2025-HX01-MDA10012-

Communica!ng with Data (Da

 Nang)-H1 
Assignment 1: Data
Presenta!on

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Assignment 1: Data Present-

a!on
Start Assignment

Due 9 Feb by 23:59 Points 30

Submi!ng a file upload A"empts 0
Allowed a"empts 3
Available 25 Dec 2024 at 0:00 - 14 Feb at 23:59

Assessment overview
Title: Presenta!on - Data Explainer
Individual assessment
Assessment type: In-class Presenta!on
Weigh#ng: 30%
Word count (or equivalent): 3-4-minute in-class
presenta!on + discussion points (approx. 300
words + references)
Due date: Week 4
Submission procedure: Present in class and
submit Word or PDF document via Canvas
Feedback date: Wri"en feedback via Canvas. 2
weeks a%er submission.
Referencing style: APA 7
Who will see your work? class and teaching staff

Assessment explana!on
Present for three to four (3-4) minutes on how data
is being used in a specific context. Students take on
a specific character (see below) and present on a
hypothe!cal dilemma.

Explain what data is being collected and why it

ma"ers from your perspec!ve, highlight ethical
considera!ons and concerns, and explain why be"er
data literacy is needed.

The goal of the assignment is to take on a clear role

and perspec!ve and demonstrate your
understanding of data, data literacy, and cri!cal
perspec!ves.

Task
In this assignment you’ll present in groups but will
work and be graded individually.

You will be allocated a data dilemma in Week 1 of

the unit.

Each speaker will have roughly 3-4 minutes to

present.

Each topic will be allocated one of the following

perspec!ves/personas:

A young person whose data is being collected,

A government official or policy maker,
A social media or technology company
representa!ve,
An academic or educator weighing in on the
debate.

How you present the informa!on is up to you.

Submission
Submit your discussion points or script with your
references to Canvas. This should be roughly 300-
400 words, plus references. The word count is
flexible.

Your references should be one unit material and 1-2

addi!onal sources. The most useful sources will be
case studies of similar real world issues or responses
to these issues. These can be non-academic
sources.

Unit Concepts
Key concepts that presenta!ons should cover are:
An understanding of what data is and how it's used
Data Literacy (formal and informal)
Data capabili!es
Datafica!on
Cri!cal data studies

Instruc!ons
Topics will be selected in Week 1 of semester.
Students will select a relevant Data Dilemma (see
below) to form groups. From these groups, students
will self select a persona

Students will present in class in week 4 and be

graded individually.

Students submit a Word or PDF document

summarising their speaking points (approximately
300 words), with a minimum of 3 references
(academic and non-academic are acceptable).

Submissions are due by Friday Week 4

Data dilemmas (presenta!on

topics):
1. A social media company is collec!ng health data.
The app connects to integrated smartphone
health apps, and collects data about users level
of physical ac!vity. This data is used to inform
recommended content and adver!sing.
2. A streaming service is using in-built cameras to
collect viewers reac!on to their content. This
data is used to gauge viewers preferences and
informs the pla'orms recommenda!on
algorithm.
3. A new mixed reality gaming pla'orm is using
built-in cameras to map the players environment.
They say this is to create a safer gaming
environment, but is being used to create profiles
of players living spaces.
4. A smart home device is recording all
conversa!ons. They have recently incorporated
audio adver!sements which are seamlessly
incorporated into search queries. The audio
conversa!ons are being used to inform
adver!sements.

Persona descrip!ons and

Focus:
Young Person: Consider a young person aged
between 16-20. They are an ac!ve technology user
with a general digital literacy. They ac!vely use
social media, play videogames, and consume
streaming content. They are aware of the issue
raised in your select dilemma, but are not necessarily
an expert in the area. (Unit ideas to draw from: data
literacy)

A government official: this person is responsible for

policy making. They are an expert in legal ma"ers,
and their job is to make an informed decision about
how to best regulate new media and technologies.
(Unit ideas to draw from: dataficia!on and formal
data literacy)

Tech Expert: this is a representa!ve for the

company. They have the company’s best interest,
but also want to make the public less concerned
about their technology. They are able to comment
on how data is being used within their specific
technology. (Unit ideas to draw from: data
capabili!es)

An academic: They are concerned with a broader

conceptual approach. They have the public’s interest
at heart, but do not directly inform policy of
influence. They are an expert in understanding the
poli!cs and power of data. (Unit ideas to draw from:
datafica!on and cri!cal data studies)

Resources
APA 7th Referencing
Guide h"ps://www.swinburne.edu.au/library/search/referencing-
guides/apa-style-guide/

Rubric
You will be marked according to the rubric. View the
rubric to support your comple!on of this
assessment.

Rubric

Criteria Ra#ngs

Understanding HD D C P Unsa#sfactory
of key concepts
Complex Key Key Student Student has
and unit
concepts concepts concepts has not
materials
from the understood iden!fied, engaged understood or
unit are and but lacking with ideas engaged with
iden!fied effec!vely explana!on associated relevant key
and explained or with key concepts
effec!vely evalua!on concepts,
explained, but not key
adding concepts
cri!cal explicitly.
insight.

Communica!on HD D C P Unsa#sfactory
Skills
Ideas are Individuals’ Individual’s Ideas are Students’
well ideas are ideas are relevant, ideas are
ar!culated well well but could unclear and
and well- structured ar!culated be more unstructured
structured and but structure effec!vely
amongst ar!culated needs conveyed
group as a improvement or
whole presented

Evidence of HD D C P Unsa#sfactory
relevant
Student has Student Research is Student has Student does
research
effec!vely has relevant, minimum not have
and found but quality research, but adequate
cri!cally high of research is only research
evaluated quality is tangen!al to
high quality relevant inconsistent their topic
sources research and
assessment

Considera!on HD D C P Unsa#sfactory
of relevant
Student has Student Student Student Student has
perspec!ves
considered provides a has taken has not fully
not only well- on informed understood
own informed perspec!ve opinion but their role and
perspec!ve, nuanced but could has not relevant
but and cri!cal be more specific to perspec!ve
alterna!ve reflec!on cri!cal or their
posi!ons. from their provide relevant
perspec!ve more perspec!ve
or role. specific
insights

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