- Class Number 3946
- Term Code 3030
- Class Info
- Unit Value 12 units
- Mode of Delivery In Person
- Dr Graham Walker
- Dr Graham Walker
- Class Dates
- Class Start Date 24/02/2020
- Class End Date 05/06/2020
- Census Date 08/05/2020
- Last Date to Enrol 02/03/2020
Students in this course develop their science communication skills while training for and touring with the Shell Questacon Science Circus. The course includes experience in the development of science presentations and workshops, the presentation of science shows to audiences of all ages (with an emphasis on school-age audiences), the presentation of teacher development workshops, explaining science and exhibits to members of the public, promotion of a science outreach program, the operation of a travelling science exhibition, and the coordination of activities while on tour.
Upon successful completion, students will have the knowledge and skills to:
- Explain science and technology concepts to audiences of varied ages and backgrounds, including school students, teachers, general public, remote communities and Aboriginal or Torres Strait Islanders.
- Design and deliver science shows, resource materials and workshops on science and technology topics, including considering their relevance and tailoring to diverse audiences based on aspects such as age, geography, context and culture – including Aboriginal or Torres Strait Islander cultures.
- Efficiently and effectively function as a team, as well as have an understanding of group dynamics and some experience in small team management.
- Operate an outreach education program (including a travelling science exhibition).
- Implement a media campaign to promote a travelling science outreach program.
Theory informs practice – Alongside the ‘practical’ fieldwork/touring component that makes up much of 8004, students will also become familiar with the academic literature and research that underpins science shows, workshops and other formats used on tour. Research on science shows and outreach is sparse, so relevant theory is often drawn from research on formal education, informal science education, science communication, psychology and other disciplines. This theoretical content will be presented both independently and as parts of sessions dealing with more practical aspects of show presentation, etc.
Students are expected to take initiative and do their own literature searches or consult lecturers/other experts to locate relevant research, in addition to that presented during lectures.
By the end of the course, you should not only be able to present an effective science show or workshop, but be able to research and understand the theoretical basis for what makes it effective.
Students in this course develop science communication skills that are applied touring with the Shell Questacon Science Circus. The course includes experience in the development of science presentations and workshops, the presentation of science shows to audiences of all ages (with an emphasis on school-age audiences), the presentation of teacher development workshops, explaining science and exhibits to members of the public, promotion of a science outreach program, the operation of a traveling science exhibition, and the coordination of activities while on tour.
TEAMWORK, COMMUNICATION AND PROFESSIONALISM ON TOUR
While on tour, there are certain qualities that are important for the Shell Questacon Science Circus to operate effectively. Three key qualities you need to be effective include, but are not limited to:
- You take initiative, assist, volunteer and actively tackle team problems
- You cooperate and collaborate with others to produce outcomes that exceed what you could do independently (‘whole is greater than the sum of its parts’)
- You are effective in your assigned role
- You adapt to different roles, sometimes at short notice
- You help and support other teammates in carrying out roles/tasks
- You exert similarly high effort as teammates towards the team’s objectives
- You consider the thoughts and feelings of and relationships with teammates
- You’re part of a homogenous team, avoiding cliques or excluding individuals
- For an academic perspective, see http://pubsonline.informs.org/doi/pdf/10.1287/orsc.12.4.435.10635.
- You seek out and actively listen to feedback, discuss it, and apply it
- You give feedback, provide guidance and make helpful suggestions in a constructive, thoughtful and tactful manner, at a suitable time
- You are proactive giving relevant information and updates to others
- You consider the value of information from the perspective of others
- You actively resolve conflicts and seek guidance with difficulties
- You don’t let personal issues negatively impact on team or public communication; you seek help when this is difficult.
- You plan thoroughly, you plan as part of a team, are well-prepared, ready for contingencies, and able to adapt plans as necessary during a task
- You are punctual; you advise others where things prevent this
- You are never racist, sexist or otherwise discriminatory
- You keep a calm exterior when dealing with stressful problems
- You wear your uniform with pride and are well presented when dealing with the public (but eccentricity done well is fine!)
