001 - University of Macau

University of Macau General Education Program CISG113 Information Security and Privacy Department of Computer & Information Science Faculty of Science & Technology Learning Syllabus Part (A) Course Outline Elective GE course in IT and Knowledge Society – Science and Information Technology Catalog description: 3.0 credits (lectures: 2 x 1.5 hours). This course exposes students to a broad range of computer systems and information security topics. It is designed to provide a general knowledge of information security and privacy, including basic concepts, terminologies, and social issues. The course introduces core information technology concepts such as Internet and communication technologies with the social and ethical concerns regarding security and privacy. Our discussion explores different areas of concerns from both the user and the IT professional’s perspective, such as laying out various security vulnerabilities and possible threats, and discussing different technical and legal countermeasures to address the same. This course also shares some core topics with other General Education courses in the category of “Information Technology and Knowledge Society”: namely, IT and knowledge society basics; ethics and social responsibility in the information age; the digital divide in the 21st century; and issues of information literacy and competency.

Course type: General Education for Year 1 and Year 2 students

Prerequisites: None Textbook(s) and other required material: Lehtinen, R., Russell, D., & Gangemi, G.T., Sr. (2006). Computer security basics, 2e. Sebastopol, CA: O’Reilly.

References: Andress, J. (2010). The basics of information security: Understanding the fundamentals of InfoSec in theory and practice. Waltham, MA: Syngress (Elsevier). O’Leary, T., & O’Leary, L. (2009). Computing essentials 2010: Complete edition. Career Education. 20th edition. Pfleeger, C.P., & Pfleeger, S.L. (2006). Security in computing, 4e. New York: Pearson Education.

Desired mental and practical makeup: 1. 2. 3.

Experience in group-based project work. Use of e-Learning platforms such as Moodle. Mentality that learning is not a spectator sport, but a down-to-earth learn-to-learn process of learning-by-doing.

Course objectives:

• To help students become literate in the fundamental understanding of information security and privacy associated with the Internet era, including concepts of computer and communications insecurity using modernday examples. • To encourage students to formulate and express their views on the design of information security and privacy, through case study, written work, oral presentations and classroom discussions. • To raise students' awareness of the impact of information security and privacy on the computer industry and the wide-spread focus of insecurity issues from various applications, through critical discourses on the use of secured communications for purposeful human endeavors.

Topics covered: • • • • • •

•

• • • • •

Introduction (2 hours): What is Information Security? What is Information Privacy? Common Module 1 (2 hours): Introduction to IT and Knowledge Society Common Module 2 (2 hours): Ethics and Social Responsibility in the Information Age Common Module 3 (2 hours): The Digital Divide in the 21st Century Common Module 4 (2 hours): Information Literacy and Competency Topic 1 (2 hours): Privacy and Encryption Topic 2 (2 hours): Web Attacks and Internet Vulnerabilities Topic 3 (2 hours): Ethical Issues of Hacking and Cracking Topic 4 (2 hours): Information Fraud Topic 5 (2 hours): Wireless Network Security Topic 6 (2 hours): Computer Crimes Topic 7 (2 hours): Countermeasures – Techniques and Law-Making

Class/laboratory schedule: Timetabled work in hours per week No of teaching weeks Lecture Tutorial Practice 3 0 0 14 14-Week Semester: Two weekly 90-minute lectures

Total hours

Total credits

No/Duration of exam papers

42

4.0

1 / 3 hours

Student study effort expected: Class contact: Lecture Tutorial Hands-on practice Other study effort Self-study Homework assignment Project / Case study Total student study effort

42 hours 0 hours 0 hours 20 hours 14 hours 14 hours 90 hours

Assessment for student learning: Items for Assessment Homework and Class Participation • Individual assignments (5%) • Pair assignments (10%) • Team assignments (10%) Project Work Online and Collaborative Learning Activities Mid-Term Examination (Evaluation) Final Examination

Total Semester Percentage (100%) 25%

25% 10% 20% 20%

Assessment for course objectives: The assessment to meet course objectives will be done in a formative and summative manner on the basis of the following items of interest: • All related measures included in Assessment for Student Learning (above);

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• •

All related assessment data (electronic records of homework, assignments, presentations, digital stories, online discussions, wiki collaborative writing, and self as well as peer review reports for measuring student learning from UMMoodle course site; The course portfolio established on UMMoodle site of CISG113, throughout the semester, keeping track of the course enactment details, lesson-by-lesson.

Course Outline (Refer to our UMMoodle site for detailed learning activities): Weeks

Topic

1

Introduction – Inception Period to measure student background knowledge and to position for immediate kick-off of course learning What is Information Security? What is Information Privacy?

