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– ## DTE401_Assessment2_20240603.pdf
**## DTE401_Assessment2_20240603.pdf**
Page 1 of 11 DTE401_Assessment 2_20240603
ASSESSMENT 2 BRIEF
Subject Code and Title DTE401: Design Thinking
Assessment Folio A – Empathy and Synthesis
Individual/Group Individual
Length 1500 words equivalent (±10%)
Learning Outcomes The Subject Learning Outcomes demonstrated by successful
completion of the task below include:
a) Articulate and apply the concepts and processes of Design
Thinking.
b) Identify and evaluate complex problems in a professional
context.
c) Analyse and critique own capacities and dispositions in
relation to processes of innovation.
d) Apply high-level research and communication skills to
investigate, synthesise, and analyse information from
multiple perspectives (including users and scholarship).
Submission By 11:55 pm AEST/AEDT Sunday at the end of Module 4.2
Weighting 40%
Total Marks 100 marks
Assessment Task
Create a folio to demonstrate your knowledge of innovation and creativity about the first two stages
of the design thinking process: empathy and synthesis.
Please refer to the Instructions for details on how to complete this task.
Page 2 of 11 DTE401_Assessment 2_20240603
Context
This assessment task provides an opportunity for you to demonstrate how your understanding of
the design thinking process and concepts has developed through your engagement in the subject so
far. The task requires you to establish a folio of posts, where you will respond to key aspects of the
first two stages (empathy and synthesis) of the design thinking process. This folio further extends
your learning through design thinking in terms of identifying and evaluating complex problems in a
professional context. It also provides a space for you to reflect on your developing understanding of
design thinking.
Instructions
As you work through the design thinking process in this subject, you will submit TWO (2) folios:
Folio A (Empathy and Synthesis) and Folio B (Ideation and Prototyping).
This assessment (Assessment 2) is Folio A, which covers the first two stages of the design
thinking process. In Folio A, you will respond to the Discussion Forum activities undertaken in
the first two stages (empathy and synthesis) and reflect on the mindset (in terms of
disposition) and the skills and knowledge you have applied. You will also include specific
evidence of using the tools generated through the activities in Modules 2 and 3 to support
your discussion.
Consider the following elements:
• Knowledge of the design thinking process in Module 2 – Empathy and Module 3 –
Synthesis
o You should read widely (including scholarly and non-scholarly sources) and
incorporate this reading into your folio. You should explicitly reference
resources consulted and activities undertaken in the subject.
• Take part in the weekly Discussion Forum
o Write posts and engage with the design thinking tools as prompted in the
Discussion Forum activities in Modules 2.1, 2.2, 3.1 and 3.2. Your reflections
should be written in the first person.
• Apply the skills of academic writing and infographics outlined in the Academic Skills
webpage.
• Format and Structure:
o Part 1: Empathy (750 words equivalent)
1. Participate in the weekly Discussion Forum by writing at least one post
responding to the activities in Module 2.1 (Week 3) and Module 2.2 (Week 4).
2. Provide evidence of your engagement with the tools (e.g. empathy map) as
stated in the activities.
3. Explicitly identify the target people you empathise with.
[https://library.torrens.edu.au/academicskills_ap](https://library.torrens.edu.au/academicskills_ap)
[https://library.torrens.edu.au/academicskills_ap](https://library.torrens.edu.au/academicskills_ap)
Page 3 of 11 DTE401_Assessment 2_20240603
4. Then, transfer your posts to your Assessment 2: Folio A document, revise and
edit it, add more ideas if necessary, update references and use in-text citations.
o Part 2: Synthesis (750 words equivalent)
1. Participate in the weekly Discussion Forum by writing at least one post
responding to the activities in Module 3.1 (Week 5) and Module 3.2 (Week 6).
2. Provide evidence of your engagement with the tools (e.g. problem statement, 5
whys) as stated in the activities.
3. Then, transfer your posts to your Assessment 2: Folio A document, revise and
edit it, add more ideas if necessary, update references and use in-text citations.
Note: Alternatively, you can present your Assessment 2: Folio A as a video recording.
Please refer to the Submission Instructions on pages 4–5 of this assessment brief for
more details.
• Referencing – add in-text citations and a reference list according to APA 7th style, using
publications within the last 5–10 years wherever possible.
• Your submission will be assessed against the following criteria as detailed in the marking
rubric on pages 6–10 of this assessment brief:
o Knowledge of, and engagement with, the design thinking process, skills and tools.
o Depth and analysis in critiquing potential applications and limitations of design
thinking.
o Depth and analysis of reflection relating to the design thinking disposition.
o Clarity of communication and integration of ideas (including spelling,
punctuation and grammar).
o Citation and referencing according to APA 7th conventions.