- You are a positive ambassador for the partners and sponsors of the program and science more broadly
- You drive, operate machinery, and conduct manual handling processes safely, and don't make others uncomfortable re safety when collaborating
- You think about when it is appropriate to use a mobile phone or other devices, particularly for personal matters.
These qualities are particularly important during your roles as Big Brother, Floor Manager and in the Media Team.
You will receive feedback after each tour and are encouraged to have a continuous dialogue with Coordinators. Note not all feedback will be formally presented, so take note of ad-hoc discussions, etc. you may have on the road.
Some students opt to do a work placement in the middle or at the end of the year, however this is not a formal requirement of the course and it is not assessed. It can, however, be extremely helpful for networks and employment opportunities after the course. If you’d like to do a placement, talk to Graham and/or the Coordinators as we may be able to connect you with organisations. ANU can also provide insurance if needed. Students need to cover any costs associated with placements. Keep in mind it is a busy year and this is an optional element, you may instead choose to take some downtime - put your wellbeing first.
Examination Material or equipment
Most equipment you'll use on tour can be found in The Cage at Questacon Parkes, however there is also a trove of treasure in the CPAS storerooms, and Graham has an extensive collection of doo-dads many of which he is happy to loan to prop connoisseurs. Note any non-standard props require a Risk Management Worksheet (RMW) to be prepared and approved by the Coordinators.
There is no single set text for this course, however there are readings.
They are available online through the course Wattle site, mostly as .pdf files. Download and read them electronically or print as you see fit.
ANU Makerspace – At the start of the year you’ll be familiarised with the ANU Makerspace. The Makerspace is a fantastic resource if you need to repair show props or want to create new equipment for use on tour. Some consumables (3d printer filament, screws, electronic components, etc.) are provided free of charge from the Makerspace, however if you need additional materials for props to be used on tour consult with Coordinators re your needs/costs first, gain formal approval and keep receipts (as per the process with purchasing consumables on tour). Graham is happy to assist you with course-related activity in the Makerspace. Contact the extremely helpful team there on email@example.com.
Students are strongly encouraged to use the ANU Makerspace and make the most of the equipment and staff expertise associated with it.
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
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.
The information here covers both SCOM8004a (semester 1) and SCOM8004b (semester 2). The two courses must be taken together and form a year-long course.
These courses are only available to students enrolled in the Masters of Science Communication Outreach.
|Week/Session||Summary of Activities||Assessment|
|1||CURRENT STUDENTS: PLEASE CONSULT THE GOOGLE CALENDAR FOR DETAILS||The information here covers both SCOM8004a (semester 1) and SCOM8004b (semester 2). The two courses must be taken together and form a year-long course. These courses are only available to students enrolled in the Masters of Science Communication Outreach.|
|2||Show instruction, development and safety training Introduction to scicomm/show research and literature||February - March|
|3||Tour 1a and 1b - ACT and NSW||March|
|4||Workshop/exhibit facilitation, teacher Professional Learning (PL) workshops Show, prop and demo development||April-May|
|5||Indigenous cultural awareness training Workshop/exhibit facilitation||July|
|8||Workshop tour / Tour 3||August|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Show Analysis and Development - Part 1: Analysis||15 %||21/04/2020||11/05/2020||1,2,4|
|Show Analysis and Development - Part 2: Development||15 %||18/06/2020||06/07/2020||1,2,4|
|Creating New Props and Demos - Concept Note||0 %||02/06/2020||17/06/2020||1,2,4|
|Creating New Props and Demos||20 %||16/11/2020||24/11/2020||1,2,4|
|Science Show Videos (1 of 2)||10 %||07/06/2020||07/07/2020||1,2|
|Science Show Videos (2 of 2)||15 %||15/11/2020||30/11/2020||1,2|
|Indigenous audiences and Facilitation: 1. Plan (completed in pairs)||10 %||27/07/2020||07/08/2020||1,2,3,4|
|Indigenous audiences and Facilitation: 2. Diary (completed individually)||10 %||16/09/2020||30/09/2020||1,2,3,4|
|Indigenous audiences and Facilitation: 3. Round Table Presentation (completed in pairs)||5 %||*||*||1,2,3,4|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
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:
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.
Participation is required in all relevant Shell Questacon Science Circus activities.