1

Elaboration of CISG113 Learning-Centered Syllabus with intended learning outcomes and topics of interest clearly delineated, together with the peculiar design of student learning experience, in terms of individual, pair, and group learning episodes in the context of information security study; Kick-off of inquiry-based learning, through subsequent research agendas

Inquiry Agendas (001-004), inquiring about

2, 3, 4

•

Introduction to IT and Knowledge Society

•

Ethics and Social Responsibility in the Information Age

•

The Digital Divide in the 21st Century

•

Information Literacy and Competency

Inquiry Agendas 005, inquiring about

5, 6, 7

•

Privacy and Encryption

•

Web Attacks and Internet Vulnerabilities

•

Ethical Issues of Hacking and Cracking

Inquiry Agendas 006, inquiring about 8, 9, 10

•

Information Fraud

•

Wireless Network Security

•

Ethical Issues of Hacking and Cracking

•

Computer Crimes

Course work Online learning records on UMMoodle course site Wiki collaboration records on UMMoodle course site Inquiry Agenda reports submitted electronically on UMMoodle course site plus wiki online learning records Inquiry Agenda reports submitted electronically on UMMoodle course site plus wiki online learning records Inquiry Agenda reports submitted electronically on UMMoodle course site plus wiki online

3

•

11, 12

Countermeasures – Techniques and Law-Making

Self and Peer Review of Student Work in inquiry-based learning through the submitted reports of Inquiry Agendas (001 – 006), plus the student class presentation videos (or digital stories) and PowerPoints, as well as the wiki collaboration records; student efforts expected: 10 hours

11, 12

Semester Project to organize student evidences of learning and to create student eportfolios of work accomplished, on UMMoodle site of CISG113. Digital stories for semester projects as a way to present the same to be collected to demonstrate student performance in expected learning.

13

Final Examination Review (three hours) to cover the materials learned throughout the semester

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Preparation of Course Portfolio as an important archive of course enactment and student learning to accrue evidence for formative course evaluation

learning records Self and Peer review for Inquiry Agenda reports submitted electronically on UMMoodle course site plus wiki online learning records All the related student online learning records established on UMMoodle course site related to the six Inquiry Agendas (001-006)

Course delivery: 50% Information Security study through lecture and discussion, plus in-class exercises; 50% through online and collaborative learning-by-doing, especially via group project work such as team learning with case studies

Coordinator: Prof. Chi Man Pun, Ph.D. Persons who prepared this description: Dr. Kam Hou Vat _________________________________________________________________________

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Part (B) General Course Information and Policies

Instructor: Office Hour: Email:

Dr. Kam Hou Vat TBA [email protected]

Office: Phone:

Course Time/Venue

: CISG113 Information Security and Privacy : TBA

N327C 83974379

Grading Distribution: Percentage Grade 100 - 93 87 - 83 77 - 73 67 - 63 57 - 53 below 50

Final Grade A B+ B− C D+ F

Percentage Grade 92 - 88 82 - 78 72 - 68 62 - 58 52 - 50

Final Grade A− B C+ C− D

Comment: The objectives of the lectures are to explain and to supplement the text material. Students are responsible for the assigned material whether or not it is covered in the lecture. Students who wish to succeed in this course should read the assignments prior to the lecture and should work all homework and in-class exercises. Students are encouraged to look at other sources (other texts, and literature items) to complement the lectures and text. Homework Policy: The completion and correction of homework is a powerful learning experience; therefore: • There will be approximately 6 major homework assignments. • Homework is due one or two weeks after assignment unless otherwise noted. • No late homework is accepted, unless an application is filed prior to submission with valid reason • The course grade will partly be based on the average of the homework grades. Course Project: The project is probably the most exciting part of the course and provides students with meaningful experience to extend and enhance their learning: • The requirements will be announced and discussed in class. • The project will be presented towards the end of semester, including a digital story to be submitted by students. Examinations: Two exams (mid-term and final) will be held in the semester, with the midterm being 2-hour and the final being 3-hour.