Referencing
You must use the APA 7th referencing style for this assessment. Please see more information on
referencing in the Academic Skills webpage.
[https://library.torrens.edu.au/academicskills/apa/tool](https://library.torrens.edu.au/academicskills/apa/tool)
Page 4 of 11 DTE401_Assessment 2_20240603
Please ensure that you have attached all components of Assessment 2 (the Written Folio A
and List of References in ONE (1) document) to the Assessment 2 submission point before
clicking on the Submit button.
If want to include Appendix items in your submission, you can save them in a separate
document. Please remember to attach this additional document to the Assessment 2 submission
point before clicking the Submit button.
Submission Instructions
You have two submission options for this assessment:
• Option A: Submit a 1500-word Written Folio A and a List of References. The List of
References is not included in the word count.
• Option B: Submit a 10–11-minute Video Presentation of Folio A, showing your face and
slides in the video (using in-text citations wherever possible). You also need to submit an
accompanying List of References in a separate document.
Please ensure that your Written or Video Presentation of Folio A addresses the Format and
Structure as outlined on pages 2–3 of this assessment brief.
Option A: Written Folio A
Submit your Written Folio A via the Assessment link in the main navigation menu of DTE401: Design
Thinking in Blackboard.
Note:
Option B: Video Presentation of Folio A
Submit your Video Presentation of Folio A by clicking on the ‘Write Submission’ button to access the
Kaltura Media upload function via the Assessment 2 submission point provided in the Assessments
area of DTE401: Design Thinking in Blackboard.
Please click on the link below for the steps on how to upload your Video Presentation of Folio A.
Learning with Technology:
https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&c
ontent_id=_5480654_1&mode=reset
In the Learning with Technology site, please navigate to the ‘Submit a Video Assignment’ tab and
watch the video demonstration entitled Submit a video using Kaltura Media. Alternatively, please
refer to the technical guidance provided right below the video demonstration.
[https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&content_id=_5480654_1&mode=reset](https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&content_id=_5480654_1&mode=reset)
[https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&content_id=_5480654_1&mode=reset](https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&content_id=_5480654_1&mode=reset)
Page 5 of 11 DTE401_Assessment 2_20240603
Please ensure that you have attached all components of Assessment 2 (the Video Presentation
of Folio A and List of References in a separate document) to the Assessment 2 submission
point before clicking on the Submit button.
If want to include Appendix items in your submission, you can save them in a separate
document. Please remember to attach this additional document to the Assessment 2 submission
point before clicking the Submit button.
Note:
Learning Facilitator Feedback
The Learning Facilitator will provide feedback via the Grade Centre in Blackboard. Feedback can be
viewed in the My Grades section of DTE401: Design Thinking.
Academic Integrity
All students are responsible for ensuring that all work submitted is their own and is appropriately
referenced and academically written according to the Academic Writing Guide. Students also need
to have read and be aware of Torrens University Australia Academic Integrity Policy and Procedure
and subsequent penalties for academic misconduct. These are viewable online.
Students must also keep a copy of all submitted materials and any assessment drafts.
Special Consideration
To apply for special consideration for a modification to an assessment or exam due to unexpected or
extenuating circumstances, please consult the Assessment Policy for Higher Education Coursework
and ELICOS and, if applicable to your circumstance, submit a completed Application for Assessment
Special Consideration Form to your Learning Facilitator.
[https://library.torrens.edu.au/ld.php?content_id=49177661](https://library.torrens.edu.au/ld.php?content_id=49177661)
[http://www.torrens.edu.au/policies-and-forms](http://www.torrens.edu.au/policies-and-forms)
[https://laureate-au.blackboard.com/bbcswebdav/xid-4650246_1](https://laureate-au.blackboard.com/bbcswebdav/xid-4650246_1)
[https://laureate-au.blackboard.com/bbcswebdav/xid-4650246_1](https://laureate-au.blackboard.com/bbcswebdav/xid-4650246_1)
[https://laureate-au.blackboard.com/bbcswebdav/xid-4652143_1](https://laureate-au.blackboard.com/bbcswebdav/xid-4652143_1)
[https://laureate-au.blackboard.com/bbcswebdav/xid-4652143_1](https://laureate-au.blackboard.com/bbcswebdav/xid-4652143_1)
Page 6 of 11 DTE401_Assessment 2_20240603
Assessment Rubric
Assessment
Attributes
Fail
(Yet to achieve
minimum standard) 0–
49%
Pass
(Functional)
50–64%
Credit
(Proficient)
65–74%
Distinction
(Advanced)
75–84%
High Distinction
(Exceptional)
85–100%
Knowledge of, and
engagement with, the
Empathy and Synthesis
stages of the design
thinking process, skills
and tools
Total Percentage for
this Assessment
Attribute = 20%
Demonstrates a limited
knowledge of Empathy
and Synthesis by:
● not meeting
minimum standard as
outlined in the format
and structure for this
assessment
● not discussing the
relationship of
Empathy and
Synthesis, and the
underlying concepts
● not engaging with
Empathy and
Synthesis tools.
