Version 1 - May 2016

Stephen Linquist

University of Tasmania

stephen.linquist@utas.edu.au This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Unit Concept and Assessment Details

This template is intended to enable unit designers to present the core elements of a new/proposed unit with an emphasis on the assessment design. This is normally completed prior to representing the overall unit delivery and

assessment as a learning design. It is intended to be read in conjunction with a learning design when reviewing a proposed or existing unit of study. A learning design can be produced using the unit sequence template available at:

https://elibrary.utas.edu.au/lor/items/1f5c4a3d-74cc-4625-8c8d-96f99e0607eb/1/

Please note: Many of the headings are accompanied by brief descriptions which can be viewed by hovering the mouse over the text.

Unit Title: Social entrepreneurship in the digital age Unit Code: XBR---

Unit Coordinator: Ben Wills or Sophie Clark Teaching team: Dr Wills (TSBE), A/Prof Eversole (IRD), Dr Chinthammit (SET), Prof Mosakowski (IRD), Dr Clark (TSBE), Ms Taylor (TSBE)

Study Mode(s): Online Campus: All

Unit Description: Digital technologies continue to provide us with many wonderful tools, however, the list of social and environmental problems we face also continues to grow. Combining the perspectives of business management, regional science and information systems, this

breadth unit will uncover the potential of digitally connected social entrepreneurship as an agile and exciting vehicle for creating positive social and environmental change. Social entrepreneurship refers to the harnessing of entrepreneurial skills and capabilities for the

purpose of tackling complex and persistent social problems. In order to generate positive social change, social entrepreneurs leverage a wide range of resources, which may include the adoption of technological innovations designed to enhance both the reach and

impact of socially-oriented activities at local, national and global levels. This unit is designed to inspire the social entrepreneur within us all, and will provide students with a dynamic suite of online resources and activities to develop the knowledge and skills required to

become agents for positive social change. Students will commence by examining the emergence of social entrepreneurship within a broad range of contexts globally and will critically unpack and communicate the role of social entrepreneurship in addressing social

problems. By identifying an issue of significance within their local, national or global communities, students will then develop and “pitch” their own socially entrepreneurial initiative. To achieve this, students will assess the strengths of a number of resources and tools

that may be utilised by social entrepreneurs to generate sustainable social value, including Information and Communication Technologies (ICTs) such as the growing array of web-based tools that are widely available. Through a process of team-based strategic planning,

students will justify and document the most suitable and innovative strategies to employ in order to start up their own socially entrepreneurial initiative, and an online or audio-visual communication package will be created to promote this idea to a broad audience.

Relevant Course

Learning

Outcome(s):

Not applicable as this unit is a Breadth Unit Graduate Qualities to

be Assessed

Knowledge

Communication skills

Problem-solving skills

Social responsibility

Global perspective

Intended Learning

Outcomes (ILOs):

ILO 1. On completing this unit you will need to be able to: Examine social entrepreneurship, social enterprise and social innovation as distinct theoretical concepts and useful mechanisms for creating social impact within regional, national and global economies and communities.

ILO 2. On completing this unit you will need to be able to: Analyse the historical and contemporary socio-political factors within particular contexts which have given rise to social entrepreneurship and technology-driven interventions for social impact.

ILO 3. On completing this unit you will need to be able to: Formulate strategies that employ the most appropriate tools and ICT resources to support and communicate change through social entrepreneurship.

Assessment Task 1 Description Relevant ILOs Assessment Criteria Due

Title SA#1 Quizzes, Online

Discussion and Peer

Review

Method Writing posts in online

discussion boards; MyLO

quizzes; peer feedback

Weighting % 20

Size/length 750 words

Students participate in discussion board forums on a weekly basis.

Discussions will be structured around questions related to the topics

covered in the weekly lecture series, and students’ critical thinking

and timely responses to the ideas of others will be encouraged.

Group discussion boards will be set up to correlate with assessment

tasks 3 and 4, in which students will be required to answer specific

questions to demonstrate their internal group processes and

engagement.

Students will also complete short quizzes based on weekly content

in MyLO. The completion of these quizzes will give access to the

subsequent content.

In addition, a peer review process will involve students choosing a

case study written by another student and providing written

feedback using a rubric and via the discussion board.

ILO 1 Examine social entrepreneurship, social enterprise and social

innovation as distinct theoretical concepts and useful mechanisms for

creating social impact within regional, national and global economies and

communities.

ILO 2 Analyse the historical and contemporary socio-political factors

within particular contexts which have given rise to social

entrepreneurship and technology-driven interventions for social impact.

