This course explores communication in the Humanities. The issues Humanities scholars engage with are of interest to and significance for society and culture as a whole. It is important for the Humanities to communicate with the public, and increasingly this is done in many different ways beyond the traditional book or scholarly article. This course will provide students with critical skills for approaching communication in the Humanities. Firstly, students will consider and analyse the various ways scholarly and public communication is undertaken, including considering the value and efficacy of Open Access, social media, and scholarly vs popular writing. Students will then engage in developing a social media profile for themselves or an institution or project with which they are involved. It is expected that students will be able to develop real social media skills as a result of undertaking this course, and develop the critical awareness of how to communicate Humanities' issues to the public.
Learning Outcomes
Upon successful completion, students will have the knowledge and skills to:
- analyse various methods and types of public and scholarly communication;
- identify and discuss relevant literature, including theoretical and methodological approaches to the topic;
- critically engage with why communication skills are important to the Humanities; and
- develop and demonstrate relevant social media and communication skills.
Staff Feedback
Students will be given feedback in the following forms in this course:
- written comments
- verbal comments
- feedback to whole class, groups, individuals, focus group etc
Student Feedback
ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
Class Schedule
| Week/Session | Summary of Activities | Assessment |
|---|---|---|
| 1 | Introduction to course | |
| 2 | Humanities in the Public Sphere | Each presentation carries a weight of 4% |
| 3 | Analyzing Public Discourse around the Humanities | Each presentation carries a weight of 4% |
| 4 | Contextualizing the Humanities | Each presentation carries a weight of 4% |
| 5 | Communicating the Humanities in and to the Public | Each presentation carries a weight of 4% |
| 6 | Students demos of Midterm assignments, Peer review | Each presentation carries a weight of 4% and Midterm assignment due (30%) |
| 7 | Humanities in the Digital Sphere | Each presentation carries a weight of 4% |
| 8 | Analysis Discourse in and for the Digital Humanities | Each presentation carries a weight of 4% |
| 9 | Contextualizing Digital Humanities in the wider academic community | Each presentation carries a weight of 4% |
| 10 | Communicating Digital Humanities | Each presentation carries a weight of 4% |
| 11 | Hot-desking, Problem-solving, Final assessment checking-session | |
| 12 | Students demos of End of Semester assignments, Peer review | Each presentation carries a weight of 4% and End of semester assignment due (30%) |
Assessment Summary
| Assessment task | Value | Due Date | Return of assessment | Learning Outcomes |
|---|---|---|---|---|
| Pecha Kucha | 4 % | 30/07/2019 | 30/07/2019 | 1, 2, 3, 4 |
| Pecha Kucha | 4 % | 06/08/2019 | 06/08/2019 | 1, 2, 3, 4 |
| Pecha Kucha | 4 % | 13/08/2019 | 13/08/2019 | 1, 2, 3, 4 |
| Pecha Kucha | 4 % | 20/08/2019 | 20/08/2019 | 1, 2, 3, 4 |
| Pecha Kucha demoing Midterm Assessment for a chance of peer review feedback before final submission | 4 % | 27/08/2019 | 27/08/2019 | 1, 2, 3, 4 |
| Blog post, or 5min max podcast or video on a Public Humanities event, topic, issue, or resource | 30 % | 30/08/2019 | 13/09/2019 | 1, 2, 3, 4 |
| Pecha Kucha | 4 % | 17/09/2019 | 17/09/2019 | 1, 2, 3, 4 |
| Pecha Kucha | 4 % | 24/09/2019 | 24/09/2019 | 1, 2, 3, 4 |
| Pecha Kucha | 4 % | 01/10/2019 | 01/10/2019 | 1, 2, 3, 4 |
| Pecha Kucha | 4 % | 08/10/2019 | 08/10/2019 | 1, 2, 3, 4 |
| Pecha Kucha demoing Final Assessment for a chance of peer review feedback before final submission | 4 % | 22/10/2019 | 22/10/2019 | 1, 2, 3, 4 |
| Blog post, or 5min max podcast or video on a Digital Humanities event, topic, issue, or resource | 30 % | 25/10/2019 | 08/11/2019 | 1, 2, 3, 4 |
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
Policies
ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:
- Student Assessment (Coursework) Policy and Procedure
- Special Assessment Consideration Policy and General Information
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
Assessment Requirements
The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
Moderation of Assessment
Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Assessment Task 1
Learning Outcomes: 1, 2, 3, 4
Pecha Kucha
Student will give individual Pecha-Kucha style presentations on an issue, topic, exhibition, or other subject relevant to the course and delivered in the weekly seminars. These presentations are informal and conversational, consisting of 20 slides, set to automatically change every 20 seconds. The slides should contain no (or at least minimal) text. For more information about the Pecha Kucha, see https://www.pechakucha.com/.