Demonstrates a functional
knowledge of Empathy and
Synthesis by:
● discussing the concepts
underpinning Empathy
and Synthesis, but
further elaboration is
required
● focusing on Empathy and
Synthesis
strategies/tools without
acknowledging
overarching dispositions
required.
Demonstrates proficient
knowledge of Empathy and
Synthesis by:
● clearly discussing
Empathy and Synthesis
processes, skills, tools
and innovation
disposition
● exploring different
Empathy and Synthesis
strategies/tools from
own research.
Demonstrates advanced
knowledge of Empathy and
Synthesis by:
● clearly and consistently
discussing Empathy and
Synthesis processes,
skills, tools and
innovation disposition
in depth in the
achievement of insights
● integrating a range of
different Empathy and
Synthesis
strategies/tools beyond
those outlined in the
subject.
Demonstrates exceptional
knowledge of Empathy and
Synthesis by:
● clearly, consistently,
systematically and
critically discussing
Empathy and Synthesis
processes, skills, tools
and innovation
disposition in the
achievement of
insights
● integrating a broad
range of strategies and
tools beyond those
outlined in the subject,
including offering
critique and analysis.
Page 7 of 11 DTE401_Assessment 2_20240603
Depth and analysis in
the critique of potential
applications and
limitations of the
Empathy and Synthesis
stages of the design
thinking process
Total Percentage for
this Assessment
Attribute = 30%
Demonstrates a partially
developed analysis and
critique of potential
applications and
limitations by:
● not attempting to
consider the potential
applications of the
Empathy and
Synthesis stages
beyond the subject
experience
● not offering a critique
regarding the limits of
how the Empathy and
Synthesis stages
might be applied.
Demonstrates a functional
analysis and critique of
potential applications and
limitations by:
● offering a developing
analysis of the potential
application of the
Empathy and Synthesis
stages; this is limited in
scope and detail
● adequately structuring
and supporting critique
with a limited range of
evidence.
Demonstrates proficient
analysis and critique of
potential applications and
limitations by:
● thoroughly offering a
critique of the
appropriateness of the
Empathy and Synthesis
stages in relation to
professional contexts;
experiences and
literature are
referenced that
support or challenge
the typical applications
● providing a well-
developed analysis and
critique of the Empathy
and Synthesis stages;
an adequate range of
evidence supports the
analysis well.
Demonstrates advanced
analysis and critique of
potential applications and
limitations by:
● analysing (in depth) the
potential applications
and limitations of the
Empathy and Synthesis
stages, including the
relationships and
comparisons between
them; professional
contexts are carefully
considered and there is
limited reference to the
broader scope beyond
your professional
contexts
● presenting new ideas
within a professional
context; relationships
between the different
limitations and
challenges are analysed
to a high level.
Demonstrates exceptional
analysis and critique of
potential applications and
limitations by:
● Systematically offering
a sophisticated critique
of the limitations in
how the Empathy and
Synthesis stages can be
applied within a
professional context;
this includes
considered reference
to other contexts
drawn from relevant
literature
● comprehensively
synthesising the key
strengths and potential
applications of the
Empathy and Synthesis
stages with insights
drawn from own
experiences and
literature; original
concepts and ideas are
Page 8 of 11 DTE401_Assessment 2_20240603
shared to develop the
existing models and
new domains where
the process might be
applied.
Depth and analysis
of reflection
relating to the
Empathy and
Synthesis stages of
the design thinking
disposition
Total Percentage
for this Assessment
Attribute = 25%
Demonstrates a partially
developed analysis and
reflection by:
● presenting
description (i.e.
recounting
experience) with no
attempt to analyse or
draw meaning from
this experience
● not attempting to
move beyond own
experience or to
extend understanding
through other
positions or points of
view.
Demonstrates a functional
analysis and reflection by:
● presenting description of
experiences related to
the topic and drawing
out some key learnings
● focusing primarily on
deepening
understanding of own
position or experience
with limited analysis of
positions/points of view
of others beyond own
context.
Demonstrates proficient
analysis and reflection by:
● presenting experiences
related to the topic as a
basis for identifying
and discussing key
developments in
thinking about
innovation
● acknowledging and
analysing others’ points
of view and revealing
new questions and
challenges.
