In this course, we will build on the conceptual approach to the new branch of engineering developed in CECS 6001. Students will investigate and analyse cyber-physical systems (CPSs) using cybernetic approaches.  

Through the course, we will challenge students to study and analyze various examples of CPSs, employing systems analysis and complementary methodologies to explore concepts of safety, sustainability, responsibility and scale.   

 

By the end of the course, students will be able to critically explore the ways CPSs are planned, designed, built, operated, maintained and regulated, as well as assess how CPSs link to and affect other systems, both physical and non-physical. Students will be able to identify mechanisms that restrict, shape and support CPS systems being deployed at scale.    

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Demonstrate conceptual understanding of cyber-physical systems and emerging abstractions for explaining and interrogating such systems, including through the concepts of safe, sustainable and responsible CPS at scale.
2. Develop and fluently apply relevant assessment, evaluation and decision making tools and techniques relevant to managing cyber-physical systems at scale and communicate these to others.
3. Identify and critically appraise new developments, advances and emerging knowledge within domains relevant to the new branch of engineering.
4. Demonstrate ability to frame critical and constructive questions and appropriately apply existing and emerging methodologies to describe and explain the design, construction, commissioning, management and decommissioning of cyber-physical systems using the abstractions in the 3AI framework.
5. Demonstrates an appreciation of the scope, principles, norms, accountabilities and bounds of sustainable engineering practice and how they are enacted and contested for a cyber-physical system.
6. Demonstrate ethical, respectful, and professional conduct, and contribute positively to the Institute community.
7. Synthesise a wide range of data sources and inputs, and generate and communicate complex outcomes of cyber-physical research in relevant formats for diverse audiences or partners.
8. Demonstrate a creative, innovative, and pro-active approach in efforts to explore and analyse cyber-physical systems with the goal to further develop and improve the core concepts and methodologies associated with the new branch of engineering.
9. Fluently apply teamwork and project management skills to enable a collaborative project with peers who have a variety of skills, knowledge and viewpoints, leading to the creation of an in-depth analysis of a cyber-physical system.

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	Governance & Regulation
2	Lifecycles & Decommissioning
3	Trust & Assurance
4	Navigating Change
5	Cybernetic Leadership
6	Industry Partnership

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Resources Facilitation	10 %	14/10/2022	28/10/2022	1, 2, 3, 4, 5, 7, 8, 9
Individual Learning Portfolio	30 %	04/11/2022	18/11/2022	1, 2, 3, 4, 5, 7, 8, 9
Cyber Physical Systems Project	30 %	28/10/2022	11/11/2022	1, 2, 3, 4, 5, 7, 8, 9
Industry Project	30 %	11/11/2022	25/11/2022	1, 2, 3, 4, 5, 7, 8, 9

* 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 Academic Integrity . 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

Resources Facilitation

Course participants will be asked to assign themselves to a fortnightly resources session in groups for this assessment. Each group will be responsible for designing and facilitating a 90 minute session.  Written and oral feedback on assessment items within two weeks of submission date.

Students have the opportunity to request changes to the form and timing of course assessment and feedback before ten per cent of a teaching period has elapsed. This may be discussed orally in a fortnightly feedback session or requested in writing within the prescribed timeframe.

Students have the opportunity to undertake assessment tasks and receive feedback on performance which does not contribute to their final grade. This takes the form of reflexive self-assessment.

Assessment Criteria:

Detailed knowledge exchange on the proposed resources for the fortnight’s topic is made possible 

Firm grasp of appropriate questions and concepts with which to help participants interrogate the resources 

Exercise engages students and supports their understanding of the resources 

Session design facilitates high levels of learning and transferable knowledge for students’ own course tasks and assessments 

Additional resources / pre-reading and/or activities are appropriate in length and content 

Facilitator is responsive to participants, and manages activities, discussion and timing well 

Facilitator is confident with good body language and use of tone/speech 

Facilitator manages and/or shows strong reflexivity in dealing with areas for improvement in the session 

Rubric

Assessment Task 2

Individual Learning Portfolio

The Learning portfolio assessment is designed to chronicle student engagement in the Program and to enable them to reflect on how their contributions and interactions have facilitated their own learning. Importantly, this approach emphasises learning as a cohort which has been selected for a diverse range of skills and experience and different approaches. The Learning Portfolio allows for expression of self-reflexivity, questioning own assumptions, and a willingness to change perspective when presented with new evidence or ideas. Engaging with resources and all aspects of the program through active listening, learning, questioning and debating is critical to achieving all the learning outcomes of the program. Written and oral feedback on assessment items within two weeks of submission date.

Students have the opportunity to request changes to the form and timing of course assessment and feedback before ten per cent of a teaching period has elapsed. This may be discussed orally in a fortnightly feedback session or requested in writing within the prescribed timeframe.