Assessment Task 1
Learning Outcomes: 1,2,4
Show Analysis and Development - Part 1: Analysis
Details of task: The ability to critique your own performances and use your analysis to improve your shows is a critical skill to have as a presenter. Your shows should be continually changing and improving through the year – they should ‘evolve’. This two-part assessment asks you to do a Show Analysis (part 1) and then use that to inform the Show Development (part 2).
In this assignment you will undertake:
1. Show Analysis - Analyse and reflect on your Science Circus school show and produce a written report that evaluates your content (e.g. the science, demos, etc.), performance (e.g. voice/body, dramatic aspects, demo delivery, etc.) and where they intersect, and also identifies some priorities for development.
2. Show Development – Select aspect(s) for development, create a plan for improvement, begin trialing the improvements, identify indicators to gauge your progress, and report back on the outcomes.
Note the two work together, so think towards your Development while completing the Analysis.
PLAN AHEAD! The structure of this assignment means you need to work on it over a period of time to produce a quality outcome. It is recommended you begin drafting, researching and ESPECIALLY TAKING NOTES during Tour 1 even though the Show Development is not due until after Tour 2.
Theory informs practice – You should draw on the academic literature (and reference it) and formal and informal feedback from staff, peers and audiences to inform your self-critique and improvements. Note the academic literature on science shows is quite sparse, so you will need to use related academic areas (e.g. science education, informal science learning) and possibly even other fields such as the dramatic arts, clowning and magic performance. Get creative, but evidence based. There will be a lecture on pathways into the literature to get you started, but you should also do independent research and, if needed, consult with Graham (he’s here to help!).
Below are some key aspects of content and performance to critique and improve, but you may feel others are relevant too. The focus/weighting will depend a lot on your particular show:
- Use of clear, accurate explanations with appropriate scientific concepts, explanations, language and performance for the particular audience
- Show structure/storyline and connections between different segments
- Use of props and execution of demonstrations
- Enthusiasm, immediacy, humour and audience ‘connection’
- Emotional engagement and the role of different emotions (e.g. surprise)
- Relevance to the audience
- Audience interaction (questions, call and response, volunteers, etc.)
- Use of voice (clarity, projection, tone, volume, modulation, etc.), facial expressions, body language and movement on stage
- Your personal touches; what makes the show unique.
It is strongly recommended you make preliminary notes during tour while show experiences are fresh in your mind. Notes taken directly after shows will be priceless.
In this assignment you are not being marked on the quality of your show. You are being assessed on how you critique, improve - including the quality of those improvements - and use research and theoretical perspectives to inform your progress (of course a good quality show will help with this though!). Many past students tell us at the end of the year they wish they had more chance to develop and personalise their show - this assignment is a perfect opportunity! Improvements may involve but are not limited to adding demos, developing performance techniques, sourcing or creating new demos/equipment, refining (not completely changing) the theme/focus of your show, etc.
- Fully integrate academic literature throughout (not just a token reference or generic paragraph at the end), consultation with peers/experts and other relevant sources to directly support the analysis and development – make links between theory and practice.
- Be neatly formatted, written in clear and concise language, have excellent spelling, punctuation and grammar, and include pictures/photos, diagrams and figures that enhance communication.
1. Show Analysis
To be eligible for a pass on this assignment your critique must:
- Be 1000-1500 words long, excluding your final reference list. In-text citations and quotes count towards the 1000-1500 words.
Overall, your assignment should ideally:
- Analyse in depth what content and performance was effective, what was not effective, and why – including insights from theory/literature
- Consider a range of the aspects of show content and performance aspects as listed above, but focus on those most relevant to your show
- Use broad evidence to support your analysis, including but not limited to: teacher surveys, peer/coordinator feedback, self-assessment, audience observations, audience feedback, and personal notes/reflections.
- Synthesise, bring together and triangulate (use multiple sources of evidence to support a common conclusion) evidence to create structured logical arguments.
- Use specific examples from the shows to support statements and illustrate ideas
- Identify a shortlist of development priorities for your show.
