In this assignment you will be pitching a universally designed product or service to students from a specific degree or major pathway at Deakin. Task Overview
This assignment consists of three parts:
You are to create a multimedia resource for students from another degree at Deakin, to teach them about inclusion and the principles of Universal Design (Part A).
You will create an annotated bibliography for two references relevant to the topic and industry area (Part B).
You will mark your own work against the assignment rubric, and provide a brief learning reflection (Part C) see coversheet template in AT3 resources folder.You can upload these together or as separate files, to the AT3 Dropbox on our CloudDeakin site. A separate Turn-it-in report is not required.Please check the AT3 resource folder and AT3 discussion board for additional guidance on this task, in the lead up to submission. PART A: Multimedia Pitch (1200 words +/- 10%)
Your main task is to pitch a universally designed product or service to students from a specific degree or major pathway at Deakin. You can design and pitch your own product/service, or you can pitch an existing one that you have found or read about (please reference these appropriately). Your pitch will also teach the students about the importance of disability inclusion and universal design within their own industry area. In your multimedia pitch, you will need to:
Define disability and explain how it can be influenced by environmental factors.
Explain why students of the chosen degree should care about disability equity and inclusion.
Describe the universally designed product or service you are pitching to them.
Demonstrate how your design meets at least two of the universal design principles. You do not need to address all seven principles of universal design in your pitch.
Explain why your universally designed product would be valuable for both service providers and service users within the students industry.
Please note that this assignment must focus on the original 7 Principles of Universal Design, and not the principles of Universal Design for Learning (UDL). The relevant information on Universal Design can be found in topic 2.2 of our unit content. You should refer to statistics, research, and/or legislation to help justify your pitch.
How do I present my pitch?
You submit your pitch online there is no live presentation component. You can submit your pitch as one of the following formats:
Visual Resource. This is a written resource containing visual material such as pictures, diagrams or graphs. It could be presented as an infographic, booklet, poster, etc. The final resource must be submitted as a .pdf or .docx document (no publisher, powerpoint or pages files please!). You should provide in-text citations within your resource.
DeakinAir video with written transcript. Your video could be an animation, a webcam recording, a narrated powerpoint, an audio podcast, etc. This must be submitted via a DeakinAir upload full instructions for doing this will be available in the AT3 resources folder shortly. You must also include a text transcript of everything that is said in the video), and submit this along with your video as a .pdf or .docx document. You should include in-text citations within your transcript, but you dont need to read these out in the video.
Please see the AT3 resources folder for instructions and tips for producing each type of resource. It is your responsibility to ensure that all of your files can be opened and viewed. Alternative file formats to those listed above WILL NOT BE MARKED.
Who should I aim my pitch at?
You can choose any degree program at Deakin as your audience, and any relevant product or service to universally design. However, I have included some suggestions below in case you need some ideas:
Bachelor of Design (Visual Communication): e.g., pitch a good example of an accessible and inclusive media advertisement campaign.
Bachelor of Design (Architecture) or Bachelor of Criminology: e.g., pitch an inclusive correctional facility (prison), court-room, or police facility to accommodate for diversity in criminal justice populations.
Bachelor of Education (Early Years): e.g., pitch a workplace (childcare centre) that can be inclusive of childcare workers with disability, or pitch an all-abilities playground design.
Bachelor of Health Sciences (Medical Biotechnology) or Bachelor of Medicine and Surgery: e.g., pitch an idea for a universally designed contraceptive or medical product.
Bachelor of Creative Arts: e.g., pitch a concept for a universally designed arts production, exhibition, or performance space.
Feel free to use one of the above suggestions, or you can choose any other degree, industry area, product or service.
PART B: Annotated Bibliography (400 words for total annotations, +/- 10% – not including references)
Submit a full reference list containing all the sources you have used in your pitch, formatted to APA 6th edition conventions.
From your reference list, choose two references that relate to the topic of Universal Design in the chosen industry. For each reference, comment on its significance to the industry, including any particular strengths or limitations in applying this evidence/resource to your industry context (around 200 words per reference).
