| Effective Term: | 2025/02 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Digital Writing |
| Unit ID: | BAWRT3004 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (BATCC1001 or BAWRT1001 or BAWRT1002 or LITCR1001 or LITCR1002) (At least 30 credit points from BATCC or BAWRT or LITCR or VCHAT subject-area at 2000-2999 level) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (BAWRT2004) |
| ASCED: | 100705 |
| Other Change: | |
| Brief description of the Unit |
This unit immerses students in the theory and practice of creating digital stories and interactive narratives. Through a series of short creative assignments, culminating in a major project, students will work with text, digital imaging, sound, video, and other media to create new forms of digital writing. Students will explore the theories and expressive possibilities behind digital writing through mini-lectures, readings, and discussion, examining examples of digital writing including digital stories, Twine games, hypertexts, Twitter, Facebook, and Podcasts. This unit enables students to gain insight into the historical, cultural, political, economic, rhetorical and critical contexts of digital writing and develop a suite of core digital literacies. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | |  | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Evaluate a range of creative techniques, methodologies, and theoretical approaches to writing for new media and its platforms |
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| K2. | Appraise the principles and concepts of framing, sound, composition, visual storytelling, digital storytelling, and interactivity |
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| K3. | Reflect on the ethical, political, social and cultural possibilities of digital writing |
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| Skills: |
| S1. | Evaluate the strategies for transforming a traditional text into a range of digital texts |
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| S2. | Practice basic coding in a creative, interactive, digital writing environment |
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| S3. | Cultivate a sense of ethics and aesthetics for communicating through text, sound, and both static and moving images, within digital storytelling and interactive narrative environments |
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| Application of knowledge and skills: |
| A1. | Demonstrate creativity and originality in effectively developing and managing a digital writing project drawing on knowledge of relevant critical approaches and creative techniques |
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| A2. | Communicate and critique project ideas with peers in workshop activities, consultations and screenings |
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| A3. | Apply theoretical understandings of digital storytelling, interactive writing, online media production, and the social and cultural media environment |
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| Unit Content: |
•Digital Stories
•Visual Storytelling
•Finding Resources & Copyright
•Interactivity
•Hypertexts
•Twine
•Game theory
•Gamergate
•Unfolding in Real-Time: Twitter Narratives
•Digital Lives
•Podcasts
•Workshopping |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, S1, S2, S3, A1, A3 | Students will produce a series of digital remediations/rewritings, of a story written in week 1. Grading for this assessment will take the form of either an accumulative grade over the course of the semester, or a folio of works presented prior to development of the major project. An accompanying reflective journal will be submitted alongside these remediations. The journal may be aligned with ‘The Five Rs Reflective Reading Scale’. | Series or Folio of Digital Remediations and Reflective Journal | 30-40% | | 2. | K1, K2, K3, S1, S2, S3, A1, A3 | Students will transform one of their remediations into a polished, publishable piece. Students will contextualise this work with a brief critical reflection, drawing on critical literature, examples of texts, and building on observations made in their reflective journals. Students will prepare a publication plan in consultation with their tutor, with a view towards publication following final feedback on project. | Major Project, Critical Reflection & Publication Plan | 30-50% | | 3. | K1, K2, K3, S1, S2, S3, A1, A2, A3 | Students are expected to complete all readings and to participate and contribute to activities completed in class and/or discussion on Moodle – high-level engagement in workshopping and peer-review are essential considerations for this grade. | Participation (Workshop/Moodle) including workshopping and peer review | 20-30% |
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