Demonstrates advanced
analysis and reflection by:
● drawing on past and
current experiences to
engage with abstract
concepts relating to
empathy, synthesis,
innovation and change.
● articulating key
changes in disposition
and knowledge, taking
into account the
complexities of the
issue(s) and a range of
other points of view
gained from literature.
Demonstrates exceptional
analysis and reflection by:
● identifying
developments in
thinking and
formulating
conclusions and a
substantial position
regarding innovation in
professional settings
● supporting this
position with relevant
experiences and
insightful analysis of
own and others’ points
of view related to
Empathy and
Synthesis.
Page 9 of 11 DTE401_Assessment 2_20240603
Clarity of
communication and
integration of ideas
Total Percentage for
this Assessment
Attribute = 15%
Demonstrates a partially
developed
communication and
integration of ideas by:
● repeatedly obscuring
meaning through
errors in the
communication of
ideas, including
structure, sequence,
spelling, grammar,
punctuation and/or
the
acknowledgement of
sources
● rarely or inaccurately
employing specialised
language and
terminology relating
to design thinking.
Demonstrates a functional
communication and
integration of ideas by:
● using a mode of
communication that is
generally coherent;
expression that is usually
clear, with persistent
errors in spelling,
punctuation or grammar
● generally employing
specialised language and
terminology relating to
design thinking with
accuracy.
Demonstrates proficient
communication and
integration of ideas by:
● providing a precise
meaning that is easy to
follow; information,
arguments and
evidence are
structured and
sequenced clearly and
logically
● communicating ideas
with occasional minor
errors in spelling,
grammar and/or
punctuation
● accurately employing
specialised language
and terminology
relating to design
thinking.
Demonstrates advanced
communication and
integration of ideas by:
● engaging the
audience’s interest;
information, arguments
and evidence are
structured and
sequenced in a way
that is clear and
persuasive
● accurately employing a
wide range of
specialised language
and terminology
relating to design
thinking
● ensuring spelling,
grammar and
punctuation are free
from errors.
Demonstrates exceptional
communication and
integration of ideas by:
● communicating
eloquently; expressing
meaning coherently,
concisely and
creatively within the
given format
● discerningly selecting
and precisely
employing a wide
range of specialised
language and
terminology relating to
design thinking
● engaging and
sustaining the
audience’s interest
● outlining information,
arguments and
evidence that are
insightful, persuasive
and expertly presented
● ensuring spelling,
grammar and
punctuation are free
from errors.
Page 10 of 11 DTE401_Assessment 2_20240603
Citation and
referencing of key
resources and evidence
Total Percentage for
this Assessment
Attribute = 10%
Demonstrates a limited
knowledge of citation and
referencing of key
resources and evidence
by:
● the inconsistent use
of good quality,
credible and relevant
resources to support
and develop ideas
● omitting the
references or not
using APA 7th
referencing style.
Demonstrates a functional
knowledge of citation and
referencing of key resources
and evidence by:
● using credible and
relevant resources to
support and develop
ideas, but use is not
always explicit or well-
developed
● providing references in a
format resembling APA
7th referencing style, with
frequent or repeated
errors.
Demonstrates proficient
knowledge of citation and
referencing of key
resources and evidence by:
● using credible
resources to support
and develop ideas
● providing references in
a format resembling
APA 7th referencing
style, with occasional
errors.
Demonstrates advanced
knowledge of citation and
referencing of key
resources and evidence by:
● using good quality,
credible and relevant
resources to support
and develop arguments
and statements
● showing a broad range
of references sources
within the organisation
● providing APA 7th
referencing that is free
from errors.
Demonstrates exceptional
knowledge of citation and
referencing of key
resources and evidence by:
● demonstrating the use
of high-quality,
credible and relevant
resources to support
and develop
arguments and
position statements
● showing a wide scope
of references sources
within and beyond the
organisation
● providing APA 7th
referencing that is free
from errors.
Page 11 of 11 DTE401_Assessment 2_20240603
The following Subject Learning Outcomes are addressed in this assessment
SLO a) Articulate and apply the concepts and processes of Design Thinking.
SLO b) Identify and evaluate complex problems in a professional context.
SLO c) Analyse and critique own capacities and dispositions in relation to processes of innovation.
SLO d)
Apply high-level research and communication skills to investigate, synthesise, and analyse information from multiple perspectives
(including users and scholarship).
