FDY3001 Preparing for University Success Portfolio Assessment Brief | AU

FDY3001 Assessment Brief

As part of the formal assessment for the module Preparing for University Success, you are required to submit the assessment that is described in this assessment brief.

FDY3001 Learning Outcomes:

After completing the module, you should be able to:

• Reflect upon the transition to university and the strengths that they bring to university study
• Demonstrate an increased ability to locate, evaluate and read academic sources required for university study and assessment
• Present information to demonstrate increased confidence in communicating in a range of scenarios for the university context (including academic and personal preparedness)
• Graduate Attribute: Digitally Literate Identify appropriate digital resources/tools required for a restricted range of given purposes and tasks, with guidance.

All learning outcomes must be met to pass the module

Guidance

Your assignment should include a title page containing your student number, the module name, the submission deadline, the exact word count of your submitted document, the appendices, if relevant, and a reference list (see referencing section for more information). You should address all the elements of the assignment task listed below. Please note that tutors will use the assessment criteria below to assess your work.

You must not include your name in your submission because Arden University operates anonymous marking, which means that markers should not be aware of the identity of the student. However, please do not forget to include your STU number.

Maximum word count: 2000 words

Please refer to the full word count policy, which can be found in the Student Policies section here: Arden University | Regulatory Framework.

Please note the following: Students are required to indicate the exact word count on the title page of the assessment.

The word count includes everything in the main body of the assessment (including in-text citations and references). The word count excludes numerical data in tables, figures, diagrams, footnotes, reference list and appendices. All other printed words ARE included in the word count.

Students who exceed the word count by up to a 10% margin will not be penalised. Students should note that no marks will be assigned to work exceeding the specified limit once the maximum assessment size limit has been reached.

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Task A: Reflective Writing (1000 words) (Module Learning Outcomes 1 and 3) 

Reflect on your experiences of university life and your progress as a student.

A reflective piece of writing is personal and informative. It is similar to writing a diary – it is an opportunity for you to express your emotions and thoughts. However, a reflective piece of writing goes further than simply describing your experiences. When you reflect, you discuss what you have learned from your experiences and the changes you make in the future based on your prior experiences.

Your reflection should address the following:

Reflect on your personal experience starting at Arden University.

• This could include aspects of university life you have found enjoyable and your motivations/goals for starting a university degree.

Reflect on your personal growth, assessing your strengths and areas for development.

• Include what you have learned about your academic strengths from your iLearn materials.
• Refer to your iLearn lessons to help you discuss your academic strengths, such as your growth mindset, self-efficacy, and sense of belonging.

Discuss two academic skills you have acquired in this module.

• Select two from the following list: academic reading, digital skills, analysing and evaluating sources, critical thinking, and referencing.
• Refer to specific iLearn lessons explaining what you have learned and why these academic skills are essential for university success.

Discuss your next steps.

• Based on your reflection, choose a specific academic challenge you experienced during this module. Explain what was difficult, how you overcame this challenge and the steps you will take to continue developing your academic skills at university.

Writing requirements:

• As this is a reflective piece of writing, you can use first-person pronouns (I, me, my) to write from your perspective.
•  Reflective writing is a continuous piece of writing. Paragraphs should be used, and subheadings are not required.
• Give specific details in your reflection. Your reflection should explain your experience of this module, including your iLearn lessons. In-depth personal reflections will gain higher marks. General reflections will limit high marks.

Task B: Locating, reading and evaluating sources (1000 words) (Module Learning Outcomes 2 and 4)

Task B assesses your digital skills. As you have learned in this module, it is important that you can find and evaluate good-quality academic sources when researching and writing assessments. Good quality academic sources include books and journal articles.

For this task, you are going to search for and evaluate sources that would help you answer the following research question:

What factors motivate cyberbullying on social media platforms?

There are three parts to this task:

Part 1 (300 words): Use the Arden University Library Portal to locate TWO academic sources

Being able to use the Arden University Library Portal to locate relevant academic sources is a key academic skill.

To demonstrate this skill, you will search the library (specifically the A-Z Database function) to locate TWO sources that might be useful when answering the question above. You will explain how you carried out your search (so that someone else could follow your steps and end up with the same search results). To help with this, you will take screenshots (a maximum of 6) showing your search in action. Note that your screenshots MUST show you using the Arden University Library.