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Part (C) Design of Learning Experience Instructor: Office Hour: Email:


Course Time/Venue


Office: Phone:

N327C 83974379

Course Design Philosophy The learning design in CISG113 is performed with several pedagogical objectives in mind, including: •

• • • •

develop student responsibility in active learning

make learning meaningful to student future study or vocational goals promote overt knowledge construction with down-to-earth practices perform learner assessment to stimulate further learning showcase learner achievements in terms of accessible records

In other words, I need a method of teaching, besides the conventional lectures with discussion, which could facilitate student learning to come close to the above-mentioned objectives. My past experience in constructivist design of student learning in the major courses from FST-DCIS, points me to the potential of problem-based learning (PBL) whose effective use has rendered many a flexibility and possibility in producing student learning under different course scenarios. Problem-Based Learning (PBL) PBL could be considered as one form of collaborative learning, in which students, divided into small groups, are actively engaged in opportunities for knowledge seeking, for problem solving, and for the collaborating necessary for effective learning. At the heart of PBL are some real-world problems (or scenarios) used to motivate students to identify and research the issues and principles they need to know to work through those problems. The design of a PBL learning experience addresses many of the recommended and desirable outcomes of a quality undergraduate education, such as the ability to perform the following: • • • • •

Think critically and be able to analyze and solve complex, real-world problems Find, evaluate, and use appropriate learning resources Work cooperatively in teams and small groups Demonstrate versatile and effective communication skills, both verbal and written Use content knowledge and intellectual skills acquired at the University to become continual learners

The notion of PBL is based on the premise that students learn more effectively when they are presented with a problem to solve rather than just being given instructions to absorb. Pedagogically, it is important that students be given opportunities to identify and search for the knowledge they need to approach the problem. PBL Cycle of Collaboration

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•

Problem analysis stage – Students, divided into small groups and assigned a facilitator, are respectively presented a problem scenario to explore, without much instruction given. They generate ideas about possible solutions to the problem based on what they already know. They then define what they need to know by identifying the key learning issues and formulate an action plan to tackle the problem.

•

Information gathering stage – A period of self-directed learning follows. Students are responsible for searching for relevant information. They are largely engaged in just-in-time learning as they are seeking for information when their need to know is greatest.

•

Synthesis stage – After a specified period of time, students reconvene and reassess the problem based on their newly acquired knowledge. They become their own experts to teach one another in the group; they use their learning to re-examine the problem. In the process, they are constructing knowledge by anchoring their new findings on their existing knowledge base.

•

Abstraction stage – Once the students feel that the problem task has been successfully completed, they discuss the problem in relation to similar and dissimilar problems in order to form generalizations.

•

Reflection stage – At this stage, students review their problem-solving process through conducting a self- and/or peer-evaluation. This stage is meant to help students’ meta-cognitive ability as they discuss the process and reflect on their newly acquired knowledge.

Essentially, PBL revolves around a focal problem, group work, feedback, and class discussion, skill development and continuous reporting. The instructor’s role, after the upfront lectures, is to organize and pilot this cycle of learning activity, guiding, probing and supporting student initiatives along the way so as to empower them to be responsible in their own learning. PBL Assessment Criteria to Measure Student Learning It is my experience that the effectiveness of PBL could be evaluated in part by its ability to explain practice. Over the years of the PBL way to encourage student learning, the following criteria have been identified, in order to partially measure the learning outcomes accomplished by students, with respect to the process of problem diagnosis, action intervention, and reflective learning: •

Learning is an active and engaged process. Instead of being told what to do or how to solve problems, students within a PBL atmosphere are to generate their own learning issues. It is expected that a sense of ownership should be born leading to greater cognitive engagement. Students are actively engaged in working at tasks situated in an authentic setting which should lead to greater ability in transfer to other real-world contexts.

•

Learning is a process of knowledge construction. PBL purports that learners construct their own knowledge. The constructivist epistemology states that the known is internal to the knower and is subjectively constructed based on individual responses to experience. Thus, in order to harness the reality of learning, we need to consider the opportunity to find knowledge for oneself, contrast our understanding of that knowledge with others’ understanding, and then refine or re-structure knowledge as more relevant experience is gained.

•

Learners function at a meta-cognitive level. Constructivist learning focuses on initiative thinking activities rather than working on the right answer the teacher wants. Students generate their own

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strategies for problem formulation and possible solutions. The instructor’s role is that of a facilitator, a guide or a coach, probing students’ thinking, monitoring their activities, and generally keeping the process moving. Thus, PBL should promote meta-cognition through encouraging students to reflect upon the problem-solving process. It is believed that reflection on recent experiences is an effective method of learning. •

Learning involves social negotiation. The constructivists accept that knowledge is socially negotiated. The quality or depth of our understanding can only be determined in a social environment where we can see if our understanding can accommodate the issues and views of others and to see if there are points of view which we could usefully incorporate into our understanding. The important support of a learning community where ideas are shared and discussed and understanding enriched is critical to the development of self-directed learning among PBL students.