Word limit: 1000-1500
Due: 21 April
Estimated return date: 11 May
Submission: via Wattle
Assessment Task 2
Learning Outcomes: 1,2,4
Show Analysis and Development - Part 2: Development
2. Show Development
To be eligible for a pass on this assignment your piece must:
- Be 1000-1500 words long, excluding your final reference list. In-text citations and quotes count towards the 1000-1500 words.
Overall, your assignment should ideally:
- Identify one to three (depending on scope/size) development priorities, including a brief rationale for why you prioritised them
- Develop creative, evidence/literature-based changes/additions/improvements to address these priorities and a plan for implementation
- Identify both standard and creative indicators of progress/success, including how they can be measured or otherwise assessed
- Implement the improvements, describe the process and outcomes, including how your indicators demonstrate progress
- Use the literature and other reliable sources to support and make sense of the stages: identification, development, indicators, implementation and outcomes.
Word limit: 1000-1500
Due: 18 June
Estimated return date: 6 July
Submission: via Wattle
Assessment Task 3
Learning Outcomes: 1,2,4
Creating New Props and Demos - Concept Note
Please refer to Assessment Task 4 below for full details.
Concept Note (hurdle requirement for Assessment Task 4) - Submit a one A4 page concept note outline 1-3 ideas, including a provisional idea of design, construction and materials (diagrams welcome), the science, how it might be presented, and where it fits into tour (i.e. during show X, as a busk, etc.). This is not formally graded but is a requirement and opportunity for feedback (it aims to get you thinking early).
Word limit: 1 A4 page
Due: 2 July
Estimated return date: 17 July
Submission: via Wattle
Assessment Task 4
Learning Outcomes: 1,2,4
Creating New Props and Demos
Details of task: In this assessment piece you and a teammate need to conceive, make and use a piece (or set) of novel equipment/prop on tour 3 and/or 4. The equipment must be used in one or more of:
- your primary and/or exhibition shows
- as a busk
- at Pop-ups, e.g. as a small group activity at the Lab bench or similar
- other settings such as teacher workshops - please check with Graham and the Coordinators first.
Select something practical (both theme and logistics) for use on tour. Note the busk option is there so you can, if you choose, make something outside the themes of your current shows and give flexibility for both team members.
You will submit a brief concept note (not graded but required) early on, a risk management worksheet (RMW) prior to the tour you plan to use it on (not graded but required), followed by a written report and video.
This assignment is to be completed as a duo. Please discuss your ideas, inspirations, etc. with the wider team and identify someone suitable for fruitful collaboration (talk with Graham if any difficulties). Please lock in your teammate by 14 May at the latest so you can think about ideas while on Tour 2.
PLAN AHEAD! The structure of this assignment means your duo needs to work on it over a period of time to produce a quality outcome. It is recommended you begin researching, designing, making and taking notes before and during Tour 2 even though it is not due until after Tour 4. Doing initial testing on Tour 3 is STRONGLY recommended as any surprise problems come Tour 4 will leave little time. It will be a busy period – don’t leave it to the last minute.
ALERT ALERT ALERT re DUE DATE: as ANU requires all marks to be submitted in mid November, the final assignment is due the Monday immediately after tour. Apologies for the tight timeline but the timing of Tour 4 and ANU deadlines give no other option. It is strongly recommended you get a head start on the write up before Tour 4 so you can finalise while on tour or the Monday it's due.
Your duo may (1) create something completely novel, (2) find a design and significantly refine it, or (3) substantially innovate on some existing equipment. If basing your project on options 2 or 3, and you’re at all unsure, talk to Graham to confirm there is enough creativity and innovation in your plan. It is fine to improve an existing idea, but we want to see evidence of individual creativity and design thinking – not just finding some designs on the web and making exactly that. Examples of significantly refine or substantially innovate could include but are not limited to:
- Taking a store bought prop like a science toy and coming up with a very clever way to make it from cheap everyday items so people could relate better to it and make their own
- Taking two demos and adapting the equipment so they can be fused into one new and creative piece of equipment and associated demo, e.g. https://www.youtube.com/watch?v=LWckjEHAc9g
- Seeing a Youtube clip of a demo, then making the equipment based on your own design and adding/refining features that make it better for communicating the science or engaging the audience.
