- Class Number 8579
- Term Code 2970
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Dr Wendy Russell
- Dr Wendy Russell
- Class Dates
- Class Start Date 02/12/2019
- Class End Date 21/02/2020
- Census Date 20/12/2019
- Last Date to Enrol 20/12/2019
Upon successful completion, students will have the knowledge and skills to:On satisfying the requirements of this course, students will have the knowledge and skills to:
1. demonstrate a broad and coherent understanding of science dialogue, as defined above, in its contemporary context and understand the potential roles of science dialogue in science debates and in science and technology governance,
2. critically review science dialogue activities,
3. demonstrate knowledge of key elements of dialogue and the cognitive and creative skills to participate in and facilitate constructive dialogue.
4. plan, design, conduct and evaluate science dialogue activities and communicate findings clearly, coherently and independently.
This course is informed by research and theory from several fields, including dialogue studies, science and technology studies and deliberative democracy. The course convenor is an active researcher in these fields. The course also draws on several practice domains, notably dialogue, public engagement in science and technology, and public deliberation. The convenor is an active practitioner in these domains. The blend of practice and theory is a distinctive feature of the course. Assessment for the course requires independent research and application of this to a practical situation. Practical skills in dialogue are also applicable to social research.
Staff FeedbackStudents will be given feedback in the following forms in this course:
- Written comments
- Verbal comments
- Feedback to the whole class, to groups, to individuals, focus groups
Student FeedbackANU 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.
|Week/Session||Summary of Activities||Assessment|
|1||25-29 Nov Reading and online forums|
|2||2-6 Dec Intensive classes Introduction. What is Dialogue? What is Science? Why have dialogue about science? How? Science Dialogue cases & methods Planning and Structuring dialogue Science Dialogue contexts||Participation Topics for Method Report and Dialogue Plan|
|3||9-13 Dec Independent study: Online forums, Method Reports||Participation|
|4||16-20 Dec Independent study: Online forums, Method Reports, Dialogue Plans||Participation, Method Report|
|5||6-10 Jan Independent study: Online forums, Dialogue Plans||Participation|
|6||13-17 Jan Independent study: Online forums, Dialogue Plans, run Dialogues (Kitchen Table Conversations)||Participation, Dialogue Plan|
|7||20-24 Jan Independent study: Online forums, run Dialogues||Participation|
|8||28 - 31 Jan Independent study: Dialogue Reports|
|9||3-7 Feb Independent study: Dialogue Reports, Reflective Self-evaluation||Dialogue Reports|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|In-class and online participation||15 %||07/02/2020||17/02/2020||1,3|
|Method Report||25 %||18/12/2019||06/01/2020||1,2|
|Dialogue Plan||30 %||15/01/2020||24/01/2020||1,4|
|Dialogue Report||30 %||05/02/2020||19/02/2020||2,3,4|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
PoliciesANU 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:
Assessment RequirementsThe 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 Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.
Moderation of AssessmentMarks 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.
See Item 1. above
Assessment Task 1
Learning Outcomes: 1,3
In-class and online participation
This assessment item, worth 15%, will be based on observations of your participation in class (general participation, small group discussions, activities and structured dialogues) and assessment of your contributions to online discussions. The lecturer’s assessment of your participation will be informed by a qualitative peer evaluation activity, in which you will be required to give feedback to up to 5 of your peers, and by a self-evaluation exercise. A requirement of this assessment is therefore that you participate in the evaluation of up to 5 of your peers and that you conduct a qualitative self-evaluation. More information on the peer evaluation will be given in class. For the self-evaluation, you will be asked to keep a journal during the course, and particularly the intensive week, in which you reflect each day about what you’ve learnt, your strengths and weaknesses in dialogue and how you plan to work on or with these. At the end of the assessment period, you will be asked to submit a one-page summary of your reflections.
The main assessment criteria for participation are related to the quality of contributions, not the quantity. You need to demonstrate that you are learning and practising the skills of dialogue. However, in order to be able to assess the quality of contributions, you need to actively participate in classes and online discussions (as per requirements below).
Online Wattle forum
Several discussion threads will be initiated through the Wattle forums tool. You are expected to contribute to one or more of these discussions. You will not be assessed on the quality of this week’s contributions – it will provide a base-line for later discussions – but you need to make at least 2 posts.
Week 3 – Week 7/8
You will continue to contribute to the previous discussion threads, applying what you’ve learnt about dialogue to have constructive group discussions. You are once again required to make at least 2 posts each week, and you will be assessed not on the number of posts, but on their quality in relation to dialogue. Week 8 will be a catch-up week for those who missed posting in previous weeks.
Due date: Fri 31 Jan (final day for online forums), Fri 7 Feb (final day for self-evaluations)
Estimated return/feedback date: Fri 17 Feb
Assessment Task 2
Learning Outcomes: 1,2
This assessment item will be based on a report of a method that can be used for science dialogue, an evaluation of the strengths and weaknesses of this method, a guide to use of this method in science dialogue, and examples of its use (these can include hypothetical examples). The report should include your name, the course name, a title and the date at the front and a reference list at the back with all your sources, including for the method and examples. The method can be selected from suggestions provided in class or by the student and must be chosen during the intensive week. Undergraduate students will give a 5 minute presentation about the method they have chosen on day 3 of the intensive week.
In describing and evaluating the method, you need to consider the following questions:
What is the method? How does it work?
