This course examines a theme frequently identified as a difficult security challenge for policymakers: the rise of propaganda, populism, and information war, especially in the digital age. The course draws from the interdisciplinary nature of writing on this topic in order to provide students with the conceptual and empirical knowledge to make informed policy-focused assessments and analyses of the subject material.

 

Innovative assessment approaches (like identifying ‘fake’ news stories and deconstructing them) underscore the national security policy relevance of the material. Case studies on groups like the ‘alt-right’, and a comparative exercise on the national security challenges for democratic states provides students with the opportunity to study current and evolving events as they occur. Students will have the opportunity to combine conceptual understanding with policy awareness. The course will involve discussions with policy practitioners experiences in monitoring propaganda and information operations, who will present their insights on combatting these challenges in an Australian context.

Learning Outcomes

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

1. Understand concepts related to propaganda and information war, with the ability to critically analyse them in a national security context
2. Evaluate contemporary local, regional, and global challenges relating to propaganda and information war
3. Critically analyse the responsiveness of security agencies to the security challenges posed by propaganda and information war
4. Conduct independent research that demonstrates scholarly and practitioner-focused engagement with the subject matter, developing ideas and analysis for both audiences

Research-Led Teaching

The curriculum is shaped by current research on influence and cognitive security. In week one we provide theoretical framing informed by the (2024) doctoral thesis of Robert Bebber on cognitive warfare. Following overarching framing sessions on the basics of information warfare and influence, students hear first-hand from Amin Naeni (to be conferred 2026) on his doctoral research on Iranian information warfare. In week four students hear from Taplin in relation to her own doctoral research on narrative influence and disinformation. As well as being guided through research as lecture content and course readings, students engage with research in tutorial discussions, and via assessments. The three quizzes reinforce research engagement with questions that go directly to course content.   Students are guided through a war game designed to encourage players to apply real-world skills to a fictional scenario. In this exercise students are exposed to real-world practitioner expertise from Defence personnel involved in information competition.

Field Trips

N/A

Additional Course Costs

N/A

Examination Material or equipment

N/A

Required Resources

N/A

Recommended Resources

Whether you are on campus or studying online, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

The course syllabus, assessments, and readings are available to students on the CANVAS website.

Assessments are submitted through the CANVAS website.

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). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Other Information

CRAWFORD ACADEMIC SKILLS

The Crawford School of Public Policy has its own Academic Skills team dedicated to helping students to understand the academic expectations of studying at Crawford and succeed in their chosen program of study. Through individual appointments, course-embedded workshops and online resources, Crawford Academic Skills provides tailored advice to students keen to develop their academic reading, thinking, planning, writing, and presentation skills.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Week 1 (10th November). Core concepts, what to expect, assessments. An introduction to narrative warfare and cognitive security as theoretical frameworks, and housekeeping.	Quiz - 5 multiple choice and short answer questions (5%)
2	Week 2 (17th November). Tools of the trade. We examine topical case studies to understand how propaganda and disinformation are generated and spread, and when and why they persuade and influence people.	Deconstructing disinformation report is due at the end of this week (30%)
3	Week 3 (24th November). Information warfare in the C21st. We contextualize “information warfare” and “cognitive warfare” through an examination of the emergence of doctrine in the US, China and Russia. In the second half of the lecture, we hear about Iranian information and propaganda from expert Amin Naeni.	Quiz - 5 multiple choice and short answer questions (5%)
4	Week 4 (1st December). Conspiracy theorists, ideologues, populists. We examine topical case studies to understand how disinformation is weaponized by non-state actors for political and/or ideological purposes.	Quiz - 5 multiple choice and short answer questions (5%)
5	Week 5 (8th December). Fighting Back exercise. Students participate in a war game to build an understanding of how to counter malign influence in the context of information warfare. We are joined and guided by practitioners from Defence Science and Technology Counter Influence Team.	Participation (10%)
6	Week 6 (15th December): That’s a wrap. We commence with a debrief of last week's war game and discussion of expectations in the final assessment. We finish with an overview of key learnings in the course.	War game debrief is due at the end of the week (45%)

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Three quizzes	15 %	11/11/2026	13/11/2026	1, 2
Deconstructing disinformation report	30 %	20/11/2026	04/12/2026	1, 2, 4
War game participation	10 %	08/12/2026	22/12/2026	1, 2, 3, 4
War game debreif report	45 %	20/12/2026	20/02/2027	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 Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Extenuating Circumstances Application
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

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 Skills 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 ‘Canvas’ 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

Students are expected to contribute to the learning environment. After the game, time will be allocated for debrief. Students will be graded based on the quality of their active contribution to the war game, and/or the debrief.

Examination(s)

Nil.

Assessment Task 1

Three quizzes

A quiz will open immediately after the relevant lecture on weeks 1, 2, and 4, and close within 24 hours.

Each quiz is worth 5% of course grades and will be comprised of 5 multiple-choice and short answer questions. The questions draw on concepts covered in lectures and course readings of that week. The quizzes will be time limited and proctored.

Assessment Task 2

Deconstructing disinformation report

30% of course grades

Word limit: 1000 words.

Report following a template. An example is provided in-class on week 2.

1.     Find a relevant and interesting piece of content online (such as a social media post, news article, political advertisement, or historical propaganda piece) and bring it to class.

2.    In class Pascale provides an example analysis of responses against the template using a piece she brings. Then take your piece and deconstruct it using the same methodology and template.

3.     Template questions include:

a. What is the context that has instigated the production of this piece? (for example, has it arisen in the context of a particular kinetic conflict like a war? Or has it arisen out of an internal political or social conflict within a nation or community? Or has some other event or circumstance triggered the production of the piece?) 

b. Is it possible to attribute the piece to a particular actor or agenda? Explain why / why not.

c. Who is / are the intended audience/s?

d. What is the intended message or effect? 

e. What narratives, tropes or memes does it use to convey that message to its intended audience?

f. [optional] Is the piece best characterized as information operation and/or propaganda, and/or disinformation and/or misinformation, and/or active measure? For your purposes, is such a distinction meaningful?

g. Taking the above into account, what is the likelihood the piece would be effective in achieving its objective? Why?

h. [optional] What kind of measures might be effective to counter the disinformation you describe?

i. Evaluate the potential intended and unintended consequences, risks and threats associated with the piece and/or potential countermeasures. Are they relevant to national security?

Although not conventional in academic writing, due to the word limit in this piece, subheadings and dot-points can be used, judiciously. These do need to be tied together with analytical statements that explain their relevance.

The Crawford School of Public Policy's Word Limit and Penalty Policy applies to this assessment item.

Assessment Task 3

War game participation

10% of course grades

Students are expected to contribute to the learning environment. After the game, time will be allocated for debrief. Students will be graded based on the quality of their active contribution to the war game, and/or the debrief.

Assessment Task 4

War game debreif report

45% of course grades

Word limit: 1,350 words

Students are asked to debrief and reflect on their learnings in the war game. The debrief report should include at minimum analysis of the situation, the strategy deployed, the potential effects of the strategy, and a reflection on lessons learned.

The Crawford School of Public Policy's Word Limit and Penalty Policy applies to this assessment item.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

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 utilize the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

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

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.

Returning Assignments

Students will be provided grades and feedback on assessments via TURNITIN

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.

Resubmission of Assignments

Students returned a grade of between 45-49 on assessments two and 4 will be offered the opportunity to resubmit within a stipulated timeframe

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 Accessibility 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 supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students