| Assessment |
| Title |
Exam Length |
Weight |
Mode |
No. Words |
| Assignment 1 |
|
40%
|
|
2000 |
| Assessment Notes |
| Essay |
|
| Relates to Learning Outcomes (LO) and
Graduate Attributes (GA) |
| LO: 1-4
GA: 1-7 |
| Online Test 1 |
|
20%
|
|
|
| Assessment Notes |
| One hour assessment |
|
| Relates to Learning Outcomes (LO) and
Graduate Attributes (GA) |
| LO: 1, 2, 4
GA: 1, 3, 4, 6, 7 |
| Online Test 2 |
|
20%
|
|
|
| Assessment Notes |
| One hour assessment |
|
| Relates to Learning Outcomes (LO) and
Graduate Attributes (GA) |
| LO: 1, 2, 4
GA: 1, 3, 4, 6, 7 |
| Online Test 3 |
|
20%
|
|
|
| Assessment Notes |
| One hour assessment |
|
| Relates to Learning Outcomes (LO) and
Graduate Attributes (GA) |
| LO: 1, 2, 4
GA: 1, 3, 4, 6, 7 |
|
| Graduate Attributes (GA) |
|
Attribute |
Taught |
Assessed |
Practised |
| 1 |
Knowledge of a Discipline
In this unit students are expected to develop knowledge and understanding of the field of Asian history. This includes empirical and conceptual understandings of major themes and issues in the analysis of Asian history such as patterns of human settlement, the development of traditional polities and economies, the social and cultural significance of religious and philosophical traditions, and issues of class and gender. They will acquire a body of knowledge on the history of traditional Asia, be introduced to major interpretations of Asian history, and will be encouraged to develop a basic grasp of the principles, standards, practices, methods and boundaries of the disciplines of Asian Studies and history. Students will also develop skills in applying this new knowledge in practice to understand issues, solve problems and communicate their understanding confidently and effectively. This unit will also emphasise abilities in research, analysis, interpretation and exposition. These are the abilities which are necessary in developing and demonstrating understanding of the conceptual and empirical knowledge introduced in the unit. Accordingly, they are the basis for assessment in the unit.
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| 2 |
Communication Skills
The entire unit is designed to help students to improve their communication skills; these skills will be applicable in their personal as well as professional life. In this unit students learn to communicate their ideas through their assignment work. Students will also communicate in well-organised and logical arguments the ideas they have developed in studying particular topics. Their work will be assessed according to the standard of clear and coherent formulation of argument on those topics. Students will also participate in the online discussions and will practise communicating their ideas with other students. Thus the unit is intended to allow students to foster and demonstrate communication skills.
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| 3 |
Global Perspectives
This unit clearly contributes to the development of a 'global perspective'. It deals with societies very different from that with which students are likely to be more familiar, and thus enhances the appreciation of global diversity. At the same time, the unit encourages student's appreciation that the history of Asian societies can be compared to the history of other parts of the world, that the concepts and perspectives we use in understanding Asian history are those we can use generally, and that their understanding of the history of Asia will contribute to their understanding of history in general.
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| 4 |
Information Literacy
Students in this unit will read a variety of literary material and learn how to process this information. Students in their essays learn how to recognise relevant material and how to apply it to a particular problem as required in their essays. Their interpretations must be informed by relevant data. They will thus be encouraged to develop research skills in the collection and evaluation of data. Their study will require the use of electronic resources and printed materials. In this unit, however, 'information literacy' goes beyond merely collecting information to include more discriminating skills in assessing the utility of information, identifying the most useful sources of information and critical examination of those sources. The main skill in information literacy, therefore, is in effectively using information as evidence in the development of your arguments.
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| 5 |
Life-Long Learning
The skills which students begin to acquire in this unit are ones which can be applied in a variety of contexts. The academic skills of research, analysis, interpretation and exposition which are taught in the unit will be relevant in many situations. Students should learn how to study and learn independently, and also how to learn in a group situation.
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| 6 |
Problem Solving
'Problem-solving' is a crucial part of this process, as students are encouraged to develop the ability to identify significant themes, to explain their significance, and to present 'solutions' in terms of their interpretations. The themes are concerned with the history of traditional Asia, but they are not peculiar to this particular area and will have links with 'problem-solving' in other areas of history and the social sciences and humanities generally. The skills of problem solving within a communication context are taught and assessed through assignment topics and in the unit information guide. Students apply their skills of information literacy to develop a written argument about a particular issue. As individual essays elicit the students' own responses to a particular problem, students develop critical and creative thinking.
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| 7 |
Social Responsibility
This also applies to 'social responsibility'. This unit does not advocate any sort of ethical, ideological or political stance, let alone demand that students adopt such a stance. That would be entirely inconsistent with a main unit objective, that students will be able to develop and present your own arguments. However, the study of Asian history should lead to a reflection on the past and (hopefully) the lessons history has for the present - and the future.
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| 8 |
Team Work
Finally, through the online discussions board for the unit, opportunities are provided for team-work and cooperation between students. The discussion board is useful means for students to exchange ideas, ask for help, get some assistance, collaborate, and generally keep in touch with others enrolled in the unit.
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