- Creatively adapting small-scale equipment that is typically used as a hands-on workshop activity into something large scale that will work with a show audience, or vice-versa.
Where do we start? We suggest you refer back to the prop making and show development you did during the Deep Dives at the start of the year, which has parallels with this assessment piece. The analysis and development assignment may also highlight areas a new prop could be effective. Props communicating contemporary research are also encouraged.
How complex should it be? Some of the best props are simple, but for the purposes of this assignment it would be wise to attempt something a bit more complex to show off your creativity, making and design skills.
Where will I make it? You are strongly encouraged to make use of the ANU Makerspace and its expert staff and (selected) free consumables for this assignment. Graham is also available to help and advise as you go through the process, and can steer you to other experts.
Safety! If in any doubt at all, consult Graham and the Coordinators regarding safety beforehand, especially if your equipment involves hazards such as fire, high pressure, liquid nitrogen, lasers, etc. As with any new demo, you will need to create an RMW, get it signed off by the Coordinators before you trial it on tour.
Submit your RMW to the Coordinators via email (CC Graham) three weeks prior to when you want to use it on tour with the public/schools. If your prop involves significant risks, consider including a very basic video of the prop in action or physically showing the Coordinators, even if it is still to be refined. You may negotiate with the Coordinators to vary these timelines.
What are the constraints? Your duos creativity may be unbounded, but like all Science Circus props there are practicalities:
- Size and portability – it needs to fit in the car on tour, including on days where you may have several different show kits and your luggage.
- Cost – it should be cheap – a maximum of $50 – and wherever possible make use of existing resources (recycled items, stuff in the Cage, CPAS storeroom resources, etc.). If it requires consumables, these should also be low cost, and ideally reusable/recyclable/sustainable. Innovation in this area will be factored into assessment. Costs for materials can be reimbursed as per the petty cash procedure on tour – but must be approved by the Coordinators first.
- Set up time – it should be easily setup (along with everything else) in the time you usually have to prepare for a show.
- Robustness and reliability – it should work consistently without breaking (but note it may not the first time… this is part of the design process!).
- Safety and messiness – it MUST be safe for you and the audience, including during the making process, and not create more mess or other negative effects than a standard demo/activity.
To be eligible for a pass on this assignment, as a duo you must:
1. Concept Note (hurdle requirement) (Assessment Task 3)
- Submit a one A4 page concept note outline 1-3 ideas, including a provisional idea of design, construction and materials (diagrams welcome), the science, how it might be presented, and where it fits into tour (i.e. during show X, as a busk, etc.). This is not formally graded but is a requirement and opportunity for feedback (it aims to get you thinking early). DUE 2 July.
- Submit a risk management worksheet (RMW). DUE 3 weeks before tour or by negotiation with Coordinators.
- Use the equipment on tour.
2. Creating New Props and Demos Report
- Submit a 3-7 minute video. The video should include presentation of the equipment as a demo/activity for a general audience, as you would in a school or Exhibition show, or at Lab bench, with equal contributions by both duo members. You may use actual footage from a recorded show/activity (this can be very powerful), or film a piece to camera. You may also include some rationale, background on the making, or other information.
- Submit a document including:
- A write up of the demo in the same style, format and length (~300 words) as those in your show scripts, using the headings “Demo Name, Science concept, Equipment required, Procedure and Explanation”.
- The design rationale, how/why it developed, and notes on the making process.
- Evidence it was used on tour (dates, context, pictures, descriptions, etc.)
- Reflection/analysis/informal evaluation of how it was received on tour
- Refer to the criteria below for guidance as to what you may want to highlight.
Overall, your equipment and demo should ideally:
- Be highly creative.
- Show evidence both team members have contributed equally.
- Establish clear goals for the science being communicated and have that reflected in the design.
- Incorporate deliberate, thought-out design features that make it more engaging, for example design features that contribute to clearer display of the science, or that make it more emotionally engaging (think back to the emotions Deep Dive).
- Make innovative use of everyday items, recycled/repurposed items and/or digital manufacturing (3D printing, etc.) in ways that enhance the motivational and science communication potential of the equipment.