– Assessment Task
– Context
– Instructions
– Knowledge of the design thinking process in Module 2 – Empathy and Module 3 –
– Take part in the weekly Discussion Forum
– Format and Structure:
– Referencing
– Submission Instructions
– Option A: Written Folio A
– Note:
– Option B: Video Presentation of Folio A
– Learning Facilitator Feedback
– Academic Integrity
– Special Consideration
**## DTE401_Assessment2_20240603.pdf**
Page 1 of 11 DTE401_Assessment 2_20240603
ASSESSMENT 2 BRIEF
Subject Code and Title DTE401: Design Thinking
Assessment Folio A – Empathy and Synthesis
Individual/Group Individual
Length 1500 words equivalent (±10%)
Learning Outcomes The Subject Learning Outcomes demonstrated by successful
completion of the task below include:
a) Articulate and apply the concepts and processes of Design
Thinking.
b) Identify and evaluate complex problems in a professional
context.
c) Analyse and critique own capacities and dispositions in
relation to processes of innovation.
d) Apply high-level research and communication skills to
investigate, synthesise, and analyse information from
multiple perspectives (including users and scholarship).
Submission By 11:55 pm AEST/AEDT Sunday at the end of Module 4.2
Weighting 40%
Total Marks 100 marks
Assessment Task
Create a folio to demonstrate your knowledge of innovation and creativity about the first two stages
of the design thinking process: empathy and synthesis.
Please refer to the Instructions for details on how to complete this task.
Page 2 of 11 DTE401_Assessment 2_20240603
Context
This assessment task provides an opportunity for you to demonstrate how your understanding of
the design thinking process and concepts has developed through your engagement in the subject so
far. The task requires you to establish a folio of posts, where you will respond to key aspects of the
first two stages (empathy and synthesis) of the design thinking process. This folio further extends
your learning through design thinking in terms of identifying and evaluating complex problems in a
professional context. It also provides a space for you to reflect on your developing understanding of
design thinking.
Instructions
As you work through the design thinking process in this subject, you will submit TWO (2) folios:
Folio A (Empathy and Synthesis) and Folio B (Ideation and Prototyping).
This assessment (Assessment 2) is Folio A, which covers the first two stages of the design
thinking process. In Folio A, you will respond to the Discussion Forum activities undertaken in
the first two stages (empathy and synthesis) and reflect on the mindset (in terms of
disposition) and the skills and knowledge you have applied. You will also include specific
evidence of using the tools generated through the activities in Modules 2 and 3 to support
your discussion.
Consider the following elements:
• Knowledge of the design thinking process in Module 2 – Empathy and Module 3 –
Synthesis
o You should read widely (including scholarly and non-scholarly sources) and
incorporate this reading into your folio. You should explicitly reference
resources consulted and activities undertaken in the subject.
• Take part in the weekly Discussion Forum
o Write posts and engage with the design thinking tools as prompted in the
Discussion Forum activities in Modules 2.1, 2.2, 3.1 and 3.2. Your reflections
should be written in the first person.
• Apply the skills of academic writing and infographics outlined in the Academic Skills
webpage.
• Format and Structure:
o Part 1: Empathy (750 words equivalent)
1. Participate in the weekly Discussion Forum by writing at least one post
responding to the activities in Module 2.1 (Week 3) and Module 2.2 (Week 4).
2. Provide evidence of your engagement with the tools (e.g. empathy map) as
stated in the activities.
3. Explicitly identify the target people you empathise with.
[https://library.torrens.edu.au/academicskills_ap](https://library.torrens.edu.au/academicskills_ap)
[https://library.torrens.edu.au/academicskills_ap](https://library.torrens.edu.au/academicskills_ap)
Page 3 of 11 DTE401_Assessment 2_20240603
4. Then, transfer your posts to your Assessment 2: Folio A document, revise and
edit it, add more ideas if necessary, update references and use in-text citations.
o Part 2: Synthesis (750 words equivalent)
1. Participate in the weekly Discussion Forum by writing at least one post
responding to the activities in Module 3.1 (Week 5) and Module 3.2 (Week 6).
2. Provide evidence of your engagement with the tools (e.g. problem statement, 5
whys) as stated in the activities.
3. Then, transfer your posts to your Assessment 2: Folio A document, revise and
edit it, add more ideas if necessary, update references and use in-text citations.
Note: Alternatively, you can present your Assessment 2: Folio A as a video recording.
Please refer to the Submission Instructions on pages 4–5 of this assessment brief for
more details.
• Referencing – add in-text citations and a reference list according to APA 7th style, using
publications within the last 5–10 years wherever possible.
• Your submission will be assessed against the following criteria as detailed in the marking
rubric on pages 6–10 of this assessment brief:
o Knowledge of, and engagement with, the design thinking process, skills and tools.
o Depth and analysis in critiquing potential applications and limitations of design
thinking.
o Depth and analysis of reflection relating to the design thinking disposition.
o Clarity of communication and integration of ideas (including spelling,
punctuation and grammar).
o Citation and referencing according to APA 7th conventions.