ILO 3 Formulate strategies that employ the most appropriate tools and ICT resources to support and communicate change through social entrepreneurship.

Articulate why social entrepreneurship, social enterprise and

social innovation are different approaches.

Determine one historical and one contemporary socio-political

driver for the development of a case study initiative.

Conduct a peer review of a student case study and engage in online

discussions.

Describe the key benefits of a range of ICT tools.

Ongoing (weeks

1-13)

Attachment 4.3

01

Version 1 - May 2016

Stephen Linquist

University of Tasmania

stephen.linquist@utas.edu.au This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Assessment Task 2 Description Relevant ILOs Assessment Criteria Due

Title SA#2: Case Study Report

Method Written report

Weighting % 30

Size/length 1,500 words

Students select from a list of supplied case studies, or identify their

own case study, of a socially entrepreneurial initiative that has been

established in any context globally. Students research and write a

case study report covering:

(a) Describe and analyse the initiative (or organisation) and

explain why it is an example of one or more of the

following: social entrepreneurship, social enterprise,

and/or social innovation?

(b) What were the socio-political contextual factors that gave

rise to the initiative?

(c) In what ways is technology used in this initiative?

(d) How does the initiative create social impact?

ILO 1 Examine social entrepreneurship, social enterprise and social

innovation as distinct theoretical concepts and useful mechanisms for

creating social impact within regional, national and global economies and

communities.

ILO 2 Analyse the historical and contemporary socio-political factors

within particular contexts which have given rise to social

entrepreneurship and technology-driven interventions for social impact.

Choose an initiative or organisation and create a case study

report to describe why it is an example of social

entrepreneurship, social enterprise and/or social innovation.

Identify and discuss the historical and socio-political factors that

have given rise the chosen social entrepreneurial initiative.

Identify how the case study initiative or organisation uses

technology to increase social impact.

Week 6

Assessment Task 3 Description Relevant ILOs Assessment Criteria Due

Title SA#3: Critique of

Technology-Driven

Strategies

Method Written report

Weighting % 20

Size/length 1,250 words

Students assigned to groups of 3 or 4 using automatic allocation.

Students analyse the ICT components of an existing socially

entrepreneurial initiative (a list of initiatives will be provided) or of

their own socially entrepreneurial idea.

Students critique the existing use of ICT and propose an improved

method of ICT use and justify the basis of this choice.

ILO 2 Analyse the historical and contemporary socio-political factors

within particular contexts which have given rise to social

entrepreneurship and technology-driven interventions for social impact.

ILO 3 Formulate strategies that employ the most appropriate tools and ICT resources to support and communicate change through social entrepreneurship.

Evaluate the effectiveness of ICT components within socially

entrepreneurial initiatives (current or in-development).

Relate the socially entrepreneurial initiative to the historical

development of ICTs.

Propose socially entrepreneurial ICT-driven strategies for your

chosen initiative.

Justify why the recommended strategies are appropriate to the

particular context and will be effective in enhancing social impact.

Work in a team and manage group processes.

Week 9

Assessment Task 4 Description Relevant ILOs Assessment Criteria Due

Title SA#4: Strategic Report

and “Pitch” Presentation

Method Online or audio-visual

marketing and a written

report

Weighting % 30

Size/length Audio-visual

presentation/website +

1,500-2,000 word

document

Remaining in the same groups of 3-4, students “pitch” a socially

entrepreneurial idea via two key formats:

1. A five minute audio-visual presentation or the creation ofa mock-up website using a dedicated “sandbox” environment. This multi-media presentation will succinctlyand persuasively communicate the students’ idea, e.g.what it is, what issue it is addressing and why it is important, and how it will maximise its potential impactusing ICTs;

2. A strategic document providing greater detail of the following:

a. Summary of the idea or initiativeb. Justification of the idea, including why it is an

effective way to address a particular social needc. Description of the contextual factorsd. Justification of the organisational structure

adoptede. Details of possible commercial strategies to

ensure sustainabilityf. Explanation of the use of ICTs and their

anticipated impactsg. Identification of potential collaborators

ILO 2 Analyse the historical and contemporary socio-political factors

within particular contexts which have given rise to social

entrepreneurship and technology-driven interventions for social impact.

ILO 3 Formulate strategies that employ the most appropriate tools and

ICT resources to support and communicate change through social

entrepreneurship.

Develop a socially entrepreneurial idea or initiative and

persuasively summarise it for a broad audience.