Include the following:

Part 2 (450 words): Show you can evaluate academic sources of information

You have now searched for and selected two academic sources that you could use to answer the research question: What factors motivate cyberbullying on social media platforms?

You are now going to evaluate both sources. Are they good sources for you to use for academic purposes? You will need to read both sources carefully so you have a good understanding of their content.

Using the CRAAP evaluation criteria (Currency, Relevance, Authority, Accuracy and Purpose), explain each source’s quality and usefulness for academic purposes.

In your answer, you must explain all elements of CRAAP. Ensure you discuss the specific details of your sources to support your analysis. You should include a full reference for each source and use in-text citations throughout your analysis to highlight specific examples from the sources. Please follow the Arden University Harvard Referencing Style.

Part 3 (250 words): Show you can evaluate non-academic sources of information

Below is a ChatGPT-generated text about the research question. Using the CRAAP criteria, explain why this text is a poor choice when writing for academic purposes.

What factors motivate cyberbullying on social media platforms? (Generated by ChatGPT)

Factors Motivating Cyberbullying on Social Media Platforms

Cyberbullying on social media is a pervasive issue driven by multiple factors. Understanding these motivations is crucial for developing effective prevention and intervention strategies. Here are the primary factors that motivate cyberbullying on social media platforms:

1. Anonymity and Perceived Impunity

One of the most significant motivators for cyberbullying is the anonymity that social media platforms can provide. When individuals believe their identity is hidden, they may feel emboldened to engage in aggressive behaviours without fear of immediate repercussions. This perceived impunity can lead to a sense of power and control over the victim, which is a driving force behind many instances of cyberbullying.

2. Social Influence and Peer Pressure

Social dynamics play a crucial role in cyberbullying. Peer pressure and the desire to fit in with a particular group can push individuals to bully others online. In some cases, cyberbullying is seen as a way to gain popularity or status within a social group. Adolescents, in particular, may bully others to avoid being ostracised by their peers or to gain approval from influential group members.

3. Retaliation and Revenge

Another motivation for cyberbullying is retaliation or revenge. Individuals who feel wronged or mistreated by others may resort to cyberbullying as a means of getting back at their perceived offenders. This can create a cycle of bullying where the victim becomes the aggressor in an attempt to regain a sense of justice or balance.

4. Boredom and Lack of Empathy

For some individuals, cyberbullying is a way to alleviate boredom. The ease of accessing social media and the instant gratification it provides can make bullying an enticing activity for those seeking entertainment. Additionally, the lack of face-to-face interaction can lead to a diminished sense of empathy. When bullies cannot see the immediate emotional impact of their actions, they may be less likely to understand or care about the harm they are causing.

5. Psychological Factors

Certain psychological traits and conditions can also contribute to cyberbullying behaviour. Individuals with low self-esteem, poor impulse control, or a need for dominance may be more prone to engage in cyberbullying. Additionally, underlying issues such as stress, anxiety, or previous experiences of being bullied can influence someone to bully others online as a coping mechanism or defence strategy.

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6. The Culture of the Platform

The nature and culture of specific social media platforms can either discourage or facilitate cyberbullying. Platforms with minimal moderation, unclear community guidelines, or a toxic user base can create environments where bullying behaviour is normalised or overlooked. Conversely, platforms that actively promote positive interactions and swiftly address abusive behaviour can reduce the incidence of cyberbullying.

7. Lack of Consequences

A perceived lack of serious consequences for online bullying can also motivate individuals to engage in such behaviour. If bullies believe that their actions will go unpunished or that the repercussions will be minimal, they may be more likely to continue bullying. This highlights the importance of clear policies and strict enforcement by social media platforms to deter such behaviour.

Conclusion

Cyberbullying on social media is motivated by a complex interplay of factors, including anonymity, social influence, retaliation, boredom, psychological traits, platform culture, and lack of consequences. Addressing this issue requires a multifaceted approach that includes educating users, enforcing strict policies, promoting empathy, and creating supportive online communities. By understanding and targeting the underlying motivations for cyberbullying, we can work towards creating safer and more inclusive social media environments