Students are expected to give a presentation related to the topic of the week, and to engage in a conversation around and relating to their peers presentations. The topics of the presentations could be (but are not limited to) a report of a resource (a journal article, for example), a project, an exhibition, or a timely and relevant news item. The topic must be situated within a wider disciplinary context, with some referencing of relevant academic literature, and with a view to critically engaging with the topic in a robust theoretical framework.
Each presentation carried a weight of 4%.
Assessment Task 2
Learning Outcomes: 1, 2, 3, 4
Pecha Kucha
Student will give individual Pecha Kucha style presentations on an issue, topic, exhibition, or other subject relevant to the course and delivered in the weekly seminars. These presentations are informal and conversational, consisting of 20 slides, set to automatically change every 20 seconds. The slides should contain no (or at least minimal) text. For more information about the Pecha Kucha, see https://www.pechakucha.com/.
Students are expected to give a presentation related to the topic of the week, and to engage in a conversation around and relating to their peers presentations. The topics of the presentations could be (but are not limited to) a report of a resource (a journal article, for example), a project, an exhibition, or a timely and relevant news item. The topic must be situated within a wider disciplinary context, with some referencing of relevant academic literature, and with a view to critically engaging with the topic in a robust theoretical framework.
Each presentation carried a weight of 4%.
Assessment Task 3
Learning Outcomes: 1, 2, 3, 4
Pecha Kucha
Student will give individual Pecha-Kucha style presentations on an issue, topic, exhibition, or other subject relevant to the course and delivered in the weekly seminars. These presentations are informal and conversational, consisting of 20 slides, set to automatically change every 20 seconds. The slides should contain no (or at least minimal) text. For more information about the Pecha Kucha, see https://www.pechakucha.com/.
Students are expected to give a presentation related to the topic of the week, and to engage in a conversation around and relating to their peers presentations. The topics of the presentations could be (but are not limited to) a report of a resource (a journal article, for example), a project, an exhibition, or a timely and relevant news item. The topic must be situated within a wider disciplinary context, with some referencing of relevant academic literature, and with a view to critically engaging with the topic in a robust theoretical framework.
Each presentation carried a weight of 4%.
Assessment Task 4
Learning Outcomes: 1, 2, 3, 4
Pecha Kucha
Student will give individual Pecha-Kucha style presentations on an issue, topic, exhibition, or other subject relevant to the course and delivered in the weekly seminars. These presentations are informal and conversational, consisting of 20 slides, set to automatically change every 20 seconds. The slides should contain no (or at least minimal) text. For more information about the Pecha Kucha, see https://www.pechakucha.com/.
Students are expected to give a presentation related to the topic of the week, and to engage in a conversation around and relating to their peers presentations. The topics of the presentations could be (but are not limited to) a report of a resource (a journal article, for example), a project, an exhibition, or a timely and relevant news item. The topic must be situated within a wider disciplinary context, with some referencing of relevant academic literature, and with a view to critically engaging with the topic in a robust theoretical framework.
Each presentation carried a weight of 4%.
Assessment Task 5
Learning Outcomes: 1, 2, 3, 4
Pecha Kucha demoing Midterm Assessment for a chance of peer review feedback before final submission
Student will give individual Pecha-Kucha style presentations demoing their planned submission for the midterm assessment due at the end of the week. This is their opportunity to receive constructive peer review comments from the other students, with a chance to make corrections and improvements before the deadline at the end of the week.
Each presentation carried a weight of 4%.
Assessment Task 6
Learning Outcomes: 1, 2, 3, 4
Blog post, or 5min max podcast or video on a Public Humanities event, topic, issue, or resource
Students are tasked with creating a digital resource to communicate an event, topic, issue, or resource related to the Public Humanities. This could take the form of a blog post, podcast, or video, which should be no longer than 5min in length.
Assessment Task 7
Learning Outcomes: 1, 2, 3, 4
Pecha Kucha
Student will give individual Pecha-Kucha style presentations on an issue, topic, exhibition, or other subject relevant to the course and delivered in the weekly seminars. These presentations are informal and conversational, consisting of 20 slides, set to automatically change every 20 seconds. The slides should contain no (or at least minimal) text. For more information about the Pecha Kucha, see https://www.pechakucha.com/.
