UNCC100 - Self and Community - Exploring the Anatomy of Modern Society - Business Assignment Help

Assignment Task

UNIT RATIONALE, DESCRIPTION and AIM

These are just two examples of the many real challenges we face as individuals functioning as members of our community. They highlight the fact that as humans, we are all individuals, and yet none of us lives in isolation. The African concept of ‘ubuntu’ is helpful here: “I am what I am, because of who we are” - this concept is consistent with the principles of Catholic social thought. Understanding these principles helps us to determine how issues relating to the dignity of the human person and the realisation of the common good may be addressed in our personal and professional lives now and in the future.

This knowledge and understanding is a foundation for the development of the skills needed to be able to propose ways to address challenges where shared responsibility for the common good is not being realized. Given the pervasiveness of such problems in our community, addressing this need is important to our success as a community in realizing a more just world – and each student’s role as an individual who can, and must, be part of that.

In this unit students will first learn what the principles of Catholic Social thought are, then they will build on this knowledge by developing their understanding of how these principles relate to their own life and their own community. Lastly, they will apply this understanding in a reflection on how these principles are relevant to their professional context at a local level.

This unit aims to equip students with knowledge and understanding of the ideas of "self" and "community" as interrelated concepts in the context of nine principles of Catholic Social Thought and develop basic skills to enable them to contribute to a more just society.

LEARNING OUTCOMES

On successful completion of this unit, students should be able to:

1. Describe coherently the principles of Catholic Social Thought (CST), and drawing on these produce a personal commentary that explains how the concepts of 'self' and 'community' are interrelated.

2. Analyse and evaluate the principles of Catholic Social Thought (CST) in order to show how issues relating to the dignity of the human person and the common good may be relevant to the skills and knowledge that they are acquiring in the degree program that they are studying.

LEARNING AND TEACHING STRATEGY AND RATIONALE

In order to support students’ learning experience in ways that are the most engaging, efficient and effective, the overall teaching strategy used in this unit is a progressive developmental one. This applies to all the modes of delivery in which this unit is offered. In all modes, the use of the Learning Management System (LMS) is integral to the delivery of the learning and teaching strategy. The approach to learning and teaching is via active learning where students are supported through the provision of learning resources and class activities (either in physical or virtual classrooms) to take responsibility for their individual learning. Students are expected to participate in the activities provided either in class or online and to be able to extend their learning through working alongside other students and undertaking individual research. Students are supported in their learning through the provision of:

• Learning modules
• Discussion forums and chat rooms
• Guided readings and links to electronic readings
• Self-assessments and other self-directed learning activities.

The progressive and developmental strategy for teaching this unit means that the unit starts simply by helping students to acquire the content knowledge that they will need to progress. It then builds on this knowledge by engaging them in activities that will support the development of their understanding of this content and what it means to them personally. Lastly, it supports students in reflecting on that meaning in ways that help them to apply their understanding to situations beyond their immediate and personal context, as they relate to their individual disciplines of study and the profession(s) they may enter.

The unit is delivered in different modes. Students will only study in one of these modes. The modes are:

• Intensive mode over a 2-week period in Winter and Summer Terms; and,

• Online mode over a 10-week period in a normal university semester.

The rationale for offering this unit in different modes is that each mode appeals to different people in different circumstances. The rationale for the face-to-face mode is that this is often preferred by students because of the personal engagement they experience studying alongside other students. The rationale for intensive mode is that this is often preferred by students who are working (and cannot attend weekly classes), but who still value a face-to-face component. This mode offers learning activities in ways that allow such people to take blocks of time in which they study intensively, and which can therefore be fitted around their work commitments. The rationale for the on-line mode in addition allows participation in learning by those who are unable to participate in any face-to-face activities, or who simply prefer to work from a remote location.

Face-to-face and intensive modes adopt a ‘flipped classroom’ approach with no lectures. Instead of lectures, small group classes of one hour’s duration involving ‘active learning’ methods are used. This means that students’ learning will involve engaging with others, as a participant, not simply listening or reading. Active learning methods may include but are not limited to the use of facilitated group discussions; ice-breakers; buzz groups; role play and advocacy. Face-to-face and intensive modes are both supported by resources that will be available through the university’s Learning Management System (LMS) known as “LEO” – the Learning Environment Online. Accessing and using these on-line resources and activities is integral to the student’s study. Accessing and using these on-line resources and activities is integral to the student’s study

Online mode seeks to offer students a learning experience comparable to the face-to-face or intensive modes, except that all activities and resources are electronically based, and only available through the LMS. Students’ active engagement in the use of those resources and participation in on-line activities is therefore necessary to support their learning

ASSESSMENT STRATEGY AND RATIONALE

The design of the assessment in this unit is aligned with, and supportive of, the progressive and developmental learning and teaching strategy. In this way, the assessment tasks scaffold and support students’ learning in a sequence that is designed to make their learning as simple as possible by supporting them as much as possible. The assignments relate progressively to their achievement of the learning outcomes of this unit and the graduate attributes. A variety of assessment methods is used. Where possible, students will be encouraged to present their work using multi-media in preparation for presentation styles they may encounter in their professional life.

Some flexibility may be exercised in the options available to students, consistent with achieving the learning outcomes and meeting the graduate attributes.

In practical terms this means that the assessments start with an “early and low stakes” assessment which helps students to progress to more complex and more challenging assessments. In this unit, this sequential support is provided through three assessment tasks so that they get feedback that supports their learning as they progress throughout the unit.

The same assessment strategy is used regardless of the mode of study.

The first task relates to the foundations of Learning Outcome 1. It is scheduled early in the unit to encourage students’ early participation in the simple first stages of learning they will need to progress. It is low stakes to ensure that there is minimal risk to them but is simultaneously of maximum learning benefit. It will consist of multiple-choice questions.

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