- Be aware of practical and logistical constraints and limitations (e.g. size, cost, set up time, portability, robustness, messiness, need for consumables, reliability, and especially safety) and reflect that in the design.
- Show evidence that you have tested and refined the prop and associated demonstration.
- Integrate academic literature, consultation with peers/experts and other relevant sources in the design, making and understanding of the audience response.
- (Document) Be neatly formatted, written in clear and concise language, have excellent spelling, punctuation and grammar, and include diagrams and figures that enhance communication.
- (Video) Have simple but quality production with well lit or deliberately used lighting, clear sound, minimal background noise (leeway given for 'live' footage), good framing, and smooth and minimal (if any) editing.
Length: 1500 words, excluding your final reference list / 3-7 minute video
Due: November 16 (NOTE this is the Monday immediately after Tour 4, as ANU marks need to be submitted later that week there is no flexibility unless incredible circumstances)
Estimated return date: November 24
Submission: video: deliver USB to Graham or upload video and send link / document: via Wattle
Assessment Task 5
Learning Outcomes: 1,2
Science Show Videos (1 of 2)
Details of task: Performance of science shows plays a major part in your fieldwork delivering the Shell Questacon Science Circus. This assignment will assess your ability to perform a high quality show.
You will film and submit two recorded shows (note due dates below):
- Exhibition show during Tour 2 (15%)
- School show during Tour 4 (15%)
To be eligible for a pass on this assignment your must:
- Submit two science show videos – an Exhibition show AND then a school show
Ideally your show should demonstrate:
Science content, explanation and communication:
- Suitable level and explanation for the audience, with science integrated into performance rather than tacked on after each demo
- Accurate scientific explanations enhanced using creative analogies, physical actions, and/or other creative methods
- Performance of demonstrations with safety, creativity, ease and confidence
- Use of key communication messages
- Logical structure with smooth flow, effective conceptual and narrative sequencing, and smooth links/segues
Performance and audience engagement:
- Good pace with plenty of demonstrations - action-packed but not rushed
- Well managed audience interaction, questioning, and use of volunteers in different ways (single, multiple, whole audience)
- Enthusiasm, immediacy and audience ‘connection’
- ‘Strategic’ use of performance techniques (where they enhance the communication of science or other key objectives) including appropriate audience interaction, humour, drama and/or other skills (e.g. music or dance)
- Use of suitable style, tone and language for the particular audience
- Clear voice, projected strongly and clearly
- Variation in pitch, volume and pace of voice which enhances engagement and communication of the science (strategic use)
- Good eye contact and strategic use of facial gestures and body movement
- Clear sight-lines and visuals for the audience, particularly the visibility of demonstrations
- Use of presentation techniques to control the audience
Relevance, creativity, personalisation and show development:
- Use of everyday examples of the science concepts, especially where these connect/appeal to the particular audience
- Innovation and creativity refining the show from the original show notes
- New content and demonstrations that fits in the show theme
- Personal touches such as referencing background expertise, unique anecdotes, etc. which enhance content in the show
- Evidence of application of feedback.
This assignment will only assess your own show and not any joint introductions and conclusions or busks. Only the show should be submitted in the video file.
Value: 25% - 10% Video 1 (Exhibition), 15% Video 2 (school)
Video requirements: Ideally you should edit/record such that the file is only your show performance. In the event editing on tour is difficult, you may highlight IN THE FILE NAME the start time of your show. The video should be in one file and in a common video format, e.g. mpeg, avi, etc. Please do your best to ensure good audio quality. A front-on view works best.
- Video 1 (Pop-up) due 7 June (last day of tour)
- Video 2 (school) due 15 November (last day of tour) - note if Graham visits you on tour and you can supply it earlier that would be most helpful
Estimated return date: one month after
Submission: Give the coordinators your video for collation onto a single USB/drive.
Assessment Task 6
Learning Outcomes: 1,2
Science Show Videos (2 of 2)
See detail in Assessment Task 5 above
Assessment Task 7
Learning Outcomes: 1,2,3,4
Indigenous audiences and Facilitation: 1. Plan (completed in pairs)
Details of task: During the year you will take part in in-depth Australian Indigenous cultural awareness sessions, followed by facilitating a workshop tour (Tour 3) to highschools with a high Indigenous population. You will be introduced to these workshops on Tour 2 shadowing Questacon staff, then lead delivery of them Tour 3.