Referencing
You must use the APA 7th referencing style for this assessment. Please see more information on
referencing in the Academic Skills webpage.
[https://library.torrens.edu.au/academicskills/apa/tool](https://library.torrens.edu.au/academicskills/apa/tool)
Page 4 of 11 DTE401_Assessment 2_20240603
Please ensure that you have attached all components of Assessment 2 (the Written Folio A
and List of References in ONE (1) document) to the Assessment 2 submission point before
clicking on the Submit button.
If want to include Appendix items in your submission, you can save them in a separate
document. Please remember to attach this additional document to the Assessment 2 submission
point before clicking the Submit button.
Submission Instructions
You have two submission options for this assessment:
• Option A: Submit a 1500-word Written Folio A and a List of References. The List of
References is not included in the word count.
• Option B: Submit a 10–11-minute Video Presentation of Folio A, showing your face and
slides in the video (using in-text citations wherever possible). You also need to submit an
accompanying List of References in a separate document.
Please ensure that your Written or Video Presentation of Folio A addresses the Format and
Structure as outlined on pages 2–3 of this assessment brief.
Option A: Written Folio A
Submit your Written Folio A via the Assessment link in the main navigation menu of DTE401: Design
Thinking in Blackboard.
Note:
Option B: Video Presentation of Folio A
Submit your Video Presentation of Folio A by clicking on the ‘Write Submission’ button to access the
Kaltura Media upload function via the Assessment 2 submission point provided in the Assessments
area of DTE401: Design Thinking in Blackboard.
Please click on the link below for the steps on how to upload your Video Presentation of Folio A.
Learning with Technology:
https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&c
ontent_id=_5480654_1&mode=reset
In the Learning with Technology site, please navigate to the ‘Submit a Video Assignment’ tab and
watch the video demonstration entitled Submit a video using Kaltura Media. Alternatively, please
refer to the technical guidance provided right below the video demonstration.
[https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&content_id=_5480654_1&mode=reset](https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&content_id=_5480654_1&mode=reset)
[https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&content_id=_5480654_1&mode=reset](https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&content_id=_5480654_1&mode=reset)
Page 5 of 11 DTE401_Assessment 2_20240603
Please ensure that you have attached all components of Assessment 2 (the Video Presentation
of Folio A and List of References in a separate document) to the Assessment 2 submission
point before clicking on the Submit button.
If want to include Appendix items in your submission, you can save them in a separate
document. Please remember to attach this additional document to the Assessment 2 submission
point before clicking the Submit button.
Note:
Learning Facilitator Feedback
The Learning Facilitator will provide feedback via the Grade Centre in Blackboard. Feedback can be
viewed in the My Grades section of DTE401: Design Thinking.
Academic Integrity
All students are responsible for ensuring that all work submitted is their own and is appropriately
referenced and academically written according to the Academic Writing Guide. Students also need
to have read and be aware of Torrens University Australia Academic Integrity Policy and Procedure
and subsequent penalties for academic misconduct. These are viewable online.
Students must also keep a copy of all submitted materials and any assessment drafts.
Special Consideration
To apply for special consideration for a modification to an assessment or exam due to unexpected or
extenuating circumstances, please consult the Assessment Policy for Higher Education Coursework
and ELICOS and, if applicable to your circumstance, submit a completed Application for Assessment
Special Consideration Form to your Learning Facilitator.
[https://library.torrens.edu.au/ld.php?content_id=49177661](https://library.torrens.edu.au/ld.php?content_id=49177661)
[http://www.torrens.edu.au/policies-and-forms](http://www.torrens.edu.au/policies-and-forms)
[https://laureate-au.blackboard.com/bbcswebdav/xid-4650246_1](https://laureate-au.blackboard.com/bbcswebdav/xid-4650246_1)
[https://laureate-au.blackboard.com/bbcswebdav/xid-4650246_1](https://laureate-au.blackboard.com/bbcswebdav/xid-4650246_1)
[https://laureate-au.blackboard.com/bbcswebdav/xid-4652143_1](https://laureate-au.blackboard.com/bbcswebdav/xid-4652143_1)
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Page 6 of 11 DTE401_Assessment 2_20240603
Assessment Rubric
Assessment
Attributes
Fail
(Yet to achieve
minimum standard) 0–
49%
Pass
(Functional)
50–64%
Credit
(Proficient)
65–74%
Distinction
(Advanced)
75–84%
High Distinction
(Exceptional)
85–100%
Knowledge of, and
engagement with, the
Empathy and Synthesis
stages of the design
thinking process, skills
and tools
Total Percentage for
this Assessment
Attribute = 20%
Demonstrates a limited
knowledge of Empathy
and Synthesis by:
● not meeting
minimum standard as
outlined in the format
and structure for this
assessment
● not discussing the
relationship of
Empathy and
Synthesis, and the
underlying concepts
● not engaging with
Empathy and
Synthesis tools.