Your two annotations will be marked against the following criteria (up to 5 marks per reference):
Student briefly describes the content of the evidence source (1 mark)
Students description is clear and concise (1 mark)
Student clearly discusses how the evidence source supports specific features of their design (1 mark)
Student clearly discusses how the evidence could be relevant to the application of their design in the chosen industry area (1 mark)
Student discusses some methodological strengths, weaknesses, or sources of bias for this evidence (1 mark).
Tips and examples for finding references and creating your annotated bibliography will be provided in the AT3 resources folder. Any feedback around referencing and critical appraisal from AT2 is also likely to be of help in this task.
PART C: Cover sheet with learning reflection and self-marked rubric.
Before you submit your assignment, complete the self-marked rubric and learning reflection. These can be found on the downloadable coversheet template (see AT3 resource folder).
On the rubric, highlight or underline the performance criteria you think you have met.
Use the space provided on the coversheet to write a XXXXXXXXXXword reflection on your learning progress in this task.
Part C will be marked against the following criteria (up to 5 marks total):
Student provides a completely marked rubric (1 mark)
Students learning reflection clearly discusses how they addressed (or didnt address) their original learning goal, and/or feedback from their markers or peers (1 mark)
Students reflection identifies future learning goals or strategies for further development (1 mark)
Student considers how the skills or content they have learned in this assignment might contribute to their current or future studies and work (1 mark).
Students learning reflection and rubric are an accurate reflection of their actual assignment performance, showing a good understanding of the assessment criteria (1 mark).
Peer and Marker Feedback (optional, but recommended)
Like AT2, we are offering you a chance to receive early feedback on your universal design pitch. This will occur on special AT3 feedback discussion boards (a link to your own board will appear in your discussion board list from week 9). Heres what you need to know:
Your draft pitch is not marked.
If you post a draft by the 18th September (5pm), you will receive some formative (guiding) feedback questions from your marker to help improve your performance.
You are encouraged to read the other pitches on your board and leave some peer feedback replies, by September 26th. Unlike AT2, this peer-feedback will not be marked.
What will I learn from this assignment?
This assessment task assesses the following graduate learning outcomes: GLO 1 (Discipline-specific knowledge and capabilities), GLO2 (Communication), GLO3 (Digital Literacy), GLO4 (Critical thinking), GLO5 (Problem-solving), and GLO6 (Self-management).
The specific assessment criteria for this task are that:
Student explains the concepts of disability, inclusion, and equity, as they apply to a specific discipline/industry area.
Student aligns features of a product or service with the principles of universal design.
Student presents a detailed and convincing argument for a universally designed product or service within a chosen focus industry.
Student supports their inclusion recommendations with peer-reviewed evidence.
Student uses writing and referencing conventions appropriate for the genre.
Student evaluates their own work performance against the set assessment criteria, and reflects on personal learning.
Please see the rubric below for more information on each of these criteria.
Remember that you will earn most of your marks based on how well you have addressed the task criteria, and NOT on how creative or fancy your resource is. You should spend most of your time on the content, and not the presentation! That being said, you may like to use your well-crafted resource as evidence of your digital literacy skills, for job interviews or professional portfolios in the future.
Performance Standards Criteria (rubric) How will I be marked on this task?
Part A: Multimedia Resource
Student explains the concepts of disability, inclusion, and equity, as they apply to the chosen discipline XXXXXXXXXXmarks)
As for credit, plus:
Student draws on a wide range of relevant research and/or statistics to demonstrate the importance of disability inclusion or equity within the chosen industry context.
Student uses theoretical models to support their explanation of key concepts.
As for credit, plus:
Student draws on relevant research and/or statistics to demonstrate the importance of disability inclusion or equity within the chosen industry context XXXXXXXXXXmarks)
Students definitions of disability, inclusion and equity are comprehensive.
Student clearly explains how environmental factors can contribute to the experience of disability, within the chosen industry context XXXXXXXXXXmarks)
Students definitions of disability, inclusion and equity are present and accurate, but not detailed or integrated.
Definitions of the key concepts (disability, inclusion and equity) are incorrect or unclear.
Student does not define the above key concepts.