Mechanism to Keep Evidence of Student Learning To support the assessment of PBL student learning throughout the course delivery, we are to make the best use of our UMMoodle environment, which is to provide electronically a course space, accommodating (or hosting) different group spaces, and sufficient number of individual personal spaces for each student in class. Namely, each student should have his or her own Personal e-Space inside our Moodle course e-Space, and each PBL team is also assigned a Group e-Space under the same course eSpace. Such e-Spaces are installed to keep track of students’ learning activities, such as personal journaling, group brainstorming, and collaborative project development. Besides the basic UMMoodle environment, the use of portfolios as a tool for assessing student learning is planned. Such student portfolios are designed to provide authentic evidence of what students know, believe, and are able to do. Assessment of student learning is considered authentic when it focuses on real performance and mastery of a field of knowledge, as evidenced by some constructed responses to some real-world problem scenarios of interest. It is believed that the use of portfolios could transform the way to interact with and engage students in the learning process. Since the portfolio is to document what students know and are able to do as a result of the course learning, students are expected to collect and select pieces of their own work over a period of time as evidence of completing their learning objectives. Usually, students also have to write a rationale to explain why they think the selected pieces are their best work. Teachers exercise their advising and mentoring role in the process, recognizing that when instruction is personalized through the UMMoodle environment, this type of authentic forms of assessment can appropriately characterize student performance. Typically, a student portfolio may include different types of learning artifacts produced by the student: essays and other writing samples; logs or journals, or blogs; notes and reflections; observation checklist (teacher and students); peer evaluations; photographs related to projects; reading inventories and lists; reports (personal or group work); self-evaluations; solutions to problems; reflections on personal items of achievement; video and audio recordings of presentations and performances; and worksheets, and many others to be named. More relevantly, the use of electronic portfolios (e-portfolios) is getting more common to encourage active learning on the parts of students. It is intended that through the use of the Moodle environment, students can really appreciate the use of e-portfolios to demonstrate their learning, skills development and record their achievements over time, ready to be showcased to any selected audience.

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Part (D) OBTL Approach in Course Delivery Instructor: Office Hour: Email:


Course Time/Venue


Office: Phone:

N327C 83974379

The OBTL Approach OBTL is short for Outcomes-Based Teaching and Learning. It is a course delivery approach that encourages a deep and meaningful way for students to learn. In the field of education, OBTL represents a learner-centered approach to curriculum and course design that focuses on what the students are expected to learn and to do, rather than what the teacher expects to teach and to do. Operationally, OBTL is mainly powered up through the constructive alignment of three important elements in actions: ILO’s (intended learning outcomes), TLA’s (teaching and learning activities), and AT’s (assessment tasks), including the provision of assessment rubrics: •

Intended Learning Outcomes (ILO’s) are what students are expected to be able to do at the end of a lecture, a course, a project, a field trip or a program of study. They are expressed from the student perspective, in the form of some action verbs (identifying the learning outcomes), and related to criteria for assessing student performance. They are referred to as ILO’s because in good learning environments, students may also learn many additional things about the academic subject, working with others, dealing with difficult people, teamwork, and other living and learning skills such as adaptability with emerging Web technologies and social media, which are not necessarily included in the ILO’s.

•

Teaching and Learning Activities (TLA’s) are activities designed by academic staff (course instructors) to help students achieve the learning outcomes of the course, of the tutorials, of the lab sessions, of the lectures, of the projects, or of the field trips. The TLA’s must be explicitly related to each ILO. For example, if an ILO is that students will develop the ability to solve particular types of problems, lecturing students about how to solve such problems will not be sufficient. Students will need practice, support and feedback in solving such problems.

•

Assessment Tasks (AT’s) are procedures designed to assess the related ILO’s after the specific TLA’s are identified that will help students achieve the ILO’s. Oftentimes, creating the appropriate AT’s is an iterative process involving different levels of review, revision, and development. For example, if an ILO is that students will develop skills in oral communication, then asking student to write an essay about oral communication does not assess the related ILO. Students need to engage in an act of oral communication which is assessed accordingly. Thereby, AT’s could come in various forms such as essay-type assignments, projects, presentations, quizzes, role-plays, e-portfolio collection, and many others, our teachers ask students to do to demonstrate evidence that a particular ILO has been achieved.