Note this is a three-part assessment:
- Plan (completed as pairs): outline potential changes to the workshop - e.g. facilitation, framing and possibly content - that are mindful of Indigenous culture, contexts and relevance and wider ideas in cross-cultural science communication. Note due to logistical constraints this will most likely involve changes to facilitation and how things are presented, rather than large changes to workshop content - however small changes and tweaks may occur.
- Diary: keep a diary on tour reflecting on how your planned or other change were implemented, what you learned about both Indigenous audiences / cross-cultural science communication AND effective facilitation, and use the literature to shed light on your experiences.
- Round table presentation (completed as pairs): that shares the outcomes of your Diaries with peers.
Your Plan and Presentation will be completed in pairs. You may work in the same or different pairs. The Diary is submitted individually. The written pieces are designed to make you think deeply and structure your ideas, while the presentation is designed to foster peer/group learning. ALL are designed to get you to engage with the literature to improve your practice.
Please see the below assessment items for further detail on the Diary and Presentation.
The plan asks you to discuss how you have considered and incorporated Indigenous culture/contexts, and how you plan to adapt facilitation, framing and possibly content to be culturally appropriate and relevant to an Indigenous audience, i.e. how might you change your approach to facilitation to be most effective for Indigenous students. It should be justified using experiences, learnings, insights, reflections, interpretations, etc. from the cultural awareness training earlier in the year, and the workshop training beforehand.
You should also make use of the academic literature, both (1) research on Indigenous culture and education, and wider ideas in cross-cultural science communication and culturally relevant education, and (2) on facilitation with a focus on inquiry, making and tinkering formats (as used in the Questacon workshops). There will some leads on Wattle, lectures and independent research is encouraged. More broadly, you should also plan for how you will facilitate a group that has a mix of cultural backgrounds.
Effective facilitation is nuanced and is a lot more than simply helping people complete activities. During the year you will apply facilitation skills in various settings, primarily with exhibits and Lab during Pop-ups, at teacher workshops, and in highschool workshops. You will be introduced to facilitation during the Deep Dives and receive further practical instruction at Questacon, alongside being introduced to the literature on facilitation - primarily from the literature on inquiry, making and tinkering (which is the theoretical foundation for the Questacon highschool workshops).
To be eligible for a pass on this assignment your Plan must:
- Be 750-1000 words long, excluding your final reference list.
- Include equitable contributions by both team members (you are encouraged to discuss and create the whole plan together, rather than work on sections independently).
Overall, your plan should ideally:
- clearly outline planned modifications to facilitation, framing and possibly content to be culturally appropriate and relevant to an Indigenous audience - and justify these using evidence and argument.
- incorporate your own personal learnings and insights from the Indigenous cultural awareness training.
- integrate academic literature (including literature with Indigenous focus/perspectives), consultation with peers/experts and other relevant sources to support your modifications and wider arguments.
- considering the above, plan for how you best facilitate a group that has a mix of cultural backgrounds.
- Be neatly formatted, written in clear and concise language, have excellent spelling, punctuation and grammar.
- Include tables, diagrams, pictures, charts and/or figures that enhance communication of key ideas.
Length: 750-1000 words, not including your reference list.
Due: 27 July
Estimated return date: 7 August (before implementation on tour)
Assessment Task 8
Learning Outcomes: 1,2,3,4
Indigenous audiences and Facilitation: 2. Diary (completed individually)
Details of task: Part 2 of this assessment asks you to reflect back on your plan, and beyond it, based on your experiences facilitating workshops on tour. A key part of the diary is using the academic literature on facilitation, making, inquiry learning, etc. AND Indigenous audiences / cross-cultural science communication to make sense of your tour experiences. The written diary may be written in a less formal even diary-like style (e.g. with a series of daily entries and reflections on the events of that day/session) or an overall reflection of workshops on tour, or a combination of the two, but MUST have academic rigor (i.e use evidence, the literature and argument) - see the marking criteria.
