COMR2010_Assignment 2_Journal Page 1 of 8 ASSESSMENT BRIEF Subject Code and Title COMR2010- Cultural Diversity: A Personal Perspective Assessment Reflective Journal entries (3 Parts) Individual/Group Individual Length 500 words each journal entry (3 in total) Learning Outcomes 1. Reflect upon, identify and articulate the importance of cultural awareness and understanding of intercultural competence 2. Explain and apply a range of theories needed to successfully live together in a culturally diverse world. 3. Identify and apply skills in mindfulness and critical reflection and awareness that supports your own development of intercultural competence. 5. Communicate orally and in writing an awareness and understanding of intercultural competence. Submission Part A: By 11:55pm AEST/AEDT Friday of Week 4 (Module 2) Part B: By 11:55pm AEST/AEDT Friday of Week 8 (Module 4) Part C: By 11:55pm AEST/AEDT Friday of Week 10 (Module 5) Weighting 15% for each part (45% in total) Total Marks 100 marks for each part Context: Reflective writing is evidence of reflective thinking, and is a process where you can learn from your experiences. In particular, the reflective journal assessment in this subject supports you to explore and articulate your intercultural learning and its relevance to your personal, social and professional life. To guide you in your reflective writing, you will be given “prompts” that will encourage you to critically consider what you have learnt. Instructions: You will complete three reflective journal entries for this subject. For each journal entry, write at least 500 words, drawing specifically from the subject’s learning resources and your own independentCOMR2010_Assignment 2_Journal Page 2 of 8 research (please indicate by using APA referencing). Respond directly to the journal prompt for each assignment. You are required to:  Respond to the journal prompt highlighting something you have learnt from the subject’s resources and your experiences.  Reflect upon and analyse issues presented in the prompt. You are encouraged to reflect on the relevance of key concepts/ideas presented to your experience, prior knowledge, workplace or region.  Effectively communicate & demonstrate learning by discussing key ideas/concepts from resources (and referring to authors using APA referencing).  Articulate the significance of your learning (why it matters).  Identify how you can use your learning, especially in relation to personal, social and professional contexts.COMR2010_Assignment 2_Journal Page 3 of 8 Reflective Journal Entry: Part A - due end of Module 2 (Week 4) Prompt: ‘Feeling like a fish out of water’ The expression in English- “feeling like a fish out of water”- is used to describe experiences and situations when we feel really uncomfortable, when we are out of our normal range of activities or environment. DiAngelo and Sensoy (2014) state: a fish is born into water and so simply experiences the water as one with itself; a fish has no way of knowing that it is actually separate from the water. And although the fish is separate, it still cannot survive without water. In the same way that a fish cannot live without water, we cannot make sense of the world without the meaning-making system that our culture provides. Yet this system is hard to see because we have always been “swimming” within it; we just take for granted that what we see is real, rather than a perception of our reality. This echoes the Chinese saying, If you want to know about water, don’t ask the goldfish Consider the above quotes in the context of intercultural learning and exploring cultural differences. “Water” refers to the things that we usually take for granted about our reality. What have you become more aware about as a result of your intercultural learning- in terms of your water- since starting this subject? Reflective Journal Entry: Part B - due end of Module 4 (Week 8) Prompt: ‘Assumptions of others’ Watch “What kind of Asian are you?” at https://www.youtube.com/watch?v=DWynJkN5HbQ. Discuss whether you or someone you know has had a similar experience as portrayed in the film. Describe your thoughts and reactions to the video itself, as well as your emotions relating to your own personal experiences. Apply the theories and ideas you have learnt about in this subject so far to explain the behaviour displayed by both individuals in the film. Explore the work that you have completed for this subject to date to see if you can identify any assumptions of others that you may have written about. Discuss your findings. Reflective Journal Entry: Part C - due end of Module 5 (Week 10) Prompt: ‘Practicing border crossing’ Your task is to consciously make a decision to interact with another person who you have not communicated with before and who has a different background and life experiences from yourself. Your choice should involve a level of discomfort; a degree of perceived difference is necessary. However, please do ensure your own safety. Enter a discussion in a spirit of openness. Engage in a conversation of meaning, beyond the basic scripts such as “How are you? Fine. It’s hot today”. Ask open-ended questions that generate genuine responses and promotion of dialogue. Practice listeningCOMR2010_Assignment 2_Journal Page 4 of 8 skills. After the interaction, reflect on the dialogue. Describe how easy or difficult it was for you to comprehend another individual’s worldview, from their perspective (not yours!). While practicing ‘border crossing’ did you have a chance to understand otherness in its own terms or did you only ‘see’ or acknowledge difference without exploring otherness in more depth? Please note: If your first attempt at border crossing is unsuccessful, you will need to try again!COMR2007_Assignment 2_Reflective_Journal Page 5 of 8 Learning Rubrics for each part A, B, C Assessment Attributes Fail (0-49%) Pass (50-64%) Credit (65-74%) Distinction (75-84%) High Distinction (85-100%) Knowledge and understanding of the issues presented in the prompt 20% Limited understanding of required concepts and knowledge Key components of the assignment are not addressed. Knowledge or understanding of the issues presented in the prompt. Highlights learning from the subject’s resources and experiences. Resembles a recall or summary of key ideas. Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials. Thorough knowledge or understanding of the issues presented in the prompt. Highlights learning from the subject’s resources and experiences that support personal opinion and information substantiated by evidence. Demonstrates a capacity to explain and apply relevant concepts through reflection. Highly developed understanding of the issues presented in the prompt. Discriminates between assertion of personal opinion of learning and information substantiated by robust evidence from the research/course materials and extended reading. Well demonstrated capacity to explain and apply relevant concepts through reflection. A sophisticated understanding of the issues presented in the prompt. Reflectively, systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Mastery of concepts and application to new situations/further learning. Critical reasoning, presentation and defence of key concept/ideas Specific position (perspective or argument) fails to take into account the complexities of the issue(s) or scope of the assignment. Specific position (perspective or argument) begins to take into account the Specific position (perspective or argument) takes into account the Specific position (perspective or argument) is expertly presented Specific position (perspective or argument) is presented expertly,COMR2007_Assignment 2_Reflective_Journal Page 6 of 8 presented to experience, prior knowledge, workplace or region. 20% Makes assertions that are not justified. issue(s) or scope of the assignment. Justifies any conclusions reached with arguments not merely assertion. Articulates the significance of learning. complexities of the issue(s) or scope of the assignment. Others’ points of view are acknowledged. Justifies any conclusions reached with well-formed arguments not merely assertion. and accurately takes into account the complexities of the issue(s) and scope of the assignment. Justifies any conclusions reached with welldeveloped arguments that relate specifically to the significance of learning. authoritatively and imaginatively, accurately taking into account the complexities of the issue(s) and scope of the assignment. Limits of position are acknowledged. Justifies any conclusions reached with sophisticated arguments. Analysis and application with synthesis of new knowledge in relation to personal, social and professional contexts. 20% Limited synthesis and analysis. Limited application/recommendations based upon analysis. Demonstrated analysis and synthesis of new knowledge with application. Identifies how learning can be applied in practical ways. Shows the ability to interpret relevant information and literature. Well-developed analysis and synthesis with application of recommendations linked to analysis/ synthesis. Clear and detailed identification of how learning can be applied in different contexts. Thoroughly developed and creative analysis and synthesis with application of pretested models and / or independently developed models and justified recommendations linked to analysis/synthesis Highly sophisticated and creative analysis, synthesis of new with existing knowledge. Strong application by way of pretested models and / or independently developed models. Recommendations are clearly justified based on the analysis/synthesis. Applying knowledge to newCOMR2007_Assignment 2_Reflective_Journal Page 7 of 8 situations/other cases. Use of academic and discipline conventions and sources of evidence 20% Poorly written with errors in spelling, grammar. Demonstrates inconsistent use of good quality, credible and relevant research sources to support and develop ideas. There are mistakes in using the APA style. Is written according to academic genre (e.g. with introduction, conclusion or summary) and has accurate spelling, grammar, sentence and paragraph construction. Demonstrates consistent use of credible and relevant research sources to support and develop ideas, but these are not always explicit or well developed. There are no mistakes in using the APA style. Is well-written and adheres to the academic genre (e.g. with introduction, conclusion or summary). Demonstrates consistent use of high quality, credible and relevant research sources to support and develop ideas. There are no mistakes in using the APA style. Is very well-written and adheres to the academic genre. Consistently demonstrates expert use of good quality, credible and relevant research sources to support and develop appropriate arguments and statements. Shows evidence of reading beyond the key reading There are no mistakes in using the APA style. Expertly written and adheres to the academic genre. Demonstrates expert use of high-quality, credible and relevant research sources to support and develop arguments and position statements. Shows extensive evidence of reading beyond the key reading There are no mistakes in using the APA Style. Effective communication Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence. Information, arguments and evidence are presented in a way that is not Information, arguments and evidence are well presented, mostly Information, arguments and evidence are very well presented, Expertly presented; the presentation is logical, persuasive, and well supportedCOMR2007_Assignment 2_Reflective_Journal Page 8 of 8 20% No effort is made to keep audience engaged, audience cannot follow the line of reasoning. Little use of presentation aids, or the presentation aids and material used are irrelevant. always clear and logical. Attempts are made to keep the audience engaged, but not always successful. Line of reasoning is often difficult to follow. Presentation aids are used more for effect than relevance. clear flow of ideas and arguments. The audience is mostly engaged, line of reasoning is easy to follow. Effective use of presentation aids. the presentation is logical, clear and well supported by evidence. Engages the audience, demonstrates cultural sensitivity. Carefully and well prepared presentations aids are used. by evidence, demonstrating learning by discussing key ideas/concepts from resources. Engages and sustains audience’s interest in the topic, demonstrates high levels of cultural sensitivity Effective use of diverse presentation aids, including graphics and multimedia.