Justify the idea, including why it is an effective way to address a

particular social need.

Describe the contextual factures that have given rise to this

response.

Describe and justify what organisational structure will be

employed.

Detail how the initiative will financially sustain itself.

Explain and/or demonstrate how ICT is being used within the

initiative and why.

Identify key collaborators and why they are important to the

initiative.

Work in a team and manage group processes.

Week 13

Attachment 4.3

02

Version 1 - July 2015 Stephen Linquist and Rachael Phegan – University of Tasmania stephen.linquist@utas.edu.au / rachael.phegan@utas.edu.au This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

UNIT CODE: XBR--- UNIT TITLE: Social Entrepreneurship in the Digital Age

Study Period: Semester 1, 2017 Unit Designers: Dr Wills (TSBE), A/Prof Eversole (IRD), Dr Chinthammit (SET), Prof Mosakowski (IRD), Dr Clark (TSBE), Ms Taylor (TSBE)

Week / Date Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13

Intended Learning Outcomes

Summative Assessment

Location / Tool

Learning Activities

Location / Tool

MyLO discussion board

MyLO quiz Webinar conference / face to face session

MyLO discussion / question sheet

Webinar conference / face to face session

Dropbox MyLO discussion board

Feedback

Location / Tool MyLO discussion board

MyLO quiz scoring Webinar conference

MyLo discussion / question sheet

Gradebook/rubric Webinar conference

Gradebook/rubric MyLO discussion board

MyLO discussion board

Gradebook/rubric

Instruction

Course Learning Outcomes (CLOs) addressed in this unit: Not applicable as this unit is a Breadth Unit

SA#1 Quizzes, Online Discussion and Peer Review: Students participate in discussion board forums and MyLO quizzes on a weekly basis. Discussions will be structured around questions related to the topics covered in the weekly lecture series as well as peer review activities.

ILOs 1, 2 & 3; Individual assessment task 20%

SA#2 Case Study Report: Students identify and research a socially

entrepreneurial initiative that has been established in any context globally and write a case study report (1,250 words). ILOs 1 & 2; Individual assessment task 30%

LA#1 Reflection Task: Students

are asked to reflect on their current knowledge / perception of the unit’s key concepts

LA#1 Feedback: “Wordle” or equivalent tool to demonstrate collective answers and provide general class feedback

ILO 2. Analyse the historical and contemporary socio-political factors within particular contexts which have given rise to social entrepreneurship and technology-driven interventions for social impact.

ILO 1. Examine social entrepreneurship, social enterprise and social innovation as distinct theoretical concepts and useful mechanisms for creating social impact within regional, national and global economies and communities.

ILO 3. Formulate strategies that employ the most appropriate tools and ICT resources to support and communicate change through social entrepreneurship.

SA#3 Critique of Technology-Driven Strategies: Forming groups of 3-4, students analyse the ICT components in a context of an existing socially entrepreneurial initiative or of their own idea. Students critique the existing use of ICT and propose & justify SE ICT-driven strategies to improve the initiative. ILOs 2 & 3; Group assessment task 20%

SA#4 Strategic Report and “Pitch” Presentation: In groups of 3-4,

students “pitch” a socially entrepreneurial idea via two key formats: 1. An audio-visual presentation or the creation of a website which

“sells” the idea 2. A strategic document providing greater details and justification of

the idea’s implementation strategy and intended impacts.ILOs 2 & 3; Group assessment task 30%

LA#2 Online Quiz: Students complete a short quiz relating to the week’s lecture topics, with a particular focus on differentiating key concepts

LA#3 Webinar - Case Studies: Students engage in an interactive session led by a facilitator in which SE case studies are examined and discussed

LA#4 Case Study Peer Reviews: Students review a peer’s case study report and provide formal written feedback

LA#5 Digital Task: Students engage in an on-line interactive session led by a facilitator, demonstrating the use of different ICT tools.

LA#2 Feedback: MyLO automatically generated score

LA#3 Feedback: Synchronous/ real time feedback from webinar facilitator

LA#4 Feedback: Peer feedback and MyLO discussion board

LA#5 Feedback: Real time feedback by the facilitator

LA#6 Webinar - Ideas Mash Session: Students present an idea and answer questions in an interactive session led by a facilitator

LA#6 Feedback: Synchronous/ real time feedback from webinar facilitator and peers

LA#7 How to pitch an idea: Students watch filmed examples of ‘idea pitching’. Individual written response comparing approaches and styles.