•

Assessment Rubrics (AR’s) are standards (or criteria) explicitly devised to measure the performance of student achievement in the context of ILO’s. They must be developed after the AT’s have been identified. For example, a course of study might define an ‘A’ as showing evidence of original thought or being able to critically analyze evidence, but a ‘D’ as being able to reproduce what was

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taught with no evidence of critical analysis or original thought. Each grade needs to have a grade descriptor, describing explicit differences between the grades. And grades, as a form of criterionreferenced assessment, are meant to describe what students can or cannot do rather than how their performance compares to other students. At the University of Macau (UM), the outcomes-based approach to student learning is an expression of UM’s commitment in elite undergraduate education (http://www.umac.mo/curriculum_reform/), taking into account the holistic concerns of student development. This outcomes-based education (OBE) approach calls for the articulation of what we expect our students to learn and to become, and the collection of evidence to determine whether our students have acquired the learning expected. It is believed that clear understanding and articulation of intended learning outcomes (ILOs) should facilitate the design of an effective curriculum and appropriate assessments to measure student achievement, as well as to provide strategic planning of personalized learning processes for individual students. Yet, this approach implies (indeed, demands) active participation from students (not just teachers) in the content and process of the conversational practice and knowledge construction in class. Both students and teachers must take joint responsibility for learning. Student responsibility involves: • • • •

Preparing for lectures by doing the reading indicated for each lecture; Participating in discussions during class time, and during our online forum discussions; Active involvement in journaling your learning, asking questions and finding answers; Being courageous and speaking your mind

Teacher responsibility as facilitator involves: • • • •

Designing and guiding the collaborative learning process; Facilitating in-class conversational practices; Steering our course of learning; Providing inputs and feedbacks where necessary

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Part (E) OBTL Details for CISG113 Instructor: Office Hour: Email:


Course Time/Venue


Office: Phone:

N327C 83974379

Intended Learning Outcomes (ILO’s) Upon completion of this course, students should be able to: 1. Describe the importance of IT and the related ethical issues 2. Describe the principles and concepts related to information security and privacy 3. Outline and analyze the impacts of information security issues on information facilities 4. Describe the usage of various encryption methods and the related ethical issues 5. Analyze and explain the impacts of computer crime to the society 6. Apply technical and legal countermeasures to address information security threats Teaching and Learning Activities (TLA’s) •

TLA01: Lectures – This is a typical lecture setting but efforts are made to insert short questions regarding the lesson so that students have opportunities to discuss with one another. From time to time, students are asked to discuss among themselves for couple of minutes regarding a topic that has been taught, and are invited to pose their answers online through our UMMoodle course environment (online forum). This is to give students some space to relax between topics and provide a review of the lesson.

•

TLA02: Small Group Discussion – This also includes the case of pair-based discussion involving only two students. Basically, divided into small groups during the discussion activity, students develop and practice higher-order cognitive skills as they explain, analyze, reflect, evaluate and theorize the working and trends underpinning issues of information security and privacy in today’s world, especially regarding impact on our daily living. Each discussion group is equipped with a scribe volunteered by one of the group members to keep track of the learning issues raised, for subsequent class sharing. Typical length for this TLA02 varies ranging from 15 to 30 minutes.

•

TLA03: Students-Led Class Forum – This is an extension of TLA02, in which selected groups of students will be responsible for leading a whole class discussion, based on a specific topic of interest. The group leading the forum is equipped with a moderator, a scribe, one to two discussants, depending on the group size, as well as a reporter or camera person to video-record the forum episodes. Typical length for this TLA03 varies ranging from 30 to 45 minutes.

•

TLA04: Online Activities – These activities are mainly performed online with Internet access to search for materials, to identify resources, to complete assignments, to finish project and to housekeep important findings for subsequent learning, such as for TLA02, TLA03, and TLA01 (getting ready for lectures). Such activities may be performed during class hours, and/or outside of class hours.

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•

TLA05: Outside Classroom Activities – These activities are designed to enhance interaction between teacher and students, and among students themselves, such as inter-group meetings, to prepare for project work. Typically, the instructor would have several meetings with each group of PBL students to consult group work.

•

TLA06: Learning-by-Doing Activities – These are mainly assignment or project-based work designed to integrate your skills and knowledge accrued up to a certain point of the semester learning. They include work assigned for an individual, pair-based, or teamwork completion.

Assessment Tasks (AT’s) •

AT01: In-Class Participation and Discussion (10%) – Students are required to critically discuss, share, and present the assigned topics inside the classroom. Students may work individually, pair up, or in group as advised to participate in the discussion topics and issues. They are expected to think and learn how to engage in an exchange of ideas to construct their understanding of knowledge and not just to memorize facts, and to regurgitate the same. Students are expected to point out agreements or disagreements, to raise appropriate questions and to brainstorm solutions to problems. Extra marks are awarded to those who can draw relevant implications to apply their daily life examples. UMMoodle resources (forums, journals, wikis, and blogs) are required to track the discussion details, progress, and/or preparation.