Demonstrates a functional
knowledge of Empathy and
Synthesis by:
● discussing the concepts
underpinning Empathy
and Synthesis, but
further elaboration is
required
● focusing on Empathy and
Synthesis
strategies/tools without
acknowledging
overarching dispositions
required.
Demonstrates proficient
knowledge of Empathy and
Synthesis by:
● clearly discussing
Empathy and Synthesis
processes, skills, tools
and innovation
disposition
● exploring different
Empathy and Synthesis
strategies/tools from
own research.
Demonstrates advanced
knowledge of Empathy and
Synthesis by:
● clearly and consistently
discussing Empathy and
Synthesis processes,
skills, tools and
innovation disposition
in depth in the
achievement of insights
● integrating a range of
different Empathy and
Synthesis
strategies/tools beyond
those outlined in the
subject.
Demonstrates exceptional
knowledge of Empathy and
Synthesis by:
● clearly, consistently,
systematically and
critically discussing
Empathy and Synthesis
processes, skills, tools
and innovation
disposition in the
achievement of
insights
● integrating a broad
range of strategies and
tools beyond those
outlined in the subject,
including offering
critique and analysis.
Page 7 of 11 DTE401_Assessment 2_20240603
Depth and analysis in
the critique of potential
applications and
limitations of the
Empathy and Synthesis
stages of the design
thinking process
Total Percentage for
this Assessment
Attribute = 30%
Demonstrates a partially
developed analysis and
critique of potential
applications and
limitations by:
● not attempting to
consider the potential
applications of the
Empathy and
Synthesis stages
beyond the subject
experience
● not offering a critique
regarding the limits of
how the Empathy and
Synthesis stages
might be applied.
Demonstrates a functional
analysis and critique of
potential applications and
limitations by:
● offering a developing
analysis of the potential
application of the
Empathy and Synthesis
stages; this is limited in
scope and detail
● adequately structuring
and supporting critique
with a limited range of
evidence.
Demonstrates proficient
analysis and critique of
potential applications and
limitations by:
● thoroughly offering a
critique of the
appropriateness of the
Empathy and Synthesis
stages in relation to
professional contexts;
experiences and
literature are
referenced that
support or challenge
the typical applications
● providing a well-
developed analysis and
critique of the Empathy
and Synthesis stages;
an adequate range of
evidence supports the
analysis well.
Demonstrates advanced
analysis and critique of
potential applications and
limitations by:
● analysing (in depth) the
potential applications
and limitations of the
Empathy and Synthesis
stages, including the
relationships and
comparisons between
them; professional
contexts are carefully
considered and there is
limited reference to the
broader scope beyond
your professional
contexts
● presenting new ideas
within a professional
context; relationships
between the different
limitations and
challenges are analysed
to a high level.
Demonstrates exceptional
analysis and critique of
potential applications and
limitations by:
● Systematically offering
a sophisticated critique
of the limitations in
how the Empathy and
Synthesis stages can be
applied within a
professional context;
this includes
considered reference
to other contexts
drawn from relevant
literature
● comprehensively
synthesising the key
strengths and potential
applications of the
Empathy and Synthesis
stages with insights
drawn from own
experiences and
literature; original
concepts and ideas are
Page 8 of 11 DTE401_Assessment 2_20240603
shared to develop the
existing models and
new domains where
the process might be
applied.
Depth and analysis
of reflection
relating to the
Empathy and
Synthesis stages of
the design thinking
disposition
Total Percentage
for this Assessment
Attribute = 25%
Demonstrates a partially
developed analysis and
reflection by:
● presenting
description (i.e.
recounting
experience) with no
attempt to analyse or
draw meaning from
this experience
● not attempting to
move beyond own
experience or to
extend understanding
through other
positions or points of
view.
Demonstrates a functional
analysis and reflection by:
● presenting description of
experiences related to
the topic and drawing
out some key learnings
● focusing primarily on
deepening
understanding of own
position or experience
with limited analysis of
positions/points of view
of others beyond own
context.
Demonstrates proficient
analysis and reflection by:
● presenting experiences
related to the topic as a
basis for identifying
and discussing key
developments in
thinking about
innovation
● acknowledging and
analysing others’ points
of view and revealing
new questions and
challenges.
Demonstrates advanced
analysis and reflection by:
● drawing on past and
current experiences to
engage with abstract
concepts relating to
empathy, synthesis,
innovation and change.
