95742 Communication and Technology
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2021 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 48 credit points of completed study in spk(s): C10360 Bachelor of Health Science OR 48 credit points of completed study in spk(s): C10410 Bachelor of Health Science Bachelor of Sustainability and Environment OR 48 credit points of completed study in spk(s): C10396 Bachelor of Health Science Bachelor of Arts International Studies OR 48 credit points of completed study in spk(s): C10441 Bachelor of Health Sciences Bachelor of Languages and Cultures
Description
Taking into consideration the ever-evolving world of technology, this subject aims to enhance students' knowledge of the nexus of communication and technology within the healthcare sector. Students are introduced to a range of topics including: e-health; health communication and literacy; health campaigns, cross-cultural communication as well as managing the intricacy of new and emerging health technologies. Students are required to critically analyse theoretical and practical health communication perspectives by examining areas encompassing provider–patient communication, globalisation and societies, health and the media, and the internet and mobile technologies. Students are exposed to existing and prospective technologies in health communication, digital strategies and online consumer engagement and explore ways of improving community health using communication methods and technological platforms.
Subject learning objectives (SLOs)
| A. | Describe how the continuous evolution of communication methods and health technologies impacts behaviour and quality of life. |
|---|---|
| B. | Explain the role of industry professionals in providing opportunities for health improvement using modern technologies. |
| C. | Identify and appraise existing communication platforms and technologies within healthcare and understand their implications on the everyday citizen. |
| D. | Examine the legal implications of adopting health-aiding technologies that clash with privacy concerns, and the potential for abuse of power. |
| E. | Apply knowledge of emerging communication and technological platforms to advocate for optimal health and well-being for all Australians. |
| F. | Effectively communicate knowledge, skills and ideas regarding communication and technology concepts to peers and facilitators. |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Recognise and respond to the diverse health needs of communities both locally and abroad (1.3)
- Demonstrate adaptable and novel thinking within changing environments to maximise outcomes for a range of individuals, communities and stakeholders (2.1)
- Consider and develop the health literacy of varied population groups and articulate the impact this has on effective communication and healthcare delivery (3.2)
- Facilitate the growth and development of self and others through responsive leadership (3.3)
- Are ethical and responsible professionals who value the diversity of people and communities (4.0)
- Critically evaluate research and practice for socially driven change (5.3)
- Recognise the diversity of Indigenous Australians and integrate this knowledge into practice (6.3)
Contribution to the development of graduate attributes
This subject also contributes specifically to the following graduate attributes:
- Recognise and respond to the diverse health needs of communities both locally and abroad; (1.3)
- Demonstrate adaptable and novel thinking within changing environments to maximise outcomes for a range of individuals, communities and stakeholders; (2.1)
- Consider and develop the health literacy of varied population groups and articulate the impact this has on effective communication and health care delivery; (3.2)
- Facilitate the growth and development of self and others through responsive leadership; (3.3)
- Are ethical and responsible professionals who value the diversity of people and communities; (4.0)
- Critically evaluate research and practice for socially driven change; (5.3)
- Recognise the diversity of Indigenous Australians and integrate this knowledge into practice; (6.3)
Teaching and learning strategies
During the semester, students engage with the content to achieve the intended outcomes through using a range of teaching and learning strategies. This subject is designed to assist students in understanding the complexities associated with communication and technology platforms and the integration of these into healthcare. It is anticipated that the knowledge and skills gained in this subject allow graduates to appreciate common challenges associated with healthcare and to develop analytical skills through authentic assessments that reflect industry expectations. There will be weekly lectures and tutorials that will allow the students to learn and collaborate respectively with the tutor and other students through working in pairs or groups on activities such as classroom debates and presentations as well as engage in certain simulation tasks. In addition to the collaborative nature of face-to-face tutorials, students will be expected to engage in weekly preparatory activities (consisting of, but not limited to, online quizzes, surveys and questionnaires) aided by resources provided on UTSOnline (such as journal articles, news reports, YouTube videos, podcasts...), as preparation for the relevant in-class activities. Students also have the chance to assist their learning experience by participating in a 5–10-minute mindfulness meditation session at the beginning of each tutorial in order to experience improved memory and attention, focused and clear thinking, and heightened performance and achievement.
Preparatory activities
Prior to attending the face-to-face tutorials, students will access online learning resources through UTSonline such as podcasts, videos and news articles as part of their preparatory work. The online content is intended to improve their confidence in approaching the proposed content, afford them time to construct questions, and facilitate discussion in class, resulting in shared learning, experiences and reflections. This approach prompts in-depth learning and discussions upon tutorial attendance. The satisfactory completion of preparatory work will count towards Assessment 4 (participation).