LA#7 Feedback: Lecturer feedback (general) to all students

SA#2 Feedback: Individual feedback via rubric

SA#3 Feedback: Group task feedback via rubric

LA#8 Online reflection: Students reflect on their newly acquired knowledge and their experiences in this unit

LA#1 Feedback: “Wordle” or equivalent tool to demonstrate collective answers and provide general class feedback

SA#4 Feedback: Group task feedback via rubric

Introduction 1 x 20 minute presentation

Defining and contextualisi

ng SE: 3 x 13 minute presentations

Scales and regions of impact 1 x 20 minute presentation

SE in the Tasmanian context 3 x 13 minute presentations

ICTs for social impact 1 x 20 minute presentation

Community-based approaches 2 x 20 minute presentations

ICT case studies 2 x 20 minute presentations

Starting up & managing social enterprises 2 x 20 minute presentations

Pitch and strategy development 2 x 20 minute presentations

Developing and integrating ICT tools 2 x 20 minute presentations

Collaborating to enhance organisational and financial sustainability 2 x 20 minute presentations

Unit summary 1 x 20 minute presentation

Attachment 4.3

03

Version 1 - July 2015 Stephen Linquist and Rachael Phegan – University of Tasmania stephen.linquist@utas.edu.au / rachael.phegan@utas.edu.au This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Location / Tool

Lecture Recording (MyMedia); Core readings and resources

Lecture Recording (MyMedia); Core readings and resources

Lecture Recording (MyMedia); Core readings and resources

Lecture Recording (MyMedia); Core readings and resources

Lecture Recording (MyMedia); Core readings and resources

Lecture Recording (MyMedia); Core readings and resources

Lecture Recording (MyMedia); Core readings and resources

Lecture Recording (MyMedia); Core readings and resources

Lecture Recording (MyMedia); Core readings and resources

Lecture Recording (MyMedia); Core readings and resources

Lecture Recording (MyMedia); Core readings and resources

Lecture Recording (MyMedia); Core readings and resources

Topics

Lecture A: Defining key concepts

Lecture B: Historical and socio-political factors

Lecture C: The use of ICTs

Lecture topic: Introduction to unit

Lecture A: Business, financial and marketing planning

Lecture B: How to ‘pitch’ your idea

Lecture topic: Diverse forms of SE: scale and geographical differences

Lecture A: SE in the Tasmanian context

Lecture B: Guest lecturer (e.g. Tasmanian-based social entrepreneur)

Lecture C: The use of ICTs

Lecture A: Understanding social issues/needs in your local community

Lecture B: Developing innovative ideas

Lecture topic: The use and implications of ICTs as tools to enhance social impact in SE initiatives

Lecture A: ICT case studies (global, national, local)

Lecture B: Guest lecturer (e.g. Gary McDarby from Sense-Co)

Lecture A: Organisational and legal models of start-ups

Lecture B: Managing multiple missions and hybridity

Lecture A: ICT tools for SEs: marketing, web-based, funding (e.g. crowdfunding)

Lecture B: Use of apps technology

Lecture A: Collaboration and cross-sectoral partnerships

Lecture B: Measuring social impact

Lecture topic: Summary of unit and final reflections

Attachment 4.3

04

Version 1 - May 2016 Stephen Linquist and Rachael Phegan University of Tasmania

stephen.linquist@utas.edu.au rachael.phegan@utas.edu.au

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Reviewing a Learning Design

This sequence of questions is intended to assist in the review (or self-review) of a learning design produced using the unit sequence template. The unit sequence template enables unit coordinators to graphically represent the constructive alignment and intended teaching sequence for a unit on a single A3 sheet of paper (or electronically). In the case of new unit development, the learning design is normally produced and reviewed prior to the development of a unit outline.

Potential uses of this review tool may include:

• A unit coordinator or teaching team reviewing a learning design they have recently prepared and/or in the process of updating• Members of a faculty learning and teaching committee providing feedback on a new unit proposal which is accompanied by a learning design.

Please note: some of the questions contained in this template are also featured in the unit outline review template.

Unit Description Yes Partially No N/A

Does the Unit Description succinctly describe the key knowledge and skills that students will be expected to acquire?

Does the Unit Description contain a statement briefly articulating the evolution of topics contained in the unit delivery schedule?

Does the Unit Description outline the main types of learning experiences that have been incorporated into the unit design?

Does the Unit Description describe how the unit prepares students for subsequent study and/or a vocational outcome?

If Breadth Unit - Does the Unit Description state the disciplinary lenses that inform the delivery and assessment of this unit?