What are its strengths? What are its weaknesses?
How has it been/can it be used for science dialogue? What are some examples of its use?
Under what conditions/in what settings is it most useful for science dialogue?
Word limit (where applicable): 1500 (not including references)
Presentation requirements: Written report & presentation
Due date: Wed 18 Dec (except by arrangement with the course convenor)
Estimated return date: 6 Jan 2019
Assessment Task 3
Learning Outcomes: 1,4
This item assesses your skills in planning dialogue. You are required to plan two dialogue activities.
A. a medium-scale (30 participants), University-based dialogue (20%);
B. a small, community-based Kitchen Table Conversation (10%)
For A., you must plan a dialogue involving about 30 participants, based in a university or related setting. The dialogue should involve scientists from the university and others who have an interest or a stake in the scientists’ work. This can include members of the general public or of particular groups e.g. interest groups or policy makers. Remember that a dialogue involves learning on both sides, so select participants who will be interested in learning from the scientists, and who the scientists will learn something from.
For A., you have the option of planning as a small group with 2-3 colleagues from the course (must be SCOM3030 students), or you can do this plan independently. You will receive guidance during class on forming a group and on how to manage the assessment item as a group. If you choose to do A. as a group assignment, you will need to write an additional group process plan and reflection, focusing on the roles each member plays in the group. This will be considered in allocating marks to this assessment item.
Elements of planning will be discussed during the course. You are required to present an initial proposal for part A. of your plan on the final day of the intensive week, either individually or as a group. Your classmates and the lecturer will then give you feedback on your proposal.
The Kitchen Table dialogue (B.) is an informal conversation within your community, which might be your neighbourhood, a community group, or your workplace. For B., you need to plan this yourself, based on your own community. This plan will guide the final assessment item, in which you will run and evaluate the Kitchen Table dialogue you have planned.
Both A. and B. must relate to a science or technology topic of your choosing. You may choose the same topic or separate topics for A. and B. Please discuss your topic with the convenor once you have chosen it.
The Dialogue Plan (including both A. and B.) should include your name, the course name, a title, the names of your team members (if applicable), and the date. The format you use for the Plan is up to you, but aim to produce a plan that a staff member or administrator in the university could put into practice. You can make use of dot point lists and figures, just make sure you give sufficient information for someone to carry out your plan. You may include items such as surveys, guides and handouts in appendices.
Someone using the plan might need to know:
· What is the context and rationale for having the dialogue?
· What is the purpose of the dialogue and what objectives will the plan aim to meet?
· Who will be involved and what roles will they play? How will you get them along?
· How will you communicate with people about the dialogue, including before and after?
· What methods will you use during the dialogue and how will you facilitate it?
· What information will you provide to inform the dialogue and in what form?
· How will you capture what people said?
· How will you know if the dialogue is a success?
Page limit: 5 pages
Presentation requirements: Written report (or other format with agreement from course convenor) and presentation
Due date: Wed 15 Jan (except by prior arrangement with the course convenor)
Estimated return date: 24 Jan 2019
Individual Assessment in Group Tasks (where applicable):
An overall mark will be given to the part A. plan. This will then be adjusted for each student if applicable based on the process plan and reflection. Students will get a lower grade if they don’t make their agreed contribution to the assignment.
Assessment Task 4
Learning Outcomes: 2,3,4
This item will assess your performance in running a dialogue event in your own community, and your skills in writing up and evaluating a dialogue event. Your community may be your neighbourhood, your social circle, a community group you belong to, or your workplace. In the latter cases, you must seek written permission from a person in authority before you begin this assessment item.
The dialogue will be based on a Kitchen Table Conversation. Details of this method will be provided during the course. You may use a variation on this method or a different method, with permission from the course convenor. The dialogue must be organised and facilitated by you, it should involve more than 3 participants (not including you), and should run for at least one hour.
You will need to make an audio recording of the dialogue for the assessment. You need to gain permission from participants to make this recording, and you will need to make provision for the privacy of participants (e.g. they can be completely anonymous or just known by first names). Note that the assessment will be based on the first hour of the recording, or an hour-long extract of your choosing.
You will write a report on the dialogue event, which should include:
The topic, rationale (why you chose it) and context
The purpose and objectives of the dialogue (based on your dialogue plan)
A brief summary of the method, including who participated (please indicate your relationship with participants, as this can affect the facilitation); how you communicated with participants throughout; how the topic or question was presented; what information was brought into the dialogue and how; facilitation techniques and specific methods that were used; how results of the dialogue were collected
A description of how the event went, a summary of the discussion and results that emerged
An evaluation of the dialogue event, including evidence of participant satisfaction, and a detailed reflection on how the process went and why; your facilitation of the dialogue; and what you learnt from it
Word limit (where applicable): 2000
Presentation requirements: Written report and audio-file of dialogue
Due date: Wed 5 Feb
Estimated return date: 19 Feb 2019
Academic IntegrityAcademic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community 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 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 University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.
Online SubmissionThe ANU uses 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. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.
Hardcopy SubmissionFor 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 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 RequirementsAccepted 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.
Assignment marks and comments will be available through Turnitin and students will also receive a marking sheet by email with comments and feedback on marking criteria.
Extensions and PenaltiesExtensions 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.
Resubmission of Assignments
Resubmission of assignments is not allowed.
Distribution of grades policyAcademic 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 studentsThe 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