Part A: Multimedia Resource (cont)
Student aligns features of a product or service with the principles of universal design XXXXXXXXXXmarks)
As for distinction, plus:
Student identifies and recommends strategies to overcome any practical limitations/barriers to this design, and/or improve uptake of the design.
Student draws extensively on research or existing examples from the industry to strengthen their claims XXXXXXXXXXmarks)
As for credit, plus:
Student clearly explains how each UD feature would differ from traditional approaches to accessibility, such as assistive technology or segregated access.
Student describes features of a relevant universally designed product or service in detail.
Student explains accurately and in detail how the design meets at least two relevant principles of Universal Design XXXXXXXXXXmarks)
Student describes key features of a relevant universally designed product or service.
Student correctly links features of the product or service to at least two relevant principles of Universal Design (NB: not UDL XXXXXXXXXXmarks)
Description of the design is unclear.
Student makes no reference or inaccurate references to specific Universal Design principles.Part A: Multimedia Resource (cont)
Student presents a detailed and convincing argument for a universally designed product or service within their chosen focus industry XXXXXXXXXXmarks)
As for distinction, plus:
Student presents some evidence supporting the specific features of their universal design.
In their pitch, student provides sufficient detail about key cited evidence to show: a) why it is reliable evidence and b) how it is relevant to the pitched design and chosen context (i.e. demonstrates critical appraisal of evidence used XXXXXXXXXXmarks)
As for credit, plus:
Students claims are thoroughly backed up by multiple pieces of relevant evidence, including peer-reviewed research, other published examples, and statistics.
Student makes accurate reference to specific legislative acts or policies relevant to accessibility or universal design in this industry XXXXXXXXXXmarks)
Student describes benefits of this design for diverse service users in detail, with reference to practical examples, research, or other evidence.
Student identifies benefits of this design for service providers/business owners/employees in the industry, with reference to practical examples, research, or legislation XXXXXXXXXXmarks)
Student briefly describes benefits of this design for diverse service users
Student identifies benefits of this design for service providers/business owners/employees in the industry XXXXXXXXXXmarks)
Student does not identify any relevant benefits of their design for service users and/or service providers.
Student has not explained how the design would benefit the industry specifically. PART B: Annotated Bibliography
Student supports their inclusion recommendations with peer-reviewed evidence XXXXXXXXXXmarks)
Total of 8-10 marks for two annotations see specific marking criteria in part B instructions XXXXXXXXXXmarks)
Total of 7-7.5 marks for two annotations see specific marking criteria in part B instructions XXXXXXXXXXmarks)
Total of 6-6.5 marks for two annotations see specific marking criteria in part B instructions XXXXXXXXXXmarks)
Total of 5-5.5 marks for two annotations see specific marking criteria in part B instructions.
Total of 0-4.5 marks for two annotations see specific marking criteria in part B instructions.
PARTS A/B: Presentation and Referencing
Student uses writing and referencing conventions appropriate for the genre. (4-5 marks)
As for distinction, plus:
Students multimedia presentation is clear and compelling.
Student demonstrates exceptional creativity and attention to detail in the production of their work.(3.5 marks)
As for credit, plus:
Students language and presentation style in part A is highly appropriate and relevant for the target audience.(3 marks)
Student uses respectful and appropriate language, with minimal errors in grammar, spelling, formatting, presentation, or APA 6th Edition referencing.(2.5 marks)
Student uses respectful and appropriate language, with some errors in grammar, spelling, formatting, presentation, or APA 6th Edition referencing.
Extensive errors in grammar, presentation, spelling, or APA 6th edition referencing.
Work contains directly copied or inappropriately referenced material.
PART C: Rubric and Learning Reflection
Student evaluates their own work performance against the set assessment criteria, and reflects on personal learning.(4-5 marks)
A total of 4-5 marks for part C (see specific criteria in part C instructions).(3.5 marks)
A total of 3.5 marks for part C (see specific criteria in part C instructions).(3 marks)
A total of 3 marks for part C (see specific criteria in part C instructions).(2.5 marks)
A total of 2.5 marks for part C (see specific criteria in part C instructions).(0-2 marks)
A total of 0-2 marks for part C (see specific criteria in part C instructions).
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