Students have the opportunity to undertake a summative assessment task and receive written feedback on their performance before 50% of a teaching period has elapsed.

Assessment Criteria:

Portfolio shows an exemplary ability to synthesise work (e.g. knowledge, methods) to frame insightful, reflexive and unexpected questions about cyber-physical systems and their building blocks 

Demonstration of student engagement with concepts in fields beyond their own specialization and acknowledges their own challenges, limitations and assumptions in doing so 

Portfolio demonstrates critical appraisal of the new branch of engineering’s approaches to cybernetics and cyber-physical systems analysis 

Work is infused with consistent reflexivity about ethical or access concerns, which are addressed in a creative and appropriate manner. 

Acknowledges contributions from others to both the work and broader personal and professional development. 

Demonstrates leadership in building and maintaining a welcoming community. 

Capable of synthesizing theoretical ideas and real life experiences to formulate questions and evaluate complex systems from a variety of competing viewpoints. Articulates a personal position but is willing to surrender it should further persuasive evidence become available. 

Evidence in portfolio of demonstrated active and thoughtful participation in class activities and assessment tasks showing an appreciation of the learning processes through the course. This includes evidence of respectful behaviour and reflection that supports (or could have better supported) the positive participation of others. 

Convincing and effective communication (clear, concise, well-written and referenced) through the portfolio that have the ability to spark ongoing thinking and conversations. 

Assessment Task 3

Cyber Physical Systems Project

Each student will study the design, building, management, use, and/or decommissioning of a specific cyber-physical system. The project teams will work steadily through the semester, with 3Ai staff supporting the project through reviews of progress and draft materials, culminating in a detailed CPS analysis by the end of the course. In addition, teams will create recommendations for how to responsibly, safely, and sustainably scale the CPS system using cybernetic approaches. Written and oral feedback on assessment items within two weeks of submission date.

Students enrolled in a course have the opportunity to request changes to the form and timing of course assessment and feedback before ten per cent of a teaching period has elapsed. This may be discussed orally in a fortnightly feedback session or requested in writing within the prescribed timeframe.

Assessment Criteria:

The group exhibits breadth and depth of understanding of concepts and demonstrates appreciation of the limitations and temporary nature of conceptual knowledge. 

Evidence of group skillfully eliciting feedback and input from others to significantly strengthen project work. 

Demonstrated clarity and logical organisation of concepts and knowledge.  

Assessment materials are well curated and appropriate in length and content. 

Group demonstrates effective and value-adding teamwork to produce a clearly collectively developed product. There is evidence of contribution from each team member.  

A demonstrated insightful synthesis clearly linking the CPS concept and the broader theme.  

Demonstration that the system concept considers a plurality of viewpoints encompassing a diverse range of communities, cultures, places, markets, etc.  

Demonstrated exploration of how the proposed CPS may influence the physical, social and/or environmental world in some way.  

The design brief concept considers and convincingly synthesises the ‘what’ and ‘why’ behind the project.   

The elements of your design brief demonstrate a convincing argument for your proposed CPS at scale.  

Assessment Task 4

Industry Project

Students will work in groups with at least one industry partner on a CPS related project. Students will be required to liaise with at least one industry partner to scope and plan agreed upon outputs. Students will critically explore concepts of safety, sustainability, responsibility and scale through interrogating and analysing the ways CPSs are planned, designed, built, operated, maintained and regulated, as well as assess how CPSs link to and affect other systems. Written and oral feedback on assessment items within two weeks of submission date.

Students enrolled in a course have the opportunity to request changes to the form and timing of course assessment and feedback before ten per cent of a teaching period has elapsed. This may be discussed orally in a fortnightly feedback session or requested in writing within the prescribed timeframe.

Assessment Criteria:

The group exhibits breadth and depth of understanding of organisational and cybernetic concepts, and demonstrates their effective and appropriate deployment for this project. 

Evidence of a synthesis of a wide range of data sources and inputs, with complex outcomes of the research communicated in relevant formats for the Partner organisations and course audience. 

Assessment materials are well curated and appropriate in length and content, demonstrating appropriate acknowledgement of others’ contributions and correct referencing technique. 

Evidence of group skillfully eliciting feedback and input from Partner organisation and others to significantly strengthen project work. 

Group demonstrates effective and value-adding teamwork to produce a clearly collectively developed product. 

Evidence of an attempt to identify and critically appraise new developments, advances and emerging knowledge within domains relevant to the new branch of engineering and the partner organisation.  

Demonstration of insightful synthesis in framing critical and constructive questions relevant to the project.   

Recommendations made to the partner organisation demonstrate a synthesis of the research and work completed and are supported by an in-depth analysis.  

The group offers new information or an original approach to the project with efforts towards demonstrating application of knowledge developed within and beyond the Masters program. 

Demonstration of ethical, respectful, and professional conduct, with evidence of positive contributions for the partner organisation. 

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. Extensions may be granted 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