Blend of online and face-to-face strategies
In addition to the resources found on UTSonline, weekly one-hour face-to-face lectures will provide students with both the real-time delivery of content and an opportunity to clarify complex concepts and terminology as well as engage in discussions with the lecturer. Complementing these lectures will also be weekly 1.5-hour tutorials which further enhance students’ understanding of the lecture material and support their learning through a variety of activities and tasks.
Assessment range
Students will be exposed to a variety of assessment modes, including quizzes, a brief news report analysis and a group presentation for an App proposal. Feedback will be provided on assessments to ensure students can identify areas for development and areas of sufficient expertise. Students are encouraged to use contemporary educational technology. Some of the assessment will use a case study approach, with the student asked to assume a health organisation spokesperson role in a hypothetical situation.
Early low-stakes feedback will be provided via two methods:
- During tutorial sessions, where students discuss material raised in the lecture and ask questions of their peers and lecturing staff;
- Results and feedback for the first quiz, worth 5% of the total 20% (Assessment 1), will be received prior to the census date.
Continual feedback will be provided via the following methods:
- During tutorial sessions, where students discuss material raised in the lecture and ask questions of their peers and lecturing staff;
- Peer communication, individual and lecturing staff contributions to the tutorial discussions, where a range of topics are controversial and will lead to debate;
- Progressive assessment tasks
Content (topics)
- Health and Media
- Health message design and public announcements
- Emergency response and communication
- Health technologies
- Behavior and behaviour change theories
- Culture, diverse communities and health
- Privacy and privacy concerns
- Health technology and security of information
- Health research and communication
Assessment
Assessment task 1: Quizzes
| Intent: | The quizzes are designed to assess students' critical thinking and understanding of the content delivered in the lectures and tutorials. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A and C This assessment task contributes to the development of graduate attribute(s): 2.1, 3.2 and 5.3 |
| Type: | Quiz/test |
| Groupwork: | Individual |
| Weight: | 20% |
Assessment task 2: News Report Analysis
| Intent: | This assessment is designed to provide students with an understanding of modern communication and technology techniques to convey messages across to the public. By preparing and conducting a news report, students will gain skills and essential attributes needed for effective communication of public health issues. The analysis component of the task will ensure students can critically analyse platforms for public health communication and will also gain an appreciation for emerging technologies. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C and F This assessment task contributes to the development of graduate attribute(s): 1.3, 2.1, 3.2, 3.3, 5.3 and 6.3 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 30% |
| Length: | Report: Depends on choice of platform (10% of weighted total). Analysis: 500 words +/-10% (20% of weighted total). |
Assessment task 3: Group presentation of an App proposal
| Intent: | This assessment is designed to be a group-led task which will strengthen students' presentation skills. The task will equip students with research, analytical and innovative skills that allow them to gain an appreciation for technology and its use within healthcare. The group aspect of the task allows students to gain leadership and teamwork skills. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C, D, E and F This assessment task contributes to the development of graduate attribute(s): 1.3, 2.1, 3.2, 3.3, 4.0 and 5.3 |
| Type: | Presentation |
| Groupwork: | Group, group and individually assessed |
| Weight: | 35% |
| Length: | 10 minutes |
Assessment task 4: Participation
| Intent: | Class participation encourages an improved student focus on in-class learning and activity, and is associated with improved student learning. Dialogue between facilitator and student, and conversation and discussion between students assist in the understanding and sharing of information and skills. Class participation, which includes group work as well as preparatory work for students to complete before attending class, works to encourage and support the development of learning communities within the subject. It supports the UTS Model of Learning by shifting towards an active engagement by students and a focus on learning rather than teaching. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): F This assessment task contributes to the development of graduate attribute(s): 3.3 |
| Groupwork: | Individual |
| Weight: | 15% |
Minimum requirements
To pass this subject, students must:
- Have a minimum of 80% attendance with sufficient proof for missing any tutorials; and
- Obtain an overall pass upon successful completion of all assessment items.
Required texts
There is no essential text for this subejct. All necessary readings and material will be posted on UTS Online.
References
Refer to UTSOnline for access to up to date references for this subject.
Other resources
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For other resources/ information refer to the Faculty of Health website (www.uts.edu.au/about/faculty-health) and UTSOnline at: https://online.uts.edu.au/webapps/login/ or CANVAS at: https://canvas.uts.edu.au/.
UTS Library
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Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.
HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733.
Please see www.uts.edu.au for additional information on other resources provided to students by UTS.
The Accessibility and Financial Assistance Service
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