Students are expected to give a presentation related to the topic of the week, and to engage in a conversation around and relating to their peers presentations. The topics of the presentations could be (but are not limited to) a report of a resource (a journal article, for example), a project, an exhibition, or a timely and relevant news item. The topic must be situated within a wider disciplinary context, with some referencing of relevant academic literature, and with a view to critically engaging with the topic in a robust theoretical framework.
Each presentation carried a weight of 4%.
Assessment Task 8
Learning Outcomes: 1, 2, 3, 4
Pecha Kucha
Student will give individual Pecha-Kucha style presentations on an issue, topic, exhibition, or other subject relevant to the course and delivered in the weekly seminars. These presentations are informal and conversational, consisting of 20 slides, set to automatically change every 20 seconds. The slides should contain no (or at least minimal) text. For more information about the Pecha Kucha, see https://www.pechakucha.com/.
Students are expected to give a presentation related to the topic of the week, and to engage in a conversation around and relating to their peers presentations. The topics of the presentations could be (but are not limited to) a report of a resource (a journal article, for example), a project, an exhibition, or a timely and relevant news item. The topic must be situated within a wider disciplinary context, with some referencing of relevant academic literature, and with a view to critically engaging with the topic in a robust theoretical framework.
Each presentation carried a weight of 4%.
Assessment Task 9
Learning Outcomes: 1, 2, 3, 4
Pecha Kucha
Student will give individual Pecha-Kucha style presentations on an issue, topic, exhibition, or other subject relevant to the course and delivered in the weekly seminars. These presentations are informal and conversational, consisting of 20 slides, set to automatically change every 20 seconds. The slides should contain no (or at least minimal) text. For more information about the Pecha Kucha, see https://www.pechakucha.com/.
Students are expected to give a presentation related to the topic of the week, and to engage in a conversation around and relating to their peers presentations. The topics of the presentations could be (but are not limited to) a report of a resource (a journal article, for example), a project, an exhibition, or a timely and relevant news item. The topic must be situated within a wider disciplinary context, with some referencing of relevant academic literature, and with a view to critically engaging with the topic in a robust theoretical framework.
Each presentation carried a weight of 4%.
Assessment Task 10
Learning Outcomes: 1, 2, 3, 4
Pecha Kucha
Student will give individual Pecha-Kucha style presentations on an issue, topic, exhibition, or other subject relevant to the course and delivered in the weekly seminars. These presentations are informal and conversational, consisting of 20 slides, set to automatically change every 20 seconds. The slides should contain no (or at least minimal) text. For more information about the Pecha Kucha, see https://www.pechakucha.com/.
Students are expected to give a presentation related to the topic of the week, and to engage in a conversation around and relating to their peers presentations. The topics of the presentations could be (but are not limited to) a report of a resource (a journal article, for example), a project, an exhibition, or a timely and relevant news item. The topic must be situated within a wider disciplinary context, with some referencing of relevant academic literature, and with a view to critically engaging with the topic in a robust theoretical framework.
Each presentation carried a weight of 4%.
Assessment Task 11
Learning Outcomes: 1, 2, 3, 4
Pecha Kucha demoing Final Assessment for a chance of peer review feedback before final submission
Student will give individual Pecha-Kucha style presentations demoing their planned submission for the final assessment at the end of the week. This is their opportunity to receive constructive peer review comments from the other students, with a chance to make corrections and improvements before the deadline at the end of the week.
Each presentation carried a weight of 4%.
Assessment Task 12
Learning Outcomes: 1, 2, 3, 4
Blog post, or 5min max podcast or video on a Digital Humanities event, topic, issue, or resource
Students are tasked with creating a digital resource to communicate an event, topic, issue, or resource related to the Digital Humanities. This could take the form of a blog post, podcast, or video, which should be no longer than 5min in length.
Academic Integrity
Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.
The ANU commits to assisting all members of our community to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to be familiar with the academic integrity principle and Academic Misconduct Rule, uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with.
The Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.
Online Submission
You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.
Hardcopy Submission
For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Late Submission
Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:
- Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
- Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
Referencing Requirements
Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Privacy Notice
The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.
Distribution of grades policy
Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.
Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for students
The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Convener
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Dr Terhi Nurmikko-Fuller
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Instructor
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Dr Terhi Nurmikko-Fuller
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