COIT 20249 Professional Skills in Information Communication Technology Report
Assessment tasks
In this assessment, you are required to develop a portfolio of written submissions with varying tasks.
The compilation and submission of the written items are progressive throughout the term.This assessment consists of two portfolio activities – Part A & B, each with varying tasks.
Assessment 2 - Part A - Written submission
Task 1
Requirements:
In Week 2, you learnt how to write professional emails and the ways to improve your email communication skills. Emails have long been a dominant tool for business communication, and it is certainly imperative to make the best use of emails to communicate effectively at the workplace.
However, email is not without its limitations. In this task, you are required to evaluate the role of good email etiquette in professional communication.
On the Moodle site (Week 2 tile or under supporting documentation), read three documents “How to email your lecturer”, “Writing effective email and email etiquette” and “Email quality worksheet.”
Then, analyse the structure and organisation of the sample email provided on the next page. Finally, write your analysis discussing the following points:
1. How the email meets or misses elements of an effective email.
2. How the email could be further improved.
3. Could an alternative communication method have been used instead of email? If yes, which one and why? If not, why?
*Please note that you are not required to rewrite the email but only discuss the above points.
In your response, cite 2-3 references about email etiquette. The approximate length of your submission should be about 500-600 words, excluding the references.
Task 2
Requirements:
In this part, you are required to utilise the ARE (Analyse, Research and Evaluate) model to develop a mind map. The specific activities that you need to undertake are:
1. Analyse an ICT-related problem or issue, finding out what needs to be researched in order to address it. Note: Your lecturer will provide a list of acceptable problems/isues for you to choose. DO NOT choose a problem/issue that is not authorised by your lecturer.
2. Research five relevant, reliable and reputable sources of information on your problem or issue and link these to the themes you have defined in your analysis of the problem/issue. References should be from 2022 onwards.
3. Evaluate the evidence to bring it together so that it begins to answer your problem/addresses your issue.
Once you have undertaken the above activities, draw a mind map using an online tool such as Miro or Mindaup. The mindmap should include the main problem you analysed, the main themes identified, and the five references. You are only required to submit your mind map.
Solution
Part A: Task 1
1. How the email meets or misses elements of an effective email
From the email's laconic and direct subject line, It is obvious that the email is about apprehensions about academic integrity in COIT20249. In the subject line, this clarity facilitates an immediate consideration of the email's persistence university assignment help.
In an academic setting where students and instructors may have a more casual relationship, the informal tone of the email, which begins with "G'day guys," can be interpreted as approachable and friendly (Vareberg, Vogt and Berndt 2023). this tone can cheer engagement and frankness. Like "See ya guys" The use of conversational language enhances a dash of openness, potentially making the message more applicable to the student audience.
The email skillfully bears the concern by outlining certain actions that are intolerable regarding plagiarism and academic integrity. The clarity ensures that the recipients understand the gravity and the importance of adhering to academic ethics in the circumstances.
Encouraging students to follow the guidelines for academic integrity and directing them to resources for support, the email serves as a clear call to action. To search for assistance and amplification, this positive approach encourages students, to encourage a positive response to the issue at hand.
2. How the email could be further improved.
Numerous spelling and grammar mistakes can be found in the email, including "provied" for "provide," "foudn" for "found," and "theacademic" for "the academic.". By fixing these errors, the professionalism of the email would be enhanced (Oh 2022). With uneven spacing and a mixture of capital and lowercase letters, by a more streamlined and uniform format, the email is not properly formatted. Readability would be enhanced.
It would be advantageous to add encouragement or positive reinforcement to the email to encourage students to uphold academic integrity, even though it warns of possible repercussions and reports the problem.
3. Could an alternative communication method have been used instead of email? If yes, which one and why? If not, why?
Taking into account the severity of the matter, it could be more efficient to communicate the seriousness of academic integrity violations through a virtual session or in-person meeting (Erguvan 2022). Students can ask questions and receive guidance during a live interaction, which enables prompt clarification of any concerns. Besides, the instructor's tone and lower the possibility of misinterpretation verbal communication would be a more effective way to convey what can happen when communicating in writing.
Addressing problems face-to-face can have a greater influence on students, and upholding academic integrity is a vital component of education. It offers a forum on how crucial it is to uphold moral principles more intimately for candid discussion, makes opportunities clear, and highlights.
References
Erguvan, I.D., 2022. University students’ understanding of contract cheating: a qualitative case study in Kuwait. Language Testing in Asia, 12(1), p.56. https://link.springer.com/article/10.1186/s40468-022-00208-y
Oh, S., 2022. The use of spelling and reference tools in second language writing: Their impact on students’ writing performance and process. Journal of Second Language Writing, 57, p.100916. https://www.sciencedirect.com/science/article/pii/S1060374322000492
Vareberg, K.R., Vogt, O. and Berndt, M., 2023. Putting your best face forward: How instructor emoji use influences students’ impressions of credibility, immediacy, and liking. Education and Information Technologies, 28(5), pp.6075-6092. https://link.springer.com/article/10.1007/s10639-022-11421-w
Task 2 – Mindmap
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