PLEASE PLEASE PLEASE make notes, recordings, take photos (noting photo policies) and other things so your can record insights while on tour as these will underpin your diary. It is strongly encouraged to draft or even complete diary entries while on tour if time allows.
Exploring the literature
When thinking about the literature you use to make sense of your experiences, you should research, review and synthesise the literature and other expert sources regarding:
- effective facilitation with a focus on (but not limited to) inquiry, making and tinkering - common formats used in hands-on workshops.
- Indigenous audiences and cross-cultural aspects.
You should go beyond simply describing papers or making loose connections between your practice and the literature; it should build on that by critiquing, interpreting and extending the ideas in the literature, and ideally bringing multiple sources together to support wider conclusions, develop novel insights and relationships, and/or apply to new contexts - this is some of what is meant by synthesising. If you're having trouble getting started, have a look at Resnick and Rosenbaum (2013; in the Wattle folder) from page 174 onwards and ask yourself where you find those characteristics in the Circus workshops, how you facilitated to related to them, and your critique/extension/etc. of them.
Resnick, M., & Rosenbaum, E. (2013). Designing for Tinkerability. Design, Make, Play: Growing the next Generation of STEM Innovators, 163–181.
To be eligible for a pass on this assignment your pieces must:
- Be 500-750 words long, excluding your final reference list. Please let me know if you are finding this limit too short.
Overall, your diary should ideally:
- Give a succinct high-level summary of your workshop, what was effective, what wasn’t, and any other key learnings from implementation.
- Discuss why you think things either included in or outside of your plan worked, or not, using well thought-out arguments based on a range of evidence such as observations, peer/teacher/student feedback, your own insights/speculations, and the literature.
- Use specific examples from workshops you facilitated.
- Include images - particularly illustrative photos from workshops - tables, diagrams, charts and/or figures that enhance communication of key ideas.
- Contain reflections from a range or workshops over time (like a diary).
- Consider the literature on (1) Indigenous audiences and (2) facilitation/workshop design and the relevance of your reflections to them.
- Provide evidence-based recommendations for changes to facilitation and/or the workshop.
Length: 500-750 words, not including your reference list. Please let me know if you are finding this limit too short.
Due: 16 September
Estimated return date: 30 September
Assessment Task 9
Learning Outcomes: 1,2,3,4
Indigenous audiences and Facilitation: 3. Round Table Presentation (completed in pairs)
Details of task: Part 3 of this assignment asks you to come together with a teammate, compare and contrast your Diary reflections, and translate that into short presentation for your peers so you can all learn from each others experiences. Working with a teammate in the preparation stage gives you an additional stage of, and perspective for, reflection. You are welcome to bring the diary theme into this presentation too.
Using actual activities, props and other workshop-like content to give context and communicate ideas, particularly with reference to the literature, is warmly welcomed.
To ensure you have considered the literature in detail and can share that with peers, a reference list is a base requirement for this assessment - this could be part of a PowerPoint used in the presentation, or a written document. Using a PowerPoint is not mandatory.
Each duo will present, then we'll have combined discussion/questions.
To be eligible for a pass on this assignment your duo must:
- Present for 6-8 minutes.
- Include a reference list (e.g. in a PowerPoint used in the presentation, or a document).
- Include equitable contributions by both team members.
- Participate in the discussion/questions.
Overall, your contribution should ideally (extending the Diaries):
- Combine the ideas and literature used in each of your Diaries to bring a deeper perspective on facilitation, workshops, Indigenous audiences and cross-cultural science communication.
- Highlight areas where you had strong consensus, and particularly where you didn't, and justify those perspectives.
- Incorporate the literature on (1) Indigenous audiences and (2) facilitation/workshop design.
- ?Use actual activities, props and other workshop-like content to give context and communicate ideas.
- Use specific examples from workshops you facilitated.
- Consider what would be most relevant to your peers to make them more effective facilitators, especially in cross-cultural contexts.
Length: 6-8 minutes plus discussion/questions.
Due: date TBC between Tour 3 and 4.
Estimated return date: two weeks following
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Science communication, science shows, informal learning environments, emotion and motivation in science communication, capacity building and international development, making and makerspaces
Dr Graham Walker