● articulating key
changes in disposition
and knowledge, taking
into account the
complexities of the
issue(s) and a range of
other points of view
gained from literature.
Demonstrates exceptional
analysis and reflection by:
● identifying
developments in
thinking and
formulating
conclusions and a
substantial position
regarding innovation in
professional settings
● supporting this
position with relevant
experiences and
insightful analysis of
own and others’ points
of view related to
Empathy and
Synthesis.
Page 9 of 11 DTE401_Assessment 2_20240603
Clarity of
communication and
integration of ideas
Total Percentage for
this Assessment
Attribute = 15%
Demonstrates a partially
developed
communication and
integration of ideas by:
● repeatedly obscuring
meaning through
errors in the
communication of
ideas, including
structure, sequence,
spelling, grammar,
punctuation and/or
the
acknowledgement of
sources
● rarely or inaccurately
employing specialised
language and
terminology relating
to design thinking.
Demonstrates a functional
communication and
integration of ideas by:
● using a mode of
communication that is
generally coherent;
expression that is usually
clear, with persistent
errors in spelling,
punctuation or grammar
● generally employing
specialised language and
terminology relating to
design thinking with
accuracy.
Demonstrates proficient
communication and
integration of ideas by:
● providing a precise
meaning that is easy to
follow; information,
arguments and
evidence are
structured and
sequenced clearly and
logically
● communicating ideas
with occasional minor
errors in spelling,
grammar and/or
punctuation
● accurately employing
specialised language
and terminology
relating to design
thinking.
Demonstrates advanced
communication and
integration of ideas by:
● engaging the
audience’s interest;
information, arguments
and evidence are
structured and
sequenced in a way
that is clear and
persuasive
● accurately employing a
wide range of
specialised language
and terminology
relating to design
thinking
● ensuring spelling,
grammar and
punctuation are free
from errors.
Demonstrates exceptional
communication and
integration of ideas by:
● communicating
eloquently; expressing
meaning coherently,
concisely and
creatively within the
given format
● discerningly selecting
and precisely
employing a wide
range of specialised
language and
terminology relating to
design thinking
● engaging and
sustaining the
audience’s interest
● outlining information,
arguments and
evidence that are
insightful, persuasive
and expertly presented
● ensuring spelling,
grammar and
punctuation are free
from errors.
Page 10 of 11 DTE401_Assessment 2_20240603
Citation and
referencing of key
resources and evidence
Total Percentage for
this Assessment
Attribute = 10%
Demonstrates a limited
knowledge of citation and
referencing of key
resources and evidence
by:
● the inconsistent use
of good quality,
credible and relevant
resources to support
and develop ideas
● omitting the
references or not
using APA 7th
referencing style.
Demonstrates a functional
knowledge of citation and
referencing of key resources
and evidence by:
● using credible and
relevant resources to
support and develop
ideas, but use is not
always explicit or well-
developed
● providing references in a
format resembling APA
7th referencing style, with
frequent or repeated
errors.
Demonstrates proficient
knowledge of citation and
referencing of key
resources and evidence by:
● using credible
resources to support
and develop ideas
● providing references in
a format resembling
APA 7th referencing
style, with occasional
errors.
Demonstrates advanced
knowledge of citation and
referencing of key
resources and evidence by:
● using good quality,
credible and relevant
resources to support
and develop arguments
and statements
● showing a broad range
of references sources
within the organisation
● providing APA 7th
referencing that is free
from errors.
Demonstrates exceptional
knowledge of citation and
referencing of key
resources and evidence by:
● demonstrating the use
of high-quality,
credible and relevant
resources to support
and develop
arguments and
position statements
● showing a wide scope
of references sources
within and beyond the
organisation
● providing APA 7th
referencing that is free
from errors.
Page 11 of 11 DTE401_Assessment 2_20240603
The following Subject Learning Outcomes are addressed in this assessment
SLO a) Articulate and apply the concepts and processes of Design Thinking.
SLO b) Identify and evaluate complex problems in a professional context.
SLO c) Analyse and critique own capacities and dispositions in relation to processes of innovation.
SLO d)
Apply high-level research and communication skills to investigate, synthesise, and analyse information from multiple perspectives
(including users and scholarship).
– Assessment Task
– Context
– Instructions
– Knowledge of the design thinking process in Module 2 – Empathy and Module 3 –
– Take part in the weekly Discussion Forum
– Format and Structure:
– Referencing
– Submission Instructions
– Option A: Written Folio A
– Note:
– Option B: Video Presentation of Folio A
– Learning Facilitator Feedback
– Academic Integrity
– Special Consideration