation and/or the acknowledgement of sources ● rarely or inaccurately employing specialised language and terminology relating to design thinking. Demonstrates a functional communication and integration of ideas by: ● using a mode of communication that is usually coherent; expression that is generally clear, with persistent errors in spelling, punctuation, or grammar ● generally employing specialised language and terminology relating to design thinking with accuracy. Demonstrates proficient communication and integration of ideas by: ● providing a precise meaning that is easy to follow; information, arguments and evidence are structured and sequenced clearly and logically ● communicating ideas with occasional minor errors in spelling, grammar and/or punctuation ● accurately employing specialised language and terminology relating to design thinking. Demonstrates advanced communication and integration of ideas by: ● engaging audience’s interest; information, arguments and evidence are structured and sequenced in a way that is clear and persuasive ● accurately employing a wide range of specialised language and terminology relating to design thinking ● ensuring spelling, grammar and punctuation are free from errors. Demonstrates exceptional communication and integration of ideas by: ● communicating eloquently; expressing meaning coherently, concisely and creatively within the given format ● discerningly selecting and precisely employing a wide range of specialised language and terminology relating to design thinking ● engaging and sustaining the audience’s interest ● outlining information, arguments and evidence that are insightful, persuasive and expertly presented. ● Ensuring spelling, grammar and punctuation are free from errors. Page 10 of 11 DTE401_Assessment 3_20240603 Citation and referencing of key resources and evidence Total Percentage for this Assessment Attribute = 10% Demonstrates a limited knowledge of citation and referencing of key resources and evidence by: ● the inconsistent use of good quality, credible and relevant resources to support and develop ideas ● omitting the references or not using APA 7th referencing style. Demonstrates a functional knowledge of citation and referencing of key resources and evidence by: ● using credible and relevant resources to support and develop ideas, but use is not always explicit or well- developed ● providing references in a format resembling APA 7th referencing style, with frequent or repeated errors. Demonstrates proficient knowledge of citation and referencing of key resources and evidence by: ● using credible resources to support and develop ideas ● providing references in a format resembling APA 7th referencing style, with occasional errors. Demonstrates advanced knowledge of citation and referencing of key resources and evidence by: ● using good quality, credible and relevant resources to support and develop arguments and statements ● showing a broad range of references sources within the organisation ● providing APA 7th referencing that is free from errors. Demonstrates exceptional knowledge of citation and referencing of key resources and evidence by: ● demonstrating the use of high-quality, credible and relevant resources to support and develop arguments and position statements ● showing a wide scope of references sources within and beyond the organisation ● providing APA 7th referencing that is free from errors. Page 11 of 11 DTE401_Assessment 3_20240603 The following Subject Learning Outcomes are addressed in this assessment SLO a) Articulate and apply the concepts and processes of Design Thinking. SLO b) Identify and evaluate complex problems in a professional context. SLO c) Analyse and critique own capacities and dispositions in relation to processes of innovation. SLO d) Apply high-level research and communication skills to investigate, synthesise, and analyse information from multiple perspectives (including users and scholarship). Assessment Task Context Instructions  Knowledge of the design thinking process in Module 4 – Ideation and Module 5 –  Format and Structure for: Referencing Submission Instructions Option A: Written Folio B Note: Option B: Video Presentation of Folio B Learning Facilitator Feedback Academic Integrity Special Consideration