•

AT02: Homework Exercises and Assignments (15%) – Homework exercises and assignments are given to students to assess student understanding and knowledge on topics listed in the course schedule. As indicated in Part (A), there will be individual, pair, and team-based exercises and assignments to complete throughout the semester. All the assignments must be submitted through our UMMoodle course environment, and some must be completed directly in our UMMoodle course site, too.

•

AT03: Group Project (25%) – This is the semester project requiring group-based collaborative work covering also both pair and individual work. It is truly a holistic exercise requiring personal responsibility, pair accountability, and team-based collaboration, in order to complete the respective portions of the same. It is an exercise designed to assess the integrative ability of the individual student, the pair, and the team as a whole, in the form of constructed responses, to be documented online through the UMMoodle environment. The assessment is composed of two parts: a) instructor assessment, and b) peer assessment, based on the artifacts produced (findings, report, presentation, digital story) and made available online in the UMMoodle course site.

•

AT04: Online and Collaborative Learning Efforts (10%) – The assessment of online and collaborative learning efforts is done on a per exercise basis. Essentially, all the class work (in-class participation and discussion) and homework assignments are done or submitted through the UMMoodle course site. In regard to how excellently and consistently such work have been completed, the AT04 score will be assigned accordingly based on the assessment requirement to be elaborated on each exercise.

•

AT05: Mid-Term Test (20%) – This test is scheduled during a 90-minute class, lasting for about 80 minutes. It is to be written on the UMMoodle course site, designed to measure the students’ grasp of the key concepts and knowledge elaborated throughout the first half of the semester.

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•

AT06: Final Examination (20%) – The final exam is a three-hour in-class examination to be written on the UMMoodle environment. It comprises essay-type questions, and students are required to provide constructed responses, mostly based on some mini-case studies.

Assessment Rubrics (AR’s)

Rubric for Evidence of Learning in Inquiry Assignments Score 4

Descriptor: Quality of Information brought as Evidence of Learning •

•

•

Students developed and carefully documented information gathered from a variety of quality print and electronic sources, including various blogs, wikis, and other soft documents Sources are relevant, balanced, and include critical readings relating to the research agenda activities Primary sources are included, not just linked

3

•

Students gathered information from a variety of appropriate and relevant sources, both print and electronic (from UMMoodle site of CISG113)

2

•

Students gathered information from a limited range of sources and displayed less than adequate effort in identifying and including quality resources

1

•

Students gathered information that lacked relevance, quality, depth, and balance

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Rubrics to Assess Forum Participation for Small Group Discussion (Online also) Criteria

Score "0"

Score "1"

Score "2"

Score "3"

Score "4"

Group discussion Did not enter posting discussion

Poorly developed Developing ideas Well developed ideas: does not ideas add to the discussion

Well developed ideas (at least one full paragraph) and introduces new ideas

Discussion Did not enter responses to host discussion and other students

Interacts once with either the host or other students

Interacts multiple times with host and/or other students

Evidence of critical thinking (application, analysis, synthesis, and evaluation)

Poorly developed Beginnings of critical thinking critical thinking

Did not enter discussion

Interacts at least twice with host and/or other students

Interacts at least three times with host and/or other students

Some critical Clear evidence thinking evident of critical thinking (application, analysis, synthesis, and evaluation

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Oral Presentation (also Digital Story): Scoring Guide 1.

2.

3.

4.

5.

6.

