ICT60220 : Advanced Diploma of Information Technology - IT Computer Science Assignment Help

Assignment Task:

Task:

Reasonable Adjustments
Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.

• The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented if applicable.
• Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.
• Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
• Category Possible Issue Reasonable Adjustment Strategy
• (select as applicable)
• LLN Speaking
• Reading
• Writing
• Confidence Verbal assessment
• Presentations
• Demonstration of a skill
• Use of diagrams
• Use of supporting documents such as wordlists
• Non-English-Speaking Background Speaking
• Reading
• Writing
• Cultural background
• Confidence Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process
• Use methods that do not require a higher level of language or literacy than is required to perform the job role
• Use short sentences that do not contain large amounts of information
• Clarify information by rephrasing, confirm understanding
• Read any printed information to the student
• Use graphics, pictures and colour coding instead of, or to support, text
• Offer to write down, or have someone else write, oral responses given by the student
• Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
• Indigenous Knowledge and understanding
• Flexibility
• Services
• Inappropriate training and assessment Culturally appropriate training
• Explore understanding of concepts and practical application through oral assessment
• Flexible delivery
• Using group rather than individual assessments
• Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
• Age Educational background
• Limited study skills Make sure font size is not too small
• Trainer/Assessor should refer to the student’s experience
• Ensure that the time available to complete the assessment takes account of the student’s needs
• Provision of information or course materials in accessible format.
• Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
• Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write
• Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
• Changes to course design, e.g. substituting an assessment task
• Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
• Educational background Reading
• Writing
• Numeracy
• Limited study skills and/or learning strategies Discuss with the Student previous learning experience
• Ensure learning and assessment methods meet the student’s individual need
• Disability Speaking
• Reading
• Writing
• Numeracy
• Limited study skills and/or learning strategies Identify the issues
• Create a climate of support
• Ensure access to support that the student has agreed to
• Appropriately structure the assessment
• Provide information or course materials in accessible format, e.g. a textbook in braille
• Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
• Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write
• Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
• Changes to course design, e.g. substituting an assessment task
• Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
• Explanation of reasonable adjustments strategy used (If required)
• What if you disagree on the assessment outcome?
• You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.
• Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The AHIC will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.

Academic Integrity:
Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas.

• As a student, you are required to:
• Undertake studies and research responsibly and with honesty and integrity
• Ensure that academic work is in no way falsified
• Seek permission to use the work of others, where required
• Acknowledge the work of others appropriately
• Take reasonable steps to ensure other students cannot copy or misuse your work.
• Plagiarism:
• Plagiarism means to take and use another person's ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the Internet, RTO staff, other students, and from published and unpublished work.
• Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes:
• Paraphrasing and presenting work or ideas without a reference
• Copying work either in whole or in part
• Presenting designs, codes or images as your own work
• Using phrases and passages verbatim without quotation marks or referencing the author or web page
• Reproducing lecture notes without proper acknowledgement.
• Collusion:
• Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else.
• Collusion may be with another RTO student or with individuals or student’s external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas.
• Collusion occurs when you work without the authorisation of the teaching staff to:
• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit your work (without rto approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other students.
• Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion.
• Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO’s policy.
• Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action.
• Assessment Formatting and Answer length Guidance:
• Your submitted document must follow the given criteria:
• Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.
• Your assessment needs to be submitted as an electronic copy unless requested differently by your assessor.
• The Assessment file name for electronic copy should follow :
• Student Id_Assessment_No (Example AHI000014_Assessment 1)
• Referencing
• Include a reference list at the end of your work on a separate page or as footnotes. You should reference the sources you have used in your assessments in the Harvard Style.
• To access a web-based tool, see Harvard Style online generator
• http://www.harvardgenerator.comAssessment Task 1: Knowledge Test
• Q1:Answer the following questions regarding analysing and appraising the current technology trends and directions in the information and communications technology (ICT) sector.1.a. Identify and evaluate three (3) technology trends and directions in the information and communications technology (ICT) sector, using 50-100 words for each.
• 1.b. Explain how Virtual and augmented reality has changed the education field? Answer using 50-100 words
• Q2: Answer the following questions regarding the major industry standards used for new technologies.
• 2.a. Explain the purpose of AS 8015-2005: Australian Standard for Corporate Governance of Information and Communication Technology in your own 50-100 words.
• 2.b. What are the six (6) principles for good corporate governance of ICT defined in ISO/IEC 38500?
• Q3: Answer the following questions regarding evaluating the vendor products and the direction in which they are trending.
• 3.a. Identify six (6) main areas you must evaluate to find out trusted providers of hardware and software components and products.
• 3.b. Explain the purpose of the Open Trusted Technology Provider Framework (O-TTPF) in your own 50-100 words.
• Q4: Answer the following questions regarding information gathering techniques.
• 4.a. Identify five (5) traditional methods and techniques of information gathering in the ICT industry sector.
• 4.b. Identify three (3) modern methods and techniques of information gathering in the ICT industry sector.
• Q5: Answer the following questions regarding general features, capabilities and application of current industry hardware and software products.
• 5.a. Identify three (3) current industry accepted hardware digital media products, explain why you need them using one sentence or two and list two (2) features and capabilities for each of them.
• 5.b. Identify three (3) current industry accepted software digital media products, explain why you need them using one sentence or two and list two (2) features and capabilities for each of them.
• The End

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