Learning Outcomes Yes Partially No N/A

Is there a logical relationship between the intended learning outcomes and the course learning outcome(s), where it possible to see how attainment of the intended learning outcomes is preparing students to achieve the relevant course learning outcome(s)?

Do the Intended Learning Outcomes assess the knowledge and skills outlined in the unit description?

If there is a dependency between two or more intended learning outcomes, does the sequence reflect this hierarchy?

Is there a manageable number of intended learning outcomes, given that each intended learning outcome needs to be assessed twice? (i.e. 3-5 ILOs)

Is there a stem preceding the sequence of intended learning outcomes? Stem example - On completion of this unit, you will need to be able to:

Attachment 4.3

05

Version 1 - May 2016 Stephen Linquist and Rachael Phegan University of Tasmania

stephen.linquist@utas.edu.au rachael.phegan@utas.edu.au

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Does each ILO commence with an active verb that states the action which students will be assessed against? Active verb examples – 'apply', 'synthesise', 'present' Note: Refer to a Blooms and/or SOLO taxonomy of active verbs for a comprehensive list of action verbs

Does each ILO contain a focus, whereby a process, product and or outcome of the action is stated? Process example – 'methods of passage planning' Outcome example – 'limitations of electronic systems' Product example – 'a passage plan'

Does each ILO outline a condition which provides scope to the process, product or outcomes already stated within the learning outcome? Examples: “appropriate for search and rescue operations”, “to ensure navigation safety”, “to implement Bridge Resource Management”

Have the intended learning outcomes been written using the following structure: Learning Outcome = stem + active verb + focus + condition

Formal Assessment Yes Partially No N/A

Do each of the assessment criteria (on the cover page of the learning design) describe a discrete characteristic of the work to be assessed?

Is there an assortment of formal assessment tasks which are scheduled throughout the delivery period?

Are there at least two different methods of assessment being used?

For each assessment task, does the method of assessment enable the assessment of the relevant intended learning outcome(s)?

Are there two or more opportunities for students to achieve each of the intended learning outcomes? Note: multiple intended learning outcomes can be assessed with a single assessment task

Does the assessment task method used to classify each assessment task, reflect a 'common' definition? See: page 99 of https://www.itl.usyd.edu.au/projects/aaglo/pdf/SP10-1879_FINAL%20sydney%20barrie%20final%20report%20part%201.pdf for a detailed glossary of assessment task methods

Are there any professional accreditation requirements which specify required assessment methods?

Does the weighting of each assessment task reflect the volume of work a student will (or is likely to be required to) perform?

Is the difficulty of the assessment tasks comparable to other units in the course at the same year level?

Does the task description (on the cover page of the learning design) provide the following:

The context and conditions of assessment - (i.e. material requirements, time restrictions)

An overview of the actual task to be performed by the student

Attachment 4.3

06

Version 1 - May 2016 Stephen Linquist and Rachael Phegan University of Tasmania

stephen.linquist@utas.edu.au rachael.phegan@utas.edu.au

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Specifications for the evidence that a student will submit

Detail on where and how the student needs to submit evidence

The grading scale which will be used to assess the evidence

Detail on where students can access a rubric for each assessment task

Learning Activities Yes Partially No N/A

Are the learning activities sequenced prior to the relevant assessment task, so that they prepare students to undertake the assessment?

Is there any tangible relationship between the assessment criteria (on the cover page of the learning design) and the learning activities?

Feedback Yes Partially No N/A

Will students receive feedback on their performance in formal assessment tasks so that it can be used to inform their practice in subsequent assessment tasks?

Is there at least one summative assessment task that is submitted, marked and returned to students by the midpoint of the unit?

Do students receive feedback on their performance during or after undertaking learning activities? Note: Students may receive this feedback from peers, teacher (individually, group, whole of class) or automated (e.g. quiz) or through self-review.

Are the methods and frequency of feedback to students sustainable in relation to the stated student cohort capacity?

Instruction and Topics Yes Partially No N/A

Are the methods of instruction appropriate in respect to the related learning activities and the stated student cohort capacity?

Is there a sufficient component of the unit instruction accessible for students to access outside designated instruction periods?

Are each of the topics scheduled in a logical sequence which is reflected in the sequence of assessment tasks?

Blended Learning Yes Partially No N/A

Does the documented blend of on campus and online components enable the target student cohort(s) to effectively participate in the unit?

Are the selection of online tools appropriate in respect to the stated student cohort capacity?

Comments

Attachment 4.3

07