Organization o 4 points - Clear organization, reinforced by media. Stays focused throughout. o 3 points - Mostly organized, but loses focus once or twice. o 2 points - Somewhat organized, but loses focus 3 or more times. o 1 point - No clear organization to the presentation. Content: Currency & Releance o 4 points - Incorporates relevant course concepts into presentation where appropriate. o 3 points - Incorporates several course concepts into presentation, but does not incorporate key concepts which are relevant to presentation. o 2 points - Incorporates one or two course concepts into presentation. Some course concepts discussed are not relevant to topic. o 1 point - Course concepts are not integrated into presentation or are not appropriately integrated. Quality of Slides/Media o 4 points - Slides/media support the presentation, are easy to read and understand. Slides contain no spelling or grammatical errors. o 3 points - Most of the slides/media are easy to read and understand. Others contain too much information or have illegible font. One or two spelling or grammatical errors are present. o 2 points - Half of the slides/media are easy to read and understand. Others contain too much information or have illegible font. Three to five spelling or grammatical errors are present. o 1 point - Most of the slides/media are difficult to read and understand. More than five spelling and grammar errors exists. Quality of Conclusion o 4 points - Clearly organized conclusion that wraps up the topic well, ties speech together and has a note of finality. Smooth transitional flow from body of presentation into conclusion. o 3 points - Conclusion is not complete or organized. Transitional flow from body of presentation to conclusion is not smooth. o 2 points - Disconcerting flow from body of presentation into conclusion. Speaker moves from body of presentation into conclusion without a smooth, consistent flow. o 1 point - Conclusion omitted. Speech just ends, it does not feel complete. Presentation does not end in a smooth manner. Voice Quality and Pace o 4 points - Voice is clear, easy to hear and understand. Speaker enunciates. Pace is neither too fast nor too slow. o 3 points - Problems exist with either enunciation or pace, but these problems occur for less than about 20% of the speech. o 2 points - Problems exist with either enunciation or pace, but these problems occur for more than 50% of the speech, but not more than 80% of the speech. o 1 point - Voice is not clear, hard to hear and understand. Speaker mumbles. Pace is either too fast or too slow. Professionalism o 4 points - Clothing is proper, speaker is poised and well prepared. Lack of distracting mannerisms by speaker during presentation. Audience is able to focus entirely on information offered in presentation without distraction by the speaker. o 3 points - Clothing is proper or neat. Speaker lacks some confidence and/or relies on note cards less than 20% of the time. A minimum number of distracting mannerisms during presentation. Focus by audience is interrupted by speaker's mannerisms less than 20% of the time. o 2 points - Clothing is proper or neat in appearance. Speaker lacks confidence and/or relies on note cards more than 50% of the time but not more than 80% of the time. A moderate number of distracting mannerisms during presentation. Focus by audience is interrupted by speaker's mannerisms more than 50% of the time but not more than 80% of the time. o 1 point - Clothing is not appropriate and/or appearance is unkempt. Speaker reads entire presentation. Mannerisms are extremely distracting to the audience at least 80% of the time of the presentation. Mannerisms are so distracting that the audience finds it difficult to concentrate on presentation.

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Assessment Rubric for Final Report in Inquiry Assignment Writing Rubrics 4 - Exemplary

Style and Format • •

•

3 - Accomplished

•

•

•

2 - Developing

• •

Fulfill the requirements for a "3" Models the language and conventions used in related scholarly/profession al literature Would meet the guidelines for a professional publication

While there may be many minor errors, consistency in style and format is maintained throughout the writing Demonstrates thoroughness and competence in documenting sources; the reader would have little difficulty referring back to cited sources Style and format contribute to the comprehensibility of the writing Paper lacks consistency of style and/or format It may be unclear which references are direct quotes and which are paraphrased. Based on the information

Mechanics •

• •

•

•

•

•

Fulfill the requirements for a "3" and writing is essentially error free in terms of mechanics Writing flows smoothly from one idea to another Transitions help establish a sound scholarly argument and aid the reader in following the writer's logic

While there may be minor errors, the writing follows normal conventions of spelling and grammar throughout Errors do not interfere significantly with comprehensibility Transitions and organizational structures such as subheadings are used that help the reader move from one point to another

Frequent errors in spelling, grammar (such as subject/verb agreements and tense), sentence structure and/or other writing conventions make

Content and Organization •

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Fulfill the requirements for a "3" and writing excels in organization and presentation of ideas related to the topic Raises important issues or ideas that may not have been represented in the literature cited Would serve as a good basis for further research on the topic Follows basic requirements for the writing Topic is timely and carefully focused Clearly outlines the major points related to the topic; ideas are logically arranged to present a sound scholarly argument Writing is interesting and holds the reader's attention Does a credible job summarizing related literature

While the writing represents the major requirement, it is lacking in substantial ways The content may be poorly focused or the scholarly argument weak or

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provided, the reader would have some difficulty referring back to cited sources Significant revisions would contribute to the comprehensibility of the writing

Fails to demonstrate thoroughness and competence in documentation Lack of appropriate style and format make reading and comprehensibility problematic

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reading difficult and interfere with comprehensibility Writing does not flow smoothly from point to point; lacks appropriate transitions

Writing contains numerous errors in spelling, grammar, and/or sentence structure that make following the logic of the writing extremely difficult

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poorly conceived Major ideas related to the content may be ignored or inadequately explored Overall, the content and organization needs significant revision to represent a critical analysis of the topic Analysis of existing scholarly/profession al literature on the topic is inadequate Content is poorly focused and lacks organization The reader is left with little information about or understanding of the writing's topic

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Citation Guidelines Each finding must be associated with proper citation for valid sources from which the findings are extracted, such as from: o o

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Book with one author  Author, A.A. (2005). Title of work. Location/City, State: Publisher. Book with two authors  Author, A.A., & Author, B.B. (2005). Title of work. Location/City, State: Publisher. Book with more than two authors  Author, A.A., Author, B.B., & Author, C.C. (2005). Title of work. Location/City, State: Publisher. Journal article  Sawyer, S., & Tapia, A. (2005). The sociotechnical nature of mobile computing work: Evidence from a study of policing in the United States. International Journal of Technology and Human Interactions, 1 (3), 1-14. A publication in press  Junho, S. (in press). Roadmap for e-commerce standardization in Korea. International Journal of IT Standards and Standardization Research. Edited book  Zhao, f. (Ed.). (2006). Maximize business profits through e-partnerships. Hershey, PA: IRM Press. Chapter in an edited book  Jaques, P.A., & viccari, R.M. (2006). Considering studetns' emotions in computer-mediated learning environments. In Z. Ma (Ed.), Web-based intelligent e-learning systems: Technologies and applications (pp.122-138). Hershey, PA: Information Science Publishing. Report from a university  Broadhurst, R.G., & Maller, R.A. (1991). Sex offending and recidivism (Tech. Rep. No. 3). Nedlands, Western Australia: University of Western Australia, Crime Research Centre. Published proceedings  Deci, E.L., & ryan, R.M. (1991). A motivational approach to self: Integration in personality. In R. Dienstbier (Ed.), Nebraska Symposium on Motivation: Vol. 38. Perspectives on motivation (pp. 237-288). Lincoln: University of Nebraska Press. Unpublished doctoral dissertation or mater's thesis  wilfley, d. (1989). Interpersonal analyses of bulimia: Normal-weight and obese. Unpublished doctoral dissertation, University of Missouri, Columbia. A presented paper  Lanktree, C., & Briere, J. (1991, January). Early data on the Trauma Symptom checklist for children (TSC-C). Paper presented at the meeting of the American Professional Society on the Abuse of Children, San Diego, CA. Web site  VandenBos, G., Knapp, S., & Doe, J. (2001). Role of reference elements in the selection of resources by psychology undergraduates. Journal of Bibliographic Research, 5, 117-123. Retrieved October 13, 2001, from http://jbr.org/articles.html

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When citing a source in your writing, you will need to state the authors' surnames along with the year of publication. Please note the following: o If you have several references cited within the same parenthesis, the citations should be listed in alphabetical order. You will note that 1) each citation is separated by a semicolon, and 2) ampersands (&) are used instead of the word "and."  Example: In most organizations, data resources are considered to be a major resource (Brown, 2002; Krall & Johnson, 2005; Smith, 2001). o If an author's name is mentioned directly within the text of your manuscript as part of a sentence, please note that only the year is placed within parenthesis.  Example: Brown (2002) states that the value of data is recognized by most organizations. o If you directly quote another individual's work, you must also provide the page of the source from which the quote was taken.  Example: "In most organizations, data resources are considered to be a major organization asset"(Smith, 2001, pp. 35-36) and must be carefully monitored by the senior management.  Example: Brown (2002) states that "the value of data is realized by most organizations" (p.45). o Under no circumstances should in-text citations be numbered.  Incorrect: In most organizations, data resources are considered to be a major resource [15; 30; 84].  Correct: In most organizations, data resources are considered to be a major resource (Brown, 2002; Krall & Johnson, 2005; Smith, 2001). o If a direct quote that you wish to include in your manuscript is more than 40 words long, please be sure to format your quote as a block quote (a block quote uses no quotation marks, and its margins are indented from the left; also, you will notice that the period at the end of the sentence comes before the parenthetical in-text citation):  Example: As an ever-growing number of people around the world have gained access to e-mail and Internet facilities, it has become clear that the communicative environment provided by these tools can foster language learning. E-mail facilitates access to speakers of one's target language. (Vinagre & Lera, 2007, p.35).  It may also benefit you to consult the following pages of APA's Web site for frequently asked questions and other tips:  http://www.apastyle.org/faqs.html  http://www.apastyle.org/previoustips.html

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Each piece of evidence should preferably come with Reflective Comments to annotate why such findings are important, especially when such findings are to support the accomplishment of an ILO or a set of ILOs; kindly explain the rationale of including such findings, and the learning acquired.

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